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Q Skills for Success Listening and Speaking Intro Student Book
 
 

Q Skills for Success Listening and Speaking Intro Student BookQ Skills for Success Listening and Speaking Intro Student Book

Q Skills for Success encourages students to think critically and succeed academically. 
Q’s question-centred approach provides a unique critical thinking framework for each unit. This develops key cognitive skills such as analyzing, synthesizing, and evaluating—as well as developing the language skills essential for academic success. 
Learning outcomes are clearly stated at the start and end of the units, with competency self-evaluations and vocabulary check lists featuring the Academic Word List. This enables teachers to define learning outcomes effectively to accreditation bodies.

 

Wrong Book

 
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The Picture of Dorian Gray by Oscar Wilde
 
 

The Picture of Dorian Gray by Oscar WildeThe Picture of Dorian Gray by Oscar Wilde

The Picture of Dorian Gray by Oscar Wilde. PDF version

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English for Travel - Oxford - John Eastwood
 
 

English for travel - Oxford - John EastwoodEnglish for travel - Oxford - John Eastwood

English for travel by John Eastwood.

 

First published 1980

Tenth impression 1994

 

http://englishtips.org/1150844353-english-for-travel.html



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The CELTA Teaching Compendium
 
 

The CELTA Teaching CompendiumThe CELTA Teaching Compendium

CELTA (the Certificate in English Language Teaching to Adults) and other similar qualifications, are typically taken intensively over 4-5 weeks. To succeed, trainees have to ensure that they respond quickly to feedback on their teaching, but the intensity of the course can make it difficult to really take everything in.



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Discussions that work
 
 

Discussions that workDiscussions that work

How can you make a discussion really work? What sort of activities produce genuine and enthusiastic exchanges of ideas? How can you prepare such exercises quickly and easily? These are some of the questions that Discussions that Work sets out to answer.

The first part provides some general guidelines on the organization of successful task-centred activities. The second part consists of some 50 practical examples which have been tried and found effective in the classroom. They range from fairly simple to complex and sophisticated, and can thus be used with a wide range of learners, from elementary to the most advanced, in both secondary and adult education.



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