Advanced English grammar and vocabulary quiz book has been devised for EFL students who have reached upper intermediate to advanced level of English. The first part of the book is designed to test your knowledge on multiple meaning words and words that cause confusion. Grammar structures are also included in quiz form and clear explanations can be found in the answer key that follows each exercise. What’s more, there is also a ‘test yourself on prepositions’ section as well as exercises on connectors. Modal auxiliary verbs are also dealt with along with other important grammar points. A phrasal verbs quiz completes the book.
English Club Global is a website designed to help students to improve English by incorporating a fresh, innovative approach to online self-learning. Offering English video lessons created by a panel of experts, based in Great Britain. Each section is carefully designed to make sure students learn to understand English, grasp the principals of grammar, overcome common language barriers and even pick up particular words and terms quickly.
English Grammar Rules You Must Know: Writing & Speaking 101 for Beginners, Daily English for friendly Conversation &Business Applications Understanding ... to AVOID Errors that make you look DUMB!
The following chapters will discuss the rules of English Grammar and how you can use the English language in your daily life situations. You will learn the different types of words in the English language and their most common uses and show you mistakes commonly made, so you don’t make these same mistakes.
English for Beginner • Elementary Level (A1) (2020-07)
English Club Global is dedicated to teaching English online by integrating a ground breaking approach to self-learning. Beginner/Elementary (A1) shows offer educational material designed by experts based in the UK. Each module is designed to ensure students understand English, learn grammar effortlessly, overcome language barriers and learn exact words and terms.
This book examines the pronunciation goals of teachers, course leaders, and learners on a ten-week UK pre-sessional access course, particularly with regard to suprasegmental instruction and target of instruction on how these goals are reflected in pronunciation assessment, and how teacher goals are informed by their attitudes and beliefs. A mixed methods approach, including direct observation and semi-structured interviews, is employed to address the area of enquiry. Results show a lack of clarity of course goals. Although there is a firm emphasis on suprasegmental instruction, in semi-structured interviews, teachers report a lack of clear course goals and guidance.
