ENGLISH LANGUAGE FOR DAILY USE Third Edition CONTENTS Unit 1 IDENTIFICATION. MEETING NEW PEOPLE Unit 2 EDUCATION. CAREER Unit 3 HOME. ENVIRONMENT Unit 4 TRAVELLING. ACCOMODATION Unit 5 THE HUMAN BODY. HEALTH Unit 6 GOING SHOPPING. MONEY Unit 7 FOOD. EATING OUT Unit 8 ENTERTAINMENT. SPORTS AND HOBBIES Unit 9 MEDIA. COMMUNICATION Unit 10 INTRODUCTION TO THE EUROPEAN UNION
The book is in English ( only the Introduction in Romanian)
This volume offers concrete answers to the question of how we can use imagery to enrich the teaching of reading and writing. The chapters are organized according to two guiding principles. First, each addresses specific aspects of the inextricable integration of imagery and language in the teaching of reading and writing. Imagery is not privileged over language; the fusion of the two is emphasized. Second, each focuses on a particular kind of imagery--mental, graphic, or verbal--describing teaching/learning strategies based on the deployment of that kind of imagery in the classroom.
This is an account of the phonology and morphology of modern spoken Arabic, the first to be published in any language and based largely on the author's research. Dr Watson's approach is theoretically innovative and aware, but accessible to Arabic language specialists outside linguistics. Broad in coverage, this is an important and pioneering book.
A pocket-sized, bright, friendly course that gives adults confidence. This accessible course teaches the essential language for Starter students. The gentle pace and practical approach make it ideal for less-confident learners. It breaks language down into short chunks, which are easier to remember. It also provides plenty of practice activities to build students' confidence and give a real sense of progress. Level: Beginner TB by speech_acts / AUDIO by eka
The lexical syllabus affords the learner a coherent learning opportunity. It does not dictate what will be learned and in what order. It offers the learner experience of a tiny but balanced corpus of natural language from which it is possible to make generalizations about the language as a whole. It then provides the learner with the stimulus to examine that mini-corpus in order to make those productive generalizations.
