New Challenges helps students become more effective learners and better citizens of the world through personal development. The information-driven approach in New Challengesencourages teenagers to think about the world around them and provides lively achievable tasks, building their confidence, creativity, participation and performance. With New Challengesteachers make lessons educational, successful and fun!
True to Life Personal Study Workbook is a course designed especially for adult learners of English.
Key features of the course are: • Original content and tasks which will engage the interest of adult learners • Use of learners' own knowledge, experience and creativity • Development of grammar and vocabulary through interactive tasks • Review and development in every unit • Wide range of cross-cultural material • 'Dual level' recordings, offering a choice of shorter or longer and more challenging versions of many listening tasks
Solutions has been thoroughly modernized with 80% new content to draw in students, embed the grammar and vocabulary presented, and engage them in the tasks. Its guided approach builds up every student's confidence, through step-by-step objectives, lots of practice, meaningful personalization activities, and exam preparation tasks. The course now embraces a wide range of teaching methods, furnishing the teacher with a flexible pick-and-choose package for use in the classroom, at home, and on the move. The Words app enchances independent learning while iTools enables you to enliven the material and vary the pace and focus of your lessons.
Understanding how task complexity affects second language learning, interaction and spoken and written performance is essential to informed decisions about task design and sequencing in TBLT programs. The chapters in this volume all examine evidence for claims of the Cognition Hypothesis that complex tasks should promote greater accuracy and complexity of speech and writing, as well as more interaction, and learning of information provided in the input to task performance, than simpler tasks. Implications are drawn concerning the basic pedagogic claim of the Cognition Hypothesis, that tasks should be sequenced for learners from simple to complex during syllabus design.
