Teachers around the world trust Cutting Edge to deliver a comprehensive, practical language syllabus and an impressive range of teaching resources. From beginners to advanced level, students learn to communicate effectively, accurately and confidently through solid grammar work, a focus on high-frequency vocabulary and regular well-structured speaking tasks. These new editions combine the effective approach that has made Cutting Edge so popular, with brand-new features, making it even fresher and easier to use.
How to teach Speaking is a practical guide for teachers who want to improve their knowledge and develop their classroom skills in this area. The book includes: A description of the characteristics features of spoken language, an explanation of communication strategies that learners use, ways to increase learner autonomy and confidence and approaches to assessing speaking REDUCED VERSION by Pumukl
The course includes conversation practice on daily life with a new vocabulary words 25-30 for a lesson in class, intensive listening in class and at home, and written exercises in the homework. The textbook is designed for a broad audience - from young people 13-14 years of age and to adults. skills and listening skills.
The Vocal Skills Pocketbook explains how to devleop a confident, authoritative and vital voice in a range of speaking situations. It will enable individuals to analyse their speaking voices and establish what aspects they wish to improve. The advice and information are relevant not just to public speaking events but also to numerous other situations such as interviews, meetings and speaking on the telephone.
In this practical guide to teaching beginning language learners of all ages, Calhoun encourages us to begin where the learners begin--with their developed listening and speaking vocabularies and other accumulated knowledge about the world. Engage students in shaking words out of a picture--words from their speaking vocabularies--to begin the process of building their reading and writing skills.
