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Integrated English Practice II es un libro de curso intermedio para la formación de profesores de inglés de pregrado en Cuba; que hace propio un enfoque comunicativo para la enseñanza y el aprendizaje de idiomas y que tiene la intención de responder a las necesidades particulares de los educadores. Está conformado como un cuaderno de ejercicios y forma parte de una serie que le permitirá al lector practicar sistemáticamente la comprensión auditiva, la expresión oral, la lectura y la escritura, así como el vocabulario y la gramática. También incluye oportunidades para aprender sobre la lengua extranjera, a través de la lengua extranjera y sobre la cultura en la que se usa.
A guide on how to implement CLIL in the classroom to foster motivation, engagement and progress in language learning.
The revised Comprehensive English Practice series adopts an integrated, holistic approach to teaching English. The four language skills are thoroughly explored and a combination of individual and group work is encouraged. Emphasis is on the pupil, with the teacher as facilitator.
The revised Comprehensive English Practice series adopts an integrated, holistic approach to teaching English. The four language skills are thoroughly explored and a combination of individual and group work is encouraged. Emphasis is on the pupil, with the teacher as facilitator.
It has a topic-based syllabus with engaging, authentic content that sparks student interest and curiosity. The topics give students something to respond to and a reason to share their own ideas, experiences and opinions. New language is presented and practised within the context of the topic. A grammar discovery approach highlights the form and usage of new structures. An in-depth treatment of the topic allows many opportunities to review and re-integrate previously learned language. There is integrated and systematic practice of all four language skills around communicative tasks. Practice is given in critical thinking skills to encourage students to think in English. Activities feature skills such as analysing, classifying, comparing, evaluating, interpreting and predicting. 'Strategy Session' units help students to develop conversation management strategies - for example to get the information they need and to keep a conversation going. 'Vocabulary Workshops' introduce key vocabulary learning strategies as a way of consolidating each unit's new vocabulary.
The revised Comprehensive English Practice series adopts an integrated, holistic approach to teaching English. The four language skills are thoroughly explored and a combination of individual and group work is encouraged. Emphasis is on the pupil, with the teacher as facilitator.
Endorsed by The American Institute of Architects, this work is about integrated practice in architecture, which is the collaborative design, construction, and life-cycle management of buildings.
It has a topic-based syllabus with engaging, authentic content that sparks student interest and curiosity. The topics give students something to respond to and a reason to share their own ideas, experiences and opinions. New language is presented and practised within the context of the topic. A grammar discovery approach highlights the form and usage of new structures. An in-depth treatment of the topic allows many opportunities to review and re-integrate previously learned language. There is integrated and systematic practice of all four language skills around communicative tasks. Practice is given in critical thinking skills to encourage students to think in English. Activities feature skills such as analysing, classifying, comparing, evaluating, interpreting and predicting. 'Strategy Session' units help students to develop conversation management strategies - for example to get the information they need and to keep a conversation going. 'Vocabulary Workshops' introduce key vocabulary learning strategies as a way of consolidating each unit's new vocabulary.
The revised Comprehensive English Practice series adopts an integrated, holistic approach to teaching English. The four language skills are thoroughly explored and a combination of individual and group work is encouraged. Emphasis is on the pupil, with the teacher as facilitator.