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1987 yamaha warrior 350 repair manualPlease upgrade your browser or activate Google Chrome Frame to improve your experience. They know their stuff and have lots to offer. They know the needs of both new teachers, who are just getting started, and well-seasoned teachers, who are looking for a way to spice up their existing curriculum. The authors of these books understand that teaching kids and adults have their unique challenges and therefore have created textbooks specializing on one group or the other. Gone are the days of teaching out of a textbook for the entire class period. Gone are the days where it’s believed that every student is at the same learning level. We know that teaching and learning are more rounded experiences that must be filled with activity and variety in order to maximize learning. With that in mind, each of these textbooks is extra-flexible, and meant to be used and consulted when needed in different situations. It’s not necessary to do every single chapter in order for them to be used effectively! FluentU takes real-world videos—like music videos, movie trailers, news and inspiring talks—and turns them into personalized language learning lessons. There are tons of great choices there when you're looking for songs for in-class activities.Students will be able to add them to their own vocabulary lists, and even see how the words are used in other videos.Not to mention, it's guaranteed to get your students excited about learning English! Accompanying each chapter of the textbook are mini-books to help assist students in the early stages of literacy. These mini-books are patterned, predictable and filled with content that coincides with the chapter’s thematic content. This section has tips on how to make students feel welcome and help usher students into the English language learning process.http://www.kaplug.co.kr/Upload/domino-a100-user-manual.xml
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For example, one piece of advice that this section of the book gives is to take a picture of the whole class on the first day and give each student a copy of the picture with everyone’s name labeled on the picture. This way, the students are able to grow familiar with each other and begin to build a foundation for socializing! Who doesn’t love to laugh. In this textbook, the authors know the power of a good laugh and they use it to help children learn. This set of textbooks is comprised of a student book, a practice book and a teacher’s guide. All of it is designed for kids that have never been introduced to the English language before. This set is loaded with exercises and activities that are designed to let kids have fun while learning English. The letters are very large in order to suit younger learners. Inside the book are lots of tracing worksheets to help guide younger learners through writing their first English words. For example, a coloring worksheet might have specific directions that the teacher should read aloud to students. While this bestselling book isn’t a traditional textbook to be used in the classroom, it’s a great resource for teachers who work with ESL students and are looking for an alternative way of assessing their students’ progress. In this book, the author focuses on giving teachers methods of documenting and tracking the learning process of English learners. In this book, the author demonstrates the different types of assessment that go alongside these four themes. Here’s a quick snippet! Students are learning the language for more reasons than just to please the teacher.” This book still has tons to offer and is perfect for ESL teachers that are just starting out in the classroom. This book includes simple yet highly effective language activities that are engaging for kids of all ages. It’s definitely written for a teacher that needs step-by-step guidance and clear instruction.http://www.restauraceeverest.cz/userfiles/domino-a200-user-manual.xml Each activity clearly states the age group that it’ll work best with, the items that the teacher may need and the speaking level that it’s appropriate with. The activities vary from worksheets to outside playground games and are really great for helping shy students to get outside of their comfort zones and begin to speak English! Just like younger learners, teens and adults learn better and more effectively when they’re engaged, interested and having fun. In this book focusing on fluency and grammar, the pages are packed with activities and exercises that have been formulated specifically for more mature students. In the introduction alone the author gives detailed advice about taking into account the students’ cultural backgrounds, personalities and different learning styles. It even gives different activities specific to those different types of students! It gives interesting material that’s flexible to be as challenging or simple as it needs to be depending on the student. For example Two of the definitions should be true and one of them should be fake. Once everyone in the class has done this, students should take turns reading their definitions aloud while the other students try and figure out the fake definition! In this book, the author helps students to improve their fluency and conversation skills by showing them how to share their own life experiences and reflections. This book focuses primarily on the speaking and oral aspects of learning English for advanced ESL students. One of the best features of the book is that it has thematic chapters filled with proverbs and quotations to fuel discussion in the classroom. For example, in the “Taking a Drive” chapter students will learn vocabulary surrounding cars, the DMV, police officers and overall driving while simultaneously learning the present simple tense, comparative words and superlatives as well! Here’s an example from unit one: Make sure, as a teacher, that the textbook is only used as a reference for material and activities and isn’t too heavily depended on to teach the students. Remember: The textbook doesn’t know your students, you do! Listening activities and activities using TV shows and movies are always great ways to keep students engaged and learning. Don’t hesitate to solicit the help of a good app. It’s the 21 st century! Learning English becomes fun and easy when you learn with movie trailers, music videos, news and inspiring talks.We also participate in other affiliate advertising programs for products and services we believe in.Invalid email address We promise not to spam you. You can unsubscribe at any time. Thanks for subscribing! You can unsubscribe at any time. Thanks for subscribing. Please upgrade your browser or activate Google Chrome Frame to improve your experience. Maybe it reads like a boring manual, or it’s full of technical vocabulary you’ll never use. This means first identifying your English level, easily done through one of the many reputable online tests, like this one used by the British Council. In other words, are your goals simply to learn the basics of English, prepare for a trip to an English-speaking country, get into an English university or perfect your business English. The books below cover a range of goals and learning levels for you to choose from. Visual learners may want a book that incorporates lots of vivid images to explain English concepts. Though many books include the option for companion workbooks or suggested activities, not all include answer keys, something else to consider. Consider ranking the importance of these aspects and then focus on getting something that fits your needs and learning style. The videos are organized by genre and learning level so it’s easy to find the best ones for you —plus, FluentU suggests new videos based on what you’ve already learned.http://liftkos.com/images/concise-slave-training-manual-pdf.pdf Check out all the videos and features for free with a FluentU trial. Why not start with some of my favorite choices below—chances are you’ll find the right fit! It’s specifically designed for self-study, so it works well for those who need something easy to understand and use. It includes plenty of visuals and exercises and focuses both on vocabulary and grammar rules. These activities focus on applying cultural lessons and considering global issues. These bite-size units are only three pages long and incorporate lots of examples. It contains 40 audio pronunciation exercises, a progress tracker and recorded speaking activities. Prices differ depending on whether you’re buying the e-book or the paperback and a new or used copy. The entire teaching premise is built on learning English through images, and each lesson contains loads of pictures to accompany the text. Lessons cover a wide range of beginner topics like introducing people, starting conversations, discussing occupations, asking for and giving opinions, shopping and talking about time. This is a great way to sum up what you’ve just learned and check your comprehension of the lesson. The course book focuses on teaching you rich vocabulary and many fascinating multi-cultural topics. The activities include repetition exercises, fill-in-the-blanks, multiple choice quizzes, word searches and more. To help with this, “American English File” has even created their own sound chart that associates images with the phonetic alphabet. This is a great way to look back on how far you’ve come and compare your communication skills before, during and after the course. The topics here are quite interesting, covering everything from figurative language to common prefixes in science words. Each unit has a vocabulary section and review at the end, and there’s another more extensive vocabulary bank at the end of the book. As a perk, they offer free shipping worldwide. They use short explanations followed by lots of real-world examples and are full of images and cartoons to aid visual learners. Some of the topics covered by the CDs include distinguishing between questions and statements or practice with backchaining for rhythm. These activities and quizzes are meant to help you track your progress and ensure that you understand each unit. It begins with intermediate-level lessons and ends with complex, advanced ones. The book also includes a CD with various charts and resources as well as vocabulary-building games. It’s specifically geared towards educators but is very helpful for those looking for business books to aid with self-study as well. You’ll also learn specific vocabulary and phrases for fields like marketing, trade and sales. He includes vocabulary for money and banking, marketing, company structure and more. These course books target university students or others taking academic courses. They cover a wide range of subjects from different disciplines. Another perk of using these course books is that each unit is independent, so you can learn in whichever chapter order you prefer. FluentU lets you learn English from popular talk shows, catchy music videos and funny commercials, as you can see here:There are captions that are interactive. That means you can tap on any word to see an image, definition, and useful examples.Swipe left or right to see more examples for the word you’re learning.It gives you extra practice with difficult words—and reminds you when it’s time to review what you’ve learned. You have a truly personalized experience.Experience English immersion online! Learning English becomes fun and easy when you learn with movie trailers, music videos, news and inspiring talks.We also participate in other affiliate advertising programs for products and services we believe in.This website is not endorsed or approved by ETS. Invalid email address We promise not to spam you. Big Grammar Book Series Each book in the Big Grammar Book series contains hundreds of worksheets and exercises for elementary English learners. These are appropriate both as a resource for English teachers and for students (the solutions to each exercise are included in the back of each book). Big Grammar Book Big Grammar Book 2 Big Grammar Book Intermediate Talk a Lot Series This series emphasizes speaking and listening activities. This is a fun way for students to engage with the language and with each other. Each book is packed-full of games, exercises, and role-play scenarios. This series is appropriate for students at the upper-elementary or pre-intermediate levels. All Rights Reserved. Not apps, not podcasts, not YouTube. Even free learning materials cost something: your time. The more time you spend on a poorly designed learning program, the less time you have for other goals and interests. How to Speak English Fluently The road to fluency begins with one simple but important step, which many students never complete. Speaking of English Matt Lemanski With that in mind, here are 8 books that I typically recommend to students who want to do extra self-study.English Vocabulary Builder (DK English for Everyone) After all, a large part of your brain is devoted to processing visual information. This is also how babies learn their first words.One of the best ones for learning English is DK's English for Everyone series. You need to learn what it means, how to pronounce it, how to spell it, and how to use it in a sentence. But there is also the question of how to use the word naturally, like a native speaker. Cambridge University (also famous for their English experts) has created a series of books that can help you learn these tricky phrases. They have similar books for learning Phrasal Verbs and Idioms, in case you want to expand your vocabulary even further. This is a list of the most useful, and most-frequently used, words in English-speaking countries. According to these experts, once you learn these 3,000 words, you can understand 80-90 of English conversations, websites, newspapers, etc. The newest edition includes 60,000 words and 109,000 examples. You can also download an app version on your smartphone that allows you to speak the word you want to look up (in case you don’t know how to spell it — which is a common problem with English words). But a lot of books make the topic more difficult and confusing than necessary. The best thing about these books, of course, is that they can help you learn English at home, and fast. Each grammar topic is explained in simple terms, with lots of examples and practice exercises. They are written by linguistics professors who are interested in the history, psychology, or science of language — so they don’t explain common problems for English learners. It was first published in 1980 and has been improved several times over the past 40 years. Do note, however, that there are no exercises. It only offers explanations and examples. It’s especially useful if you have to do a lot of writing in English, but also good to read if you want to reach an advanced level fast. But you can also learn a lot about speaking from a couple good books, like those below. English Conversation (Practice Makes Perfect) Published by Cambridge, this text can help you learn to pronounce English words and sentences clearly and naturally. Each unit focuses on a specific sound (including English’s 24 consonants and 19 different vowel sounds ). The three books below can prepare you to get the best possible score. So it’s unsurprising that they also publish the best book for preparing to take the test. If you only plan to take the General Training test, a better book to study is English Collocations in Use ( see above ). This edited volume contains research-informed chapters focusing on: analysis of textbook content; how textbooks are used in the classroom; and textbook writers' accounts of the materials writing, design, and publishing process. Christine Feak, University of Michigan, USA. Diana Freeman, University of Essex, UK. Fotini Grammatosi, University of Essex, UK. John Gray, Institute of Education, University of London, UK. Jill Hadfield, Unitec Institute of Technology, New Zealand. Gregory Hadley, University of Oxford, UK. Nigel Harwood, University of Essex, UK. Ahlam Menkabu, University of Essex, UK. Marin S. Robinson, Northern Arizona University, USA. Fredricka L. Stoller, Northern Arizona University, USA. John M. Swales, University of Michigan, USA. Ivor Timmis, Leeds Metropolitan University, UK. Erin Washburn, Binghamton University, USASantos, Applied Linguistics, Vol. 37 (1), February, 2016) Evolving Representations of the Working Class in the Neoliberal Era: The Case of ELT Textbooks. Download full-text PDF Read full-text Download full-text PDF Read full-text Download citation Copy link Link copied Read full-text Download citation Copy link Link copied References (114) Figures (1) Abstract and Figures This study aims to evaluate the ESL contents to check its suitability to develop learners' communicative competence. The study uses content analysis approach to analyse the content of 'English-2', ( a textbook taught to the students of grade-2 in Punjab, Pakistan), with the help of a checklist devised on communicative language teaching principles which might make the said book unsuitable to facilitate the development of communicative competence in the learners. Therefore, the study proposes relevant revisions as recommended by the experts.Ano: VI Numero: Edicion Especial Articulo no.:21 Periodo: Agosto, 2019. Los resultados revelan que e l contenido de Ing les-2 no se ajusta a los principios de esta ensenanza; por lo que, no es adecuado para facilitar el desarrollo de la competencia comunicativa. El studio sugiere mejorar o revisar el libro de texto o reemplazarlo por otro adecuado. PALABRAS CLAVES: principios de la ensenanza comunivativ a de la leng ua, analisis de contenido, materiales de Ingles como Segunda Lengua, evaluacion de libros de texto.The results rev eal some of the breeches between the cont ent of English-2 and the communicative language teaching principles which might make the said book unsuitable to facilitate the development of communicative competence in the learners. Therefore, the study proposes relevant revisions as recommended by the experts. KEY WORDS: Communicative L anguage Teaching Principles, content analy sis, English as a Second Language materials, textbook evaluation. INTRODUCTION. The significance of English la nguage, particularly for comm unication purposes, has considerably increased due the economic as well as technological advancement all over the world (Ander, 2015; Ur, 2007). In fact, English as a modern language, to which Graddol (2006, 2008) and Meie rkord (2006) refer t o as the first global lingua franca, has become the first language of the world (Brutt-Griffler, 2006; Northrup, 2013). Therefore, it is being widel y used for t he publi cation of books, newspapers Richter adds that Eng lish has become the language of diplomacy and international relations at global level (2012) and its proof is that United Nations has recognized it as one of its six official languages (United Nations, n.d.). In addition, E nglish is in wide use of 19 out of 25 countries in the European Union (European Com mission, 2012) and it is one of the most widel y taught in the world as a foreign or second language (Crystal, 2012; Graddol, 2006, 2008 ). Similarly, English has also become the working or official language of many international as well as regional international organizations; e.g. Asia Pacific Economic Cooperation, Association of Southeast Asian Nat ions (Crystal, 2012 ), European Free Tra de Association and European Union (Ammon, 2006) etc. Still another proof is that most of the countries in the world, even being independent, are devising policie s and plans for the promotion of English la nguage (cf. Mesthrie, 2010; Mufwene, 2006; Northrup, 20 13). Moreover, English is widely used in India and Pakistan. According to Crystal, India ha s more people who c an speak and understand English than the pe ople in any countr y of the world (2004). Moreover, English is the official l anguage in India (Annamalai, 2006) and the number of the books, published annually in English language, is the third largest in India after USA and UK (Sailaja, 2009). Similarly, English, together with Urdu, is treated as the official language in Pakistan where it e njoys the status of the language of power and is recognized as a language wit h more cultural capital than any other language spoken in Pakistan (Rahman, 2007). Business contracts, government documents, shop and street signs and other activities are maintained in English. Not only this, English is also the language of t he c ourt in Pakistan (Hasan, 2009). Many schools use local languages as well. However, main focus is on English as a foreign la nguage in Pakistan. According to Punjab Education and According to Mansoor, t he demand of English in higher educ ation is very high (2005) therefore, English is used as a medium if instruction in higher education instit utes in all subjects excluding l anguage subjects (Mashori, 2010; Rahman, 2004). However, the focus of this study is primary school education level. For these advancements (as mentioned above), the know ledge of English language has got an extraordinary significance which caused a n increase in the teaching of English as a foreign or second language in many countries of the world (Ander, 2015; Crystal, 2012; Graddol, 2006, 2008), including Pakistan, which further resulted in the availability and the use of different teaching materials such as computer programs, electronic resources, movies, multimedia, paper based resources, pictures, songs and textbooks. The aim of all of these resources has been to create interactivity between te aching and learning of these resources. However, the role of textbook has always been more significant from t he students’ a s well a s the t eachers’ perspectives; i.e., from teacher s’ perspectiv e it has served as a reference whereas from students’ perspective the textbook has set the context for instruction (Ur, 2007). The same view has been shared by Richards who says that the textbooks help the teachers supplement their instructions whereas the textbooks help the students maintain their contact with the language (2001). It not only “ re presents the visible heart of any E LT pro gram ”, but also offers many advantages to the learners as well as teachers (Sheldon, 1988, p. 237 ). In fact, textbooks serv e Moreover, text books help the teachers save and spend time in worthwhile activities and decrease occupational over-burden by yielding a respectable return on investment (for, the te xtbooks are less expensive and involve l ow lesson preparation t ime as compared to teacher made materials) (O’Neill, 1982; Sheldon, 1988). Moreover, Hutchinson and Torres are of the view that the textbooks foster innovation by supporting the teachers a gainst threatening and disturbing change processes, by introducing new methodologies as well as gradual changes a nd fostering sca ffolding which he lps the teachers create new methods on their own (1994). In addition, majority of the learners learn the language with the help of textbooks which according to Tomlinson (2010) serve as a guide for them to prepare for exams. Textbooks have also been criticized in a nu mber of studies.However, Phillipson (1992) c riticizes the language textbooks on the g round that the said textbooks promote Western (particularly British) enterprises with economic and ideological agendas. Gray (cited in Litz, 2005); however, seems to defend t he depiction of c ultural as well as social elements in the language textbooks. He is of the opinion that the English language textbooks are the ambassadors of cultural artifacts. Therefore, the students should see the English language te xtbooks more than a mere linguistic component and engage the mselves more critically in their te xt books. In this way, Gra y, adds t hat the learners will b e able to improve th eir language skills for two-way information flow and cultural debates and discussions. Block observes that the textbooks use conventional activities and inappropriate as well as outmoded language (1991). In the view of Thornbury and Meddings (1999), te xtbooks paralyze learners’ ability to convey m eaning since they encourage the reproduction of suggested language by the learners instead of enabling them t o use their own imagination to use the words “as vehicles for the communication of their own meaning s” (p. 12). Tick oo (2003) goes a step further saying: “textbook often acts as a constraint; i t goes a gainst my attempt to respond fully to the pupils’ needs. Litz (2005) is of different view in this re gard. He adds that, at this particular time, the re is There has been a considerable influence of comm unicative language teaching on the teaching of English language for the la st two decades. There fore, English language materials have bee n devised based on the communicative language teaching principles (Ander, 2015), which have been successful to nurture communication and develop skills. In fact, communicative language teaching approach utilizes different approaches to teach a language with the help of fluency activities (Richards, 2001) and in t his way, “grammar t eaching in context means the emphasis is on communicative skills” (Ander, 2015, p. 44). The concept of communicative lang uage teaching is based on the notions of competence (knowledge of language or language in mind) and performance (actual use of language by producing meaningful sounds or words) (Chomsky, 1965). The terms, competence and performance by Chomsky (1965), were later merged and explained as communicative competence by Champel and Wale (cited in Ander, 2015) and Hymes (1964, 1966, 1972) which referred to the grammatical knowledge of t he users about morphology, phonology, and syntax of a language supplemented by the social knowledg e about when and how to use the la nguage appropriately. In the view of Leung (2005), Hymes (1966 ) took Chomsky’ s noti on of competence as an abstract entity. For this reason, Hyme s relied on the ethnographic exploration of the communicative com petence which involved “c ommunicative form According to Hymes (1972), communic ative competence refers to the knowledge of a language and the learners’ ability to use it in terms of its appropriate ness, context, feasibility, formality, and the performance of a l anguage act. So, t he communicative competence, which is also known as ethnography of communication (see Cameron, 2001; Hymes, 1964), is considered these days as one of the most significant t heories which underlie the communicative approa ch to the teaching of a foreign or second language (Leung, 2005). In the view of Nunan, communicative language teaching encoura ges the learners to learn the target language b y focusing mainly on the language le arning expe riences and incorporating personal experie nces into the language learni ng environment. In this process, the teachers teach such topics as are out of the sphere of traditional grammar and the learners t alk abou t their personal experiences with their class fellows which results in the development of language skills about all types of situations (1991). According to Brown (1995), in a communicative language teaching classroom, the teacher does not lead the class. Rather he simply facilitates as well monitors the activities. In this regard, three mode ls have been presented. The first model has been presented by Canale and Swain (1980) which has furthe r been modified by Canale (1983). By skill, Canale and Swain (1980) mean an individual’s capacity to use his knowledge for communicative purpose. The y explain knowledge, both c onscious and unconscious, by dividing it into three types: (1) grammatical knowledge; (2) knowledg e of how to use a language in different social contexts to perform communicative functions; and (3) the knowledge of how to combine communicative functions wit h utterances relative to discourse principles. Canale (1983) adds that the skill requires further to be differentiated b etween the underlying ability and its manifestation in the communication. The second model, presented by Celce-Murcia, Dornyei and Thurrell (1995), interprets communicative competence in term of socioc ultural content involving actional competence, discourse competence, linguistic c ompetence, sociocultural competence and strategic compet ence. Similarly, the third model has been introduced by Bachman and Palmer (1996) and which stresses on the effective use of language utili zing: (1) organizational knowledge (i.e. grammatical and textual); and (2) pragmatic knowledge (i.e.