Xem 1-20 trên 226 kết quả Student curriculum english
  • English for Information Technology is a topic-based course. To prepare students for their future job, the course is designed to introduce students to a full range of IT texts and to give students opportunities to practice their language skills in different IT contexts. The materials used in this book are arranged from general to more specialist content so that they can be understood by students easily.

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  • English for Information Technology is designed to: Provide students with vocabulary related to different major topics in the field of Computing Information Technology, introduce students to some basic knowledge in several areas of Computing and Information Technology, provide students with opportunities to practice and develop their language skills in general as well as Information Technology contexts,... This curriculum include 10 lesson, part 1 from lesson 1 to lesson 6.

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  • Market Leader is an elementary level business English course for businesspeople and students of business English. It has been developed in association with the Financial Times, one of the leading sources of business information in the world. It consists of 12 units based on topics of great interest to everyone involved in international business. The new edition features new authentic texts and listenings throughout, reflecting the latest trends in the business world.

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  • Commerce develops the vocabulary, language, and skills that students need to communicate effectively in both formal and informal scenarios in the workplace. These include taking part in meetings, giving presentations, and socializing with colleagues.

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  • These are two common curriculum for primary school students 7-11 years old to help students use English in a natural way and giving them a solid base through 4 skills Listening - Speaking - Reading - Writing. In this program reflected communication skills are particularly emphasized.

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  • The basic Headway methodology is the same. Proven traditional approaches are used alongside those which have been developed and researched more recently. The grammatical syllabus is largely unchanged because the requirements oi lower level students are usually more predictable than at later levels. There is a great variety of practice activities. Some of these have been amended rather than replaced. Nevertheless there are still many new ones. Vocabulary is not only integrated throughout but also developed in its own section. Skills work is integrated and balanced.

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  • 14 Unit Tests which revise the corresponding units in New Headway Beginner Student’s Book. There are two versions (A and B) of each test. They cover the same material, but have been reorganized to allow easier administration of the tests in the classroom. Each test has a total score of 100. These tests may be photocopied freely for classroom use. They may not be adapted, printed, or sold without the permission of Oxford University Press.

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  • English children are 6 levels, using Let's Go syllabus and Family and Friends. These are two common curriculum for primary school students 7-11 years old to help students use English in a natural way and giving them a solid base through 4 skills Listening - Speaking - Reading - Writing.

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  • New Headway Intermediate is a practical and imaginative addition to the New Headway English Course. Its aim is to help students to express themselves both clearly and confidently, by training them in the key areas of pronunciation, in particulary the production of individual sounds, word and sentence stress and intonation. The course, with its accompanying audio cd, is suitable for self-study as well as for classroom use.

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  • Students of english realize very early on in their learning career that prepositions present a problem. They collocate with nouns, adjectives, past participles, and verbs, without rules or logic.

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  • A course of English in Agriculture” is specialized English curriculum can be used as teaching materials for students of agricultural, agro-forestry sector in the state and refer to the Agriculture sector of basic education such as: farming, gardening, agro-forestry techniques ... University of Agriculture and Forestry and University Teachers (Agriculture Engineering).

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  • New Headway English Course now provides a seamless syllabus progression from Elementary to Upper-Intermediate level. * It takes a clear and structured approach to grammar. Grammatical structures are introduced in context, with questions that encourage students to work out the rules for themselves. A comprehensive ‘Grammar section’ at the back of the Student’s Books provides a useful reference before, during or after the lesson.

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  • Cuốn sách "Common errors in English" của tác giả Paul Hancock trình bày các lỗi sai phổ biến mà những người học tiếng Anh hay mắc phải hay đang còn nhầm lẫn. Các lỗi sai được tác giả hệ thống lại theo từng chủ đề như moving around, school and work, home life, people, problems, time, linkers, grammar. Ví dụ, trong chủ đề school and work tác giả nêu ra sự khác nhau giữa student, child và pupil để học viên sử dụng cho đúng những từ này.

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  • It takes a clear and structured approach to grammar. Grammatical structures are introduced in context, with questions that encourage students to work out the rules for themselves. A comprehensive ‘Grammar section’ at the back of the Student’s Books provides a useful reference before, during or after the lesson. * A well-defined vocabulary syllabus concentrates on three key areas: learning new words in lexical sets; acquiring good habits for learning vocabulary; and developing vocabulary ‘systems’ such as sound and spelling relationships.

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  • Acquiring Knowledge and Skills 1. Learning experiences that engage students in active learning, build on prior knowledge and experiences, and develop conceptual and procedural understanding, along with student independence. Variety of Instructor Roles 2. Teachers who use a variety of teaching roles (e.g., direct instruction, facilitating, modeling, coaching, reflecting, and guiding observing), and adapt these as appropriate for different purposes of instruction and student needs. Multiple Student Roles 3. Opportunities to learn through a variety of roles (e.g.

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  • References for teachers, college students, university engineering - Textbooks, lectures by teachers Ton Duc Thang University compiled to help students consolidate and enhance knowledge their industries.Tourism is travel for fun, entertainment or business purposes; is to make the trip from the residence, have spending money, can stay overnight and return. The purpose of the trip was entertaining, relaxing, visiting relatives, business, meeting clients or reward travel or business purposes.

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  • This guide was developed to assist teachers in successfully implementing the Michigan Merit Curriculum. The identified content expectations and guidelines provide a useful framework for designing curriculum, assessments and relevant learning experiences for students. Through the collaborative efforts of Governor Jennifer M.

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  • “This book is both up-to-date and “This book covers aiswide range of very informative for traditional subjects, and it refreshing to and new generations of plant virologists in both industrialized and developing nations of the world. Moreover, some chapters present very interesting concepts regarding the use of molecular techniques to gain new insight into long-standing pathological issues, such as virus evolution, host adaptation, and epidemiology.

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  • The diversity that exists in Ontario’s classrooms has helped to shape the policy outlined in this document, which is intended to promote good outcomes for English language learners. These students need to learn the language of instruction in English language schools at the same time as they are working towards meeting the curriculum expectations. Implementation of this policy will promote academic achievement among English language learners at the level expected of all learners in Ontario.

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  • In effective English language arts classrooms at all grade levels, students are actively engaged in reading a variety of literary and non-literary texts. By reading imaginative, expository, and informational texts of increasing complexity, students gain an understanding of the elements and structure of different genres. The standards of this strand outline the reading skills and strategies as well as the literary concepts and vocabulary that enable students to comprehend and appreciate high quality reading materials. General Standards 7 and 8 outline basic reading competencies.

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