English Vocabulary In Use Elementary Mp3
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It has sections that cover grammar rules and conversational English. You can even find a section with vocabulary words and illustrations focused on different themes like electronics, animals, and school.
Building your vocabulary is one of the most important parts of learning a new language. In some ways, having a large vocabulary is more important than knowing the right grammar rules and word order.
FluentU, for example, teaches English using video clips with interactive subtitles that let you look up words while you watch. The program also has review quizzes and multimedia flashcards to boost vocabulary retention.
really good website for learning parituclar vocabulary in business scene. I found it in my online university course. It´s really clear the different parts you can study and the resources are great.
Ở cuốn English vocabulary in use PRE-INTERMEDIATE & INTERMEDIATE tập 2 này các phần học của bạn sẽ bắt đầu được chia ra một cách cụ thể và rõ ràng hơn như bên dưới.
Thích hợp cho những bạn ở trình độ cao, và mong muốn học thêm nhiều từ vựng high-level. Đây là cuốn sách cuối cùng trong bộ 4 cuốn English vocabulary in use. Các từ vựng trong sách sẽ là các chủ đề khó, nâng cao và thiên hướng nhiều sang ACADEMIC, nếu như bạn đang ôn luyện IELTS thì đây là một trong những sách từ vựng IELTS hay để bạn sử dụng
These lessons feature some natural speech, but the lessons focus on basic topics. These lessons focus less on grammar and more on vocabulary. At times, the speakers talk at a natural speed, but sometimes they speak slower than normal. Go to level 3
PLACE Elementary Education: Technology Basics Chapter ObjectivesThe PLACE Elementary Education assessment gauges the knowledge and skills of educators interested in teaching elementary subjects in Colorado classrooms. The test is broken into six subareas that examine language arts and literacy, math, science, social studies, humanities, and wellness and physical education. Topics in this Technology Basics chapter are found in the language arts and literacy subarea. Specifically, you may be asked to demonstrate your understanding of how to apply technology knowledge to support instruction and enhance meaning in all areas of their curriculum.
Read This Way is series of Chinese reading materials prepared for intermediate Chinese learners. It is suitable for those who have learned the basic grammar of modern Chinese, and have mastered about 2,000 common words. Altogether there are 28 units in 6 books. With four hours a week, 20 hours each semester, the whole series can be used for two semesters. This series has once been published with the title of Guide to Chinese Reading which has received warm welcome from the students. The revision maintains the formats of students' interest, while updates 80% of the contents to make them closely related with the contemporary situation in China. Due to years' use in teaching practice, the author is able to set detailed and scientific standards for reading speed, quality, etc. It is highly operational and effective for learners to improve their reading skills. In each unit, there are sections like intensive reading, extensive reading, skim/scan, look up in the dictionary, practice of characters, words and sentences, sentence comprehension, etc. Some of the units also provide culture notes explaining the culture phenomenon mentioned in the articles. The well designed combination of reading and exercises help to train the students' reading ability comprehensively, and to enlarge their vocabulary effectively. The accompanied free MP3 CD contains the recording of articles in Intensive Reading and Extensive Reading; and the Teacher's Manual provides answer keys to the exercises.
Abanicos: lengua y cultura is designed for a first semester of elementary Spanish but it can be used to review vocabulary and grammar at any level. It offers textbook pages in color and printable worbook pages that align with the textbook. The vocabulary and grammar derive from the topics in the textbook. These topics cover physical and political geography of the Spanish-speaking world, traditions, and popular culture. Reading, listening, speaking, and writing are goals in each section. The book is complemented by videos, games and grammar practice, quizlet sets, and other resources found on internet. This project will continue with the second semester book in the near future. I welcome ideas and collaboration as well as suggestions for improving. I hope this book will be useful to many Spanish language instructors and learners.
In this activity, students will work together to discuss their travel preferences. This includes a Heads-Up game with travel-related vocabulary, a quiz to take together, and discussion questions. Students will learn how to discuss travel and explain their preferences. Students will also be able to discuss what type of traveler they are and why they are that type of traveler.
In order to present the new words, I used Quizlet and more specifically the flashcard tool which allowed me to present the words that the activity was based on along with their meanings. In order to do that I used the projector that the class had. The purpose of this was to help students remember the words through repetition. While I was teaching them the vocabulary I asked the students to note down the words along with their translation.
The next step was to practice the meaning of each word. In order to do that I designed a bingo game for the students. The first thing that I did was to explain the rules of the game. Next, I distributed 2 handouts, the first one was the outline of the bingo card and the other was pictures of the vocabulary, illustrating just food without any definitions on it. I asked for the students to cut the handout with the pictures into single pieces. Then, each student should fill in a random order his/her bingo card with the pictures from the handout. Once all slots of the bingo card were filled with pictures I began calling out the definitions. Students had to identify the picture, tell me the translation and mark it with a star. We continued playing until one student would mark 4 boxes, down, across or diagonally and called out Bingo. Once the round was finished students filled their bingo cards in a random order and played again. This was repeated for several rounds. The overall activity lasted for 20 minutes
Student store vocabulary into memory when they can visualize pictures of the words. Because students remember vocabulary when its deeply processed through visual, auditory, physical, or emotional experience I believe that through the flashcards and the Bingo game I helped them comprehend and remember the meaning of each word. I believe that I did a good choice because at the end of the lesson all students memorized the words. 2b1af7f3a8