Activating 1001 Academic Words will quickly increase students' working vocabulary so they will be able to perform much better in all English language tests (IELTS, TOEFL iBT, TOEIC, GMAT, SAT, CPE, CAE, FCE) that require a high level of word recognition and use.
But this is no dull and boring academic book. The language to practise is essential for any student who wants to communicate either verbally or in writing at a consistently high level.
Activating 1001 Academic Words provides students with words and phrases taken from university headlists and texts. The 1001 academic Superwords and phrases are presented in context in a variety of friendly formats, so learning them is fast and students can have fun doing so.
The book with CD kit contains:
1001 Superwords and phrases in 25 lessons: 40 in each lesson.
3 part method:
Part 1: learning the words and phrases
Part 2: paraphrasing sentences
Part 3: spoken word puzzles
Multimedia CD-ROM with parts 1 & 2 on disk
Multimedia CD-ROM with full printout capability
25 revision lessons with crosswords, hangman, wordfind games, spelling practice and a complete guide to The Method.
THE COMPASS: Route to Academic English 1 adopts a constructivist and learner-centred instruction by integrating the four skills- reading, writing, listening, and speaking- using a thematic approach.
All the texts and tasks in the book revolve around one main theme: Change. THE COMPASS: Route to Academic English 1 looks at the theme of “change” from different views and each unit dwells on one specific aspect of the concept, starting with the concept of “Changing the Self” and gradually moving towards a broader topic: “Changing Generations”.
Key Features:
designed for tertiary-level learners
develops four skills in language
introduces the conventions of academic discourse
teaches paragraph and essay writing basics
encourages students to be better writers and speakers
enhances cognitive skills
facilitates higher order thinking skills
helps learners analyse, synthesize and evaluate ideas
provides a variety of speaking and writing tasks
addresses students’ affective domain with the contemporary and controversial issues
presents different language skills
recycles the skills covered
Navigating the rough patches in the academic landscape is a tough experience...All you need to survive is... “THE COMPASS”!
www.nuanskitabevi.com
THE COMPASS: Route to Academic Speaking is a course book designed with the aim of equipping English language learners with the essential speaking and presentation skills they need in order to perform successfully in academic contexts.
The book consists of four thematic units which explore different aspects of carefully selected and stimulating themes like mind, art, marketing, and technology & science. The tasks in each unit build upon each other both thematically and skills wise and the units end with a culminating presentation assignment where students are expected to display their understanding and command of the themes and skills focused on in the relevant unit.
Key features:
designed for tertiary level learners
follows an integrated skills approach with the primary focus on the speaking skill
utilizes authentic listening and reading materials which serve as a springboard to provide the necessary context and background knowledge for the speaking tasks
offers an array of speaking tasks like debates, discussions, role plays and oral synthesis
encourages fluency and spontaneous language production
helps learners build confidence in speaking English
contains “Speaking Help” sections and “The Sound of English” sections to help learners improve their fluency and pronunciation
facilitates critical thinking skills
provides input and practice for the presentation skills required in academic and professional contexts
THE COMPASS: Route to Academic Speaking ensures that students will acquire the language skills they will draw upon not only in their academic life but also in their future career.
Navigating the rough patches in the academic landscape is a tough experience...All you need to survive is... “THE COMPASS”!
www.nuanskitabevi.com
THE COMPASS: Route to Academic English 2 adopts a constructivist and learner-centred instruction by integrating the four skills- reading, writing, listening, and speaking- using a thematic approach.
All the texts and tasks in the book revolve around one main theme: Power. THE COMPASS: Route to Academic English 2 looks at the theme of “power” from different views and each unit dwells on one specific aspect of the concept, starting with the concept of “Power and the Individual” and gradually moving towards a broader topic: “Power and the Rich”.
Key Features:
designed for tertiary-level learners
develops four skills in language
introduces the conventions of academic discourse
teaches basics of research skills for academic writing
teaches fundamentals of APA reference rules for documentation
provides varied samples and exercises on summarizing, paraphrasing, using direct quotations and synthesizing
teaches argumentative and reaction response essay writing
accompanied with clear models of documented argumentative and reaction response essays
encourages students to be better writers and speakers
enhances cognitive skills
facilitates higher order thinking skills
helps learners analyse, synthesize and evaluate ideas
provides a variety of speaking tasks to develop confidence
provides a variety of writing tasks to develop a mature writing style
addresses students’ affective domain with the contemporary and controversial issues
presents different language skills
recycles the skills covered
Navigating the rough patches in the academic landscape is a tough experience...All you need to survive is... “THE COMPASS”!
www.nuanskitabevi.com
THE COMPASS: Route to Academic English 1 adopts a constructivist and learner-centred instruction by integrating the four skills- reading, writing, listening, and speaking- using a thematic approach.
All the texts and tasks in the book revolve around one main theme: Change. THE COMPASS: Route to Academic English 1 looks at the theme of “change” from different views and each unit dwells on one specific aspect of the concept, starting with the concept of “Changing the Self” and gradually moving towards a broader topic: “Changing Generations”.
Key Features:
designed for tertiary-level learners
develops four skills in language
introduces the conventions of academic discourse
teaches paragraph and essay writing basics
encourages students to be better writers and speakers
enhances cognitive skills
facilitates higher order thinking skills
helps learners analyse, synthesize and evaluate ideas
provides a variety of speaking and writing tasks
addresses students’ affective domain with the contemporary and controversial issues
presents different language skills
recycles the skills covered
Navigating the rough patches in the academic landscape is a tough experience...All you need to survive is... “THE COMPASS”!
www.nuanskitabevi.com
THE COMPASS: Route to Academic Speaking is a course book designed with the aim of equipping English language learners with the essential speaking and presentation skills they need in order to perform successfully in academic contexts.
The book consists of four thematic units which explore different aspects of carefully selected and stimulating themes like mind, art, marketing, and technology & science. The tasks in each unit build upon each other both thematically and skills wise and the units end with a culminating presentation assignment where students are expected to display their understanding and command of the themes and skills focused on in the relevant unit.
Key features:
designed for tertiary level learners
follows an integrated skills approach with the primary focus on the speaking skill
utilizes authentic listening and reading materials which serve as a springboard to provide the necessary context and background knowledge for the speaking tasks
offers an array of speaking tasks like debates, discussions, role plays and oral synthesis
encourages fluency and spontaneous language production
helps learners build confidence in speaking English
contains “Speaking Help” sections and “The Sound of English” sections to help learners improve their fluency and pronunciation
facilitates critical thinking skills
provides input and practice for the presentation skills required in academic and professional contexts
THE COMPASS: Route to Academic Speaking ensures that students will acquire the language skills they will draw upon not only in their academic life but also in their future career.
Navigating the rough patches in the academic landscape is a tough experience...All you need to survive is... “THE COMPASS”!
www.nuanskitabevi.com
THE COMPASS: Route to Academic English 2 adopts a constructivist and learner-centred instruction by integrating the four skills- reading, writing, listening, and speaking- using a thematic approach.
All the texts and tasks in the book revolve around one main theme: Power. THE COMPASS: Route to Academic English 2 looks at the theme of “power” from different views and each unit dwells on one specific aspect of the concept, starting with the concept of “Power and the Individual” and gradually moving towards a broader topic: “Power and the Rich”.
Key Features:
designed for tertiary-level learners
develops four skills in language
introduces the conventions of academic discourse
teaches basics of research skills for academic writing
teaches fundamentals of APA reference rules for documentation
provides varied samples and exercises on summarizing, paraphrasing, using direct quotations and synthesizing
teaches argumentative and reaction response essay writing
accompanied with clear models of documented argumentative and reaction response essays
encourages students to be better writers and speakers
enhances cognitive skills
facilitates higher order thinking skills
helps learners analyse, synthesize and evaluate ideas
provides a variety of speaking tasks to develop confidence
provides a variety of writing tasks to develop a mature writing style
addresses students’ affective domain with the contemporary and controversial issues
presents different language skills
recycles the skills covered
Navigating the rough patches in the academic landscape is a tough experience...All you need to survive is... “THE COMPASS”!
www.nuanskitabevi.com
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
Building your vocabulary is one of the easiest ways to improve the power of your writing and make any writing task that much easier. This is the "how " to improve your vocabulary.
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
Building your vocabulary is one of the easiest ways to improve the power of your writing and make any writing task that much easier. This is the "how " to improve your vocabulary.
Get informed about our award winning series of language learning literature. Compass Publishing proudly publishes six unique series of educational graded readers to help learners develop their ability in the English language.
This catalog includes Sounds Great Readers, Compass Readers, Young Learners Classic Readers, Compass Classic Readers, and Katie & TC Mystery Readers!
Get your learners inspired in reading with this wide range of materials. Inspired to teach. Inspired to learn.
Bản đọc thử của sách "Master the art of NEC" dùng để phát triển toàn diện trên 4 kĩ năng trong tiếng Anh với nhiều chuyên đề bổ trợ với hệ thống bí kíp đa dạng.
For more information please visit: www.facebook.com/iloveambrosia
http://www.nuanskitabevi.com
NÜANS is an experienced bookseller, publisher & distributor, which has been actively providing service & solutions for foreign language education/teaching materials since 1991. In 2003, by collaborating with the Turkish and foreign authors/editors, NÜANS started publishing its own, qualified products in Turkey, which are compatible to the international standards. In 2004, as an addition to their main office in Ankara, branches of NÜANS started operating in İstanbul and İzmir.
With the help of its products which are qualified and available for all age ranges, NÜANS aims to make language education more entertaining & different. There are various resources for language learning students and teachers within the rich catalog of NÜANS.
NÜANS is the authorized distributor of Ahead Books, Alma Edizioni, Anaya ELE, Build & Grow, Brookemead ELT, Collins ELT, Compass Publishing, e-Future, Egmont Easy Readers, Edizioni Edilingua, enClave-ELE, HarperCollins, Marshall Cavendish, Mundo Español, Russky Yazyk Kursy, Sinolingua and SM-ELE in Turkey.
NÜANS has experienced education and sales advisers. You can consult them or order a product from all over Turkey.
Nuance Readers is a six level award-winning collection of exciting fiction readers for students of English. These highly engaging original stories will entertain students whilst improving their English and extended reading skills. Each reader is carefully graded according to grammatical structures, vocabulary and length and comes with accompanying audio CD.
• audio CD/CDs of the complete story alongside specially chosen extracts for comprehension exercises
• meaningful exercises that emphasise vocabulary and comprehension
• careful vocabulary and grammar grading
• useful glossaries
• written in a fresh and lively style
• wide range of genres from mystery and thrillers to fantasy and science fiction
• illustrated in full colour
• worksheets
Level 1 > A1 approximately 300-word vocabulary / length approximately 3000 words
Level 2 > A1-A2 approximately 500-word vocabulary / length approximately 6000 words
Level 3 > A2-B1 approximately 750-word vocabulary / length approximately 9000 words
Level 4 > B1 approximately 1100-word vocabulary / length approximately 12000 words
Level 5 > B1-B2 approximately 1500-word vocabulary / length approximately 14000 words
Level 6 > B2 approximately 1800-word vocabulary / length approximately 16000 words
http://www.nuanskitabevi.com/english/eltreaders/nuance-readers
NUANS provides services апd solutioпs for foreigп laпguage educatioп & teachiпg as ап experieпced bookseller,puЬlisher апd distributor siпce 1991. NUANS' head office is located iп Aпkara, апd there are braпch offices iп istaпbul апd izmir.
We publish quality foreigп laпguage materials for teachers апd studeпts from all ages. Our aim is to make laпguage educatioп more eпtertaiпiпg апd iпterestiпg Ьу providiпg extraordiпary sources.
Theoretical Considerations in Language Education - Implications for English L...Nuans Publishing
English Language Teaching (ELT) is a field that has not produced its own theories. Instead, the field has been influenced by and has borrowed theories from other
branches of social sciences, such as psychology, linguistics, sociology, anthropology, and educational sciences. The diversity of theories in social sciences is a great advantage to ELT as there are many applicable and meaningful theories from its related fields that have the potential to enhance the practices of language teaching
professionals and researchers around theworld.
Designed for diverse audiences frompre‐service and in‐service language teachers to teacher trainers and researchers, this edited book brings together a variety of
theories from disciplines related to ELT, describing their historical development and connecting them to language teaching and learning. Each chapter of this volume
displays how a specific theory has influenced principles, practices, and methodologies in language teaching/learning and language teacher training. Each
chapter also provides additional insights and pedagogical suggestions into how to adapt and apply the basic principles and guidelines of the theory into classroom
settings.
Travel and Tourism is a listening and speaking course aimed at students who are studying English for the hospitality industry.
Travel and Tourism highlights the vocabulary and grammatical structures commonly used by travellers, whether for business or pleasure, and people they must converse with. These range from travel agents to airline staff, hotel staff, waiters and tour guides.
Travel and Tourism is accompanied by 60 minutes of video that contain all the dialogues filmed in actual locations. Every effort has been made to ensure authenticity of language and situation.
Real-world integration with video and photographs integrated into the course
Simple, accessible, easy-to-follow format
Conflict resolution strategies and language
Practice activities that mirror real-life situations
Emphasis on anticipating and resolving problems, providing confidence and skill in dealing with unexpected situations
THE COMPASS: Route to Academic English
Navigating the rough patches in the academic landscape is a tough experience... All you need to survive is... “THE COMPASS”!
Grammar File provides the learners with the usage, form and practice altogether for each comprehensive unit.
This innovative grammar book contains;
A hundred and five two-page units
Consolidation exercises after each four units
Extra tests to be used as evaluation tests
Revision tests at the end of the book
Grammar File is a comprehensive grammar reference and practice book for elementary to intermediate learners of English.
The book presents necessary grammar points in order, from easier grammar topics to more difficult ones for language learners.
Each unit contains a large variety of exercises after the brief explanation of the related topic.
It can be used in class as well as a self-study guide.
Índice
El Alfabeto Español
Los números
Preguntar y decir la hora
El verbo
La construccíon de la frase
El sustantivo
El adjetivo
El pronombre
Ser / Estar
¿Dónde?
Tener
Hay
Gustar, Paracer, Doler
Obligación de los adjectivos
El tiempo
La gradiación de los adjectivos
Tiempos verbales
Frases compeustos
Los preposiciones
El uso de ‘para’ y ‘por’
Estilo directo – Indirecto
202 Useful Exercises for IELTS is an IELTS practice workbook, designed to give students of English extensive and guided IELTS examination practice. All of the 202 exercises involve the various skills required to take the IELTS test.
The book can be used together with the 101 Helpful Hints for IELTS course book (Academic Module and General Training Module) provides 202 targeted exercises for the various question types in the Listening, Reading, and Writing Sub-tests of the examination.
The book features:
Exercises in Listening, Reading, Writing, Punctuation, Spelling, Grammar and Vocabulary
3 Dictation Tests
8 Listening News Items
5 Listening Lectures Information on various subjects in 5 modern topic areas: "Communication and the Arts", "The Environment" , "Technology";, "Politics in Britain", "Youth and Education".
27 Listening Exercise Tapescripts
Full Answer Keys and 10 Writing Test Model Answers
404 Essential Tests for IELTS has been written to give candidates extensive practice with instructions, question types and content used in the actual IELTS tests and includes detailed descriptions of the four test sections.
The book include four complete practice tests for the IELTS examinations.
404 Essential Tests for IELTS can be used by the student for self-study or integrated into a course programme.
4 Practice Listening Tests
4 Practice Academic Level Reading Tests
4 Practice Academic Level Writing Tests
4 Practice Speaking Tests
Detailed descriptions of the four different test sections: listening, reading, writing and speaking
General Pointers and Immersion Ideas to improve Candidates' listening, reading, writing and speaking skills
A Complete Answer Key for the Listening and Reading Tests
Tapescripts for the Listening Tests
Full Answer Keys and Writing Test Model Answers
A Score Analyser to interpret systematic errors and to set a realistic time frame to prepare for an IELTS test
A Glossary of Academic Terms
Useful information about effective studying for IELTS
The 101 Helpful Hints provide information to familiarise students with the IELTS exam format and the types of questions involved. They also offer practical guidance with clear reference to the practice tests to help students learn from their errors, as well as advice about further practice that can be of use.
The unique format of the book enables students to complete the first practice test and review their performance before attempting the next test.
This is achieved by linking each hint to the appropriate pages of the practice test, so that students can easily identify problem areas and understand why they may have made errors. The tests increase in difficulty as students progress through the book.
Essential Advice for Academic Module candidates
Extensive Help sections for all 4 sub-tests
2 Practice Listening Skills Tests
4 graded Practice Academic Reading Tests
4 Practice Academic Writing Tests
2 sets of Practice Speaking Test questions
Speaking Test Practice Board Game
Listening & Reading Test questions with notes
A Score Interpreter
A Glossary of academic terms
Listening Skills Test Tapescripts
Full Answer Keys And Writing Test Model Answers
Матрёшка A1
Учебник “Матрёшка” является универсальным пособием для всех начинающих изучать русский язык и рассчитан на самую широкую аудиторию.
“Матрёшка А1”, которая является продолжением “Матрёшка 0”, включает в себя Элементарный разговорный курс, Основы русской грамматики. Эта книга представлена в 10 уроках, охватывающих самые необходимые темы общения.
Матрёшка A1 содержит;
«Элементарный разговорный курс» и «Основы русской грамматики»
• речевые модели на самые актуальные темы общения
• простые и понятные объяснения правил русской грамматики
• фонетические и грамматические упражнения для тренировки
• диалоги разной степени сложности
• интересные тексты для чтения и аудирования и задания к ним
• тесты для проверки пройденного материала
• ключи ко всем упражнениям и заданиям
• русско-турецкий, русско-английский и русско-немецкий словари
• диск с записью упражнений, диалогов и текстов
Матрёшка 0
Учебник “Матрёшка” является универсальным пособием для всех начинающих изучать русский язык и рассчитан на самую широкую аудиторию.
Исходя из потребностей учащихся, yчебник “Матрёшка” создан из двух книг: “Матрёшка 0” и “Матрёшка А1”.
“Матрёшка 0” содержит Вводно-фонетический курс, Правила чтения и письма, Элементарные грамматические сведения. “Матрёшка 0” состоит из 20 небольших уроков, каждый из которых рассчитан на 15–20 минут занятий.
Матрёшка 0 содержит ;
• буквы и звуки русского языка,
• правила их письма и чтения,
• основные фонетические законы,
• интонация,
• элементарные лексико-грамматические конструкции.
Stories of My Life: An Integrated Skills Book for ESL/EFL LearnersNuans Publishing
Stories of My Life: An Integrated Skills Book for ESL/EFL Learners contains ten short stories written by the author of the textbook.Each short story deals with a different topic appropriate for teenage and older learners of English. The textbook is for intermediate to high-intermediate learners of ESL/EFL.
The textbook was designed in a way that there is an emphasis on the four skills and consists of ten units. Each unit is comprised of a short story with six parts. In addition to eight units, itincludes a glossary of terms, bibliography, and sources for instructors. All units are organized the same way.
Part I - Before You Read
Part II - Focus on Comprehension and Discussion
Part III - Focus on Literary Elements
Part IV - Focus on Role Play Part V - Focus on Language
Part VI - Focus on Writing
Stories of My Life: An Integrated Skills Book for ESL/EFL Learners helps students to listen to and understand their instructor and peers; participate in discussions; and practice speaking, reading, and writing the language. It will also help them to speak and write better. As far as critical thinking is concerned, our students must be trained to be critical thinkers because critical thinking is an essential skill.
www.nuanskitabevi.com
NÜANS is an experienced bookseller, publisher and distributor that has been working in the field of foreign language teaching since 1991. Our head office is based in Ankara and we have branch offices in İstanbul and İzmir.
We are the distributor of Ahead Books, Alma Edizioni, Anaya ELE, Build & Grow, Brookemead ELT, Collins ELT, Compass Publishing, E-Future, Egmont Easy Readers, Edizioni Edilingua, enClave-ELE, HarperCollins, Marshall Cavendish, Mundo Español, Russky Yazyk Kursy and Sinolingua in Turkey.
NÜANS is also publishing its own products in collaboration with Turkish and English authors/editors. We publish quality ELT materials for children to adults which focus on learning foreign language in a fun and interesting way. You can find various kinds of books, whether you are learning or teaching English, among Nüans' own product offerings.
www.nuanskitabevi.com
Nuance Readers is a new six level series of fiction readers for students of English. These accessible and highly engaging stories will entertain students while improving their English language skills.
- audio CD/CDs of the complete story
- wide range of genres from mystery and thrillers to fantasy
- written in a fresh and lively style
- meaningful exercises that emphasise vocabulary and comprehension
- careful vocabulary and grammar grading throughout
- illustrated in full colour
- useful glossaries
- worksheets
Level 1 > A1 approximately 300-word vocabulary / length approximately 3000 words
Level 2 > A1-A2 approximately 500-word vocabulary / length approximately 6000 words
Level 3 > A2-B1 approximately 750-word vocabulary / length approximately 9000 words
Level 4 > B1 approximately 1100-word vocabulary / length approximately 12000 words
Level 5 > B1-B2 approximately 1500-word vocabulary / length approximately 14000 words
Level 6 > B2 approximately 1800-word vocabulary / length approximately 16000 words
http://www.nuanskitabevi.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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Activating 1001 Academic Words
1.
2.
3. . 3 .
Foreword
One fundamental requirement for a good score in IELTS – or any other complex
English language test – is the possession of a well-developed vocabulary. This
is not at all surprising; teachers and students alike instinctively know when it
is the lack of words that is holding back progress.
First and foremost, a chosen word must be right for its purpose. Finding the
right word or phrase can be frustrating at times for native English speakers, but
English language learners are disadvantaged by being unable to hear if their
choice is appropriate. Something else must suffice and that can really only be
targeted practice. Secondly, if its acquisition is to be of any real value, a new
word or phrase must be familiar within a variety of contexts.
Keith’s Method achieves both aims: that of acquisition and correct application.
With regular study a student’s word bank will quickly enlarge, and the
vocabulary will belong where it is used – all in the shortest amount of time.
The Method is in three parts; it is simple to apply, and it works. Try it and see.
Terry Peck
These 1001 words and phrases were culled from various freely available
word lists of universities and texts. Words that were thought to be too
commonplace such as “transport”, “adult” or “odd” were rejected, as
were words that seemed too specific to academic subjects such as
“aggregate”, “chapter” and “ethic”.
If the Academic Word List of The School of Linguistics and Applied
Language Studies of Victoria University, Wellington, is consulted, it
will be found that 345 of the first 500 headwords are included. Not only
the so-called headwords were used, but there has been a conscious
effort to present a variety of forms. These words were also found to
have high frequency in academic texts.
How the 1001 Superwords and phrases were selected:
Keith Burgess
“
”
4. Activating 1001 Academic Words
. 4 .
CONTENTS
Acknowledgements ......................................................................... 2
INTRODUCTION
Foreword ........................................................................................... 3
How the 1001 Superwords and phrases were selected ............... 3
Contents.........................................................................................4-5
Principles (for students) .................................................................. 6
The Method (for teachers) .......................................................... 7-13
How to use this resource ............................................................... 14
Academic Word Test ................................................................. 15-22
Notes ............................................................................................... 23
PART ONE
(on the CD)
Learning the 1001 Superwords and phrases .............................. 24
– a visual guide ................................................................ 24-25
PART TWO
(on the CD)
Paraphrasing sentences ................................................................ 26
– a visual guide ..................................................................... 26
PART THREE
(in this book)
Spoken Word Puzzles..................................................................... 27
– instructions ........................................................................ 27
– suggested answers ........................................................... 27
– Lesson 1......................................................................... 28-31
– Lesson 2......................................................................... 32-35
– Lesson 3......................................................................... 36-39
– Lesson 4......................................................................... 40-43
Pages
6. . 6 .
Activating 1001 Academic Words
Principles of “ 1001 Academic Words”
The course is designed to teach you quickly and easily the language you need
for success in IELTS and similar examinations and at university level study.
What this resource does for you
— Makes vocabulary learning simple through a three-part process. Learning
academic language does not have to be difficult or time-consuming.
— Invites you to understand the meaning and use of words by looking at
an easy context. English can be learned in the same way that you came
to know your own first language.
— Teaches you to observe and analyse language easily. No grammar rules
to learn. You can use the knowledge you have gathered right away!
— Gives you the opportunity to “think” in English and develop this
necessary skill for communicating at university level.
— Allows you to experience the word (its meaning and use) at least six
times to deepen your understanding and ability to use the word.
— Makes it possible for you to learn within a short time (not years but weeks)
the 1001 words and phrases you absolutely need to be able to use.
— Steadily builds your knowledge, ability and confidence to use the words.
First, you comprehend the basic meaning; then you see and practise
using the words and phrases in wider contexts.
How this resource works
This resource:
Informs you how to analyse vocabulary for use.
Presents a sentence with words and a context that are easily understood.
Offers a half sentence to be completed that tests your understanding of
meaning and use.
Invites you to construct your own sentence from your own ideas or
imagined context.
Activates your memory and ability to use the language through
paraphrasing; that is, giving you sentences to write using the words.
Gives you a chance to “think through” the language by answering
a “word puzzle” by yourself or in conversation with others.
Provides the opportunity to improve your knowledge and expertise
through spelling, pronunciation, revision and extension exercises.
for students...for students...for students...for students...for students...
Act ivating
7. . 7 .
The Method
Every teacher has been frustrated, but not dismayed, at the disparity between
the passive knowledge of their students and their active use of it. I think every
teacher has walked out of a classroom at the end of a lesson feeling pleased
that their students have seemingly absorbed the targeted language and
exercised control of it, and then suddenly been disappointed to overhear the
same students, not only immediately omit the language from expression outside
of class, but also operate at a level far below their assigned level. Students
studying at an Intermediate level are overheard to be performing at an
Elementary level, and perhaps even struggle to put subject+verb (+object)
English sentences together.
I am certain that every teacher acknowledges, too, the sheer difficulty of putting
all the pieces of a second language together. We are – or should not really be –
surprised, for example, that despite being taught a variety of academic language
terms, many students rely on a relatively small and constant range of language.
A genuine Upper Intermediate student would identify the verbs “see”, “observe”
and “witness” as having similarities in meaning, but use “see” as a blanket
verb. Likewise, this student would use Past Simple reliably and accurately in
recounting a story, but would typically not combine in a single utterance a
combination of tense or aspect or add another structural complication. (“I’ve
never met a local who works more than forty hours a week.”) Teachers will say
that it takes time and multiple exposures.
Yet teachers (and language schools) do not always acknowledge that many or
most courses are regarded as intensive by the student. The student has allowed
him or herself six months study to gain confidence for living, or the bare
minimum to continue the expensive business of getting an education. Our
reaction as teachers is to say we are providing “a dip in the ocean” or “we are
planting the seed (for later fruition)” and the student is just being “too ambitious
and unrealistic”.
At the higher levels we tend to teach ever more exotic structures (“What I
realised was”, “It’s time I was gone” – as the course books dictate) or specialist
vocabulary around more and more cerebral topics. Or we rely on fluency practice
as a means of getting students to a point when they might use “witness” over
“see”. Or we trust that by immersion, they will experience the language in a
variety of contexts.
The truth of the matter is that fluency practice can be a bland (albeit good for
boosting confidence and oiling the wheels) or highly functional context (“this
is the language for making offers”), and the student will not ever voluntarily or
spontaneously use the word until required to respond with it. (“Everyone can
see the unfair treatment of females in your country especially in the workplace!”,
“Well, I’ve never witnessed it myself!”).
for teachers...for teachers...for teachers...for teachers...for teachers...
8. Activating 1001 Academic Words
. 8 .
Every teacher has been astounded and pleased, too, at observing the
improvements in fluency that students gain from living the language. Students
sooner or later leave the classroom to function in the real world, and, when
they do, the interaction experienced reinforces the knowledge gained in the
classroom, and the ongoing to and fro of regular communication in a second
language makes language use a habit and gives users confidence.
However, when these same students are assessed before entering an English
college again, it is often found that it is only their speaking and listening skills
at a social level that have improved; there has been only an incremental increase
in new language – or it is highly colloquial. The assessor and teacher note
significant gaps in the knowledge, and there is not a great depth to the
conversational skills. When pressed to fully explain or provide details or counter
argue in a debate, silence and hesitation replace the former flow of words.
This situation may be alright for English second language users who wish to
operate with the language in a highly functional way in the workplace; for
example, to work on the shop floor, or for a person who has the opportunity to
resort to the first language for intimate communication. But teachers involved
in EAP programmes are, of course, concerned most about their students
ultimately failing at tertiary level – due not to their ability or motivation, but
solely to their expertise in English. So here is the problem.
Obviously, students cannot fully experience their English for years in a
classroom. The classroom imparts knowledge and allows practice, but in the
real world of interaction the genuine learning occurs. However, the level
plateaus, or the accumulation of further knowledge and the prompting of active
use halts or is gradual unless the student has special gifts or is a great reader.
What is the solution? The solution is a truly intensive programme.
Firstly, the student needs to be equipped with a bare knowledge of a wide
range of language so that this knowledge can be reinforced in the wider
environment now and later. Thus, the student also needs multiple accessible
but brief contexts in order to get a quick but deep initiation to the word or
structure; a chance, in essence, to have “thought through the word”. The student
needs to revisit the word, have an opportunity to retrieve it time and again,
and to have confirmed his or her own understanding of it, and to articulate the
word or to react to it; that is, to experience the language as the first language
acquirer who experiences multiple exposures and challenges to react.
Secondly, it would benefit the student immensely to become a natural observer
of language. This entails not only the ability to absorb meaning from context,
but also be aware of the function of the word and the way in which the word
fits into a sentence. As explained below, this amounts to observing what
precedes and follows the word in the model sentence(s) or the “pattern of the
word”. In my experience, this may start out as a determinedly conscious effort
for the students, but sooner or later becomes an effortless and subconscious
skill.
9. . 9 .
The Method
In this resource these multiple exposures take the form of:
STEP 1. Read the Superword or phrase. Note its pronunciation. Practice
saying it.
STEP 2. Read the model sentence. Read it again. Make sure you understand
the meaning of the Superword within the context of the model. Try
this without the use a dictionary...
account for
The fact that people are unable to see the daily misery that people
experience in third world countries accounts for so much of the world’s
wealth remaining in the hands of so few people.
STEP 3. Look at Questions 1 and 2. Try to complete the spaces in the
sentences with reference to the Superword.
Q1.
............................................................................................
accounts for the majority of top politicians still being male.
Q2. The fact that foreign students find it difficult to study subjects at
university in which there is a heavy English content accounts
for…
........................................................................................... .
STEP 4. If this is difficult (if you think you can’t do it), read the model
sentence again carefully, and try again.
STEP 5. Check your answer with the suggested answer.
STEP 6. If you still cannot do it, do this: analyse the word this way.
a. What is the meaning of the word? Use other words to give the
meaning.
b. What kind of word is it? (A noun?...or a verb?...or an adjective? etc.)
c. How do you use the word?
i. What is the word’s pattern? What words go before it and what
words go after it?
ii. Are there any words that conveniently go with this word?
iii. Now try to answer the question again.
”
“
21
10. Activating 1001 Academic Words
. 10 .
STEP 7. Make a new sentence using the word:
Q3. One more:
............................................................................................
............................................................................................
The student is given an opportunity to absorb meaning and use with a slowed
down and repeated and simplified exposure to it. Through this process the
language sensitivity of the student is fully exploited, and studying language
does not become a subject akin to mathematics, but an experience close to the
first language user’s experience.
Although the emphasis is on “experience”, the student should be encouraged
to become an automatic analyser of language and practise this initially a lot
before relying solely on comprehension of the model sentence. Analysis entails
being aware of basic meaning, what kind of word it is (noun, verb etc.), but
also – importantly – what goes before the word and what (if anything) comes
after (the “pattern” of the word), as well as the noting of collocations.
_______________________ account(s) for ___________________________
BEFORE AFTER
Examples of various patterns are:
VERBS
something accounts for something
somebody accounts to somebody for something
NOUNS
an account of something
Here are some examples of collocations – students are told that these are words
that can go often and comfortably with the word they are studying:
VERBS
account(s) for a situation / the behaviour / the matter / (a problem)
that accounts for it
unable to account for (something)
NOUNS
a true account a satisfactory account
Along with multiple exposures, a student needs to confirm an understanding
of and ability to use the word – and this can be easily achieved via paraphrase.
11. . 11 .
The Method
PARAPHRASING SENTENCES
Instructions: Now review vocabulary items 1 – 40 so that you are well prepared
to complete the following exercises which ask you to “think
through” the language a little more.
Rewrite these sentences using the words in brackets.
(Note: sometimes you have to change the sentences a lot, and you
might not always need the article or preposition.)
21. The fact that so many more tourists are coming to New Zealand
can be explained by the fact that other parts of the world seem
so dangerous to visit now. (account for)
.........................................................................................................
Students need to go beyond passive understanding and need to be challenged
to think through the language, too, or to react to the word originally. This can
be achieved as a first step through Word Puzzles solved with a partner:
WORD PUZZLES
Instructions: Think through the vocabulary and increase your speaking skills
by taking turns at asking and answering these questions.
Try to use the lesson words as you answer:
21. What accounts for it? The streets are wet but it hasn’t been raining.
Students are encouraged to extend and revise through a number of playful
exercises too. For example; students can be persuaded to become aware of
differences in meaning and recognize formal versus informal contexts:
A. Match the verbs with their synonyms:
intend substitute discard plan swap throw away
B. Use the Lesson words and synonyms above to complete these sentences.
Choose the best one for each pair.
a. I was never able to claim the Lotto prize because I ..............
the ticket by mistake and of course I cannot remember its number.
b. Packaging is not a waste if it is kept as part of a gift, but if people
.................. the packaging it creates a problem of rubbish disposal.
HINT ‘discard’ means ‘throw away’ because you have decided that you don’t want it.
12. Activating 1001 Academic Words
. 12 .
And students can practise changing form and function:
A. Make these adjectives into adverbs.
deceptive enthusiastic significant
B. Now join the adverbs to the adjectives or –ed verb forms in these
sentences and take out the unnecessary language.
a. The instructions for using the machine seemed simple, but
actually they were very hard to follow.
CLUE The instructions for using the machine are deceptively simple.
b. If a teacher has a strong sense of humour, he or she will be
listened to with a great deal of attention and delight the students.
c. The highways in and out of the city are much busier at rush hour
and this has a huge effect.
Becoming further aware of collocations may enhance the students’ sensitivity
to language too:
A. Match these adjectives with the nouns they can go with:
sufficient curious hazardous sustainable apparent
phenomenon waste development energy failure
B. Use the combinations of adjectives and nouns above to make simple
sentences about each of these situations:
a. The chemicals from the process can harm humans.
b. There is more than enough electricity to supply all the households.
c. Building fifteen new factories each year will not harm the
environment very much.
d. The advertisement asking the public for money for a new hospital
has brought no money so far.
e. Although fewer people say they believe in god, more people are
attending church.
HINT Answer to a: ‘The waste is hazardous.’
13. . 13 .
The Method
”
“
Students can practise getting words out for situations (natural elicitation):
A. Make sure you have REVISED ALLTHE LANGUAGE FOR THIS SECTION.
Study the situation below carefully and choose one word or phrase from
the forty you have examined in the lesson that can best be applied to it:
This society is very unlike my own. Here prostitution is legal. Young
people are allowed to drink in public bars at only seventeen. It is also
legal to smoke marijuana in public bars, such as in cafés.
Did you choose the same word or phrase as an English first language user?
B. Make a simple sentence using this word.
Beyond The Method
There is a myriad of other games and activities that students can be enticed to
play to reinforce their accumulated knowledge of lexis. At the same time as the
1001 academic words are worked at in the Method, a structural review can
take place with the same principal of asking the student to think through the
language and to dexterously and originally manipulate it. A variety of structures
including passives, tenses, complex subjects and objects and conditionals
should be taught productively. Complementary study should demand an active
use of the language in the same way that this resource does.
The typical English learner may not be a great lover of English or of learning
languages. In addition to acknowledging a student’s limitations and other
aspirations besides learning English, we ought to give credit to the various
qualities that many students wish to bring to their study of English. For example,
students’ awareness of new language does not often result in immediate
memorisation of it, but they are prepared to wait and look out for it and
experience it again.
Most importantly, we can give credit to the sensitivity and linguistic intuition
our students show towards the language and, in the classroom, try to duplicate
the first language user’s experience. Finally, we ought also to acknowledge
the extraordinary work ethic of the many students who come from cultures
which prize education and knowledge.
The intensive teaching programme above (of which this Method can be a part)
represents an intellectual challenge which students rise up to and makes the
classroom experience a highly productive and exciting one.
An additional in-depth guide to the Method can be accessed online at:
http://aapress.com.au/1001/theMethod.html
14. Activating 1001 Academic Words
. 14 .
How to use this resource
In this vocabulary learning method there are twenty-five (25) lessons
to study, each with forty (40) academic words and phrases to learn –
plus one demonstration word.
A total of 1001 Superwords and phrases.
The method is divided into three parts:
PART — learn the forty words and phrases
PART — paraphrase sentences containing
the forty words and phrases
PART — speak the forty words and phrases
in sentences with a partner
In addition, there are revision, spelling and pronunciation
exercises for every lesson.
**********************************************************************
IT IS NOT ESSENTIAL TO PRACTISE WITH THE OPTIONAL EXERCISES
(There are 1001 words to learn – the optional exercises are for further practice only.)
**********************************************************************
1
3
2
Before you begin,
TEST YOURSELF to discover your
current academic word skill ability
and level...
Academic
Word
Test