Bøger om Engelsk sprogundervisning

M¿t löi vitamin ¿¿c bi¿t giúp b¿n h¿c t¿ ti¿ng Anh nhanh & s¿¿ng, hi¿u qü g¿p b¿i!¿ã bao gi¿ b¿n h¿c tr¿¿c quên sau, thi xong thì quên s¿ch?Tôi ¿ã t¿ng dành nhi¿u n¿m "cày" bi¿t bao danh sách t¿ ti¿ng Anh, và b¿n bi¿t cái c¿m giác ch¿t quên m¿t m¿t t¿ nào ¿ó khi c¿n ch¿?Lúc ¿y, tôi gãi ¿¿u gãi tai, khua tay múa chân ¿¿ ng¿¿i ta hi¿u ý mình. Ng¿m l¿i, ngày x¿a thay vì ngöi ng¿, mà h¿c ngôn ng¿ c¿ th¿, ch¿c là h¿u ích h¿n ¿¿y!Sau này tôi phát hi¿n ra sai l¿m c¿a mình, ¿ó là ch¿ nh¿ t¿ theo ¿úng m¿t cách là ¿¿c l¿m b¿m, và không bi¿t m¿t s¿ th¿t: S¿ d¿ b¿ não ¿n t¿¿ng m¿t ¿i¿u gì ¿ó, là vì b¿n ¿ã nh¿ nó theo nhi¿u cách khác nhau.K¿ t¿ khi phát hi¿n ra sai l¿m ¿ó, kèm thêm khám phá ra nhi¿u cách h¿c ¿¿c ¿áo, tôi ¿ã thay ¿¿i r¿t nhi¿u, và t¿ tin h¿n v¿i v¿n ti¿ng Anh c¿a mình.Tuy không hoành tráng v¿i nh¿ng ch¿ng ch¿ l¿p lánh nh¿ ai ¿ó, nh¿ng chí ít thì tôi c¿ng...+ T¿ d¿ch t¿i 6 cün sách c¿a mình sang ti¿ng Anh.+ Vô ¿¿ch thuy¿t trình hài h¿¿c Toastmasters khu v¿c 5 n¿¿c ¿ông Nam Á.+ ¿¿¿c c¿p ch¿ng ch¿ qüc t¿ b¿i các chuyên gia hàng ¿¿u nh¿ nhà vô ¿¿ch di¿n thuy¿t th¿ gi¿i Craig Valentine, giáo s¿ ¿H Bj Fogg...¿¿ giúp b¿n tránh sai l¿m nh¿ tôi ngày x¿a, và rút ng¿n th¿i gian làm ch¿ ti¿ng Anh, tôi ¿ã dày công ¿úc k¿t 7 cách nh¿ t¿ ti¿ng Anh nhanh & s¿¿ng trong cün sách Vitasusu này.Áp d¿ng chúng, b¿n s¿ không ch¿ b¿ sung vitamin sung s¿¿ng, giúp b¿ não thöi mái khi h¿c, mà hi¿u qü c¿a vi¿c h¿c s¿ ¿¿¿c nhân lên g¿p ¿ôi.Hãy cùng Vitasusu giúp b¿n ¿ánh th¿c b¿ não thiên tài, và ti¿ng Anh thành ti¿ng b¿ ¿¿ ch¿ là h¿ qü!

Overview: This grammar book is specifically designed for individuals preparing for standardized tests such as TOEFL, IELTS, and SAT. It provides a comprehensive and targeted approach to mastering key grammar concepts essential for success in these exams. The book focuses on clarity, practical examples, and application of grammar rules in the context of test-taking. Key Features: Classes of Conjunctions: Clear explanations and examples of different types of conjunctions. Emphasis on recognizing conjunctions in sentence structures commonly found in test questions. Parts of Speech: In-depth coverage of each part of speech with detailed explanations and examples. Practical tips for identifying parts of speech in sentences, particularly in challenging test scenarios. Nouns and Pronouns: Thorough exploration of nouns, including common and proper nouns. Pronoun usage rules, including antecedent agreement and avoiding common errors. Numbers, Gender, Person, and Case: Comprehensive coverage of numerical expressions and their grammatical usage. Exploration of gender, person, and case in the context of sentence construction and coherence. Adjectives and Adverbs: Detailed explanations of the proper use of adjectives and adverbs. Strategies for choosing the right modifiers in test-related contexts. Verbs and Conjugation: In-depth examination of verb tenses, moods, and voices commonly tested. Extensive coverage of verb conjugation with practical examples. Parsing: A dedicated section on parsing, breaking down sentences to analyze and understand the grammatical structure. Parsing exercises to reinforce comprehension and application. Pedagogical Approach: Test-Taking Strategies: Practical tips and strategies for applying grammar rules in the specific format of standardized tests. Diagnostic Exercises: Diagnostic quizzes and exercises to help readers identify areas of weakness and focus on improvement. Practice Questions: Abundant practice questions modeled after actual test questions for hands-on application of grammar concepts. Test-Specific Guidance: Insights into how grammar is tested in TOEFL, IELTS, and SAT, with targeted guidance on common pitfalls. Visual Aids: Charts and Diagrams: Visual representations of grammar rules to aid understanding. Highlighting Techniques: Effective use of color and highlighting to emphasize key concepts and rules. This Grammar Reference for Test Takers aims to empower individuals with the grammar skills necessary for success in standardized tests, offering a robust foundation for effective communication in academic and professional settings.

Innovative testing methods using documentaries, newsletters, posters, pamphlets, and comic strips refer to non-traditional approaches to testing that leverage various types of media to engage learners and assess their understanding of a given subject. These methods are becoming increasingly popular in both educational and professional contexts, as they offer a fresh and interactive way to measure knowledge and skills.Documentaries are a great tool for testing knowledge retention, as they offer a visual and narrative-based approach to education. Learners can watch a documentary and then answer questions based on what they saw and heard. This type of testing can be used in a variety of contexts, from history classes to corporate training programs. Newsletters are another effective tool for testing understanding. These can be tailored to specific subjects and distributed to learners either digitally or in print. The format of a newsletter allows for a mix of text, images, and interactive elements, making it an engaging way to assess knowledge and comprehension.Posters and pamphlets are both visually striking and easy to distribute, making them an excellent option for testing knowledge in public settings or within larger groups. These materials can be customized to feature specific subject matter and can include quizzes or other interactive elements to assess comprehension.Finally, comic strips can be a fun and interactive way to test understanding, particularly in educational settings. Comics can be created that feature characters learning about a particular subject, with questions at the end of each strip to test learners' comprehension.Innovative testing methods using documentaries, newsletters, posters, pamphlets, and comic strips offer a fresh and engaging way to assess learners' knowledge and skills. By incorporating different types of media into the testing process, educators and trainers can create a more dynamic and effective learning experience for their learners. Traditional methods of teaching and learning of English as a second language throughthe Deductive method focusses mainly on Form. There is a need to shift from the traditional methods to Communicative methods of teaching, learning and testing to enhance the performance of the L2 Learners in the use of English as a second language in real life.Chambers et al had stated that innovation is "any idea, practice or material artefact perceived to be new by the relevant unit of adoption" .Innovative methods of teaching and learning being inductive in nature are learner centricwhere the L2 learner feels at home with the process of learning. The L2 learner is involved in the teaching, learning process through the Communicative Language Teaching Method. The process of learning could be enhanced through alternate methods of testing. The study uses Documentaries, Newsletters, Posters, Pamphlets and Comic strips as innovations for the same. The L2 learners could experience a sense of discomfort with the 'Paper and Pencil' language test. Love Joy discussed in detail the history of English language tests andthe need for an alternative testing method in the context of employing 'Portfolios' for testing Listening, Speaking, Reading and Writing skills of the L2 learner. In a similar context the study uses DN2PCs as innovative teaching, learning and testing methods to enhance the acquisition of Listening, Speaking, Reading and Writing Skills and its selective sub skills. There is also a transformation in the attitude and nature of the L2 learners towards the acquisition of English as a second language at the tertiary level.

Bereit für eine gruselige, zweisprachige Reise? Willkommen zu "50 Gruselgeschichten - Spannend & Zweisprachig", Ihrem Tor zu einer Welt voller Gänsehaut-Momente und linguistischer Entdeckungen! Wissenschaftliche Studien bestätigen, dass zweisprachiges Lesen und der Sprachvergleich durch Geschichten das Sprachenlernen erheblich fördern.In diesem Buch erwarten Sie Gänsehaut-Momente und sprachliche Nuancen. Tauchen Sie ein in vielfältige Geschichten über Geister, mysteriöse Wesen und düstere Prophezeiungen. Jede Erzählung öffnet das Tor zu einer eigenen, unheimlichen Welt. Ob Sie ein Sprachenthusiast sind, der nach einer innovativen Lernmethode sucht, oder ein Horrorfan, der nach dem nächsten Gruselschauer sucht - dieses Buch ist genau das Richtige für Sie.Also, machen Sie es sich in Ihrem Sessel gemütlich, nehmen Sie eine Tasse Tee zur Hand und lassen Sie sich von den spannenden Erzählungen fesseln... und vielleicht auch ein wenig erschrecken. Klicken Sie auf "Kaufen" und beginnen Sie Ihr gruseliges, zweisprachiges Abenteuer!

Welcome to G'day, mate!, a short course in Australian English and culture.G'day, mate! is a course book for foreign students on tour groups or study tours to Australia, but is also suitable as complementary material for General English courses for overseas students or migrants. It is aimed at Pre-intermediate level; however, since many activities can be adapted to different levels, G'day, mate! is suitable for Elementary to Intermediate levels.This course book was written to help foreign students and migrants from all nationalities learn to cope with Australian English and Australian culture. It includes notes and information about Australian English, culture and places that would be superfluous for Australian teachers. However, I have regularly worked with teachers from other English-speaking countries who were not familiar with Australia. The extra information is for their benefit. G'day, mate! includes the following sections:¿ Useful Aussie English¿ Cultural notes¿ Tasks G'day, mate! is not meant to be a complete textbook. It is recommended you supplement it with units from your favourite grammar book, a pronunciation course, Australian English listening and your other favourite material. Recommendations for grammar points are made in most units.

Quest'opera, disponibile anche in formato A4, si avvale dell'esperienza acquisita dall'autore in anni sia di studio a livello universitario, sia di pratica (corsi, traduzioni), ed è concepita come un agevole strumento per chi intenda affrontare lo studio o migliorare la conoscenza della lingua inglese, ormai indispensabile in ambito lavorativo, scolastico, turistico. Esaurienti note di grammatica e sintassi. Aggettivi, pronomi, avverbi, congiunzioni, verbi ecc. Approfondimento dei verbi irregolari e di argomenti che possono causare difficoltà in un momento successivo dello studio. Falsi amici. Accenni alla lingua viva parlata: come descrivere una persona, come rispondere al telefono, ecc. Un prontuario, verso la fine del volume, riporta la traduzione di diverse parole molto comuni nella lingua inglese. Completano l'opera vari esercizi (la maggior parte dei quali accompagnata dalla soluzione), concentrati soprattutto sull'uso e sulla distinzione fra i tempi verbali, spesso fonte di confusione per lo studente alle prime armi.

Seminar paper from the year 2023 in the subject Didactics for the subject English - Miscellaneous, grade: 1.3, University of Potsdam (Institut für Anglistik und Amerikanistik), course: Vertiefungsmodul Fachdidaktik in den Sekundarstufen I und II Englisch, language: English, abstract: In this paper, I look at four textbooks that are used in secondary schools in Brandenburg, Germany, and examine the extent to which tasks: 1. rely on mental imagery, and 2. offer alternative strategies. In the end, if necessary, I will suggest adjustments to the tasks that take into account more of the spectrum of neurodiversity found in language learners. Aphantasia is a condition that describes people who cannot voluntarily conjure images in their minds. Since Zeman described it in 2015, mental imaging extremes have received more attention. It has not yet been shown in more than anecdotal evidence, how the inability to form mental images influences language learning, but considering the visual dominance of Westernsociety, and our school systems especially, it stands to reason that aphantasics and people with limited mental imagery capabilities could be negatively impacted.

Get to know English idioms with our friendly guide, perfect for beginners and intermediate learners. This book helps you understand common English phrases quickly and have fun along the way. With straightforward examples and short stories, each idiom is easy to grasp, making your English sound natural. You'll learn to use idioms the way native speakers do, which can make talking and writing in English much more interesting. Start exploring the world of idioms and boost your English skills today!

Bachelor Thesis from the year 2009 in the subject English Language and Literature Studies - Culture and Applied Geography, grade: 1,3, University of Passau (Faculty of Philosophy), course: International Cultural and Business Studies, language: English, abstract: This paper focuses on the physical sites which are associated with Jane Austen: the places where she lived and a selection of locations which appear in film adaptations of her novels. Both types attract thousands of visitors from all over the world each year. This leads to some of the following questions: Why do people feel the need to follow in her footsteps? Do they require these physical places in order to remember her? And considering the fact that the locations in question are now part of the tourism industry, how much do they actually still have to do with Jane Austen?In cultural studies, memory is one of the most frequently discussed issues. In the last twenty years alone, there have been numerous publications on the subject. Inspired by the seminal work of Maurice Halbwachs (1877-1945), who was one of the first scholars to regard memory as a social phenomenon, Jan Assmann developed his theory of the ¿cultural memory¿ in 1988. Pierre Noräs concept of the lieux de mémoire, begun in 1984, continues to draw a great deal of attention in academic circles as well.It is the aim of this paper to shed some light on the role the Jane Austen locations play in remembering her. In order to gain an understanding of this issue, certain aspects of Halbwachs¿, Noräs and Assmann¿s theories will be connected to Jane Austen tourism. A short summary of their ideas can be found in chapter 2. The criteria by which the locations will be evaluated are listed in chapter 3. Chapter 4 contains an analysis of some of the most prominent Jane Austen-themed locations in contemporary England, including their relevance to Jane Austen¿s life. The first part concentrates on places where she actually lived and where she stayed for longer periods of time. These are arranged in chronological order and followed by an analysis of several memorable film locations. In chapter 5, theory and practice will be joined in order to find answers to the questions previously asked. Finally, the paper ends with an overview of the relevant points.

Seminar paper from the year 2020 in the subject Didactics for the subject English - Grammar, Style, Working Technique, grade: 1,7, University of Dortmund (Institut für Anglistik und Amerikanistik), course: Hauptseminar Fachdidaktik, language: English, abstract: This paper deals with the analysis of Cornelsen's English G 21 - A1 textbook for secondary schools, published in 2007 for students in year 5, from an English as a lingua franca-aware perspective. First, the theoretical framework will be presented, where important definitions such as English as a lingua franca will be explained. Afterward, the applied chapter will be presented with its learning goals and strategies and a short reference concerning the curriculum will be made.In the analysis, the first chapter of the textbook will be examined and evaluated by applying Syrbe and Roses' research questions as well as the criteria from Galloway and a few other interesting aspects to look at. Finally, a conclusion will be drawn regarding the teaching material and the own future teaching.In this paper, a textbook will be analyzed from an English as a lingua franca-aware perspective. A lingua franca describes a "contact language, that is, a vehicular language between speakers that do not share a first language", so for example a German and a French agreeing on talking English because the German does not speak French and the other way around. Here it is important to say that this does not only include face to face communication but all types of communication including via the internet and everywhere in the world.

Przez cäe ¿ycie b¿dziesz miä do czynienia z ró¿nymi kulturami i j¿zykami w taki czy inny sposób. Znajomo¿¿ j¿zyka obcego znacznie u¿atwia interakcj¿ z innym typem kultury, poprawia status spo¿eczny i finansowy, zapewnia rozwój kariery, daje mo¿liwo¿ci wyräania siebie i rozpowszechniania idei, otwiera perspektywy nowoczesnej edukacji, pomaga w osi¿ganiu celów i zamierze¿. Jednak w procesie studiowania na pewno b¿dziesz musiä zmierzy¿ si¿ z trudno¿ciami, do których pokonania brakuje Ci czasem do¿wiadczenia i niezb¿dnej wiedzy. Ten praktyczny poradnik b¿dzie por¿cznym narz¿dziem dla szerokiego grona odbiorców: tych, którzy chc¿ si¿ uczy¿ j¿zyka obcego lub ju¿ si¿ go ucz¿, niezale¿nie od tego, czy ucz¿ si¿ go samodzielnie, czy z nauczycielem, indywidualnie, w grupie, czy w instytucji edukacyjnej (szko¿a, kolegium, uniwersytet, akademia). Ksi¿¿ka pomo¿e ustrukturyzowä i zorganizowä indywidualny proces uczenia si¿ oraz pozwoli wybrä metodologi¿, która b¿dzie ciekawa i ¿atwa w realizacji. Tytu¿ podr¿cznika odzwierciedla jego zawarto¿¿: dotyczy on aktualnych problemów i mo¿liwych rozwi¿zä. Materiä jest przedstawiony zwi¿¿le i konkretnie. Przedstawione w ksi¿¿ce metody mo¿na od razu wykorzystä w swojej praktyce j¿zykowej. Wybierz metod¿, która jest interesuj¿ca i najlepiej pasuje do Twojego tempa i stylu ¿ycia. Niech nauka j¿zyka stanie si¿ dla Ciebie naturalnym i ekscytuj¿cym procesem! W ksi¿¿ce poruszono nast¿puj¿ce zagadnienia: Czym jest j¿zyk? / Dlaczego nie udaje si¿ nauczy¿ j¿zyka obcego? / Ile czasu po¿wi¿cisz na nauk¿ j¿zyka? / Czas trwania zaj¿¿. / Minimalny zasób s¿ownictwa z j¿zyka obcego. / Jaki podr¿cznik wybrä do nauki j¿zyka? / Jak wybrä nauczyciela? / Jak przygotowä si¿ do egzaminu j¿zykowego? / J¿zyk obcy dla dzieci. / Ksztäcenie na odleg¿o¿¿. / Jak trenowä i rozwijä pami¿¿. / Szkolenie. / Nauka gramatyki. / Nauka fonetyki. / Nauka s¿ownictwa. / Rozwijanie umiej¿tno¿ci s¿uchania. / Rozwijanie umiej¿tno¿ci mówienia. / Rozwijanie umiej¿tno¿ci czytania. / Rozwijanie umiej¿tno¿ci pisania. / ¿rodowisko j¿zykowe. / Krajoznawstwo. / Szok kulturowy.

Im Laufe Ihres Lebens werden Sie auf die eine oder andere Weise mit verschiedenen Kulturen und Sprachen zu tun haben. Die Kenntnis einer Fremdsprache erleichtert die Interaktion mit einer anderen Art von Kultur, verbessert den sozialen und finanziellen Status, sorgt für berufliches Wachstum, bietet Möglichkeiten zur Selbstdarstellung und zur Verbreitung von Ideen, eröffnet Perspektiven für eine moderne Bildung und hilft Ihnen, Ihre Ziele zu erreichen. Im Laufe des Studiums werden Sie jedoch mit Sicherheit auf Schwierigkeiten stoßen, für deren Überwindung Ihnen manchmal die Erfahrung und das nötige Wissen fehlen. Dieser praktische Guide ist ein praktisches Hilfsmittel für ein breites Publikum: diejenigen, die eine Fremdsprache lernen wollen oder bereits lernen, egal ob sie sie alleine oder mit einem Lehrer, einzeln, in einer Gruppe oder in einer Bildungseinrichtung (Schule, Hochschule, Universität, Akademie) lernen. Der Workshop wird Ihnen dabei helfen, Ihren individuellen Lernprozess zu strukturieren und zu organisieren und eine Methodik zu wählen, die interessant und einfach zu befolgen ist. Der Titel des Handbuchs spiegelt seinen Inhalt wider: Es geht um aktuelle Fragen und mögliche Lösungen. Der Stoff wird prägnant und konkret dargestellt. Die im Buch vorgestellten Methoden können Sie sofort in Ihrer Sprachpraxis anwenden. Wählen Sie die Methode, die für Sie interessant ist und am besten zu Ihrem Tempo und Lebensstil passt. Lassen Sie das Sprachenlernen zu einem natürlichen und spannenden Prozess für Sie werden!Das Buch befasst sich mit den folgenden Themen: Was ist Sprache? / Warum gelingt es Ihnen nicht, eine Fremdsprache zu lernen? / Wie viel Zeit werden Sie für das Erlernen der Sprache aufwenden? / Dauer der Klasse. / Mindestwortschatz einer Fremdsprache. / Welches Lehrbuch soll man zum Sprachenlernen wählen? / Wie wähle ich meinen Lehrer aus? / Wie bereite ich mich auf die Prüfung vor? / Fremdsprache für Kinder. / Fernstudium. / Wie Sie Ihr Gedächtnis trainieren und entwickeln können. / Ausbildung. / Grammatik lernen. / Phonetik lernen. / Vokabeln lernen. / Entwicklung der Hörfertigkeit. / Entwicklung der Sprechfertigkeit. / Entwicklung der Lesefertigkeit. / Entwicklung der Schreibfertigkeit. / Sprachumgebung. / Länderstudien. / Kulturschock.

Du willst deine Englischkenntnisse schnell verbessern? Dann ist dieses Buch genau das Richtige für dich!Durch dieses Buch werden sich deine Sprachkenntnisse ohne stundenlanges Büffeln schnell und einfach verbessern.Es gibt viele Möglichkeiten, ins Englische einzutauchen: Englisch-Unterricht, Filme oder Fernsehserien mit Englischen Untertiteln ansehen, Online-Kurse belegen, einem Englisch-Club beitreten, in ein Land reisen, in dem Englisch gesprochen wird oder Bücher lesen... Dieses Buch bietet Ihnen eine einfache, aber effektive Art Englisch durch Geschichten für Anfänger (Level A1 und Level A2) zu lernen. Dieses Buch wird Ihnen helfen: 1. Neues Vokabular zu erlernen 2. Neue Ausdrücke zu einem bestimmten Thema zu lernen 3. Vokabeln des Alltags zu lernen, die zur Kommunikation mit Menschen in Dialogen verwendet werden 4. Lernen Sie einige typische Sätze, die häufig in Dialogen im Englischen verwendet werden 5. Korrigieren und/oder verbessern der Aussprache 6. Verbessern Ihrer Verständnisfähigkeiten durch lessen 7. Verbessern Sie Ihr gesprochenes Englisch 8. Verbessern Sie einfach Ihr Englisch, egal welches Anfängerniveau Sie haben Die Geschichten befinden sich hauptsächlich im Präsens und in der Indikativform auf Englisch, so dass es für den Leser einfacher ist, die Grundlagen der Sprache durch die Texte zu lernen.

Tauchen Sie ein in eine faszinierende Welt voller aufregender Geschichten, die junge englische Sprachlernende begeistern werden. Dieses Buch, Abenteuer in Zwei Sprachen, bietet zehn unterhaltsame Kurzgeschichten, die speziell für Kinder geschrieben wurden, die Englisch lernen.Unsere Geschichten entführen junge Leser in spannende Abenteuer, in denen sie mutige Helden und zauberhafte Welten entdecken. Diese zweisprachige Sammlung ist perfekt, um das Sprachverständnis zu fördern, neue Wörter zu lernen und kulturelle Einblicke zu gewinnen. Dieses Buch ist die perfekte Ergänzung für junge Englischlernende, die ihre Sprachkenntnisse erweitern und gleichzeitig fesselnde Geschichten genießen möchten.Begleiten Sie uns auf einer Reise durch die bunte Welt der Literatur, und erleben Sie gemeinsam mit Ihren Kindern die Freude am Lesen und Sprachenlernen. Tauchen Sie ein in Abenteuer in Zwei Sprachen und bereiten Sie sich auf eine aufregende Reise vor!

¿Quieres aprender inglés por fin? ¿Y de forma fácil y rápida? ¡Pues entonces este es TU libro!Con todos los audios en inglés... ¡totalmente GRATIS!Quizás nunca tuviste la necesidad ni el tiempo para aprender inglés. Seguramente habrás visto muchos libros para aprender inglés que no te motivaban o fuiste a clase y te aburrías porque no te lo explicaban bien. Por contra, con este libro para principiantes puedes aprender inglés de forma sencilla y efectiva. En sólo 2 semanas podrás adquirir una buena base para poder defenderte con extranjeros, incluido aquellos de habla inglesa como ingleses o americanos. Este libro está dirigido a jóvenes y adultos y su estilo es bastante informal para que el proceso de aprendizaje sea entretenido e intrigante. Verás que tiene lo mínimo imprescindible de teoría y es muy práctico. Está demostrado que puedes aprender mucho más cuando te diviertes aprendiendo que cuando el aprendizaje es monótono.¿Cuál es tu motivación para aprender inglés?tienes poco tiempo y quieres aprender inglés de forma autodidacta, para poder estar listo para tu próximo viaje al extranjeroquieres pedir una beca Erasmus y pasar un año fuera de Españaquieres mejorar tus experiencias laborales con la lengua de negocios más importante y así encontrar un buen puesto de trabajo o trabajar en el extranjerohas conocido a un(a) extranjero(a) y te quieres comunicarte con él/ellaquieres seguir una película de Hollywood en versión originalnecesitas leer artículos científicos o documentación en inglés para tus proyectosy hay muchas más.En cualquier caso tendrás con un inglés básico más posibilidades que si sólo hablas español.Este libro se centra en lo más importante:una introducción a Reino Unido y Estados Unidos, su cultura y la lenguaFundamentos: gramática inglesa elemental, pronunciación correcta y vocabulario clave. Un poco de teoría para tener las herramientasvocabulario práctico y frases hechas para situaciones del día a día en distintos contextos: en el centro comercial, en el aeropuerto, en el restaurante, en el estadio de fútbol, de fiesta (sí, también podrás aprender algunas frases para ligar)las diferencias más notables entre el inglés británico y el americanoLenguaje coloquial: ¡sorprende a los locales!Al aprender un idioma es muy importante que pongas los conocimientos en práctica. Por eso te propongo al final de cada capítulo algunos ejercicios y juegos entretenidos para así ponerte a prueba. Al final del libro encontrarás también las soluciones a estos ejercicios.Ahora y como agradecimiento por la compra de este libro, te regalamos un libro con 20 consejos prácticos para tu vida y aprender idiomas, del que seguro que podrás sacar partido. ¿A qué esperas? ¡Compra ya tu ejemplar y notarás tras 2 semanas cómo ha mejorado tu inglés!

Are you tired of studying English vocabulary but not getting any chance to speak? Have you memorized phrasal verbs but can't use them in real life? Or, as an ESL/EFL teacher, are you looking for ways to get your students speaking more confidently in class?Get talking with Quick-Response English! These speaking activities use the back-and-forth dynamic of real conversation and are a great way to energize English learning for teachers, students, and self-study learners alike.In this book you'll find:100 common phrasal verbs in American English, divided into 10 chapters for easy comprehension40 detailed speaking activities following everyday English language patternsOver 800 sentences to be spoken aloud in short dialogues, which can be expanded into longer conversationsTips for teachersInstructions for Self-StudyClear steps for students to work toward smooth, quick, independent responsesWith this book, you'll have the power to:Learn common phrasal verbs in context while speaking aloudImprove smoothness and pronunciation through techniques like shadowingBuild confidence with independent responses (responding without looking at the page)Improve speaking response time with quick, short responsesGrow your small-talk skills by asking relevant questions quickly in conversationWith nearly 20 years of ESL and EFL teaching experience, the author provides fun and effective activities to improve speaking skills while also practicing phrasal verbs. Whether you're an English learner preparing for the TOEIC or TOEFL exams, an ESL/EFL teacher looking for activities to get your students talking, or a self-study learner practicing English at home, this book is for you.Energize your English learning and find your voice today with Quick-Response English!

Learning English through schoolsA workbook for ESOL learners who are parents or carers of school childrenThis workbook has 12 chapters aimed at adult ESOL learners who are also parents of school children. Each chapter introduces vocabulary a reading comprehension and writing exercise to help learners improve their English and better engage in their child's education.

the soldier calmly regarded the youthنظر الجندي بهدوء إلى الشابnazar al-jandi bahdoua elly chabb"I've had my wishes," he said, quietly"لقد حصلت على أمنياتي" ، قال بهدوء"luqud hoslat ola amniati", qal bahdouaand his blotchy face turned a grave whiteوتحول وجهه المبقع إلى قبر أبيضwathol wajha al-mubaqa elly qabar abid"And did you really have the three wishes granted?""وهل حصلت حقا على الأمنيات الثلاث؟""wahl hoslat haka ola al-amniat el-thulath""I had my wishes granted," confirmed the sergeant-major"لقد تحققت رغباتي" ، أكد الرقيب الرائد"luqud tahaqat raghabati", akad al-raqib al-raed"And has anybody else wished?" asked the old lady"وهل رغب أي شخص آخر؟" سألت السيدة العجوز"wahl raghab ei shakhs akhrej" salt sayedah al-ajwaz"The first man had his three wishes," was the reply"الرجل الأول كان لديه أمنياته الثلاث" ، كان الرد"al-rajel al-awal can ladih amnyate al-thalath", can al-rad"I don't know what the first two wishes were""لا أعرف ما هي أول أمنيتين""la aaraf ma he ol amnitin""but the third wish was for death""لكن الأمنية الثالثة كانت للموت""lakin al-omaniya al-thaltha kant lemout""That's how I got the monkey's paw""هكذا حصلت على مخلب القرد""hekida hoslat ola makhlab al-qard"His tones had gotten very graveأصبحت نغماته خطيرة للغايةasbaht naghmath khatira leghayaa dark hush fell upon the groupسقط صمت مظلم على المجموعة

Le soldat regarda calmement le jeune hommethe soldier calmly regarded the youth J'ai eu mes souhaits, dit-il calmement"I've had my wishes," he said, quietlyet son visage tacheté devint d'une blancheur graveand his blotchy face turned a grave white Et avez-vous vraiment exaucé les trois voeux ? "And did you really have the three wishes granted?"- Mes voeux ont été exaucés, confirma le sergent-major"I had my wishes granted," confirmed the sergeant-major- Et quelqu'un d'autre l'a-t-il voulu ? demanda la vieille dame"And has anybody else wished?" asked the old lady Le premier homme avait ses trois voeux, fut la réponse"The first man had his three wishes," was the reply Je ne sais pas quels étaient les deux premiers voeux "I don't know what the first two wishes were" Mais le troisième souhait était la mort "but the third wish was for death" C'est comme ça que j'ai eu la patte du singe "That's how I got the monkey's paw"Son ton était devenu très graveHis tones had gotten very graveUn silence sombre s'abattit sur le groupea dark hush fell upon the group- Vous avez fait vos trois voeux, songea M. White"you've had your three wishes," pondered Mr. White- Ce n'est pas bon pour vous, Morris."it's no good to you now, then, Morris" Pourquoi le gardez-vous ? "What do you keep it for?"Le soldat secoua la têteThe soldier shook his head

she says they weren't apples, but instead that they were chestnutsMówi, że to nie byly jablka, ale kasztanyI said I was innocent since I had not eaten any chestnutsPowiedzialem, że jestem niewinny, ponieważ nie jadlem żadnych kasztanówbut the Serpent informed her that "chestnut" could also have a figurative meaningale Wąż poinformowal ją, że "kasztan" może miec również znaczenie przenośneshe says a chestnut can be an aged and mouldy jokeMówi, że kasztan może byc starym i spleśnialym żartemI turned pale at this definitionZbladlem na tę definicjębecause I have made many jokes to pass the weary timebo zrobilem wiele żartów, aby zabic znużony czasand some of them my jokes could have been of the chestnut varietyA niektóre z nich moje żarty mogly byc z gatunku kasztanówbut I had honestly supposed that they were new jokes when I made themale szczerze przypuszczalem, że byly to nowe dowcipy, kiedy je robilemShe asked me if I had made any jokes just at the time of the catastropheZapytala mnie, czy żartowalem tylko w momencie katastrofyI was obliged to admit that I had made a joke to myselfMusialem przyznac, że zażartowalem sam sobiealthough I did not make the joke aloudchociaż nie żartowalem glośnothis was the joke I was thinking to myself: To byl żart, który sobie pomyślalem: I was thinking about the waterfallsMyślalem o wodospadach"How wonderful it is to see that vast body of water tumble down there!""Jak cudownie jest patrzec, jak ten ogromny zbiornik wodny spada w dól!"Then in an instant a bright thought flashed into my headNagle w mojej glowie blysnęla jasna myśl"It would be a great deal more wonderful to see the water tumble up the waterfall!""Byloby o wiele wspanialej zobaczyc, jak woda splywa w górę wodospadu!"I was just about to die from laughing when all nature broke looseJuż mialem umrzec ze śmiechu, gdy rozpętala się cala przyroda

Dice che non erano mele, ma invece che erano castagneshe says they weren't apples, but instead that they were chestnutsHo detto che ero innocente dal momento che non avevo mangiato castagneI said I was innocent since I had not eaten any chestnutsma il Serpente la informò che "castagno" poteva avere anche un significato figuratobut the Serpent informed her that "chestnut" could also have a figurative meaningDice che una castagna può essere uno scherzo invecchiato e ammuffitoshe says a chestnut can be an aged and mouldy jokeSono diventato pallido a questa definizioneI turned pale at this definitionperché ho fatto molte battute per passare il tempo stancobecause I have made many jokes to pass the weary timee alcune di loro le mie battute avrebbero potuto essere della varietà di castagneand some of them my jokes could have been of the chestnut varietyma avevo onestamente supposto che fossero nuove battute quando le ho fattebut I had honestly supposed that they were new jokes when I made themMi ha chiesto se avevo fatto qualche battuta proprio al momento della catastrofe.She asked me if I had made any jokes just at the time of the catastropheFui costretto ad ammettere che mi ero fatto uno scherzoI was obliged to admit that I had made a joke to myselfanche se non ho fatto lo scherzo ad alta vocealthough I did not make the joke aloudquesto era lo scherzo che stavo pensando tra me e me: this was the joke I was thinking to myself: Stavo pensando alle cascateI was thinking about the waterfalls"Com'è meraviglioso vedere quel vasto specchio d'acqua cadere laggiù!""How wonderful it is to see that vast body of water tumble down there!"Poi in un istante un pensiero luminoso mi balenò in testaThen in an instant a bright thought flashed into my head"Sarebbe molto più meraviglioso vedere l'acqua cadere sulla cascata!""It would be a great deal more wonderful to see the water tumble up the waterfall!"Stavo per morire dal ridere quando tutta la natura si è scatenataI was just about to die from laughing when all nature broke loose

she says they weren't apples, but instead that they were chestnuts彼女はそれらがリンゴではなく、代わりに栗だったと言いますI said I was innocent since I had not eaten any chestnuts私は栗を食べていないので無実だと言いましたbut the Serpent informed her that "chestnut" could also have a figurative meaningしかし、蛇は彼女に「栗」も比喩的な意味を持つことができると知らせましたshe says a chestnut can be an aged and mouldy joke彼女は、栗は古くてカビの生えた冗談になる可能性があると言いますI turned pale at this definition私はこの定義に青ざめましたShe asked me if I had made any jokes just at the time of the catastrophe彼女は私に、大惨事の時に冗談を言ったかどうか尋ねましたI was obliged to admit that I had made a joke to myself私は自分自身に冗談を言ったことを認めざるを得ませんでしたalthough I did not make the joke aloud私は冗談を声に出してしませんでしたがthis was the joke I was thinking to myself: これは私が自分自身に考えていた冗談でした I was thinking about the waterfalls滝のことを考えていました"How wonderful it is to see that vast body of water tumble down there!"「あの広大な水域が転がり落ちるのを見るのはなんて素晴らしいことでしょう!」Then in an instant a bright thought flashed into my headそれから一瞬で明るい考えが私の頭に浮かびました"It would be a great deal more wonderful to see the water tumble up the waterfall!"「水が滝を転がり落ちるのを見るのはもっと素晴らしいでしょう!」I was just about to die from laughing when all nature broke looseすべての自然が解き放たれたとき、私はちょうど笑って死にかけていました

she says they weren't apples, but instead that they were chestnutsवह कहती है कि वे सेब नहीं थे, बल्कि इसके बजाय कि वे चेस्टनट थे।I said I was innocent since I had not eaten any chestnutsमैंने कहा कि मैं निर्दोष हूं क्योंकि मैंने कोई चेस्टनट नहीं खाया था।but the Serpent informed her that "chestnut" could also have a figurative meaningलेकिन सर्प ने उसे सूचित किया कि "चेस्टनट" का एक आलंकारिक अर्थ भी हो सकता है।she says a chestnut can be an aged and mouldy jokeवह कहती है कि एक शाहबलूत एक वृद्ध और सांचे वाला मजाक हो सकता है।I turned pale at this definitionमैं इस परिभाषा पर पीला पड़ गया।I was obliged to admit that I had made a joke to myselfमैं यह स्वीकार करने के लिए बाध्य था कि मैंने खुद के साथ एक मजाक किया था।although I did not make the joke aloudहालांकि मैंने मजाक को जोर से नहीं बनायाthis was the joke I was thinking to myself: यह वह मजाक था जो मैं खुद से सोच रहा था I was thinking about the waterfallsमैं झरनों के बारे में सोच रहा था।"How wonderful it is to see that vast body of water tumble down there!""यह देखना कितना अद्भुत है कि पानी का वह विशाल शरीर वहां गिर जाता है!Then in an instant a bright thought flashed into my headफिर एक पल में एक उज्ज्वल विचार मेरे दिमाग में उभरा।"It would be a great deal more wonderful to see the water tumble up the waterfall!""झरने पर पानी गिरते हुए देखना बहुत अद्भुत होगा!I was just about to die from laughing when all nature broke looseमैं हंसने से मरने ही वाला था कि सारी प्रकृति टूट गई।

she says they weren't apples, but instead that they were chestnuts她说它们不是苹果，而是栗子。I said I was innocent since I had not eaten any chestnuts我说我是无辜的，因为我没有吃过任何栗子but the Serpent informed her that "chestnut" could also have a figurative meaning但蛇告诉她，"栗子"也可以有比喻的意思she says a chestnut can be an aged and mouldy joke她说栗子可能是一个陈年和发霉的笑话I turned pale at this definition我对这个定义变得苍白because I have made many jokes to pass the weary time因为我开了很多玩笑来打发疲惫的时间and some of them my jokes could have been of the chestnut variety其中一些我的笑话可能是栗子品种but I had honestly supposed that they were new jokes when I made them但老实说，当我制作它们时，我以为它们是新笑话She asked me if I had made any jokes just at the time of the catastrophe她问我是否在灾难发生时开过什么玩笑。I was obliged to admit that I had made a joke to myself我不得不承认我自嘲地开了个玩笑。although I did not make the joke aloud虽然我没有大声开玩笑this was the joke I was thinking to myself: 这是我对自己开的玩笑：I was thinking about the waterfalls我在想瀑布"How wonderful it is to see that vast body of water tumble down there!""看到那片浩瀚的海水滚落在那里，真是太好了！"Then in an instant a bright thought flashed into my head然后一瞬间，一个明亮的念头闪过我的脑海。"It would be a great deal more wonderful to see the water tumble up the waterfall!""如果能看到瀑布上的水翻滚，那就太好了！"I was just about to die from laughing when all nature broke loose我正要笑死时，所有的大自然都崩溃了。

she says they weren't apples, but instead that they were chestnutsتقول إنها لم تكن تفاحا ، ولكن بدلا من ذلك كانت كستناءI said I was innocent since I had not eaten any chestnutsقلت إنني بريء لأنني لم آكل أي كستناءbut the Serpent informed her that "chestnut" could also have a figurative meaningلكن الثعبان أخبرها أن "الكستناء" يمكن أن يكون له أيضا معنى مجازيshe says a chestnut can be an aged and mouldy jokeتقول إن الكستناء يمكن أن يكون مزحة قديمة ومتعفنةI turned pale at this definitionتحولت شاحب في هذا التعريفbecause I have made many jokes to pass the weary timeلأنني قدمت العديد من النكات لتمضية الوقت المرهقand some of them my jokes could have been of the chestnut varietyوبعضها كان من الممكن أن تكون نكاتي من صنف الكستناءthis was the joke I was thinking to myself: كانت هذه هي النكتة التي كنت أفكر فيها لنفسي I was thinking about the waterfallsكنت أفكر في الشلالات"How wonderful it is to see that vast body of water tumble down there!""كم هو رائع أن نرى هذا الجسم الشاسع من الماء ينهار هناك!"Then in an instant a bright thought flashed into my headثم في لحظة تومض فكرة مشرقة في رأسي"It would be a great deal more wonderful to see the water tumble up the waterfall!""سيكون من الرائع رؤية المياه تنهار فوق الشلال!"I was just about to die from laughing when all nature broke looseكنت على وشك الموت من الضحك عندما انفجرت كل الطبيعة

she says they weren't apples, but instead that they were chestnutsВона каже, що це були не яблука, а каштаниI said I was innocent since I had not eaten any chestnutsЯ сказала, що я невинна, бо не їла каштанівbut the Serpent informed her that "chestnut" could also have a figurative meaningале Змій повідомив їй, що слово каштан може мати і переносне значенняshe says a chestnut can be an aged and mouldy jokeВона каже, що каштан може бути зістареним і запліснявілим жартомI turned pale at this definitionЯ зблід від цього визначенняShe asked me if I had made any jokes just at the time of the catastropheВона запитала мене, чи не жартував я якось під час катастрофиI was obliged to admit that I had made a joke to myselfЯ був змушений визнати, що пожартував сам із собоюalthough I did not make the joke aloudхоча я не жартував вголосthis was the joke I was thinking to myself: Ось про що я думав сам I was thinking about the waterfallsЯ думав про водоспади"How wonderful it is to see that vast body of water tumble down there!"- Як чудово бачити, як там падає ця величезна водойма!Then in an instant a bright thought flashed into my headІ раптом в голові промайнула світла думка"It would be a great deal more wonderful to see the water tumble up the waterfall!"- Було б набагато прекрасніше побачити, як вода падає вгору по водоспаду!I was just about to die from laughing when all nature broke loose