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A Communicative Grammar of English By Geoffrey Leech Jan Svartvik
A Communicative Grammar of English was first published in , since then the book has established itself as a grammar innovative in approach, reliable in coverage, and clear in its explanations. It is now available in this fully revised and redesigned third edition to provide up-to-date and accessible help to teachers, advanced learners and undergraduates students of Eng A Communicative Grammar of English was first published in , since then the book has established itself as a grammar innovative in approach, reliable in coverage, and clear in its explanations.
It is now available in this fully revised and redesigned third edition to provide up-to-date and accessible help to teachers, advanced learners and undergraduates students of English. Get A Copy. Paperback , pages. Published May 13th by Routledge first published More Details Original Title. Other Editions 9. Friend Reviews.
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To see what your friends thought of this book, please sign up. To ask other readers questions about A Communicative Grammar of English , please sign up. Be the first to ask a question about A Communicative Grammar of English. Lists with This Book. This book is not yet featured on Listopia. Community Reviews. Enter pincode. Usually delivered in days? OBIStore 1. The companion text to A Communicative Grammar of English CGE , this workbook presents an opportunity for practising the points raised in the main grammar.
The units follow the order of sections in Part One and Part Two of CGE; at the beginning of each sub-unit there is a brief explanation of a particular structure followed by a series of tasks, ranging from gap filling exercises to rewrite assignments and conversational passages in which the student is invited to participate. With authentic material and a variety of different task types graded by difficulty, this is an indispensable resource for teachers and advanced students with a good grounding in the grammar of the language.
As teachers continue to determine the answers to more questions throughout the needs analysis process and start to identify some of the issues around materials and logistics, they can begin to outline the course. The needs analysis plays a crucial role in defining the overall goals of the course, which, in turn, gives teachers some guidance in breaking the course into comprehensive and achievable units. While these questions may seem obvious, they make a big difference to the overall planning and course design. A course that meets one hour each week for four weeks will look very different than a class that meets two hours per day, five days each week for fifteen weeks.
With this information and the overall goals of the course in hand teachers can start to outline and draft a plan.
The Communicative Grammar of English Workbook - Edward Woods, Rudy Coppieters - Google книги
Once teachers start to tackle some of the big-picture questions about the course design, they will start to see a natural organization and pattern take shape. The emerging shape leads to designing separate content and skill units that will serve as smaller, more achievable parts of the whole course.
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Each unit will include clear, measurable, achievable objectives, content and skill instruction, and tasks and activities that contribute and lay a foundation for what comes next. Once a rough outline of each unit with objectives drafted are in place teachers can then go back and start lesson planning and incorporating the materials chosen. If ever in doubt as to how the course is coming together, the teacher can return to the initial goals of the course and see how the smaller pieces fit.
Assessment questions and considerations can weigh heavily in a Business English course, especially if a company is paying the bill or employees students are expected to achieve certain goals in order to retain their jobs. As a result, teachers should get some clarification early on in order to set up the course and its participants for success.
In addressing such questions, the teacher can get a better idea as to how to plan and design the course with the assessments in mind. If one of the larger goals is to show progress in X, then the teacher can plan for that in the unit objectives and tasks. What is critical is that the teacher is involved in understanding how the assessments are used and how the results will impact the course and students.
All English courses require careful consideration and planning, but the needs analysis and the information it presents are essential to the planning, materials development, design, and assessment of a Business English course.
Business English courses are so varied in their goals and objectives and so targeted in their outcomes that no aspect of planning and development can be overlooked. And while it may seem overwhelming in some ways, teaching takes time, creativity, and thoughtfulness to be its most rewarding for both teachers and students. Please answer all three questions completely. You will not be accepted into the group unless you answer the questions. Department of State, manages this site.
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