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Нестандартные задачи на уроках математики в четвертом классе, Левитас Г.Г., 2016.  

Книга содержит большое количество нестандартных задач, позволяющих разнообразить методы решения и сюжеты задач на каждом уроке математики в четвертом классе. Их использование приводит к существенному развитию мышления детей. Книга может быть использована в домашнем обучении и в старших группах детского сада.

Математика, Всероссийская проверочная работа, 3 класс, Типовые тестовые задания, Крылова О.Н., 2017.  

Данное пособие полностью соответствует федеральному государственному образовательному стандарту (второго поколения) для начальной школы. Книга содержит 10 вариантов типовых тестовых заданий Всероссийской проверочной работы за курс 3-го класса. Назначение пособия отработка практических навыков учащихся по математике при подготовке к Всероссийской проверочной работе. Ответы к заданиям всех вариантов являются материалами для учителя и даны в конце пособия. Сборник предназначен для учащихся 3-х классов начальной школы, учителей и методистов, использующих тесты для подготовки к Всероссийской проверочной работе. Приказом № 699 Министерства образования и науки Российской Федерации учебные пособия издательства «Экзамен» допущены к использованию в общеобразовательных организациях.

Wider World 2, Workbook, Edwards L., 2017.

Фрагмент из книги:
My name is Ella Myers and I'm fifteen. I'm from London and I live in Marchwood. It's a town near Southampton. I have one sister and two brothers and I go to Marchwood High School. I love Art, English and History. I like rock and pop music and my favourite band is One Republic. But my passion is books. My favourite books are The Fault in our Stars and Twilight. In my free time I write short stories. I write one or two pages every day. You can read some of them on my webpage. Tell me if you like them!

Keynote Proficient, Student's Book, Dummett P., Stephenson H., Lansford L., 2016.

Фрагмент из книги:
SIR KEN ROBINSON is an English educationalist, writer and former Professor of Arts Education at Warwick University (UK). In 1998 he led an inquiry for a British government advisory committee into the significance of creativity in the educational system and the economy. He was knighted for his achievements in this area in 2003. He believes passionately in the innate talents of each individual and that the current western education system is not structured in a way that makes the most of these talents.

Ready for IELTS, Student's Book, With Answers, McCarter S., 2017.

   Welcome to Ready for IELTS, a course which is designed to help you prepare for the IELTS Academic exam.
The book contains a wide range of activities aimed at improving your English and developing the language and skills you need to improve your band score. As well as providing thorough practice in reading, writing, listening and speaking, each unit of Ready for IELTS includes one or more Language focus sections, which analyse the main grammar areas that are required for the exam, together with Vocabulary and Word building sections.

Barron's, IELTS Strategies and Tips, Lougheed L., 2016.

   For more than 75 years, BARRON'S experts have been helping students surpass their expectations on standardized tests. This book will familiarize you with the design of the IELTS, and provide you with the best strategies for approaching test questions and useful tips to help you make choices quickly and efficiently.

Pass Key to the TOEFL iBT, Pamela J., Sharpe Ph.D., 2016.

   The TOEFL® iBT tests your ability to understand and use English for academic purposes. There are four sections on the TOEFL, with special directions for each section.

Complete Advanced, Workbook without answers, Matthews L., Thomas B., 2014.

Фрагмент из книги:
The young athletes interviewed seemed emotionally resilient and able to cope with the pressures of the training and performance environments. In this they appeared helped by their family environment and parental interest, with very few of them experiencing persistent tension or anxiety about the prospect of training or competing. Furthermore, the rate of self-reported psychological illness was lower amongst these athletes than in the general population, which must relate to the cohesion which is an obvious characteristic of athletic families. It is not possible to say whether young athletes enter and persist in sport because of their positive family and psychological characteristics, or whether the reverse is the case, with involvement in sport having a positive effect on mood and family function. Nonetheless, as all athletes know, close attention to diet and nutrition is a prerequisite and makes an obvious contribution to well-being.