учебник по английскому языку

Objective Advanced, Practice Test 1, O'Dell F., Broadhead A., 2012.

Фрагмент из книги:
In England alone there are around 45,000 different surnames and the sources from which names are derived are almost endless: nicknames, physical attributes, the names of regions and trades. Anyone wishing to trace English ancestors should look through records containing these names, but it is not necessarily a straightforward matter.

Objective Advanced, Teacher's book, O'Dell F., Broadhead A., 2014.

   Cambridge English: Advanced, also known as Certifi cate in Advanced English (CAE) consists of four papers. It is not necessary to pass all four papers in order to pass the examination. Th ere are three passing grades: A, B, C. As well as being told your grade, you will also be given a statement of your results which shows a graphical profi le of your performance on each paper.

Objective Advanced, Workbook, O'Dell F., Broadhead A., 2014.

Фрагмент из книги:
Judging by their loud purring, Natalie and Rupert are enjoying their evening. While Ginni Little sits propped up in bed watching TV, Natalie, a natterer's bat, and Rupert, a one-winged pipistrelle, are happily snuggled next to each other, occasionally looking up to receive a few loving words from their rescuer, Ginni, who has set up her own 'bat hospital' at home.

Objective Advanced, Student's Book, O'Dell F., Broadhead A., 2014.

   I he Cambridge Advanced Learner s Dictionary is the world's most widely used dictionary for learners of English. Including all the words and phrases that learners are likely to come across, it also has easy-to-understand definitions and example sentences to show how the word is used in context. The Cambridge Advanced Learner’s Dictionary is available online at dictionary.cambridge.org. Cambridge University Press, fourth edition, 2013, reproduced with permission.

Objective PET, Teacher's Book, Hashemi L., Thomas B., 2013.

   This new edition of Objective PET is the result of extensive updating and revision in consultation with teachers around the world who have been using the book with their classes.
For the second edition, the authors have also taken the opportunity to refer frequently to the Cambridge Learner Corpus (CLC), an electronic collection of Cambridge ESOL candidates’ scripts from all over the world. Currently containing more than 27 million words of data, around 3 million words of recent candidate writing are added to the CLC each year. This unique resource has given the authors a more accurate and fully up-to-date picture of the strengths and weaknesses of PET candidates. When you see the above icon in the Student’s Book, it means that this language area has been identified in the Cambridge Learner Corpus as an area in which learners often need extra practice, and the exercises are based on actual examples taken from the corpus.

Objective PET, Word list with definitions, Hashemi L., Thomas B., 2010.

Фрагмент из книги:
athlete (n) someone who is good at sports such as running, jumping or throwing things
athletics (n) the sports which include running, jumping and throwing
basket(n) the name for the net in basketball
basketball (n) a game in which two teams try to win points by throwing a ball through a high net
bat (n) a piece of wood used to hit the ball in some sports
bike (n) bicycle
board (n) a flat object or surface used for a particular purpose
boot (n) a shoe that covers the whole foot and part of the leg
champion (n) a person or animal that wins a competition.

Objective PET, Practice Test, Hashemi L., Thomas B., 2010.

Фрагмент из книги:
This is the weekly chance to try to get a better score than the celebrities in the studio, who range from pop musicians to politicians. As usual Billie Flannagan spends a half hour asking the two teams the questions. They need to be experts in a wide range of topics from music to animals to international news.

Objective PET, Additional Resources for Teacher, Hashemi L., Thomas B., 2012.

Фрагмент из книги:
Translation (suitable for most units).
• For monolingual classes with bilingual teachers. Translate the target words into the students’ mother tongue. Give them a separate list of definitions (in English) and the translations (not in the same order).
• First ask students to match the definitions to the words in their mother tongue, then ask them to provide the English words. This is a useful exercise for students whose mother tongue is not similar to English and who have particular problems with remembering vocabulary and spelling.