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Autor | Printha Ellis Mary Bowen Liz Hocking Louis Fidge Wendy Wren |
ISBN | 9781405081382 |
Typ | paperback |
Vydavatel | Macmillan |
Rok vydání | 2007 |
Počet stran | 40 |
2-3 týdny
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Macmillan English 6 Fluency Book
The Macmillan English 6 Fluency Book helps children to develop natural intonation when speaking English. It tells an exciting 18-episode adventure story featuring four child characters and uses some narrative, but mainly dialogue. The Macmillan English 6 Fluency Book is highly illustrated to engage young learners and provide stimulus for speaking.
Macmillan English is the first International English coursebook to be informed by English lessons in native-speaker classrooms. It is designed for second-language learners of English but uses many of the approaches to readi
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The Macmillan English 6 Fluency Book helps children to develop natural intonation when speaking English. It tells an exciting 18-episode adventure story featuring four child characters and uses some narrative, but mainly dialogue. The Macmillan English 6 Fluency Book is highly illustrated to engage young learners and provide stimulus for speaking.
Macmillan English is the first International English coursebook to be informed by English lessons in native-speaker classrooms. It is designed for second-language learners of English but uses many of the approaches to reading, writing and speaking that underpin the teaching of English to first-language children.
Designed for students who have a high number of contact hours in English, this six-level course recognizes that proficiency in English is an essential part of modern life, and that early exposure to rich and genuine language allows young learners to move confidently towards native-speaker fluency in both oral and written English.
In the early levels, the course does not assume a first-language child's experience of spoken English or culture. Language structures are introduced and practised to give a firm grounding in grammar, but from the start, the exposure to new language is more extensive than in traditional second-language courses.
As children move up through the course, they experience more first-language teaching methods. At the upper levels children cover the same aspects of English as do first-language learners, though the needs of second-language learners are always taken into account.