UPPER INTERMEDIATE BUSINESS ENGLISH COURSE BOOK PDF

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SOLUTIONS INTERMEDIATE WORKBOOK KEY

SOLUTIONS INTERMEDIATE WORKBOOK KEY

Solutions Intermediate Description: A fivelevel English course for teenagers, with a supportive approach to teaching speaking and writing, and a focus on exam preparation. The clear structure and stepbystep approach to communication provides supported language and skills training to get students speaking confidently. Key features Every lesson has an outcome: the I can objective in each lesson gives students an immediate sense of achievement. Clear lessons mean Solutions is quick to prepare and easy to use. All schoolleaving exam topics and tasktypes are covered in Solutions. Maximum support for speaking and writing. Teachers who use Solutions say that every student spoke. Vocabulary Builder and Grammar Builder in the Students Book provide plenty of extra practice. About the Author Tim Falla graduated from Oxford University with a BA Honours degree in Modern Languages. He took a Post Graduate Certificate in Education in English for Speakers of Other Languages at London University and taught in Japan, the UK, Spain, and Saudi Arabia. From 1988 until 1992 he was an editor in the ELT Division of Oxford University Press. Since then he has worked as a freelance author. Paul A. Davies began writing for Oxford University Press in 1998. Before that, he worked as an editor on several ELT course books and as a compiler on an EnglishSpanish bilingual dictionary.
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YATCB LESSON PLANS FEELINGS AND EMOTIONS PICTURE CARDS

YATCB LESSON PLANS FEELINGS AND EMOTIONS PICTURE CARDS

You Are The Course BookFeelings and Emotions Picture Cards – InstructionsThese picture cards can be used in lots of different ways in the classroom. Here are a few ideas:Beginner and Elementary:•T writes simpler vocabulary on the blank cards and SS match them with the pictures. Forexample, instead of ‘crushed’ there could be the word ‘sad’. Or SS could write their ownadjective, or any word, to describe each feeling•SS match the pictures with noun forms of each simpler adjective, e.g. ‘sad’ -> ‘sadness’•SS put the pictures into categories:oo•positive feelingsnegative feelingsSS practise describing people: “She’s wearing...” and “He’s got...” etc.IntermediateUpper Intermediate:•
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EF INTPLUS READING 2A

EF INTPLUS READING 2A

© Oxford University Press PHOTOCOPIABLE2• Hoteliers also found the French to be the most frugaland the meanest tippers. The biggest tippers were theAmericans, followed by the British, the Germans, and theJapanese.• The top three loudest nations were the Americans, theItalians, and the Spanish. The Japanese were ranked as thequietest.• The Americans were at the bottom of the list for fashionsense, with the stylish Italians and French taking top prize.• The Japanese, Germans, and British were considered thetidiest tourists. The Americans ranked at the bottom hereas well.• The Japanese were ranked as the least likely to complain,followed by the Canadians and the Swiss. The nationalitieswho complained the most were the Americans, theGermans, and the French.Information from www.marketresearchworld.net,A001969www.dailymail.co.uk, www.business-standard.comEnglish File third edition Intermediate Plus • Student’s Book • Unit 2A, pp.16–17© Oxford University Press PHOTOCOPIABLE
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BUSINESS ENGLISH TESTS 1369948523 PDF

BUSINESS ENGLISH TESTS 1369948523 PDF

Quite honestly I cannot trust this particular letter to be sent by post and so I am using the services of a ....... todeliver it for me.(a) courier(b) runner(c) traveller(d) carrierQ10 I'm sure that computer program you use creates a very good letter design but it's far too ....... for me.(a) comprehensive(b) complicated(c) concentrated(d) composite© 2003—2006 www.english-test.netintermediate-414.Business English / Incomplete Sentences / Intermediate level # 4Flying on a Plane

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02 04 INTEGRATING EVIDENCE AK

02 04 INTEGRATING EVIDENCE AK

Professor Denise ComerTeaching, like writing, is a collaborative process. The ideas you see in this course bear theinfluence of many past and current colleagues, as well as the many gifted scholars in writingstudies who publish their arguments and ideas. I am especially grateful to faculty, staff, andstudents at the University of South Carolina Department of English 1995-2000, Chico StateUniversity Department of English, 1998-99, and the Thompson Writing Program at DukeUniversity, 2000-2013. Wherever I have drawn more specifically from a colleague or text, I havedone my best to acknowledge it directly. If you see an acknowledgement I may haveinadvertently overlooked, please post it to the “Class Materials” forum so I can review it and, ifneeded, make the correction. The concept of the quote sandwich has appeared in a number ofteaching-related materials; I have found the following description helpful: Making a QuoteSandwich, by M. Harutunian, College of the Canyons: http://www.csun.edu/~hflrc006/quote.htmlImages for this slide show provided by:http://openclipart.org/detail/4051/open-book-from-above-by-mgsloanhttp://openclipart.org/detail/79921/1-to-3-arrows-by-jobradhttp://pixabay.com/en/silhouette-person-present-business-41771/http://openclipart.org/detail/78565/yellow-magenta-cyan-by-shokunin
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SPEAKOUT EXTRA GRAMMAR UPPERINTERMEDIATE

SPEAKOUT EXTRA GRAMMAR UPPERINTERMEDIATE

Match sentences 1 and 2 to a) and b).1 1 There were a large number of people at theshopping centre today.2 There were hardly any people at the station.a) The station was crowded.b) The station was empty.2 1 I haven’t got much time for lunch today.2 I haven’t got many clients to see today.a) Let’s go out for a three-course lunch.b) Let’s get a sandwich to eat in the office.3 1 She said she’s having very few problems.2 She said she’s having a few problems.a) She hasn’t been having a very easy timerecently.b) She’s been having a very enjoyable timerecently.4 1 He knew hardly any English.2 He knew a small amount of English.a) He couldn’t really understand what I said.b) He could understand some of what I said.Match questions 1–8 with the correct responsesa)–h). Then underline the correct alternative ina)–h).1 Why don’t you let the kids ride their bikes toschool?2 Have you ever been to Scotland before?3 I don’t understand why they had to take both carsto go to the football match.4 Have we already eaten all that food we bought?5 How can I find out the meaning of this word?
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TALK A LOTINTERMEDIATE BOOK 120 BASIC ENGLISH PHRASAL VERBS1

TALK A LOTINTERMEDIATE BOOK 120 BASIC ENGLISH PHRASAL VERBS1

Talk a LotIntermediate Book 120 Basic English Phrasal Verbs1.get up2.rise / stand__ __3.put onget in4.wearpick up6.enterstand up

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OEGCI TEST13

OEGCI TEST13

•Oxford English Grammar Course IntermediateTEST 13 • personal pronouns and possessivesName●1 The basics. Complete the table.memineyouheyouryourselfherselfitwe—youryourselvesthey●

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SKKN INTEGRATED SKILLS IN WRITING LESSONS TO IMPROVE LANGUAGE INPUT

SKKN INTEGRATED SKILLS IN WRITING LESSONS TO IMPROVE LANGUAGE INPUT

Willing to talk about their struggles and temptationsLess likely to get involved in risky behaviours7Making family meals a priorityStage 2Teacher writes the question on the board.Many people say that cooking and eating at home is better for theindividual and the family than eating out in restaurants or canteens. Do youagree or disagree?Ask the students to work in their own group and discuss the question, usingthe language they have just learned.Ask 2-3 students to present their ideas in front of the class.Stage 3Ask the students to write an argumentative essay, using the language and ideasdrawn from their group and class discussions.Question 2: The exploration and development of safe alternatives to fossilfuels should be the most important global priority today. To what extent doyou agree or disagree? Give reasons for your answer.Type of lesson: Essay writing - Integrating reading, speaking, and writingskills.Level: Upper - intermediateAims:To develop reading skillTo practice debating skillTo familiarise students with the topical language that can be used in theirwritingStage 1Ask the sudents to read a text about the related topic and fill in the numbered
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More speak english like an american

More speak english like an american

More Speak English Like an American brings you another 300+ idioms and expressions you need to know for everyday life and for business success Maybe you have already read Speak English Like an American. But this is not a necessary requirement. You can start with this new book, if you like, and work back. This book features a new story and new idioms and expressions. In More Speak English Like an American, youll follow the story of an American business as its employees come up with new product ideas, travel to China, throw themselves into office romances, and have exciting adventures. This new book contains dozens of exercises and includes hundreds of usage examples, including some from American newspapers. Origins of many of the expressions are explained. Includes illustrations and an audio CD of all the dialogues. In this deluxe book CD set, youll find: Over 300 of todays most common American English everday idioms expressions Dozens of exercises to help you master the material complete with answer key so you can correct yourself instantly. No wondering if you were wrong Extra usage examples of each idiom or phrase Illustrations of many of the idioms what a great way to remember them An audio CD with the voices of six native speakers of American English a perfect way to practice your pronunciation
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TALK A LOTINTERMEDIATE BOOK 1COMMON ENGLISH IDIOMS 1

TALK A LOTINTERMEDIATE BOOK 1COMMON ENGLISH IDIOMS 1

Forget the past.j)Wait and see.For more fun worksheets, games, and quizzes log onto www.englishbanana.com now!34

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15323 RUSSIAN ROULETTE

15323 RUSSIAN ROULETTE

8.9.10.Is this song memorable?Does it have useful English?Is it easy to sing?Is it easy to explain?Is it tied up to your lives/fantasies?Does it stimulate emotions?Does it make you want to dance?Does it relate to your age?Is it suitable to your English level?Would you recommend listening tothis song?YES NOTask 3: Answers these questions in your own words.1. Why is the Russian roulette a dangerous game?2. In your opinion, why does the speaker play thisgame?3. What shows that the speaker is terrified?4. Will the speaker ever see another sunrise?5. Did she shoot herself? How do you know that?IIIPost listening:Task 1: What does the speaker mean by the following?1. “That he’s here means he’s never lost”2. “My life flashes before my eyes”3. “It’s too late to pick up the value of my life”
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TALKALOT-INTERMEDIATE-BOOK-1-48-SOUNDS-OF-ENGLISH-WITH-THE-IPA

TALKALOT-INTERMEDIATE-BOOK-1-48-SOUNDS-OF-ENGLISH-WITH-THE-IPA

Talk a LotLearn the International Phonetic Alphabet (IPA)The 48 Sounds of English with the International Phonetic Alphabet23 Vowel Sounds1.2.3.4.5.6.7.LfL===LụL==LflL==LrL==L]L===LẫL==LỏL===(8 short)dishbatsockpullshoulderleghappy

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GET READY 2 WORK BOOK

GET READY 2 WORK BOOK

alphabet, acquire left-right orientation and beable to recognize some whole words. In level 2this pre-reading is extended to include a fewsimple sentences (e.g. Steps 49 and 58). In theActivity Book I provides opportunities forcolouring and drawing. These are important forthe development of motor skills. Activity Book 2continues this development, giving pupils extrapractice in writing both single letters and wholewords. These exercises are carefully matchedto the sequence in the Handwriting Book and itis important to use the Activity Book only whenthe equivalent step in the Handwriting Book hasbeen completed.The ApproachAlthough much of the work in Activity Book 2has been designed for pupils to do on their own,the teacher should always demonstrate first ofall on the blackboard, explaining wherenecessary in the pupils' mother tongue. It is alsoa good idea to revise the language area beingpractised. The aim is for pupils to succeed andbuild up confidence about learning English.This will not happen if they are insecure or ifthey feel that they are constantly being tested.Get Ready! Teachers Book 2 provides fullnotes on how to use each page of Activity Book 2.
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Grammar in Use_Reference and Practice for Intermediate Students of English

Grammar in Use_Reference and Practice for Intermediate Students of English

A selfstudy reference and practice book for intermediate and more advanced learners of English. Covering all areas of language which students at this level find difficult, this substantially revised and updated book retains the clarity, simplicity and accessibility of the first edition, adding to it new and redesigned units and appendices, modified righthand page exercises and additional exercises. Easy to use: 136 twopage units combine clear, accurate language presentation on lefthand pages with thorough, varied practice on facing pages. New additional exercises offer further practice of grammar points from different groups of units. Designed for selfstudy: learners choose and study problematic areas with the help of a new study guide. Key section contains answers to all exercises and the study guide. Appendices deal with irregular verbs, tense formation, modals, spelling, short forms and American English.
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TALKALOT INTERMEDIATE BOOK 1 FOOTBALL 20 COMMON ENGLISH IDIOMS

TALKALOT INTERMEDIATE BOOK 1 FOOTBALL 20 COMMON ENGLISH IDIOMS

you possibly can20.to quitFor more fun worksheets, games, and quizzes log onto www.englishbanana.com now!33

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TALK A LOTINTERMEDIATE BOOK 1COMMON ENGLISH IDIOMS 6

TALK A LOTINTERMEDIATE BOOK 1COMMON ENGLISH IDIOMS 6

Jealous.j)Ignore somebody.For more fun worksheets, games, and quizzes log onto www.englishbanana.com now!39

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TALK A LOTINTERMEDIATE BOOK 1COMMON ENGLISH IDIOMS 4

TALK A LOTINTERMEDIATE BOOK 1COMMON ENGLISH IDIOMS 4

Successful.j)Makes no difference.For more fun worksheets, games, and quizzes log onto www.englishbanana.com now!37

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