This popular IELTS preparation course has been completely revised. It is a two-level, student-centred course that not only prepares students for the test but also for academic life after IELTS. The Student’s Books have new and updated listening and reading texts, and almost all of the photographs, charts and graphs have been replaced. The Student’s and Teacher’s Books have been redesigned. Achieve IELTS is written by experienced IELTS teachers and examiners and offers a unique approach to preparing students for the IELTS examination. Издание исправленное и дополненное.
Upper Intermediate - Advanced. Achieve. IELTS 2. English for International Education. Teacher' s Book
|Формат:|| Страниц 108|
National Geographic Society
Приемы комического в языке произведений П.Г....
Нередко Вудхауз создает новые слова, используя продуктивные модели, существующие в английском языке. A gla ce up a d dow he passage havi g appare ly sa isfied him ha i was, for he mome , Spodeless. (Т.е. в коридоре не было персонажа по имени Spode.) Кроме того, в тексте можно встретить следующие слова и выражения: o re-s i ch – стащить вещь, которая уже была стащена; o de-helme policeme – стянуть с головы полицейского шлем; o de-chair o eself – выбраться из обломков стула, который сломался под вами; o fi d o eself de-Wickhamed – обнаружить, что человек по фамилии Wickhame больше не находится с вами в одной комнате. Стоит заметить, что обилие подобных слов и выражений затрудняют адекватный перевод Вудхауза на русский язык. Поскольку то, что в английском звучит, как оригинальная лингвистическая находка, в русском становится насилием над языком. Конверсия весьма продуктивный способ словообразования в английском, но к русскому языку она почти не применима. Жесткие правила русского языка препятствуют, например, перевести нижеследующие новообразования Вудхауза, так чтобы они не резали ухо. ‘Wha makes you hi k ha ?’ I asked, ha dkerchiefi g my upper slopes which had become cosiderably bedewed. (“Jeeves i he Offi g”) For a mome I oyed wi h he idea of pausi g o pip-pip ; here was a dis a sou d of eh-yes-here-I-am-wha -is-i - i g ; I u - u ed sympa he icaly ; ‘So you i formed me’, he said, pi ce- ezi g me coldly.
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|An Examination of Single-Sex Classes in a Coeducational College Preparatory School Boys Who Achieve. Книга по Требованию Kathryn L. W. |
In addition, a professional development program was actuated with the goal of increasing faculty members' understanding of social and biological issues that may be contributing to the problem as well as to discuss potential pedagogical changes which could be introduced in single-sex classes. This book provides an analysis of the literature surrounding the the underachievement of boys as well as insight into the perspectives of students and teachers in a coeducational school using single-sex classes to erase the achievement gap between boys and girls. Not unlike many schools world-wide, Boston Trinity Academy had an achievement gap. While Stanford Achievement Tests supported the notion that boys and girls were equally capable of academic success, boys GPA’s were significantly lower than those of the girls. The underachievement of boys has been a hotly debated topic in both international and national arenas. In response to this problem, BTA, a coeducational school, implemented single-sex classes in four of six courses for upper school students.
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