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Английский язык для языковых вузов

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Английский язык для языковых вузов
Наименование:

Task-Based Language Teaching

Формат:      Страниц 238
     твердый переплет
Автор:
David N.    
Издательство:
Cambridge University Press    
Год:2004
Цена:
5 руб
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While Designing Tasks underpins this new title, the material has been thoroughly updated and includes four completely new chapters. The field of task-based language teaching has developed considerably since the publication of Designing Tasks for the Communicative Classroom (Nunan, 1989), a book which helped to set the research agenda in teaching methodology for the following decade. Task-Based Language Teaching offers a comprehensive and up-to-date appraisal of the field.
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Структурно - семантические особеннности спортивной фразеологии современного английского...
Have a lo o he ball – быть очень способным, обладать умением, опытом. Have he ball a o e(s fee – быть хозяином положения, владеть ситуацией (футбол). Shoo he ball i o o e(s ow goal – навредить самому себе (футбол, регби и др.) Be off base – ошибаться, заблуждаться (бейсбол). Cha ge o e(s base – удрать, смыться (бейсбол). Ge o firs base – добиться первого успеха (бейсбол). Hi below he bel – нанести предательский удар, применить запрещённый приём (бокс). Hold he bel – выдвинуться, добиться успеха. Ca ch smb. rippi g – уличить кого либо, поймать кого либо на ошибке. S op o look a a fe ce – спасовать перед трудностями, остановиться перед препятствием. Gra ds a d fi ish – эффектный финиш, убедительный финал. Bea he gu – опережать события, делать фальстарт. Have a good i i gs – прожить долгую и счастливую жизнь; иметь высокую результативность в чём – то (крикет). ake he lead – взять на себя руководство. Bea smb. o he pos – выиграть у кого – то с минимальным преимуществом. Figh back o ropes - бороться, вести бой до конца (бокс). Lose (wi ) he firs rou d – выигрывать (проигрывать) первый этап борьбы. hrow i he owel – сдаваться, признавать себя побеждённым. И многие другие. Около 15% единиц спортивной фразеологии сочетают в себе три категории: образности, эмотивности и интенсивности.


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The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment.
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The overall results of the present study have shown the implementations of task-based learning have shown to be challenging for both the teacher and students involved; however students enjoyed working on the tasks at different levels and the difficulties that were raised were able to be adjusted over a period of time with the exception of one.
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