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Reading Comprehension 6 Pupil's Book

Автор:
Fidge L.    
Издательство:
Macmillan Publishers    
Год:2001
Цена:
533 руб
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Разработка двух уроков английского языка для средней...
You wa o leave he book you've read a d ake a o her o e. Ask your frie d for a good piece of advice. 14. Le 's alk o your bei g o du y: a) Who's o du y oday? Would you ell us wha you've do e o prepare he classroom for he lesso ? b) Who was o du y yes erday? Would you ell us abou your las bei g o du y? c) Please, ell us wha he pupil o du y usually does o prepare he classroom for he lesso .Обобщение пройденного материала В результате изучения темы учащиеся должны понимать свя­зи и отношения между Prese I defi i e и Prese Co i uous, Prese Co i uous и Prese Perfec , Prese Perfec и Pas I defi i e в системе видо-временных форм английского глагола и уметь четко выделять инвариантные и дифференциальные при­знаки данных форм. Обобщение материала проводится с использованием таблиц, схем, речевых ситуаций и завершается по усмотрению учителя формулировкой грамматических правил или выполнени­ем грамматического теста.


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Каждая книга включает 20 рассказов на различные интересные темы. Серия книг 21 век. Учимся понимать прочитанное состоит из четырех книг.
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While schools may not be able to do much to change a child' s socio-linguistic background for instance, much could be achieved by altering the methodologies of teaching. The findings reported in this book are geared towards upgrading the quality of reading instruction at the primary and secondary levels. The Direct-Reading-Thinking-Activity-Approach discussed in this book, is aimed at encouraging pupils to make use of their natural abilities to make and confirm predictions as they read. Teachers, teachers-in-training, curriculum planners, policy makers, parents and the society in general will find this book useful in improving reading comprehension pedagogy. The poor performance of pupils in reading comprehension tasks has caught the attention of all stakeholders in the education industry in recent times. Efforts at tackling this problem have often always focused on linguistic, psychological and sociological factors, neglecting pedagogical factors.
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