It provides carefully graded practice and progressions in the key academic skills that all students need, such as listening to lectures and speaking in seminars. Extensive listening exercises come from business studies lectures, and all reading texts are taken from the same field of study. "English for Business Studies" is a skills-based course designed specifically for students of business who are about to enter English-medium tertiary level studies. There is also a focus throughout on the key business vocabulary that students will need. •Listening: how to understand and take effective notes on extended lectures, including how to follow the argument and identify the speaker' s point of view. •Speaking: how to participate effectively in a variety of realistic situations, from seminars to presentations, including how to develop an argument and use stance markers. •Reading: how to understand a wide range of texts, from academic textbooks to Internet articles, including how to analyze complex sentences and identify such things as the writer' s stance. •Writing: how to produce coherent and well-structured assignments, including such skills as paraphrasing and the use of the appropriate academic phrases. •Vocabulary: a wide range of activities to develop students' knowledge and use of key vocabulary, both in the field of business studies and of academic study in general. •Vocabulary and Skills banks: a reference source to provide students with revision of the key words and phrases and skills presented in each unit. •Full transcripts of all listening exercises. The Garnet "English for Specific Academic Purposes" series covers a range of academic subjects. All titles present the same skills and vocabulary points. Teachers can therefore deal with a range of ESAP courses at the same time, knowing that each subject title will focus on the same key skills and follow the same structure. Key Features
•Systematic approach to developing academic skills through relevant content. •Focus on receptive skills (reading and listening) to activate productive skills (writing and speaking) in subject area. •Eight-page units combine language and academic skills teaching. •Vocabulary and academic skills bank in each unit for reference and revision. •Audio CDs for further self-study or homework. •Ideal coursework for EAP teachers. It also equips students with the specialist business language they need to participate successfully within a business studies faculty.
English for Business Studies in Higher Education Studies. Course Book with 2 audio CDs (+ Audio CD)
|Формат:|| Страниц 132|
Коллекция "Качели". Игрушка выполнена в традиционной для коллекции мебели и домиков цветовой гамме. Качели станут прекрасным дополнением к кукольной мебели346 рубРаздел: Прочие
Будь-який мовленнєвий жанр у будь-якій області мовленнєвого спілкування має свою, визначаючу його як жанр, типічну концепцію адресата. Адресат висловлювання може, так би мовити, персонально співпадати з тим чи з тими, кому відповідає висловлювання. Упобутовому діалозі чи в обміні листами – це персональне співпадання: той, кому я відповідаю є і моїм адресатом, від якого я чекаю відповіді або, у будь- якому випадку, активного вадповідного розуміння. Але у випадках такого персонального співпадання одна особа виступає у різних ролях. Автор, будуючи свої висловлювання, прагне його активно визначити і попередити подумкитой вплив, який має висловлювпання на читача. Наприклад, Dear Michael,- you will be s a di g i view of my house for wo or hree hours i he course of your busi ess, so do, please, call a d see me. I am sadly disappoi ed ha you have o come before. Wha ca I do abou my equivocal rela io o you? – especially ow my au ’s for u e has brough me more promi e ly before socie y? Your daugh er’s prese ce here may be he cause of your eglec , a d I have herefore se her away.
|English for Business Studies in Higher Education Studies Garnet Carolyn W. |
It also equips students with the specialist business language they need to participate successfully within a business studies faculty.
|English for Mechanical Engineering in Higher Education Studies (+ Audio CD) Garnet Marian D. |
Extensive listening exercises come from mechanical engineering lectures, and all reading texts are taken from the same field of study.
|English for Medicine in Higher Education Studies (+ Audio CD) Garnet Fitzgerald P. |
It also equips students with the specialist medical language they need to participate successfully within a medical faculty.
|Teacher' s Book English for Management Studies in Higher Education Studies. English for Specific Academic Purposes Garnet Corballis T. |
English for Management Studies is a skills-based course designed specifically for students of management studies who are about to enter English-medium tertiary level studies.
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English for Public Relations in Higher Education Studies The Garnet Education English for Specific Academic Purposes series won the Duke of Edinburgh English Speaking Union English Language Book Award in 2009.
|English for Electrical Engineering in Higher Education Studies (+ CD-ROM) English for Specific Academic Purposes Garnet |
English for Electrical Engineering in Higher Education Studies The Garnet Education English for Specific Academic Purposes series won the Duke of Edinburgh English Speaking Union English Language Book Award in 2009.
|Course Book (+ Audio CD) English for Accountancy in Higher Education Studies. ESAP Garnet Scott R. |
It also equips students with the specialist language they need to participate successfully within an accounting faculty.
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Using a broad range of self-identifying terms, "transsexual," "tranny boy," "genderqueer," "male to something else," "two spirit," "third gender" and "still defining," this study' s participants gave voice to a definition and characteristics of genderism. They described a campus dictated by a binary gender system with four components: a social labeling process used to categorize all individuals into rigid male or female identities; accountability for conforming to binary gender norms with requisite rewards and punishments; privileging of non-transgender persons; and invisibility, isolation and inaccessibility of transgender identities. For university faculty, administrators and students, this unique work provides both a theoretical foundation for understanding systemic oppression related to transgender identities as well as a blue print for campus change. This study was recognized with a GLBT Knowledge Community Research Award from the National Association of Student Personnel Administrators and Scholar-Activist Award from the American Educational Research Association. Transgender students. This ground-breaking text profiles a college population often misunderstood:
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