английский язык

English Vocabulary in Use, Upper Intermediate, McCarthy M., O'Dell F., 2006.

   In revising English Vocabulary in Use: Upper-intermediate we have made considerable use of the Cambridge International Corpus of written and spoken English. This enabled us to check that the example contexts for the language presented were the most natural ones. Where necessary, we have suggested different, more frequent, collocations or contexts.
In this second edition we have reorganised our units in a slightly more logical fashion and have introduced clearer headings for some of the sections. We have also created a new section, Words and pronunciation. In addition, we have made some other changes to the presentation materials and the exercises that we hope will make the book easier for students to use. The addition of colour in this edition will, we are sure, be a popular change.

An Introduction to English Grammar, Nelson G., Greenbaum S., 2016.   

An Introduction to English Grammar provides a comprehensive overview of all aspects of English grammar. The first part of the book (‘The Grammar’) provides a step-by-step introduction to the key topics in English grammar. The second part (‘The Applications’) shows how a grasp of these topics can be helpful in resolving usage problems, in developing a clear writing style, and in mastering punctuation and spelling. A whole chapter, ‘English in Use’, is devoted to illustrating the grammatical features of a wide range of modern text types, including emails, Facebook pages, and ‘tweets’. It also looks at the special grammatical features of English in everyday conversation.

Compact Preliminary for Schools, Teacher's book, B1, Elliott S., Thomas A., 2019.

Фрагмент из книги.
Introduce the idea of finding e-pals on the internet and ask students if they've got one or if they have ever thought of having one. Which country would they like an e-pal from? What kind of information could they write about themselves? (e.g. family, home, school, hobbies and interests). Make a list on the board.

Time for english, Teacher's book, Taylor J., Bukantz D., Rivers S., Toyama S., 2015.

   Time For English is a six-level communicative course intended for elementary school students studying English for the first time. It was designed specifically for children studying in an English as a Foreign Language (EFL) context who do not generally hear English spoken outside the classroom. The syllabus progresses at a steady pace, offering students opportunities to practice each new language item in a variety of contexts. The aim of the series is to develop students' speaking, listening, reading, and writing skills through activities that reward their curiosity and appeal to their sense of fun. Three recurring characters, Kareem, Mona, and Sokkara the Puppet, maintain student interest and involvement throughout the course.

The progressive in english, Scheffer J., 1975.

Фрагмент из книги.
Before embarking on a discussion of certain aspects of the history of the construction consisting of a form of the verb to be followed by a present participle, together forming the verbal predicate of the sentence in which they occur, one will have to decide by what name to refer to it, as in the past different grammarians have called it by different names, which may sometimes have caused a little confusion.

Navigate, C1 Advanced, Teacher s Guide, Krantz С., 2016.   

Navigate combines information-rich topics, state-of-the-art-methodology, and a modern blended package to provide the complete course for the 21st century adult and young adult learner.

Navigate, B2 Upper-Intermediate, Teacher s Guide, Krantz С., 2015.   

Navigate combines information-rich topics, state-of-the-art-methodology, and a modern blended package to provide the complete course for the 21st century adult and young adult learner.

Russian English Dictionary of Verbal Collocations, Benson M., Benson E., 1993.

   All languages are characterized by the regular co-occurrence of certain words. We say in English, for example, tall building, but high mountain. These recurrent combinations or collocations are, of course, peculiar to each individual language and cannot be predicted by a learner of that language. Clearly, the knowledge of one’s own language and its collocations does not facilitate a learner’s ability to form collocations in a second language — there are striking collocational differences between any two languages.