учебник по английскому языку

Prepare 5, Students Book, Capel A., Joseph N., 2015.

Фрагмент из книги.
American teenager Emily Hagins showed a strong interest in films and film-making at a young age, and often happily sat through some movies several times at her local movie theatre in Austin, Texas. She once wrote a letter to Peter Jackson, the director of her favourite series of films The Lord of the Rings. In his reply, he suggested a useful contact for Emily, who she later got in touch with.

Prepare 6, Teachers Book, Rogers L., 2015.

   The Teacher’s Book contains clear teaching notes on all of the Student’s Book tasks, as well as keys and audioscripts. The audioscripts include underlined answers. The teacher’s books provide plenty of lesson ideas through warmers, coolers, extension ideas and projects, as well as ideas for fast fi nishers and mixed ability classes. Each unit also directs you to where additional resources can be found. Workbook answer keys and audioscripts are also included.

Prepare 6, Students Book, Styring J., Tims N., 2015.

Фрагмент из книги.
Most people would agree that teenagers who commit serious or violent crimes, like car-theft, armed robbery or murder, should receive severe punishments. These could include a sentence in a centre for young offenders, or even an adult prison. At the same time, most people would agree that young people who commit less serious offences, such as shoplifting or painting graffiti on buildings, should get a second chance at a normal life. Some experts believe that young offenders' institutes and prisons aren't the best solutions for minor offences. Instead, they suggest alternative sentences that can teach young offenders a lesson, without separating them from the rest of their community. Here are some examples of this.

Prepare 7, Teachers Book, Rogers L., 2015.

   The Teacher’s Book contains clear teaching notes on all of the Student’s Book tasks as well as keys and audioscripts. The audioscripts include underlined answers. The teacher’s books provide plenty of lesson ideas through warmers, coolers, extension ideas and projects, as well as ideas for fast fi nishers and mixed ability classes. Each unit also directs you to where additional resources can be found. Workbook answer keys and audioscripts are also included.

Prepare 7, Students Book, Styring J., Tims N., 2015.

Фрагмент из книги.
We use the past continuous (was/were (not) + verb + -ing) for past events which are happening at the same time; for events happening around the time of another past event (in the past simple); with always to express annoyance; for temporary or changing situations and for plans which didn't succeed or were changed later.

Practical English Usage, Swan M., 2016.

   Practical English Usage is a combined usage guide and learner's grammar. It is intended mainly for advanced students and teachers of English as a foreign or second language; it may also be useful to teacher trainers and m aterials writers. It is not addressed to native speakers of English, who need a rather different kind of reference book.

Practical Everyday English, Collins S., 2009.

   Practical Everyday English is not just a book, but a method which helps upper intermediate and advanced students to understand and then use everyday vocabulary. Most of the material in the book is good conversational English rather than academic. However, I should like to point out that "good conversational English" does not mean street slang. There is included within the book a small amount of slang which now passes as "acceptable" English but even members of the British Royal Family would use most of the phrases and idioms contained in these pages.

Practice Makes Perfect, Advanced English Grammar for ESL Learners, Lester M., 2017.

   Practice Makes Perfect: Advanced English Grammar for ESL Learners is designed to help advanced-level learners gain control over difficult areas of English grammar. This book is not a systematic treatment of all areas of English grammar. Instead, it deals in depth with selected grammar topics that pose special problems for nonnative speakers. These topics fall into two areas: (1) areas of grammar that are the source of persistent error and (2) areas of grammar that are so complex that even advanced nonnative speakers almost always avoid them.