Скачать / Download - Cutting Edge. Advanced. Students' book. Workbook. Teacher's book. Pearson Longman; 3rd Revised Edition, With fresh, new, integrated DVD material and digital components, learners can be confident of. By (author) Damian Williams, By (author) Sarah Cunningham, By (author) Peter Moor. The Teacher's Book contains the teaching notes and answer keys. The Resource Disc has photocopiable extra activities, a variety of Tests with audio, plus video scripts from the Students' book. Documents Similar To Cutting Edge Advanced Teacher Resource mtn-i.info mtn-i.info Uploaded by.
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longman cutting edge advanced teacher mtn-i.info - Ebook download as PDF File .pdf) or read book online. Cutting Edge Advanced Teacher's Book and Teacher's Resource Disk, 3rd Edition Engaging texts, new video content and a comprehensive digital package are just some of the features that make this fully revised edition even more effective. Cutting Edge Advanced New Edition Teacher's Book and Teacher's Resource Disk Pack [PEARSON] on mtn-i.info *FREE* shipping on qualifying offers.
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The learning objectives for each unit are clearly mapped out so that students know what they are going to be learning throughout the unit. All the reading text and audio recordings in Cutting Edge Third Edition has been fully revised along with related exercises and tasks to give a worldwide perspective on topics. The world cultures lessons relate to topics and issues from around the world.
DVD clips from TV programs and documentaries are integrated into the lessons. Students are given guidance on investigating the topic online to help them conduct research effectively. The world culture lessons end with a writing task for students to consolidate their findings. The new language live lessons allow students to practice functional language in situations that they are likely to encounter. Landmark presents only two examples of refusals without any explanation about the differences between preferred and rejecting responses, but does elicit possible second pair parts by asking students to list the positive and negative request responses they already know.
Students listen and record the reasons given for refusing the requests, which helps.
Multi-turn requests, such as pre-sequences and re-requests, are commonly used by NS and are therefore useful for NNS to know. Pre-sequences are subtle devices that may achieve a desired action, while avoiding going on-record with a request, although re-requests are usually more direct than the original request form, so useful.
Language in Use illustrates the possible responses to a request. If the hearer responds with a refusal, the speaker may choose to either abandon the request or try to persuade the hearer with a re-request. Both Landmark and New Headway present some examples of re-requests in the listening tasks, a refusal and a compliance. However, both Landmark and New Headway omit any explanation of when to make a re-request, and how direct it should be.
As a result, students may feel uncomfortable re-requesting. Quantitative analysis shows adequate examples of all types of requests are needed for demonstrating differences in requests as influenced by face, imposition, transactional and international context. Qualitative analysis confirms that adequate explanations or ample opportunities for practice are needed. Otherwise miscommunication, cultural shock, and a lack of confidence in interacting with other English speakers results.
Materials Course books are inadequate when compared to authentic NS interactions Bowles ; Wong ; Nguyen Reliance on inauthentic materials results in reinforcing student error, which results in discomfort with NS Wong Student teachers ought therefore to be involved in textbook evaluation and materials design.
Furthermore, students should be exposed to a variety of authentic examples of requests in multi-turn conversations to understand the context in which pre-sequences and re-requests are made. Course books should expand and improve their lessons on the second pair parts of requests; especially with regard to rejecting responses and inclusion of mitigating factors common in refusals: such as the apology-reason-excuse-advice IM gives. Requests in America depend on social distance and contextual situational factors.
To what extent authentic requests are reflected in ESL intermediate level course books determines whether or not students become capable of authentic dialogue. Cross cultural information about types of requests, and their dependence on context, is an implication for language teachers; materials designers, and teacher trainers. DA on spoken interactions between native speakers NS and non-native speakers NNS reveals a prevalence of direct and indirect speech acts Searle An important feature is intonation.
Bartels states intonation is a device used to fine-tune politeness strategy. If intonation is non-conventional, the hearer may perceive the speaker as impolite. The request is the first pair part, whereas the response is the second pair part.
CA focuses on the mitigating actions NS take when complying or rejecting. Pre-sequences are multi-turn, that is, they can be used to re-request, or second pair part expand; formulated to repair the original request: if a rejection is received Liddicoat 7. Such multi-turn requests need to be attended to by course books. Conversation is request based, so successful course books inculcate the ability to negotiate as basic.