Writing extra : a resource book of multi-level skills activities /
Writing Extra contains a bank of imaginative photocopiable materials designed for young adults (16+) and adults. There are over 50 easy-to-prepare activities at elementary, intermediate and upper-intermediate level. The material offers teachers a refreshing approach to 18 familiar topics and can be...
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| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Cambridge :
Cambridge University Press,
©2004.
|
| Edition: | First published |
| Series: |
Cambridge copy collection
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| Subjects: | |
| Notas Contenido: |
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MARC
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| 100 | 1 | |a Palmer, Graham |e autor | |
| 245 | 1 | 0 | |a Writing extra : |b a resource book of multi-level skills activities / |c Graham Palmer. |
| 250 | |a First published | ||
| 260 | |a Cambridge : |b Cambridge University Press, |c ©2004. | ||
| 300 | |a 128 páginas : |b ilustraciones ; |c 30 cm. | ||
| 490 | 0 | |a Cambridge copy collection | |
| 505 | 0 | |a Personal information -- The family -- Daily activities -- Homes -- Town and country -- Travel and tourism -- Food ans drink -- Describing people -- Describing things -- Friends and relationships -- Health and fitness -- Leisure time -- Education -- The world of work -- Money -- Past experiences and stories -- Science and technology -- Social and environmental issues | |
| 520 | 2 | |a Writing Extra contains a bank of imaginative photocopiable materials designed for young adults (16+) and adults. There are over 50 easy-to-prepare activities at elementary, intermediate and upper-intermediate level. The material offers teachers a refreshing approach to 18 familiar topics and can be used to supplement existing coursebooks. Students are led step-by step to a definite written outcome through a range of motivating activities such as role-plays, discussions, games and text-analysis. Each activity provides a meaningful context for real-world writing tasks such as writing e-mails, reports, letters, CVs and diaries. This book encourages students to look at the process of writing, thus developing their awareness of structure, content and the audience they are writing for | |
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