Spotlight-11Teachers-Book Workbook Keys / Spotlight-11 Teachers-Book
ñ Writing. After thorough preparation in class, students are asked to produce a complete piece of writing.
Elex 2
Elex 2 – сиквел одноименной ролевой игры от создателей таких хитов, как Gothic и Risen. Продолжение начинается ровно в тот момент, где закончилась предыдущая часть. Также как и в оригинале, вам предстоит исследовать большой открытый мир, где средневековое фэнтези скрестилось с научной фантастикой. В мире Elex II магия существует одновременно с высокими технологиями.
Вам необходимо взять на себя роль адепта одной из фракций. Маги и сторонники прогресса воюют между собой. Главный герой после того, как соприкоснулся с магической субстанцией, потерял память и теперь рискует лишиться даже тех немногочисленных эмоций, которые у него остались. Основной упор игровой процесс делает на исследования, интересные квесты и проработанную боевку. Используйте магические способности или разрабатывайте технологическое оружие. Также как и в прошлой игре, можно взаимодействовать с тремя фракциями: Берсерками, Клириками и Изгоями. У каждого своя предыстория и сюжетная ветка.
Геймплей ведется от третьего лица. Выполняйте задания, общайтесь с персонажами и прокачивайте навыки героя. Доступен огромный выбор холодного оружия, а также многочисленные дальнобойные пушки. При этом позволяется развивать магические навыки и использовать зелья. Для быстрого перемещения по широким просторам Элекс используйте реактивный ранец.
Spotlight-11Teachers-Book Workbook Keys / Spotlight-11 Teachers-Book
Spotlight 11 is an English course based on the Common European Framework of Reference and designed for B2 level students.
Spotlight 11 develops all four skills (listening, speaking, reading and writing) through a variety of communicative tasks, and systematically recycles key language items. Above all, it is designed to promote active (activating all new vocabulary and structures in meaningful, everyday situations), holistic (encouraging the creative collective use of students’ brains as well as the linguistic analytical use of their brains) and humanistic (acquiring and practising language through pleasant tasks and topics, paying attention to their needs, feelings and desires) learning.
The coursebook consists of eight modules of nine lessons each. Each module is designed to be taught in nine 50-minute lessons . Each module ends with a Spotlight on Exams section as well as a
Progress Check section.
The Student’s Book is the main component of the course. Each module is based on a single theme and the topics covered are of general interest. All modules follow the same basic structure (see
Elements of a Module ).
The Workbook is in full colour.
The Workbook contains units corresponding to those in the Student’s Book. It can be used either in class or for homework upon completion of the
relevant unit in the Student’s Book. It aims to consolidate the language presented in the Student’s Book through a variety of exercises, incorporating all four skills.
My Language Portfolio
My Language Portfolio contains material to be used in a variety of tactile tasks throughout the course. This material is printed on pages which students may then cut out and file in their individual Language Portfolios (see Students’ Language Portfolios ).
The Teacher’s Book contains detailed Teacher’s notes, which provide:
ñ objectives of each unit in a clear and concise way
ñ step-by-step lesson plans and suggestions on how to present the material
ñ a full Key to the exercises in the Student’s Book and Workbook
ñ tapescripts of all listening material
Class Audio CDs
The Class Audio CDs contain all the recorded material which accompanies the course.
Student’s Audio CD
The Student’s Audio CD contains the recorded dialogues and the main texts in the Student’s Book, and may be used for the purposes of homework, preparation and practice.
ELEMENTS OF A MODULE
Each module starts with a module presentation page to familiarise students with the language and patterns in the module. The module presentation pages also whet students’ appetites by familiarising them with some of the text types, pictures and activities found in the coming module. Each module contains the sections described below.
Vocabulary is introduced in a functional and meaningful context, and is practised through a variety of exercises such as picture-word association and completing set phrases in order to help students use everyday English correctly. Further Practice is provided in the Word Perfect section at the back of the book.
In each module there is a situational dialogue set in an everyday context in order to familiarise students with natural language. This dialogue also presents useful expressions so that students can practise everyday English.
Throughout each module there is a wide variety of reading texts such as e-mail, text messages, letters, articles, poems, etc, which allow skills such as reading for gist and reading for specific information to be systematically practised.
The grammar items taught in each module are first presented in context, then highlighted and clarified by means of clear, concise theory boxes.
Specific exercises and activities methodically
reinforce students’ understanding and mastery of each item. There is a Grammar Reference Section at the back of the Student’s Book which offers detailed explanation of each grammar point. Further practice is provided in the Grammar Check section at the back of the book.
Students develop their listening skills through a variety of tasks which employ the vocabulary and grammar practised in the module in realistic contexts. This reinforces students’ understanding of the language taught in the module. Many tasks included in the Student’s Book are multi-sensory, enabling students to practise all four language skills as they complete the task.
Controlled speaking activities have been carefully designed to allow students guided practice before leading them to less structured speaking activities.
Pronunciation/Intonation activities help students to recognise the various sounds of the English language, distinguish between them and reproduce them correctly.
These sections provide practice in real-life communication skills and promote active learning.
Standard expressions and language structures associated with realistic situations are presented through everyday situations and students are given the opportunity to fully activate the language taught.
There are song sheets at the back of the Student’s
Book containing songs connected to the theme of the modules as well as related tasks. Listening to lively, high quality songs is a humanistic activity which lowers the students’ affective filters and allows them to absorb language more easily.
These sections use the format of a team competition to consolidate the learning of vocabulary, expressions and grammar presented in the module. Games enable students to use new language in an enjoyable way and promote humanistic learning.
Brief tips, explanations and reminders, at various points throughout each module, help students to develop strategies which improve holistic learning skills and enable students to become autonomous learners of the English language.
In the fifth lesson of each module, students develop their writing skills through the use of all four language skills.
Guided practice of the relevant vocabulary is given and consolidated and followed by a model text which is thoroughly analysed.
Further Writing Practice
There are writing activities throughout the modules, based on realistic types and styles of writing, such as letters, descriptions, notes, postcards and articles.
Culture Corner section
In these interesting and informative pages, students are provided with cultural information and read about aspects of English speaking countries which are thematically linked to the module. The section also contains related tasks and creative projects, which give students the chance to process the information they have learnt and compare it to the culture of their own country.
This section enables students to familiarise themselves with literature extracts from various authors in English.
Across the Curriculum section
This section enables students to link the theme of the module to a subject on their school curriculum, thus helping them to contextualise the language they have learnt by relating it to their own personal frame of reference. These units contain lively and creative tasks which stimulate students and allow them to consolidate the language they have learnt throughout the module.
Going Green section
Through a variety of reading texts, these pages raise students’ awareness of environmental issues.
These sections appear at the end of each module, and reinforce students’ understanding of the topics, vocabulary and structures that have been presented. A marking scheme allows students to evaluate their own progress and identify their strengths and weaknesses.
SUGGESTED TEACHING TECHNIQUES
A ― Presenting new vocabulary
Much of the new vocabulary in Spotlight 11 is presented through pictures, or by encouraging students to refer to the Word List or their dictionaries. Vocabulary is always presented in context, and emphasis is placed on collocations, phrasal verbs, idioms and word association, since memorising new words is easier when they are presented in lexical sets.
Further techniques that you may use to introduce new vocabulary include:
ñ Miming. Mime the word to be introduced. For instance, to present sing , pretend you are singing and ask students to guess the meaning of the word.
ñ Synonyms, opposites, paraphrasing and giving definitions. Examples:
– Present store by giving a synonym: A store is a shop.
– Present tall by giving its opposite: He isn’t short, he’s tall.
– Present weekend by paraphrasing it: I don’t work at the weekend. I don’t work on Saturday and Sunday.
– Present garage by giving a definition: A garage is the place next to the house where we put our car.
ñ Context. Place vocabulary items in context with examples which make understanding easier and more complete. For instance, introduce the words city and town by referring to a city and a town in the students’ own country: Moscow is a city, but Suzdal is a town.
ñ Visual prompts. Show photographs or drawings to make understanding easier.
ñ Use of (bilingual/monolingual) dictionary.
Encourage students to guess the meaning of a word, then use their dictionaries to check if their guess is correct.
ñ Sketching. Draw a simple sketch on the board to illustrate the word(s) to be explained. For instance:
ñ Flashcards. Make Flashcards out of magazine or newspaper pictures, photographs, ready drawings and any other visual material which may serve as vocabulary teaching tools.
ñ Use of L1. In a monolingual class, vocabulary can be explained in the students’ mother tongue, although this method should be used only in moderation. Students also need to compare their mother tongue to the English language to find similarities and/or differences.
The choice of technique depends on the type of word or expression. For example, it may be easier to describe an action verb through miming, and not through a synonym or definition.
All writing tasks in Spotlight 11 have been carefully designed to guide students to produce a successful piece of writing.
ñ Always read the model text provided and deal in detail with the vocabulary tasks. Students will then have acquired the language necessary to cope with the final writing task.
ñ Make sure that students understand they are writing for a purpose. Go through the writing task in detail so that students are fully aware of why they are writing and who they are writing to.
ñ It would be advisable to complete the task orally in class before assigning it as written homework. Students will then feel more confident about producing a complete piece of writing on their own.
C ― Assigning homework
It is recommended that homework is regularly assigned and routinely checked according to the specific needs of the class.
When assigning writing tasks, prepare students as well as possible in advance. This will help them avoid errors and get maximum benefit from the task.
Commonly assigned homework tasks include:
ñ Vocabulary. Students memorise the meaning of words and phrases.
ñ Spelling. Students learn the spelling of particular words without memorising the text in which they appear.
ñ Reading aloud. Assisted by the Student’s CD, students practise at home in preparation for reading aloud in class.
ñ Writing. After thorough preparation in class, students are asked to produce a complete piece of writing.
D ― Correcting students’ work
All learners make errors; they are part of the process of learning. The way errors are dealt with depends on the activity.
ñ Oral accuracy. In drill work correct students on the spot, either by providing the correct answer and asking them to repeat it, or by indicating the error but allowing students to correct it.
Alternatively, indicate the error and ask other students to correct it.
ñ Oral fluency. In pairwork or free speaking activities allow students to finish the task without interruption, but make a note of the errors made and correct them afterwards.
ñ Written work. Do not over-correct; focus on errors that are directly related to the point of the exercise. When giving feedback you may write the most common errors on the board and help the class to correct them.
Remember that praising students and rewarding good work is of great importance. Post written work on a notice board in the classroom or school, or give
‘reward’ stickers. Praise effort as well as success.
E ― Class organisation
ñ Open pairs. The class focuses its attention on two students doing the assigned task together.
Use this technique to provide an example of how the task should be done.
ñ Closed pairs. Pairs of students work together on a task or activity, while the teacher moves around the classroom offering assistance and suggestions. Ensure the task is clearly understood before closed pairwork begins.
Stages in pairwork:
– Organise students into pairs
– Set the task and time limit
– Rehearse the task in open pairs
– Ask students to do the task in closed pairs
– Go around the class and help students
– Pairs report back to the class
ñ Groupwork. Groups of three or more students work together on a task or activity. Class projects or role play are often most easily done in groups. Again, ensure students clearly understand the task in advance.
ñ Rolling questions. A student answers a question, then proceeds to ask a question directed at the next student in turn. This continues around the class.
F ― Using the Student’s Audio CD
All dialogues and texts in the Culture Corner and Extensive Reading sections are recorded on the
Student’s Cassette or CD. Students have the chance to listen to these recordings at home as many times as they want in order to improve their pronunciation and intonation. The suggested stages of such self-access study are:
ñ The student listens to the recording and follows the lines in the text or dialogue.
ñ The student listens to the recording with pauses after each sentence or exchange. The student repeats as many times as needed, trying to imitate the speaker’s pronunciation and intonation.
ñ The student listens to the recording again, then reads aloud.
STUDENTS’ LANGUAGE PORTFOLIOS
At the beginning of the course, students should be asked to obtain a suitable folder, or sectioned document wallet, which they will bring to each lesson and which will hold their personal Language
This will be used to store not only the material cut out of the printed supplement, My Language Portfolio , but also a wide variety of other documents and material.
In practice, Language Portfolios may include projects or other written work; computer diskettes with work or drawings completed inside or outside
the class; video cassettes with the students’ favourite story, filmed performances of songs, school plays, Evaluation Sheets and reports from teachers, various realia or pictures and so on. In short, it is a collection of what the learners want to keep as evidence of what they are learning through the medium of the English language.
This Language Portfolio is the student’s property. It is a tool to accompany the students’ language learning throughout the course and is suitable for documenting their learning both inside and outside the classroom. The main emphasis is on the process of learning, so that while compiling their
Language Portfolios, learners develop the skill of working independently.
The aim of the Language Portfolio is to develop the learners’ autonomy. However, they should be guided at first on how to organise their work, keep records, access their own information, etc. Learners are usually willing to experiment and try new things, but at the same time, can be discouraged if they are not sure what is required of them. Once a routine has been established and learners begin to develop their autonomy, they can be given more responsibility and freedom. Learners will still appreciate feedback and appraisal though, so it is important that their efforts are monitored and facilitated.
It is suggested that work on the Language Portfolio is started a few weeks into the course once students have made some progress in the English Language. At this level a letter can be sent home to parents to inform them that the students will need a folder, plastic envelopes, etc. At the beginning of the first session, ask the students to turn to page three of their Language Portfolio. Go
through the letter together, making sure that the students have a thorough understanding of the concept of the Language Portfolio. Encourage them to ask questions about anything they do not understand. Then give the students some time to arrange their Language Portfolio. Go around, providing any necessary help.
Once the students have arranged their Language
Portfolio, go through each page together, commenting on the layout and pictures, and giving a brief explanation of the content of each page. Spend some time going through the Language Biography section, providing any necessary help.
Once this has been completed, encourage the students to do the activities in the Dossier section.
How to approach each section
I) Language Passport
Read out the introductory paragraph as the students follow silently. Answer any questions they may have. Each time they are given something for this section, remind them to
make a record and file it in the appropriate section of their Language Portfolio.
II) Language Biography
Spend some time on each section, making sure the students know what is required of them.
Here is a brief explanation of the rationale of each section:
– All about me: Students fill in their personal information and record their exposure to the
– How I learn: Go through the section along with students, providing any necessary help. The purpose of this section is for both students and teacher to be able to determine each student’s individual learning style (i.e. visual, auditory, tactile/kinaesthetic) and needs.
– My World of English: By updating the record, students get a sense of achievement in the target language.
– Now I can: Students have the opportunity to assess their own learning. If a student moves to a new school his/her teacher will also be able to gauge this student’s level.
– Future Plans: Students record their intentions and ambitions concerning their improvement in the target language.
The activities have been designed to reinforce the language covered in each module. They can be done upon completion of each module or at a time convenient to the teacher, provided that students have covered the corresponding module.
It is suggested that teachers participate in the activities by bringing in a completed version of an activity to be presented. Students need to be motivated and inspired, and the following is a suggestion on how to approach each activity.
Every time students present an activity, give them due praise and attention, reward them with stickers, etc. In general, make them feel that they have done something special; in this way, all the class will be encouraged to do likewise.
TYPES OF LEARNING STYLES
Experienced teachers will be aware that some of their students learn best by listening to new information, some prefer to read about it, whereas other students need to do something with the new information. There is no absolute ‘best’ method of learning; these are all valid learning styles, as different people learn in different ways.
Consequently, a coursebook should offer a variety
of exercises and material which stimulate all types of learning style in order to help the learners learn according to their personal learning styles.
ñ Visual Learners need to see the teacher’s body language and facial expression to fully understand the content of the lesson. They think in pictures and learn best from visual displays, including diagrams, illustrations, transparencies, videos, flashcards and handouts.
ñ Auditory Learners learn best through verbal explanations, discussions, talking things through and listening to what others have to say. Written information may have little meaning until it is heard. They often benefit from reading a text aloud and using a tape recorder.
ñ Tactile/Kinaesthetic Learners learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration. These learners express themselves through movement. They have a good sense of balance and hand-eye coordination. By interacting with the space around them, they are able to remember and process information. Involve them in role play, pairwork and other classroom activities.
The following abbreviations are used in the Student’s Book and Teacher’s Notes:
English 11. Английский язык в 11 классе. Teacher’s Book
Учебно-методическое пособие для учителей учреждений общего среднего образования с белорусским и русским языком обучения.
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Project Management Institute – Руководство к своду знаний по управлению проектами (Руководство PMBOK®) + Agile: практическое руководство [6-е издание] (2018) торрент
Project Management Institute | Руководство к своду знаний по управлению проектами (Руководство PMBOK®) + Agile: практическое руководство [6-е издание] (2018) [EPUB] – Автор: Project Management Institute
Издательство: Олимп-Бизнес
ISBN: 978-5-9693-0402-4
Жанр: Бизнес-процессы, Организационный менеджмент
Формат: EPUB
Качество: Изначально электронное (ebook)
Иллюстрации: Черно-белые
Описание:
Свод знаний по управлению проектами PMBOK (Project Management Body of Knowledge) представляет собой сумму профессиональных знаний по управлению проектами. Институт управления проектами (Project Management Institute, PMI) использует этот документ в качестве основного справочного материала для своих программ по профессиональному развитию. Является американским национальным стандартом.
Продолжение описания:
В шестое издание Руководства PMBOK® впервые включены указания по применению надлежащих практик управления проектами в гибких (agile) и адаптивных средах. Включение этих новых знаний делает данное издание одним из самых мощных, самых многогранных ресурсов для современного специалиста-практика в области управления проектами.
В каждом разделе (или области знаний) Руководства теперь есть четыре вводных части: Ключевые концепции; Тенденции и вновь возникающие практики; Соображения по адаптации; Соображения для гибких/адаптивных сред.
В шестом издании также больше внимания уделяется аспектам стратегических знаний и знания бизнеса, а в первых трех главах обсуждаются бизнес-документы по управлению проектами.
Это издание содержит новый раздел о роли руководителя проекта, в котором приводятся сведения о PMI Talent Triangle® (Треугольнике талантов PMI) и необходимом организациям наборе навыков, который укрепляет конкурентоспособность руководителя проекта и его соответствие конкретным условиям, а именно: технические и лидерские навыки, а также навыки стратегического управления и управления бизнесом.
Часть 1
Руководство к своду знаний по управлению
проектами (Руководство PMBOK)
1. Введение
2. Среда, в которой осуществляется проект
3. Роль руководителя проекта
4. Управление интеграцией проекта
5. Управление содержанием проекта
6. Управление расписанием проекта
7. Управление стоимостью проекта
8. Управление качеством проекта
9. Управление ресурсами проекта
10. Управление коммуникациями проекта
11. Управление рисками проекта
12. Управление закупками проекта
13. Управление заинтересованными сторонами проекта
Ссылки
Часть 2. Стандарт управления проектом
1. Введение
2. Группа процессов инициации
3. Группа процессов планирования
4. Группа процессов исполнения
5. Группа процессов мониторинга и контроля
6. Группа процессов закрытия
Часть 3. Приложения, глоссарий и указатель
Agile: практическое руководство
1. Введение
2. Введение в Agile
3. Выбор жизненного цикла
4. Реализация Аgile. Создание среды Аgile
5. Реализация Аgile. Поставка в среде Аgile
6. Организационные соображения для гибкости проекта
7. Призыв к действию
Приложения
Список использованной литературы
Глоссарий
Примечания
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Project Management Institute – Руководство к своду знаний по управлению проектами (Руководство PMBOK®) + Agile: практическое руководство [6-е издание] (2018)
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