The Longman Dictionary of Contemporary English (5th edition), is the most comprehensive dictionary ever. *230,000 words, phrases and meanings more than any other advanced learner's dictionary *165,000 examples based on real, natural English from the Longman Corpus Network. * Clear definitions written using only 2,000 common words. * Over 18,000 synonyms, antonyms and related words. * Over 65,000 collocations. * The top 3,000 most frequent words in spoken and written English are highlighted to show which are the most important to know. * NEW Integrated Collocations Dictionary. Over 65,000 collocations will improve students' fluency. * NEW Integrated Thesaurus. Over 18,000 synonyms, antonyms and related words will improve vocabulary range. * NEW Register Notes focus on the differences between spoken and written English. * Academic Word List highlighted. * Grammar and warning notes ensure that students avoid common errors. * NEW text design ensures students can find information fast. PLUS...The Longman Vocabulary Trainer tests your knowledge of a word its meaning, grammar, collocation and usage then remembers how well you know that word. The word is then recycled and retested at different intervals so the word is never forgotten! You can download the Longman Vocabulary Trainer to your mobile phone to make the most of learning on the go!
Michael Duckworth, "Essential Business Grammar and Practice: Elementary to Pre-Intermediate"
English | 15/06/2006 | PDF | 11 MB
Ideal for general reference, self study, and practice in the class - each unit includes:
• a presentation section with explanations and examples of the grammar
• controlled activities that allow you to practise each language point
• a personalized task for you to put your new language to the test
• a progress test for every unit
The author, Michael Duckworth, has teaching experience in Africa, the Far East, and Europe. He has written a number of successful courses, including several aimed at preparing students for examinations.
The Economist - 23 June 2012
English | PDF, Mp3 | 96 pages | 200Mb
The Economist is a global weekly magazine written for those who share an uncommon interest in being well and broadly informed. Each issue explores the close links between domestic and international issues, business, politics, finance, current affairs, science, technology and the arts.
Jonathan Bygrave, "New Total English Starter (SB and Audio)"
English | 2012-01-01 | ISBN: 1408267217 | PDF, Mp3 | 160 MB
What makes New Total English different from – and better than – the original edition? Firstly, don’t worry – we haven’t thrown the baby out with the bathwater! We haven’t changed everything. We’ve listened to what teachers said they liked, and we’ve kept it. You’ll certainly recognise the look, the format and some integral features from the first edition; for example, the Lead-in pages, the easy-to-use lessons, the Communication pages, the Vocabulary pages (at higher levels), the Reference pages and the Review and practice sections.
Some things are different, however. We’ve improved the flow of many of the lessons, integrating more ‘can-do’ statements and a clear ‘outcome’ into every lesson. We’ve given more space to the writing skill by providing a complete Writing Bank at the back of the book, covering different text types and writing sub-skills. Semiauthentic recordings (as well as scripted ones) are now included, to help students to develop their listening skills and to gain confidence in dealing with features such as redundancy, hesitation and ungrammatical speech. And,as you’d expect with a new edition, we’ve also updated many of the texts, as well as revisiting the grammar,vocabulary and pronunciation syllabuses.
We hope that you’ll agree that we’ve kept what was good and improved other features to make New Total English an even better package.
Tessa Lochowski, "Our Discovery Island Starter : Activity Book"
English | January 1, 2012 | ISBN-10: 1408251256 | 64 pages | PDF | 20 MB
A six-level primary series that engages children in 21st century learning. Children uncover clues and solve mysteries as they learn English. Our Discovery Island is a groundbreaking new course that makes learning English an exciting and engaging experience.
Réda Bensmaïa, "Experimental Nations Or, the Invention of the Maghreb"
English | 2003-02-25 | ISBN: 069108937X | 232 pages | PDF | 2 MB
Jean-Paul Sartre's famous question, "For whom do we write?" strikes close to home for francophone writers from the Maghreb. Do these writers address their compatriots, many of whom are illiterate or read no French, or a broader audience beyond Algeria, Morocco, and Tunisia? In Experimental Nations, Réda Bensmaïa argues powerfully against the tendency to view their works not as literary creations worth considering for their innovative style or language but as "ethnographic" texts and to appraise them only against the "French literary canon." He casts fresh light on the original literary strategies many such writers have deployed to reappropriate their cultural heritage and "reconfigure" their nations in the decades since colonialism.
Tracing the move from the anticolonial, nationalist, and arabist literature of the early years to the relative cosmopolitanism and diversity of Maghrebi francophone literature today, Bensmaïa draws on contemporary literary and postcolonial theory to "deterritorialize" its study. Whether in Assia Djebar's novels and films, Abdelkebir Khatabi's prose poems or critical essays, or the novels of Nabile Farès, Abdelwahab Meddeb, or Mouloud Feraoun, he raises the veil that hides the intrinsic richness of these artists' works from the eyes of even an attentive audience. Bensmaïa shows us how such Maghrebi writers have opened their nations as territories to rediscover and stake out, to invent, while creating a new language. In presenting this masterful account of "virtual" but veritable nations, he sets forth a new and fertile topography for francophone literature.
Jane Spiro, "Creative Poetry Writing (Resource Books for Teachers)"
English | 2004-05-13 | ISBN: 0194421899 | 208 pages | PDF | 4 MB
With few exceptions, the activities can be set up with no resources at all, apart from a blackboard, and paper for the students to write on. However, resources such as pictures, wall posters, and home-made recordings of poems will supplement the activities well if teachers have these facilities. Nor do the activities require special slots in the timetable designated ‘creative writing’. They can be integrated into the coursebook and can support the language syllabus, whether it is functional, notional, situational, grammatical, humanistic, all of these or none of these. The activities draw on 20 years’ experience in language classrooms involving all levels, ages, backgrounds, and purposes. Some of the poems cited here are composite poems generated by a whole class, or by several groups over a number of years; their lines and ideas were recorded in notebooks, diaries, and lesson plans. These classes have been eclectic, to say the least. They include primaiy language centres in Bedford in the early 1980s, Turkish Cypriot children in a Haringey primary school,Vietnamese asylum-seekers in Bedford, Malaysian B.Ed. students in Plymouth, Swiss adult language learners, Hungarian doctors in ESP classes, multicultural adult language groups, teacher and student groups in and from Belgium, Hungary, Poland, France, Sweden, Sri Lanka, India, China, Japan, and Mexico.
Gordon Lewis, "Teenagers (Resource Books for Teachers)"
English | July 12, 2007 | ISBN: 0194425770 | 114 pages | PDF | 3 MB
Do they deserve this reputation? Is it really fair to see teenagers this way? This negative view towards teenagers blinds us to the exciting sides of this age group. The things that can make teenagers difficult are often the very same attributes that can make working with them so enriching. It is a question of perspective—and a teacher’s attitude towards the teenager will have a huge influence on the quality of their interaction. Tiy and think back to when you were a teenager. Can you remember a teacher or person who made a lasting impression and motivated you? What characteristics did he or she have? One thing that I have heard from teenagers again and again is that they want to be treated with respect. To be condescending or ‘teach down’ to them is a recipe for disaster. This does not mean you should 'play teenager’ yourself. You are not a teenager! You are still a power figure, representing authority, and you need to keep that distinction clear i f you want to maintain a good relationship with your students. Remember, teenagers have their own culture. This culture has its own icons and even a distinct language. In order to appeal to teenagers, many teachers feel they have to become teenagers
themselves. They tiy really hard to be ‘cool’. Teenagers rarely respect this kind of behavior. They want the teacher to respect their culture, not co-opt it. There is nothing wrong with letting the students know you are familiar with some fads and trends, but do not tiy to dress, talk, or act like them, unless you enjoy being ridiculed.Teenagers can be quite emotional. Everything is so momentous and all-consuming. When teachers claim that teenagers are lethargic and hard to motivate, I am always surprised. I have never known a student of this age NOT to have had an opinion on a matter, provided the subject was of direct relevance to their lives. If you can set up activities which challenge teenagers to think, you are assured of getting lots of impassioned input.
DISCLAIMER: None of the files shown here are hosted or transmitted by this server. The links are provided solely by this site's users. The administrator of this site (legendarydevils.com) cannot be held responsible for what its users post, or any other actions of its users. You may not use this site to distribute or download any material when you do not have the legal rights to do so. It is your own responsibility to adhere to these terms.