New Matrix Pre-Intermediate - Student's mountrinorthgesde.tk MB. New Matrix Pre- Intermediate - CD mountrinorthgesde.tk MB. New Matrix Pre-Intermediate - CD mountrinorthgesde.tk MB. New Matrix: Pre-Intermediate: Student's Book by Kathy Gude, , available at Book Depository with free delivery worldwide. New Matrix Pre intermediate teachers book. Download as PDF or read online from Scribd New+Matrix+Upper Intermediate+Workbook+KEYS%%
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New. Matrix. Pre-Intermediate. FORD. EXAM. SUPPORT. OXFORD. Teacher's Book. Colin Campbell, Shona Rodger. Kathy Gude and Michael Duckworth. New Matrix Foundation Student s book. Курс New Matrix Pre-Intermediate предназначен для всесторонней подготовки к экзамену по. Download PDF. 15 downloads 16 New Matrix Pre-Intermediate Student's Book, Kathy Gude, Michael. . New Headway - Intermediate Students mountrinorthgesde.tk
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Popular Features. New in New Matrix: Student's Book. Description New Matrix maximizes performance in the school-leaving exam through demanding material and a focus on exam tasks and techniques. The new edition has been updated through direct feedback from Matrix users, to include revised texts, a vocabulary lesson in every unit, and more focused exam practice. Here the students will respond to topic-related questions and engage in a meaning-based communicative task.
These activities help broaden the students' minds as well as encourage them to recycle the new vocabulary in another context. However, many speaking tasks come with a model in a dialogue box.
On the one hand, providing useful phrases in bold may help the students perform the task accurately and fluently, and perhaps lead them to uptake the form more easily.
On the other hand, it may obstruct the students from forming their output freely and creatively. The teacher should prudently consider this issue and adapt the model in the way that will be most appropriate to the specific group of learners. The Writing section begins with warm-up activities that encourage the students to think about the topic, based on their previous knowledge.
Then, a model of the writing format is introduced, followed by a set of guiding questions, which leads the students to analyze the organization of the written texts as well as to check their comprehension. After that, the students are urged to create their own writing in a similar fashion. Regarding the variety of text types, a wider range of genres should be introduced: of the ten writing tasks, six are in the form of letter writing.
In addition to the genres' improper distribution, most exercises are too rigidly controlled. Despite many benefits of the model usage, such as providing students with a writing guideline and introducing elements of successful writing samples Hyland, , it could negatively affect the students' performance in their writing content and style as well.
In terms of writing focus, the authors do not seem to agree with intervention in the students writing process, as the lessons lack activities on brainstorming or outlining.
Moreover, only twice do the editing exercises appear in the whole book. In addition to the language skill sections, the book contains the Culture Focus section, designed for students to read about different aspects of life in some English-speaking countries. The lessons encourage the students to broaden their mind by making cross-cultural comparisons of the topic with their own country, corresponding to Hinkel's perspective on culture in language learning.
According to Hinkel, the students need to gain socio-cultural knowledge in the target language because without it, their linguistic proficiency alone is not sufficient to be considered communicatively competent.
However, due to the students' low proficiency, several texts are modified so that they are not too complex for students to acquire. In listening, although the materials are not authentic in the sense that they are originally used by the native speakers in real-world tasks Lynch, , the scripts are produced based on authentic materials and feature a variety of speakers and accents, which should result in giving a similar wealth of high-quality input to the students. However, the learning can be more interesting and beneficial if the lessons combine more authentic speaking dialogues from movies or telephone conversations.
Although the authors do not specify what teaching philosophy they use or what type of students this textbook is designed for, except that it aims to prepare secondary students for school-leaving examinations in English, the book seems beneficial to both EFL and ESL students.
However, I regard it more suitable for the former group, because a great proportion of the book is devoted to grammar skills and vocabulary for the purpose of examination preparation.
That is usually a main goal of most EFL classes, whereas ESL students tend to be more concerned with the language in everyday communication or in academic contexts. Moreover, this book is designed to increase the quantity of students' input and output, solving the major problem of EFL learning--limited exposure to the target language.
Considering the appropriateness of the lessons and contexts, the book is well presented and contributes to the reinforcement of learning.