By Chuck Sandy
Lively talents for verbal exchange is an exhilarating new three-level sequence that develops newcomers' talking and listening talents. Written via ELT experts Curtis Kelly and Chuck Sandy, with sequence advisor Neil J. Anderson, the sequence makes use of the energetic method of aid newcomers turn into extra fluent, confident-and active-speakers of English. each one unit comprises easy-to-follow, step by step actions that lead towards an enormous talking activity. The initiatives are in line with real-life occasions and are designed to extend self-worth and foster confident attitudes in the direction of studying English.
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Extra resources for ACTIVE Skills for Communication 1: Student Text
Tillyer and Louise S. Wood LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Mahwah, New Jersey London Page iv Copyright © 2000 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microfilm, retrieval system, or any other means, without prior written permission of the publisher. ]. p. cm. Includes bibliographical references and index. Title. 0071'173dc21 99-31397 CIP Books published by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and durability.
This can be accomplished by presenting information in both verbal and visual forms, thereby promoting dual coding in the cognitive system (Paivio, 1979). By providing multiple paths for both encoding and retrieval, dual coding leads to a stronger representation of information in the cognitive system. This dually coded cognitive representation, consisting of both visual and verbal items, improves comprehension (Chun & Plass, 1997) and enables information to quickly become part of the overall knowledge base, so that it may then be used to facilitate the acquisition and comprehension of subsequent information (Kosslyn, 1988).
The development of grammatical proficiency is a major linguistic concern for both teachers and ESL students at all levels of instruction. In chapter 5, Page xi "Grammar in Content-Based Instruction," Peter Master maintains that attention to grammar within the areas of content being studied is necessary if ESL students are to acquire the cognitive academic language proficiency necessary for college level work. He believes that because CBI focuses on the use of language to convey thoughts and ideas, it offers many meaningful contexts within which students can develop grammatical competence.