Cambridge Global English (1-6) is a six-level Primary course following the Cambridge Primary English as a Second Language Curriculum Framework developed by Cambridge English Language Assessment. Activity Book 6 provides additional practice activities to consolidate language skills and content material introduced in Learner's Book 6. Nine units correspond with the topics, texts and language input of Learner's Book 6 with each lesson of the Learner's Book supported by two pages in the Activity Book. Learning is reinforced through activities clearly framed within the 'I can' objectives of the course, opportunities for personalisation and creative work and a higher level of challenge to support differentiation. Each unit in the Activity Book ends with revision and opportunity for self-assessment. CEFR Level: A2 towards B1.

MAT000000 [BISAC]; MAT008000 [BISAC]

These books are designed to teach students the basic skills of communication, and to use English effectively and with confidence.The books are self-explanatory and designed to help students in imbibing the skills with minimal external guidance.

Medical English activities which can be used in the classroom and for self study. Activity 1: Parts of the Body Activity 2: Prefix Charades Activity 3: How many medical terms? Activity 4: Prefix Bingo Activity 5: Missing Vowels Activity 6: Prefix Crossword Activity 7: Maths Bingo Activity 8: Maths in Medicine Activity 9: Can you turn your head to the side? Activity 10: Describing Movement Activity 11: Giving instructions before instilling ear drops Activity 12: Stopping a nose bleed Activity 13: Get yourself moving Activity 14: Doing exercises to prevent DVTs Activity 15: What's the diagnosis?

Dramatic shifts in our communication landscape have made it crucial for language teaching to go beyond print literacy and encompass the digital literacies which are increasingly central to learners' personal, social, educational and professional lives. By situating these digital literacies within a clear theoretical framework, this book provides educators and students alike with not just the background for a deeper understanding of these key 21st-century skills, but also the rationale for integrating these skills into classroom practice. This is the first methodology book to address not just why but also how to teach digital literacies in the English language classroom. This book provides: A theoretical framework through which to categorise and prioritise digital literacies Practical classroom activities to help learners and teachers develop digital literacies in tandem with key language skills A thorough analysis of the pedagogical implications of developing digital literacies in teaching practice A consideration of exactly how to integrate digital literacies into the English language syllabus Suggestions for teachers on how to continue their own professional development through PLNs (Personal Learning Networks), and how to access teacher development opportunities online This book is ideal for English language teachers and learners of all age groups and levels, academics and students researching digital literacies, and anyone looking to expand their understanding of digital literacies within a teaching framework.

If you’re involved in designing or delivering interpersonal skills training you will know that there are two perennial problems. The first is finding material that matches your objectives. The second is finding material that will be unfamiliar to the participants. The 59 games in Roderick Stuart’s collection have not appeared in print before. Based on the author’s experience with a wide range of organizations and participants, they cover the entire gamut of skills associated with team development, including assertiveness, communication, creativity, decision making, influencing, listening, planning, problem solving and time management. Each game is presented in a standard format, with an indication of objectives, timing and group size, detailed step-by-step guidance for the trainer or team leader, and ready-to-copy masters for all participants’ material. An index of objectives makes it easy to select the most suitable items for your training needs and to compile complete workshops or more extensive programmes. In addition the author provides a four-stage model that relates learning to the requirements of the workplace, and a set of checklists for facilitating the learning process.