English for Everyone is an exciting and comprehensive self-study course for adults learning English as a foreign language. This course is a unique new series with a visual, engaging, and easy to follow style to make the English language easy to learn. Learn English by reinforcing key language skills, grammar rules, and vocabulary with listening, speaking, reading, and writing exercises. This unique course is easy to use, starting at beginner level and working up to advanced English to help you grow in confidence as you learn. This Level 4 Advanced guide introduces topics such as family life, business, and news and the media.
StartUp is the new general English course for adults and young adults who want to make their way in the world and need English to do it. This innovative eight-level, multi-skills course is a complete language program. It motivates 21st century learners with relevant and media-rich content, and provides teachers with robust support to make teaching personalizable and easy. StartUp is a flexible blended course that includes the Pearson Practice English App that takes learners from the page to mobile learning anywhere, anytime. It brings the world into the classroom and takes the classroom into the world, putting learners at its center.
High Note is an intensive five-level course for upper-secondary students that bridges the gap between school life and young adulthood. Designed to inspire modern teenagers to reach their ambitious goals, the course equips them with language skills alongside the life and career competencies that are indispensable to succeed in exams, in the workplace and in their future lives.
This book examines the pronunciation goals of teachers, course leaders, and learners on a ten-week UK pre-sessional access course, particularly with regard to suprasegmental instruction and target of instruction on how these goals are reflected in pronunciation assessment, and how teacher goals are informed by their attitudes and beliefs. A mixed methods approach, including direct observation and semi-structured interviews, is employed to address the area of enquiry. Results show a lack of clarity of course goals. Although there is a firm emphasis on suprasegmental instruction, in semi-structured interviews, teachers report a lack of clear course goals and guidance.
