English File Advanced Student's Book is suitable for CEFR level C1English File, third edition, provides a balance of grammar, vocabulary, pronunciation and skills to give students the right mix of language and motivation to get them talking. With lively lessons and engaging topics, classes are enjoyable and provide opportunity for students to practise and improve. Support for teachers includes a Teacher's Book with over 100 photocopiables along with extra tips and ideas. The Classroom Presentation Tool brings your classroom to life with the Student's Book and Workbook on-screen and interactive.

100% new. New Practical English video, featuring authentic interviews with real people. Shorter syllabus for Beginner-level students.

English File Elementary Student's Book is suitable for CEFR level A1-A2English File, third edition, provides a balance of grammar, vocabulary, pronunciation and skills to give students the right mix of language and motivation to get them talking.With lively lessons and engaging topics, classes are enjoyable and provide opportunity for students to practise and improve.Support for teachers includes a Teacher's Book with over 100 photocopiables along with extra tips and ideas. The Classroom Presentation Tool brings your classroom to life with the Student's Book and Workbook on-screen and interactive.

English File's unique, lively and enjoyable lessons are renowned for getting students talking. In fact, 90% of English File teachers we surveyed in our impact study found that the course improves students' speaking skills.

English File's unique, lively and enjoyable lessons are renowned for getting students talking. In fact, 90% of English File teachers we surveyed in our impact study found that the course improves students' speaking skills.

This essential guide examines course planning as an end-to-end process, from learners’ needs through to assessment, taking into account both the broader issues and the practical details at every stage. Areas covered include: • effective needs analysis • using the CEFR as a resource for course planning • writing scenarios for classroom teaching and assessment • triangulating course objectives, materials, and learners’ goals • key terminology Extra resources are available on the website: www.oup.com/elt/teacher/lcp Brian North is a co-author of the CEFR and of its companion volume, and was Chair of Eaquals from 2005 to 2010. Mila Angelova is the Academic Vice Chair of Eaquals and Head Director of Studies at AVO Language and Examination Centre, in Sofia. Elzbieta Jarosz is a member of the Eaquals Certification Panel and is the Academic Director of Gama College, in Krakow. Richard Rossner is a co-founder of Eaquals, and a co-author of the European Profiling Grid and the Eaquals Framework.

The Grammar and Lexis of Conversational Informal English in Advanced Textbooks defends the view that the acquisition of conversational English depends highly on the kind of materials available to L2 learners. The need to acquire a proficient competence in English is growing exponentially in an incessantly demanding society, but it is the oral skill, and more specifically the ability to communicate in everyday situations, that learners are calling for. The current learning process, nonetheless, is not particularly effective, as is shown in the data collected by the Eurobarometer and published in June 2012, which shows that only 38% of the Europeans surveyed were able to maintain a conversation in English, although 67% believed it to be the most useful language to learn for personal development. The present study supports the idea expressed in The Common European Framework of Reference for Languages, which states that a language is learnt “reactively, following the instructions and carrying out the activities prescribed for them by teachers and by textbooks” (2001: 141). Consequently, these materials should reflect the everyday use of informal discourse and allow learners to analyse, understand and interpret the different underlying messages conveyed by means of lexico-syntactic, as well as paralinguistic, elements. The book is divided into seven chapters in which various different linguistic aspects of conversation are dealt with. In the opening chapters, spoken language is presented and approached as a multidimensional entity, particularly as the sum of lexico-syntactic and socio-linguistic elements. The following chapters provide a description of the main characteristics of conversational English based on corpus-informed grammars and publications. The final chapter analyses twenty ESL textbooks in order to determine how corpus data has influenced the materials designed for the acquisition of conversational discourse.

7 units Quotations at the start of every lesson Colloquial English video lessons Consolidation and review pages after each unit Communication section and Listening scripts Grammar Bank, Vocabulary Bank, Phrasal Verbs in Context, Sound Bank and Wordlist.