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Nexus Sb

Nexus Sb

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Published by Mariya Tsokol

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Published by: Mariya Tsokol on May 11, 2010
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Heinemann English Language TeachingA division of Heinemann Publishers (Oxford) LtdHalley Court, Jordan
Hill,
Oxford OX2 8EJ
OXFORD MADRID ATHENSPARIS FLORENCE PRAGUE SAO PAULOCHICAGO MELBOURNE AUCKLAND SINGAPORE TOKYOIBADAN GABORONE JOHANNESBURGPORTSMOUTH (NH)
ISBN 0 435 28202 6© Martin Mills 1990First published 1990
 All 
rights reserved; no part of this publication may bereproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the Publishers.
The author would like to express his gratitude tothe following for their contributions to the course:Ben Duncan; Paul Cane; Eileen Miller; YvonneHarvey; Dave Chumbley; John Gillow; Dr HughKing; Martin Parrott; Malcolm Hebden; PsycheKennett; Jan McCarry; Tony Robinson; David
Boyd.
Text acknowledgements
Our thanks are due to the following for their kindpermission to reproduce a text:International House (pp. 2 and 3); Steve Elsworth(p. 7); Newsweek {pp. 14 and 15); Department of Health and Social Security (Crown Copyright)(pp. 18 and 19); The Guardian (pp. 26 and 27);
Jacquie
Hughes (pp. 30 and 31); Prentice HallTrade Division, a division of Simon & Schuster,Inc. (pp. 38 and 39); Time Inc. (pp. 42 and 43);Oxford University Press (pp. 50 and 51); TheIndependent (p. 55); Pan Books Ltd (p. 64); TheSunday Times (pp. 68 and 69); ConstablePublishers (pp. 76 and 77); Her Majesty'sStationery Office (Crown Copyright) (pp. 80 and81); The Observer (pp. 86 and 87); Martin Walker(pp. 90 and 91); Curtis Brown (Aust.) Pry Ltd,Sydney (pp. 98 and 99); Encyclopaedia Britannica,Inc- (pp. 102 and 103); New English Library,Hodder and
Stoughton
Ltd (pp. 110 and 111);Coronet (pp. 116 and 117); Newsweek (pp. 124and 125); International Herald Tribune (p. 1291;The Observer Colour Supplement (pp. 134 and135); Fiat Auto (UK) Ltd, Citroen Cars Ltd,Subaru (UK) Ltd, VAG (United Kingdom) Ltd,Suzuki GB (Cars) Ltd (pp. 140 and
141);
FanfarePublications (p. 146); Prentice Hall TradeDivision, a division of Simon & Schuster, Inc.(p. 147); The Observer Colour Supplement(pp. 150 and 151); Cambridge University Press(pp. 154 and 155).
Photograph acknowledgements
We would also like to thank the following forpermission to reproduce photographs:The Bell Educational Trust (p. 1); Liz Somervtlle(p. 4); ©Henry Moore Foundation. Reproducedby kind permission of the Henry Moore Foundationand the Tate Gallery, London (p. 13); AspectPicture Library (p. 19); David Hoffman/Cam eraPress, London (p. 19); Nigel Coke/Science PhotoLibrary (p. 19); Cath Tate (p. 25); Mary EvansPicture Library (p. 37); Barry Lewis/Network (p. 43); Windsor Castle Royal Library © HerMajesty The Queen (p. 61); Mary Evans PictureLibrary (pp. 68 and 69); British Heart Foundation(p. 70); Electronic Graphics Ltd (p. 73); TheKobal Collection. A First National Production(p. 76); The Mansell Collection (p. 85); RexFeatures Ltd (p. 88); G- &G.
Attwell/Aquila
Photographies Ltd (p. 97); J. J. Brooks/AquilaPhotographies Ltd (p. 99); Octopus PublishingGroup Library (p. 101); Mary Evans Picture Library(p. 109); Camera Press Ltd (p. H0);Zefa(p. 117);Fay Godwin/Barbara Heller Photo Library(p.
121);
WWF/Save
the Rhino Trust (p.
124);Andreas Ramer/Rex Features Ltd (p. 124); AndesPress Agency (p. 129); Chris Honeywell (p. 131);Winnebago Industries Inc., Iowa, U.S.A.(p. 134); Fiat Auto (UK) Ltd (p. 140); Subaru(UK) Ltd (p. 141); VAG (United Kingdom)
Ltd
(p. 141); Mary Evans Picture Library (p. 145);Christine Osborne (pp. 146 and 147).While every effort has been made to trace theowners of copyright material in this hook, therehave been some cases where the publishers havebeen unable to locate the sources. We would begrateful to hear from anyone who recognises theircopyright material and who is unacknowledged.
Illustrations by:
Matthew BuckleyPaul CampionBarbara CrowRob FowlerSteve FrickerVal HillKeith HumeIan KellasDavid MostynChris PriceJohn PughTrevor RidleyPaul SlaterBilly StevensonTypeset by Tradespools Ltd, Frame, SomersetPrinted and bound in Great Britain byScotprint Ltd, Musselburgh, Scotland95 96 97 98 99 10 9 8 7 6 5
 
Introduction 
In
general
Nexus is a course for students of English whose levelis approximately equivalent to pass standard atCambridge FCE. By the end of the course, theEnglish of such users should be most of the way tothe level required for a Cambridge Proficiencycandidate. However, the course is a general one,not a specific preparation for any examination,The aims of Nexus are to broaden and enrichyour English, and to help you to use it morecorrectly, creatively and fluently. An equallyimportant aim is to help you to be an adult,autonomous learner of English, for whom timespent in the classroom is only a part of your studies.Students who think for themselves and take theirEnglish out of the classroom when they leave it aremuch more likely to be successful learners. To thiseffect,
Nexus
contains practical advice on how toorganise your learning effectively, and a variedselection of voluntary projects and assignments, tobe tackled creatively outside class time. Inaddition, at every stage of the course you, thestudents, are encouraged to bring your ownknowledge, ideas and experience to the work inhand, and to discuss them with each other andwith your teacher.
The structure
of 
the course
 Nexus
consists of thirteen units, each divided intoseven sections. There are two sections for reading,and one each for listening, speaking, writing,grammar and vocabulary.
Reading
In the Reading sections you will read, analyse anddiscuss a variety of written material, ranging fromliterary extracts to advertisements. The exercisesaim not only to check your understanding but alsoto improve your reading in various ways. Thefollowing are some of the subskills practised:predicting while reading; guessing words fromcontext; identifying words with given meanings;appreciating stylistic features; reading for gist;scanning for specific information.
Speaking
The Speaking sections are of two types. In one typeyou use your English freely and creatively, in anorganised discussion, a game, or a role play. Inanother, you study and practise useful items of spoken English, selected according
w
functionalcriteria, through a series of guided exercises.
Listening
You will hear a fairly long piece of authenticspoken English, with from one to four peoplespeaking. The exercises test your comprehension,and also ask you to listen hard for certain usefulwords and expressions.
Writing
The Writing sections aim to help you write in amore organised and thoughtful way. Study of theorganisation and language used in model texts isfollowed by controlled writing exercises. There arealso many opportunities for free writing.GrammarThe aim of the Grammar sections is to clear upyour doubts about the basics of English grammar, tointroduce you to more advanced language points,and to provide varied practice. In every Grammarsection you will have the opportunity to discuss andshare what you already know about the grammarbefore studying a description of the language areain question, and then going on to practiceactivities.
Vocabulary
Advice about how to expand and store yourvocabulary in your own time is given in theOrganising your learning sections in the Studypages. The Vocabulary sections aim to teach younew words in class time. Each section teaches avocabulary set in an integrated and systematic way.Your own knowledge is activated and then a varietyof activities strengthen your understanding of thenew words.
The Study pages
These pages, at the back of your Coursebook, arean essential and integral part of your work in thecourse. They contain: language descriptions for theGrammar sections; some back-up vocabulary-exercises; answer keys for re-ordered texts;transcripts of dialogues; information for role playsand information-exchange activities.
inn
This cassette symbol tells you when to switchon your cassette and listen to recorded material.
 Nexus
aims to offer a balanced, stimulating andchallenging programme, and it is hoped that theusers of the course will benefit from it not only interms of language improvement, but also throuthe opportunities it offers for communicationinteraction with other users of English,

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