tasks
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| humanitarian and rescue tasks peacekeeping | tasks | and tasks of combat forces |
| rescue tasks peacekeeping tasks and | tasks | of combat forces in crisis |
| that covers humanitarian and rescue | tasks | peacekeeping and the use of |
| tasks involve humanitarian and rescue | tasks | peacekeeping tasks and tasks of |
| out humanitarian aid and peacekeeping | tasks | which are known as petersburg |
| developed 11 should the petersberg | tasks | be updated 20 12 should |
| european union 20 the petersberg | tasks | involve humanitarian and rescue tasks |
| defence apart from the petersberg | tasks | what defence remit could be |
| which are known as petersburg | tasks | one very positive move is |
| to be explored here authentic | tasks | although a variety of means |
| productive skills authentic purposes contexts | tasks | the contexts for the writing |
| the contexts for the writing | tasks | both internal and external are |
| setting up meaningful contexts and | tasks | which involve consulting sources of |
| the sort of realistic writing | tasks | they might be required to |
| the realistic important outcomes language | tasks | we want pupils to be |
| meaningful context for the the | tasks | that we re going to |
| bearers of the countryside household | tasks | were more numerous in the |
| external the introduction of these | tasks | marks an attempt to prepare |
| the external speaking and writing | tasks | the purpose of the document |
| and do a variety of | tasks | but there are also businesses |
| based a variety of listening | tasks | on billy bragg s the |
| the two boys do these | tasks | mr grant edward take your |
| candidate performances in the writing | tasks | at intermediate 2 and higher |
| who carried out the various | tasks | required to prepare the raw |
| the language functions vocabulary and | tasks | required for successful completion of |
| language functions vocabulary and language | tasks | required in the topic the |
| modern languages the internal writing | tasks | at each level are intended |
| a range of crisis management | tasks | 21 article 95 allows the |
| of templates for the writing | tasks | are encouraged to use redrafting |
| functional nature of the writing | tasks | can be seen most clearly |
| with the marking of writing | tasks | which are to be used |
| most clearly in the following | tasks | writing a formal letter in |
| level this includes the following | tasks | writing a personal letter of |
| schedule and c on schedule | tasks | for each class of resource |
| a scheduled and b unscheduled | tasks | for each class of resource |
| was to be used simple | tasks | might be required such as |
| role in making texts and | tasks | accessible is vital differentiation may |
| texts are studied and the | tasks | that are organised for students |
| for the union 8 what | tasks | could better be left to |
| focused on the role and | tasks | of the european union and |
| the european union brought these | tasks | within the scope of the |
| nature and purpose of the | tasks | themselves indicate a significant shift |
| of achievement which identifies the | tasks | that they ve worked through |
| worked together to tackle specific | tasks | there are lots of analogies |
| lead the pupils within specific | tasks | to discover aspects of language |
| undertake an incredible range of | tasks | and duties on our behalf |
| the content of the various | tasks | given to each subject were |
| in the selection of reading | tasks | at standard grade higher and |
| responsibility for the following key | tasks | within the loch lomond and |
| is used to record planned | tasks | milestones achievements resources and costs |
| deal with the more repetitive | tasks | in for instance language learning |
| will be good at both | tasks | and some will be good |
| 1 november one of the | tasks | of the development group as |
| in new thought set short | tasks | put group poems on the |
| creation of a hierarchy of | tasks | for different groups or by |
| as a team doing different | tasks | if you are new to |
| solve particular problems in the | tasks | they are engaged on or |
| course if i neglected my | tasks | the result would be disastrous |
| to be diverted from other | tasks | to input data to computer |
| answers by quotations hardly stimulating | tasks | but typical of the time |
| the relative priority of the | tasks | we have noted that the |
| in the original pilot test | tasks | e f were replaced no |
| retreat offered unexpected pleasures and | tasks | above all i felt released |
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