KSU students need a tool to help them to target what they need to focus on for their midterm. Everything is fine tuned to help them to concentrate on what it is important.
Đề thi cambridge starter 2018 tham khảo Phần 2 - Free Download
Đây là phần 2 của đề thi cambrdige starter 2018 nguồn trực tiếp từ cambridgeenglish.org.
Tìm hiểu thêm về chứng chỉ cambridge tại: http://bambienglish.com/chung-chi-cambridge-cho-tre-em/
Chứng chỉ Cambridge (Starters, Movers, Flyers, Ket, Pet) là những chứng chỉ tiếng Anh quốc tế dành cho học sinh, sinh viên và người đi làm được cấp bởi Hội đồng Khảo thí Tiếng Anh ĐH Cambridge (Tổ chức đứng đầu thế giới về các kì thi tiếng Anh cho mọi lứa tuổi).
Riếng đối với 3 chứng chỉ Cambridge Starters, Movers, Flyers là chứng chỉ Cambridge cho học sinh tiểu học làm tiêu chuẩn để chuyển tiếp sang chương trình tiếng Anh tăng cường (chuyên Anh) theo quy định của sở Giáo Dục & Đào Tạo Tp. HCM.
Chương trình có độ khó tăng dần phân theo 3 cấp độ:
Starters: dành cho thí sinh từ 7 tuổi sau khoảng 100 giờ học tiếng Anh.
Movers: dành cho thí sinh từ 7-11 tuổi đã hoàn tất khoảng 175 giờ học tiếng Anh.
Flyers: dành cho thí sinh từ 9-12 tuổi đã hoàn tất khoảng 250 giờ học tiếng Anh.
Thông tin liên hệ
Trung tâm tiếng Anh tốt cho trẻ em Bambi English – #1 CLB tiếng anh cho trẻ em ở tphcm
Website: bambienglish.com
Hotline: 094 779 0801 – 090 999 6587
Email: bambienglishvn@gmail.com
Place: 42 Trần Quý Khoách, Tân Định, Quận 1, Hồ Chí Minh
Fanpage: fb.com/bambienglish
Youtube: youtube.com/bambienglish
WordPress: bambienglish.wordpress.com
Blog: bambienglish.blogspot.com
Twitter: twitter.com/bambienglishvn
Linkedin: linkedin.com/in/bambienglish
Tumblr: bambienglish.tumblr.com
Pinterest: pinterest.com/bambienglishvn
Medium: medium.com/@bambienglish
Weebly: bambienglish.weebly.com
About: about.me/bambienglish
Chia sẻ đề thi cambridge starter 2018 trược tiếp từ cambridgeenglish.org.
Tìm hiểu thêm tại: http://bambienglish.com/tieng-anh-tre-em-tphcm/
Cambridge English: Starters, còn được gọi là Young Learners English: Starters, là bước khởi đầu trong hành trình học ngoại ngữ của trẻ. Bài thi được thiết kế vui nhộn và đầy hứng thú, nhằm giới thiệu cho các em làm quen với tiếng Anh nói và viết hàng ngày.
Cambridge English: Starters là bài thi đầu tiên trong số ba bài thi theo chuẩn quốc tế của Cambridge English: Young Learners, dành cho học sinh bậc giáo dục tiểu học và trung học cơ sở.
Mỗi quyển sách gồm một số bài kiểm tra tương tự dạng bài kiểm tra sử dụng trong các kỳ thi lấy chứng chỉ Starter của Cambrigde, nói vắn tắt thì có thể coi là các đề thi mẫu để giúp các bé quen thuộc với kỹ năng làm bài.
download đề thi starter cambridge violet, download đề thi starter cambridge 2018, de thi starters 2017, đề thi starter 2018, đề thi cambridge starter 2018, đề thi starter listening, đề thi thử starter cambridge 2018, đề thi nói starter
Thông tin liên hệ
Trung tâm tiếng Anh tốt cho trẻ em Bambi English – #1 CLB tiếng anh cho trẻ em ở tphcm
Website: bambienglish.com
Hotline: 094 779 0801 – 090 999 6587
Email: bambienglishvn@gmail.com
Place: 42 Trần Quý Khoách, Tân Định, Quận 1, Hồ Chí Minh
Fanpage: fb.com/bambienglish
Youtube: youtube.com/bambienglish
WordPress: bambienglish.wordpress.com
Blog: bambienglish.blogspot.com
Twitter: twitter.com/bambienglishvn
Linkedin: linkedin.com/in/bambienglish
Tumblr: bambienglish.tumblr.com
Pinterest: pinterest.com/bambienglishvn
Medium: medium.com/@bambienglish
Weebly: bambienglish.weebly.com
About: about.me/bambienglish
Đề thi cambridge starter 2018 tham khảo Phần 2 - Free Download
Đây là phần 2 của đề thi cambrdige starter 2018 nguồn trực tiếp từ cambridgeenglish.org.
Tìm hiểu thêm về chứng chỉ cambridge tại: http://bambienglish.com/chung-chi-cambridge-cho-tre-em/
Chứng chỉ Cambridge (Starters, Movers, Flyers, Ket, Pet) là những chứng chỉ tiếng Anh quốc tế dành cho học sinh, sinh viên và người đi làm được cấp bởi Hội đồng Khảo thí Tiếng Anh ĐH Cambridge (Tổ chức đứng đầu thế giới về các kì thi tiếng Anh cho mọi lứa tuổi).
Riếng đối với 3 chứng chỉ Cambridge Starters, Movers, Flyers là chứng chỉ Cambridge cho học sinh tiểu học làm tiêu chuẩn để chuyển tiếp sang chương trình tiếng Anh tăng cường (chuyên Anh) theo quy định của sở Giáo Dục & Đào Tạo Tp. HCM.
Chương trình có độ khó tăng dần phân theo 3 cấp độ:
Starters: dành cho thí sinh từ 7 tuổi sau khoảng 100 giờ học tiếng Anh.
Movers: dành cho thí sinh từ 7-11 tuổi đã hoàn tất khoảng 175 giờ học tiếng Anh.
Flyers: dành cho thí sinh từ 9-12 tuổi đã hoàn tất khoảng 250 giờ học tiếng Anh.
Thông tin liên hệ
Trung tâm tiếng Anh tốt cho trẻ em Bambi English – #1 CLB tiếng anh cho trẻ em ở tphcm
Website: bambienglish.com
Hotline: 094 779 0801 – 090 999 6587
Email: bambienglishvn@gmail.com
Place: 42 Trần Quý Khoách, Tân Định, Quận 1, Hồ Chí Minh
Fanpage: fb.com/bambienglish
Youtube: youtube.com/bambienglish
WordPress: bambienglish.wordpress.com
Blog: bambienglish.blogspot.com
Twitter: twitter.com/bambienglishvn
Linkedin: linkedin.com/in/bambienglish
Tumblr: bambienglish.tumblr.com
Pinterest: pinterest.com/bambienglishvn
Medium: medium.com/@bambienglish
Weebly: bambienglish.weebly.com
About: about.me/bambienglish
Chia sẻ đề thi cambridge starter 2018 trược tiếp từ cambridgeenglish.org.
Tìm hiểu thêm tại: http://bambienglish.com/tieng-anh-tre-em-tphcm/
Cambridge English: Starters, còn được gọi là Young Learners English: Starters, là bước khởi đầu trong hành trình học ngoại ngữ của trẻ. Bài thi được thiết kế vui nhộn và đầy hứng thú, nhằm giới thiệu cho các em làm quen với tiếng Anh nói và viết hàng ngày.
Cambridge English: Starters là bài thi đầu tiên trong số ba bài thi theo chuẩn quốc tế của Cambridge English: Young Learners, dành cho học sinh bậc giáo dục tiểu học và trung học cơ sở.
Mỗi quyển sách gồm một số bài kiểm tra tương tự dạng bài kiểm tra sử dụng trong các kỳ thi lấy chứng chỉ Starter của Cambrigde, nói vắn tắt thì có thể coi là các đề thi mẫu để giúp các bé quen thuộc với kỹ năng làm bài.
download đề thi starter cambridge violet, download đề thi starter cambridge 2018, de thi starters 2017, đề thi starter 2018, đề thi cambridge starter 2018, đề thi starter listening, đề thi thử starter cambridge 2018, đề thi nói starter
Thông tin liên hệ
Trung tâm tiếng Anh tốt cho trẻ em Bambi English – #1 CLB tiếng anh cho trẻ em ở tphcm
Website: bambienglish.com
Hotline: 094 779 0801 – 090 999 6587
Email: bambienglishvn@gmail.com
Place: 42 Trần Quý Khoách, Tân Định, Quận 1, Hồ Chí Minh
Fanpage: fb.com/bambienglish
Youtube: youtube.com/bambienglish
WordPress: bambienglish.wordpress.com
Blog: bambienglish.blogspot.com
Twitter: twitter.com/bambienglishvn
Linkedin: linkedin.com/in/bambienglish
Tumblr: bambienglish.tumblr.com
Pinterest: pinterest.com/bambienglishvn
Medium: medium.com/@bambienglish
Weebly: bambienglish.weebly.com
About: about.me/bambienglish
Tuyển tập 40 để thi HSG môn Tiếng Anh lớp 6 có đáp án. Mọi thông tin cần hỗ trợ các tài liệu bồi dưỡng học sinh giỏi môn Toán, tiếng Anh, Văn lớp 6, vui lòng liên hệ theo số máy: 0919.281.916.
The powerpoint outlines the importance of considering frequency and examples that connect to the communicative outcomes (spoken or written/ productive or receptive) you want for your students. It also argues that we need to get over the need to grade grammar so strongly, especially at low levels, to allow for appropriate voacbulary development.
Kara working on circles to exercise control over Butter along with straight lines. Both demonstrate control of the horse who is very patient. Even so, all athletes who aspire to be the best - get frustrated -- patience, and practice win the day.
Here is an example of why you should ask for customer feedback in an honest and upfront manner. There are examples of how customers react when they feel tricked, or misled. Here is an example of how to provide excellent customer service while owning your survey results.
Tuyển tập 40 để thi HSG môn Tiếng Anh lớp 6 có đáp án. Mọi thông tin cần hỗ trợ các tài liệu bồi dưỡng học sinh giỏi môn Toán, tiếng Anh, Văn lớp 6, vui lòng liên hệ theo số máy: 0919.281.916.
The powerpoint outlines the importance of considering frequency and examples that connect to the communicative outcomes (spoken or written/ productive or receptive) you want for your students. It also argues that we need to get over the need to grade grammar so strongly, especially at low levels, to allow for appropriate voacbulary development.
Kara working on circles to exercise control over Butter along with straight lines. Both demonstrate control of the horse who is very patient. Even so, all athletes who aspire to be the best - get frustrated -- patience, and practice win the day.
Here is an example of why you should ask for customer feedback in an honest and upfront manner. There are examples of how customers react when they feel tricked, or misled. Here is an example of how to provide excellent customer service while owning your survey results.
Abstract
We are language teachers and should be teaching language, not
wasting time watching our learners struggle with pronunciation
which we all know they find boring. Living and working here, we
become inured to and sometimes over-tolerant of substandard
pronunciation, which doesn't necessarily mean sounding like a native
speaker. But how many times have we accepted walk for woke, cut
for cat and berry for very? It's not always easy to diagnose the cause
of our students' pronunciation problems, much less propose an
adequate solution. In this session, for teachers of teens and adults,
we won't be doing any choral drilling but we'll take a look at a range
of non-threatening classroom strategies and techniques that can
help students identify and overcome their pronunciation difficulties.
This workshop looks at a number of accessible ways we can work on
in and out of class to help improve our learners' pronunciation by
providing them activities which we can use in our language classes.
You will find practical in class activities and enjoyable online digital
games to integrate pronunciation teaching to your lessons.
Biographical Details
Ayşegül Liman holds BA (2009) in ELT from Marmara University. She
has been working at Marmara University, English Preparatory School
as an instructor of English. Her interest areas are educational
technology and teacher education.
Fatma Kübra Köşker holds BA (2008) in ELT from Boğaziçi University.
She worked at Aydın University one year and now she has been
working at Marmara University, English Preparatory School as an
instructor of English. Her interest areas are educational technology
and teacher education.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
4 8-13 - 135 ksu preparation midterm exam details
1.
2. Final Exam
ENG 135 (Humanities)
The final exam is CBT and speaking exam.
Final Exam CBT (35%)
Item Marks
Listening (2 dialogues & 1 monologue) 24 (4+10+10)
Reading (three passages) 24 (4+10+10)
Grammar & Vocabulary 22 (11+11)
There are 70 questions and each question carries half a mark (1/2).
The exam duration is 100 minutes.
All the questions are MCQs with four options.
The breakdown of the questions is as follows;
3. Exam Topics
Source: Headway Plus (Elementary), Student’s
Book, Workbook, CD
Reading:
24 MCQs (1 short reading passage with 4 MCQs and
2 long reading passages with 10 MCQs each)
The topics of the reading passages will be based on
the themes which are covered in units 1-6.
4. Listening:
• 24 MCQs (1 short listening with 4
MCQs and 2 long listenings with 10
MCQs each)
• The topics of the listening will be
based on the themes which are
covered in units 1-6
5. Grammar:
• 11 MCQs.
• Most of the grammar questions will
be based on all the grammar points from
Units 1-6.
• In addition to the above units, the
following points also need to be covered
for the exam.
6. 1.0 Present Simple ‘to be,’ in ‘I am, you are, he/she/it is’ used
with ‘from [a place]’ or ‘Where are you from? I am from X.’
1.1 Possessive adjectives, ‘my, your, his, her’ used with nouns, as
in ‘my name, your brother, his name.’
1.2 Contraction of ‘to be’ in ‘what’s, they’re, he’s, she’s’ and in
‘my name’s [x]’;
called ‘long’ and short’ forms in the text, i.e., ‘I am a student,’ and
‘I’m a student.’
1.3 Indefinite articles a/an for consonants and vowels, ‘a bag, an
ice-cream, a camera, an apple.’
7. 2.0 Present Simple and questions using Wh-
words, ‘What is your job,’ ‘Where are you from?’ ‘How old
are you?’
2.1 Negatives with questions, ‘Are you English?’ and
‘No, I’m not.’ as ‘short answers.’
2.2 Long and short form answers: ‘I am not married’
and ‘I’m not married.’
2.3 Possessive (genitive) form of ‘s, as in ‘John’s car is
new’ versus the contracted form of the simple present.
8. 3.0 3rd Person singular –s inflection, ‘he/she/it’
starts, goes, flies, used in simple sentences.
3.1 Basic verbs: ‘have, go, start, watch, leave, get,’ used
in simple sentences with questions.
3.2 Wh-questions with ‘to do’ and negatives, as in
‘No, he doesn’t and ‘No, we don’t.’
3.3 Yes and No answers in reply to questions, as in ‘My
X is very clever, Where does he/she work?, He has one son.’
9. 4.0 Full inflection of present simple, ‘I/you/we/they’ as
in ‘I work, you work, we work, they work.’
4.1 Adverbs of
frequency, ‘never, sometimes, often, usually, always,’
used in a gradable way (i.e., 0% to 100% probability), either
at beginning or elsewhere in sentences: ‘Usually I go home
early,’ or ‘I usually go home early.’
4.2 Prepositions of time, ‘in, on, at,’ used as ‘In
winter, on Saturday, at 9:45.’
10. 5.0 Determiners and negatives, ‘There is/there are,’ as in ‘There is a chair,’ or
‘There are no chairs,’ there is no chair.’
5.1 Prepositions of location, ‘on, under, next to, in front
of, with, near, opposite,’ used as in ‘A lamp on this table, A rug under the
table, A cat next to the fire, A car in front of the house, A house near the
school.’
5.2 Negative, positive, and interrogative use of ‘some/any,’ as in ‘There
aren’t/aren’t any apples, There are some apples,’ with ‘some’ in sense of number
(partitive), and ‘any’ in sense of question.
5.3 Determiners of number and location, ‘this/that’ (proximal) and
‘these/those’ (distal), use in ‘This is my friend,’ ‘That is my friend,’ (singular)
and ‘These are my friends,’ ‘Those are my friends’ (plural).
5.5 Basic conjunctions, ‘and, but, so, because’ that demonstrate
contrast, result, and causality, as in ‘I like coffee and tea’ (conjoining), ‘I like
coffee, but not tea,’ (contrast) ‘I like coffee, so I drink it often,’ (result), and ‘I
like coffee because it tastes good,’ (causality). (W.B. P. 31 Ex 10)
11. 6.0 Modal ‘can’ with ‘could,’ to express ‘ability or
possibility, as in ‘I can walk (I have legs)’ or ‘I could walk (it is
possible).’
6.1 Present simple compared with past, ‘to be’ as in ‘I am/I
was’ or ‘We were/I was’
6.2 Present simple ‘to be’ in questions, as in ‘Is it Monday,’
‘Are you here,’ ‘Was it hot?’ ‘Were you (sing/pl) hot?’ and ‘Were
there people?’
6.3 Prepositions of time and place, ‘in, at, to, for, of, with’ as
in ‘I was born in 1923,’ ‘I was at home,’ ‘I went to the town
centre,’ ‘I studied for two hours,’ ‘Of course, I can read,’ ‘I want
half of the room,’ and ‘I live with my parents
12. Vocabulary:
• 11 MCQs.
• The vocabulary questions will
be based on all the word lists from
Units 1-6
• In addition to that the following
vocabulary list also needs to be
covered for the exam
13. S.No Vocabulary
1
a little
2
a lot
3
accident
4
accountant
5
accounts
6
active
7
address
8
address book
9
advertising
10
after
14. afternoon
age
agree
alive
alone
always
amaze
amazing
ambulance
American
15. ancient
anything else
apartment
Apple
application
appreciate
architect
armchair
assistant
at home
at the moment
attitude
Aunt
33. Germany
gestures
get hurt
get up
girl
give directions
34. fish
flat
floor
fly
flying doctor
food
football
fork
fortunately
France
free time
35. girl
give directions
go
go out
go to bed
gold
good
goodbye
graduate
grandfather
grandma
36. grandmother
greetings
grey
guest
gym
happy
have
headquarters
hear
hello
help
her
here
here you are
hi
his
37. house
How many?
How much?
How old?
How?
how's (Ann)?
hurry up
husband
ice hockey
ice-cream
ice-skating
identity card
I'm sorry
inactive
inconvenient
incorrect
39. ineffective
inexpensive
initial
insect
interest
interesting
international
internet connection
interpreter
40. Speaking Exam (10%)
Item Marks
Speaking 20 (15+5)
• The speaking exam is based on two parts i.e.
personal information and information gap.
• The assessor will award the marks out of 15.
• The interlocutor will award the marks out of 5.
• The Speaking exam will last for about 10 - 15
minutes for each pair of student.
• The topic of the speaking will be based on the
themes in units 1-6.
41. Part 1 – Personal Questions
Your
Hometown/City
51. How is your home different from
other homes in your neighborhood?
52. Part 2 – Information Gap
Card 1a
Tokyo City
• Tokyo has a population of 13 million
people.
• Tokyo is on the east coast of Japan.
• Tokyo is the safest city in the world.
• It has the busiest railway system in the
world. 11 million people use it every day.
• Tokyo was originally a small fishing village
called Edo.
• The name was changed to Tokyo in 1868.
53. Japan is a country. Tokyo is one of it’s
cities.
54. Tokyo is a large, but safe city.
It has old traditions
It has a
fast
railway
It has old customs. system.
It is a modern
city
55. Thirteen
(13) million
people live
in Tokyo
City.
How many people
live in Tokyo?
58. Eleven (11)
million
people use
the train (rail
way) every
day.
59. Edo changed
it’s name to
Tokyo in the
1800’s.
Edo Tokyo
60. Card 1b
Tokyo City
• Tokyo/many people?
• Tokyo/where?
• City/safe?
• Many people/railway?
• Name/before?
61. Activity –
1. Talk about Tokyo with your
group.
2. What do you know about
Tokyo?
3. Would you like to visit Tokyo?
62. Activity – talk about Tokyo
1. What did you learn
about Tokyo?
2. Where is Tokyo
located?
3. Describe Tokyo.
4. How many people use
the train.
63. Activity – 50
word essay
Where is Tokyo?
What was it’s name before?
How many people use the
railway train every day?
Is Tokyo safe?
What kind of work was in
Tokyo before?