Academic writing 7219
•Download as PPT, PDF•
2 likes•765 views
This document provides information about an academic writing test, including its timing, parts, tips, assessment, marking, and rubric. The test consists of two tasks: Task 1 requires describing a visual such as a graph in 150 words within 20 minutes. Task 2 presents a point of view and requires a 250-word argument within 40 minutes. Tips include using clear paragraphs of one idea each and paying attention to word counts, spelling, grammar, and avoiding informal language. Task 2 carries more weight and assesses argument skills while Task 1 examines identifying and summarizing visual information. Performance is judged on task fulfillment, coherence, and vocabulary used.
Report
Share
Report
Share
Recommended
Using Worksheets
1. The document discusses the differences between worksheets and workcards as teaching materials.
2. Worksheets are pages given to students to write on and hand in, while workcards are reusable cards with short tasks but no writing.
3. The document provides guidelines for creating effective worksheets and workcards, such as being neat, clear, and doable for learners. It also notes they should supplement but not replace other materials.
Controlled writing
Tells about controlled writing, when it emerged, and its proponent as well as the basic exercises used.
METHODOLOGY IV (I Bimestre Abril Agosto 2011)
The document discusses various techniques for teaching writing to ESL students. It covers controlled-to-free, free writing, paragraph pattern, grammar-syntax-organization, communicative, and process approaches. It also discusses using pictures, readings, and integrating all language skills like brainstorming, guided discussion, interviews, and storytelling to plan writing classes and activities.
4levels official yearly planning & omitted lessons (3)
This document outlines the monthly and weekly planning for an English language course across three terms. It includes the competency focus, learning objectives, communicative tasks, resources, grammar, vocabulary, and assessment for each week. The main goals are to develop students' communicative competence through tasks such as role plays, interviews, descriptions, conversations and three major term projects - creating a family profile, writing a questionnaire about after school activities, and making a scrapbook of short stories. Grammar focuses include verbs tenses, pronouns, prepositions, questions forms and other structures. Vocabulary topics relate to personal and family information, hobbies, food, locations and careers. Assessment includes both formative feedback and summative exams to
How to teach_a_-pdp-_reading_lesson (3)
This document discusses reading lessons and provides guidance on using reading aloud in the classroom. It outlines the typical steps in a reading lesson as pre-reading, during/while reading, and post-reading activities. Pre-reading involves preparing students for the text, such as reviewing vocabulary. During reading consists of comprehension questions and exercises. Post-reading allows the teacher to evaluate students' understanding through activities like summarization. The document also advises that students do not learn to read through reading aloud and that it should only be used in the classroom in limited ways, such as the teacher reading aloud while students follow along silently.
Techniques in using controlled writing
Controlled writing involves supplying students with some or all of the content and form of their writing to focus on specific writing elements. It is useful at all levels as it allows students to practice getting words on paper and concentrating on one or two writing problems at a time. Common controlled writing tasks include completing an outline, manipulating a paragraph, following a model, or continuing a passage. Controlled writing provides ample practice with correct grammar forms compared to free writing and allows students to monitor their own progress within the given parameters.
PDP framework
The PDP Framework is a lesson planning tool that helps teachers deliver effective listening, reading, and video lessons. It is based on research showing that students are more engaged when actively involved before, during, and after consuming content. The framework has three stages: pre-listening/reading preparation, during active listening/reading tasks, and post activities that extend understanding and apply it to other contexts.
Ms2 seq 1 lesson 1 descrbign physical appearance
salam
MS2 levem seq 1 lesson 1 " describing physical appearance"
Many teachers feel worried about how to start the new program as if it is something exceptional ,
Many of the learning objectives of what is called 2G have already been tackled in the old syllabus and learners have see them , so don't feel worried nor lose your self confidence , you can have a look at your profolio and what you used to teach as learning objectives and exploit that , just adapt that adding values and cross curricular competences to make it what is called 2G
like here in MS 2 "describing physical appearance " has already been seen in the presvious MS1 level in file 2
For MS 3 " expressin ability and inability " wa ssen in the MS2 level too in Fille 2 langiage game
just now when you use any visual aids or text or exmaple it must serve the four values mentioned in the curriculum
for further inquiries you are welcome
By Mr Samir Bounab
Recommended
Using Worksheets
1. The document discusses the differences between worksheets and workcards as teaching materials.
2. Worksheets are pages given to students to write on and hand in, while workcards are reusable cards with short tasks but no writing.
3. The document provides guidelines for creating effective worksheets and workcards, such as being neat, clear, and doable for learners. It also notes they should supplement but not replace other materials.
Controlled writing
Tells about controlled writing, when it emerged, and its proponent as well as the basic exercises used.
METHODOLOGY IV (I Bimestre Abril Agosto 2011)
The document discusses various techniques for teaching writing to ESL students. It covers controlled-to-free, free writing, paragraph pattern, grammar-syntax-organization, communicative, and process approaches. It also discusses using pictures, readings, and integrating all language skills like brainstorming, guided discussion, interviews, and storytelling to plan writing classes and activities.
4levels official yearly planning & omitted lessons (3)
This document outlines the monthly and weekly planning for an English language course across three terms. It includes the competency focus, learning objectives, communicative tasks, resources, grammar, vocabulary, and assessment for each week. The main goals are to develop students' communicative competence through tasks such as role plays, interviews, descriptions, conversations and three major term projects - creating a family profile, writing a questionnaire about after school activities, and making a scrapbook of short stories. Grammar focuses include verbs tenses, pronouns, prepositions, questions forms and other structures. Vocabulary topics relate to personal and family information, hobbies, food, locations and careers. Assessment includes both formative feedback and summative exams to
How to teach_a_-pdp-_reading_lesson (3)
This document discusses reading lessons and provides guidance on using reading aloud in the classroom. It outlines the typical steps in a reading lesson as pre-reading, during/while reading, and post-reading activities. Pre-reading involves preparing students for the text, such as reviewing vocabulary. During reading consists of comprehension questions and exercises. Post-reading allows the teacher to evaluate students' understanding through activities like summarization. The document also advises that students do not learn to read through reading aloud and that it should only be used in the classroom in limited ways, such as the teacher reading aloud while students follow along silently.
Techniques in using controlled writing
Controlled writing involves supplying students with some or all of the content and form of their writing to focus on specific writing elements. It is useful at all levels as it allows students to practice getting words on paper and concentrating on one or two writing problems at a time. Common controlled writing tasks include completing an outline, manipulating a paragraph, following a model, or continuing a passage. Controlled writing provides ample practice with correct grammar forms compared to free writing and allows students to monitor their own progress within the given parameters.
PDP framework
The PDP Framework is a lesson planning tool that helps teachers deliver effective listening, reading, and video lessons. It is based on research showing that students are more engaged when actively involved before, during, and after consuming content. The framework has three stages: pre-listening/reading preparation, during active listening/reading tasks, and post activities that extend understanding and apply it to other contexts.
Ms2 seq 1 lesson 1 descrbign physical appearance
salam
MS2 levem seq 1 lesson 1 " describing physical appearance"
Many teachers feel worried about how to start the new program as if it is something exceptional ,
Many of the learning objectives of what is called 2G have already been tackled in the old syllabus and learners have see them , so don't feel worried nor lose your self confidence , you can have a look at your profolio and what you used to teach as learning objectives and exploit that , just adapt that adding values and cross curricular competences to make it what is called 2G
like here in MS 2 "describing physical appearance " has already been seen in the presvious MS1 level in file 2
For MS 3 " expressin ability and inability " wa ssen in the MS2 level too in Fille 2 langiage game
just now when you use any visual aids or text or exmaple it must serve the four values mentioned in the curriculum
for further inquiries you are welcome
By Mr Samir Bounab
Teaching writing techniques
This is my presentation for the workshop on teaching writing techniques at schools and universities. The presentation includes worksheets as well.
English strategies to engage 3
This document provides an overview of a workshop on strategies to engage Spanish-speaking students with the English language. The workshop objectives are to provide teachers with strategies and activities to help Spanish-speaking students in grades K-2 succeed in learning English, math, and science as a second language. During the workshop, teachers will participate in hands-on activities to learn about academic language, stages of language acquisition, learning strategies, and how to integrate literacy into other subjects. They will use strategies like the KWL-H chart, 4-corners vocabulary, and cloze listening to help students develop academic vocabulary and language skills.
Training novice teachers beni slimane 2016
Salam
Training Novice teachers
Medea - Beni Slimane - December 2016
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
N.B ; Special thank to Mr Berdjam - Inspector of Arabic and head of the training center & to Mr Abdelkader Challabi for their great help for the success of this training; Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
Lesson plan setting aims and objectives
Teachers should plan lessons with clear objectives, activities, and assessments. When writing objectives, teachers should use active verbs and focus on what students will be able to do. Objectives should be specific, measurable, attainable, relevant and time-bound. Lesson plans should include stages like preparation, presentation, practice and production. After teaching, teachers should evaluate what worked and how the lesson could be improved in the future.
Guide bem-octobre-2017-exclusively
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
Lesson plan setting aims and objecitves march 2021 mostagh for fate boot pr...
Here are the key differences between an ice-breaker, warmer and lead-in:
- Ice-breaker: An activity done at the very beginning of a lesson or session to help students relax and feel more comfortable. The goal is for students to get to know each other in a low-pressure way.
- Warmer: An activity done shortly after the ice-breaker to begin engaging students' minds in the topic or theme of the lesson. It helps transition students from socializing to learning.
- Lead-in: Done right before the main content is presented, it provides context and gets students thinking about the core topic/skill. It leads students into the heart of the lesson by connecting prior knowledge to new concepts.
Grammar and skills carroll 2018
Some ways of engaging English learners with grammar by teaching it inductively, through communicative activities, rather than deductively through explicit teaching
File 2 4 am- you can do it with atf & aef competencies and worksheets
The document outlines a lesson plan focusing on expressing ability and possibility using modal verbs like "can", "could", "may" and "might". It includes warm-up activities, pre-listening exercises to review modals, a listening activity with a script, and post-listening exercises to practice strong and weak forms of "can". The lesson aims to help learners interact, interpret, produce and integrate different language skills.
2nd generation curriculum ms1 planning 2012017
1. The document outlines a pedagogic project plan for three terms focused on describing profiles of oneself, one's family, school, and country.
2. Each term is divided into months and weeks, with a focus on competencies, learning objectives, themes, communicative tasks, resources, grammar, and assessment.
3. The first term focuses on creating a personal and family profile. The second term focuses on describing one's school. The third term focuses on asking and giving information about countries.
Educational presentation
A sample case study for a learner with behavioral problem. Contains assessment used and assessment results with IEP and lesson plan.
Ms2 ms3 ms4 levels official yearly planning & omitted lessons
Salam,
Here is the MS2 - MS3 & MS4 official yearly planning with the omitted lessons according to the slimming of the syllabus September 2013
NB : The planning is in WOrd Office which may help teachers adapt it according to their names and schools
Good Luck
Mr Samir Bounab ( Teacher trainer at MONE)
METHODOLOGY I ( I Bimestre Abril Agosto 2011)
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: M S. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Primero
Techniques and methods of the silent way
The document discusses techniques and materials used in language teaching. Some key techniques mentioned include teacher silence to encourage student self-correction and focus, peer correction to promote collaboration over competition, and structured feedback where students comment on lessons. Materials listed are a sound-color chart matching sounds to colors, rods to teach single items/structures concretely, word/Fidel charts using color coding for pronunciation and spelling, and a pointer for indicating sounds.
How to teach the 2 generation curriculum
How to apply the 2 G curriculum
1 - The pedagogic project
2- The sequence
3- The session ( 4 situations)
3- Guided sheet = lesson focus
5- Lesson plan model
6- The project work
By :
Mr Samir Bounab ( Teacher Trainer at MONE)
The classroom activities in language teaching ..
The document describes various classroom activities used in different language teaching methods, including grammar translation, audio-lingualism, and the silent way. Some common activities across methods are translation exercises, question-and-answer drills, fill-in-the-blank exercises, dictation, and memorization of vocabulary and grammar rules. The audio-lingual method focuses on dialogue memorization and mechanical drills. The silent way emphasizes visual aids like sound-color charts and color rods to teach pronunciation and grammar concepts. Peer correction and structured feedback are also characteristics of the silent way.
File one communication 3rd am- atf & aef competencies
The document provides a lesson plan for teaching English communication skills to third level students. It includes the following key points:
1. The lesson focuses on functions such as greeting, introducing oneself, describing personality and physical appearance, and expressing requests, apologies, and causes. Grammar, vocabulary, and pronunciation points related to these functions are also covered.
2. The objectives are for students to demonstrate greeting, introducing, describing appearance and personality, and expressing polite requests, similarities, opposition, and causes. Students will also identify intonation in questions.
3. The lesson plan outlines warm-up activities, listening comprehension exercises, role plays, and a final production activity where students practice the target language functions. Inton
Guided Writing
*Guided Writing is a three-level writing series designed to engage young learners
*After completing level appropriate skills books in writing, students can develop their writing and creative thinking skills
*Designed for elementary/primary school learners
UTPL-METHODOLOGY AND DIDACTIS I-II-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
The document discusses various methods for teaching English language skills, including reading, writing, speaking, and listening. It provides guidance on teaching approaches, activities, and principles for each skill. It also addresses choosing and using coursebooks, lesson planning, and testing. The overall focus is on practical strategies and techniques for teaching English as a second language.
Yr 10 Portraits and Poly Printing Scheme Of Work
This document contains lesson plans for an art class at Westwood Language College for Girls. The plans cover 15 lessons over an autumn term. Lesson 1 introduces drawing proportions of the face and using guidelines. Lesson 2 focuses on representing realistic highlights and shadows using charcoal and chalk. Lesson 3 builds on applying tone and layering with watercolor pencil. Later lessons introduce techniques like collage, watercolor painting using analogous colors, digital manipulation using Photoshop, and printmaking inspired by German Expressionist woodcuts. The plans provide learning objectives, materials, demonstrations, student activities and assessments for each lesson.
TBL LESSON PLAN
This lesson plan outlines a 135-minute lesson for an 8th grade English class focusing on writing predictions and promises for 2017 using the future tense "will". The lesson involves three stages: 1) An introduction where students discuss their objectives and promises for 2016 and learn about using "will" for promises. 2) A task development stage where students discuss promises in groups, write 5 promises individually, and present them to the class. 3) A post-task analysis where the teacher provides feedback on common grammar mistakes and pronunciation errors from the student presentations. The overall aim is for students to be able to write a prediction letter about their promises for 2017 using "will".
Academic reading finales1.
The document provides information and tips for the IELTS academic reading test. It can be summarized as follows:
1) The academic reading test takes 60 minutes and contains 3-4 passages of increasing difficulty with 40 total questions to answer.
2) The texts are authentic materials from books, journals, magazines and newspapers.
3) When answering questions, it is recommended to not read the passage first, but rather read the questions in a logical order while considering the passage layout and scanning for keywords.
Ielts listening 7219
The document provides information about the IELTS Listening test. It discusses the four sections of the test and the types of tasks assessed. Section 1 usually involves a conversation between two people on social or personal topics lasting around 4 minutes. Section 2 is typically a monologue on functional topics lasting 3-4 minutes. Section 3 contains a conversation between 2-4 people on an academic topic for 4 minutes. Section 4 features a lecture or speech on an academic topic for at least 4-5 minutes. The test assesses skills like understanding details, implications, attitudes and main ideas. It uses question types such as multiple choice, matching, labelling diagrams and short-answer questions. Test takers receive advice on strategies like predicting
More Related Content
What's hot
Teaching writing techniques
This is my presentation for the workshop on teaching writing techniques at schools and universities. The presentation includes worksheets as well.
English strategies to engage 3
This document provides an overview of a workshop on strategies to engage Spanish-speaking students with the English language. The workshop objectives are to provide teachers with strategies and activities to help Spanish-speaking students in grades K-2 succeed in learning English, math, and science as a second language. During the workshop, teachers will participate in hands-on activities to learn about academic language, stages of language acquisition, learning strategies, and how to integrate literacy into other subjects. They will use strategies like the KWL-H chart, 4-corners vocabulary, and cloze listening to help students develop academic vocabulary and language skills.
Training novice teachers beni slimane 2016
Salam
Training Novice teachers
Medea - Beni Slimane - December 2016
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
Opening Session
Teacher ’s documents
Introducing the Algerian Educational system ( 1st generation syllabus + 2 generation curriculum)
How to deal with the log book , teacher’s plan book and the board
Planning lesson
Teaching Grammar + Pronunciation items
TD session
The project work
Adapting the school manual
Testing
Test Report and remedial work
N.B ; Special thank to Mr Berdjam - Inspector of Arabic and head of the training center & to Mr Abdelkader Challabi for their great help for the success of this training; Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
Lesson plan setting aims and objectives
Teachers should plan lessons with clear objectives, activities, and assessments. When writing objectives, teachers should use active verbs and focus on what students will be able to do. Objectives should be specific, measurable, attainable, relevant and time-bound. Lesson plans should include stages like preparation, presentation, practice and production. After teaching, teachers should evaluate what worked and how the lesson could be improved in the future.
Guide bem-octobre-2017-exclusively
Salam
Examiner Guide 2017
Here is the new Examiner guide Ocotber 2017
Teachers have to use it in their daily lesson planning and involve them in their daily lessons to make the learners used to the typology and instructions of the tasks
All the test and exams must be conform to this guide , so there is no that strange instruction specially that "I" and also the typology " text + 6 activities + written expression ( situation of integration )
Good Luck
Mr Samir Bounab ( Ex teacher trainer )
the links
Lesson plan setting aims and objecitves march 2021 mostagh for fate boot pr...
Here are the key differences between an ice-breaker, warmer and lead-in:
- Ice-breaker: An activity done at the very beginning of a lesson or session to help students relax and feel more comfortable. The goal is for students to get to know each other in a low-pressure way.
- Warmer: An activity done shortly after the ice-breaker to begin engaging students' minds in the topic or theme of the lesson. It helps transition students from socializing to learning.
- Lead-in: Done right before the main content is presented, it provides context and gets students thinking about the core topic/skill. It leads students into the heart of the lesson by connecting prior knowledge to new concepts.
Grammar and skills carroll 2018
Some ways of engaging English learners with grammar by teaching it inductively, through communicative activities, rather than deductively through explicit teaching
File 2 4 am- you can do it with atf & aef competencies and worksheets
The document outlines a lesson plan focusing on expressing ability and possibility using modal verbs like "can", "could", "may" and "might". It includes warm-up activities, pre-listening exercises to review modals, a listening activity with a script, and post-listening exercises to practice strong and weak forms of "can". The lesson aims to help learners interact, interpret, produce and integrate different language skills.
2nd generation curriculum ms1 planning 2012017
1. The document outlines a pedagogic project plan for three terms focused on describing profiles of oneself, one's family, school, and country.
2. Each term is divided into months and weeks, with a focus on competencies, learning objectives, themes, communicative tasks, resources, grammar, and assessment.
3. The first term focuses on creating a personal and family profile. The second term focuses on describing one's school. The third term focuses on asking and giving information about countries.
Educational presentation
A sample case study for a learner with behavioral problem. Contains assessment used and assessment results with IEP and lesson plan.
Ms2 ms3 ms4 levels official yearly planning & omitted lessons
Salam,
Here is the MS2 - MS3 & MS4 official yearly planning with the omitted lessons according to the slimming of the syllabus September 2013
NB : The planning is in WOrd Office which may help teachers adapt it according to their names and schools
Good Luck
Mr Samir Bounab ( Teacher trainer at MONE)
METHODOLOGY I ( I Bimestre Abril Agosto 2011)
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: M S. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Primero
Techniques and methods of the silent way
The document discusses techniques and materials used in language teaching. Some key techniques mentioned include teacher silence to encourage student self-correction and focus, peer correction to promote collaboration over competition, and structured feedback where students comment on lessons. Materials listed are a sound-color chart matching sounds to colors, rods to teach single items/structures concretely, word/Fidel charts using color coding for pronunciation and spelling, and a pointer for indicating sounds.
How to teach the 2 generation curriculum
How to apply the 2 G curriculum
1 - The pedagogic project
2- The sequence
3- The session ( 4 situations)
3- Guided sheet = lesson focus
5- Lesson plan model
6- The project work
By :
Mr Samir Bounab ( Teacher Trainer at MONE)
The classroom activities in language teaching ..
The document describes various classroom activities used in different language teaching methods, including grammar translation, audio-lingualism, and the silent way. Some common activities across methods are translation exercises, question-and-answer drills, fill-in-the-blank exercises, dictation, and memorization of vocabulary and grammar rules. The audio-lingual method focuses on dialogue memorization and mechanical drills. The silent way emphasizes visual aids like sound-color charts and color rods to teach pronunciation and grammar concepts. Peer correction and structured feedback are also characteristics of the silent way.
File one communication 3rd am- atf & aef competencies
The document provides a lesson plan for teaching English communication skills to third level students. It includes the following key points:
1. The lesson focuses on functions such as greeting, introducing oneself, describing personality and physical appearance, and expressing requests, apologies, and causes. Grammar, vocabulary, and pronunciation points related to these functions are also covered.
2. The objectives are for students to demonstrate greeting, introducing, describing appearance and personality, and expressing polite requests, similarities, opposition, and causes. Students will also identify intonation in questions.
3. The lesson plan outlines warm-up activities, listening comprehension exercises, role plays, and a final production activity where students practice the target language functions. Inton
Guided Writing
*Guided Writing is a three-level writing series designed to engage young learners
*After completing level appropriate skills books in writing, students can develop their writing and creative thinking skills
*Designed for elementary/primary school learners
UTPL-METHODOLOGY AND DIDACTIS I-II-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
The document discusses various methods for teaching English language skills, including reading, writing, speaking, and listening. It provides guidance on teaching approaches, activities, and principles for each skill. It also addresses choosing and using coursebooks, lesson planning, and testing. The overall focus is on practical strategies and techniques for teaching English as a second language.
Yr 10 Portraits and Poly Printing Scheme Of Work
This document contains lesson plans for an art class at Westwood Language College for Girls. The plans cover 15 lessons over an autumn term. Lesson 1 introduces drawing proportions of the face and using guidelines. Lesson 2 focuses on representing realistic highlights and shadows using charcoal and chalk. Lesson 3 builds on applying tone and layering with watercolor pencil. Later lessons introduce techniques like collage, watercolor painting using analogous colors, digital manipulation using Photoshop, and printmaking inspired by German Expressionist woodcuts. The plans provide learning objectives, materials, demonstrations, student activities and assessments for each lesson.
TBL LESSON PLAN
This lesson plan outlines a 135-minute lesson for an 8th grade English class focusing on writing predictions and promises for 2017 using the future tense "will". The lesson involves three stages: 1) An introduction where students discuss their objectives and promises for 2016 and learn about using "will" for promises. 2) A task development stage where students discuss promises in groups, write 5 promises individually, and present them to the class. 3) A post-task analysis where the teacher provides feedback on common grammar mistakes and pronunciation errors from the student presentations. The overall aim is for students to be able to write a prediction letter about their promises for 2017 using "will".
What's hot (20)
Lesson plan setting aims and objecitves march 2021 mostagh for fate boot pr...
Lesson plan setting aims and objecitves march 2021 mostagh for fate boot pr...
File 2 4 am- you can do it with atf & aef competencies and worksheets
File 2 4 am- you can do it with atf & aef competencies and worksheets
Ms2 ms3 ms4 levels official yearly planning & omitted lessons
Ms2 ms3 ms4 levels official yearly planning & omitted lessons
File one communication 3rd am- atf & aef competencies
File one communication 3rd am- atf & aef competencies
UTPL-METHODOLOGY AND DIDACTIS I-II-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
UTPL-METHODOLOGY AND DIDACTIS I-II-BIMESTRE-(OCTUBRE 2011-FEBRERO 2012)
Viewers also liked
Academic reading finales1.
The document provides information and tips for the IELTS academic reading test. It can be summarized as follows:
1) The academic reading test takes 60 minutes and contains 3-4 passages of increasing difficulty with 40 total questions to answer.
2) The texts are authentic materials from books, journals, magazines and newspapers.
3) When answering questions, it is recommended to not read the passage first, but rather read the questions in a logical order while considering the passage layout and scanning for keywords.
Ielts listening 7219
The document provides information about the IELTS Listening test. It discusses the four sections of the test and the types of tasks assessed. Section 1 usually involves a conversation between two people on social or personal topics lasting around 4 minutes. Section 2 is typically a monologue on functional topics lasting 3-4 minutes. Section 3 contains a conversation between 2-4 people on an academic topic for 4 minutes. Section 4 features a lecture or speech on an academic topic for at least 4-5 minutes. The test assesses skills like understanding details, implications, attitudes and main ideas. It uses question types such as multiple choice, matching, labelling diagrams and short-answer questions. Test takers receive advice on strategies like predicting
General training-writing 7219
The IELTS General Training Writing exam consists of two tasks that must be completed within 60 minutes. Task 1 involves writing a 150-word letter responding to a particular situation. Task 2 requires a 250-word essay discussing a point of view or problem. Both tasks assess grammatical accuracy and range, lexical resource, task achievement, and coherence and cohesion. Test takers receive a score from 1 to 9 based on their overall language proficiency demonstrated across the tasks.
Ielts speaking test
The document provides instructions for practicing the IELTS Speaking test. It is divided into 3 parts:
Part 1 involves answering questions about yourself and family and lasts 4-5 minutes. Part 2 involves speaking about a topic for 1-2 minutes, followed by 1-2 questions. Part 1 lasts 3-4 minutes total. Part 3 is a discussion on the topic from Part 2 and related issues, lasting 4-5 minutes.
The document instructs test takers to find a partner to practice with. It provides sample questions and topics to help simulate the real test. Test takers should practice all parts without breaks to mimic the actual test experience. Recording the practice is recommended to allow review of speaking performance
General training reading ielts
This document provides information about the IELTS reading section of the general training exam. It is divided into 3 sections with authentic texts from various sources. The questions include short answer questions, multiple choice, sentence completion, notes/summary/diagram completion, identifying writer's views, and identifying true/false information. Section 1 contains 2-3 short factual texts and questions involve matching information, true/false/not given questions, and short answers. Section 2 contains longer work-related texts and questions involve sentence completion, true/false/not given, and matching headings to paragraphs. Section 3 contains a longer complex text and questions involve matching lists/phrases, table completion, summary completion, and sentence completion.
Presentación listening
The document provides an overview of the structure and format of an IELTS Listening exam, including:
- The exam contains 4 parts with a total of 30 multiple choice and sentence completion questions. Test takers will hear each recording twice.
- Part 1 contains short unrelated extracts followed by multiple choice questions on genre, speaker attitude, etc. Part 2 includes a longer recording with sentence completion tasks.
- Part 3 presents short related recordings followed by multiple matching questions. Part 4 contains an interview with multiple choice questions on opinion, detail and gist.
- Test takers should read questions carefully, note possible answers on first listening, and confirm choices on second listening without leaving any questions unanswered.
Use of english exam techniques
The document provides guidance on techniques for the Reading and Use of English section of an English language exam. It consists of 7 parts testing different skills over 52 questions in 1 hour and 15 minutes. The document then summarizes the format, focus, and strategies for 6 different task types in the exam: multiple choice cloze, open cloze, word formation, paraphrasing, and grammar/vocabulary/collocation. Candidates are advised to read questions carefully and make educated guesses when unsure.
Reading exam techniques
This document provides guidance on techniques for the Reading section of the IELTS exam. It summarizes the structure and content of the different parts of the Reading section, including multiple choice questions, matching headings, sentence completion, and paragraph ordering. It also provides tips for each question type, such as skimming the text before answering questions and using linguistic clues to help match sentences to gaps. The document emphasizes reading questions carefully, making notes, eliminating incorrect answer options, and guessing rather than leaving questions unanswered.
Skimming and scanning
This document discusses reading strategies for skimming and scanning. Skimming allows readers to quickly gather important information from a passage without understanding every word. Scanning is used to find specific information quickly by ignoring unrelated details. The document provides examples of when to use skimming and scanning and steps for how to skim and scan a text effectively. It also includes practice examples to demonstrate skimming and scanning techniques.
FCE Writing
This document outlines the format and requirements for Part 1 and Part 2 of the writing section of the Cambridge English: First exam.
Part 1 consists of one compulsory writing task requiring candidates to write an essay responding to a statement and presenting their own additional idea. The essay must be 140-190 words.
Part 2 consists of one writing task that can be an article, informal letter, formal letter, report, or review. The format provides a brief context in 70 words or less. The response must be 140-190 words. The document provides guidelines on the expected focus and format of each text type.
Quantifiers
This document discusses quantity words in English and how their meaning can change based on whether they are used with the indefinite article "a" or without it. It notes that words like "a few", "a little", and "a bit of" indicate a small but positive quantity, while "few", "little", and "much" without "a" have a negative meaning of not many or not much. It also provides examples of countable and uncountable nouns that can be used with these quantity words.
Presentation 3
This document provides information about future time clauses in English grammar. It discusses the structure of sentences with future time clauses, which have a main clause and a time clause. The main clause often uses future tense verbs like "will" or "be going to" while the time clause uses present tense verbs. Time clauses can come at the beginning or end of sentences and are separated by commas when they begin sentences. Several examples of future time clauses are given along with exercises for learners to practice forming sentences with time clauses using time words like "when", "before", and "after".
Reported speech powerpoint
Reported speech is used to tell what someone said, but not using their exact words. Verb tenses and time/place adverbs change in reported speech according to specific rules. For example, present simple becomes past tense, now becomes then, and tomorrow becomes the following day. Reported questions use a statement structure with if/whether for yes/no questions and wh- words for wh- questions.
Prefix and suffix strategies to learn
1) The document provides tips for learning prefixes and suffixes such as studying spelling rules, creating flashcards, making word webs, and using the words in writing, speaking, reading and listening.
2) It explains rules for adding suffixes like -ed and -ing, such as dropping silent e's or doubling final consonants depending on the word's spelling pattern.
3) Examples are given to demonstrate applying the rules for suffixes like smiling, racing, hugging to show spelling changes when adding -ed or -ing.
Síntesis evaluacion cualitativa FEDU
El documento presenta las reflexiones del Comité de Evaluación de la FEDU sobre la evaluación de docentes y estudiantes. La FEDU concibe la evaluación como un proceso sistemático para valorar los avances y dificultades de los estudiantes con el fin de mejorar sus competencias. El comité propone diversas estrategias de evaluación cualitativa como análisis de casos, cuestionarios, exposiciones y trabajos colaborativos para ser implementados durante la evaluación continua. También presenta lineamientos sobre el seguimiento del progreso de los estud
Present perfect simple continuous
This document discusses the present perfect simple and present perfect continuous tenses in English. The present perfect simple is used to describe life experiences, events that have already happened or just finished, connections between past events and the present, and durations or quantities. The present perfect continuous emphasizes actions that started in the past and continue in the present, repeated actions, and actions that have just finished. It is used with time expressions like "for" and "since" to describe the duration of an ongoing action.
Viewers also liked (16)
Similar to Academic writing 7219
IELTS writing introduction.pptx
The document summarizes the key differences between the IELTS academic writing and general training writing tests.
The academic writing test contains two tasks - Task 1 requires describing facts and figures from graphs/charts/tables and explaining a process or diagram. Task 2 involves writing a discursive essay in response to a topic. The general training test also has two tasks - Task 1 involves writing a letter responding to an everyday situation, and Task 2 is a discursive essay on a topic of general interest.
Both tests have a 60 minute time limit with specific time allotted and word counts for each task. Task 1 focuses on identifying key information and trends or following letter writing conventions. Task 2 focuses on presenting a clear
Best ielts coaching institute in jalandhar
Premium wisdom provides best ielts coaching in Jalandhar. we deals in Ielts, PTE, TOEFL, Spoken English etc. We have experienced staff. Study material also provides by us. Vocabulary classes also available.
Lineamientos evaluaciones departamento de inglés 2014 def
The document provides guidelines for the English department's evaluation system for the 2014-2 semester. It outlines the skills that will be evaluated, including reading, grammar, listening, and writing, with an emphasis on writing different text types. It then gives criteria for evaluating writing, reading, grammar, and listening exams at different levels, including recommended question types and number of questions. Scoring rubrics are also included for evaluating writing and speaking exams.
Ielts overview
The document provides an overview of the International English Language Testing System (IELTS) exam, including its modules, subtests, and assessment criteria. IELTS tests English proficiency for academic or vocational purposes. It examines reading, writing, listening, and speaking abilities through tasks that increase in difficulty. Scores are used by universities, employers, and immigration authorities to assess if test takers' English level meets requirements.
IELTS - How to prepare for writing
The document provides an overview of the IELTS Academic Module Writing Test. It discusses the two tasks that must be completed within the 60 minute time limit. Task 1 involves describing graphic or visual information in 150 words. Task 2 requires discussing a topic in 250 words. The document offers tips for preparing for and completing each task successfully, including practicing common graph and topic types, and using accurate vocabulary and sentence structure. Resources for additional practice are also suggested.
KERTAS 2 BAHASA INGGERIS TRIAL PMR 2013
The document contains an exam paper for the English subject in the Malaysian public examination PMR (Penilaian Menengah Rendah, or Lower Secondary Assessment). The exam paper tests students' reading, writing and literature comprehension abilities. It consists of three sections - Section A involves writing a guided letter, Section B contains literature questions, and Section C requires students to write a summary. Various marking criteria and bands are provided to assess students' performance in the different sections.
Best ielts coaching institute in jalandhar
this presentation contains all the information related to the IELTS exam including the pattern and timings of the exam.Our institute is the best IELTS coaching institute in jalandhar provides you all the guidance of the exam
Ielts how to prepare for writing
The document provides an overview of the IELTS Academic Writing test, which consists of two tasks that must be completed within 60 minutes. Task 1 involves describing information presented in graphic form like charts or diagrams in 150 words. Task 2 requires discussing a topic in 250 words by presenting arguments supported with evidence. The document offers tips for preparing for and completing each task, including practicing with sample questions and learning language functions. It also suggests resources for additional writing practice.
Cascading Workshop of CIE English 1123- Professional Development for Teachers
This presentation is to cascade the entire content learnt at the professional development workshop held in Islamabad in the year 2016, conducted by the Principal Examiner at Cambridge, Helen Reed Bidder.
Mastering the IELTS (International English Language Testing System) Writing T...
Mastering the IELTS (International English Language Testing System) Writing T...Touchstone Educationals
Mastering the IELTS Writing Test is a comprehensive guide designed to help you excel in the writing section of the IELTS exam. This resource covers essential strategies, tips, and practice exercises to enhance your writing skills and boost your confidence for test day. Whether you're aiming for a high score or simply looking to improve your writing abilities, this guide is your key to success in the IELTS Writing Test.Ebook writing
The document provides guidance on the IELTS writing test. It describes the two tasks in the test and how they differ between the Academic and General Training modules. For both modules, Task 1 involves writing 150-250 words, while Task 2 requires 250 or more words. Task 1 focuses on describing information for the Academic module or writing a letter for the General Training module. Task 2 involves writing an essay in response to a point of view or argument for both modules. The document concludes by offering tips for both tasks, such as planning, using varied vocabulary, checking for mistakes, and staying focused on the topic.
Similar to Academic writing 7219 (11)
Lineamientos evaluaciones departamento de inglés 2014 def
Lineamientos evaluaciones departamento de inglés 2014 def
Cascading Workshop of CIE English 1123- Professional Development for Teachers
Cascading Workshop of CIE English 1123- Professional Development for Teachers
Mastering the IELTS (International English Language Testing System) Writing T...
Mastering the IELTS (International English Language Testing System) Writing T...
More from Alezandr Benit
Class observation in teaching practice
The document outlines the agenda for Professor Alexander Benito's class which includes welcoming students, a reading check, video activity, and closing. It provides instructions for an observation activity where students will watch a teaching video and complete an observation procedure by focusing on an aspect of teaching such as the teacher's use of language or time management. The document also includes schedules for oral presentations on topics from the course reading and instructions for creating a course vocabulary bank.
Course presentation-feb 4
This document provides information about a foreign language didactics course for bachelor's students. It includes the course agenda, details about the professor, general information about credits and expectations. It outlines the competencies, methodology, contents to be covered each term, and assessment tools. It provides guidance for students on using the online platform, preparing for class, participation expectations, assignments, and medical absence policies. The first assignment is to create a reading comprehension questionnaire based on a chapter about classroom observation from the provided course materials.
Ielts general training_writing 7211
This document provides guidelines for the IELTS general training writing tasks. It discusses the requirements and examples for Task 1 and Task 2.
For Task 1, test takers have 20 minutes to write a minimum 150-word letter based on a given topic and context. Examples of letter topics are provided. For Task 2, test takers have 40 minutes to write a minimum 250-word essay discussing a given topic by providing reasons, arguments, and examples from their own knowledge or experiences. Strategies and tips are given for successfully completing both tasks. The criteria for evaluating the written responses are also outlined.
Ielts speaking 7211
This document provides information about the structure, content, and assessment of the IELTS Speaking exam. It discusses the three parts of the exam including typical question types and duration. It offers dos and don'ts for each part, such as maintaining eye contact, being concise yet detailed in answers. Sample discussion topics and language for expressing opinions are provided. The document concludes with an overview of the skills assessed and how performance is evaluated against the IELTS Speaking assessment criteria.
Listening ielts 7211
This document provides information about the Listening section of the IELTS exam. It describes the format, timing, number of parts and questions, text types, answer format, and recording information. It then details the different task types in the Listening section, including multiple choice, matching, diagram/map labeling, form/table completion, sentence completion, and short answer questions. For each task type, it provides the focus, format, number of questions, and test strategies. Overall strategies for the Listening section are also outlined.
Academic writing ielts 7210
This document outlines the criteria for assessing responses to tasks 1 and 2 on the IELTS exam. For both tasks, responses are assessed based on task achievement/response, coherence and cohesion, lexical resource, and grammatical range and accuracy. Task 2 carries more weight and requires test takers to develop a position on a given prompt, while task 1 focuses on fulfilling the basic requirements of the writing task.
General training writing 7210
This document provides information and tips for completing the two writing tasks in the General Training IELTS exam. Task 1 involves writing a 150-word letter, which can be formal or informal depending on the recipient. Task 2 requires a 250-word essay responding to a point of view or argument. Suggestions are given for structuring the essay response, such as using a four-paragraph structure comparing advantages and disadvantages. Examiners will assess task achievement, coherence, vocabulary, grammar, and accuracy. Regular writing practice is recommended to improve exam performance.
Ielts speaking test 7210
This document provides tips and guidelines for candidates taking an IELTS speaking exam. It emphasizes the importance of giving full answers, asking for clarification if needed, and providing relevant responses to examiners' questions. It also offers examples of phrases to use to indicate thinking time and suggestions for speaking fluently and confidently during the exam.
Listening ielts 7210
The document provides information about the listening section of the IELTS exam, including its format, timing, question types, and strategies for each question type. It notes that the listening section contains 4 sections with a total of 40 multiple-choice and other question types. The questions assess a variety of skills and include matching, sentence completion, short-answer, and other types. Strategies are outlined for each question type, emphasizing listening carefully, predicting answers, and writing responses exactly as heard.
Social issues affecting students and schools part 2
This document outlines the sections and content to be included in a school project addressing a social issue affecting students. It discusses presenting preliminary information about the project, inquiring about the identified social issue through previous studies and collecting data using techniques like interviews and questionnaires. It also describes how to do a basic analysis of the collected information by organizing responses into categories, identifying patterns and relationships, and setting conclusions. Finally, the document states the project should conclude by writing conclusions and proposing a solution for how the school can deal with the social issue.
9 tools and tips to self study english
The document provides 9 tools and tips for effective self-study of English, including listening to music and learning lyrics, watching English videos and movies, testing grammar with online quizzes, chatting with friends online, reading books and magazines, writing, joining language exchange websites, and speaking English wherever possible. It also lists 9 additional ways to learn English at home, such as watching TV, keeping a diary, playing video games, attending online classes, studying grammar online, listening to the radio, reading books, and talking to yourself.
Lineamientos para estudiantes 2016 60
Este documento presenta los lineamientos para el curso de Lengua y Cultura Anglófona de la Licenciatura en Idioma Extranjero Inglés. Describe los niveles de entrada y salida requeridos para cada curso, el cronograma de cortes y exámenes, el libro de texto, talleres complementarios y políticas de asistencia, fraude y evaluación.
More from Alezandr Benit (12)
Social issues affecting students and schools part 2
Social issues affecting students and schools part 2
Recently uploaded
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdanePCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
Recently uploaded (20)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Academic writing 7219
- 2. TIMING Total Academic Writing: 60 minutes Task 1: They need to write 150 words in about 20 minutes. Task 2: They need to write 250 words in about 40 minutes.
- 3. TEST PARTS In Task 1 test takers are asked to describe some visual information (graph/table/chart/ diagram), and to present the description in their own words.
- 4. TEST PARTS In Task 2 test takers are presented with a point of view, argument or problem.
- 5. TIPS AND STRATEGIES Use paragraphs clearly; put one idea in each paragraph. Do not repeat ideas using different words. Do not write about unrelated subjects. Pay attention to the number of words required for each task; 150 words for Task 1 and 250 words for Task 2. Pay attention to spelling, grammar and punctuation; you will lose marks for mistakes Avoid informal language
- 6. ASSESSMENT Each task is assessed independently. The assessment of Task 2 carries more weight in marking than Task 1. Task 1 assesses the test takers’ ability to identify the most important and relevant information and trends in a graph, chart, table or diagram, and to give a well- organised overview of it using language accurately in an academic register or style. Task 2 assesses the test takers’ ability to present a clear, relevant, well-organised argument, giving evidence or examples to support their ideas, and to use language accurately.
- 7. MARKING Task 1 and Task 2 Task achievement This criterion assesses how appropriately, accurately and relevantly the response fulfils the requirements set out in the task, using the minimum of 150 words. Coherence and cohesion This criterion is concerned with the overall clarity and fluency of the message: how the response organises and links information, ideas and language. Lexical resource This criterion refers to the range of vocabulary the test takers have used and the accuracy and appropriacy of that use in terms of the specific task.
- 8. RUBRIC
- 9. RUBRIC
- 10. BROCHURE
- 11. BROCHURE