Elham Elwefati is applying for a position as a warehouse assistant at ALDO Shoes in Malta. She has a diploma in English and is currently pursuing a post-graduate diploma in management, which has provided her knowledge in efficiency, preparation, and organization to deal with the pressures of the industry. She looks forward to joining the team if selected.
Manar Ahmed Mohamed is an Egyptian national born in 1987. She has over 10 years of experience in office management, public relations, and sales and marketing roles. Her education includes a B.Sc. in Information Systems from Alson Academy in 2008. She is highly committed and a team worker with the ability to learn. She has strong computer skills including Microsoft Office and database programs. She is seeking new career opportunities where she can utilize her organizational skills and experience in planning, computers, and administration.
The document lists various language certificates offered by telc GmbH for different levels and languages. It includes certificates for Italian, Russian, Greek, Portuguese, and several other languages from A1, which is an elementary level, to C2, which is a mastery level. It also provides the Common European Framework of Reference descriptions for listening, reading, speaking and writing abilities at each certificate level from A1 to C2.
Can-do statements are learning objectives that describe what a student can do in English at a particular level of proficiency. They are clear, easily understandable, and achievable goals. The document discusses why can-do statements are better for setting course objectives than TOEIC scores alone. It proposes that teachers agree on can-do standards from the CEFR and use textbooks aligned with those standards. It also suggests steps the language center could take to support the use of can-do statements, such as trialing them, providing materials, and standardizing assessment. Opinions are requested on these proposals.
Sunniva Sutestad is a Norwegian native speaker who is proficient in English, Danish, Swedish, and German. She has extensive experience using these languages while living and working abroad, including several years working on cruise ships and 4 years of higher education in the UK. She is at the independent or proficient user level for understanding, speaking, and writing abilities in these languages based on self-assessment.
The document provides a self-assessment grid based on the Common European Framework of Reference for Languages. It outlines 6 levels - A1, A2, B1, B2, C1, and C2 - for 4 language skills: Listening, Reading, Spoken Interaction, Spoken Production, and Writing. For each level and skill, it provides a brief 3 sentence description of the language abilities and tasks that someone at that level would be expected to demonstrate. The grid allows language learners to assess their own abilities and proficiency level in different skills.
Dejan Vujovic has over 15 years of experience in management, sales, and marketing roles. He has worked as the Director and CEO of Transolar scg from 2005 to 2016, where he created sales and marketing plans and strategies. He speaks English, Macedonian, and basic Spanish. He has a degree in International Business Management and various other business-related training and certifications.
Leena Rantanen is a Finnish citizen who is highly proficient in both Finnish and English. She has extensive experience using and improving her English skills through traveling abroad, working in customer service roles, and continuing education over many years. Her self-assessment shows strong skills in understanding, speaking, and writing English at a proficient or independent user level. She aims to work in an international environment where English is the main language.
Manar Ahmed Mohamed is an Egyptian national born in 1987. She has over 10 years of experience in office management, public relations, and sales and marketing roles. Her education includes a B.Sc. in Information Systems from Alson Academy in 2008. She is highly committed and a team worker with the ability to learn. She has strong computer skills including Microsoft Office and database programs. She is seeking new career opportunities where she can utilize her organizational skills and experience in planning, computers, and administration.
The document lists various language certificates offered by telc GmbH for different levels and languages. It includes certificates for Italian, Russian, Greek, Portuguese, and several other languages from A1, which is an elementary level, to C2, which is a mastery level. It also provides the Common European Framework of Reference descriptions for listening, reading, speaking and writing abilities at each certificate level from A1 to C2.
Can-do statements are learning objectives that describe what a student can do in English at a particular level of proficiency. They are clear, easily understandable, and achievable goals. The document discusses why can-do statements are better for setting course objectives than TOEIC scores alone. It proposes that teachers agree on can-do standards from the CEFR and use textbooks aligned with those standards. It also suggests steps the language center could take to support the use of can-do statements, such as trialing them, providing materials, and standardizing assessment. Opinions are requested on these proposals.
Sunniva Sutestad is a Norwegian native speaker who is proficient in English, Danish, Swedish, and German. She has extensive experience using these languages while living and working abroad, including several years working on cruise ships and 4 years of higher education in the UK. She is at the independent or proficient user level for understanding, speaking, and writing abilities in these languages based on self-assessment.
The document provides a self-assessment grid based on the Common European Framework of Reference for Languages. It outlines 6 levels - A1, A2, B1, B2, C1, and C2 - for 4 language skills: Listening, Reading, Spoken Interaction, Spoken Production, and Writing. For each level and skill, it provides a brief 3 sentence description of the language abilities and tasks that someone at that level would be expected to demonstrate. The grid allows language learners to assess their own abilities and proficiency level in different skills.
Dejan Vujovic has over 15 years of experience in management, sales, and marketing roles. He has worked as the Director and CEO of Transolar scg from 2005 to 2016, where he created sales and marketing plans and strategies. He speaks English, Macedonian, and basic Spanish. He has a degree in International Business Management and various other business-related training and certifications.
Leena Rantanen is a Finnish citizen who is highly proficient in both Finnish and English. She has extensive experience using and improving her English skills through traveling abroad, working in customer service roles, and continuing education over many years. Her self-assessment shows strong skills in understanding, speaking, and writing English at a proficient or independent user level. She aims to work in an international environment where English is the main language.
The document is a language passport for Maria Petrova that outlines her proficiency in English, Russian, and Spanish based on the Common European Framework of Reference for Languages. For English, she is assessed at level C1 across all skill areas. For Russian, she is assessed at level B2 and for Spanish she is also assessed at level B2. She has certificates in English and Spanish and has experience using the languages for study, work, and travel abroad.
Lachezar Svetozarov Dobrichkov is highly proficient in Bulgarian, English, and German. He has extensive experience using these languages at work as a translator and interpreter, and for study through participating in international scientific conferences and publishing papers in English. He has a C1 proficiency level in all three languages according to the Common European Framework of Reference. For German, he holds a C1 certificate from the Kulturministerkonferenz awarded in 2009.
This presentation gives a rudimentary explanation of each level of the CEFR, including the exams tested; also a summary of the grammar areas to be covered in each level is provided. Notice that the presentation contains active links.
This document is a curriculum vitae for Riccardo Lasagna that includes personal information, education history, work experience, skills, and language abilities. Lasagna has worked in construction, hospitality, and currently works for an environmental services company. He is studying for a degree in biology with a focus on biodiversity and conservation. He is proficient in English and Italian.
Common European Framework of Reference for LanguagesCamila Roldán
This webinar provided an overview of the Common European Framework of Reference for Languages (CEFR). It explained that the CEFR is a framework used to describe language proficiency in a standardized way across languages and locations. It described the six levels of language ability in the CEFR from A1 to C2. The webinar also discussed how the CEFR can be used by language teachers, learners, exam boards and others. It reviewed the different components of the CEFR including the global scale, illustrative scales, and self-assessment grid.
This document is a curriculum vitae for Elena-Ionela Păun, a Romanian citizen applying for available positions. It includes her personal information, work experience doing geological practices in 2014, education including a current degree in geological engineering, skills in languages including English and French, technical skills, and a self-assessment of her language abilities according to the Common European Framework of Reference.
Common European Framework of Reference (CEFR)Sreeram Bojja
This document helps the language learners to understand what they know and do not know. This also serves as a tool to assess one's self and then to set appropriate learning goals.
Developed through a process of scientific research and wide consultation, the Common European Framework for Languages (CEFR), sponsored by the European Council, provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.
This document discusses how to teach speaking skills in a foreign language classroom. It provides guidance on replicating natural language acquisition within the classroom by focusing on motivation, language exposure, maximizing speaking time, and providing opportunities to use the language. Speaking tasks should give students a chance to rehearse real-life conversations and provide feedback. Conversation skills involve more than just grammar and vocabulary - students must learn how conversations work through turn-taking, responding to cues, and choosing appropriate topics. The document also covers simplification and elision in informal spoken English.
The document describes the Common European Framework of Reference for Languages (CEFR) and its classification of language proficiency into six common reference levels - C2, C1, B2, B1, A2 and A1.
Table 1 provides a brief overview of the CEFR levels, describing what a language user at each level can understand and express. Table 2 gives examples of language skills at each level through a self-assessment grid. Table 3 focuses on qualitative aspects of spoken language use such as range, accuracy, fluency, interaction and coherence at different CEFR levels.
English module for intermediate studentsAkbar Fauzan
This document is an English module submitted for a university course. It contains several units on developing English speaking skills. The module aims to help students speak English more effectively and confidently through activities involving vocabulary building, pronunciation, and engaging in various communication situations. It provides guidance on constructing presentations, agreeing and disagreeing in discussions, and developing oral proficiency.
This document summarizes the components of communicative competence and linguistic competence. It discusses the three main components of communicative competence: linguistic competences, sociolinguistic competences, and pragmatic competences. It then focuses on linguistic competences, outlining the knowledge and abilities involved in lexical competence, grammatical competence, semantic competence, phonological competence, orthographic competence, and orthoepic competence. Scales are provided to describe levels of proficiency in areas like general linguistic range and vocabulary range and control.
1) The document discusses the politics of grammar and the importance of using edited standard written English in academic and professional writing. It defines key terms like grammar, inflection, and syntax.
2) The document examines Stokely Carmichael's speech advocating resistance to standard English yet being delivered almost entirely in standard English. This illustrates that using standard English gives one's message the most power and influence with broad audiences.
3) For credibility in academic, professional, and public life, presenting thoughts in edited standard written English is important as instructors, employers, coworkers, and customers expect it. While some argue grammar rules don't improve writing, editing skills remain essential for college students.
This document provides information about language skill levels according to the Common European Framework of Reference (CEF). It includes tables that describe the listening, reading, speaking and writing skills expected at CEF levels A1, A2, B1, B2 and C1. It also notes that the face2face language course series covers these levels and maps the skills taught in each book to the CEF requirements.
The document introduces the Common European Framework (CEF), which provides a common basis for designing language courses and assessing proficiency across Europe. It aims to promote mutual understanding and mobility. The CEF describes what learners need to know and do to communicate effectively in a language. It also defines levels of proficiency to measure progress. The CEF seeks to overcome barriers between different educational systems and ensure efforts meet learners' needs. It enhances transparency and cooperation, and facilitates recognition of qualifications across contexts.
The Common European Framework of Reference for Languages (CEFR) provides a common basis for describing language ability across Europe. It describes what language learners need to know and be able to do to use a language for communication. The CEFR defines six reference levels of language proficiency from A1 for basic users to C2 for mastery. It also outlines the grammatical structures and competencies required at each level. The CEFR takes a communicative approach, focusing on learners' needs and basing teaching on developing communicative competence through everyday interactions and cultural understanding.
This presentation explains the connection between using Edited Standard Written English for academic writing assignments and being taken seriously by the audience. This presentation is intended for my Fall 2011 ENG 1113 class.
Liuda introduces herself and her best friend Kristina, who both enjoy learning foreign languages and want to visit London. Liuda then presents her English portfolio which includes personal details, her language skills and hobbies. She concludes by testing her grammar and vocabulary knowledge in English.
This document discusses different types of diction including formal vs informal, colloquialism, slang, dialect, and jargon. It explains that formal diction is used for official occasions and contains complex words, while informal diction is used in everyday speech and may contain contractions. Colloquialisms and slang are nonstandard terms appropriate for informal contexts. Dialect varies based on geography or social groups. Jargon consists of profession-specific terminology unfamiliar to outsiders.
This document provides an English course on business communication skills. It covers various topics such as making introductions and small talk, describing companies and job roles, workplace conditions and benefits, and planning events and meetings. Vocabulary, expressions and activities are provided to help learners practice communicating in different business contexts in English.
This document contains weekly reflections from a teacher trainee's second spell of teaching practice. In the first week, the trainee felt comfortable in the school environment and participated in the youth festival. The trainee completed 4 lesson plans. In the second week, the trainee completed 12 lesson templates and had classes observed. There was an educational strike one day. In later weeks, the trainee conducted tests and helped students prepare for exams. The teaching practice concluded after 30 working days, providing the trainee with valuable experiences.
Este documento describe la importancia de los recursos audiovisuales en la educación moderna. Explica que los niños y jóvenes reciben gran parte de su información a través de medios como la televisión y los videojuegos. También discute cómo los recursos audiovisuales pueden usarse para facilitar el aprendizaje de contenidos y para analizar críticamente los medios. Finalmente, proporciona ejemplos de recursos como videos y audio que pueden apoyar la enseñanza y el aprendizaje.
The document is a language passport for Maria Petrova that outlines her proficiency in English, Russian, and Spanish based on the Common European Framework of Reference for Languages. For English, she is assessed at level C1 across all skill areas. For Russian, she is assessed at level B2 and for Spanish she is also assessed at level B2. She has certificates in English and Spanish and has experience using the languages for study, work, and travel abroad.
Lachezar Svetozarov Dobrichkov is highly proficient in Bulgarian, English, and German. He has extensive experience using these languages at work as a translator and interpreter, and for study through participating in international scientific conferences and publishing papers in English. He has a C1 proficiency level in all three languages according to the Common European Framework of Reference. For German, he holds a C1 certificate from the Kulturministerkonferenz awarded in 2009.
This presentation gives a rudimentary explanation of each level of the CEFR, including the exams tested; also a summary of the grammar areas to be covered in each level is provided. Notice that the presentation contains active links.
This document is a curriculum vitae for Riccardo Lasagna that includes personal information, education history, work experience, skills, and language abilities. Lasagna has worked in construction, hospitality, and currently works for an environmental services company. He is studying for a degree in biology with a focus on biodiversity and conservation. He is proficient in English and Italian.
Common European Framework of Reference for LanguagesCamila Roldán
This webinar provided an overview of the Common European Framework of Reference for Languages (CEFR). It explained that the CEFR is a framework used to describe language proficiency in a standardized way across languages and locations. It described the six levels of language ability in the CEFR from A1 to C2. The webinar also discussed how the CEFR can be used by language teachers, learners, exam boards and others. It reviewed the different components of the CEFR including the global scale, illustrative scales, and self-assessment grid.
This document is a curriculum vitae for Elena-Ionela Păun, a Romanian citizen applying for available positions. It includes her personal information, work experience doing geological practices in 2014, education including a current degree in geological engineering, skills in languages including English and French, technical skills, and a self-assessment of her language abilities according to the Common European Framework of Reference.
Common European Framework of Reference (CEFR)Sreeram Bojja
This document helps the language learners to understand what they know and do not know. This also serves as a tool to assess one's self and then to set appropriate learning goals.
Developed through a process of scientific research and wide consultation, the Common European Framework for Languages (CEFR), sponsored by the European Council, provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.
This document discusses how to teach speaking skills in a foreign language classroom. It provides guidance on replicating natural language acquisition within the classroom by focusing on motivation, language exposure, maximizing speaking time, and providing opportunities to use the language. Speaking tasks should give students a chance to rehearse real-life conversations and provide feedback. Conversation skills involve more than just grammar and vocabulary - students must learn how conversations work through turn-taking, responding to cues, and choosing appropriate topics. The document also covers simplification and elision in informal spoken English.
The document describes the Common European Framework of Reference for Languages (CEFR) and its classification of language proficiency into six common reference levels - C2, C1, B2, B1, A2 and A1.
Table 1 provides a brief overview of the CEFR levels, describing what a language user at each level can understand and express. Table 2 gives examples of language skills at each level through a self-assessment grid. Table 3 focuses on qualitative aspects of spoken language use such as range, accuracy, fluency, interaction and coherence at different CEFR levels.
English module for intermediate studentsAkbar Fauzan
This document is an English module submitted for a university course. It contains several units on developing English speaking skills. The module aims to help students speak English more effectively and confidently through activities involving vocabulary building, pronunciation, and engaging in various communication situations. It provides guidance on constructing presentations, agreeing and disagreeing in discussions, and developing oral proficiency.
This document summarizes the components of communicative competence and linguistic competence. It discusses the three main components of communicative competence: linguistic competences, sociolinguistic competences, and pragmatic competences. It then focuses on linguistic competences, outlining the knowledge and abilities involved in lexical competence, grammatical competence, semantic competence, phonological competence, orthographic competence, and orthoepic competence. Scales are provided to describe levels of proficiency in areas like general linguistic range and vocabulary range and control.
1) The document discusses the politics of grammar and the importance of using edited standard written English in academic and professional writing. It defines key terms like grammar, inflection, and syntax.
2) The document examines Stokely Carmichael's speech advocating resistance to standard English yet being delivered almost entirely in standard English. This illustrates that using standard English gives one's message the most power and influence with broad audiences.
3) For credibility in academic, professional, and public life, presenting thoughts in edited standard written English is important as instructors, employers, coworkers, and customers expect it. While some argue grammar rules don't improve writing, editing skills remain essential for college students.
This document provides information about language skill levels according to the Common European Framework of Reference (CEF). It includes tables that describe the listening, reading, speaking and writing skills expected at CEF levels A1, A2, B1, B2 and C1. It also notes that the face2face language course series covers these levels and maps the skills taught in each book to the CEF requirements.
The document introduces the Common European Framework (CEF), which provides a common basis for designing language courses and assessing proficiency across Europe. It aims to promote mutual understanding and mobility. The CEF describes what learners need to know and do to communicate effectively in a language. It also defines levels of proficiency to measure progress. The CEF seeks to overcome barriers between different educational systems and ensure efforts meet learners' needs. It enhances transparency and cooperation, and facilitates recognition of qualifications across contexts.
The Common European Framework of Reference for Languages (CEFR) provides a common basis for describing language ability across Europe. It describes what language learners need to know and be able to do to use a language for communication. The CEFR defines six reference levels of language proficiency from A1 for basic users to C2 for mastery. It also outlines the grammatical structures and competencies required at each level. The CEFR takes a communicative approach, focusing on learners' needs and basing teaching on developing communicative competence through everyday interactions and cultural understanding.
This presentation explains the connection between using Edited Standard Written English for academic writing assignments and being taken seriously by the audience. This presentation is intended for my Fall 2011 ENG 1113 class.
Liuda introduces herself and her best friend Kristina, who both enjoy learning foreign languages and want to visit London. Liuda then presents her English portfolio which includes personal details, her language skills and hobbies. She concludes by testing her grammar and vocabulary knowledge in English.
This document discusses different types of diction including formal vs informal, colloquialism, slang, dialect, and jargon. It explains that formal diction is used for official occasions and contains complex words, while informal diction is used in everyday speech and may contain contractions. Colloquialisms and slang are nonstandard terms appropriate for informal contexts. Dialect varies based on geography or social groups. Jargon consists of profession-specific terminology unfamiliar to outsiders.
This document provides an English course on business communication skills. It covers various topics such as making introductions and small talk, describing companies and job roles, workplace conditions and benefits, and planning events and meetings. Vocabulary, expressions and activities are provided to help learners practice communicating in different business contexts in English.
This document contains weekly reflections from a teacher trainee's second spell of teaching practice. In the first week, the trainee felt comfortable in the school environment and participated in the youth festival. The trainee completed 4 lesson plans. In the second week, the trainee completed 12 lesson templates and had classes observed. There was an educational strike one day. In later weeks, the trainee conducted tests and helped students prepare for exams. The teaching practice concluded after 30 working days, providing the trainee with valuable experiences.
Este documento describe la importancia de los recursos audiovisuales en la educación moderna. Explica que los niños y jóvenes reciben gran parte de su información a través de medios como la televisión y los videojuegos. También discute cómo los recursos audiovisuales pueden usarse para facilitar el aprendizaje de contenidos y para analizar críticamente los medios. Finalmente, proporciona ejemplos de recursos como videos y audio que pueden apoyar la enseñanza y el aprendizaje.
Henri cartier bresson 1908 2004 clase fotografía.Giuliana Cagnina
Henri Cartier Bresson fue un fotógrafo francés activo entre las décadas de 1930 y 1970. Utilizó cámaras Kodak y Laica de formato 35mm. Se destacó por capturar el "instante decisivo", que implica anticipar el momento importante y capturarlo en una fracción de segundo presionando el obturador. Cartier Bresson tomó fotografías en varias ciudades y países como Francia, Bélgica, China, México, Indonesia, España, Estados Unidos y la Unión Soviética entre las décadas de 1930 y 1960
La cultura ciudadana en este municipio es muy escasa o inexistente, como se evidencia por la basura en las calles y lugares públicos. Las calles suelen estar sucias, salvo en algunos sectores donde las personas limpian frente a sus casas. La gente tiene poco sentido de pertenencia y prefiere vivir entre la basura en lugar de mantener limpias las calles. Ocasionalmente, algunos jóvenes limpian el campo de fútbol sin ayuda de las autoridades municipales. El urbanismo también es deficiente, con parques destruidos y calles sin pav
El documento critica el Proyecto Alto Piura por su excesivo costo, falta de estudios técnicos y plazos de ejecución muy prolongados. Señala que el presupuesto inicial de S/300 millones ya fue consumido con solo el 30% de avance, y que el nuevo presupuesto de S/2,000 millones es excesivo. También critica que el túnel trasandino de 13 km solo tiene 2 km construidos, lo que implicaría 12 años más de trabajo. Finalmente, cuestiona que las obras para trasvasar agua al proyecto Ol
We are a brand strategy and advertising agency.
Bringing together the expertise of film making and editorial with deep understanding of digital space.
We believe that content drives commerce.
We craft branded content and experiences that help brands stand out as well as stand for something and reach new audiences—to create consumer involvement and engagement that is measurable and effective.
Our work is rooted in strategic insight—right from ideation, development and production to delivery of—branded content, films, photography, digital & print campaigns.
La película muestra una Tierra futura completamente contaminada y desértica, donde solo queda el robot WALL-E empacando basura. WALL-E se enamora de la robot Eva cuando llega a investigar si queda vida. Eva encuentra una planta con WALL-E y entra en modo de hibernación. Esto lleva a los humanos de regreso a la Tierra desde su nave espacial Axioma, donde habían estado viviendo en condiciones obesas y sin contacto real.
The document presents the Common European Framework of Reference for Languages self-assessment grid. It provides descriptors of language proficiency across six levels (A1-C2) for the core skills of listening, reading, spoken interaction, spoken production, and writing. For each skill and proficiency level, a short description is given to indicate the types of tasks users would be able to do at that level in the target language.
- The document describes the levels of the Common European Framework of Reference for Languages (CEFR) for evaluating language proficiency.
- It outlines six levels (A1, A2, B1, B2, C1, C2) and describes the ability of language learners at each level in terms of understanding, speaking, and writing skills.
- Level A1 indicates a basic user who can understand and use familiar everyday expressions. Level B1 describes an independent user who can understand the main ideas of complex texts and communicate in unfamiliar situations. Level C2 is a proficient user who has no difficulty in understanding any form of the language spoken or written.
The document provides an overview of the Common European Framework of Reference for Languages (CEFR) which outlines language ability levels. It includes the following:
1. Descriptions of 6 common reference levels (A1 to C2) that classify speakers of a language based on listening, reading, spoken interaction, written interaction, spoken production, and written production abilities.
2. Illustrative scales that provide sample can-do statements for communicative activities, communication strategies, working with texts, and communicative language competence at each level.
3. Information on copyright for the CEFR descriptive and illustrative scales.
Christian Ferrarese is seeking a master's degree in materials engineering and nanotechnology. He currently works as a scientific laboratory technician at the Joint Research Center-European Commission, where he conducts vehicle emission testing and contributes to related reports and publications. Previously, he obtained a bachelor's degree in materials engineering and nanotechnology from Politecnico di Milano, where he is now pursuing a master's degree. He has skills in surface treatment processes, nanotechnology, and materials characterization techniques.
This document outlines 6 levels (A1, A2, B1, B2, C1, C2) of language proficiency according to the Common European Framework of Reference for Languages. For each level, it provides brief descriptions of competencies in listening, reading, spoken interaction, spoken production, and writing. For example, at level A1 a person can understand familiar words and basic phrases spoken slowly, while at level C2 they can understand any spoken language without difficulty.
Material de uso en clase. Referencias bibliográficas de AL SITIO LENGUAS.
MCER- Niveles comunes de referencia: Grilla de autoevaluación
CECR- Niveaux communs de compétences : Grille d’auto-évaluation
CEFR- Common Reference levels : Self-assessment grid
QECR- Níveis comuns de referencia : Grelha para a auto-avaliação
https://www.coe.int/fr/web/common-european-framework-reference-languages/table-2-cefr-3.3-common-reference-levels-self-assessment-grid
La grille d’auto-évaluation illustre les niveaux de compétences décrites dans le Cadre européen commun de référence pour les langues (CECR).
Elle propose 34 échelles pour 5 activités : compréhension de l’oral ; compréhension de l’écrit ; prendre part à une conversation ; production orale ; production écrite.
Tijana Stepanovic is applying for a computer equipment operator position. She has over 15 years of experience in education and computer maintenance roles. She has worked as an English and Informatics teacher in Serbia while also maintaining school computer networks. She is proficient in English, Croatian, Bosnian and several other languages.
Cascade lower secondary simplified marang 2017aznina ramli
The document provides an overview of the Common European Framework of Reference (CEFR). It discusses the global impact of the CEFR, describing how it has been adopted by educational systems around the world. It also outlines the six reference levels of the CEFR framework (C2, C1, B2, B1, A2, A1) and distinguishes between the levels. Finally, it discusses key concepts within the CEFR such as its action-oriented approach and perspectives on language teaching and learning.
E certificate of english advanced level - nirina raharisonNirina Raharison
Nirina Raharison attended a 30 hour General English course at the Advanced C1b level with British Council Ile-de-France from November 2014 to January 2015. The certificate recommends Raharison take her next course at the C1c level. It was signed by her teacher Simon Handy and the Head of English Andrew Burlton.
Nirina Raharison attended a 30 hour General English course at the Advanced C1b level with British Council Ile-de-France from November 2014 to January 2015. The certificate recommends Raharison take her next course at the C1c level. It was signed by her teacher Simon Handy and the Head of English Andrew Burlton.
Alex Galvao Fernandes studied General English for 25 weeks from December 9, 2019 to July 31, 2020 at Oscars International. He took 20 lessons per week and achieved an A2+/PreB1 level according to the Common European Framework of Reference for Languages. The certificate was issued by Aoife Harrington, the Director of Studies at Oscars International.
The document introduces SkimaTalk, an online English learning service that provides 25-minute lessons with native English coaches via Skype. It offers affordable and flexible lessons to address common problems with cost, time, and motivation that English learners face. Learners can easily search and book lessons from experienced teachers and track their English skill progression over time. The service aims to make continuous English learning accessible through a user-friendly system.
Common european framework of reference for languagesMs. EOI Teacher
The document outlines the Common European Framework of Reference for Languages (CEFR) levels for language proficiency. It provides detailed descriptions of what individuals can do at each level across several domains including listening, reading, spoken interaction, written interaction, spoken production and written production. At the lowest A1 level, individuals can understand and use basic phrases to communicate personal details. Proficiency increases through the A2, B1, B2 levels with ability to understand more complex language, discuss abstract topics and interact spontaneously with native speakers. The highest C1 level involves fluency, flexibility and ability to produce clear, well-structured writing on complex issues.
100 Common Business English Vocabularies And Their Usages. My purpose in this report is to be able to apply the knowledge and usages to common Business English vocabularies and their usages. And more importantly, By listing more than 100 business English words, the planning report performs an analysis of the use cases of these words in a business environment, helping learners to know how to use English vocabulary. In fact, when going to work and interacting with the business world, one must know that the communication relationship in this field is completely different from the normal life environment and other fields.
The document discusses the communicative language teaching (CLT) approach. Some key points include:
- CLT focuses on providing learners with opportunities to use language for meaningful purposes rather than just studying its structure.
- Developing both fluency and accuracy in a language is important. Errors are seen as a natural part of the learning process.
- Classroom activities should involve real-world tasks and communication to promote language use.
- The goals are for learners to develop communicative competence, understanding how to use language appropriately in different contexts and for various functions.
Pascale McFadden was awarded a Certificate of Achievement for successfully completing Mandarin Level 1 with an overall grade of Excellent. This is equivalent to an A1 level in the Common European Framework, which recognizes basic everyday expressions and phrases. The course assessment consisted of a combined aural and written test, oral examination, and coursework, and also provided independent learning opportunities.
Material de uso en clase. Referencias bibliográficas de AL SITIO LENGUAS.
MCER- Niveles comunes de referencia: Escala global
CECR- Niveaux communs de compétences : Echelle globale
CEFR- Common Reference levels : Global Scale
QECR- Níveis comuns de referencia : Escala Global
https://www.coe.int/fr/web/common-european-framework-reference-languages/official-translations-of-the-cefr-global-scale
"Moving Students from Novice to Intermediate High"Becky Searls
A presentation I gave with three colleagues from Upper Arlington High School about how help students progress from novice to intermediate high language proficiency. Specific model tasks were provided for authentic, engaging speaking (interpersonal/presentational mode) and reading (interpretive mode) activities to use with students as well as how they align to the ACTFL (American Council on the Teaching of Foreign Languages) standards. Links to technology resources to facilitate all modes of communication provided on last two slides.
Similar to CV-ESP-Europass-20161116-Elwefati-EN (1) (19)
"Moving Students from Novice to Intermediate High"
CV-ESP-Europass-20161116-Elwefati-EN (1)
1. Elham Elwefati
31,fl 1, Camenzolli street, Sliema (Malta)
+35699930883 huma91ad@yahoo.com Google Hangout Elham
ALDO Shoes-Malta
Malta
Dear Sir/Madam,
Further to your recent advertisement for the position of a warehouse assistant on your Facebook page ,I
would like to be considered for the position.
I am currently doing a Post Graduate Diploma in Management , the subjects that I've covered in this
course has provided me with knowledge on how to be efficient, prepared and organised to deal with the
pressure of this particular industry.
I look forward to the opportunity to be part of your team . Thank you for taking the time to consider my
application.
Elham Elwefati
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