The document discusses the Common European Framework of Reference for Languages (CEFR), which provides descriptions of language proficiency at different levels. It defines communicative competence as comprising linguistic, pragmatic, discourse, functional, strategic and intercultural competencies. The CEFR describes language proficiency through 6 levels from A1 for beginners to C2 for mastery, defining the specific competencies required at each level. It aims to provide common standards to assess language learning across Europe.
Materials from 2018 Conference Speakers
MATERIALS
ABOUT
CONTACT
7-8 May, 2018
Teaching English for Life Across the Curriculum
ПРОБЕЛ
Julie Smith
Director of Teaching and Learning
Wyedean School and Sixth Form Centre
I currently facilitate lesson study cycles at part of my role and also for my doctoral studies; I would love to present on its impact on our staff and their learning. I wrote a piece on this topic for the Chartered College recently: https://chartered.college/how-to-nurture-students-motivation-read-reflections-recommendationsНажмите, чтобы изменить.
Marc Pilkington, PhD Founder and Owner
I was a university teacher in English for Specific Purposes (Business English) at the University of Nice Sophia Antipolis from 2005 to 2012.
I have a lot of experience teaching my subject matter (buisness and economics) directly in English at the university level.
My presentation is entitled: teaching economics in English and specialised language beyond frontiers and cultureS.
I have authored a research article that pertains to these matters https://www.emeraldinsight.com/doi/abs/10.1108/10748121211256838
This document discusses cross-cultural communication and negotiation. It covers topics like explicit vs implicit communication, communication flows, barriers to communication, and managing cross-cultural negotiations. It provides examples of cultures that use explicit or implicit communication and discusses challenges companies may face when negotiating internationally, like with Coca-Cola's difficulties in India.
The document outlines the content standards and grade level expectations for the English Program of the Commonwealth of Puerto Rico's Department of Education. It provides the objectives and vision for teaching English, which include developing students' communication skills, critical thinking, and cultural appreciation. The standards are divided by grade levels, with expectations for listening and speaking that increase in complexity as the grades advance. The goals are for students to effectively understand and express ideas in both social and academic contexts using English.
The document discusses the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP). The CEFR provides a common basis for language learning across Europe through standardized proficiency levels and descriptors. The ELP allows learners to track their language skills and cultural experiences over time. It includes a language passport, biography, and dossier where learners can self-assess and receive feedback. Both tools aim to promote lifelong language learning, cultural diversity, and mutual recognition of language qualifications across Europe.
This document discusses the Common European Framework of Reference (CEFR) and how it can be implemented in teaching. It provides three key points:
1. The CEFR is an internationally accepted standard that outlines language proficiency levels. Implementing it involves benchmarking current standards against CEFR and aligning curriculum, teaching, and assessment to its levels.
2. Teachers will be trained on how to incorporate CEFR into daily lesson planning, delivery, monitoring progression, and providing feedback using documents like curriculum frameworks, syllabuses, and schemes of work.
3. Master trainers will then cascade this knowledge by helping others embrace the reforms and practicing what they teach to ensure successful implementation of a CEFR-aligned
The document discusses the Common European Framework of Reference for Languages (CEFR), which provides descriptions of language proficiency at different levels. It defines communicative competence as comprising linguistic, pragmatic, discourse, functional, strategic and intercultural competencies. The CEFR describes language proficiency through 6 levels from A1 for beginners to C2 for mastery, defining the specific competencies required at each level. It aims to provide common standards to assess language learning across Europe.
Materials from 2018 Conference Speakers
MATERIALS
ABOUT
CONTACT
7-8 May, 2018
Teaching English for Life Across the Curriculum
ПРОБЕЛ
Julie Smith
Director of Teaching and Learning
Wyedean School and Sixth Form Centre
I currently facilitate lesson study cycles at part of my role and also for my doctoral studies; I would love to present on its impact on our staff and their learning. I wrote a piece on this topic for the Chartered College recently: https://chartered.college/how-to-nurture-students-motivation-read-reflections-recommendationsНажмите, чтобы изменить.
Marc Pilkington, PhD Founder and Owner
I was a university teacher in English for Specific Purposes (Business English) at the University of Nice Sophia Antipolis from 2005 to 2012.
I have a lot of experience teaching my subject matter (buisness and economics) directly in English at the university level.
My presentation is entitled: teaching economics in English and specialised language beyond frontiers and cultureS.
I have authored a research article that pertains to these matters https://www.emeraldinsight.com/doi/abs/10.1108/10748121211256838
This document discusses cross-cultural communication and negotiation. It covers topics like explicit vs implicit communication, communication flows, barriers to communication, and managing cross-cultural negotiations. It provides examples of cultures that use explicit or implicit communication and discusses challenges companies may face when negotiating internationally, like with Coca-Cola's difficulties in India.
The document outlines the content standards and grade level expectations for the English Program of the Commonwealth of Puerto Rico's Department of Education. It provides the objectives and vision for teaching English, which include developing students' communication skills, critical thinking, and cultural appreciation. The standards are divided by grade levels, with expectations for listening and speaking that increase in complexity as the grades advance. The goals are for students to effectively understand and express ideas in both social and academic contexts using English.
The document discusses the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP). The CEFR provides a common basis for language learning across Europe through standardized proficiency levels and descriptors. The ELP allows learners to track their language skills and cultural experiences over time. It includes a language passport, biography, and dossier where learners can self-assess and receive feedback. Both tools aim to promote lifelong language learning, cultural diversity, and mutual recognition of language qualifications across Europe.
This document discusses the Common European Framework of Reference (CEFR) and how it can be implemented in teaching. It provides three key points:
1. The CEFR is an internationally accepted standard that outlines language proficiency levels. Implementing it involves benchmarking current standards against CEFR and aligning curriculum, teaching, and assessment to its levels.
2. Teachers will be trained on how to incorporate CEFR into daily lesson planning, delivery, monitoring progression, and providing feedback using documents like curriculum frameworks, syllabuses, and schemes of work.
3. Master trainers will then cascade this knowledge by helping others embrace the reforms and practicing what they teach to ensure successful implementation of a CEFR-aligned
John de Jong - Understanding rating scales eaquals
The document discusses understanding rating scales and language proficiency levels. It provides detailed descriptors for levels within the Common European Framework of Reference (CEF) from below A1 to C2. It also discusses using a global scale of English from 10 to 90 that maps onto CEF levels to address some disadvantages of the CEF. The document contains examples of interpreting exam data to determine the difficulty levels of test items based on candidate performance.
This document discusses developing speaking skills. It defines language skills as including understanding (listening and reading), speaking (spoken interaction and production), and writing. Receptive skills are listening and reading, interactive skills involve spoken and written interaction between people, and productive skills are spoken and written production. The Common European Framework divides language proficiency into 6 levels from A1 (beginner) to C2 (mastery). Examples are given of what learners at the A2 and B2 levels can do in terms of describing themselves and events. The document provides examples of short speaking activities where learners give basic and more detailed descriptions of a university campus in Croatia and interact with an audience by taking turns, giving turns, and summarizing points.
Key Principles & Digital Tools for ELL Instruction Martin Cisneros
This document discusses key principles and digital tools for English language learner (ELL) instruction based on the Common Core State Standards. It provides an overview of ELL demographics and definitions of various ELL-related terms. It also describes the California ELD Standards and how they align with and amplify the Common Core State Standards for English language arts. The document concludes by presenting several strategies for using video and multimedia to engage ELL students, such as having students dub videos, answer questions about video clips, or use videos to practice reading strategies.
In French language courses, there are three levels: beginner, intermediate, and advanced. Each level has different requirements for the level of language you are trying to learn.
The beginner level is for people who have never studied French before. To enroll in the beginner-level course, you must have a beginner level of French.
Day2dayfrench is a well-known foreign language school in Noida that provides the top foreign language training services. The institution offers both students and working professionals a foreign language training program with well-structured modules. The facility is currently providing a variety of French and Spanish classes in Noida. Chinese, Japanese, and German language classes will also soon begin in Noida.
The document discusses English language competencies from the perspective of a modernized curriculum. It begins by outlining the presentation's objectives, which include discussing the modernized curriculum, the Common European Framework of Reference, and the European Language Portfolio. It then defines key terms like content, objectives, and competencies. The bulk of the document focuses on the Common European Framework, outlining its structure, descriptive scheme, common reference levels, and competencies. It also discusses the European Language Portfolio and its three parts: language passport, biography, and dossier. In under 3 sentences.
The document summarizes the CEFcult project, which aims to develop an online assessment tool for oral language skills and intercultural competence. The tool will include authentic communication scenarios, self- and peer-assessment materials, and will assess users based on the Common European Framework of Reference and Intercultural Competence scales. It will be developed by various European partners and target language learners, educators and professionals. A prototype is being created along with sample assessment tasks and scales to test linguistic and intercultural skills.
This document provides an overview of verbal communication skills training material. It discusses oral communication, including forms of oral communication like lectures and meetings. It also discusses factors that make oral communication effective, like voice projection and modulation. Written communication is also discussed, including forms like letters, memos, and reports. The document provides examples of content and formatting for common written forms.
This document outlines the curriculum for an Oral Communication in Context course for grades 11/12. The course covers key concepts over 15 weeks, including the nature and elements of communication, functions of communication, communicative competence strategies in various speech situations, and types of speeches. Students will understand communication models and elements, analyze functions of communication, demonstrate strategies for different contexts, and deliver various speech types using effective principles of writing and delivery. The goal is for students to develop strong oral communication skills for different situations.
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.
This document summarizes a workshop on theories of second language acquisition and their connections to foreign language teaching practices. The workshop goals are to review SLA theories, ACTFL Proficiency Guidelines, Standards for Language Learning, and discuss how these relate to classroom instruction and the role of grammar teaching. Key SLA theories discussed include Chomsky's Universal Grammar, Krashen's Monitor Model, communicative competence, and sociocultural learning theory. Participants reflect on linking theories to practices and challenges in the field.
This document outlines the curriculum for an Oral Communication in Context course for senior high school students. The course covers key concepts like the nature and elements of communication, functions of communication, communicative competence strategies in various speech situations, and types of speeches. Students will understand communication models and skills, analyze functions of communication, demonstrate communicative strategies in different contexts, and proficiently deliver various speech types using effective principles of writing and delivery. The course aims to develop students' listening and speaking abilities for effective oral communication in a variety of situations.
Ket Handbook Key English Test - Hand Book For TeachersAnvesh Rao
The document provides an overview of the Key English Test (KET), including its content, structure, and level. KET consists of three papers - Reading and Writing, Listening, and Speaking. The Reading and Writing paper is 1 hour 10 minutes and tests reading comprehension and basic writing skills. The Listening paper is 30 minutes and tests understanding of dialogues and monologues. The Speaking test is 8-10 minutes per pair of candidates and involves interaction with an examiner and another candidate. KET is at level A2 of the Common European Framework, demonstrating a basic ability to communicate in everyday English.
This is a brief by Maria M. Brau and Rachel L. Brooks and the FBI but I found it extremely beneficial in understanding the ILR scale and DoD relationship. It also points out the challenges of trying to quantify something rather qualitative in nature--language!
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.
This document discusses CLIL (Content and Language Integrated Learning) in Japan. It outlines the status quo of English language teaching in Japan, why CLIL is being promoted, and how CLIL is being diffused. English proficiency in Japan lags countries with historical or economic ties to English. CLIL is being promoted to develop global citizens through content-driven language learning that research shows improves skills like vocabulary and writing. CLIL training and resources are growing to support its diffusion in Japanese schools from primary to university levels.
This document discusses topics related to describing language learners' proficiency levels, the Common European Framework of Reference (CEFR), and the ALTE levels. It addresses:
1) Language proficiency levels described in the CEFR, including beginner, intermediate, and advanced.
2) The aims of the CEFR and ALTE levels, which define language competency levels and can measure proficiency.
3) Primary school students would likely reach the A1-A2 ALTE levels, as their cognitive development at ages 6-11 allows them to start working things out systematically.
Conversation Analysis: Directness in NNS's Dispreferred ResponsesRoberto Criollo
This study analyzed differences between native and nonnative English speakers in how they deliver dispreferred responses during a debate. The study found that native speakers emphasized agreement more at the beginning and were more indirect at the end when disagreeing. Nonnative speakers' responses were more direct throughout. As interactions progressed, both groups became more direct, though nonnatives remained more so. These findings suggest it is important for English language teaching to include conversation strategies to help nonnatives interact successfully with native speakers.
This research focused on invitations performed by highly proficient Japanese speakers in English and Japanese. Comparison with baseline NS invitations showed evidence of pragmatic transfer.
John de Jong - Understanding rating scales eaquals
The document discusses understanding rating scales and language proficiency levels. It provides detailed descriptors for levels within the Common European Framework of Reference (CEF) from below A1 to C2. It also discusses using a global scale of English from 10 to 90 that maps onto CEF levels to address some disadvantages of the CEF. The document contains examples of interpreting exam data to determine the difficulty levels of test items based on candidate performance.
This document discusses developing speaking skills. It defines language skills as including understanding (listening and reading), speaking (spoken interaction and production), and writing. Receptive skills are listening and reading, interactive skills involve spoken and written interaction between people, and productive skills are spoken and written production. The Common European Framework divides language proficiency into 6 levels from A1 (beginner) to C2 (mastery). Examples are given of what learners at the A2 and B2 levels can do in terms of describing themselves and events. The document provides examples of short speaking activities where learners give basic and more detailed descriptions of a university campus in Croatia and interact with an audience by taking turns, giving turns, and summarizing points.
Key Principles & Digital Tools for ELL Instruction Martin Cisneros
This document discusses key principles and digital tools for English language learner (ELL) instruction based on the Common Core State Standards. It provides an overview of ELL demographics and definitions of various ELL-related terms. It also describes the California ELD Standards and how they align with and amplify the Common Core State Standards for English language arts. The document concludes by presenting several strategies for using video and multimedia to engage ELL students, such as having students dub videos, answer questions about video clips, or use videos to practice reading strategies.
In French language courses, there are three levels: beginner, intermediate, and advanced. Each level has different requirements for the level of language you are trying to learn.
The beginner level is for people who have never studied French before. To enroll in the beginner-level course, you must have a beginner level of French.
Day2dayfrench is a well-known foreign language school in Noida that provides the top foreign language training services. The institution offers both students and working professionals a foreign language training program with well-structured modules. The facility is currently providing a variety of French and Spanish classes in Noida. Chinese, Japanese, and German language classes will also soon begin in Noida.
The document discusses English language competencies from the perspective of a modernized curriculum. It begins by outlining the presentation's objectives, which include discussing the modernized curriculum, the Common European Framework of Reference, and the European Language Portfolio. It then defines key terms like content, objectives, and competencies. The bulk of the document focuses on the Common European Framework, outlining its structure, descriptive scheme, common reference levels, and competencies. It also discusses the European Language Portfolio and its three parts: language passport, biography, and dossier. In under 3 sentences.
The document summarizes the CEFcult project, which aims to develop an online assessment tool for oral language skills and intercultural competence. The tool will include authentic communication scenarios, self- and peer-assessment materials, and will assess users based on the Common European Framework of Reference and Intercultural Competence scales. It will be developed by various European partners and target language learners, educators and professionals. A prototype is being created along with sample assessment tasks and scales to test linguistic and intercultural skills.
This document provides an overview of verbal communication skills training material. It discusses oral communication, including forms of oral communication like lectures and meetings. It also discusses factors that make oral communication effective, like voice projection and modulation. Written communication is also discussed, including forms like letters, memos, and reports. The document provides examples of content and formatting for common written forms.
This document outlines the curriculum for an Oral Communication in Context course for grades 11/12. The course covers key concepts over 15 weeks, including the nature and elements of communication, functions of communication, communicative competence strategies in various speech situations, and types of speeches. Students will understand communication models and elements, analyze functions of communication, demonstrate strategies for different contexts, and deliver various speech types using effective principles of writing and delivery. The goal is for students to develop strong oral communication skills for different situations.
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.
This document summarizes a workshop on theories of second language acquisition and their connections to foreign language teaching practices. The workshop goals are to review SLA theories, ACTFL Proficiency Guidelines, Standards for Language Learning, and discuss how these relate to classroom instruction and the role of grammar teaching. Key SLA theories discussed include Chomsky's Universal Grammar, Krashen's Monitor Model, communicative competence, and sociocultural learning theory. Participants reflect on linking theories to practices and challenges in the field.
This document outlines the curriculum for an Oral Communication in Context course for senior high school students. The course covers key concepts like the nature and elements of communication, functions of communication, communicative competence strategies in various speech situations, and types of speeches. Students will understand communication models and skills, analyze functions of communication, demonstrate communicative strategies in different contexts, and proficiently deliver various speech types using effective principles of writing and delivery. The course aims to develop students' listening and speaking abilities for effective oral communication in a variety of situations.
Ket Handbook Key English Test - Hand Book For TeachersAnvesh Rao
The document provides an overview of the Key English Test (KET), including its content, structure, and level. KET consists of three papers - Reading and Writing, Listening, and Speaking. The Reading and Writing paper is 1 hour 10 minutes and tests reading comprehension and basic writing skills. The Listening paper is 30 minutes and tests understanding of dialogues and monologues. The Speaking test is 8-10 minutes per pair of candidates and involves interaction with an examiner and another candidate. KET is at level A2 of the Common European Framework, demonstrating a basic ability to communicate in everyday English.
This is a brief by Maria M. Brau and Rachel L. Brooks and the FBI but I found it extremely beneficial in understanding the ILR scale and DoD relationship. It also points out the challenges of trying to quantify something rather qualitative in nature--language!
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.
This document discusses CLIL (Content and Language Integrated Learning) in Japan. It outlines the status quo of English language teaching in Japan, why CLIL is being promoted, and how CLIL is being diffused. English proficiency in Japan lags countries with historical or economic ties to English. CLIL is being promoted to develop global citizens through content-driven language learning that research shows improves skills like vocabulary and writing. CLIL training and resources are growing to support its diffusion in Japanese schools from primary to university levels.
This document discusses topics related to describing language learners' proficiency levels, the Common European Framework of Reference (CEFR), and the ALTE levels. It addresses:
1) Language proficiency levels described in the CEFR, including beginner, intermediate, and advanced.
2) The aims of the CEFR and ALTE levels, which define language competency levels and can measure proficiency.
3) Primary school students would likely reach the A1-A2 ALTE levels, as their cognitive development at ages 6-11 allows them to start working things out systematically.
Similar to ENGLISH-LANGUAGE-PROFICIENCY-TESTS.pdf (20)
Conversation Analysis: Directness in NNS's Dispreferred ResponsesRoberto Criollo
This study analyzed differences between native and nonnative English speakers in how they deliver dispreferred responses during a debate. The study found that native speakers emphasized agreement more at the beginning and were more indirect at the end when disagreeing. Nonnative speakers' responses were more direct throughout. As interactions progressed, both groups became more direct, though nonnatives remained more so. These findings suggest it is important for English language teaching to include conversation strategies to help nonnatives interact successfully with native speakers.
This research focused on invitations performed by highly proficient Japanese speakers in English and Japanese. Comparison with baseline NS invitations showed evidence of pragmatic transfer.
El Consejo de Unidad Académica (CUA) es el órgano colegiado máximo de una facultad, integrado por el Director, Secretario Académico y representantes de sectores académicos y no académicos. El CUA toma decisiones de manera colegiada en lugar de una sola persona, y sus funciones incluyen nombrar al Director, aprobar planes y presupuestos, y estudiar asuntos académicos. Para ser consejero estudiantil se requiere estar inscrito, tener buen promedio, y no
Estos son lo detalles de programa Online Professional English Network ofrecido por la Oficina Regional de Programas de Inglés de la Embajada de los EEUU para docentes de inglés.
La Unión Europea ha acordado un paquete de sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen restricciones a las importaciones de productos rusos de alta tecnología y a las exportaciones de bienes de lujo a Rusia. Además, se congelarán los activos de varios oligarcas rusos y se prohibirá el acceso de los bancos rusos a los mercados financieros de la UE.
- The document provides instructions and an application for a program called OPEN that runs online courses for English teachers from January to March 2021.
- Applicants must submit the completed application by October 13, 2020 and also complete an orientation in November-December 2020.
- The application requests contact information, education and employment background, English proficiency level, technology skills, and a statement of purpose. Applicants can select up to three course options and must commit to spending 2 hours daily during the 8-week course.
Este es el programa para el MOOC Online Professional English Network Program.ste consiste de cursos de 8 semanas ofrecidos por prestigiosas instituciones de Educación Superior en EEUU.
The American English Live Teacher Development Series 9 will take place online from September 23 to December 2, 2020. The series consists of 6 webinar sessions held every other Wednesday that cover topics to help present and future English teachers. Participants can view the sessions from their home, school, or office and will receive e-certificates for attending at least 4 sessions. Viewing groups of at least 3 people must register by September 14 to participate. Individuals do not need to register and can join the Facebook sessions.
The Office of English Language Programs is hosting a six-part webinar series called American English Live: Teacher Development Series 9 for English language teachers. The webinars will take place on Wednesdays from September to December and will focus on topics like grouping students effectively, increasing student interaction, leading meaningful discussions, giving students more voice and choice, engaging students during lectures, and providing strategic corrective feedback. Teachers can participate in the webinars at 7am or 12pm Mexico Central Time and contact RELOMexico@state.gov for more information.
This is the slide show for my presentation on the benefits of bilingualism. Thanks for those attending the teleconference, I thought I should share this with you.
These are the lyrics to the song we will be using as an example of the importance of culture in language learning. Please follow the instructions on the activity (YouTube Video).
This document provides instructions for a discourse competence task that asks the student to analyze examples of university diplomas in Spanish and English. The student is asked to identify differences between the two languages in terms of elements included in the documents and the type of language used. The student is also asked to discuss challenges a translator may face in translating the English diploma into Spanish, as well as differences between formal letters in English and Spanish, such as elements included or style of language.
This is the first task for the activity on Discourse Competence. Please make sure you download and/or print all of the activities before you follow the lesson (YouTube).
This is the file for the exercise on formatting a research paper. You will download it. Then, after Reading the guidelines, you will fix all of the format errors in the paper.
These are the general APA guidelines for formatting a research paper. The source is my book The Ultimate Guide to Writing a Thesis in TESOL/AL (Second Edition-in press.
2020 American English e teacher application summerRoberto Criollo
1) The document is an application for the E-Teacher Program summer term running from July 7 to September 1, 2020.
2) Applicants must complete a mandatory orientation from June 1-26 and submit the application by March 30 to RELOMexico@state.gov.
3) The application requests contact information, education details, English proficiency level, technology skills, and course selections from the applicant. It also requires a statement of purpose and plan to share knowledge gained.
Materials for the academic reading and writing workshopRoberto Criollo
The document provides an overview of different modules in an academic reading and writing workshop. Module 1 explores academic writing and research methodology, including descriptive, correlational, experimental, and other types of research. Module 2 covers writing introductions, specifically parts of a thesis and key elements of an introduction. Subsequent modules address writing and formatting papers, literature reviews, methods chapters, results chapters, and data analysis.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Community pharmacy- Social and preventive pharmacy UNIT 5
ENGLISH-LANGUAGE-PROFICIENCY-TESTS.pdf
1. 1
Roberto Criollo
Preparing for a successful
certification
The Common European Framework of
Reference for Languages
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2. 2
What is the CEFR?
It is a guide for the design of language
programs, textbooks, tests, and other
language-related materials.
It describes in a detailed way what learners
need to learn in order to use the language for
communication and the knowledge and skills
they must develop to perform effectively.
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The framework answers 2 main
questions
• What knowledge, skills, and
attitudes are necessary to
become proficient in a
language?
• What are the different
levels of language
proficiency?
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3. 3
1) What is Communicative
Competence or ‘Proficiency’
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Communicative
Competence
Savoir
faire
Savoir
Linguistic
competence
Pragmatic
Competence
Strategic
Competence
Phonological
Lexical
Grammatical
Functional
Discourse
Sociolinguistic
Intercultural
Communication
Learning
Savoir
être
Savoir
apprendre
•Genre
•Cohesion
•Coherence
•Dialect (social, domain)
•Register (context, intrl)
•Planning
•Compensating
•Monitoring and repair
•Planning
•Executing
•Evaluating
•Sensitivity
•Openness
•Range
•Accuracy
•Fluency (suprasegmentals)
•Accuracy (segmentals)
•Sociopragmatic
•Pragmalinguistic
•Morphology
•Syntax
CONSTRUCT OF COMMUNICATIVE COMPETENCE (Based on the CEFR)
Roberto Criollo
4. 4
Phonological Competence
Distinction and production of the sounds
and the suprasegmental patterns of the
language to speak in an accurate and
fluent way.
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Lexical Competence
Knowledge of the vocabulary related
to different communicative situations.
Appropriate use of this vocabulary in
a communicative situation either orally
or in writing.
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5. 5
Grammatical Competence
Knowledge of the morpho-syntactic
patterns necessary to express various
communicative functions.
Accurate and appropriate use of such
patterns either orally or in writing.
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Pragmatic Competence
Performance of the communicative
functions in an appropriate way according
to the context and the interlocutor.
Effective management of linguistic
resources to achieve communicative
intentions.
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6. 6
Discourse competence
Ability to produce the types of oral or written
discourse corresponding to the level:
Communicative intentions, rhetorical structure and
appropriate register.
Mastery of mechanisms for achieving cohesion and
coherence in such discourse types.
Appropriate strategies for comprehending and
producing such discourse types.
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Intercultural Competence
The ability to understand behavior from the standpoint
of the members of a culture and to behave and talk in
a way that would be understood by them in the
intended way. It involves understanding all aspects of
a culture, but particularly the social structure, the
values and beliefs of the people, and the way things
are assumed to be done and said.
Roberto Criollo
7. 7
Strategic Competence
Management of communication and
learning (strategies): Cognitive, meta-
cognitive and socio-affective ways for
planning, executing, monitoring and
evaluating.
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2) What are the Levels of Proficiency?
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9. 9
B2 (Vantage) Reading
Reading articles and reports concerned
with contemporary problems in which
the writers adopt particular attitudes or
viewpoints.
Understanding contemporary prose.
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B2 (Vantage) Spoken Interaction
Interacting with a degree of fluency and
spontaneity that makes regular
interaction with native speakers quite
possible.
Taking an active part in discussion in
familiar topics and contexts, accounting
for and sustaining one’s views.
Roberto Criollo
10. 10
B2 (Vantage) Spoken Production
Presenting clear, detailed descriptions
on a wide range of subjects related to
one’s field of interest.
Explaining a viewpoint on a topical
issue giving the advantages or
disadvantages of various options.
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B2 (Vantage) Writing
Writing clear, detailed text on a wide range
of subjects related to one’s field of interest.
Writing essays or reports, passing on
information or giving reasons in support of
or against a particular point of view.
Writing letters highlighting the personal
significance of events and experiences.
Roberto Criollo
11. 11
What is the B2 (Vantage) Level?
B2: Proficiency of a NS after completing
high school studies.
The level you would have in Spanish if you
took a certification exam.
The level the average native speaker of the
language has. C1 and C1 correspond to a
highly educated speaker (MA or PhD).
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How difficult is it to attain the B2
level?
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12. 12
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CENNI Reference Levels
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CENNI Reference Levels
5 lenguas
meta
5 lenguas
Meta
+
8 content
courses
in English
At the
end of the
program
13. 13
Why choosing B2 First?
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What’s the Best Test? Qualities of Language Tests
Test
Usefulness
Reliability
Impact
Interactive
ness
Authenticity
Practicality
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The score of the test closely reflects
real proficiency
The scores of the
test test are
consistent (they
do not vary)
The test causes a
positive effect on
people and
institutions
The test measures more
than just linguistic
knowledge
The test tasks and
content resemble
real language use
The test is easy to
take and administer.
It is not very
expensive.
15. 15
If I only want to obtain my Diploma
ITP
$ 940.00
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If I want to get a Scholarship to the
USA or the UK
$ 5,000.00
$ 4,287.00
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16. 16
If I want a permanent international
certification
First (B2): $4,450
Prof (C2): $4,950
ISE II (B2) $4,132
ISE IV (C2): $5,300
Roberto Criollo
Roberto Criollo