The document provides information about Cambridge English exams and the Common European Framework of Reference for Languages (CEFR). It discusses the six main levels of the CEFR from A1 to C2 and describes the exams associated with each level, including sample exam formats, durations, and scoring. The CEFR was developed in the 1990s to serve as a standardized way to describe language ability across Europe and facilitate the recognition of language qualifications.
This document provides information and guidelines for an assignment in an education course called Examining Language in the Classroom. The assignment requires students to record themselves teaching, analyze aspects of their own language use from the recording, and discuss how to improve their language and communication with students. The document outlines the assignment components such as describing the teaching activity, analyzing pronunciation, speech rate, questioning techniques, and providing examples from other students' assignments. Students will submit a draft and final paper analyzing their recorded language sample.
This document provides an overview of the English for Communication course offered at Far-western University for B.Ed. students. The course aims to develop students' communication skills, including listening, speaking, reading, writing, and vocabulary. It is divided into 6 units covering these skills as well as critical thinking. Students will be evaluated through internal assessments like attendance, presentations, projects and a midterm, and an external exam worth 60% of their grade. The course intends to equip students with the English proficiency needed for academic settings.
This document provides information about the Business English course offered at the Bachelors level. It has the following key points:
1. The course emphasizes core skills in reading, writing, and communication to help students improve their general English abilities.
2. It is theme-based and covers important vocabulary, grammar, reading, writing, listening and speaking skills through interdisciplinary lessons and authentic materials.
3. The course has four main components: an interdisciplinary approach, functional texts, reading for writing, and style. It is assessed through a final examination covering all components.
Eng. ed. 416 foundations of language and linguisticsDammar Singh Saud
This document provides information about the course "Foundations of Language and Linguistics" for B.Ed students. The course is divided into 6 units covering topics such as preliminaries of language and linguistics, phonetics and phonology, morphology and syntax, semantics, pragmatics and discourse analysis, language history and change, and the pedagogical implications of linguistics. Evaluation includes both theoretical and practical exams. Instructional techniques include lectures, demonstrations, group work and project presentations. The course aims to provide foundational knowledge of linguistics and its application to language teaching.
This document provides information about three English courses offered at Saurashtra University:
1. Foundation Course in English 1 (FCE 1) is a 3-credit introductory English course covering basic grammar, vocabulary, reading, writing and communication skills through 8 units over 45 hours. Student performance is evaluated through assignments, tests and a semester exam.
2. Core Course in English 1 (CCE 1) is an advanced 3-credit course focusing on the short story genre through assigned readings, examinations of elements and analyses. Students are evaluated on their understanding of forms and comprehension/analysis of texts.
3. Core Course in English 2 (CCE 2) is also an advanced 3-credit course
This document outlines the objectives, topics, and books for three papers in a Certificate Course in Spoken English. Paper I focuses on phonology, including phonemes, transcription, syllables, word accents, intonation, and includes a practical test on reading and pronunciation. Paper II covers conversation patterns and using English in real-life situations, with a practical test. Paper III covers basic English grammar, including parts of speech, word formation, tenses, sentence types, and includes a practical test on definitions, synonyms, and antonyms.
The Lingua Franca Core A New Model For Pronunciation Instructionenglishonecfl
The document discusses Jenkins' proposal of a Lingua Franca Core (LFC) pronunciation model for English as an International Language. The LFC aims to provide a more realistic and focused set of pronunciation targets than native English models. It includes consonants, long-short vowel contrasts, and core prosodic features like nuclear stress. However, some aspects of the LFC may not be more teachable or learnable than current approaches. There is also debate around excluding features like word stress and vowel reduction from the model. While the LFC aims to make pronunciation more accessible, questions remain around its feasibility and comprehensiveness.
This document provides information and guidelines for an assignment in an education course called Examining Language in the Classroom. The assignment requires students to record themselves teaching, analyze aspects of their own language use from the recording, and discuss how to improve their language and communication with students. The document outlines the assignment components such as describing the teaching activity, analyzing pronunciation, speech rate, questioning techniques, and providing examples from other students' assignments. Students will submit a draft and final paper analyzing their recorded language sample.
This document provides an overview of the English for Communication course offered at Far-western University for B.Ed. students. The course aims to develop students' communication skills, including listening, speaking, reading, writing, and vocabulary. It is divided into 6 units covering these skills as well as critical thinking. Students will be evaluated through internal assessments like attendance, presentations, projects and a midterm, and an external exam worth 60% of their grade. The course intends to equip students with the English proficiency needed for academic settings.
This document provides information about the Business English course offered at the Bachelors level. It has the following key points:
1. The course emphasizes core skills in reading, writing, and communication to help students improve their general English abilities.
2. It is theme-based and covers important vocabulary, grammar, reading, writing, listening and speaking skills through interdisciplinary lessons and authentic materials.
3. The course has four main components: an interdisciplinary approach, functional texts, reading for writing, and style. It is assessed through a final examination covering all components.
Eng. ed. 416 foundations of language and linguisticsDammar Singh Saud
This document provides information about the course "Foundations of Language and Linguistics" for B.Ed students. The course is divided into 6 units covering topics such as preliminaries of language and linguistics, phonetics and phonology, morphology and syntax, semantics, pragmatics and discourse analysis, language history and change, and the pedagogical implications of linguistics. Evaluation includes both theoretical and practical exams. Instructional techniques include lectures, demonstrations, group work and project presentations. The course aims to provide foundational knowledge of linguistics and its application to language teaching.
This document provides information about three English courses offered at Saurashtra University:
1. Foundation Course in English 1 (FCE 1) is a 3-credit introductory English course covering basic grammar, vocabulary, reading, writing and communication skills through 8 units over 45 hours. Student performance is evaluated through assignments, tests and a semester exam.
2. Core Course in English 1 (CCE 1) is an advanced 3-credit course focusing on the short story genre through assigned readings, examinations of elements and analyses. Students are evaluated on their understanding of forms and comprehension/analysis of texts.
3. Core Course in English 2 (CCE 2) is also an advanced 3-credit course
This document outlines the objectives, topics, and books for three papers in a Certificate Course in Spoken English. Paper I focuses on phonology, including phonemes, transcription, syllables, word accents, intonation, and includes a practical test on reading and pronunciation. Paper II covers conversation patterns and using English in real-life situations, with a practical test. Paper III covers basic English grammar, including parts of speech, word formation, tenses, sentence types, and includes a practical test on definitions, synonyms, and antonyms.
The Lingua Franca Core A New Model For Pronunciation Instructionenglishonecfl
The document discusses Jenkins' proposal of a Lingua Franca Core (LFC) pronunciation model for English as an International Language. The LFC aims to provide a more realistic and focused set of pronunciation targets than native English models. It includes consonants, long-short vowel contrasts, and core prosodic features like nuclear stress. However, some aspects of the LFC may not be more teachable or learnable than current approaches. There is also debate around excluding features like word stress and vowel reduction from the model. While the LFC aims to make pronunciation more accessible, questions remain around its feasibility and comprehensiveness.
This document provides details about a General English course for B.Ed students, including the course description, objectives, contents, instructional techniques, evaluation, and recommended materials. The theoretical course aims to develop students' English proficiency through grammar, vocabulary, reading, writing, and academic writing components. It will be assessed through an annual exam consisting of multiple choice, short answer, and long answer questions. Instructional techniques include lectures, discussions, group work, presentations, and observing English classes.
The lesson plan template outlines a two-day lesson to teach students how to write descriptive paragraphs about book characters. On day one, students will discuss how authors describe characters and learn about descriptive techniques like adjectives, phrases, similes and metaphors by analyzing examples. They will identify these techniques in additional descriptions. On day two, students will review similes and metaphors, learn new vocabulary words to describe characters, and look up definitions of unfamiliar words to expand their vocabularies. The goal is for students to apply what they learned to write high-quality descriptive paragraphs about a character of their choice.
English for Specific Purposes (ESP) refers to teaching English with a specific focus on the language needs of particular careers or fields of study. ESP aims to teach the genres, vocabulary, grammar, and skills relevant to the learner's goals. It began in the 1960s and has undergone several phases, from analyzing specialized registers to taking a more learner-centered approach. ESP courses are typically for intermediate or advanced learners studying fields like science, business, or social studies. The content and methods are based on analyzing the learner's needs and the discourse of their target profession or discipline.
The document outlines the assessment components for Language B students at both Standard Level and Higher Level, as well as for students taking Language Ab Initio. There are four main assessment tasks: Paper 1, Paper 2, the Written Assignment, and the Individual Oral. Paper 1 and 2 consist of multiple choice and short answer questions based on core and optional themes. The Written Assignment involves analyzing sources on a chosen topic. The Individual Oral examines students' presentation and discussion skills through analyzing visual stimuli and their Written Assignment topic. Requirements vary between levels in terms of time limits, question types, and source analysis.
The document summarizes key revisions to the AP French Language and Culture exam, including introducing a greater variety of authentic materials from the French-speaking world, assessing cultural knowledge throughout the exam, and revising the exam format and question types. The exam will now include advance organizers to provide context for tasks. Audio sources will be played twice and accompanied by preview time. Multiple choice questions will include new interpretive question types. Free response questions will assess interpersonal and presentational skills through writing, speaking, and integrated tasks.
The lesson plan is for a 1st grade secondary reading class focusing on Robert Louis Stevenson's novel Treasure Island. Over the course of multiple lessons, students will meet the author, read selected passages from the book, develop critical thinking skills to comprehend the written information, and discuss the characters and plot. They will be evaluated through a reading comprehension test containing questions about events in the story, vocabulary, and predicting what may happen next in the novel.
The document summarizes key revisions to the AP French Language and Culture exam, including introducing a greater variety of authentic materials from the French-speaking world, assessing cultural knowledge throughout the exam rather than in a separate section, and revising the structure and question types in both the multiple choice and free response sections.
The document provides guidelines for assessing students in Indian language courses at Classes IX and X. It outlines the structure of exam papers, which will consist of sections on language and prescribed texts. The language section will include composition, letter writing, comprehension, and grammar questions. For prescribed texts, students must answer questions from two textbooks. Internal assessment will involve assignments on language and literature, evaluated by subject teachers and external examiners. Suggested assignments include creative writing, oral work, and analyses of prescribed text themes and characters. Rubrics are provided to grade students' work in these areas on a 5-point scale.
This document contains information about various genres or types of texts in English, including their communicative purposes, generic structures, and linguistic features. It discusses 10 common genres: recount, news item, procedure, description, narrative, report, analytical exposition, hortatory exposition, explanation, and discussion. For each genre, it provides characteristics, examples, and vocabulary. The document aims to help students understand different text types and their components to improve English communication skills.
The document provides an overview of Trinity's Graded Examinations in Spoken English (GESE) Initial Stage, which assesses English communication skills at CEFR levels A1-A2.1. The Initial Stage consists of grades 1-3, which are designed for beginners and assessed through short conversations. The format involves greetings, a candidate-examiner discussion on familiar topics using simple language and gestures, and leave-taking. Examiners evaluate performance and assign a letter grade of A to D to indicate distinction to failure. The goal is to measure progress in basic English skills like understanding simple questions and providing short responses.
This document outlines features of spoken English and principles for teaching spoken English. It discusses prosodic features, shortened forms, and organizational features of spoken language. It emphasizes using pair and group work to reduce student stress. Basic principles include stressing rhythm, using songs, and correcting mistakes privately. The document recommends designing tasks with clear purposes and information gaps. It introduces the book "A Speaking Course" and addresses teaching large and mixed-ability classes through varied activities, designs, and student involvement.
The document provides the daily lesson plan for an exploration summer program course on the Poetry of Rap. Day 1 focuses on defining rap and poetry through group activities like creating poster definitions and personal definitions. Day 2 challenges students' definitions of poetry by having them rewrite poems in different styles and present their remixes. The goal is to show students there is more to poetry than they originally thought and expand their understanding.
This document outlines the syllabus for an AP English Language and Composition course. The course focuses on developing students' skills in both reading and writing rhetoric through analyzing various texts and applying rhetorical techniques to their own writing. Students will read both fiction and nonfiction works and engage in both formal and informal writing assignments. The goal is to prepare students for success in a college freshman composition course and on the AP exam through close analysis of model essays and applying concepts like rhetorical devices, organization, and textual support to their own writing. Students will write in multiple formats and receive feedback to improve their skills in developing a mature prose style.
This lesson plan outlines a speaking lesson for 7th grade English students on the topic of prohibition. The lesson involves students learning expressions to prohibit actions both formally and informally. During the main activity, the teacher explains prohibition expressions, provides examples, and has students practice conversations using pictures. Students then complete a worksheet with prohibition dialogs and perform role plays in front of the class. Their speaking skills are assessed based on pronunciation, grammar, vocabulary, fluency, and comprehension.
This document outlines an introductory language studies course at Far-western University. The course aims to provide students with a strong foundation in the basics of language including its origin, development, sound patterns, morphology, syntax, semantics and pragmatics. It covers 12 units over one semester, with topics like language and communication, writing systems, phonetics, grammar, discourse analysis, language acquisition and the connection between language and culture. Students will be evaluated through internal assessments like assignments, presentations and a midterm, and an external final exam which together contribute to 40% and 60% of the final grade, respectively.
The document provides details about the syllabus and exam structure for English Class IX. It includes:
1. There are two papers - Paper 1 tests English Language and Paper 2 tests Literature in English. Each paper is worth 80 marks and has a 2 hour duration.
2. Paper 1 has 5 compulsory questions testing writing skills, comprehension, and grammar. Paper 2 requires answers from drama, prose and poetry prescribed textbooks.
3. 20 marks are allocated to internal assessments covering listening, speaking, and assignments on the literature texts. Guidelines for marking the assessments with grades are provided.
This document outlines a course on creative writing for students pursuing a B.Ed. in English Education. The course aims to expose students to a wide range of poetry forms and techniques, help them gain confidence in writing poems and short stories, and learn how to use creative writing to develop English competency in their own students. Over the course of 4 units, students will study elements of poetry and fiction like rhyme, metaphor, plot, and dialogue. They will complete writing assignments in various forms and develop lesson plans for teaching language through literature. Students will be evaluated through class participation, writing portfolios, mid-term exams, and an external evaluation.
Exams preparation for language improvement - HIGOR CAVALCANTEBruna Caltabiano
This document provides an action plan for preparing for English language exams through extensive reading, writing, listening, speaking, and grammar and vocabulary practice. It recommends reading widely from books, magazines, newspapers and past exam papers. Writing practice should include varied genres and models while focusing on organization, style and accuracy. Listening skills can be improved through English media and practice exams. Speaking practice involves interacting with advanced English speakers and activating new vocabulary. Grammar and vocabulary studies should be thorough and continual with a focus on understanding word forms and meanings. Regular practice of exam tasks and previous papers is also advised along with consulting recommended language learning books.
The document is a chapter from a textbook on pronunciation. It discusses vowels in both English and Indonesian (Bahasa Indonesia). It provides a table comparing the 12 vowel phonemes in English (/iː/, /ɪ/, /e/, /æ/, /ɑː/, /ɒ/, /ɔː/, /ɜː/, /ə/, /ʊ/, /uː/, /ʌ/) to the 6 vowel phonemes or "fonem" in Indonesian (/ʌ/, /ɪ/, /e/, /ə/, /ʊ/, /ɒ/). It then describes how each vowel is produced, including tongue position and lip rounding.
The document provides an overview of the English Pronunciation I course at Universidad Tecnológica de Pereira. The course focuses on teaching students to identify, describe, and reproduce the basic elements of the English phonemic system. Students learn to produce English phonemes and segmental elements in isolation and in context using the International Phonetic Alphabet. The course also introduces basic phonological theories and encourages students to apply these concepts to their own English teaching. Evaluation includes formative, summative, and metacognitive assessments. The course aims to empower students to produce comprehensible English sounds and develop strategies for teaching pronunciation.
This document provides information about Cambridge English language examinations and qualifications. It discusses the history and establishment of Cambridge English exams dating back to 1913. It then provides details about several specific Cambridge English exams, including the CEFR level, format, number and length of papers, and content and purpose of each paper. Exams discussed include A2 Key, B1 Preliminary, B2 First, C1 Advanced, and the Teaching Knowledge Test (TKT). Sample exam questions, tasks, and testimonials are also included to demonstrate the exams. The document is intended to inform readers about Cambridge English exams and qualifications.
The document provides an overview of the First Certificate in English (FCE) exam for schools, including:
1) Details of the five exam papers which assess use of English, reading, writing, listening, and speaking.
2) The expected CEFR level of the exam is B2, and it tests candidates' ability to communicate effectively in real-life situations.
3) Information on exam preparation, sample papers, and assessment criteria to help teachers prepare candidates for the exam.
This document provides details about a General English course for B.Ed students, including the course description, objectives, contents, instructional techniques, evaluation, and recommended materials. The theoretical course aims to develop students' English proficiency through grammar, vocabulary, reading, writing, and academic writing components. It will be assessed through an annual exam consisting of multiple choice, short answer, and long answer questions. Instructional techniques include lectures, discussions, group work, presentations, and observing English classes.
The lesson plan template outlines a two-day lesson to teach students how to write descriptive paragraphs about book characters. On day one, students will discuss how authors describe characters and learn about descriptive techniques like adjectives, phrases, similes and metaphors by analyzing examples. They will identify these techniques in additional descriptions. On day two, students will review similes and metaphors, learn new vocabulary words to describe characters, and look up definitions of unfamiliar words to expand their vocabularies. The goal is for students to apply what they learned to write high-quality descriptive paragraphs about a character of their choice.
English for Specific Purposes (ESP) refers to teaching English with a specific focus on the language needs of particular careers or fields of study. ESP aims to teach the genres, vocabulary, grammar, and skills relevant to the learner's goals. It began in the 1960s and has undergone several phases, from analyzing specialized registers to taking a more learner-centered approach. ESP courses are typically for intermediate or advanced learners studying fields like science, business, or social studies. The content and methods are based on analyzing the learner's needs and the discourse of their target profession or discipline.
The document outlines the assessment components for Language B students at both Standard Level and Higher Level, as well as for students taking Language Ab Initio. There are four main assessment tasks: Paper 1, Paper 2, the Written Assignment, and the Individual Oral. Paper 1 and 2 consist of multiple choice and short answer questions based on core and optional themes. The Written Assignment involves analyzing sources on a chosen topic. The Individual Oral examines students' presentation and discussion skills through analyzing visual stimuli and their Written Assignment topic. Requirements vary between levels in terms of time limits, question types, and source analysis.
The document summarizes key revisions to the AP French Language and Culture exam, including introducing a greater variety of authentic materials from the French-speaking world, assessing cultural knowledge throughout the exam, and revising the exam format and question types. The exam will now include advance organizers to provide context for tasks. Audio sources will be played twice and accompanied by preview time. Multiple choice questions will include new interpretive question types. Free response questions will assess interpersonal and presentational skills through writing, speaking, and integrated tasks.
The lesson plan is for a 1st grade secondary reading class focusing on Robert Louis Stevenson's novel Treasure Island. Over the course of multiple lessons, students will meet the author, read selected passages from the book, develop critical thinking skills to comprehend the written information, and discuss the characters and plot. They will be evaluated through a reading comprehension test containing questions about events in the story, vocabulary, and predicting what may happen next in the novel.
The document summarizes key revisions to the AP French Language and Culture exam, including introducing a greater variety of authentic materials from the French-speaking world, assessing cultural knowledge throughout the exam rather than in a separate section, and revising the structure and question types in both the multiple choice and free response sections.
The document provides guidelines for assessing students in Indian language courses at Classes IX and X. It outlines the structure of exam papers, which will consist of sections on language and prescribed texts. The language section will include composition, letter writing, comprehension, and grammar questions. For prescribed texts, students must answer questions from two textbooks. Internal assessment will involve assignments on language and literature, evaluated by subject teachers and external examiners. Suggested assignments include creative writing, oral work, and analyses of prescribed text themes and characters. Rubrics are provided to grade students' work in these areas on a 5-point scale.
This document contains information about various genres or types of texts in English, including their communicative purposes, generic structures, and linguistic features. It discusses 10 common genres: recount, news item, procedure, description, narrative, report, analytical exposition, hortatory exposition, explanation, and discussion. For each genre, it provides characteristics, examples, and vocabulary. The document aims to help students understand different text types and their components to improve English communication skills.
The document provides an overview of Trinity's Graded Examinations in Spoken English (GESE) Initial Stage, which assesses English communication skills at CEFR levels A1-A2.1. The Initial Stage consists of grades 1-3, which are designed for beginners and assessed through short conversations. The format involves greetings, a candidate-examiner discussion on familiar topics using simple language and gestures, and leave-taking. Examiners evaluate performance and assign a letter grade of A to D to indicate distinction to failure. The goal is to measure progress in basic English skills like understanding simple questions and providing short responses.
This document outlines features of spoken English and principles for teaching spoken English. It discusses prosodic features, shortened forms, and organizational features of spoken language. It emphasizes using pair and group work to reduce student stress. Basic principles include stressing rhythm, using songs, and correcting mistakes privately. The document recommends designing tasks with clear purposes and information gaps. It introduces the book "A Speaking Course" and addresses teaching large and mixed-ability classes through varied activities, designs, and student involvement.
The document provides the daily lesson plan for an exploration summer program course on the Poetry of Rap. Day 1 focuses on defining rap and poetry through group activities like creating poster definitions and personal definitions. Day 2 challenges students' definitions of poetry by having them rewrite poems in different styles and present their remixes. The goal is to show students there is more to poetry than they originally thought and expand their understanding.
This document outlines the syllabus for an AP English Language and Composition course. The course focuses on developing students' skills in both reading and writing rhetoric through analyzing various texts and applying rhetorical techniques to their own writing. Students will read both fiction and nonfiction works and engage in both formal and informal writing assignments. The goal is to prepare students for success in a college freshman composition course and on the AP exam through close analysis of model essays and applying concepts like rhetorical devices, organization, and textual support to their own writing. Students will write in multiple formats and receive feedback to improve their skills in developing a mature prose style.
This lesson plan outlines a speaking lesson for 7th grade English students on the topic of prohibition. The lesson involves students learning expressions to prohibit actions both formally and informally. During the main activity, the teacher explains prohibition expressions, provides examples, and has students practice conversations using pictures. Students then complete a worksheet with prohibition dialogs and perform role plays in front of the class. Their speaking skills are assessed based on pronunciation, grammar, vocabulary, fluency, and comprehension.
This document outlines an introductory language studies course at Far-western University. The course aims to provide students with a strong foundation in the basics of language including its origin, development, sound patterns, morphology, syntax, semantics and pragmatics. It covers 12 units over one semester, with topics like language and communication, writing systems, phonetics, grammar, discourse analysis, language acquisition and the connection between language and culture. Students will be evaluated through internal assessments like assignments, presentations and a midterm, and an external final exam which together contribute to 40% and 60% of the final grade, respectively.
The document provides details about the syllabus and exam structure for English Class IX. It includes:
1. There are two papers - Paper 1 tests English Language and Paper 2 tests Literature in English. Each paper is worth 80 marks and has a 2 hour duration.
2. Paper 1 has 5 compulsory questions testing writing skills, comprehension, and grammar. Paper 2 requires answers from drama, prose and poetry prescribed textbooks.
3. 20 marks are allocated to internal assessments covering listening, speaking, and assignments on the literature texts. Guidelines for marking the assessments with grades are provided.
This document outlines a course on creative writing for students pursuing a B.Ed. in English Education. The course aims to expose students to a wide range of poetry forms and techniques, help them gain confidence in writing poems and short stories, and learn how to use creative writing to develop English competency in their own students. Over the course of 4 units, students will study elements of poetry and fiction like rhyme, metaphor, plot, and dialogue. They will complete writing assignments in various forms and develop lesson plans for teaching language through literature. Students will be evaluated through class participation, writing portfolios, mid-term exams, and an external evaluation.
Exams preparation for language improvement - HIGOR CAVALCANTEBruna Caltabiano
This document provides an action plan for preparing for English language exams through extensive reading, writing, listening, speaking, and grammar and vocabulary practice. It recommends reading widely from books, magazines, newspapers and past exam papers. Writing practice should include varied genres and models while focusing on organization, style and accuracy. Listening skills can be improved through English media and practice exams. Speaking practice involves interacting with advanced English speakers and activating new vocabulary. Grammar and vocabulary studies should be thorough and continual with a focus on understanding word forms and meanings. Regular practice of exam tasks and previous papers is also advised along with consulting recommended language learning books.
The document is a chapter from a textbook on pronunciation. It discusses vowels in both English and Indonesian (Bahasa Indonesia). It provides a table comparing the 12 vowel phonemes in English (/iː/, /ɪ/, /e/, /æ/, /ɑː/, /ɒ/, /ɔː/, /ɜː/, /ə/, /ʊ/, /uː/, /ʌ/) to the 6 vowel phonemes or "fonem" in Indonesian (/ʌ/, /ɪ/, /e/, /ə/, /ʊ/, /ɒ/). It then describes how each vowel is produced, including tongue position and lip rounding.
The document provides an overview of the English Pronunciation I course at Universidad Tecnológica de Pereira. The course focuses on teaching students to identify, describe, and reproduce the basic elements of the English phonemic system. Students learn to produce English phonemes and segmental elements in isolation and in context using the International Phonetic Alphabet. The course also introduces basic phonological theories and encourages students to apply these concepts to their own English teaching. Evaluation includes formative, summative, and metacognitive assessments. The course aims to empower students to produce comprehensible English sounds and develop strategies for teaching pronunciation.
This document provides information about Cambridge English language examinations and qualifications. It discusses the history and establishment of Cambridge English exams dating back to 1913. It then provides details about several specific Cambridge English exams, including the CEFR level, format, number and length of papers, and content and purpose of each paper. Exams discussed include A2 Key, B1 Preliminary, B2 First, C1 Advanced, and the Teaching Knowledge Test (TKT). Sample exam questions, tasks, and testimonials are also included to demonstrate the exams. The document is intended to inform readers about Cambridge English exams and qualifications.
The document provides an overview of the First Certificate in English (FCE) exam for schools, including:
1) Details of the five exam papers which assess use of English, reading, writing, listening, and speaking.
2) The expected CEFR level of the exam is B2, and it tests candidates' ability to communicate effectively in real-life situations.
3) Information on exam preparation, sample papers, and assessment criteria to help teachers prepare candidates for the exam.
The document summarizes changes being made to the AP French Language and Culture course and exam. The course and exam are being revised to better align with modern language teaching practices and national standards. Key changes include a stronger focus on communication over grammatical structures, assessing students based on their ability to interpret, interact, and present information in French, and basing exam content on authentic materials from the French-speaking world. The revised exam will consist of a multiple choice section and free response questions that require extended responses in writing and speaking French.
This document provides an overview of the organization and content of an English proficiency course aimed at developing language skills, study strategies, and preparing participants to pass an English exam. The course is organized into 10 units covering topics like people, activities, administration and messages. Each unit contains instructions, tasks and forums for discussion. Participants will be assessed through written assessments (60%) and discussion forum participation (40%). The estimated study time is 5 hours per week. The document also outlines the administrator's responsibilities to support participants' learning.
The document summarizes a study on the effectiveness of presentations in English speaking classes. It describes how 65 students were split into classes and practiced basic speaking skills for half a semester before choosing topics and giving presentations. A questionnaire given after found that students saw benefits like improved speaking ability, creativity, and confidence from doing presentations. While students encountered some issues like nerves, the activity was viewed favorably by most as an interesting way to learn English in a practical manner. The study concluded presentations can be useful for improving oral communication skills when handled properly.
The document outlines plans for a creative writing workshop that aims to improve students' writing and speaking skills through practice and feedback. It details how the workshop will be structured, including beginning lessons on literary concepts and giving writing assignments. It also discusses producing an anthology from students' work and holding a public reading event to share their writing.
This document provides information about a seminar on linguistic habilitation in English and teaching qualifications in the Community of Madrid. It discusses what linguistic habilitation is, who it is aimed at, and the process for teachers to become qualified bilingual teachers. It outlines the two phases of the habilitation exam for the Community of Madrid - a written test and an oral test. It lists the qualifications that exempt teachers from Phase I or provide habilitation of office if obtained in the last 5 years. The document also answers some frequently asked questions about the exam and preparation.
This document provides information about the requirements for Further Oral Activities (FOA) for the International Baccalaureate (IB) Diploma and the Dutch Secondary Education (SE) program. It states that IB students must complete two FOAs, which count for 30% of their grade. SE also requires oral assessment, with the first FOA counting for 5% and the second for 20% of a student's SE grade. The document outlines FOA criteria, examples of activities like debates and presentations, assessment rubrics, planning guidelines, and language ability expectations.
The document provides an overview of the IELTS exam, including its structure and format. IELTS tests English proficiency across four skills - listening, reading, writing and speaking. It consists of the following modules: Academic and General Training. Test results are valid for two years and reported on a 9-band scale. The listening, reading and writing sections last 60 minutes each, while speaking is 11-14 minutes. Each section assesses specific skills and contains different question types and tasks.
The Language and Terminology Service at the UPC provides various services to support academic staff delivering lectures in English, including individual coaching, formal and informal language activities, and online resources. Coaching involves revising teaching materials and giving feedback, while activities focus on skills like academic terminology, presentations, and pronunciation. Virtual learning takes place through Moodle courses on topics such as academic vocabulary and lecture structure. Workshops address UPC-specific terminology, academic writing, and oral skills. Informal activities like speed talks, book clubs, and pub quizzes promote fluency in a relaxed environment. Resources for staff include guides to academic writing and terminology databases. Feedback indicates the services help lecturers save time and feel more confident lecturing in
The document provides an overview of the Australian Curriculum: Languages, including its architecture, development process, and content structure. It discusses the curriculum's focus on communication, language and culture, and intercultural understanding. Key points include its strands of Communicating and Understanding, development timeline, and ongoing consultation process to refine language-specific curricula.
THE COMPASS: Route to Academic English
Navigating the rough patches in the academic landscape is a tough experience... All you need to survive is... “THE COMPASS”!
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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.
The document summarizes key revisions being made to the Advanced Placement (AP) French Language and Culture exam.
The revisions include using a greater variety of authentic materials from the French-speaking world in both print and audio formats. Students will be provided contexts and advance organizers for exam tasks and materials. Cultural knowledge will be assessed throughout the exam rather than in a separate section.
The exam format will have two major sections - one focusing on interpretive communication through multiple choice questions assessing print and audio sources, and one focusing on interpersonal and presentational communication through free response questions involving writing, speaking, listening, and reading skills.
introduction to IELTS academic - Handout.pptxDziemDg
This document provides an introduction to the IELTS exam, including an overview of its format and scoring system. It discusses the main components of IELTS - the Listening, Reading, Writing and Speaking tests. For each test section, it outlines the timing, number and types of questions, and assessment criteria. It also introduces common listening and reading skills and strategies needed to succeed on the exam, such as distinguishing main ideas from specific details. Finally, it discusses basic pronunciation, sentence writing skills and sentence types.
The document provides an overview of the specifications and sample papers for the revised Cambridge English: Advanced (CAE) exam, which will be introduced in January 2015. It outlines the key changes to the exam, including reducing it from five papers to four papers by combining Reading and Use of English. It also summarizes the content, format, timing and assessment criteria for each of the four exam papers: Reading and Use of English, Writing, Listening, and Speaking. Sample papers are provided for each section to illustrate the new exam format.
New language test requirements have been introduced for UK visas and immigration. Candidates should visit www.cambridgeenglish.org for more information about the exam updates and requirements. The document then provides an overview of the Cambridge English Advanced exam, including its purpose, recognition, exam content and structure. It describes the four exam papers (Reading and Use of English, Writing, Listening, Speaking) and provides sample exam questions.
The document describes the key elements and structure of an English language curriculum. It is designed for intermediate to advanced students with 60-90 instructional hours. Each two-page lesson integrates the four language skills and focuses on a communicative goal, vocabulary, grammar, reading, listening, pronunciation, and free discussion. Students demonstrate their learning through culminating communicative activities. The curriculum also includes a workbook, video materials, and audio program to provide additional practice.
The Common European Framework of Reference for Languages (CEFR) provides common standards for teaching, learning, and assessing foreign languages across Europe. Published in 2001 by the Council of Europe, the CEFR describes foreign language proficiency at six levels from A1 to C2. It helps teachers set goals, select materials, and evaluate progress. Teachers can use the CEFR's detailed descriptions of language skills and example "can do" statements to guide instruction and help students self-assess. The CEFR also encourages students to reflect on their learning through language portfolios and take ownership of their progress toward communication goals.
This presentation summarizes key concepts and issues related to materials for teaching English to young learners. It discusses the definition of teaching English to very young learners (TEVYL) referring to ages 3-6 and teaching English to young learners (TEYL) referring to ages 7-12. It also covers the types of materials commonly used, the importance of story-based and motivating materials, and factors to consider for developing age-appropriate materials. The presentation concludes by discussing theories of young learner development and current thinking in young learner teaching approaches.
Integrating currency, challenge and cultureZahra Mottaghi
This document discusses using authentic texts for language learning. It covers three main advantages: culture, currency, and challenge. For culture, authentic texts incorporate the target language culture and help learners build cultural schemata. For currency, authentic texts cover current topics and emerging language. They also better motivate learners. However, coursebooks struggle to represent diverse English cultures or learners' native cultures. The document proposes using local context-specific materials instead of global coursebooks. It also notes authentic texts provide intrinsically challenging but effective language input at all proficiency levels.
Created by Sonia Babaee
Sources:
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 99-120). Edinburg University Press. (Materials to develop reading and listening skills)
Mishan, F. & Timmis, I. (2015). Materials development for TESOL (pp. 121-140). Edinburg University Press. (Materials to develop speaking and writing skills)
The document discusses modals, their uses and structures. It introduces common modal verbs like can, may, must, should. It explains the basic sentence structures for positive, negative and questions with modals. It also outlines the different uses of modals including permission, ability, obligation, prohibition and more. Finally, it provides a table showing the degrees of strength for various modal verbs in present/future, past and for prohibition.
Here are some additional numerical prefixes and the words they form with definitions:
1. Uni-: unicycle (a vehicle with one wheel), unicorn (a mythical animal with one horn)
2. Bi-: bicycle (a vehicle with two wheels), bimonthly (occurring every two months)
3. Tri-: triangle (a shape with three sides), triathlon (a multi-sport race with three events)
4. Quadri-: quadruplets (four babies born at once), quadriceps (a large muscle group with four parts in the thigh)
5. Quint-: quintet (a group of five musicians), quintuplets (five babies born at
The document discusses different methods of word formation including affixations by adding prefixes or suffixes to roots, compound words formed from multiple roots, conversion changing a word's part of speech, abbreviations and acronyms which shorten words or phrases, and simple words consisting of a single root. Examples are provided of affixations, compound words, abbreviations, and acronyms while conversion and simple words are defined.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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How to Fix the Import Error in the Odoo 17Celine George
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.
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 ...
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Leveraging Generative AI to Drive Nonprofit Innovation
Esol examination
1.
2.
3. A CAMBRIDGE ESOL EXAMINATION IS A LIFELONG
QUALIFICATION WHICH SHOWS YOU HAVE ACHIEVED A
CERTAIN LEVEL OF PROFICIENCY IN THE ENGLISH LANGUAGE.
•KET – Elementary Level Exam:
82 to 150 for Cambridge English
•PET – Intermediate Level Exam:
102 to 170 for Cambridge English
•FCE – Upper Intermediate Level:
122 to 190 for Cambridge English
•CAE – Advanced Level Exam:
142 to 210 for Cambridge English
•CPE – Proficiency Level Exam:
162 to 230 for Cambridge English
•BEC – Business English Exam
4. BACKGROUND
• Common European framework for languages was needed to improve the recognition of language qualifications and help teachers
co-operate, eventually leading to improved communication and cooperation among language teachers in Europe Since the 1970s
the council of Europe has promoted an action-oriented approach to the description of language use.
• In 1991 the Swiss federal authorities held an intergovernmental symposium in Rüschlikon, Switzerland, on "transparency and
coherence in language learning in Europe: objectives, evaluation, certification".
• Based on earlier COE work: especially, the threshold level (Van Ek, 1975) and the notional-functional approach (Wilkins, 1976).
• It was put together by the council of Europe as the main part of the project "language learning for European citizenship" between
1989 and 1996.
• It was developed by an international working party (John Trim, Daniel Caste, Brain North & Joe Sheils) between 1993 and 1996,
followed by review and revision.
• In November 2001 a European union council resolution recommended using the CERF to set up systems of validation of language
ability. Then, published in 2001, by the council of Europe (COE)
• Introduced six common reference levels: A1 (lowest), A2, B1, B2, C1, C2 (highest) - often expanded to nine with A2+, B1+, and B2+
5. RESULTS OF THE SYMPOSIUM
• A project to develop levels of proficiency, to lead on to the creation of a "European language
portfolio"
• Certification in language ability which can be used across Europe
6. HISTORICAL OVERVIEW OF THE
DEVELOPMENT OF THE CEFR
1960’s: language learning for
communication initiatives
Focused on:
• Language learning for communication
• Promoting a learner centered
• Actional and positive approach.
1970’s: specifications for language learning objectives.
Focusing on scope and levels:
• Linguistic, Sociolinguistic, Discourse, Socio-cultural,
and social competence.
• 1990 -> the council of Europe developed a
comprehensive framework for language learning,
teaching and assessment in general.
• 2001: the official version was launched in January
2001
7. MAIN PURPOSE
• To provide A method of learning, teaching and assessing which applies to all languages in Europe.
• A carefully developed descriptive framework with the aims to:
– To encourage the development of language skills, so that people could be working more effectively,
– To examine and define what we can do with A language,
– To help us compare the language level of individuals from different countries in an accurate and
impartial way,
– To encourage learner ’S autonomy and lifelong learning.
In order to:
• Promote and facilitate cooperation among educational institutions in different countries;
• Provide a sound basis for the mutual recognition of language qualifications;
• Assist learners, teachers, course designers, examining bodies and educational administrators to situate and
co-ordinate their efforts
8. This system makes it possible to:
•Establish learning and teaching objectives
•Review curricula
•Design teaching materials and
•Provide a basis for recognizing language qualifications thus facilitating
educational and occupational mobility.
•Learning, teaching, assessment
•Relating examinations to the CEFR
•Levels, descriptors and content specifications
9. SKILLS TO BE DEVELOPED
•The common European framework of reference for
languages defines the capabilities that a student must
control in each of the levels for categories:
• Understanding category which integrates listening skills and reading
comprehension
• Speaking category integrates oral interaction
• Writing category includes the skill of writing
10. SECTIONS
• READING COMPREHENSION (CEFR)
• LISTENING COMPREHENSION (CEFR)
• WRITING (CEFR)
Structures, Vocabulary, No Overall Section (Nor Grade & Feedback)
From Beginners to Advanced
11. SIX LEVELS OF FOREIGN LANGUAGE PROFICIENCY
• A BASIC USER
• A1 BREAKTHROUGH
• A2 WAY STAGE
• B INDEPENDENT USER
• B1 THRESHOLD
• B2 VANTAGE
• C PROFICIENT USER
• C1 EFFECTIVE OPERATIONAL PROFICIENCY
• C2 MASTERY
12.
13. RUBRIC WITH DESCRIPTORS
Qualitative aspects of spoken
language:
Accuracy
Fluency
Interaction
Coherence
Reading
Method used by The Fast Track Program
14.
15.
16.
17. B2: VANTAGE
• The capacity to achieve most goals and express oneself on a range of topics.
• Cambridge English first (FCE)
• IELTS 5-6.5
• TOEFL ibt 87-109
18. • Listening : 40 minutes 20%
• Reading and use of English: 1h15 minutes 40%
• Writing: 1h20 minutes 20%
• Speaking:14 minutes 20%
• Pass: 60
19. C1: EFFECTIVE OPERATIONAL PROFICIENCY
• The ability to communicate with the emphasis on how well it is done, in terms of
appropriateness, sensitivity and the capacity to deal with unfamiliar topics
• Cambridge English Advanced (CAE)
• IELTS 7-8
• TOEFL ibt 110-120
21. Key facts
CEFR level: C1 What's this?
Scale score: 180–199 What's this?
Test format: Computer or paper-based
No. of papers: 4
Exam length: About 4 hours
22. Paper Content Purpose
Reading and Use of English
(1 hour 30 minutes)
8 parts/
56 questions
Shows you can deal confidently with different types of text, such as
fiction, newspapers and magazines. Tests your use of English with
different types of exercise that show how well you can control your
grammar and vocabulary.
Writing
(1 hour 30 minutes)
2 parts You create two different pieces of writing, such as essays, letters/emails,
proposals, reports and reviews.
Listening
(about 40 minutes)
4 parts/
30 questions
Tests your ability to follow and understand a range of spoken materials,
such as interviews, radio broadcasts, presentations, talks and everyday
conversations.
Speaking
(15 minutes per pair of
candidates)
4 parts Tests your ability to communicate effectively in face–to–face
situations. You will take the Speaking test with another
candidate.
23. Reading and use of English – 1h 30 minutes (8 parts)
• Part 1 - multiple-choice cloze 8 questions
• Part 2 - open cloze, text with gaps 8 questions
• Part 3 - word formation 1 text with 8 gaps
• Part 4 - key word transformations_6 questions (up to 2 marks each)
A sentence, a ‘key’ word and a 2nd sentence with a gap in the middle. Use this key word to complete the 2nd
sentence, in 3 to 6 words, so that it means the same as the 1st sentence.
• Part 5 - multiple choice 6 questions (up to 2 marks each)
Details, opinion, tone, purpose, main idea, implication, attitude.
• Part 6 - gap text (2 marks each)
Four short texts with multiple-matching questions.
• Part 7 - multiple matching, 10 questions (1 mark each)
A single page of text with some numbered gaps which represent missing paragraphs. Read the text and the
paragraphs and decide which paragraph best fits each gap
24. LISTENING – 40 minutes (4 parts)
• Part 1 - multiple choice 6 questions
Three short extracts from conversations between interacting speakers.
• Part 2 - sentences completion 8 questions
A monologue lasting approximately 3 minutes.
• Part 3 - multiple choice 6 questions
A conversation between two or more speakers of approximately 4 minutes. You have to answer
from four options (A, B C or D).
• Part 4 - multiple matching 7 questions from 1 long conversation
A series of 5 themed monologues of approximately 30 seconds each.
There are 2 tasks and for each task you have to match each of the 5 speakers to 1 of 8 possible
answers.
25. SPEAKING 15 Minutes (4 Parts)
• Part 1 - interview 2 minute conversation between the candidates and the interlocutor.
• Part 2 - long turn 5 minute comparing, describing , expressing opinions, speculating.
• Part 3 - collaborative task 3 minutes talk with the other candidate and make a decision.
• Part 4 - discussion 5 minute justifying or expressing opinion
26. WRITING – 1h 30 minutes ( for the 2 parts)
• Part 1 - an essay (220–260 words)
You read a text, then write an essay based on points included in the text. You’ll be asked to
explain which of the two points is more important, and to give reasons for your opinion.
• Part 2 - 1 out of 3: (220-260 words)
Choices: an essay, a letter/an email, a review, a report, a proposal.
27. C2: MASTERY
Description
• The capacity to deal with material which is academic or cognitively demanding, and to use
language to good effect at a level of performance which may in certain respects be more
advanced than that of an average native speaker.
• Cambridge English Proficiency (CPE)
• • IELTS 8.5-9
28. Paper Content Purpose
Reading and Use of English
(1 hour 30 minutes)
7 parts/
53 questions
Shows you can deal confidently with different types of text, such as fiction
and non-fiction books, journals, newspapers and manuals.
Writing
(1 hour 30 minutes)
2 parts Requires you to be able to write a variety of text types, such as essays,
reports and reviews.
Listening
(about 40 minutes)
4 parts/
30 questions
Requires you to be able to follow and understand a range of spoken
materials, such as lectures, speeches and interviews.
Speaking
(16 minutes per pair of candidates)
3 parts Tests your ability to communicate effectively in face-to-face situations.
29. C2 PROFICIENCY
Reading
• The reading section consists of parts 1, 5, 6 and 7 of the reading and use of English paper. Correct
answers in parts 1 and 7 are worth 1 mark each. Correct answers in parts 5 and 6 are worth 2
marks each. There are 44 possible marks in the reading section.
Use of English
• The Use of English section consists of Parts 2, 3 and 4 of the Reading and Use of English paper.
Correct answers in Parts 2 and 3 are worth 1 mark each. In Part 4, answers which are partly correct
receive 1 mark and answers which are completely correct receive 2 marks. There are 28 possible
marks in the Use of English section.
30. Listening
• Correct answers in the listening paper are worth 1
mark each. There are 30 possible marks in the
listening paper.
SPEAKING
• Candidates take the test in pairs, but are assessed on their
individual performance by trained examiners certificated to
examine at the level. Candidate speaking performances are
assessed using scales which are linked to the CEFR. The assessor
gives 0–5 marks for each of the following criteria: Grammatical
Resource; Lexical Resource; Discourse Management;
Pronunciation; and Interactive Communication.
• Marks for each of these criteria are doubled. The interlocutor gives
a mark of 0–5 for Global Achievement. This mark is then multiplied
by five. Examiners may award half marks. Marks for all criteria are
then combined, meaning there are 75 marks available in the
Speaking test.
Writing
• Candidates’ answers in the Writing paper
are marked by trained examiners who are
certificated to mark at the level. Answers
are marked using assessment scales which
are linked to the CEFR. 0–5 marks are given
for each of the following criteria: Content;
Communicative Achievement;
Organization; and Language. Whole marks
only are awarded; there are no half marks
given. Marks for each of the criteria are
combined to give 20 possible marks for
each question. There are 40 possible marks
for the whole paper.