This PPT outlines the different types of essay structures needed to get a high band score in the IELTS Writing Task 2. Check out http://www.ted-ielts.com for more awesome IELTS resources.
http://englishwithnadia.blogspot.com
A brief overview and exercised to get you familiar with what you should expect to do in part 3 of the IELTS speaking test and how to approach the questions.
This PPT outlines the different types of essay structures needed to get a high band score in the IELTS Writing Task 2. Check out http://www.ted-ielts.com for more awesome IELTS resources.
http://englishwithnadia.blogspot.com
A brief overview and exercised to get you familiar with what you should expect to do in part 3 of the IELTS speaking test and how to approach the questions.
Do from last question to first as much as possible, has to be turn.docxjacksnathalie
Do from last question to first as much as possible, has to be turned in before 12 midnight today, Sunday.
Pacific Time ( Los Angeles )
ㅍUnit 1 Exam Essays (40 points)
Do not delete any part of this document. (I need it all for grading purposes.)
Format: This Word document is already formatted correctly for spacing, width, and font type and font size. I’ve placed three “returns” or blank lines after each question, so you can place your cursor at the second “return” and begin to type; this will keep you within the 6-in margins and in proper format.
Do not bold or italicize your answers. Keep your answers left justified within the 6-inch text width and keep the single spacing. Do not indent your response. Points will be subtracted if I have to edit your document. It takes time to edit all your documents!
Citing your textbook: For most answers, you’ll be using your textbook, so it is only necessary to cite it once at the bottom of the document, but you must include page numbers after each answer. If you are using an older edition, you must indicate this in the citation.
For essay questions: You are graded for work completed on your own and using your own words. If you do choose to copy directly from your textbook, cite the page number and use quotation marks around copied sections. Failure to do so is plagiarism, which will result in a grade of zero. Use quotes sparingly, as they do not count toward your length requirement. I do not recommend finding your answers on the internet unless specified. It will lead to trouble. If you insist, please fully cite your references.
How much to write: You know how in-depth you must be by looking at the number of points assigned for each question. Use this generalization: 58 – 68 words per point, depending on how concise you are; so a 3-point question requires around 175-200 words to answer fully; a 5-point question requires around 290- 330 words. That’s about one-half page of text or more in this format.
Essay questions (17 points)
1. Describe the harmful and beneficial environmental effects of affluence. What are the harmful effects of poverty on the environment? In turn, what are the effects of environmental degradation on the health of the poor? (3 points)
2. What are the basic beliefs behind your environmental worldview? Are your actions consistent with your worldview? (2 points) (At the end of the semester, return to your answer to see if your worldview has changed.)
Critical Thinking Essay on Energy Flow in Food Chains
Trophic levels are governed by the interaction of bottom-up forces (light, nutrients, climate, and very importantly, the amount of producers like plants and phytoplankton). But they’re also governed by top-down forces (top keystone predators keeping lower-trophic animal numbers in balance and extremely fit). All this is very important to maintaining biodiversity and healthy ecosystems, and to prevent species extinction. This essay addresses some important scientific concep ...
Reading Academic Texts
Lesson 1 – Academic Language used from Various Disciplines
Lesson 2 – Text Structure
Lesson 3 – Techniques in Summarizing Variety of Academic Texts
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
3. Contents
Map of the book
Worksheets
4
Reading and Use of English Part 1 12
Reading and Use of English Part 2 18
Reading and Use of English Part 3 24
Reading and Use of English Part 4 30
Reading and Use of English Part 5 36
Reading and Use of English Part 6 42
Reading and Use of English Part 7 48
Reading and Use of English Part 8 54
Writing Part 1 60
Writing Part 2 66
Listening Part 1 74
Listening Part 2 80
Listening Part 3 86
Listening Part 4 92
Speaking Part 1 98
Speaking Part 2 104
Speaking Parts 3 and 4 110
116
125
Think about it
Answer key
3
CONTENTS
10. Converting Cambridge English: Advanced
practice test scores to Cambridge English Scale scores
10
Cambridge English: Advanced is now reporting results on the
Cambridge English Scale. For this exam, candidates receive an
individual score for each of the four skills – reading, writing,
listening, speaking – and Use of English. In the live exam, each of
the skills and Use of English are equally weighted, and a candidate’s
overall score is calculated by adding all of the individual scores
together and dividing by five (and then rounding to the nearest
whole number). A candidate’s grade and CEFR level are based
on their performance across the whole test, and there is no
requirement to achieve a minimum score in each paper.
The following tables can be used as guidance to help you convert
practice test scores to Cambridge English Scale scores.
Please note that these only apply when using official Cambridge
English practice tests.
The conversion tables are intended to help you provide an
indication of your students’ readiness to take the exam. The
scores you provide may not always reflect the results the
students may achieve in the live exam. They should not be used
to try to predict precise scores in the live exam, but can be a
useful diagnostic tool, indicating areas of relative strength and
weakness.
The scores needed on any given test to achieve the scores on the
Cambridge English Scale shown in the tables below will vary due
to a number of factors, so scores close to CEFR boundaries need to
be reviewed carefully. We recommend that this is approximately
three Cambridge English Scale score points above and below the
score needed to achieve the level, e.g. 177–183 for Level C1. Students
who achieve only slightly higher than the Cambridge English Scale
score for a given level on a practice test may not achieve that level
in the live exam, and we recommend that they continue working to
improve so that they reach the desired level.
C1
Common European
Framework of
Reference (CEFR)
Cambridge
English:
Advanced
Cambridge
English
Scale
Grade A
Grade B
Grade C
150
160
170
180
190
200
210
220
230
Level B2
C2
B2
B1
Independent
user
Proficient
user
The Cambridge English Scale explained
A guide to converting Cambridge English: Advanced
practice test scores to Cambridge English Scale scores
11. Converting Cambridge English: Advanced
practice test scores to Cambridge English Scale scores
11
Practice test score Cambridge English
Scale score
CEFR Level
43 200 C2
32 180 C1
23 160 B2
17 142* -
*minimum score reported for Advanced
Practice test score Cambridge English
Scale score
CEFR Level
23 200 C2
16 180 C1
11 160 B2
8 142* -
*minimum score reported for Advanced
Practice test score Cambridge English
Scale score
CEFR Level
34 200 C2
24 180 C1
16 160 B2
10 142* -
*minimum score reported for Advanced
Practice test score Cambridge English
Scale score
CEFR Level
26 200 C2
18 180 C1
13 160 B2
11 142* -
*minimum score reported for Advanced
Practice test score Cambridge English
Scale score
CEFR Level
66 200 C2
45 180 C1
30 160 B2
17 142* -
*minimum score reported for Advanced
Reading
The Reading section consists of Parts 1, 5, 6, 7 and 8 of the Reading
and Use of English paper. Correct answers in Parts 1 and 8 are worth
1 mark each. Correct answers in Parts 5, 6 and 7 are worth 2 marks
each. There are 50 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.
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 Common
European Framework of Reference. 0–5 marks are given for each
of the following criteria: Content; Communicative Achievement;
Organisation; 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.
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 Common European Framework of Reference.
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.
Advanced