Ibo Internal Assessment Details 2 K9
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The document outlines the details and requirements for the internal assessment oral component of the International Baccalaureate (IB) assessment. It consists of an individual oral interview and interactive oral activities. The individual oral interview has three parts - a 3-4 minute presentation by the candidate, follow up questions from the teacher, and a general discussion. It is assessed by the teacher and externally moderated. The interactive oral activities involve whole class, group, or pair activities like debates, discussions, role plays to test a candidate's ability to communicate and interact.
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The document summarizes key aspects of performance-based assessment for the Moroccan Baccalaureate English exam. It defines performance-based assessment and outlines the skills assessed, including reading, writing, speaking, listening, vocabulary, grammar, and language functions. It describes the sections of the exam, including comprehension, language, and writing sections. It provides details on test techniques, rubrics, and scoring criteria for evaluating students' performance.
First and second language acquisition.ppt
This document discusses the social and discourse aspects of second language acquisition. It first addresses socio-cultural models that seek to explain the speed of learning and ultimate proficiency level in everyday communication. It then outlines accommodation theory, which examines convergence and divergence between speakers as they indicate cohesiveness or distinctiveness from social groups. Acculturation models look at a learner's willingness and ability to become part of a new culture, considering factors like social distance and how language groups perceive each other. The document also mentions stylistic continua in relation to second language acquisition.
First and second language acquisition.ppt
This document discusses the social and discourse aspects of second language acquisition. It first addresses socio-cultural models that seek to explain the speed of learning and ultimate proficiency level in everyday communication. It then outlines accommodation theory, which examines convergence and divergence between speakers as they indicate cohesiveness or distinctiveness from social groups. Acculturation models look at a learner's willingness and ability to become part of a new culture, considering factors like social distance and how language groups perceive each other. The document also mentions stylistic continua in relation to second language acquisition.
Spoken communication skills
The document discusses developing listening and speaking skills for communication. It argues the main goal of an English course should be developing students' communication abilities rather than just language mastery. Effective communication focuses on ideas over precise language use. The document also outlines debates around developing listening skills, the listening process, types of listening, and implications for the classroom, including designing pre-, during, and post-listening activities.
Special considerations for_teaching-1[1]
This document discusses special considerations for teaching listening and speaking skills to English language learners. It addresses what makes listening difficult, such as speaker speed and complexity of content. It recommends choosing age-appropriate content and adjusting speech speed. It also stresses the importance of understanding for learning and maintaining student interest. The document provides examples of teaching methods to improve listening, such as having students summarize podcasts or discuss movie plots with partners. It notes that speaking can be difficult for students to assess their own progress in and recommends keeping students motivated through praise and meaningful speaking tasks. The document outlines different functions of speaking, such as social interaction, information exchange, and formal presentations.
b1-listening-syllabus-2016-2017
This document outlines the syllabus for an English B1 listening course. It provides information about the instructor, course description, exam structure, topics that will be covered over the semester, and recommended resources for additional study. The course aims to develop students' listening skills through topics related to psychology, culture, language, and business. Practice exams will be held throughout the year to simulate the final exam. Students are expected to study independently from materials provided online and are encouraged to attend all classes and exam simulations.
Aninsightintotoeflieltsday2 100302030937-phpapp01
This document provides an overview of the IELTS exam, including its various modules and sections. It describes the formats, timings, tasks, and assessment criteria for the Listening, Reading, Writing and Speaking components of both the Academic and General Training modules. For the writing sections, it highlights some key differences between the Academic and General Training tasks and response expectations. It also provides sample questions, text types, and scoring bands for the various IELTS components.
Arief Firdaus An Insight Into Toefl & Ielts Day 2
This is the continuation of the first presentation. It contains some overview of IELTS, largely taken from IELTS official bulletin.
Oral communication
This document provides information about the course "Oral Communication in English". The main aim of the course is to improve students' oral communication skills in English, including their pronunciation. Students will be exposed to principles and techniques of effective oral communication. They will participate in language activities like discussions, simulations and role-plays to practice speaking spontaneously and fluently. Students will also learn public speaking techniques. The course assessments include a prepared dialogue, discussion session, interview project with transcription and analysis, a video making assignment, and a listening quiz.
Speaking ielts presentation
The IELTS Speaking test consists of 3 parts that assess different speaking abilities over 11-14 minutes. Part 1 is a short interview with general questions to assess everyday speaking. Part 2 requires a 1-2 minute prepared speech on a topic to assess extended speaking. Part 3 is a discussion with the examiner about the Part 2 topic to evaluate discussing and justifying opinions. Candidates are scored on fluency, vocabulary, grammar, and pronunciation.
Applied Project Presentation
This document summarizes an online course for English language learners. It describes the target group of engineers and technologists, the course context and goals of improving technical, social and organizational skills. Key elements included daily content, discussions, and activities to develop listening strategies. Challenges included variable student participation and workload. Overall students enjoyed communicating online and generated original content, while the instructor found planning more difficult than running the course.
Applied Project Presentation
This document summarizes an online course for English language learners. It describes the target group of engineers and technologists, the course context and goals of improving technical, social and organizational skills. Key elements included daily content, discussions, and activities to develop listening strategies. Challenges included variable student participation and workload. Overall students enjoyed communicating online and generated original content, while the instructor found planning more difficult than running the course.
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This document contains information about a presentation titled "Experiencing Technology in Early Childhood Learning". It includes details about the presenter such as her professional background in teaching English to learners ages 2 to 75 years old. The abstract indicates that for the past 3 years, she has been teaching English to children ages 2 to 5 and discovering that they are native technology users who learn through experience. The presentation will be a 1.5 hour workshop on using technology in early education and whether it can help young children learn language.
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The document provides an overview of the assessment materials included with the Journeys literacy program. It describes the Benchmark and Unit Tests that are used to track student progress and identify areas for reteaching. The tests assess skills in phonemic awareness, phonics, high-frequency words, decoding, comprehension, and writing. Scoring procedures and ways to interpret results are outlined to help teachers tailor instruction to student needs.
Hmh Splash into Pre K Planning 2015
Children learned about giants through the story of Jack and the Beanstalk. Activities included planting beans to grow giants, measuring objects like trees to compare sizes, and doing arts and crafts like a green giant painting. They also played giant-themed games like giant tag and did a giant dance. The goals were to develop language and literacy skills around the story, math skills with measurement, and social-emotional skills through cooperative activities like setting a giant picnic.
¿Cómo le digo?
Este documento presenta conceptos clave sobre la sexualidad humana como la identidad de género, expresión de género, orientación sexual y sexo biológico. También discute la importancia de la educación sexual centrada en el amor, el respeto y la complementariedad entre hombres y mujeres. Finalmente, enfatiza el rol fundamental de los padres como modelos a seguir y la necesidad de brindar apego y seguridad a los niños para que crezcan con una personalidad segura.
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This document contains reflections and assignments from an educator for their students. It includes the following key points:
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2) Assignments address learning strategies like reading stories to students, using interactive writing, and demonstrating language produced by students.
3) The educator is asked to reflect on how they encourage risk-taking, creativity, and maintain direction and value in teaching.
4) Further assignments address documenting language used, modeling grammar rules, increasing student motivation and interaction, and providing homework that absorbs and practices English.
Ijtlhe141
This document discusses connecting critical reflection and group development in online adult education classrooms. It summarizes that critical reflection, using Brookfield's Critical Incident Questionnaire, can uncover reactions to the online environment and provide a framework for assessing group development based on Tuckman's model of forming, storming, norming, performing, and adjourning. The study explored this connection in two online graduate courses and found evidence that supported relating critical reflection to group development and its benefits for adult learning in online environments. Critical reflection is valuable for gaining instructor and learner feedback to improve instructional effectiveness.
Critically reflectiveteaching
Brookfield argues that critically reflective teaching requires focusing on a specific incident to uncover assumptions. He suggests using lenses to gain different perspectives, including: 1) reviewing one's experiences as a learner and teacher to see practice from students' views; 2) seeing oneself through students' eyes, which can reveal surprises but requires listening to feedback; 3) fostering critical conversations with colleagues to break isolation and find diversity of experiences; and 4) using theoretical literature to describe practice from multiple perspectives and understand links between personal and political aspects of teaching. These lenses help teachers adopt unfamiliar angles to re-examine practice.
Critically reflective teaching
This document discusses the importance of critical reflection in teaching. It begins by explaining that teaching innocently, without reflecting on assumptions and impact, can lead to frustration and feelings of incompetence when the intended effects are not achieved. Critical reflection helps teachers avoid blaming themselves for issues outside their control. The document then discusses different types of assumptions (paradigmatic, prescriptive, causal) and provides examples of commonly held assumptions in teaching and alternative perspectives that call those assumptions into question. It argues that reflection only becomes critical when it questions how power dynamics influence educational processes and challenges assumptions that may seem to benefit teachers but actually work against student interests over the long term.
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This document summarizes trends and issues related to teaching critical reflection to adults. It discusses differing definitions of reflection and critical reflection. Engaging in critical reflection can be challenging and unsettling for learners as it involves questioning assumptions. Teachers must support learners through this process. The document also provides references on topics like fostering critical reflection, developing critically reflective practitioners, and engaging practitioners in critical analysis.
Ciq
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Brookfield summary
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Brookfield
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2) Exercises and techniques to promote critical reflection, such as scenario analysis, crisis simulations, and examining "heroes and villains" in the profession.
3) Guidelines for critical reflection, including modeling reflection, using peers as reflective mirrors, and focusing on specific experiences.
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What we can learn from finland
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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