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The reader: defining the construct of reading ability.Zaina Dali
The reader: defining the construct of reading ability.
Assessing Reading. (2000). J. Charles Alderson. Cambridge: Cambridge University Press.
Chapter four
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http://www.ieltscoachingindwarka.co.in/
The reader: defining the construct of reading ability.Zaina Dali
The reader: defining the construct of reading ability.
Assessing Reading. (2000). J. Charles Alderson. Cambridge: Cambridge University Press.
Chapter four
This PPT provides a brief overview of the IELTS reading exam, as well as some useful hints and tips for IELTS success. See http://www.ted-ielts.com for more.
Reading, the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
This PPT provides a brief overview of the IELTS reading exam, as well as some useful hints and tips for IELTS success. See http://www.ted-ielts.com for more.
Reading, the most essential skill for success in all educational contexts, remains a skill of paramount importance as we create assessments of general language ability.
The International English Language Testing System (IELTS) was created to provide a fair and accurate assessment of English language proficiency. Language specialists from Australia, Canada, New Zealand, the United Kingdom, and the United States create test questions. The exam is divided into four sections: listening, reading, writing, and speaking.
British Council IELTS Exam Preparation Pattern for 2017Studykraft
This is a British council IELTS exam preparation pattern for 2017. Go through the presentation to know about IELTS exam pattern. For more details go to http://www.studykraft.com/ielts-coaching/
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.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
4. IELTS Test Results
• Test Result is valid for 2 years
• A band score is awarded per subtest
(LRWS)
• Band score ranges from 1-9
• There is no passing or failing mark
5. Band scores
• Band 9 - Expert User
• Band 8 - Very Good User
• Band 7 - Good User
• Band 6 - Competent User
• Band 5 - Modest User
• Band 4 - Limited User
• Band 3 - Extremely Limited User
• Band 2 - Intermittent User
• Band 1 - Non User
6. Academic reading
60 minutes
Academic writing
60 minutes
General training reading
60 minutes
General training writing
60 minutes
Listening
30 minutes
Speaking
11-14 minutes
IELTS Test Format
7. Timing:
approx. 30 minutes + 10 minutes transfer time
Questions:
40 items
Types of questions:
multiple choice, matching, plan/map/diagram labelling,
form and note completion, table completion, flow-chart
completion, summary completion, sentence completion,
short-answer questions)
Listening Test
8. Test Parts: 4 sections
Section1: conversation between two people set in everyday
social context
Section2: monologue set in everyday social context
Section3: conversation between up to 4 people set in an
educational or training context
Section4: monologue on an academic subject
Listening Test
9. Skills Assessed:
•Understanding of main ideas and specific factual
information
•Recognising opinions, attitudes and purpose of the
speaker
•Following development of an argument
Listening Test
10. Timing:
60 minutes no transfer time
Questions:
40 items
Test Parts:
3 sections with a total text length of 2,150-2,750 words
Types of questions:
multiple choice, identifying information (True/False/Not Given), identifying
writer’s view/claims (Yes/No/Not Given), matching (information, headings,
features, sentence endings), sentence completion, summary completion, note
completion, table completion etc
Reading Test
11. Reading Test
•Texts are authentic and taken from books, journals,
magazines and newspaper 3 sections with a total text length
of 2,150-2,750 words
•Written for non-specialist audience and are on academic
topics of general interests
•Text range from descriptive and factual to discursive
and analytical
•May contain non-verbal materials such as diagrams
12. Skills Assessed:
•Reading for gist
•Reading for main ideas
•Reading for detail
•Understanding inferences and implied meaning
•Recognising a writers opinion, attitudes and purpose
•Following the development of an argument
Reading Test
13. Timing: 60 minutes
Tasks: there are two tasks
Candidates are required to write at least 150
words in task 1 and at least 250 words in task two
Test Parts: 2 parts
Writing Test
14. Task 1: Presents a table, graph, chart or diagram
Candidate must describe and explain data, describe the
stages of a process, describe an event or an object from a
given,
Task 2: Write an essay in response to a point of view,
argument or problem
**Response for both task should be written in a
formal style.
Writing Test
15. Skills Assessed:
Ability to write a response which is appropriate in terms
of:
Content
Organisation of ideas
Accuracy
Vocabulary
Grammar
Writing Test
16. Speaking Test
Timing: 11-14 minutes
Tasks: A face-to-face interview with an examiner. The
speaking test is recorded.
Parts: 3 parts
Part 1: Introduction and interview (3-4 mins)
The examiner confirms candidate identity and ask general
questions on familiar topics e.g. home
17. Speaking Test
Part 2: Individual long turn (3-4 minutes)
•Candidate is given a task card
•Candidate is given 1 minute to prepare their talk
•Candidate talks for 1-2 minutes
•Examiner then asks the candidate 1-2 questions on the
same topic
18. Speaking Test
Part 3: Two-way discussion (4-5 minutes)
•Examiner asks further questions related to topic on
part 2
•These questions can give the candidate an opportunity
to discuss more abstract issues and ideas
19. Speaking Test
Skills Assessed
A wide range of speaking skills is assessed including:
•Ability to communicate opinion and information on
everyday topics, experiences etc by answering a range of
questions
•Ability to speak at length using appropriate language and
organising ideas coherently
•Ability to express and justify opinion and to
analyse, discuss and speculate about issues
20. Speaking Test Criteria
•Fluency: talking at a natural rate without causing too
much effort for the listener.
• Vocabulary range
• Grammatical Range and Accuracy
• Pronunciation