اين اسلايد حاوي نكات كليدي و ارزشمند در بخش اسپيكينگ آزمون آيلتس مي باشد از جمله معيارها و نحوه ي نمره دهي اين بخش در آزمون آيلتس
This slide contains very useful tips for those who are going to be ready for IELTS Speaking module.
اين اسلايد حاوي نكات كليدي و ارزشمند در بخش اسپيكينگ آزمون آيلتس مي باشد از جمله معيارها و نحوه ي نمره دهي اين بخش در آزمون آيلتس
This slide contains very useful tips for those who are going to be ready for IELTS Speaking module.
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 paper offers study tips for those who plan to sit the General and Academic versions of the International English Language Testing System exam. It also offers an inventory of vocabulary that is suitable for answering the speaking component of this global English language test. This paper is also useful for those who teach this language exam.
IELTS Essay Topics with Answers (writing task 2)Ben Worthington
I look at 5 IELTS Task 2 questions from the topics education, globalisation and gender equality. Audio: http://bit.ly/1kq7NRl
In the audio I explain the process more, but it's an exercise in brain storming for ideas.
For an introduction on how to start IELTS Writing Task 2 click here:
www.ieltspodcast.com/ielts-writing-task/ielts-writing-start-ielts-writing-task-2/
Matthew Vesty: Perspectives and critical thinking to help generate ideas in ...Trendy English
Many students often complain about not having the ideas to write an essay or answer questions in the speaking sections of international exams. In this workshop, I will show teachers the different principles of critical thinking, and how they can be applied to the classroom to help students achieve higher scores in international exams such as IELTS, FCE, BEC, TOEFL etc.. Adverbial phrases and 'thinking hats' are an often neglected part of the classroom. For higher scores in the IELTS and other exams, students must give fuller, more developed answers. They cannot do this, however, without using language frames and critical thinking skills in their tasks. I will give a bit of theory behind the application of critical thinking in the classroom, and add some practical ready-to-use activities to take into the classroom.
e-learning tool : Improve your English. Speak and act in an international context. Making a presentation at a meeting. Introduce your talk and your company- Make a point- handle objections
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 paper offers study tips for those who plan to sit the General and Academic versions of the International English Language Testing System exam. It also offers an inventory of vocabulary that is suitable for answering the speaking component of this global English language test. This paper is also useful for those who teach this language exam.
IELTS Essay Topics with Answers (writing task 2)Ben Worthington
I look at 5 IELTS Task 2 questions from the topics education, globalisation and gender equality. Audio: http://bit.ly/1kq7NRl
In the audio I explain the process more, but it's an exercise in brain storming for ideas.
For an introduction on how to start IELTS Writing Task 2 click here:
www.ieltspodcast.com/ielts-writing-task/ielts-writing-start-ielts-writing-task-2/
Matthew Vesty: Perspectives and critical thinking to help generate ideas in ...Trendy English
Many students often complain about not having the ideas to write an essay or answer questions in the speaking sections of international exams. In this workshop, I will show teachers the different principles of critical thinking, and how they can be applied to the classroom to help students achieve higher scores in international exams such as IELTS, FCE, BEC, TOEFL etc.. Adverbial phrases and 'thinking hats' are an often neglected part of the classroom. For higher scores in the IELTS and other exams, students must give fuller, more developed answers. They cannot do this, however, without using language frames and critical thinking skills in their tasks. I will give a bit of theory behind the application of critical thinking in the classroom, and add some practical ready-to-use activities to take into the classroom.
e-learning tool : Improve your English. Speak and act in an international context. Making a presentation at a meeting. Introduce your talk and your company- Make a point- handle objections
ESEC 419 Literally Literate
Expository Writing Structure
Academic writing requires presenting your sources and your ideas effectively. The first element involves “entering a conversation about ideas” between you – the writer- and your sources to reflect your critical thinking. This template allows you, the writer, to organize your ideas in relationship to your thesis, supporting evidence, opposing evidence and the conclusion of the argument.
Step 1: INTRODUCE – In a paragraph structure, your first sentence is your Topic Sentence and its purpose is to introduce to your reader the content of the sentences that comprise the paragraph. It should be specific enough to separate it from the rest of the essay, but general enough that all elements in the paragraph can relate back to this one sentence.
Pick a sentence option from A, B and C and complete.
A) Introducing “Standard Views”
1. Americans today tend to believe that ____________.
2. Common sense seems to dictate that _____________.
3. It is often said that ____________.
4. One would think that _____________.
5. Many people assumed that ______________.
B) Making What “They Say” Something you say
1. Everyone has always believed that ____________.
2. As children, everyone probably used to think that _____________.
3. Although everyone would admit that he/she should know better by now, one cannot help thinking that ___________.
4. While one likely believes __________, one should also believe ___________.
C) Capturing Authorial Action
(X=the author’s name or the name of the person being quoted)
1. X acknowledges that _________.
2. X agrees that __________.
3. X argues that ___________.
4. X believes that ___________.
5. X claims that ___________.
6. X complains that ___________.
7. X concedes that __________.
8. X demonstrates that __________.
9. X emphasizes that ___________.
10. X insists that __________.
11. X observes that __________.
12. X questions whether ___________.
13. X refutes the claim that __________.
14. X reminds us that ___________.
15. X reports that __________.
16. X suggests that __________.
17. X urges us to __________.
Step 2: REPRODUCE– In order to back up your assertions, to make your point more valid, you will need to cite evidence or concrete detail from the works you are reading, statistics, stories and anecdotes, etc.
Pick a sentence option from D and complete.
D) Introducing Quotations
1. X states, “__________.”
2. According to X, “___________.”
3. X himself writes, “___________.”
4. In her book,_________, X maintains that “___________”
5. In X’s view, “_____________.”
6. X agrees when she writes, “____________.”
7. X disagrees when he writes, “____________.”
8. X complicates the matters further when he writes, “_____________.”
Step 3: EXPLAIN– Now that you have cited evidence, you need to explain your opinion about why the evidence is important. Using the sentences below, write TWO sentences that comment on the significance of the concrete .
In this presentation, I share some ideas on how as a communication major you can develop the mindset of an analyst. I share insights gained from five personal career milestones
Good Topics For A Problem Solution EssayRosa Rojas
How to Write a Problem Solution Essay - Comprehensive Guide. ⭐ Problem solving topics. 100 Problem Solution Essay Topics to Spark .... 001 Problem Solution Essay ~ Thatsnotus. 200 Most Commonly Accepted Problem And Solution Topics. 10 Beautiful Ideas For Problem Solution Essay 2023. Problem and solution Worksheet Inspirational Problem solution Essay ....
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
A Strategic Approach: GenAI in EducationPeter 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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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