The document discusses linguistic universals and second language acquisition from various perspectives. It covers:
1) Two approaches to studying language - externalized and internalized. It also discusses linguistic universals including typological universals and Universal Grammar.
2) Interlanguage theory which views learner languages as rule-governed like natural languages. Typological universals, such as implicational universals and markedness, are also examined in relation to SLA.
3) Several studies on topics like subjacency, the pro-drop parameter, and parameter resetting in SLA are summarized. The studies show mixed and inconclusive evidence regarding the influence and accessibility of Universal Grammar in adult SLA.
This document provides an overview of language testing. It discusses the types of language tests, including proficiency tests, achievement tests, and placement tests. It also covers approaches to testing such as direct vs indirect testing, discrete point vs integrative testing, and norm-referenced vs criterion-referenced testing. The document emphasizes the importance of test validity and reliability. It provides tips for developing valid and reliable tests, such as ensuring clear instructions, unambiguous questions, and objective scoring. The goal of language testing should be to accurately measure language abilities and encourage beneficial learning.
The document discusses the TOEFL iBT speaking section. It has 6 tasks that take 20 minutes total - 2 independent tasks asking for personal responses and 4 integrated tasks relating a reading and listening passage. Independent tasks are either free or paired choice questions. Integrated tasks relate reading and listening passages or summarize a listening passage. Test takers have 15-30 seconds to prepare and 45-60 seconds to answer. Scoring considers delivery, language use, and topic development. Note-taking of key ideas is important for answering questions within time limits.
This document provides an overview of the origins and development of English for Specific Purposes (ESP). It discusses how ESP emerged after World War II due to increased demand for English in technical, scientific, and economic fields. It also summarizes the key stages in the development of ESP, from early approaches focusing on register analysis and sentence-level grammar to later approaches incorporating discourse analysis, target situation analysis, skills and strategies, and learner-centered methods. The document also examines differing definitions of ESP provided by scholars over time.
The document provides guidance for the TOEFL Reading section. It is composed of 3 academic passages totaling 12 to 15 questions each that must be completed within 1 hour. Passages are about 700 words long and contain 5 to 7 paragraphs with an introduction, body, and conclusion. When reading, students should skim the first and last sentences of paragraphs to identify the topic ("what") and main idea ("why") of each passage. Combining all the topics gives the overall topic, and combining all the main ideas provides the overall main idea. To answer questions, students should read the question, find the answer in the passage, and eliminate incorrect choices by throwing out extreme, tempting, silly, or answers
The document outlines 8 principles of teaching reading: 1) Activate students' background knowledge to enhance comprehension. 2) Build a strong vocabulary base by identifying needed vocabulary and effective learning methods. 3) Teach comprehension monitoring strategies like predicting, verifying, and adjusting understanding. 4) Work on increasing reading rate through fluency rather than just accuracy. 5) Teach a variety of reading strategies and how to integrate them. 6) Encourage transforming strategies into automatic skills through practice. 7) Include formal and informal assessments of reading skills development over time. 8) Continuously improve instruction by actively teaching strategies and tailoring to individual student needs.
This document discusses various methods for assessing writing performance, from imitative to extensive writing. It outlines genres of writing, types of writing performance, and examples of tasks used to assess skills at different levels. These include spelling tasks, picture-cued tasks, grammatical transformation tasks, paragraph construction, and holistic, primary trait, and analytical scoring methods. Scoring writing requires evaluating content, organization, vocabulary, syntax and mechanics.
The document discusses adapting coursebooks to better suit learners' needs and the teaching situation. It provides reasons for adaptation, including learners' needs, course requirements, classroom dynamics, and resource availability. Areas that may need adapting include methods, language content, subject matter, skill balance, progression, and cultural content. Teachers should understand learners and materials to make sensitive adaptations. Methods of adaptation include leaving out, adding, replacing, and changing materials. Coursebooks can also inspire creativity. Examples show how to personalize drills, use authentic content, make dialogues communicative, and adapt outdated materials.
The document discusses linguistic universals and second language acquisition from various perspectives. It covers:
1) Two approaches to studying language - externalized and internalized. It also discusses linguistic universals including typological universals and Universal Grammar.
2) Interlanguage theory which views learner languages as rule-governed like natural languages. Typological universals, such as implicational universals and markedness, are also examined in relation to SLA.
3) Several studies on topics like subjacency, the pro-drop parameter, and parameter resetting in SLA are summarized. The studies show mixed and inconclusive evidence regarding the influence and accessibility of Universal Grammar in adult SLA.
This document provides an overview of language testing. It discusses the types of language tests, including proficiency tests, achievement tests, and placement tests. It also covers approaches to testing such as direct vs indirect testing, discrete point vs integrative testing, and norm-referenced vs criterion-referenced testing. The document emphasizes the importance of test validity and reliability. It provides tips for developing valid and reliable tests, such as ensuring clear instructions, unambiguous questions, and objective scoring. The goal of language testing should be to accurately measure language abilities and encourage beneficial learning.
The document discusses the TOEFL iBT speaking section. It has 6 tasks that take 20 minutes total - 2 independent tasks asking for personal responses and 4 integrated tasks relating a reading and listening passage. Independent tasks are either free or paired choice questions. Integrated tasks relate reading and listening passages or summarize a listening passage. Test takers have 15-30 seconds to prepare and 45-60 seconds to answer. Scoring considers delivery, language use, and topic development. Note-taking of key ideas is important for answering questions within time limits.
This document provides an overview of the origins and development of English for Specific Purposes (ESP). It discusses how ESP emerged after World War II due to increased demand for English in technical, scientific, and economic fields. It also summarizes the key stages in the development of ESP, from early approaches focusing on register analysis and sentence-level grammar to later approaches incorporating discourse analysis, target situation analysis, skills and strategies, and learner-centered methods. The document also examines differing definitions of ESP provided by scholars over time.
The document provides guidance for the TOEFL Reading section. It is composed of 3 academic passages totaling 12 to 15 questions each that must be completed within 1 hour. Passages are about 700 words long and contain 5 to 7 paragraphs with an introduction, body, and conclusion. When reading, students should skim the first and last sentences of paragraphs to identify the topic ("what") and main idea ("why") of each passage. Combining all the topics gives the overall topic, and combining all the main ideas provides the overall main idea. To answer questions, students should read the question, find the answer in the passage, and eliminate incorrect choices by throwing out extreme, tempting, silly, or answers
The document outlines 8 principles of teaching reading: 1) Activate students' background knowledge to enhance comprehension. 2) Build a strong vocabulary base by identifying needed vocabulary and effective learning methods. 3) Teach comprehension monitoring strategies like predicting, verifying, and adjusting understanding. 4) Work on increasing reading rate through fluency rather than just accuracy. 5) Teach a variety of reading strategies and how to integrate them. 6) Encourage transforming strategies into automatic skills through practice. 7) Include formal and informal assessments of reading skills development over time. 8) Continuously improve instruction by actively teaching strategies and tailoring to individual student needs.
This document discusses various methods for assessing writing performance, from imitative to extensive writing. It outlines genres of writing, types of writing performance, and examples of tasks used to assess skills at different levels. These include spelling tasks, picture-cued tasks, grammatical transformation tasks, paragraph construction, and holistic, primary trait, and analytical scoring methods. Scoring writing requires evaluating content, organization, vocabulary, syntax and mechanics.
The document discusses adapting coursebooks to better suit learners' needs and the teaching situation. It provides reasons for adaptation, including learners' needs, course requirements, classroom dynamics, and resource availability. Areas that may need adapting include methods, language content, subject matter, skill balance, progression, and cultural content. Teachers should understand learners and materials to make sensitive adaptations. Methods of adaptation include leaving out, adding, replacing, and changing materials. Coursebooks can also inspire creativity. Examples show how to personalize drills, use authentic content, make dialogues communicative, and adapt outdated materials.
Translanguaging as pedagogic strategy and as resource for identity performanc...RMBorders
Presentation by Sara Ganassin at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
The document discusses various methods for assessing writing skills, including micro skills like grammar, word choice, and cohesion, as well as macro skills like conveying meaning and adapting to purpose and genre. It outlines categories of writing assessment tasks such as imitative writing like dictation, intensive writing like transformations, and responsive and extensive writing like paragraph construction. Specific techniques are provided like spelling tests, picture prompts, and evaluating strategies for developing main ideas across paragraphs. The document provides references for further reading on language assessment.
There are two main attitudes towards learner errors in language education. The first is that errors are unacceptable and should be eliminated, as was the view in the Audio-lingual Method of the 1950s-1960s. This can create a fear of making mistakes in learners. The second and better view is that errors are a natural part of the language learning process. Errors provide evidence that a learner is acquiring the target language. Teachers should address errors in a supportive way, rather than shaming learners.
1. ESP emerged for three main reasons - the demands of technology and commerce after WWII which created a need for an international language, developments in linguistics which showed language varies by context, and an emphasis on learner-centered approaches.
2. ESP has undergone five phases of development - from register analysis to discourse analysis to target situation analysis to emphasizing skills/strategies to a learning-centered approach. It is an approach, not a product, based on analyzing learner needs rather than predefined language varieties.
3. Designing an effective ESP course involves considering descriptions of language, theories of learning, and needs analysis to understand how learners will use and learn the language. The interdependence of these three factors is key to
A syllabus breaks down language learning objectives and expectations into a sequenced series of teaching points. It provides a meeting point between perspectives on language, its use, and contemporary teaching approaches. An effective syllabus outlines student profiles, communication tasks, language skills, resources, expectations, goals, topics, activities, strategies, and requirements.
This document discusses strategies for assessing speaking skills in a second language. It describes the characteristics of spoken language, such as variation in speed, loudness, gestures, intonation, stress, rhythm, and pausing. It presents several methods for assessing speaking, including role plays, interviews, oral presentations, picture-cued story telling, and translations. Role plays can be structured or unstructured. Interviews involve warming up, level-checking, probing, and winding down. It's important to determine the appropriate criteria and tasks for assessing fluency versus accuracy in speaking.
This document discusses integrative computer-assisted language learning (CALL). It describes the steps toward integrative CALL as including multimedia, the internet, and integrated CALL programs and applications. Integrative CALL is based on multimedia computers and the internet, allowing various media to be accessed and linked through hypermedia. This facilitates an authentic learning environment for language students with easy integration of skills. Examples of CALL programs discussed include collaborative writing tools, references, internet applications, authoring programs, and examples of integrated CALL characteristics and how it aims for normalization within language teaching.
The document discusses the Total Physical Response method of foreign language instruction. It provides details on:
- Using commands to direct student behavior and have them act out actions
- Role reversal where students command the teacher and each other
- Teaching in sequences of connected commands to form procedures
- Emphasizing listening comprehension before speaking
- Making the learning fun and not pressuring students to speak until they are ready
Chapter one for presentation( Course curriculum development in Language Teach...louth sran
The document summarizes the origins and historical development of language curriculum development. It discusses early approaches that focused on syllabus design and selection of vocabulary and grammar to structure language courses. Selection criteria included frequency, range, teachability, and learners' needs. Gradation principles like simplicity, centrality, learning ability and sequencing were applied. Early methods emphasized vocabulary and grammar as the building blocks of language. Contexts assumed learning a foreign language through textbooks, with universal needs. This established foundations for modern curriculum development focusing on determining appropriate content, experiences, and evaluation to achieve learning outcomes.
There are six types of adjectives: descriptive, limiting, pronominal, possessive, proper, and predicate. Adjectives can also be categorized into three degrees: positive, comparative, and superlative. The positive degree expresses no comparison, comparative compares two things, and superlative compares more than two things. Adjectives modify or describe nouns and can be used to limit, show ownership, or act as a complement in a sentence.
The document outlines a 4-stage process for teaching writing: 1) Students read model texts and highlight important details like format; 2) Students practice the highlighted details individually by drafting formats; 3) Students organize their ideas into paragraphs according to the format; 4) Students apply the skills to a new similar writing task. The 4 stages are familiarization, controlled writing, free writing, and guided writing.
Language Assessment - Standardized Testing by EFL LearnersEFL Learning
Advantages and disadvantages of standardized test, how to developing a standardized test, standardized language proficiency testing, and four standardized language proficiency test.
This document discusses guidelines for testing vocabulary. It recommends selecting vocabulary items from sources like textbooks, reading materials, and student work. Multiple choice items should provide context and have options that are the same word class and difficulty. The stem should be simple and options related or have similar associations. Too little or too much context can make items unreliable, so an appropriate amount is needed. Collocations and culturally neutral contexts can also be tested.
This document discusses different types of bilingualism and bilingual speakers. It defines bilingualism as using two languages, not necessarily with equal proficiency. There are several types of bilingual acquisition depending on factors like the languages of the parents and community. The document also discusses concepts like early vs late bilinguals, balanced vs dominant bilinguals, simultaneous vs sequential bilinguals, additive vs subtractive bilingualism, elite vs folk bilinguals, and code switching vs code mixing. Key aspects of a bilingual speaker include when they learned their languages, the opportunities and contexts in which they use each language, and their relative proficiency in the different languages.
This document provides an overview of modules from a course on teaching English as a foreign language. It covers topics such as effective presentations, practice activities, testing, teaching pronunciation, and the relationship between pronunciation and spelling. The modules aim to teach skills for presenting new material, facilitating learner understanding and practice, creating different types of tests, improving learner pronunciation, and addressing pronunciation-spelling connections.
The document discusses various aspects of reading assessment, including different genres, skills, strategies, and types of reading. It describes two primary hurdles for becoming efficient readers as mastering bottom-up and top-down processing strategies. Several microskills and macroskills for reading are identified. Common strategies for reading comprehension include using prior knowledge, predicting, identifying main ideas, questioning, and making inferences. The types of reading discussed are perceptive, selective, interactive, and extensive reading.
The document discusses survey questionnaires. A questionnaire is a form used to collect data in a survey by asking respondents questions. It serves four purposes: to collect appropriate data, make data comparable and analyzable, minimize bias, and make questions engaging. The document provides guidance on developing a questionnaire, including deciding what information is needed, defining the target population, formulating questions to answer research questions, organizing questions logically, consulting experts, piloting the questionnaire, and adhering to ethical standards. It also discusses open-ended versus closed-ended questions and examples of each.
ESP Course- chapter 3 - English for academic purposesMar Iam
This document discusses English for Specific Purposes (ESP) and its subcategories. It notes that ESP refers to English teaching tailored to academic disciplines or occupations. There are four types of ESP situations depending on how English is used in instruction. The document recommends starting cooperation between language and subject teachers, then extending to collaboration and team-teaching. It questions whether categories like English for Science and Technology accurately reflect disciplinary differences and needs.
Language testing involves developing and administering tests to evaluate an individual's proficiency in a language, including their knowledge, ability to discriminate, and different types of skills like achievement, proficiency, and aptitude. Tests are used to determine what a student has learned according to content standards and policies, and performance standards evaluate skills like reading, writing, speaking, and listening. Language evaluation also gauges student growth and development against learning objectives.
Translanguaging as pedagogic strategy and as resource for identity performanc...RMBorders
Presentation by Sara Ganassin at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
The document discusses various methods for assessing writing skills, including micro skills like grammar, word choice, and cohesion, as well as macro skills like conveying meaning and adapting to purpose and genre. It outlines categories of writing assessment tasks such as imitative writing like dictation, intensive writing like transformations, and responsive and extensive writing like paragraph construction. Specific techniques are provided like spelling tests, picture prompts, and evaluating strategies for developing main ideas across paragraphs. The document provides references for further reading on language assessment.
There are two main attitudes towards learner errors in language education. The first is that errors are unacceptable and should be eliminated, as was the view in the Audio-lingual Method of the 1950s-1960s. This can create a fear of making mistakes in learners. The second and better view is that errors are a natural part of the language learning process. Errors provide evidence that a learner is acquiring the target language. Teachers should address errors in a supportive way, rather than shaming learners.
1. ESP emerged for three main reasons - the demands of technology and commerce after WWII which created a need for an international language, developments in linguistics which showed language varies by context, and an emphasis on learner-centered approaches.
2. ESP has undergone five phases of development - from register analysis to discourse analysis to target situation analysis to emphasizing skills/strategies to a learning-centered approach. It is an approach, not a product, based on analyzing learner needs rather than predefined language varieties.
3. Designing an effective ESP course involves considering descriptions of language, theories of learning, and needs analysis to understand how learners will use and learn the language. The interdependence of these three factors is key to
A syllabus breaks down language learning objectives and expectations into a sequenced series of teaching points. It provides a meeting point between perspectives on language, its use, and contemporary teaching approaches. An effective syllabus outlines student profiles, communication tasks, language skills, resources, expectations, goals, topics, activities, strategies, and requirements.
This document discusses strategies for assessing speaking skills in a second language. It describes the characteristics of spoken language, such as variation in speed, loudness, gestures, intonation, stress, rhythm, and pausing. It presents several methods for assessing speaking, including role plays, interviews, oral presentations, picture-cued story telling, and translations. Role plays can be structured or unstructured. Interviews involve warming up, level-checking, probing, and winding down. It's important to determine the appropriate criteria and tasks for assessing fluency versus accuracy in speaking.
This document discusses integrative computer-assisted language learning (CALL). It describes the steps toward integrative CALL as including multimedia, the internet, and integrated CALL programs and applications. Integrative CALL is based on multimedia computers and the internet, allowing various media to be accessed and linked through hypermedia. This facilitates an authentic learning environment for language students with easy integration of skills. Examples of CALL programs discussed include collaborative writing tools, references, internet applications, authoring programs, and examples of integrated CALL characteristics and how it aims for normalization within language teaching.
The document discusses the Total Physical Response method of foreign language instruction. It provides details on:
- Using commands to direct student behavior and have them act out actions
- Role reversal where students command the teacher and each other
- Teaching in sequences of connected commands to form procedures
- Emphasizing listening comprehension before speaking
- Making the learning fun and not pressuring students to speak until they are ready
Chapter one for presentation( Course curriculum development in Language Teach...louth sran
The document summarizes the origins and historical development of language curriculum development. It discusses early approaches that focused on syllabus design and selection of vocabulary and grammar to structure language courses. Selection criteria included frequency, range, teachability, and learners' needs. Gradation principles like simplicity, centrality, learning ability and sequencing were applied. Early methods emphasized vocabulary and grammar as the building blocks of language. Contexts assumed learning a foreign language through textbooks, with universal needs. This established foundations for modern curriculum development focusing on determining appropriate content, experiences, and evaluation to achieve learning outcomes.
There are six types of adjectives: descriptive, limiting, pronominal, possessive, proper, and predicate. Adjectives can also be categorized into three degrees: positive, comparative, and superlative. The positive degree expresses no comparison, comparative compares two things, and superlative compares more than two things. Adjectives modify or describe nouns and can be used to limit, show ownership, or act as a complement in a sentence.
The document outlines a 4-stage process for teaching writing: 1) Students read model texts and highlight important details like format; 2) Students practice the highlighted details individually by drafting formats; 3) Students organize their ideas into paragraphs according to the format; 4) Students apply the skills to a new similar writing task. The 4 stages are familiarization, controlled writing, free writing, and guided writing.
Language Assessment - Standardized Testing by EFL LearnersEFL Learning
Advantages and disadvantages of standardized test, how to developing a standardized test, standardized language proficiency testing, and four standardized language proficiency test.
This document discusses guidelines for testing vocabulary. It recommends selecting vocabulary items from sources like textbooks, reading materials, and student work. Multiple choice items should provide context and have options that are the same word class and difficulty. The stem should be simple and options related or have similar associations. Too little or too much context can make items unreliable, so an appropriate amount is needed. Collocations and culturally neutral contexts can also be tested.
This document discusses different types of bilingualism and bilingual speakers. It defines bilingualism as using two languages, not necessarily with equal proficiency. There are several types of bilingual acquisition depending on factors like the languages of the parents and community. The document also discusses concepts like early vs late bilinguals, balanced vs dominant bilinguals, simultaneous vs sequential bilinguals, additive vs subtractive bilingualism, elite vs folk bilinguals, and code switching vs code mixing. Key aspects of a bilingual speaker include when they learned their languages, the opportunities and contexts in which they use each language, and their relative proficiency in the different languages.
This document provides an overview of modules from a course on teaching English as a foreign language. It covers topics such as effective presentations, practice activities, testing, teaching pronunciation, and the relationship between pronunciation and spelling. The modules aim to teach skills for presenting new material, facilitating learner understanding and practice, creating different types of tests, improving learner pronunciation, and addressing pronunciation-spelling connections.
The document discusses various aspects of reading assessment, including different genres, skills, strategies, and types of reading. It describes two primary hurdles for becoming efficient readers as mastering bottom-up and top-down processing strategies. Several microskills and macroskills for reading are identified. Common strategies for reading comprehension include using prior knowledge, predicting, identifying main ideas, questioning, and making inferences. The types of reading discussed are perceptive, selective, interactive, and extensive reading.
The document discusses survey questionnaires. A questionnaire is a form used to collect data in a survey by asking respondents questions. It serves four purposes: to collect appropriate data, make data comparable and analyzable, minimize bias, and make questions engaging. The document provides guidance on developing a questionnaire, including deciding what information is needed, defining the target population, formulating questions to answer research questions, organizing questions logically, consulting experts, piloting the questionnaire, and adhering to ethical standards. It also discusses open-ended versus closed-ended questions and examples of each.
ESP Course- chapter 3 - English for academic purposesMar Iam
This document discusses English for Specific Purposes (ESP) and its subcategories. It notes that ESP refers to English teaching tailored to academic disciplines or occupations. There are four types of ESP situations depending on how English is used in instruction. The document recommends starting cooperation between language and subject teachers, then extending to collaboration and team-teaching. It questions whether categories like English for Science and Technology accurately reflect disciplinary differences and needs.
Language testing involves developing and administering tests to evaluate an individual's proficiency in a language, including their knowledge, ability to discriminate, and different types of skills like achievement, proficiency, and aptitude. Tests are used to determine what a student has learned according to content standards and policies, and performance standards evaluate skills like reading, writing, speaking, and listening. Language evaluation also gauges student growth and development against learning objectives.
Презентация вебинара "Подготовка к ЕГЭ по английскому"EnglishDom
На этом вебинаре преподаватель онлайн школы EnglishDom Рубен:
- обозначил, что представляет собой экзамен ЕГЭ;
- описал общую структуру экзамена и систему оценивания;
- рассказал про основные моменты и подводные камни каждой части ЕГЭ;
- поделился советами, полезными ресурсами/ссылками для подготовки к экзамену;
- ответил на часто задаваемые вопросы;
- презентовал подарок всем участникам вебинара от школы EnglishDom.
«Готовимся к ОГЭ»
Учебный курс русского языка.
Выполнил учащийся 9 кл.
Фокин Александр.Цель работы - создание интерактивных заданий в CMS Moodle и Hot Potatoes
4. Упражнения могут использоваться как дополнительное средство обучения и для самостоятельной работы.
Применение интерактивных тестов способствует повышению уровня грамотности учащихся.
Достоинство компьютерного тестирования - минимум затраченного времени и получение результатов по завершении теста. Интерактивные тесты помогут при подготовке к Основному государственному экзамену в 9 классе и к Единому государственному экзамену в 11 классе.
Ученики могут использовать курс следующим образом:
- осуществлять доступ ко всем учебным программам и заданиям из дома или компьютерного класса;
- использовать в качестве учебных пособий разнообразные материалы: презентации PowerPoint, анимации Flash, видео и аудио записи и многое другое.Весь теоретический материал, контрольные и самостоятельные работы, интерактивные тесты и задания выложены на сайте http://edu2.cdo-penza.ru/
Курс доступен любому пользователю сети Интернет.
3. Разработчики экзамена
International English Language Testing System,
международная система тестирования по
английскому языку
Британский Университет Кембриджа
(University of Cambridge)
Test Of English as a Foreign Language,
Тест на знание английского языка как
иностранного
Компания Educational Testing Service (ETS),
базирующаяся в Принстонском
университете (Нью-Джерси, США)
4. Цель сдачи экзамена
образование за рубежом
(Academic module)
иммиграция (General module)
работа за рубежом (General module)
образование за рубежом
5. Результат экзамена нужен в вуз?
Какой экзамен выбрать, зависит от требований заграничного
учебного заведения. Если принимаются результаты обоих
экзаменов – выбирайте экзамен, на котором сможете показать
лучший результат
6. Британский или американский английский:
произношение, лексика, идиоматические выражения
британский английский
(или австралийский английский)
американский вариант
английского языка
7. все ответы на письменные задания
пишутся от руки
необходимо набрать письменное эссе
на клавиатуре компьютера
Печатать или писать от руки
8. Около 2 часов 45 минут Около 4 часов
Продолжительность экзамена
9. Различные типы заданий в тесте
широкий набор типов вопросов:
• заполнение пропусков (gap fill),
• нахождение соответствий (matching exercises),
• вопросы с несколькими вариантами ответов
(multiple choice)
практически полностью состоит из вопросов с
несколькими вариантами ответов
(multiple choice questions)
10. Чтение (Reading)
• 3 текста по 20 минут на каждый
• Тематика текстов – научная
• Типы вопросов разнообразные: вставить
пропущенное слово, выбрать заголовки
для абзацев текста, расположить абзацы
текста в нужном порядке
• Необходимо прочитать тексты (3-5) и
ответить на вопросы к ним (20 минут на
каждый)
• Тематика текстов– научная
• Вопросы содержат несколько вариантов
ответа
11. Аудирование (Listening)
• Аудирование длится 40 минут
• Вопросы к аудио не одного типа, а
разных
• Задания отличаются по длине
• На вопросы нужно отвечать не после
прослушивания текста, а по ходу
• Аудирование длится 40 - 60 минут
• Аудиоматериалы представляют собой отрывки
лекций или разговоры в кампусе
(на территории университета, в общежитии)
• Задача: делать записи по ходу прослушивания,
затем отвечать на вопросы с несколькими
вариантами ответов (multiple choice)
12. Письмо (Writing)
• 2 письменных задания
• Первое – это короткое эссе длиной
200-250 слов
• Второе – анализ информации,
представленной на графике, схеме или
диаграмме
• 2 письменных задания, оба печатаются на
клавиатуре компьютера
• Первое задание - написать эссе, содержащее 5
параграфов и 300-350 слов
• Второе задание - чтение текста и прослушивание
лекции на ту же тему. Затем, используя свои записи,
необходимо написать сравнительный анализ текста
и лекции (150-225 слов)
13. Устная речь (Speaking)
• Тест длится от 12 до 14 минут и проходит в
присутствии экзаменатора
• Сначала идёт короткая серия общих
вопросов. Далее развернутый ответ на
вопрос из карточки, за которым следует
более детальная беседа на ту же или
близкую тему
• Ответы записываются на компьютер и
обрабатываются после экзамена. Устная
секция длится 20 минут
• 6 различных вопросов, основанных на
коротком тексте / беседе. Необходимо дать
ответы на каждый из вопросов
14. Сравнение результатов IELTS и TOFL
CEFR*
A1-C2
IELTS
0-9
TOEFL
0-120
<A1 <2.0
A1 2.0-3.5
A2 4.0-5.5 57-86
B1 6.0-6.5 87-109
B2 7.0-7.5 110-120
C1 8.0-8.5
C2 9.0
*CEFR – Common European Framework
(система уровней владения иностранным языком, используемая в Европе)
15. Экзаменационный центр в Калининграде
Языковая школа «ЭКСПЕРТ»
236000, г. Калининград, ул. Генделя 5
Тел.: (4012) 992205, 992204, 992217,
(9062) 379898
www.expertlanguage.ru
el@expertlanguage.ru
Подготовка к международным экзаменам IELTS, TOEFL, PTE