The document provides instructions and materials for an English proficiency exam. It consists of 4 parts: reading, writing, listening, and speaking. The reading section includes a passage and 10 multiple choice questions about it. The writing prompt asks students to write a 150-word letter applying for a dating show. The listening section provides 10 questions to answer based on a video played twice. Finally, the speaking section instructs students to make a 4-minute video role-playing the dating show with a group of 5 students. Rubrics are also provided to evaluate the writing and speaking sections.
Language is systematically process human has. Language is a system of communication consisting of sounds, words and grammar, or the system of communication used by the people of a particular country or profession. It can be inferred that communication may be happened if the people produce a sound, word and grammar, or system which exists in the country to interact each others.
Conversation I, the book you are reading, is one of the textbooks containing course materials arranged by Mr. M. Ariyudha Rio and Mr. Rifki Amin –two lecturers who teach English at Sekolah Tinggi Bahasa Asing (STBA) Pertiwi Tangerang. The arrangements of these course materials have been done as one of the attempts to fulfill the needs of the textbook containing course materials which go along with the syllabus of the related course.
Tangerang, December 2015
Rifki Amin, M. Pd.
English for Handling Ticket Officer, the book you are reading, is one of the textbooks containing course materials arranged by Rifki Amin and Hari Suci Sulistiawati who learn at The School of Post Graduate Prof. Dr. HAMKA Jakarta. The arrangement of these course materials has been done as one of the attempts to fulfill the needs of the textbook containing course materials which go along with the need analysis of the related course.
In addition, these well arranged course material could also be perceived as the actualization of English for Academic Purposes. The writers wish to acknowledge their colleagues in English study program, The School of Post Graduate Prof. Dr. HAMKA Jakarta in particular Dr. Santi Chairani Djonhar, MA, who has been very helpful to support and guide them in finishing this book.
English for Handling Ticket Officer is a book that can be used by the tourism officer in ticketing area, and it can be used also by the students of vocational high school. It can help the officers and the students to study English easier. English for Travel Agent covers some English lesson that adapted from tourism lesson book and other.
This book is provided by four skills (Listening, reading, speaking and writing) and also language focus. Here, you can find some conversation, reading texts, listening items and of course writing item that you can do in individual, in pairs or group. Then you can get some grammar focus like the expressing of greeting, introducing, suggestion, etc and the tenses like past tense, present continuous tense and also pronunciation. Beside the task, you can also meet the progress check for checking your progress in English.
Hopefully, these well arranged course materials would be very much beneficial and become additional wealth of English for Handling Ticket Officer textbook for those who teach it as well as who learn it, despite all the weakness which are likely found in this textbook.
January 2014
Language is systematically process human has. Language is a system of communication consisting of sounds, words and grammar, or the system of communication used by the people of a particular country or profession. It can be inferred that communication may be happened if the people produce a sound, word and grammar, or system which exists in the country to interact each others.
Conversation I, the book you are reading, is one of the textbooks containing course materials arranged by Mr. M. Ariyudha Rio and Mr. Rifki Amin –two lecturers who teach English at Sekolah Tinggi Bahasa Asing (STBA) Pertiwi Tangerang. The arrangements of these course materials have been done as one of the attempts to fulfill the needs of the textbook containing course materials which go along with the syllabus of the related course.
Tangerang, December 2015
Rifki Amin, M. Pd.
English for Handling Ticket Officer, the book you are reading, is one of the textbooks containing course materials arranged by Rifki Amin and Hari Suci Sulistiawati who learn at The School of Post Graduate Prof. Dr. HAMKA Jakarta. The arrangement of these course materials has been done as one of the attempts to fulfill the needs of the textbook containing course materials which go along with the need analysis of the related course.
In addition, these well arranged course material could also be perceived as the actualization of English for Academic Purposes. The writers wish to acknowledge their colleagues in English study program, The School of Post Graduate Prof. Dr. HAMKA Jakarta in particular Dr. Santi Chairani Djonhar, MA, who has been very helpful to support and guide them in finishing this book.
English for Handling Ticket Officer is a book that can be used by the tourism officer in ticketing area, and it can be used also by the students of vocational high school. It can help the officers and the students to study English easier. English for Travel Agent covers some English lesson that adapted from tourism lesson book and other.
This book is provided by four skills (Listening, reading, speaking and writing) and also language focus. Here, you can find some conversation, reading texts, listening items and of course writing item that you can do in individual, in pairs or group. Then you can get some grammar focus like the expressing of greeting, introducing, suggestion, etc and the tenses like past tense, present continuous tense and also pronunciation. Beside the task, you can also meet the progress check for checking your progress in English.
Hopefully, these well arranged course materials would be very much beneficial and become additional wealth of English for Handling Ticket Officer textbook for those who teach it as well as who learn it, despite all the weakness which are likely found in this textbook.
January 2014
PRESENTACIÓN DEL LIBRO ALEGRÍA CON GAMBO: La mirada etíope que alimentó mi vi...Iñaki Alegria Coll
Podemos leer todos los artículos posibles, documentos, reportajes, podemos conocer toda la información posible, estar mejor documentados que nadie, pero serán siempre cifras frías, impersonales, que no nos dicen nada y a las que ya nos hemos hecho vulnerables.
No sabemos lo que es la muerte de 100 personas hasta que vemos a Nassaneth, la miramos a los ojos, conocemos a su madre, nos invita a su casa, a comer juntos… y al comunicarnos su muerte, la lloramos juntos.
Este es un libro escrito con esta mirada personal, desde tierras etíopes, con los pies en el suelo, cara a cara, con el corazón en la mano del prójimo.
Sin hablar de grandes cifras, sino con historias personales, la de Nassaneth, Tuji, Mati…
Historias que te llegan al corazón y te cambian, te cambian la vida entera.
Etiopía cara a cara,
Mirada a mirada
Corazón a corazón
Alma a alma.
Transmitiendo alegría.
ALEGRÍA CON GAMBO: La mirada etíope que alimentó mi vida.
La obra nos hace tocar con el alma y sentir próxima la realidad de Etiopía
nos emocionará con la medicina más humana y entregada apasionadamente a los más necesitados
nos estremecerá al poner nombre propio, rostro y mirada a los niños que sufren desnutrición severa
nos hará reivindicar el papel de la mujer en África.
“Es una experiencia increíble en todos los sentidos y en todos los aspectos de la vida: médica, personal, humana y espiritual. Sobrecogedora. Deslumbrante. Alumbrante. Impactante. Inolvidable. Vinculante. Excepcional. Donde comparten cama la vida y la muerte”
“Una vez he puesto un nombre propio, una mirada, una historia personal a los niños y niñas que mueren de hambre no puedo permanecer indiferente.”
“Ahora ya no es el niño que cada segundo muere de hambre en el mundo, ahora es Ruziya, es Firaol, es Abdelkarim…”
“Es muy duro ver morir a un niño que no debería morir, un niño que en nuestro país sobreviviría”. De este sentimiento y de la experiencia vivida en Gambo nace la necesidad de crear la ONG “ALEGRÍA SIN FRONTERAS”, al que se destinarán el 100% de los beneficios de la venta del libro.
Disponible en las principales librerías
también disponible on-line a través de
http://www.claret.cat/es/libro/ALEGRIA-CON-GAMBO-846173366
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
Writer’s Name Literacy Narrative Rubric40 Points TotalRea.docxericbrooks84875
Writer’s Name:
Literacy Narrative Rubric
40 Points Total
Reader’s Response
Not yet Meeting an Academic Reader’s Expectations
Approaching an Academic Reader’s Expectations
Meeting an Academic Reader’s Expectations
Exceeding an Academic Reader’s Expectations
Controlling Idea & Focus
8 points total
Organization (transitions, clear order of events, introduction & conclusion)
6 points total
Development (details and illustrations)
6 points total
Sentence Structure & Sentence Variety
4 points total
Accuracy of Vocabulary
6 points total
Grammar, Punctuation & Spelling
8 points total
Paper Format
2 points total
Your Total Points =
23 and below = F
27-24 points = D
31-28 points = C
35-32 points = B
40-36 points = A
Student 1
Student
ENG 1100
Ms. Williams
2 February 2015
Learning Literacy
The President of the Optimism Club turned to me; “Draw a number please,” she ordered. I reached my clammy hands into the bowl and snatched a piece of paper. I drew number one. That means I was to be first to present. I walked to the center of the stage and gathered myself for the moment I’d been preparing myself for weeks. I looked up from my jam-packed notecards into a sea of people and began… “Why me? Why not?”
Literacy is most widely known as the ability to read and write although it is not an ability one can acquire overnight, but a process that evolves with experience. My ability to write in a sophisticated and fluid manner has been an ongoing and exasperating process. In my younger years my writing was imaginative, enjoyable, and exciting. Although just like all skills advance so did my writing. As I entered middle school, my writing took a turning point when presenting became part of the process. Writing speeches and presenting them became the next frustrating milestone of my writing development. Through perseverance and practice my writing exploration has made me the literate person I am today, not only in writing, but in presenting with confidence.
My first recollection of writing included writing stories of the best memories of my childhood. As a young girl I spent a lot of my time with my Grandpa Baird. Almost every day we both would take our walking sticks and stroll to the candy store to pick up a sugary treat; I would always get a pack of Rolos. This memory was the first thing I ever wrote about due to the assignment I received in the first grade to write about a special memory. I will never forget the feeling of enthusiasm I sensed when I got to write about someone that I loved and enjoyed spending so much time. The satisfaction when Baird read my story will never leave me. Writing was a pleasurable, and inspiring part of me; all this changed when I entered middle school.
In middle school the topics I was assigned were often uninteresting and tedious. Teachers expected faultless grammar, proper sentence structure, and the dreaded 3.5 format to be done appropriately. My head was befuddled with a.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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!
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?
TESDA TM1 REVIEWER FOR NATIONAL ASSESSMENT WRITTEN AND ORAL QUESTIONS WITH A...
Instrumento
1. FORMATO PRUEBA
Summative assessment
Fecha:
CURSO: English I ASESORES: Jackeline Valencia L. & Natalia Ñañez Rpo.
NOMBRE:
COMPETENCIAS A EVALUAR
Propósito: Evaluar el progreso de los estudiantes durante el curso.
Competencia (s): Presentarse a sí mismo y a otras personas.
Expresar ideas e intereses.
Importante: Para la presentación de esta prueba tenga en cuenta lo siguiente
El tiempo máximo estipulado es de 1 hora y 30 minutos.
Los resultados de éste test serán reportados en el aula de clase, se han determinado 5
minutos para que cada uno reciba una retroalimentación.
NO se permite el uso de materiales o dispositivos diferentes al test mismo, lápiz,
lapicero, borrador, sacapuntas.
La prueba consta de 4 partes que evaluarán las competencias a través de la lectura,
escritura, escucha y habla. (Ésta última no se evaluará el día de hoy)
Cada parte de la prueba tiene un valor determinado. Lectura 1.0, escritura 1.5, escucha
1.0 y habla 1.5.
En caso de tener alguna duda, hágalo saber a su asesor.
2. READING 1.0
Questions 1-5
Read the text and questions below.
For each question, circle the correct letter A, B, C, or D.
How I found love
Hi, I am Luciana, I was born on November 5, I am 23 years old and I am a chemical engineer.
I am from Cali, Valle del Cauca. I have a brother called Mateo and a best friend called
Alejandro, he is from Cali too. Now, I am living in Medellín but I was living in Bogotá
when I found love.
Before that event, I was a lonely person but I did not make a great effort to find someone with
which share all the love I have inside. One day, I was in my house with a friend, watching my
favorite sport: soccer and in the half-time a commercial appears, it said something like “Are
you single? Do you want to meet the love of your life? Are you looking for a soulmate? This
is your opportunity, the new reality in Colombia, call to ‘Looking for love ♥’ if you want to be
part of this beautiful experience and find the love of your live called to 2527742” And my
best friend said “Luciana, you have to be on that reality, is your
opportunity” and we called and I was an official participant. When the time has come to
participate, I was scared and worried.
There were two girls by my side and an unknown person on the other side, but he sounded like
a strong a handsome boy. They make us questions and we answer. Oh yes, I can remember a
questions he made, “what is your favorite sport?” those girls said that they did not like sports
but I said soccer, he sounded excited with my answer and at the end, he chose me. Now, we
live together since 2014, his name is Santiago, he was born on May 23, he is 25 years old, he
is a lawyer and he is from Medellín and that is why I live here. I love him and I plan get
married with him but, shh! It is a secret.
1. In which year was Luciana born?
a. 1990
b. 1992
c. 1991
d. 1993
2. Luciana is from…
a. Cali.
b. Bogotá.
c. Medellín.
d. Barranquilla.
3. 3. What is the name of Luciana’s boyfriend?
a. Alejandro.
b. Mateo.
c. Santiago.
d. Daniel.
4. In which year was Luciana’s boyfriend born?
a. 1990 b. 1992
c. 1991 d. 1993
5. Where is Luciana’s boyfriend from?
a. Cali. b. Bogotá.
c. Medellín. d. Barranquilla.
Questions 6-10
According to the text “How I found love” answer the following questions.
6. How did Luciana feel before finding love?
____________________________________________________________________________
7. What was Luciana doing when she heard about the reality show “Looking for love?”
____________________________________________________________________________
8. Luciana was thinking that the unknown person sounds like…
____________________________________________________________________________
9. Who was born on May 23?
____________________________________________________________________________
10. What are Luciana’s and his boyfriend’s professions?
____________________________________________________________________________
4. LISTENING 1.0
You will watch a video on a TV show called “It’s a Date!” twice.
First, you have 3 minutes to see the questions below.
Listen carefully and circle the correct letter A, B, C, or D according to the video.
1. What is the age of the second girl?
a. 25 b. 28
c. 23 d. 22
2. What is the name of the third girl?
a. Charlene b. Jhoana
c. Immelia d. Jennifer
3. Who is the oldest of the girls?
a. Charlene b. Jhoana
c. Immelia d. Jennifer
4. Who has a gym?
a. Ferris b. Derek
c. Jason d. Enlai
5. Jhoana says that one of the boys sounds
like an evil person, he is…
a. Ferris b. Derek
c. Jason d. Enlai
6. For Immelia one boy is laying, who is
he?
a. Ferris b. Derek
c. Jason d. Enlai
7. Who is a student?
a. Charlene b. Jhoana
c. Derek d. Jason
8. Who is the most chosen boy?
a. Ferris b. Derek
c. Jason d. Enlai
9. Who is a musician? 10. Who looks like a baker?
a. Ferris b. Derek a. Ferris b. Derek
c. Jason d. Enlai c. Jason d. Enlai
5. WRITING 1.5
Read the task and write your answer in the blank space.
Make sure you use capitalization and punctuation, content, grammar and spelling, text
structure and clarity. At least write 150 words.
Imagine you want to participate in the contest “One date”. To request it, you have to write
a letter in order to introduce yourself and tell why you want to be there.
On the letter you have to include the follow things:
Greetings
Personal information, as name, age, sex, nationality, telephone number, e-mail
The reasons you want to participate in the contest
A farewell
PD: Remember the structure of a letter and you will have success.
6. SPEAKING 1.5
In groups of 5 students, make a video in which you represent the tv contest called “looking for
love”.
Make sure you introduce yourself, ask for information and also answer questions.
Fluency, body language, content, formal requirements and the accurate development of
the task will be appreciated.
The video should last 4 mins.
Be creative.
This video should be presented to the teacher and the rest of the class on 2 weeks in order to
organize your ideas and prepare it. It should be in MP3 format and bring it in a USB (remember
University Internet is not the best).
COMMENTS
(This space is for the teacher)
7. INTERPRETATION
The interpretation that the instrument will have will count with the help of two rubrics for the
writing and speaking part. Also, there is a rubric to make an average of all the abilities.
Rubric of the writing part: A letter for the contest request
In this task, students will be under five criteria: Capitalization and punctuation, content,
grammar and spelling, text structure and clarity.
WRITING PART (rubric): A letter for the contest request
Student’s name
Category Excellent 1.0 Good 0.5 Fair 0.3 Poor 0 Points
Capitalization
and
punctuation
The text is
presented with
appropriated use
of capitalization
and punctuation.
A big part of the
text presents
accurate
capitalization and
punctuation
More of the 75%
of the text has
incorrect use of
capitalization and
punctuation
The text does not
present any use of
capitalization and
punctuation, or it
has the incorrect
form.
Content
The letter
answers to the
required
elements
The letter
answers to a big
part of the
required
elements.
The letter does
not answer to the
whole required
elements.
The text does not
correspond to the
task.
Grammar
and
spelling
The text has not
errors in
grammar or
spelling; also, the
selected
vocabulary is
accurate.
The text has some
grammar and
spelling mistakes
but the
vocabulary used
is the accurate.
The text has
frequently
grammar and
spelling mistakes.
The vocabulary is
used in a poor
way.
The text presents
lots grammar and
spelling mistakes
and the
vocabulary used
is not the
appropriated.
Text
structure
The letter
structure is
develop in a
formal and has
the correct order;
also it has
coherent
sequence.
Most of the
formal
requirements are
present in the
letter and the
coherence is not
well developed.
The formal
requirements are
misused; the text
is fairly coherent.
The text has not
the structure of a
letter and it has
not a coherent
sequence.
Clarity
Letter is
absolutely
understandable,
well typed and is
easy to read.
It is
understandable,
neatly hand-
written, clean, not
wrinkled, and is
easy to read
The text is not
completely
understandable is
typed and is
crumpled or
slightly stained.
The text is not
understandable,
the hand-writing
is not clear and it
was not easy to
read.
Score
8. Rubric of the speaking part: A role play: A date.
In this task, students will be under five criteria: Fluency, body language, content,
formal requirements and the accurate development of the task.
SPEAKING PART (rubric): role play: A date.
Student’s name
CRITERIA Excellent 1.0 Good 0.5 Fair 0.3 Poor 0 Points
Fluency:
The test taker speaks with a constant
speed, accuracy, and proper expression.
Body language:
The student uses no verbal language to
compensate the mismatches.
Content:
The student uses the knowledge learned
at class in a correct way.
Formal requirements:
The student uses right transitions,
grammar forms and good pronunciation
Accurate development of the task:
The student answers to the required
information of the task.
Average:
Listening Reading Writing Speaking Total: