The document summarizes the format and structure of the Reading section of the FCE examination. It is composed of 4 parts with a total time of 1 hour and 15 minutes. Part 1 involves matching main points to paragraphs through headings or summaries. Part 2 contains a text and multiple choice questions on details, opinions and meaning. Part 3 presents a gapped text where students reorder paragraphs. Part 4 matches prompts to details across one or more short texts. The document provides examples and advice for students preparing for this section.
This document provides a general description of the FCE examination Paper 2: Writing. It consists of two parts that must be completed in 1 hour and 30 minutes. Part 1 is a compulsory transactional letter task based on 250 words of input material. Part 2 consists of a choice of four question types, including articles, letters, reports, compositions, or short stories based on a 70-word context. It provides guidelines on expected word counts, task formats, and scoring criteria for each part. It also offers advice on preparing for the exam, such as choosing accessible topics, reading questions carefully, planning answers, and practicing writing within the required word limits.
The document provides information about preparing students for the open-ended response (OER) items on the Texas Assessment of Knowledge and Skills (TAKS) exam. It discusses what a successful response includes, the skills assessed in the OER items, and best practices for teaching the skills in the English/Language Arts classroom. A successful response has a clear answer, multiple pieces of textual evidence, and a connection between the answer and evidence. Teachers should model the skills, provide guided practice, and focus instruction on both individual skills and holistic response construction.
The document provides frequently asked questions (FAQs) about the Cambridge English: Advanced exam. It addresses questions about the exam format, scoring, and preparation. Some key points:
- There is no official vocabulary list for the exam, but candidates should read widely to build vocabulary.
- Scores on the individual papers (Reading, Writing, Listening, Speaking, Use of English) are averaged to calculate the overall exam score. Candidates do not need to pass each paper.
- The Reading & Use of English paper has two sub-scores, one for Reading and one for Use of English. Tasks include multiple choice, matching, and reordering paragraphs. Spelling must be correct.
IELTS academic module Reading best strategies for computer delivery examshivaJafari1
Best IELTS reading strategies
Suitable for computer-based exam
Contact author for additional information on
educational practice tests
shivajaafari@gmail.com
The document provides an overview of the Cambridge Proficiency English (CPE) exam, which tests advanced English language skills. It describes the four parts of the exam: Reading and Use of English, Writing, Listening, and Speaking.
The Reading and Use of English paper contains 7 parts testing different skills like cloze tasks, word formation, and text comprehension over a total of 53 questions. The Writing paper consists of two tasks - a summary/evaluation essay and a choice of article, report, or review. The Listening paper has 4 parts with 30 multiple-choice questions total. Finally, the Speaking paper involves 3 parts with paired and individual speaking tasks over 16 minutes.
The document summarizes the key changes to the Cambridge English Advanced (CAE) exam starting in January 2015. The exam will now be 45 minutes shorter, consisting of 4 papers instead of 5. Paper 1 combines the previous Reading and Use of English sections into a single paper with 8 parts testing reading comprehension and language knowledge. Paper 2 (Writing) consists of two tasks, an essay and a choice of letter, report, proposal or review. Paper 3 (Listening) has 4 parts with different question types. Paper 4 (Speaking) consists of 4 parts involving individual and paired speaking tasks.
This document provides information about the written assignment component of the Language B course for students in their second year. The assignment consists of an intertextual reading linked to one of the core topics, followed by a 300-400 word written piece and a 100 word rationale. It is externally assessed. The purpose is to allow students to reflect on and develop their understanding of a core topic while practicing receptive and productive skills. Students will be assessed on their language use, content, format, and rationale based on criteria around understanding, organization, and appropriateness.
The document provides information about the listening section of the IELTS exam, including its format, timing, question types, and strategies for each question type. It notes that the listening section contains 4 sections with a total of 40 multiple-choice and other question types. The questions assess a variety of skills and include matching, sentence completion, short-answer, and other types. Strategies are outlined for each question type, emphasizing listening carefully, predicting answers, and writing responses exactly as heard.
This document provides a general description of the FCE examination Paper 2: Writing. It consists of two parts that must be completed in 1 hour and 30 minutes. Part 1 is a compulsory transactional letter task based on 250 words of input material. Part 2 consists of a choice of four question types, including articles, letters, reports, compositions, or short stories based on a 70-word context. It provides guidelines on expected word counts, task formats, and scoring criteria for each part. It also offers advice on preparing for the exam, such as choosing accessible topics, reading questions carefully, planning answers, and practicing writing within the required word limits.
The document provides information about preparing students for the open-ended response (OER) items on the Texas Assessment of Knowledge and Skills (TAKS) exam. It discusses what a successful response includes, the skills assessed in the OER items, and best practices for teaching the skills in the English/Language Arts classroom. A successful response has a clear answer, multiple pieces of textual evidence, and a connection between the answer and evidence. Teachers should model the skills, provide guided practice, and focus instruction on both individual skills and holistic response construction.
The document provides frequently asked questions (FAQs) about the Cambridge English: Advanced exam. It addresses questions about the exam format, scoring, and preparation. Some key points:
- There is no official vocabulary list for the exam, but candidates should read widely to build vocabulary.
- Scores on the individual papers (Reading, Writing, Listening, Speaking, Use of English) are averaged to calculate the overall exam score. Candidates do not need to pass each paper.
- The Reading & Use of English paper has two sub-scores, one for Reading and one for Use of English. Tasks include multiple choice, matching, and reordering paragraphs. Spelling must be correct.
IELTS academic module Reading best strategies for computer delivery examshivaJafari1
Best IELTS reading strategies
Suitable for computer-based exam
Contact author for additional information on
educational practice tests
shivajaafari@gmail.com
The document provides an overview of the Cambridge Proficiency English (CPE) exam, which tests advanced English language skills. It describes the four parts of the exam: Reading and Use of English, Writing, Listening, and Speaking.
The Reading and Use of English paper contains 7 parts testing different skills like cloze tasks, word formation, and text comprehension over a total of 53 questions. The Writing paper consists of two tasks - a summary/evaluation essay and a choice of article, report, or review. The Listening paper has 4 parts with 30 multiple-choice questions total. Finally, the Speaking paper involves 3 parts with paired and individual speaking tasks over 16 minutes.
The document summarizes the key changes to the Cambridge English Advanced (CAE) exam starting in January 2015. The exam will now be 45 minutes shorter, consisting of 4 papers instead of 5. Paper 1 combines the previous Reading and Use of English sections into a single paper with 8 parts testing reading comprehension and language knowledge. Paper 2 (Writing) consists of two tasks, an essay and a choice of letter, report, proposal or review. Paper 3 (Listening) has 4 parts with different question types. Paper 4 (Speaking) consists of 4 parts involving individual and paired speaking tasks.
This document provides information about the written assignment component of the Language B course for students in their second year. The assignment consists of an intertextual reading linked to one of the core topics, followed by a 300-400 word written piece and a 100 word rationale. It is externally assessed. The purpose is to allow students to reflect on and develop their understanding of a core topic while practicing receptive and productive skills. Students will be assessed on their language use, content, format, and rationale based on criteria around understanding, organization, and appropriateness.
The document provides information about the listening section of the IELTS exam, including its format, timing, question types, and strategies for each question type. It notes that the listening section contains 4 sections with a total of 40 multiple-choice and other question types. The questions assess a variety of skills and include matching, sentence completion, short-answer, and other types. Strategies are outlined for each question type, emphasizing listening carefully, predicting answers, and writing responses exactly as heard.
The document provides information about the IELTS reading module, which consists of 3 sections testing a candidate's ability to understand texts of increasing complexity. Section 1 has short texts and questions, Section 2 has longer texts with questions about specific details and main ideas, and Section 3 has a single long text. Candidates have 60 minutes total to complete the module, with time allocated between the sections. The questions assess understanding through true/false, short answers, matching, and multiple choice questions. Tips are provided for each section, including surveying the text, reading questions, and finding answers through scanning or identifying main ideas.
Reading 2 guideline for item writing writing testenglishonecfl
The document provides guidelines for designing effective writing prompts for language tests. It discusses:
1. Clearly defining the intended writing skills and specifying them using directive verbs to guide the expected response.
2. Clearly defining the task and limiting its scope to provide boundaries for test takers' responses. An example shows how a question became more focused.
3. Creating a problem situation to situate the clearly defined task, delimiting the appropriate content for the test takers' level.
This document provides information about the structure and tasks of the five parts in the Cambridge English: First (FCE) Use of English exam paper. It describes the format, timing, number of questions, focus and task type for each part. Part 1 involves multiple choice cloze questions, Part 2 open cloze questions, Part 3 key word transformations, Part 4 error correction, and Part 5 word formation tasks. It provides sample questions and answer keys to illustrate each part.
This document provides guidance on comprehension strategies to use before, during, and after reading a text. It recommends choosing two strategies for each phase, such as using graphic organizers or KWL charts before reading, interacting with the text through key words or visual representations during reading, and reconstructing or extending the text after reading. Specific strategies discussed in more detail include KWL, QuADS, 3-2-1, anticipation guides, SQ3R, and various exercises for interacting with and understanding texts like highlighting, cloze passages, sequencing, and matching headings to paragraphs. The document also covers spoken language strategies to promote exploratory talk and higher-order thinking when discussing texts.
This document provides information about the English Language exam for Higher level students. It has two sections - Unit 1 for reading and Unit 2 for writing.
Unit 1 involves reading three unseen sources and answering 4 questions about them. The questions assess students' ability to extract information, understand meanings and interpret presentational features, and compare sources.
Unit 2 involves two writing tasks - a 25 minute descriptive/explanatory question worth 16 marks, and a 35 minute persuasive question worth 24 marks. Students are marked on content, organization, and accuracy. They must plan their responses carefully considering audience, structure, and adapting their voice for each question. Proper time allocation and applying assessment objectives are essential for success.
This document provides an overview and sample materials for the Language Proficiency Assessment for Teachers (English Language) or LPATE. It includes descriptions and strategies for the four components - Reading, Writing, Listening and Speaking. Sample papers and answers are provided for each section to help candidates understand what is required. The document outlines the objective of the LPATE, describes the proficiency levels assessed, and provides performance descriptors for different skills. It aims to help candidates prepare for the assessment by understanding the format and criteria.
The document provides information about an IELTS coaching course offered by Bizsmart, one of the top IELTS institutes in Bangalore, India. The aim of the course is to prepare students for the IELTS exam and improve their English communication skills. Over five weeks, students will develop their skills in listening, reading, writing, and speaking through practice exercises and mock tests. The document outlines the weekly course content and activities to help students improve their performance in each IELTS test component.
This document provides an overview of strategies for building literacy into content area classes to help struggling readers. It discusses how close to 50% of ninth graders cannot comprehend typical text assignments, and how content literacy strategies like modeling and think-alouds come from social learning theories. The document reviews challenges faced by poor readers and benefits of explicit strategy instruction. It also examines literacy demands in the Common Core standards and provides examples of strategies like Frayer models, QAR, discussion webs and journaling that teachers can use to develop content literacy.
This document provides information and tips for completing the two writing tasks in the General Training IELTS exam. Task 1 involves writing a 150-word letter, which can be formal or informal depending on the recipient. Task 2 requires a 250-word essay responding to a point of view or argument. Suggestions are given for structuring the essay response, such as using a four-paragraph structure comparing advantages and disadvantages. Examiners will assess task achievement, coherence, vocabulary, grammar, and accuracy. Regular writing practice is recommended to improve exam performance.
The IELTS General Training Writing exam consists of two tasks that must be completed within 60 minutes. Task 1 involves writing a 150-word letter responding to a particular situation. Task 2 requires a 250-word essay discussing a point of view or problem. Both tasks assess grammatical accuracy and range, lexical resource, task achievement, and coherence and cohesion. Test takers receive a score from 1 to 9 based on their overall language proficiency demonstrated across the tasks.
This document provides tips and information about the IELTS exam, which tests English proficiency. It is taken by international students applying to universities and professionals seeking work or immigration. The exam consists of four sections - Reading, Listening, Writing, and Speaking. Each section is described in detail, outlining what is tested, timing, question types, and strategies for performing well. Key advice includes practicing a variety of question types, managing time effectively, and demonstrating clear communication through body language and speech.
This document provides guidance on how to approach different types of reading comprehension tasks that may appear on exams. It discusses previewing the text by looking at titles, headings, diagrams, and glossaries. It recommends experimenting with different reading strategies, such as reading questions first or skimming the entire passage, to determine the best approach. The document then outlines specific strategies for tasks involving finding explicit information, completing sentences with words from the text, and filling in diagrams, emphasizing carefully following instructions and using exact words or phrases from the passage.
Chapter 6: Writing Objective Test Items
1) What is an objective test items?
2) Examples of an objective test items
a) True or False
• Advantages & Disadvantages
• Suggestions for writing true or false test items
b) Matching Type
• Advantages & Disadvantages
• Suggestions for writing matching type test items
c) Multiple Choice
• Advantages & Disadvantages
• Suggestions for writing multiple choice test items
d) Completion Test
• Advantages & Disadvantages
• Suggestions for writing completion test items
3) Guidelines for writing test items
This document outlines the format and requirements for Part 1 and Part 2 of the writing section of the Cambridge English: First exam.
Part 1 consists of one compulsory writing task requiring candidates to write an essay responding to a statement and presenting their own additional idea. The essay must be 140-190 words.
Part 2 consists of one writing task that can be an article, informal letter, formal letter, report, or review. The format provides a brief context in 70 words or less. The response must be 140-190 words. The document provides guidelines on the expected focus and format of each text type.
This document discusses strategies for understanding non-fiction texts. It explains that non-fiction uses different organizational structures than fiction and provides five common non-fiction structures: description, sequence, comparison, cause-and-effect, and problem-solution. It also discusses how to identify the structure of a non-fiction text and use graphic organizers to help comprehend texts with different structures. The document concludes by noting the importance of technology and informational literacy skills for full participation in today's world.
The document provides recommendations for assessing reading and writing skills. It discusses indirect and direct writing assessments, as well as free writing and guided writing. Guidelines are presented for developing writing prompts, using rubrics to evaluate responses, and providing students with feedback. Both holistic and analytical marking approaches are examined, along with their advantages and disadvantages. Finally, ten tips are outlined to help ensure reliable and valid writing assessments.
This document provides information about the writing section of the Cambridge First Certificate Exam (FCE). It summarizes that the writing paper has two parts, with Part 1 requiring a 120-150 word letter or email response, and Part 2 allowing the test taker to choose one of four questions to answer in 120-180 words. Answers are assessed based on structure, organization, grammar, vocabulary, and awareness of the purpose and audience. The document emphasizes the importance of planning, using paragraphs, and revising answers to do well on the exam.
This design document outlines instruction for teaching students how to embed quotations in their writing. The target audience is the instructor's current students. An assessment found many students struggled with correctly placing quotations within sentences. The goal is for students to construct grammatically correct sentences with embedded quotations. A learner analysis describes the student demographic and identifies that reading level correlates with quotation skills. A task analysis details the procedural steps to embed a quotation. Objectives focus on choosing evidence, using signal phrases, and correct punctuation. Assessments will evaluate skills through writing prompts. A sequence of instruction is provided using strategies like modeling and feedback to teach the objectives. Differentiation and universal design accommodate various learners. Formative evaluation involves a subject matter expert
This document discusses node and mesh analysis techniques for solving circuit problems. Node analysis involves applying Kirchhoff's Current Law (KCL) at nodes and solving the resulting equations. Mesh analysis involves labeling mesh currents, applying Kirchhoff's Voltage Law (KVL) in each mesh, and solving for the unknown currents. Examples are provided for both node and mesh analysis. Common methods for solving the linear equations generated include substitution, determinants, calculators, and numerical methods.
1. The document discusses leveraging the class-conditional independence assumption in machine learning models like logistic regression, decision trees, and neural networks.
2. It also discusses techniques for feature selection like filter approaches based on mutual information and wrapper approaches using greedy optimization or cross-validation.
3. Naive Bayes classifiers and extensions like selective Naive Bayes are presented, along with the "averaging trick" for soft feature selection in Naive Bayes models.
The document provides information about the IELTS reading module, which consists of 3 sections testing a candidate's ability to understand texts of increasing complexity. Section 1 has short texts and questions, Section 2 has longer texts with questions about specific details and main ideas, and Section 3 has a single long text. Candidates have 60 minutes total to complete the module, with time allocated between the sections. The questions assess understanding through true/false, short answers, matching, and multiple choice questions. Tips are provided for each section, including surveying the text, reading questions, and finding answers through scanning or identifying main ideas.
Reading 2 guideline for item writing writing testenglishonecfl
The document provides guidelines for designing effective writing prompts for language tests. It discusses:
1. Clearly defining the intended writing skills and specifying them using directive verbs to guide the expected response.
2. Clearly defining the task and limiting its scope to provide boundaries for test takers' responses. An example shows how a question became more focused.
3. Creating a problem situation to situate the clearly defined task, delimiting the appropriate content for the test takers' level.
This document provides information about the structure and tasks of the five parts in the Cambridge English: First (FCE) Use of English exam paper. It describes the format, timing, number of questions, focus and task type for each part. Part 1 involves multiple choice cloze questions, Part 2 open cloze questions, Part 3 key word transformations, Part 4 error correction, and Part 5 word formation tasks. It provides sample questions and answer keys to illustrate each part.
This document provides guidance on comprehension strategies to use before, during, and after reading a text. It recommends choosing two strategies for each phase, such as using graphic organizers or KWL charts before reading, interacting with the text through key words or visual representations during reading, and reconstructing or extending the text after reading. Specific strategies discussed in more detail include KWL, QuADS, 3-2-1, anticipation guides, SQ3R, and various exercises for interacting with and understanding texts like highlighting, cloze passages, sequencing, and matching headings to paragraphs. The document also covers spoken language strategies to promote exploratory talk and higher-order thinking when discussing texts.
This document provides information about the English Language exam for Higher level students. It has two sections - Unit 1 for reading and Unit 2 for writing.
Unit 1 involves reading three unseen sources and answering 4 questions about them. The questions assess students' ability to extract information, understand meanings and interpret presentational features, and compare sources.
Unit 2 involves two writing tasks - a 25 minute descriptive/explanatory question worth 16 marks, and a 35 minute persuasive question worth 24 marks. Students are marked on content, organization, and accuracy. They must plan their responses carefully considering audience, structure, and adapting their voice for each question. Proper time allocation and applying assessment objectives are essential for success.
This document provides an overview and sample materials for the Language Proficiency Assessment for Teachers (English Language) or LPATE. It includes descriptions and strategies for the four components - Reading, Writing, Listening and Speaking. Sample papers and answers are provided for each section to help candidates understand what is required. The document outlines the objective of the LPATE, describes the proficiency levels assessed, and provides performance descriptors for different skills. It aims to help candidates prepare for the assessment by understanding the format and criteria.
The document provides information about an IELTS coaching course offered by Bizsmart, one of the top IELTS institutes in Bangalore, India. The aim of the course is to prepare students for the IELTS exam and improve their English communication skills. Over five weeks, students will develop their skills in listening, reading, writing, and speaking through practice exercises and mock tests. The document outlines the weekly course content and activities to help students improve their performance in each IELTS test component.
This document provides an overview of strategies for building literacy into content area classes to help struggling readers. It discusses how close to 50% of ninth graders cannot comprehend typical text assignments, and how content literacy strategies like modeling and think-alouds come from social learning theories. The document reviews challenges faced by poor readers and benefits of explicit strategy instruction. It also examines literacy demands in the Common Core standards and provides examples of strategies like Frayer models, QAR, discussion webs and journaling that teachers can use to develop content literacy.
This document provides information and tips for completing the two writing tasks in the General Training IELTS exam. Task 1 involves writing a 150-word letter, which can be formal or informal depending on the recipient. Task 2 requires a 250-word essay responding to a point of view or argument. Suggestions are given for structuring the essay response, such as using a four-paragraph structure comparing advantages and disadvantages. Examiners will assess task achievement, coherence, vocabulary, grammar, and accuracy. Regular writing practice is recommended to improve exam performance.
The IELTS General Training Writing exam consists of two tasks that must be completed within 60 minutes. Task 1 involves writing a 150-word letter responding to a particular situation. Task 2 requires a 250-word essay discussing a point of view or problem. Both tasks assess grammatical accuracy and range, lexical resource, task achievement, and coherence and cohesion. Test takers receive a score from 1 to 9 based on their overall language proficiency demonstrated across the tasks.
This document provides tips and information about the IELTS exam, which tests English proficiency. It is taken by international students applying to universities and professionals seeking work or immigration. The exam consists of four sections - Reading, Listening, Writing, and Speaking. Each section is described in detail, outlining what is tested, timing, question types, and strategies for performing well. Key advice includes practicing a variety of question types, managing time effectively, and demonstrating clear communication through body language and speech.
This document provides guidance on how to approach different types of reading comprehension tasks that may appear on exams. It discusses previewing the text by looking at titles, headings, diagrams, and glossaries. It recommends experimenting with different reading strategies, such as reading questions first or skimming the entire passage, to determine the best approach. The document then outlines specific strategies for tasks involving finding explicit information, completing sentences with words from the text, and filling in diagrams, emphasizing carefully following instructions and using exact words or phrases from the passage.
Chapter 6: Writing Objective Test Items
1) What is an objective test items?
2) Examples of an objective test items
a) True or False
• Advantages & Disadvantages
• Suggestions for writing true or false test items
b) Matching Type
• Advantages & Disadvantages
• Suggestions for writing matching type test items
c) Multiple Choice
• Advantages & Disadvantages
• Suggestions for writing multiple choice test items
d) Completion Test
• Advantages & Disadvantages
• Suggestions for writing completion test items
3) Guidelines for writing test items
This document outlines the format and requirements for Part 1 and Part 2 of the writing section of the Cambridge English: First exam.
Part 1 consists of one compulsory writing task requiring candidates to write an essay responding to a statement and presenting their own additional idea. The essay must be 140-190 words.
Part 2 consists of one writing task that can be an article, informal letter, formal letter, report, or review. The format provides a brief context in 70 words or less. The response must be 140-190 words. The document provides guidelines on the expected focus and format of each text type.
This document discusses strategies for understanding non-fiction texts. It explains that non-fiction uses different organizational structures than fiction and provides five common non-fiction structures: description, sequence, comparison, cause-and-effect, and problem-solution. It also discusses how to identify the structure of a non-fiction text and use graphic organizers to help comprehend texts with different structures. The document concludes by noting the importance of technology and informational literacy skills for full participation in today's world.
The document provides recommendations for assessing reading and writing skills. It discusses indirect and direct writing assessments, as well as free writing and guided writing. Guidelines are presented for developing writing prompts, using rubrics to evaluate responses, and providing students with feedback. Both holistic and analytical marking approaches are examined, along with their advantages and disadvantages. Finally, ten tips are outlined to help ensure reliable and valid writing assessments.
This document provides information about the writing section of the Cambridge First Certificate Exam (FCE). It summarizes that the writing paper has two parts, with Part 1 requiring a 120-150 word letter or email response, and Part 2 allowing the test taker to choose one of four questions to answer in 120-180 words. Answers are assessed based on structure, organization, grammar, vocabulary, and awareness of the purpose and audience. The document emphasizes the importance of planning, using paragraphs, and revising answers to do well on the exam.
This design document outlines instruction for teaching students how to embed quotations in their writing. The target audience is the instructor's current students. An assessment found many students struggled with correctly placing quotations within sentences. The goal is for students to construct grammatically correct sentences with embedded quotations. A learner analysis describes the student demographic and identifies that reading level correlates with quotation skills. A task analysis details the procedural steps to embed a quotation. Objectives focus on choosing evidence, using signal phrases, and correct punctuation. Assessments will evaluate skills through writing prompts. A sequence of instruction is provided using strategies like modeling and feedback to teach the objectives. Differentiation and universal design accommodate various learners. Formative evaluation involves a subject matter expert
This document discusses node and mesh analysis techniques for solving circuit problems. Node analysis involves applying Kirchhoff's Current Law (KCL) at nodes and solving the resulting equations. Mesh analysis involves labeling mesh currents, applying Kirchhoff's Voltage Law (KVL) in each mesh, and solving for the unknown currents. Examples are provided for both node and mesh analysis. Common methods for solving the linear equations generated include substitution, determinants, calculators, and numerical methods.
1. The document discusses leveraging the class-conditional independence assumption in machine learning models like logistic regression, decision trees, and neural networks.
2. It also discusses techniques for feature selection like filter approaches based on mutual information and wrapper approaches using greedy optimization or cross-validation.
3. Naive Bayes classifiers and extensions like selective Naive Bayes are presented, along with the "averaging trick" for soft feature selection in Naive Bayes models.
Keluarga memainkan peranan penting dalam pembentukan moral individu. Orang tua perlu menjadi teladan yang baik dan berkomunikasi dengan anak-anak secara konsisten untuk membentuk nilai-nilai moral melalui nasihat, pujian, dan tanggungjawab. Faktor lain seperti agama, usia, dan persekitaran juga mempengaruhi pembentukan moral. Keruntuhan moral boleh menyebabkan masalah dalam keluarga dan masyarakat.
Employer brand case study - Paysafe Group PLCSteve Revill
Paysafe Group PLC is launching an employer brand campaign in Sofia, Bulgaria using outdoor ads on billboards and the metro, press ads in Go Guide Magazine and its online site GoGuide.bg, and online executions on GoGuide.bg, hicomm.bg, and their own online sites. The campaign includes a back cover ad and spread in the print edition of Go Guide Magazine which has a free distribution of 30,000 copies across Sofia, Plovdiv, Varna, and Burgas.
1. Electrophoresis is a technique used to separate charged molecules like proteins and nucleic acids by using an electric field to move them through a medium like gel or paper.
2. The rate at which molecules move depends on factors like their charge, size, and shape. Larger or more irregularly shaped molecules move more slowly.
3. Common types of electrophoresis include paper electrophoresis, cellulose acetate electrophoresis, and gel electrophoresis using agarose or polyacrylamide gels. Gel electrophoresis is often used to separate proteins and DNA fragments by size.
Mercadona debería iniciar su expansión internacional en Francia en lugar de continuar expandiéndose en España, ya que está consolidada allí. Debería obtener proveedores locales en Francia para continuar su política de bajos precios y alta calidad, aunque esto implicaría nuevas alianzas y podría haber resistencia. Suministrarse a través de proveedores españoles podría aumentar los costos y causar problemas culturales con el personal transfronterizo. Los proveedores locales también podrían ayudar a que los clientes franceses vean mejor los product
The document analyzes telepresence art projects from the European Connecting Cities program that allow users to experience virtual movement and presence in physically distant spaces. It describes 6 projects that use technologies like interactive screens, cameras, and mobile apps to connect people across cities. Users can view remote locations, interact with others' images, or participate together in virtual dances. The projects vary in their additional interactive elements like pedals, surfaces, or spotlights, but most rely on visual communication through cameras and large screens.
Arturo Gómez Quijano, profesor asociado de la Universidad Complutense de Madrid, ha ofrecido varias ideas para reengancharse al mercado laboral una vez cumplidos cincuenta años, entre ellas, tener una red de contactos, "formarte, reformarte y transformarte", además de manejar el idioma inglés, las nuevas tecnologías y, sobre todo, aportar valor, "dar más de lo que cuestas".
El documento describe cómo las tecnologías de la información y la comunicación se pueden utilizar para enseñar biología. Explica que el video educativo, el software multimedia y los recursos en Internet son tecnologías útiles para la enseñanza de la biología. También cubre diseños curriculares y proyectos educativos nacionales que integran el uso de estas tecnologías, así como actividades didácticas diseñadas con tecnología.
This document discusses competencies, objectives, and outcomes in education. It defines these terms and explains how they are used to describe what students should learn. Competencies describe abilities and skills, objectives are tools that underlie planning, and standards and outcomes establish measures of quality. Objectives are broken down goals, and outcomes are the results or consequences of completing educational topics. The document provides an example of language and literacy competencies, objectives, and activities for a lesson on recognizing objects in a picture and writing sentences to assess student outcomes.
The Speaking test contains 4 parts that assess different skills:
Part 1 involves a short conversation between candidates and the interlocutor to exchange personal information. Part 2 requires candidates to give a one-minute individual response comparing and contrasting two photographs. Part 3 is a 3-minute collaborative task where candidates discuss visual prompts and make a decision. Part 4 is a 4-minute discussion on the topic from Part 3 led by the interlocutor. The test takes 14 minutes total and evaluates candidates' use of grammar, discourse skills, pronunciation, and interactive communication abilities.
The document provides information about the structure and format of the Cambridge English: First Certificate in English (FCE) Listening exam. It is divided into 4 parts that test different listening skills. Part 1 contains 8 multiple choice questions about short extracts. Part 2 has 10 questions that require note-taking or sentence completion from a longer listening passage. Part 3 presents 5 short related extracts and requires matching questions. Part 4 contains 7 questions that require selecting answers from 2 or 3 options after hearing a longer dialogue or discussion. The document provides sample questions and scripts to illustrate the different task types. It also offers preparation advice, suggesting strategies for each part of the exam like reading questions first and not getting distracted by individual words.
This document outlines the agenda for a 3-day summit on ultra broadband design, ICT inclusion strategies, and aligning national and regional broadband policies. The summit will include keynote speeches and panel discussions from government ministers, regulators, technology companies, and organizations on topics such as accelerating broadband development, connectivity trends, using broadband to drive inclusion and universal access, regulating new technologies, and developing smart national broadband strategies. It is endorsed by partners seeking to advance broadband access and digital transformation across Africa.
Este documento trata sobre los sentimientos y contiene cuatro secciones. La primera sección explica las palabras derivadas y primitivas. La segunda sección describe el grupo nominal y sus componentes. La tercera sección cubre las reglas ortográficas para las letras b y g ante consonantes. La cuarta sección proporciona consejos para describir a una persona, incluyendo su apariencia física, personalidad y aficiones.
This document provides tips and strategies for the reading part of the ZNO exam, which focuses on understanding texts, finding specific information, and separating relevant from irrelevant details. It describes the different task types, including multiple matching, multiple choice, and gap filling questions. For each task type, it offers tips on how to approach the questions, such as skimming for general meaning, scanning for key words, and using elimination strategies. Overall, it emphasizes careful reading and managing time to perform well on the various reading questions.
This presentation provides discussion on the different assessment done in English particularly Objective Type of Test, Reading Comprehension Testing and Grammar Tests
This document discusses essay tests as an assessment method. It defines essay tests as those requiring extended written responses. It describes the key features and types of essay questions, including extended and restricted response questions. The document outlines the advantages and disadvantages of essay tests, and provides suggestions for developing, administering, scoring and evaluating essay tests effectively.
Power point for the techniques for constructing exam itemsWilliam Kapambwe
The document discusses techniques for constructing examination questions and assessing student learning. It covers constructing objective test items like multiple choice and matching, as well as subjective items like short answer and essays. Tips are provided for writing different item types and ensuring item-objective congruence. A variety of assessment options for different learning domains and continuous assessment techniques are also outlined.
The document provides guidelines for writing test items or questions. It defines key terms related to test development such as item, item writing, item pool, test, and task. It also describes different item formats such as dichotomous, polytomous, checklists, and Likert scales. For multiple choice items, it explains the components of the stem, lead-in statement, answer options, correct answer, and distractors. The document outlines prerequisites for item writing and provides guidelines for writing clear, unambiguous items that avoid trick questions and guessing. It suggests using Bloom's Taxonomy to develop items testing different cognitive levels and provides examples of terms that can be used to frame item questions.
The document provides guidelines for writing effective test items. It defines key terms related to item writing such as item, item writing, item pool, and test. It also describes different item formats including dichotomous, polytomous, checklists, and Likert scales. The document outlines best practices for writing multiple choice, true-false, matching, short answer, and oral examination items. It emphasizes the importance of clarity, avoiding trick questions, using a variety of question types and cognitive levels, and carefully constructing item stems, options, and distractors. Adhering to these guidelines helps ensure items are valid and reliable measures of student learning.
Week 3 Assignment Complete homework exercises in Word o.docxcockekeshia
Week 3 Assignment
Complete homework exercises in Word or Excel.
Chapter 4: Exercises 1, 4, 7, 11, 12, 13, 14
https://lms.grantham.edu/webapps/assignment/uploadAssignment?content_id=_4337513_1&course_id=_53572_1&group_id=&mode=view
Quick Reference List for APA Formatting
1. When there are only two authors always list both. When you reference them in text, use Jones and Jones (2005). When you reference them at the end of your sentence you use "&" (Jones & Jones, 2005).
2. When you list a group of authors in a reference, the first time you use them list all authors unless there are more than six authors e.g. (Jones, Smith, Olson, & Johnson, 2005) The next time you reference them you can use (Jones et al., 2005).
3. Don’t reference every sentence in a paragraph with the same source. Begin your paragraph with Smith and Jones (2005) found…. Until you introduce another source or switch paragraphs it is understood the information is coming from that source.
4. When you reference authors in a sentence such as; Jones and Jones (2005) found ….don't put a comma after or before the date. Use a comma after the date if it is grammatically correct. For example; According to Smith (2003), recent findings have disputed…
5. If you are speaking from your personal experience or stating an opinion or belief, make it clear to the reader that you are the source of information. Professionally speaking, …. Personal experiences have been…
6. References at the end of your post and papers need to be alphabetized.
7. When you summarize an article, as you will need to do for assignments, or when you are citing the literature, do not state "in an article read", "the article I found on …." "the book titled …" It is understood you have read the material, don't tell your readers you have read it. Instead tell the readers what you have found, e.g. Jones and Smith (2003) have identified key elements in a successful therapeutic relationship.
8. Avoid direct quotes in your work. I want to hear what you have to say about the information. Graduate school is the time for you to develop your professional voice and become the expert on a topic. We can all go to the source of information, especially our text books and assigned reading, to read what has been said. Instead, I want to see how you synthesize and apply the material that you have read so I don't want to see direct quotes in your work. Very few things are so important that they need to be quoted verbatim. Give us your take on the information
9. Before you can use an acronym the proper name must be used first followed by the abbreviation in parentheses. The American Counseling Association (ACA) is the leading authority in…. Rational Emotive Behavior Therapy (REBT) is a common therapy for the treatment of …..Not all readers will know what you are referring to if you only use the acronym.
10. Proof Proof and Proof your work some more. Make sure you are turning in profession.
This document provides guidance on writing an informative essay. It discusses the key components of an informative essay, including the introduction, body, and conclusion. The introduction should contain a clear thesis statement that previews the main points. The body should explain and support the thesis with evidence from credible sources. It should answer the essential questions of who, what, where, when, why and sometimes how. Transitional words and a formal tone are important to provide clarity and flow. The conclusion restates the thesis and summarizes the main ideas covered in the body. Overall, the document offers tips on structuring an effective informative essay through defining the important sections and their content.
The document provides guidance on creating multiple choice questions for reading comprehension tests, including considerations for text and question difficulty. It recommends including three levels of text complexity and questions that range in difficulty based on Bloom's Taxonomy. It also outlines test structure, suggesting 7-10 texts with 18-21 minutes per text. Additional sections provide strategies for students to effectively approach and complete the exam.
Rc for student_enhance_learning_-_mooreChris Cooke
The document provides guidance on creating multiple choice questions for reading comprehension tests, including considerations for text and question difficulty. It recommends including three levels of text complexity and questions that range in difficulty based on Bloom's Taxonomy. It also provides strategies for students to effectively take the test, such as reading questions before the text, tracking with their finger, making notes, using context clues for unfamiliar words, and reviewing answers.
Mastering the Curriculum in Reading and MathLeah Vestal
The document provides guidance for teachers to focus their instruction, assignments, and assessments on the eligible content (EC) required by the PSSA. It recommends teachers thoroughly understand the EC, constantly review it throughout the year using various methods and materials, and have systems in place to remediate students who have not mastered the EC. The overall goal is for teachers to plan effectively to help students master the EC, which covers most of the reading and math curricula.
This document provides strategies and resources for teaching literacy skills across content areas. It emphasizes that developing students' literacy is every teacher's responsibility. Before, during, and after reading strategies are outlined to help students access and understand content area texts. Some highlighted strategies include vocabulary development, note-taking with codes, graphic organizers like Venn diagrams, and writing prompts like RAFT to help students personalize and apply new concepts. The goal is to use these evidence-based strategies to accelerate learning and improve student literacy in different subject areas.
The document provides information about the IELTS Listening test. It discusses the four sections of the test and the types of tasks assessed. Section 1 usually involves a conversation between two people on social or personal topics lasting around 4 minutes. Section 2 is typically a monologue on functional topics lasting 3-4 minutes. Section 3 contains a conversation between 2-4 people on an academic topic for 4 minutes. Section 4 features a lecture or speech on an academic topic for at least 4-5 minutes. The test assesses skills like understanding details, implications, attitudes and main ideas. It uses question types such as multiple choice, matching, labelling diagrams and short-answer questions. Test takers receive advice on strategies like predicting
This document provides information on academic writing style, editing, paraphrasing, and summarizing. It discusses that academic writing should be formal, objective, and logical. Some key points include that editing involves carefully revising writing by reading it twice - once for content and organization, and again for grammar and style. Paraphrasing must convey the same meaning as the original using different words and structure, while summarizing involves identifying the main points and key details and conveying them in a condensed form. The document also provides examples and guidelines for properly editing, paraphrasing, and summarizing texts.
The document provides an overview of the different parts of the BEC Higher reading test. It describes 6 parts that test different reading skills through various question types and input texts. Part 1 involves matching statements to related short texts. Part 2 uses a gapped text and requires matching sentences to fill gaps. Part 3 uses multiple choice questions based on a longer text. Part 4 is a lexical cloze test. Part 5 is an open cloze test focusing on structure and coherence. Part 6 involves proofreading a text to identify unnecessary words. Preparation advice is provided for each part to help students develop the necessary reading skills.
This document provides tips and information about the IELTS exam, which tests English proficiency. It is taken by international students applying to universities and professionals seeking work or immigration. The exam consists of four sections - Reading, Listening, Writing, and Speaking. Each section is described in detail, outlining what is tested, timing, question types, and strategies for performing well. Key advice includes evaluating reading passages, staying focused during listening, planning written responses, and maintaining composure and clear communication during speaking. Scores range from 1 to 9, with higher scores required by different institutions. Exam results are typically valid for two years.
The document discusses guidelines for constructing traditional tests, including choosing a test format, categories of tests, and how to construct items for multiple choice, true/false, matching, short answer, and essay tests. It provides examples of assessment plans that identify learning outcomes, topics, and appropriate test types. The document instructs to develop a sample three-part test by identifying learning outcomes, cognitive skills, suitable format, and test specifications.
A non standardized test is one that is not given to people initially to standardize it
Allows for an assessment of an individual's abilities or performances, but doesn't allow for a fair comparison of one student to another
The document discusses strategies for teaching writing to adolescents through inductive and scaffolded methods. It describes using writing frames, jigsaw activities, and double entry journals to provide structure and support for students as they learn and demonstrate their understanding through writing. These strategies aim to increase rigor, relevance, engagement and differentiation for diverse learners.
You may be stressed about revealing your cancer diagnosis to your child or children.
Children love stories and these often provide parents with a means of broaching tricky subjects and so the ‘The Secret Warrior’ book was especially written for CANSA TLC, by creative writer and social worker, Sally Ann Carter.
Find out more:
https://cansa.org.za/resources-to-help-share-a-parent-or-loved-ones-cancer-diagnosis-with-a-child/
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Understanding of Self - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Aggression - Applied Social Psychology - Psychology SuperNotesPsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Covey says most people look for quick fixes. They see a big success and want to know how he did it, believing (and hoping) they can do the same following a quick bullet list.
But real change, the author says, comes not from the outside in, but from the inside out. And the most fundamental way of changing yourself is through a paradigm shift.
That paradigm shift is a new way of looking at the world. The 7 Habits of Highly Effective People presents an approach to effectiveness based on character and principles.
The first three habits indeed deal with yourself because it all starts with you. The first three habits move you from dependence from the world to the independence of making your own world.
Habits 4, 5 and 6 are about people and relationships. The will move you from independence to interdependence. Such, cooperating to achieve more than you could have by yourself.
The last habit, habit number 7, focuses on continuous growth and improvement.
1. 1PAPER
READING
6 fce examination | paper 1: reading
GENERAL DESCRIPTION
Paper format The paper contains four parts,
with a range of texts and
accompanying comprehension
tasks. One part may contain
two or more shorter related
texts.
Timing 1 hour 15 minutes.
No. of parts 4.
No. of questions 35.
Task types Multiple matching, multiple-
choice, gapped text.
Text types From the following: newspaper
and magazine articles, reports,
fiction, advertisements,
correspondence, messages,
informational material
(e.g. brochures, guides,
manuals, etc.).
Length of texts 350–700 words per text:
1,900–2,300 words
approximately overall.
Answer format For all parts of this paper,
candidates indicate their
answers by shading the correct
lozenges on an answer sheet.
Marks Parts 1, 2 and 3 – each correct
answer receives 2 marks.
Part 4 – each correct answer
receives 1 mark.
STRUCTURE AND TASKS
PART 1
Task type Multiple matching.
and focus Main points.
Format A text preceded by multiple matching questions.
Candidates must match prompts to elements in
the text.
No. of Qs 6 or 7.
PART 2
Task type Multiple-choice.
and focus Detail, opinion, gist, deducing meaning.
Format A text followed by four-option multiple-choice
questions.
No. of Qs 7 or 8.
PART 3
Task type Gapped text.
and focus Text structure.
Format A text from which paragraphs or sentences have
been removed and placed in jumbled order after
the text.
Candidates must decide from where in the text
the paragraphs or sentences have been removed.
No. of Qs 6 or 7.
PART 4
Task type Multiple matching, multiple-choice.
and focus Specific information, detail.
Format A text or several short texts preceded by multiple
matching questions.
Candidates must match prompts to elements in
the text.
No. of Qs 13–15.
2. I PART 2 – MULTIPLE-CHOICE
This part tests candidates’ detailed understanding of a text, including
the opinions and attitudes expressed in it.
Sample task and answer key: pages 11 and 14.
Each correct answer in Part 2 receives 2 marks.
Candidates need to read the text closely in order to distinguish
between apparently similar viewpoints, outcomes and
reasons. The task may also contain questions focusing on the
meaning of particular words and phrases in the text, and on
reference words such as pronouns, etc.
The multiple-choice questions appear after the text. They are
presented in the same order as the information in the text so
that candidates can follow the development of the text as they
work through the questions. The final question may require
candidates to interpret an aspect of the whole text, e.g. the
writer’s purpose, attitude or opinion.
Candidates will need to read each question very carefully, as
well as the four options, all of which may at first appear to be
likely answers. The questions can be answered correctly only
by referring closely to the text.
Candidates should select one option for each question and
mark it in some way, e.g. by circling the letter A, B, C or D on
the question paper. Once they are satisfied that they have
made the appropriate selections, they should transfer their
answers to the answer sheet.
I PART 3 – GAPPED TEXT
This part tests candidates’ understanding of how texts are structured
and their ability to follow text development.
Sample task and answer key: pages 12 and 14.
Each correct answer in Part 3 receives 2 marks.
The task requires candidates to select from a number of
options the correct extract to fit in each of six or seven gaps in
a text. There are two alternative tasks: one using sentences as
the options, the other using full paragraphs. There is only one
correct answer for each gap.
The task consists of a gapped text followed by the extracts
from the text and one further extract which does not fit in any
of the gaps. Candidates need to read the gapped text first in
order to gain an overall idea of the structure and the meaning
of the text.
They should check the example (0) in or after the first
paragraph and read the extract for it (always H or I). Then they
should decide which extracts fit the other gaps, writing the
appropriate letter in each gap. They should remember that
7fce examination | paper 1: reading
The four parts of the
Reading paper
I PART 1 – MULTIPLE MATCHING
This part tests the candidates’ ability to identify the main points in a
text at paragraph level. One of two different tasks may appear on the
paper: headings or summary sentences.
Sample task and answer key: pages 10 and 14.
Each correct answer in Part 1 receives 2 marks.
Candidates need to read the list of headings or summary
sentences and look at the example heading or summary
sentence. This is always the last in the list (H or I) and relates
to the first paragraph. They should then decide which heading
or summary sentence best fits each of the remaining
paragraphs. There is one extra heading or summary sentence,
which they will not need to use. Candidates should write their
answers above each paragraph and only fill in the lozenges on
the answer sheet when they have completed the task and
checked their answers (or when they have completed the
whole paper, if they prefer).
The headings are not usually taken from the original text
since, in authentic articles or features, subheadings are often
based on plays on words or obscure, cultural references. The
use of these types of headings would not produce a fair test of
reading comprehension for candidates at upper intermediate
level. Consequently a blend of original and specially written
headings is used to generate the task.
The summary sentences are especially written for the task,
and are designed to convey the main theme of each
paragraph. Secondary themes are not edited out of paragraphs
unless they interfere with the task by creating overlap with
other paragraphs.
The headings or summary sentences are printed in a list
before the text to encourage candidates to form an impression
of the main points they are looking for before they start
reading the text. Candidates who prefer to read the text in
detail first should, of course, feel free to do so. Different
techniques suit different candidates and each can be
successful.
3. 8 fce examination | paper 1: reading8
each letter may only be used once and that there is one
extract that they will not need to use. When they have made
their selection and checked each choice carefully, they should
transfer their answers to the answer sheet.
I PART 4 – MULTIPLE MATCHING
This part tests candidates’ ability to locate specific information in a
text or a group of texts.
Sample task and answer key: pages 13 and 14.
Each correct answer in Part 4 receives 1 mark.
The task consists of a series of prompts, followed by a divided
long text or series of short texts. Candidates scan the text in
order to decide which part of the text each prompt matches.
They should read the example first and then write their
answers on the question paper. Unlike Parts 1 and 3, the
options may be used more than once. Sometimes there will be
two or three ‘matches’ for one prompt. This will be indicated
with separate boxes on the same line in the question paper.
Once they have completed the task and checked any answers
that they are doubtful about, candidates should transfer their
answers to the answer sheet.
Preparation
General
I Make sure your students read as widely as possible both in
class and at home. Classroom reading can include a range of
reading texts from coursebooks and reading-skills books at
this level. Encourage students to interact fully with each text
by focusing on any pre-reading questions. These stimulate
interest in the topic dealt with by the text and train students
in prediction techniques.
I In the coursebooks, the questions which are set to be
answered while reading the text will help students work their
way round the structure of the text and interpret the meaning.
Different types of questions will enable students to use
different reading strategies. It is useful to encourage your
students to be aware of alternative ways of dealing with texts
and then decide which ones suit them best.
I It is helpful to introduce a programme of reading at home.
As part of the weekly homework assignments, you could
introduce a reading scheme which involves the students in
providing verbal or written reviews on the texts they have
read. These could include: graded readers, unabridged short
stories or novels, non-fiction, newspaper and magazine
articles, etc. Where possible, encourage students to follow up
on their hobbies and interests by reading magazines about
sport, computers, fashion, etc. in English. If these magazines
are not readily available locally, they can probably be accessed
on the Internet. Research in these areas could also lead to a
series of short class talks or articles for a class project.
I It is important to make sure your students are familiar with
the format of the Reading paper. Train them to read the
instructions carefully on the front page of the question paper
and at the start of each task. The instructions give a brief
context for each text and remind candidates what the task
requires them to do.
I It is also important to train students to read the examples
that are provided in Parts 1, 3 and 4, as these will show them
how the tasks operate. This is particularly important in Part 3,
where the example forms an integral part of the base text.
I Show your students how to fill in the answer sheet and give
them practice in doing this in a timed exercise. Discuss with
them the relative merits of transferring their answers on to
the answer sheet at the end of each task or waiting until the
end of the paper. If they find it difficult to complete the four
tasks in the time allowed, it may be wiser to transfer answers
after each task.
I When your students are familiar with the different task
types, discuss with them which part(s) take them longer to
complete. Following this discussion you can suggest possible
timings for each task. Remind students that each task is worth
approximately equal marks. The outcome of the discussion
will also help you to decide which sections of the paper to
focus on for further practice and possible assistance with
faster reading strategies.
By part
I PART 1
I The task is printed with the headings or summary
sentences before the text to encourage candidates to form a
general impression of the main points that they are looking
for before they start reading the text. Some students may feel,
however, that they would prefer to start with a detailed
reading of the text. Encourage them to try both strategies on
different texts and then discuss which approach works best
for them.
I Encourage your students to keep an open mind as they
work through this task. If they stick too rigidly to their first
choices they may not recognise why they are having difficulty
finding a heading to fit a later paragraph. They should be
willing to review their earlier choices and use checking
strategies to reassure themselves whether the headings fit
properly.
I A helpful preparation activity might be to ask your students
to find a newspaper or magazine article on a subject of their
choice with six to eight paragraphs. This could be found
through newspaper sites on the Internet. Ask them to make a
Part 1 task out of it, i.e. by writing headings or summary
sentences. The exercise of devising headings/sentences that fit
only one paragraph will help them to appreciate how the task
works and what clues they need to look out for when they are
4. 9fce examination | paper 1: reading
doing a Part 1 task. Once you have checked and possibly
amended your students’ tasks the best ones could be used for
a homework task.
I PART 2
I Encourage your students to read the text carefully, before
looking at the questions for this part. As three out of the four
options are incorrect, there is not much point in trying to
absorb them all before tackling the text. It is much more
important to train students to check each option against the
evidence of the text.
I Train your students to avoid ‘word spotting’, that is
assuming that an option is correct simply because it contains
a word that is also in the text. Students need to check carefully
that the meaning is the same in the text and the question.
I Ask your students to check the questions which take the
form of incomplete sentences very carefully. The whole
sentence has to match what is written in the text and not just
the phrase in option A, B, C or D.
I Make sure your students read texts in which opinions and
feelings are expressed, e.g. interviews with famous people
talking about how they began their careers and what made
them successful, or extracts from novels which focus on
characters’ feelings. Multiple-choice questions are often based
on opinions and feelings.
I PART 3
I Encourage your students to read the gapped text so that
they gain an overall idea of the structure and the development
of the theme of the text, before starting to do the task. They
should pay attention to the information and ideas before and
after each gap as well as throughout the whole of the gapped
text. Candidates frequently make the wrong choices by
selecting options which fit the text before the gap, and
neglecting to check that the text after the gap follows on
smoothly.
I Give your students plenty of practice in recognising a wide
range of linguistic devices which mark the logical and
cohesive development of a text, e.g. words and phrases
indicating time, cause and effect, exemplification, contrasting
arguments, pronouns, repetition, use of verb tenses, etc. This
will help them to make the logical choice between two
extracts which seem rather similar at first sight.
I As in Part 2, it is important to discourage your students
from relying on ‘word spotting’, that is assuming that if the
same word, name, date etc. appears in the surrounding text as
in one of the extracts, that is automatically the right option to
fill the gap. Train them to check all the other linguistic clues to
make sure the extract fits properly before making their final
decision.
I PART 4
I Your students will need practice in skimming and scanning
texts quickly in order to prepare for Part 4. Once they are
familiar with this type of task, it may be helpful to divide the
class into teams and encourage the teams to ‘race’ against
each other. Points can then be deducted for wrong answers, to
encourage accuracy as well as speed.
I Make sure your students get into the habit of analysing
why a particular part of the text matches a prompt. Once
again, discourage them from choosing an answer on the basis
of similar vocabulary alone.
I Give your students plenty of opportunity to read book and
film reviews or magazine articles in which different people
discuss their work, hobbies, etc. Ask students, either as a
group or pair work activity or for homework, to devise their
own Part 4 task based on texts you have provided or ones that
they have found for themselves. Writing challenging questions
will help the students understand what clues they will need to
look for when working through a real Part 4 task.
5. 10 fce examination | paper 1: reading – sample paper
2
0102/1Jun03
Part1
Youaregoingtoreadamagazinearticleaboutanorchestra.Choosethemostsuitableheadingfrom
thelistA-Iforeachpart(1-7)ofthearticle.Thereisoneextraheadingwhichyoudonotneedtouse.
Thereisanexampleatthebeginning(0).
Markyouranswersontheseparateanswersheet.
ANotassillyasitsounds
BNottheoriginalintention
CRespondingtoademand
DAgreatdiscoveryformany
ELeadingtonewambitions
FModestorigins
GGreatdedication
HNobodyisexcluded
ITheorchestrayoucanjoinstraightaway
PAPER 1: READING
Part 1 (Questions 1–7)
9. PART ONE
1 F
2 D
3 B
4 H
5 G
6 A
7 E
PART TWO
8 A
9 D
10 D
11 C
12 C
13 A
14 B
15 D
PART THREE
16 D
17 E
18 G
19 B
20 A
21 F
PART FOUR
22 D
23 B
24 A/E
25 E/A
26 C
27 D
28 E
29 B
30 C
31 A/E
32 E/A
33 E
34 F
35 C
14 fce examination | paper 1: reading – answer keys and answer sheet
PAPER 1: READING
Answer keys and answer sheet