The document provides tips and strategies for preparing for the TOEFL reading section. It discusses 9 tips for the reading section, including reading widely in English, keeping a vocabulary notebook, practicing past tests, staying within time limits, learning to skim and summarize, highlighting if needed, guessing meanings from context, paying attention to pronouns, and not panicking over unknown words. It also describes 7 different types of reading questions on the TOEFL and provides tips for each type: vocabulary in context, vocabulary referent, detail, detail with "not/except", author's meaning - paraphrasing, author's meaning - function, inference, coherence, and main idea.
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
Information about the CAE and some useful tips how to practice. The information is taken from the Cambridge English Advanced handbook for teachers (http://www.cambridgeenglish.org/images/cambridge-english-advanced-handbook-2015.pdf)
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
Information about the CAE and some useful tips how to practice. The information is taken from the Cambridge English Advanced handbook for teachers (http://www.cambridgeenglish.org/images/cambridge-english-advanced-handbook-2015.pdf)
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.
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• 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
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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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.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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4. READING TIPS
1. You Need to Read for the TOEFL
The best way to prepare for the TOEFL reading exam is to read! It might sound
obvious, but the best way to practice for TOEFL reading test is to read as much as
possible beforehand on as wide a variety of topics as possible. Current affairs,
health, sports, it doesn’t matter. Also, cover all the media in your reading materials
like books, online texts, and magazines. This is really a great long term strategy. If
you think you might take the TOEFL someday, start reading in English a little bit every
day, right now!
2. Keep a Vocabulary Notebook
As you read to study for the TOEFL, keep a notebook and a dictionary by your side.
Every time you discover a new word, write it in your notebook to study later. This will
help you develop a strong vocabulary that should be a great help to you when you sit
TOEFL’s reading test.
3. Practice Past Tests
You need to always remember that TOEFL is a standardized test. This means it
always follows the same format. Take TOEFL reading practice tests to help prepare.
You’ll be much more comfortable with the test this way.
5. When you take practice tests,
set a timer so that you can be
sure you’re doing each part
within the 20 minutes you
normally get during the test.
Remember that in TOEFL iBT
the software will cut you off
when you reach the time limit
so it is critical you learn to work
within it. The first few times,
you may not able to do this, but
with practice it should become
easy.
4. Practice Staying
Within The Time Limit
Skimming involves reading a passage quickly
and understanding a text by extracting the
important details at a glance. This is a crucial
skill for the TOEFL reading test. Practice doing
this with passages as you get closer to taking
the exam.
5. Learn to Skim In
English,
Never presume you know the meaning of a text
while you are reading it. Always stop at the end
of each paragraph and try to summarize what
you have just read
(even if it have to whisper it to yourself).
6. Practice
Summarizing
6. Highlighting important
data like vocabulary,
dates and places might
help you relax and order
your thoughts. Go ahead
and do this while you are
reading if it helps.
7. Highlight
(if you need to)
9. Learn To Pick
Out Pronouns
When you are faced with
a new word what do you
do? Panic? Consult a
dictionary? Neither of
these responses will help
you in your exam. Learn
to guess the meaning of
new words from the
context of a passage or
the words and
paragraphs which
surround it. Reading will
help with this.
8. Learn To Guess
Unfamiliar Words
When you speak, you know there
is a big difference between the
pronouns he, she and it. It is the
same when you are reading.
Learn to pay attention to the
pronouns in a text so you know to
whom or what it is referring,
especially if there are multiple
characters in the text. This could
be the difference between you
answering a question correctly
and incorrectly.
8. You will see a short passage with a word
selected. You must choose from four
options the one that is closest in meaning.
Tip: Try to understand the context (the
situation) and deduce the meaning of the
selected word if you are not familiar with
it. Then choose the most likely answer
from the options.
Vocabulary in context Vocabulary referent
Reference questions focus on a word (usually
a pronoun) within a short passage of text. You
need to choose from four options what the
word is referring to. For example, we might use
the pronoun “it” or “them” or “this” to replace a
noun or a noun phrase. This tests your ability
to follow an idea through a short passage.
Tip:
Look at the grammar of the word
– is it singular or plural? If it’s singular you will
be looking for a single concept or a person, if
it’s plural the original idea must also be plural.
Look in the previous sentences
– you may need to look all the way back to the
first line of the passage. Remember:
A single concept might be contained within a
lengthy noun phrase
11. This question type asks you to
identify explicitly stated specific
information in a short passage.
This question type will not ask
about general themes but rather
facts which are included in the
passage. You have four possible
answers and must select one.
Tip: Identify key words in the
question to enable you to locate
the correct part of the text to find
the answer
Detail
This question type includes the word
“except” or “not” in the stem.
The task is to select which of
the four answer options is not
mentioned in the text.
Tip: when looking through the answer
options, which one do you not recall
reading information
on?
Detail ‘not’ or ‘except’
14. If you encounter this question
type, you will see an entire
sentence highlighted in the
short passage of text. You
must choose from the four
answer options the one that is
closest in meaning to the
highlighted sentence.
Tip: Your ability to identify
similar ideas will be useful here,
and the wider your vocabulary,
the better you will be able to
tackle this question type.
Author meaning -
paraphrasing In this question type, you are
asked to identify the
purpose of a writer in
including a detail, concept
or argument in a text. There
are four answer options,
from which you must
choose one.
Tip: Try to eliminate options
which you are sure are
incorrect, then choose the
correct answer
from the remaining choices.
Author meaning -
function
17. The definition of “inference” is a conclusion which
is based on evidence and reasoning. An inference
question does not ask you to locate specific
information, but rather to deduce what the writer
is suggesting in a short passage of text. Inference
questions will always have the verb “infer”,
“suggest” or “imply” in the question stem.
Tip: Identify the topic of the question. Locate
information in the passage based on that topic.
Eliminate any clearly incorrect answers and only
select an answer if you find evidence
Inference
19. In this question type you will be presented with a
text and a question asking you to link possible
ideas between a given paragraph and the
paragraph preceding or succeeding it. You must
choose what the preceding or succeeding
paragraph most probably discusses. This tests
your understanding of coherence and cohesion
and how paragraphs are sequenced. Tip: Identify
the most logical topic preceding or succeeding
the given paragraph. Is it an introduction to the
topic discussed in the given paragraph, or does it
talk about it in more detail? Eliminate options that
you know are incorrect, and then choose the most
likely answer.
Coherence
21. The main idea covers most of what a paragraph
or passage is about; it may answer who, what,
where, when, why, or how. It includes a topic
and something specific about that topic. In the
answers, look for one or two sentences that are
mini-summaries of the whole paragraph or
passage.
Main Idea