scan reading for notes, tables, diag flow.pptx
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This document provides guidance on completing note, table, diagram and flow-chart questions for the IELTS reading test. It outlines a two-step process: 1) read the instructions and underline key words to identify what information is needed, and 2) scan the passage quickly to locate the relevant sections that may contain synonyms or paraphrased versions of the key words. It notes that answers can typically be found within 1-2 paragraphs for diagrams and flowcharts, and within 3-4 paragraphs or longer sections for tables and notes. Accuracy of grammar is important for note and summary completion questions.
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The document provides an introduction to the IELTS exam and a course to help students prepare. IELTS is the International English Language Testing System recognized by over 11,000 institutions for work, study, and immigration purposes. The exam tests Listening, Reading, Writing, and Speaking skills. The course aims to familiarize students with the exam structure, apply effective test strategies, and improve students' band scores through practice. Requirements include an online placement test, attending workshops and webinars, and using printed materials. Students will be assessed through practice tests, assignments, and a final exam mimicking the real IELTS.
Telling the time.pptx
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IDIOMA EXTRANJERO I INTRO.pptx
This document outlines the syllabus for a foreign language course. The course aims to help students develop proficiency in the language through communicative, skills-based, learner-centered, and task-based approaches. Students will be evaluated through formative and ongoing assessments that monitor learning and provide feedback. Evaluation will include quizzes, oral reports, workshops, and co-evaluations. The course scope and sequence and requirements are also outlined, including weekly activities, active participation, use of English in class, attending workshops and labs, meeting deadlines, and use of shared course materials.
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This document outlines the syllabus for a foreign language course. The course uses communicative, skills-based, learner-centered, and task-based approaches. Students will develop their ability to introduce themselves, talk about activities and preferences, reflect on decision making, and describe ideas and surroundings. Evaluation is ongoing and formative, considering exercises that create real-life situations. The grading breakdown includes four quizzes worth 50% total, and weekly assignments worth 50% total. Course requirements include weekly graded activities, active participation, using only English in class, attending workshops and labs, not using translators, meeting deadlines, and accessing materials online.
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A competency-based interview focuses on evaluating a candidate's demonstrated skills, abilities, and motivation through real-life examples of past experiences. Interviewers ask candidates to describe specific situations and how they handled tasks, challenges, problems, and results. Candidates should structure their answers using the STAR technique: Situation, Task, Action, Result. Competency-based interviews assess skills like teamwork, responsibility, problem-solving, and openness to change. Interview questions are typically phrased to start with "tell me about a time when..." and candidates should provide concrete evidence from their experiences to demonstrate competencies.
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