This document outlines the structure and scoring of the General Certificate Examination for Secondary Schools administered by the Ministry of Education in the Kingdom of Saudi Arabia. The exam is 3 hours and tests students on guided composition, dialogue, spelling, reading comprehension, vocabulary, and grammar. For each section, the document provides examples of question types and the number of marks allocated to parts of each section. Teachers are instructed to design exams based on the guidelines around covering all units and referring to official documents on content analysis and objectives.
The document outlines the syllabus for CBSE Class 10 English Language and Literature exam for the 2020-2021 academic year. It is divided into three sections - Reading Skills, Writing Skills with Grammar, and Literature Textbook and Supplementary Reading Text - with a total weightage of 80 marks. The exam will assess reading comprehension through multiple choice questions on passages. Writing skills will be assessed through letter writing, paragraph writing and grammar questions. Literature questions will cover two prescribed textbooks and include short answer questions and long answer questions to assess comprehension, creativity and character analysis.
IELTS is an English language test for higher education and global migration. The test consists of four parts - Listening, Reading, Writing and Speaking. It takes 2 hours and 45 minutes to complete all sections except Speaking. The Speaking section is usually done on a different day from the other parts. IELTS is recognized by universities in countries like Australia, the UK, Canada and others. It is administered by the British Council, IDP Education, and Cambridge Assessment English. Test takers receive a band score from 1 to 9 for each section, with an overall band score ranging from non-user to expert user of English. Proper preparation is important to achieve the required score for university admission or migration
The document provides an overview of the International English Language Testing System (IELTS) exam, including its modules, subtests, and assessment criteria. IELTS tests English proficiency for academic or vocational purposes. It examines reading, writing, listening, and speaking abilities through tasks that increase in difficulty. Scores are used by universities, employers, and immigration authorities to assess if test takers' English level meets requirements.
IELTS Preparation presentation. More information about the presentation (in Arabic) can be found here with a download link below the document as well:
http://goo.gl/n6F5h
The document provides an overview of the International English Language Testing System (IELTS) exam. It describes the different sections of the exam - Listening, Reading, Writing and Speaking. For each section, it outlines the time allotted, number of parts/questions, scoring, and tips for preparation and test-taking strategies. Additional information is given on how to apply for the exam and resources for further study assistance.
This document outlines the structure and scoring of the General Certificate Examination for Secondary Schools administered by the Ministry of Education in the Kingdom of Saudi Arabia. The exam is 3 hours and tests students on guided composition, dialogue, spelling, reading comprehension, vocabulary, and grammar. For each section, the document provides examples of question types and the number of marks allocated to parts of each section. Teachers are instructed to design exams based on the guidelines around covering all units and referring to official documents on content analysis and objectives.
The document outlines the syllabus for CBSE Class 10 English Language and Literature exam for the 2020-2021 academic year. It is divided into three sections - Reading Skills, Writing Skills with Grammar, and Literature Textbook and Supplementary Reading Text - with a total weightage of 80 marks. The exam will assess reading comprehension through multiple choice questions on passages. Writing skills will be assessed through letter writing, paragraph writing and grammar questions. Literature questions will cover two prescribed textbooks and include short answer questions and long answer questions to assess comprehension, creativity and character analysis.
IELTS is an English language test for higher education and global migration. The test consists of four parts - Listening, Reading, Writing and Speaking. It takes 2 hours and 45 minutes to complete all sections except Speaking. The Speaking section is usually done on a different day from the other parts. IELTS is recognized by universities in countries like Australia, the UK, Canada and others. It is administered by the British Council, IDP Education, and Cambridge Assessment English. Test takers receive a band score from 1 to 9 for each section, with an overall band score ranging from non-user to expert user of English. Proper preparation is important to achieve the required score for university admission or migration
The document provides an overview of the International English Language Testing System (IELTS) exam, including its modules, subtests, and assessment criteria. IELTS tests English proficiency for academic or vocational purposes. It examines reading, writing, listening, and speaking abilities through tasks that increase in difficulty. Scores are used by universities, employers, and immigration authorities to assess if test takers' English level meets requirements.
IELTS Preparation presentation. More information about the presentation (in Arabic) can be found here with a download link below the document as well:
http://goo.gl/n6F5h
The document provides an overview of the International English Language Testing System (IELTS) exam. It describes the different sections of the exam - Listening, Reading, Writing and Speaking. For each section, it outlines the time allotted, number of parts/questions, scoring, and tips for preparation and test-taking strategies. Additional information is given on how to apply for the exam and resources for further study assistance.
This document provides an overview and strategies for the different sections of the IELTS exam, including Listening, Reading, Writing and Speaking. It discusses the format, skills assessed, and strategies for each section. For Listening, it describes the form completion and multiple choice question types and strategies. For Reading, it outlines the True/False/Not Given and table completion question types. And for Speaking Part 1, it provides an overview of the introduction and interview section and strategies such as listening carefully, giving relevant examples, and appearing confident.
The document provides an overview of the IELTS exam, which tests English proficiency in listening, reading, writing and speaking. It describes the format, timing, scoring and general strategies for each section. The listening section contains four parts with 40 multiple choice questions. The reading section contains three passages and 40 questions. Writing consists of two tasks - a 150 word report and a 250 word essay. Speaking involves a 10-15 minute interview with an examiner consisting of introduction, individual talk, and discussion questions. Scores are reported on a band scale from 1 to 9.
British Council IELTS Exam Preparation Pattern for 2017Studykraft
This is a British council IELTS exam preparation pattern for 2017. Go through the presentation to know about IELTS exam pattern. For more details go to http://www.studykraft.com/ielts-coaching/
The document provides details about the syllabus and exam structure for English Class IX. It includes:
1. There are two papers - Paper 1 tests English Language and Paper 2 tests Literature in English. Each paper is worth 80 marks and has a 2 hour duration.
2. Paper 1 has 5 compulsory questions testing writing skills, comprehension, and grammar. Paper 2 requires answers from drama, prose and poetry prescribed textbooks.
3. 20 marks are allocated to internal assessments covering listening, speaking, and assignments on the literature texts. Guidelines for marking the assessments with grades are provided.
The document provides an overview of the IELTS exam, which tests English proficiency in reading, writing, listening, and speaking. It can be taken in either an Academic or General Training format. The Academic version assesses English skills for higher education, while the General Training evaluates practical English abilities. The exam takes around 3 hours and contains multiple choice questions, short answers, essays, and an oral interview to evaluate candidates' English communication skills for study or work in an English-speaking environment.
β2 πινακες δεξιοτητων και αξιολογησεων εξετασεων αγγλικης γλωσσαςPETROS MANZIERIS
The document provides information about English language proficiency examinations from four examination bodies at level B2, including the ESB, Michigan, MSU, and Cambridge exams. It summarizes the exam structure and scoring for each exam, noting the overall exam time and minimum passing score for each. The summaries include details on the different exam sections of use of English, reading, writing, listening, and speaking.
This document discusses testing grammar and writing grammar test items. It makes the following key points:
I. Grammar skills should be directly tested since they are an important part of language proficiency.
II. Most proficiency tests include a grammar section to test these skills.
III. Grammar courses are often included in language learning programs, so grammar ability needs to be assessed.
It provides examples of different types of grammar test items, including gap filling, paraphrasing, completion, and multiple choice, that can test both recognition and production of grammar structures.
This document provides an overview of the Cambridge Preliminary English Test (PET). It includes sections on the background and level of the PET exam, what skills are assessed, sample exam papers and scripts, and guidelines for preparing for each part of the exam. The introductory sections provide context on Cambridge English exams and the Association of Language Testers in Europe.
First language english power point presentationAniqa Masroor
The document outlines the schedule and content for a 5-day international teachers' conference on teaching science and languages. The conference includes workshops on reading comprehension, speaking and listening skills, writing, and listening comprehension. Workshop topics include preparing for reading texts, organizing information from texts, creating written texts, and using assessment objectives to guide instruction. Presentation materials and sample passages are provided to facilitate discussions and activities in each workshop session.
This document provides an overview of the Cambridge IGCSE First Language English course and assessment. It outlines the key skills and content areas covered in reading, writing, speaking and listening. It describes the different assessment components and how they are structured. Sample questions and responses are provided to illustrate what is expected. Revision tips and strategies are also included to help students prepare effectively.
- The language lab at Achva College aimed to improve English skills of teacher candidates through a supportive environment, with instructors acting as "personal trainers".
- Students' English reading, writing, listening and speaking skills improved according to self-assessments, with areas like paragraph structure and computer skills improving the most.
- Students cited the supportive atmosphere, instructor feedback and presentations, and focus on authentic language learning as most helpful in contributing to their progress.
Englishlab is a new platform to learn English language. Englishlab helps students to develop their reading and writing skills through individualized practice
The document provides information about an English language course called the English Map Power-course. It was developed by Jan H. Stander, who has 17 years of teaching experience. The course aims to help second and third language English learners by providing a clear model for understanding tenses, breaking English down into understandable parts, and correcting pronunciation errors. It covers topics like acquiring an English identity, disentangling different aspects of English, and applying the tenses model to various sentence structures. The methodology includes interactive workbooks, tests, and speeches. Previous results show an average 23% increase in tense comprehension. The course costs between R15,000-R20,000 and takes 2-3 weeks.
The document provides information about an IELTS seminar hosted by Edu-Care, an IELTS preparation center. It discusses what the IELTS exam involves, including its four components - listening, reading, writing and speaking. It outlines Edu-Care's IELTS preparation courses which aim to familiarize students with the exam format and provide practice materials, mock tests and feedback. The document also addresses common misconceptions about IELTS and shares Edu-Care's social media presence and commitment to prioritizing students over money.
IELTS Teaching Workshop: Introduction To IELTSfakelinker
The document discusses the International English Language Testing System (IELTS), which assesses the English language proficiency of people who want to study or work in an environment that requires English. IELTS tests all four language skills - listening, reading, writing and speaking. It has been the leading English test since 1989, with over 1.4 million candidates taking it in 2009 alone. IELTS results are recognized by over 10,000 organizations globally as proof of English ability.
The document discusses Communicative Language Teaching (CLT) and Desuggestopedia (DESU) teaching methods. It defines key terms like approach, method, techniques and procedures. Participants engage in challenges to order observation notes and discussions in pairs and groups about the principles of CLT and DESU. The document also provides examples of common techniques used in both methods like role-plays, games and authentic materials for CLT and positive suggestion, choosing new identities and concerts for DESU. It concludes with a reflection on applying the techniques and a thank you.
This document outlines the sections and scoring of an English language exam for 2nd year intermediate students in Saudi Arabia. The exam consists of 6 sections: I) Comprehension questions on a reading passage, II) General information questions, III) Grammar questions, IV) Vocabulary questions, V) Spelling, and VI) Handwriting. Each section contains multiple question types and is worth a certain number of total marks. Handwriting is evaluated on readability and following writing rules on a scale of 0 to 5 marks.
This document provides an overview and strategies for the different sections of the IELTS exam, including Listening, Reading, Writing and Speaking. It discusses the format, skills assessed, and strategies for each section. For Listening, it describes the form completion and multiple choice question types and strategies. For Reading, it outlines the True/False/Not Given and table completion question types. And for Speaking Part 1, it provides an overview of the introduction and interview section and strategies such as listening carefully, giving relevant examples, and appearing confident.
The document provides an overview of the IELTS exam, which tests English proficiency in listening, reading, writing and speaking. It describes the format, timing, scoring and general strategies for each section. The listening section contains four parts with 40 multiple choice questions. The reading section contains three passages and 40 questions. Writing consists of two tasks - a 150 word report and a 250 word essay. Speaking involves a 10-15 minute interview with an examiner consisting of introduction, individual talk, and discussion questions. Scores are reported on a band scale from 1 to 9.
British Council IELTS Exam Preparation Pattern for 2017Studykraft
This is a British council IELTS exam preparation pattern for 2017. Go through the presentation to know about IELTS exam pattern. For more details go to http://www.studykraft.com/ielts-coaching/
The document provides details about the syllabus and exam structure for English Class IX. It includes:
1. There are two papers - Paper 1 tests English Language and Paper 2 tests Literature in English. Each paper is worth 80 marks and has a 2 hour duration.
2. Paper 1 has 5 compulsory questions testing writing skills, comprehension, and grammar. Paper 2 requires answers from drama, prose and poetry prescribed textbooks.
3. 20 marks are allocated to internal assessments covering listening, speaking, and assignments on the literature texts. Guidelines for marking the assessments with grades are provided.
The document provides an overview of the IELTS exam, which tests English proficiency in reading, writing, listening, and speaking. It can be taken in either an Academic or General Training format. The Academic version assesses English skills for higher education, while the General Training evaluates practical English abilities. The exam takes around 3 hours and contains multiple choice questions, short answers, essays, and an oral interview to evaluate candidates' English communication skills for study or work in an English-speaking environment.
β2 πινακες δεξιοτητων και αξιολογησεων εξετασεων αγγλικης γλωσσαςPETROS MANZIERIS
The document provides information about English language proficiency examinations from four examination bodies at level B2, including the ESB, Michigan, MSU, and Cambridge exams. It summarizes the exam structure and scoring for each exam, noting the overall exam time and minimum passing score for each. The summaries include details on the different exam sections of use of English, reading, writing, listening, and speaking.
This document discusses testing grammar and writing grammar test items. It makes the following key points:
I. Grammar skills should be directly tested since they are an important part of language proficiency.
II. Most proficiency tests include a grammar section to test these skills.
III. Grammar courses are often included in language learning programs, so grammar ability needs to be assessed.
It provides examples of different types of grammar test items, including gap filling, paraphrasing, completion, and multiple choice, that can test both recognition and production of grammar structures.
This document provides an overview of the Cambridge Preliminary English Test (PET). It includes sections on the background and level of the PET exam, what skills are assessed, sample exam papers and scripts, and guidelines for preparing for each part of the exam. The introductory sections provide context on Cambridge English exams and the Association of Language Testers in Europe.
First language english power point presentationAniqa Masroor
The document outlines the schedule and content for a 5-day international teachers' conference on teaching science and languages. The conference includes workshops on reading comprehension, speaking and listening skills, writing, and listening comprehension. Workshop topics include preparing for reading texts, organizing information from texts, creating written texts, and using assessment objectives to guide instruction. Presentation materials and sample passages are provided to facilitate discussions and activities in each workshop session.
This document provides an overview of the Cambridge IGCSE First Language English course and assessment. It outlines the key skills and content areas covered in reading, writing, speaking and listening. It describes the different assessment components and how they are structured. Sample questions and responses are provided to illustrate what is expected. Revision tips and strategies are also included to help students prepare effectively.
- The language lab at Achva College aimed to improve English skills of teacher candidates through a supportive environment, with instructors acting as "personal trainers".
- Students' English reading, writing, listening and speaking skills improved according to self-assessments, with areas like paragraph structure and computer skills improving the most.
- Students cited the supportive atmosphere, instructor feedback and presentations, and focus on authentic language learning as most helpful in contributing to their progress.
Englishlab is a new platform to learn English language. Englishlab helps students to develop their reading and writing skills through individualized practice
The document provides information about an English language course called the English Map Power-course. It was developed by Jan H. Stander, who has 17 years of teaching experience. The course aims to help second and third language English learners by providing a clear model for understanding tenses, breaking English down into understandable parts, and correcting pronunciation errors. It covers topics like acquiring an English identity, disentangling different aspects of English, and applying the tenses model to various sentence structures. The methodology includes interactive workbooks, tests, and speeches. Previous results show an average 23% increase in tense comprehension. The course costs between R15,000-R20,000 and takes 2-3 weeks.
The document provides information about an IELTS seminar hosted by Edu-Care, an IELTS preparation center. It discusses what the IELTS exam involves, including its four components - listening, reading, writing and speaking. It outlines Edu-Care's IELTS preparation courses which aim to familiarize students with the exam format and provide practice materials, mock tests and feedback. The document also addresses common misconceptions about IELTS and shares Edu-Care's social media presence and commitment to prioritizing students over money.
IELTS Teaching Workshop: Introduction To IELTSfakelinker
The document discusses the International English Language Testing System (IELTS), which assesses the English language proficiency of people who want to study or work in an environment that requires English. IELTS tests all four language skills - listening, reading, writing and speaking. It has been the leading English test since 1989, with over 1.4 million candidates taking it in 2009 alone. IELTS results are recognized by over 10,000 organizations globally as proof of English ability.
The document discusses Communicative Language Teaching (CLT) and Desuggestopedia (DESU) teaching methods. It defines key terms like approach, method, techniques and procedures. Participants engage in challenges to order observation notes and discussions in pairs and groups about the principles of CLT and DESU. The document also provides examples of common techniques used in both methods like role-plays, games and authentic materials for CLT and positive suggestion, choosing new identities and concerts for DESU. It concludes with a reflection on applying the techniques and a thank you.
This document outlines the sections and scoring of an English language exam for 2nd year intermediate students in Saudi Arabia. The exam consists of 6 sections: I) Comprehension questions on a reading passage, II) General information questions, III) Grammar questions, IV) Vocabulary questions, V) Spelling, and VI) Handwriting. Each section contains multiple question types and is worth a certain number of total marks. Handwriting is evaluated on readability and following writing rules on a scale of 0 to 5 marks.
The document provides definitions and explanations of various language teaching terms and concepts. Some key points covered include:
- The four main language skills of listening, speaking, reading and writing.
- Approaches to language teaching like grammar translation, audiolingualism, and communicative language teaching.
- Components of language like grammar, vocabulary, pronunciation.
- Stages of the learning process from controlled practice to free practice.
- Factors that influence language learning like motivation, time spent studying, and effectiveness of instruction.
This document provides guidance for English teachers on engaging teenage students and maximizing their learning potential. It discusses the cognitive and social characteristics of adolescents and emphasizes understanding students' needs, interests and abilities. The document recommends making lessons engaging through the use of technology, interesting topics, variety, creativity and student-centered activities. It also stresses the importance of images and their role in conveying meaning and promoting memorable learning experiences. A variety of engaging lesson techniques are proposed, including the use of games, entertainment, role-playing, personalized learning, and open-ended tasks.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
The document discusses sociolinguistics and language variation. It defines sociolinguistics as the systematic study of language in society, focusing on how individuals and groups use language in social contexts. There are three main perspectives in sociolinguistics: geographic, examining regional dialects; anthropological, studying the relationship between language, culture and thought; and sociological, analyzing the link between social relations and language varieties. Speech communities are groups that share the same or similar language varieties. Varieties include dialects, sociolects, and idiolects, which differ by region, social class, gender, age, and ethnicity at the lexical, phonological and syntactic levels. Pidgins are simplified mixed languages for basic communication between
Using games in language teaching can help sustain learners' interest and effort over an extended period of time. Games create meaningful contexts for language use, allowing learners to understand language and express themselves in order to participate. This makes the language more vividly experienced and better remembered. Games are thus central to a teacher's repertoire rather than just occasional activities. They provide intensive, engaging practice of language skills while being fun. Effective games are chosen based on factors like class size, level, and topic to achieve learning goals while maintaining motivation.
Power point techniques and principles in language teachingvidal_40
The document discusses techniques and principles for teaching the four main language skills: listening, speaking, reading, and writing. It provides information on goals and strategies for developing each skill. For listening, it emphasizes using authentic materials and teaching metacognitive strategies. For speaking, it recommends a balanced approach incorporating input, structured output, and communicative tasks. For reading, it stresses the interactive nature of the process and using reading to learn. For writing, it notes the differences between written and spoken language and the importance of content and organization.
The document discusses two language teaching methods: the Grammar-Translation Method and the Direct Method. The Grammar-Translation Method focuses on reading and writing skills and uses translation between the native and target languages. In contrast, the Direct Method emphasizes speaking and avoids translation, using real-world objects and gestures to teach vocabulary and grammar inductively. It also views language as primarily spoken and aims for students to communicate in the target language.
Sociolinguistics is the study of language in society and how social factors such as culture, power, and identity influence language use. Researchers collect examples of natural language usage and study how different social groups use language, including differences in dialects, accents, and vocabulary. Sociolinguists also examine how standard languages are established and how attitudes toward language varieties can impact their form and influence.
The document provides an overview of sociology as a discipline, discussing what sociology studies, key concepts like status, roles, norms, values, and deviance. It outlines several sociological perspectives including structural functionalism, neo-Marxism, symbolic interactionism, and feminist theory. It also briefly compares sociology to related disciplines like anthropology and psychology.
This document provides guidelines for preparing and distributing marks for the English language mid-term exam for intermediate and secondary school stages. It outlines the suggested distribution of marks across different exam sections like composition, reading comprehension, grammar, vocabulary, and oral evaluation. For each section, it describes the objective, format, possible topics, and sample question items. The guidelines aim to help teachers design valid, reliable, and standardized English exams that assess students appropriately.
This document provides the answer scheme and marking criteria for an English language exam for secondary school students in Malaysia. It includes answers and marks for multiple choice questions, short answer questions, an email response, and two short story writing prompts. Scoring is assessed on a banded scale based on how fully the task is fulfilled, language accuracy, sentence structure variety, vocabulary, and mechanics. Full marks require successfully fulfilling requirements, well-developed ideas, varied structures, wide vocabulary, and accurate language usage and writing mechanics.
The document provides an overview of Task 1 (writing) for both the Academic and General versions of the IELTS exam.
For the Academic exam, Task 1 requires writing a report summarizing information shown in a graph, chart, table, or other visual. Examples of visual types are given. Guidelines are provided on grammar, vocabulary, and structure required to achieve a high score.
For the General exam, Task 1 requires writing a letter. Different types of letters are described along with examples of language and structure needed for each. Scoring criteria for both tasks are also outlined.
This document provides an introduction and overview of the Get Ready for IELTS Writing book, which aims to help learners improve their writing skills for the IELTS exam. The book contains 12 units covering common IELTS writing topics, with each unit including language development, writing skills development, and exam practice. It also includes reviews every 3 units, a practice test, and answer key. The introduction outlines the book's structure and provides tips for effective study.
The document describes changes to the Level 3 military English exam for writing. Key changes include:
1) The writing section now consists of two tasks - an official letter/email and a report on a military topic.
2) For the report, there is no longer a maximum word limit and the minimum is now 200 words.
3) The scoring criteria for writing now focus more on organization, form, and clarity than on vocabulary and grammar.
4) The time allowed for writing is now 80 minutes instead of 90 minutes.
Best ielts coaching institute in jalandharjasmine bhalla
this presentation contains all the information related to the IELTS exam including the pattern and timings of the exam.Our institute is the best IELTS coaching institute in jalandhar provides you all the guidance of the exam
Jefferson Community Adult School offers four main programs: English as a Second Language, Adult Basic Education, Adult Secondary Education, and Career Technical Education. Students can earn a high school diploma through the traditional 34-course program or by passing the GED exam and additional courses. The GED and CAHSEE exams are required to receive a high school diploma. This presentation provides an overview of the programs and requirements to help students map out their educational path.
The document discusses reforms to examinations including formative and summative assessments. Key points include:
- Formative assessments will account for 20% of the total marks and include children's reflections, written work, projects, and slip tests.
- Summative assessments will account for 80% of total marks and include 3 exams per year, with 20% for internal assessments based on formative exam performance.
- Questions will be open-ended, analytical and not directly from textbooks to reflect academic standards. Previously used questions will not be repeated in the same form.
- Assessments will have separate answer booklets and follow detailed guidelines for question types, time limits, pass marks and grading.
The document provides an overview of the Pearson Test of English (PTE) exam format and scoring. It describes the four sections of the exam - Speaking & Writing, Reading, and Listening - and the types of questions included in each section, such as read aloud, repeat sentence, describe image, summarize written text, multiple choice, etc. It also provides tips and templates for certain question types. The document aims to help examinees understand the exam structure and how it assesses English language proficiency.
English language-and-literature-class-e28093-ix-s-a-ii-2013Gautham Rajesh
Here are 3 sample multiple choice questions based on the passage:
1. The main idea of the passage is about:
a) The weather during monsoon
b) Activities people enjoy during monsoon
c) Problems faced during monsoon
d) Importance of monsoon for agriculture
2. According to the passage, which of the following is NOT true about monsoon?
a) It brings cheer to many
b) The sun is hidden behind grey clouds
c) Rains cause inconvenience
d) Fields become green after monsoon
3. The word 'glamorous' in the passage is closest in meaning to:
a) Beautiful
b) Exciting
c) Tro
PENTAKSIRAN TINGKATAN 1 ENGLISH MARKING SCHEME 2015ctmai
Section A provides a marking scheme for 10 multiple choice questions about an English language test. Section B lists career choices and extracurricular activities in response to 10 multiple choice questions. Section C contains true/false and short answer questions about a book fair, including information on performances, contests, and author meet-ups. The document concludes with a scoring rubric to assess responses in bands from excellent to very weak based on fulfillment of task requirements, idea development, organization, language use, and writing mechanics.
This document summarizes an action research project conducted to improve the sentence construction skills of 4th grade pupils in a Malaysian school using the "WH-questions" technique. Pre- and post-tests were used to assess the pupils' skills before and after being taught to construct sentences using WH-questions templates like "Who do you see?" and "What do you see?". The results showed that all pupils improved their scores after the intervention, with some doubling their original scores, demonstrating that the WH-questions technique was effective for improving their sentence construction abilities.
The document provides guidance on planning and implementing English language development (ELD) instruction according to the Arizona English Language Proficiency Standards. It includes information on how to structure ELD time allocations based on students' proficiency levels, determine language objectives, and code lessons to target specific standards. Sample language objectives and examples of coding ELD lessons are also provided.
Class 10 Cbse English Commuicative Sample Paper Term 2 2014Sunaina Rawat
The document outlines the syllabus for the English Communicative Summative Assessment II exam for Class X. It details the sections that will be included, such as reading, writing, grammar, and literature, and provides information about the format and assessment of each section. Reading comprehension will be tested through two passages totaling 800-900 words. The writing section will include short and extended writing tasks assessing different formats and skills. Grammar will be assessed through multiple choice and other question types testing usage in context. Literature questions will include extracts from texts with short answer and long answer questions about themes, characters, and values. The exam is worth 90 marks and assessments various skills related to the English language.
The ms1 level "daffodil teacher's guide" by mr samir bounabMr Bounab Samir
The “daffodil MS1 teacher’s guide “is designed for the teachers dealing with Middle School level 1 ,
The guides deals with how to plan lessons accroding to the 2nd Generation Curriculum program March 2015,
The guide takes into account ; The CBA – competency based approach principles ; Introducing the project work & the principle of the “4 learning situations” ( initial problem solving situations , input situation ( PPU speaking lessons , PDP reading & listening lessons followed by “inductive teaching grammar lessons using my ow teaching method “PIASP =( presentation – isoalation – analysis- stating rule – practice ), the third leanring situation “ situation of integration “ splet into “2” sessions “ learning integration & assessing integration”
The Daffodil MS1 teacher’s guide “ contains “4” sequences lesson plans
Each sequence is planned as follows ;
Planning sequence which states all the lessons that sequence contains
Guided sheet of “lesson focus”which details all what a lesson deals with :
Learning objectives ( fucnction – grammar – vocabulary related to – teaching sounds – type of tasks )
Aim of the lesson and the needed material
The 2G principles: “teaching values & cross curricular competencies”
Hope the “ daffodil MS1 teacher’s guide will be of some help for the teachers dealing the first time with the 2G program,
Mr Samir Bounab ‘ teacher trainer”
This document provides a marking scheme for an English exam for primary level students. It outlines the assessment criteria for three sections: reading comprehension, language, and writing. For reading comprehension, students will answer multiple choice and short answer questions about passages. The language section will assess descriptive writing and completing sentences. For the writing portion, students will complete tasks like inviting a friend to an outing and describing a picture in 50 or more words. Scoring guidelines are provided to evaluate the writing on areas like content, expression, and accuracy and place it within bands from very good to poor.
This document outlines the syllabus for English Communicative for Class 9 for Term 2 from October to March. It divides the syllabus into four sections: Reading, Writing, Grammar, and Literature. For Reading, there will be two comprehension passages totalling 800-900 words. Writing assessments include short compositions, notices, reports, biographical sketches and longer letters and articles. Grammar will be tested through multiple choice and short answer questions. Literature includes extracts from poems, stories and plays to be answered briefly, as well as longer questions on themes and characters from the prescribed texts Gulliver's Travels or Three Men in a Boat. The assessments will include formative and summative tests with an emphasis on comprehension, expression, accuracy
This document provides information about incorporating cultural aspects into an EFL classroom. It discusses 6 cultural aspects: greetings, personal space, education, money, accents, and etiquette. For each aspect, it provides brief explanatory text, examples from English speaking cultures, and links to supplemental video resources. The goal is to raise learners' cultural awareness and engage them in learning about the cultures of English speaking countries.
The document outlines several language teaching approaches, including the audiolingual method, the natural approach, the silent way, community language learning, and task-based language learning. It provides brief descriptions of the key principles and techniques of each approach. For example, it notes that the audiolingual method emphasizes oral drilling and habit formation, while the natural approach focuses on comprehensible input before speech production. It also discusses some potential advantages and disadvantages of these approaches.
This document discusses various topics related to grammar including definitions, different approaches or kinds of grammar (such as traditional, historical, comparative, functional, and grammar translation), grammatical theories (traditional, immediate constituent, tagmemic, and transformational), parts of speech, sentence structure, classification of words, errors in language, drills to practice grammar, and tests of grammar knowledge. It provides information on inductive and deductive approaches to teaching grammar as well as common grammatical errors at the lexical, grammar, discourse, and pronunciation levels.
This document discusses techniques for teaching vocabulary. It begins by outlining the objectives of teaching new vocabulary and establishing its importance. Some key techniques presented include saying and writing the word clearly, translating it, providing examples of usage, visual aids like pictures and gestures, guessing meanings from context, and asking questions that incorporate the new word. The document emphasizes combining multiple techniques and expanding vocabulary through related words. It also suggests some games to reinforce learning like fill-in-the-blank, puzzles, and flashcards.
The document discusses teaching writing to students. It outlines the stages of the writing process as prewriting, drafting, revising, proofreading, and publishing. For each stage, it describes the teacher's role in supporting students and scaffolding strategies. The document also discusses types of writing activities like controlled, guided, and free writing and provides examples for implementing each in the classroom.
This document presents a teaching reading presentation that covers:
1. The objectives of teaching reading to students and exploring different reading strategies.
2. The importance of teaching reading to help students learn the language, read for information, and gain cultural knowledge.
3. Different reading strategies taught in the classroom, including previewing, predicting, skimming/scanning, guessing from context, and paraphrasing.
4. How teachers can incorporate reading strategies into the classroom through pre-reading, while-reading, and post-reading exercises.
This document discusses teaching listening and speaking skills. It begins by outlining key questions about listening, such as what listeners do when listening and factors that affect good listening. It then discusses characteristics of real-life listening and things listeners listen for. Principles for designing listening techniques and making them interactive are presented. Common techniques for teaching listening are also outlined. The document then discusses teaching speaking, including current issues, what makes speaking difficult, types of classroom speaking performances, and the role of drills. Principles for teaching speaking and sample conversation activities are provided. Factors that affect pronunciation and common speaking strategies are also summarized.
This document provides guidance on teaching speaking skills to language learners. It discusses that speaking is an important skill but difficult to teach due to barriers like lack of practice. It identifies reasons for poor speaking abilities such as limited curriculum focus and class conditions not supporting oral activities. It then offers techniques for teachers, including having students listen to correct pronunciation, establishing routines for greetings and instructions, using supportive language like caretakers, not interrupting students, introducing vocabulary through pictures and actions, and getting students to speak through games, drills, songs, chants, and storytelling.
This document provides guidance on how to teach listening skills to ESL students. It begins by defining listening and explaining why it is important to teach. Some difficulties with teaching listening include students trying to understand every word and getting distracted. The document then gives tips for pre-listening, while listening, and post-listening activities. These include reducing distractions, giving students a purpose for listening, and doing group discussions after. Sample listening exercises are also provided to help teach in a way that makes listening an engaging and successful activity for students.
The document provides an overview of a training program for elementary school English teachers. It discusses creating a positive learning environment for young learners through establishing relationships, rules, routines, respect for rights and responsibilities, and use of rewards. It outlines characteristics of young learners and challenges teachers may face, and provides solutions such as varying activities, repetition, and encouraging positive behavior. Effective techniques for teaching young learners are proposed, including using pictures, stories, games, role plays, chants, and audiovisual materials. A sample elementary English textbook and its components are described.
This document provides an overview of the Traveller English language textbook series. It describes the components, structure, and features of the textbooks. Each book in the series corresponds to a level in the Common European Framework and contains modules or units focusing on general topics. The modules follow a consistent format with lessons targeting vocabulary, grammar, skills and a round-up section. Tests and teacher materials are also included to support instruction.
This document summarizes the components and approach of the Full Blast English curriculum for intermediate school students. It includes a student's book, workbook, grammar book, teacher's manual, class CDs, test CD, and additional materials. The curriculum uses a modular approach with theme-based lessons, focusing on developing skills like writing and integrating vocabulary, grammar, reading and writing practice. It provides graded materials, a steady framework, and culture pages to develop students' English abilities and sociocultural knowledge over two semesters of first and second intermediate school.
This document discusses six different teaching methods: 1) Grammatical Translation Method, 2) Direct Method, 3) Audio Lingual Method, 4) Task-Based Learning, 5) Communicative Approach, and 6) Total Physical Response. For each method, the document outlines the key characteristics and focuses, such as an emphasis on grammar rules, oral communication, repetition and drilling, completing meaningful tasks, genuine student interaction, and coordinating speech with physical activities. The purpose of the document is to define and compare different approaches to language instruction.
The document outlines three stages of writing instruction: controlled, guided, and free writing. Controlled writing focuses on mechanics through activities like handwriting, copying, and dictation. Guided writing provides more support through structured compositions. Free writing allows the most freedom and originality but still within rules of writing. The stages progress from more teacher-led to more student-led while building writing skills.
This document discusses techniques for teaching speaking to students. It outlines three components of speaking instruction: mechanical practice focusing on sounds, verbs, and grammar; meaningful oral work like greetings and complaints; and free oral production. It also provides procedures for speaking activities, such as dividing students into groups, assigning topics, allowing time for discussion, and providing feedback. Some techniques mentioned include dialogues, interviews, role-plays, problem-solving activities, and debates. The overall goal is to help students speak English fluently, correctly, accurately, and adequately.
This document discusses teaching listening comprehension. It defines listening comprehension and outlines the roles of teachers and students in listening, understanding, and responding. It identifies factors that affect listening skills, including the material, environment, listener, and speaker. It also describes levels of listening comprehension, requirements for listening practice, and how to design a listening lesson with pre-listening, while listening, and post-listening activities. Finally, it provides examples of listening exercises and ways to test listening comprehension.
This document discusses common difficulties teachers face in teaching English as a foreign language and provides potential solutions. It identifies issues such as spelling, homework completion, lack of student interest, disruptive behavior, pronunciation challenges, writing compositions, poor handwriting, and comprehension struggles. The document then explores solutions, including clearly explaining rules, incorporating repetition, using dictionaries, rewarding positive behavior, ensuring variety in lessons, and providing models and structured practice for developing skills like pronunciation and writing compositions. The overall goal is to help teachers address difficulties and improve student English learning outcomes.
More from Dr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah (20)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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Digital Artefact 1 - Tiny Home Environmental Design
توصيف أسئلة الصف الثاني ثانوي
1. Kingdom of Saudi Arabia English Language Ministry of Education
Second Secondary Grade Final Test Description Time: 3 hours
الادارةالعامةللتربيةوالتعليمبمنطقةمكةالمكرمة)الفصلالدراسي(الول
الثانوية ..................... :مدرسةاسم..............................:الطالب
I-(A) Guided Composition ( 6 marks )
(No less than 80 words)
Evaluation
Marks Characteristics
6
very good structural and grammatical skills, complete realization of the
topic
5-4
good structural and grammatical skills, above the simple sentence level,
errors not basic
3-2
adequate structural and grammatical skills, simple but accurate realization
of the topic, not many errors
1
inadequate vocabulary and grammar to convey the ideas, minimal writing
activities
0 Incoherent, errors showing lack of the basic knowledge of English
(B) Dialogue ( 3 marks ) ( ½ mark each space )
II- Vocabulary : ( 6 marks )
(A)e.g. Multiple Choice ( 2 marks: ½ mark each item.)
(B)e.g. Fill in the spaces ( 2 marks: ½ mark each item.)
(C)e.g. Match ( 2 marks: ½ mark each item.)
III- Reading Passage; seen / unseen: ( 6 marks ) ( 1 mark each item.)
Teachers can write from 6 to 12 items but no less than 6.
1. Yes/No Question
2. True/False Statement
3. Choose
4. WH Questions
5. Synonyms / Antonyms
6. Completion
IV- Grammar: ( 6 marks )
(A)e.g. Multiple Choice ( 2 marks: ½ mark each item.)
(B)e.g. Do as shown between brackets ( 4 marks: ½ mark each item.)
V- Reader: ( 3 marks ) (½ mark each item.)
(A)e.g. Multiple Choice : ( meanings of words, definitions, completions )
(B)e.g. Match
All units and items should be covered
Dear Teachers: Please refer to the Content Analysis, Objectives and Table of Spec.
2. Kingdom of Saudi Arabia English Language Ministry of Education
Second Secondary Grade Final Test Description Time: 3 hours
الادارةالعامةللتربيةوالتعليمبمنطقةمكةالمكرمة)الفصلالدراسي(الثاني
الثانوية ..................... :مدرسةاسم..............................:الطالب
I-(A) Guided Composition ( 6 marks )
(No less than 80 words)
Evaluation
Marks Characteristics
6
very good structural and grammatical skills, complete realization of the
topic
5-4
good structural and grammatical skills, above the simple sentence level,
errors not basic
3-2
adequate structural and grammatical skills, simple but accurate realization
of the topic, not many errors
1
inadequate vocabulary and grammar to convey the ideas, minimal writing
activities
0 Incoherent, errors showing lack of the basic knowledge of English
(B) Dialogue ( 3 marks ) ( ½ mark each space )
II- Vocabulary : ( 6 marks )
(A)e.g. Multiple Choice ( 2 marks: ½ mark each item.)
(B)e.g. Fill in the spaces ( 2 marks: ½ mark each item.)
(C)e.g. Match ( 2 marks: ½ mark each item.)
III- Reading Passage; seen / unseen: ( 6 marks ) ( 1 mark each item.)
Teachers can write from 6 to 12 items but no less than 6.
7. Yes/No Question
8. True/False Statement
9. Choose
10. WH Questions
11. Synonyms / Antonyms
12. Completion
IV- Grammar: ( 6 marks )
(A)e.g. Multiple Choice ( 2 marks: ½ mark each item.)
(B)e.g. Do as shown between brackets ( 4 marks: ½ mark each item.)
V- Reader: ( 3 marks ) (½ mark each item.)
(A)e.g. Multiple Choice : ( meanings of words, definitions, completions )
(B)e.g. Match
All units and items should be covered
Dear Teachers: Please refer to the Content Analysis, Objectives and Table of Spec.
3. Kingdom of Saudi Arabia English Language Ministry of Education
Second Secondary Grade Final Test Description Time: 3 hours
الادارةالعامةللتربيةوالتعليمبمنطقةمكةالمكرمة)كامل(المقرر
الثانوية ..................... :مدرسةاسم..............................:الطالب
I-(A) Guided Composition ( 12 marks )
(No less than 80 words)
Evaluation
Marks Characteristics
12
very good structural and grammatical skills, complete realization of the
topic
11-8
good structural and grammatical skills, above the simple sentence level,
errors not basic
7-4
adequate structural and grammatical skills, simple but accurate realization
of the topic, not many errors
3-1
inadequate vocabulary and grammar to convey the ideas, minimal writing
activities
0 Incoherent, errors showing lack of the basic knowledge of English
(B) Dialogue ( 6 marks ) ( 1 mark each space )
II- Vocabulary : ( 12 marks )
(A)e.g. Multiple Choice ( 4 marks: 1 mark each item.)
(B)e.g. Fill in the spaces ( 4 marks: 1 mark each item.)
(C)e.g. Match ( 4 marks: 1 mark each item.)
III- Reading Passage; seen / unseen: ( 12 marks ) ( 2 marks each item.)
Teachers can write from 6 to 12 items but no less than 6.
13. Yes/No Question
14. True/False Statement
15. Choose
16. WH Questions
17. Synonyms / Antonyms
18. Completion
IV- Grammar: ( 12 marks )
(A)e.g. Multiple Choice ( 4 marks: 1 mark each item.)
(B)e.g. Do as shown between brackets ( 8 marks: 1 mark each item.)
V- Reader: ( 6 marks ) (1 mark each item.)
(A)e.g. Multiple Choice : ( meanings of words, definitions, completions )
(B)e.g. Match
All units and items should be covered
Dear Teachers: Please refer to the Content Analysis, Objectives and Table of Spec.