This document provides an introduction to an English language course at level B2+. It outlines that the purpose is for participants to recognize what they have learned at previous levels and what they are able to do with English. The content includes an overview of the Common European Framework, why English is important to learn, and how to diagnose your current level of proficiency. It also briefly describes some key aspects of level B2, such as being able to communicate confidently in known contexts.
Larry M. Lynch is a teacher of English as a Foreign Language at the Santiago de Cali University in Cali, Colombia with more than two decades of teacher training experience in EFL / ESL
Larry M. Lynch is a teacher of English as a Foreign Language at the Santiago de Cali University in Cali, Colombia with more than two decades of teacher training experience in EFL / ESL
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Desarrollo de estrategia y creatividad para el posterior diseño de web y materiales de marketing on line así como guionización de vídeos tutoriales para web.
CEFR Common European Framework of Reference for LanguagesJoel Acosta
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
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In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
Join ESL colleagues from across Massachusetts for a free webinar focused on the development of effective language objectives on Wednesday, March 13, 2013 from 4:00-5:00 PM Eastern.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus will explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals - and will leave plenty of time for Q&A. We'll cover:
- The importance of language goals.
- A step-by-step process for crafting powerful language goals.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language goals.
- Examples of language goals and use in a classroom.
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In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
These slides are from a free webinar that occurred Wednesday, March 13, 2013 from 4-5 PM Eastern time.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus explored effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals, covering:
- The importance of language objectives.
- A step-by-step process for crafting powerful language objectives.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language objectives.
- Examples of language objectives and use in a classroom.
The webinar recording with audio is available here: https://ellevation.webex.com/ellevation/lsr.php?AT=pb&SP=EC&rID=6546942&rKey=1e36bf35ebbd638a
Setting ELL Language Objectives (Webinar Slides from Ellevation Education)Jordan Meranus
From Webinar: May 15 at 4:00 PM Eastern Time
Crafting Language Objectives for ELLs: Actionable Tips & Best Practices
In Virginia, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language objectives for ELLs may require some support. ESOL educators are asking a variety of questions, including:
What does an effective language objective look like?
How do I use WIDA to help craft language objectives?
Who can I learn from and are there best practices?
ESOL teacher Allison Balter and Ellevation Education CEO explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language objectives, including:
The importance of language objectives.
A step-by-step process for crafting powerful language objectives.
How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language objectives.
Examples of language objectives and use in a classroom.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
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The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
1. WHERE WE ARE? WHERE ARE WE
GOING TO GET?
ENGLISH LEVEL B2+
INTRODUCTORY SESSION - GETTING TO KNOW EACH OTHER
2. PURPOSE
• At the end of the presentation participants will recognise the
several implications that English learning has got at level B2+
by identifying, from the previous levels, what they have learnt,
what they are able to do with the language and how well
they can share it with others in order for them to commit with
this process.
3. CONTENT
• I.- The Common European Framework of Reference for
Languages.
• II.- Why is everybody studying English?
• III.- IV.- Getting to know the levels.
• V.- Diagnose
4. WHAT’S THE COMMON EUROPEAN
FRAMEWORK?
• what language learners have to learn to do in order to use a
language for communication.
• what knowledge and skills they have to develop so as to be
able to act effectively.
• The description also covers the cultural context in which
language is set.
• The Framework also defines levels of proficiency which allow
learners’ progress to be measured at each stage of learning
and on a life-long basis.
5. WHY IS EVERYBODY STUDY ENGLISH?
• A global world
• Interests of greater mobility.
• More effective international communication.
• Respect for identity and cultural diversity.
• Better access to information.
• More intensive personal interaction.
• Improve working relationships.
• Deeper mutual understanding.