The participants were upper secondary school students years old with lower intermediate English proficiency. The measuring instruments were a course evaluation questionnaire completed by the learners and essay writing tests before and after the course marked by an automated scoring programme. The results were positive in both:
Give the students the reading passage and Exercise 1 Version 1 and go through the example. Ask them as per the example to decide what happens to the sentences when you add the alternatives a - d.
You can see that in the example, when you add a twofold, the sentence is still true, because in the text it says double and so on. Put the students into pairs or groups of three. Ask the students not to read the text, but to locate the information relating to each sentence in the text.
Then ask them to decide what happens to the sentence when each alternative is added. How many sentences you ask the students to do will depend on the level of the class.
When the students have finished, check their answers. Rather than rushing through the exercise give the students time to absorb the mechanism involved in analyzing.
Version 2 of the exercise has fewer alternatives and may be used for a quicker class or lower level. After the above, in order to check that the students have understood, give them exercise 1 version 3 with the sentences and the blank spaces. Ask them as a whole class to add words and phrases and keep the statements true as regards the text.
You may choose only some of the statements. You can give the students the exercise as above with the answers for the first five sentences and have them decide why the answers are correct. You can do a simple role-play where the students become the teacher after they have prepared their explanations and you become a student!
Exercise 2 Give the students the summary and the text and have them do the exercise one stage at a time. After each stage, check the answers with the students.
You may of course wish to do any of the stages in isolation. Exercise 3 This exercise has been described as post-reading vocabulary. One feature of the reading in IELTS that many students find difficult is over-focusing on individual words.
IELTS reading exercises generally require a superficial rather than a deep grasp of the text. So focusing on one or two words that are often not necessary for the understanding of the passage, slows students down considerably. Encourage the students to do exercises 1 and 2 without looking up the meaning of unknown words.
Obviously, there is a point with lower level students when this is not practical, but encourage them to go as far as they can. Give the students the exercise and ask them to decide which meanings are correct according to the passage.
What is wrong with the other meanings given? There are three types of contradictions: Look at the examples below relating to the test: There are plans to increase slightly the space for displaying art at the Uffizi.
A collection of pictures by Caravaggio now in a small room on the second floor will soon be transferred to larger premises on the first.
Note that the statement is contrasting one basic piece of information by Caravaggiowhere the original text contains two by Caravaggio and his school.
The Palazzo degli Uffizi was designed by Giorgio Vasari, who was an artist. The statement is checking one piece of information. It is easy for students to become confused here, because the text states that Vasari was an historian and an artist, but the statement here is only asking if he was an artist not an artist only excluding the idea of his being an historian.
Have the students turn the above statement into a question: Are there plans to increase slightly the space for displaying art at the Uffizi? Ask the students to tell you which words or phrases qualify the basic information in the statement: There are plans to increase the space for displaying art.
Ask the students to tell you which word or words are most likely to carry the main stress in the statement:Tutors conduct secondary english tuition, secondary Chinese tuition, secondary math tuition, lower secondary science tuition, secondary physics tuition, secondary chemistry tuition, secondary biology tuition, secondary humanities tuition, and principle of accounts (poa tuition).
In the first of a new series of study skills for CLIL, Jean Brewster takes the very topical subject of thinking skills and looks at how CLIL teaching embraces many of the thinking skills principles and how this benefits the learner. In human social affairs, discrimination is treatment or consideration of, or making a distinction towards, a person based on the group, class, or category to which the person is perceived to belong.
These include age, colour, convictions for which a pardon has been granted or a record suspended, height, disability, ethnicity, family status, gender identity, genetic characteristics, marital. In a survey of how American lower secondary teachers teach writing, As they tend to appear together, we do not make a strong distinction between activities scoring 3 and 4.
Further, we have identified a number of writing activities that are of high quality (and largely fit the criteria for activities scored 3 and 4) but are assigned a 2.
(a) The regulations set forth in this part implement the Mutual Educational and Cultural Exchange Act of (the "Act"), as amended, Public Law 87–, 22 U.S.C. , et seq. (). The purpose of the Act is to increase mutual understanding between the people of the United States and the.
INTRODUCTION TO COLLEGE ENGLISH. Students whose placement scores suggest that they need more help with their reading and writing will be placed in Composition and Literature.