Thursday, May 19, 2016



Here the main aim is to provide students with a basis to answer questions and controller, there are two considerations. Firstly, marking criteria suggest that the fluctuations will be punished and, as anyone who has taken part in an interview knows, it's easy to slip into obscurity, if you can not raise the argument relatively quickly. Second, IE LT S test is clearly working in an academic context, so the candidate can expect to call the academic point of view, it would be suitable. In other words, the approach controller issues from theoretical positions, the candidate may reasonably believe that they are properly contributing to the discussion parameters.

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Students are given a set (IELTS) style of questions and asked to consider how to respond to them. For example: What are the benefits of tourism? Do you think that the use of computers replica Audemar Piguet in schools a good idea? Do you think that women and men should be fully equal in the workplace? Do you think it is important to have good friends? Are you optimistic about the future of the planet?

Then, students are encouraged to consider the issues from different perspectives, such as social, cultural, economic, political, philosophical, psychological, historical, and linguistic. Students paired and then asked to use these perspectives, as appropriate and keep going discussion, at least a minute. The goal is to help the candidates feel comfortable in the conversation and sustainable use prospects as props and incentives for ideas. At this point, you can feel confident growing, and at the appropriate time, students are invited to interview the teacher class, which then gives some answers model. For example: Well, from a social point of view, I feel that tourism can contribute to international understanding and actively encourage contacts between different nationalities. At the economic level, there are clearly many advantages for business and leisure hotel with a positive impact on employment. Philosophically, it can make the world a more tolerant place.

It was in many respects the most interesting part of the program. Students were given criteria (see Annex I) and asked to check whether they have understood the key terms, which were then explained in detail the class. The next step was to provide students with some expressions taken from criteria that can be used in real-examination, if required. For example, I'm trying to organize their arguments. Have I made it clear? I try to express myself accurately. I hope I was clear.

I try to encourage students to focus on the production of precise timing in the context of clearly allocated and to use what might be called the lexical sophistication (Read 2005: 14). There is no attempt to "fool" the Controller in a more-evaluation of the candidate; Examiners can easily find it in any case and the production rehearsed proposal is a waste of time each. Rather, the emphasis is on effective interaction with the criteria. At this point, I have sometimes called the students to current scientific literature, and ask them to consider this simple quote: ... as a general principle, better candidates using a wider range of vocabulary than less experienced them (ibid: 13)

Then the students were asked to consider how they will use their knowledge in the real criteria of expertise and whether it will be useful to them. Then I ask the students to be the examiner and the candidate pair in the discussion with a focus on the third part of the speaking test. The range of topics proposed for discussion, and students can choose topics that they find interesting Breitling replica. (See Appendix 2 for details of some issues three types.)

We terminating The use of theoretical perspectives and labeling criteriaeat every class with another hot seat session, where students "considered" the teacher before class. This focus on a part of I, 2, or 3, and takes about 5 minutes. At the end of the class are asked to award marks in the four regions and the candidate receives a "class". The class is also invited to propose areas in which the candidate has worked well and where they could improve. The atmosphere in this place is one of the healthy and constructive criticism. Students know that they are valued by their peers, not real expert mode, and that the mistakes made ​​in the classroom can have a positive impact. Errors, for example, can be isolated and analyzed in a non-threatening atmosphere, and students are aware of the mistakes they make in the real exam. It can help candidates to understand that they made ​​a mistake and correct it without undue panic. Once again it should be emphasized that all this is not necessary, and are not forced to do anything they do not want to

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