...Oral Test in English week 48, 1C On Monday or Thursday in week 48, you are all going to have an oral test in English. This test will be a group discussion of short stories that we have studied and the film that we have watched: • “Brackley and the Bed”, pp. 39-43 • “A Soldier’s Bride”, pp. 57-61 • “The Moose and the Sparrow”, pp, 103-109 • “The Sniper”, pp. 114-116 • “Blood Diamond”, the movie + pp. 68-71 What is a group discussion? A group discussion is an assessment situation where you sit with your teacher and discuss a topic. During the discussion, the teacher will ask you different questions relevant to the stories / the film and its content. We will focus primarily on the analysis of the stories / the film, so you should know some things about the plot, the setting, the main characters, the point of view and the themes. In the group discussion, you will draw (=trekke) a story /film, and this is what we will start talking about. During the discussion we will probably include one or two of the other stories as well. In order to prepare properly for this discussion, you should read attentively. Since your analysis should be based on evidence from the story; make notes while you read, and find good examples in the story which illustrate the characters, the themes etc. The examples you find can serve as evidence for your interpretation. What is important in the discussion is to present your thoughts and reflections on the stories. You will be graded individually...
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...PTE Academic Test Taker Handbook July 2012 Version 6 © Pearson Education Ltd 2012. No part of this publication may be reproduced without the prior permission of Pearson Education Ltd. Contents About PTE Academic About the Test Taker Handbook 1.Test format 2. Registration and scheduling Registration Scheduling, rescheduling and cancelling Test takers with disabilities Payment and fees 3. On test day What to expect on the day of your test Identification and security Test Center rules 4. Scores Understanding scores Accessing and allocating scores 5. Learning resources Test preparation 6. Miscellaneous Contact us Privacy Policy and Legal Notice Appendix A PTE Academic Test Taker Rules Agreement 2 3 3 4 6 7 8 8 9 12 13 13 15 16 16 18 18 18 20 About PTE Academic Pearson Test of English Academic (PTE Academic) is a new, international, computer-based academic English language test. The test accurately measures the listening, reading, speaking, and writing skills of test takers who are non-native speakers of English and need to demonstrate their level of academic English proficiency. PTE Academic delivers a real-life measure of test takers’ language ability to universities, higher education institutions, government departments and organizations requiring academic English. PTE Academic is endorsed by the Graduate Management Admission Council® (GMAC)®. About the Test Taker Handbook This Test Taker Handbook will provide you with detailed information on all the following practical aspects...
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...INZ 1060 English Language Information For residence and business categories If submitting your Why do we have a minimum standard of English? application before If you can speak and understand English, it will help you to get 29 November 2010 a job in New Zealand, and help you and your family to settle successfully here. use the guide at Who needs to meet the minimum standard? www.immigration.govt.nz/forms Skilled Migrant Category – the principal applicant and everyone aged 16 or over included in the application. Business categories – the applicant and everyone This or over included inprincipalwill (with the exception aged 16 watermark the application not print. of the Investor Plus (Investor 1 Category)). Residence from Work Category – the principal applicant does not have to meet the minimum standard, but their partner and any children aged 16 or over do. If your partner and children (aged 16 and over) do not meet the minimum standard, they must pay for English language classes before we approve your application. Then, they can learn English when they arrive in New Zealand. November 2010 This leaflet will give you information on how well you must speak and understand English for a residence class visa, or a long-term business visa. We call this the ‘minimum standard of English’. It will tell you who must meet the minimum standard, what it is, and what you must do to meet it. It will also tell you what you can do if people in your family do not meet the minimum standard...
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...reproduced by any process without prior written permission from the Commonwealth. Requests and inquiries concerning reproduction and rights should be addressed to the Commonwealth Copyright Administration, Attorney-General’s Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at www.ag.gov.au ISBN 1 920861 77 7 Internet: www.dfat.gov.au Contents Australia Awards Scholarship Cycle vii GLOSSARY OF TERMS AND ACRONYMS 8 1. Australia Awards 11 1.1. Australia Awards Scholarships 12 1.2. How to use this scholarships policy handbook 12 1.3. Management responsibilities 14 2. Applying for an Australia Awards Scholarship 17 2.1. Eligibility criteria 17 2.2. Country and regional profiles 18 2.3. English language requirements 18 2.4. Finding an appropriate course and institution 20 2.5. Types of courses available to applicants 20 2.6. Types of courses for which Australia Awards Scholarships are not available 22 2.7. Application process 23 3. Fraud 25 4. Selection 26 4.1. Selection process and criteria 26 4.2. Reintegration plans 27 4.3. Successful and reserve applicants 27 4.4....
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...看到魏冬的日志让我心生很多感慨。感谢魏冬，在申请和学术上我们交流最多，在申请上他对我帮助太大，让我避免了被计量很好的dream school UCSD拒掉的局面；更重要的，让我在申请时放心许多。我的申请是个一波三折的故事，想得到开始，但想不到结局；我觉得应该写点什么作为纪念，也算给大家提供一点经验教训。另外感谢魏冬和吴沛凡，你们两个写的日志让我明白申请总结应该怎么写，因此省掉我很多时间思考结构，可以hardcore地把想说的都说出来。 致谢 首先要感谢的当然是我的三个推荐人。我只有三个推荐人，并且在所有学校上用了同样的package。L老师是nonparametric metrics界的大师，能有机会上他的博士生课并且拿到信我不胜荣幸；他的和蔼出乎意料，我填推荐人的两天之内几乎所有信就已经交了；在申请结果出来的时候还从美国打电话给我，我的感激之情无法形容。UBC的M老师对我帮助太大，我只能感激自己在换到UBC的情况下还能碰到这么好而且做metrics的老师，在申请之前和之中总是给我信心，帮我很仔细地改了SOP，而且我的第一个offer还是他先告诉我的。经管的Z老师是最熟悉最了解我的人，我从大二开始给他做RA，一直到现在（我在经济系只有这一个RA），学到的东西太多，不管是metrics的理论还是编程，还有做学术的许多道理；在我最低谷的时候，每次和Z老师交流之后我就变得轻松，而且对未来有了信心；能有好的writing sample，离不开他的指导和帮助。能拿到三个都是做metrics并且都是very strong letter，这种很consistent的package对我最终的申请结果起到了关键的作用。 除此之外还有上一届的吴沛凡和贺熹学长。尤其是吴沛凡学长，总是在我低谷的时候给我信心，不厌其烦地改我几乎不成形的SOP；虽然他总是自黑，但学术能力却总让我自愧不如。在经会认识这两位学长，我深感幸运。还有帮我修改文书的同学和老师。 还有一起申请的同学。魏冬我想不用多说了，不管是去berkeley还是stern相信以后一定都各种牛逼。还要太感谢伍良杰，一起在拿到Chicago后像小学生一样天天上课复习准备托福，没有互相支持我想我估计挺不过这个难关；马上就要开始长达五年的repeated games，希望在Chicago大家都好！UBC的Z同学我是交换的时候认识的， 他是那边统计系的第一名，和经济系的double major；交换的时候就对我各种帮助，让我感觉还不太无助，申请前后我们几乎天天交流，互相看过SOP，分享各种信息，让我了解国外的本科申请econ phd是什么样的情况；神奇地拿了top 10的3个wl还有一个1st year funding wl，希望他至少能有一个转正啊！ 按道理还是要感谢父母。但是我想这是言语无法表达的，父母从我大二的时候就坚定支持我申请，尤其我爸还各种了解信息，在申请上有时候比我知道的还要多一些；最纠结的感受只能向父母表达，靠他们开导；我还能心理正常地度过整个大学和申请的过程，他们起到了最重要的作用。 还有我的室友和同学们。李昱松刘运操经常听我在宿舍吐槽，忍受我的噪音，太不容易；小贺和孙健总是各种开导我，我心情不好的时候也经常找他们发泄，但他们同时也有很多的事情和压力。还有上学期经原小课的同学们，在我最无聊最郁闷的时候想到要给你们上课，就不得不振作起来；课上各种有趣也让我轻松许多；如果以后觉得我有什么能帮到你们的地方，一定不要犹豫。 背景和申请结果 背景 GPA：总7/152，必修+限选5/152； ...
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...The Washback Effect of Oral English Testing on English Teaching Abstract: Language Testing, as the partner of language teaching, can not only serve to check the achievements of language teaching, but also can produce the washback effect. This thesis introduces the interrelationship between the two important aspects concerning language learning and the characteristics of oral English test in recent years, trying to analyze the washback effect of oral English test on English teaching and to provide for some constructive suggestions in order to promote the oral English teaching. Keywords: Oral English testing, English teaching, washback effect 0. Introduction Language testing and teaching can be regarded as twins-they are so closely interrelated that it’s impossible to work in either field without the other one. Language testing can serve to check the achievements of language teaching and at the same time it can exert some washback effects on teaching, which may be conducive to language teaching or do harm to it. The relationship between oral English testing and teaching is also the same case. The aim of oral English teaching is to enable the students to obtain the flexible communicative abilities and to deal with all kinds of circumstances involved in using oral English. Oral English testing is a scientific measuring tool. On one hand, it can give the students an objective, accurate and justice judgment of their oral English abilities and on the other hand it can check...
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...School Students’ oral English Interest Abstract With the opening-up of China, English teaching has been getting more and more attention, especially since Beijing won the bid to hold the 2008 Olympic Games，the economy and society developed quickly in China and different cultures have come into contact more and more, there is no denying that English will play an important role in communication. As a result, English teaching and reform are coming to a turning point, how to improve students' spoken English is the core issue of students and teachers. Students are more and more eager to learn English well especially the oral English, but a lot of difficulties and barriers in the way. Therefore, how to stimulate middle school students' oral English interest becomes more and more important. In this paper, the author pays attention to studying the present situation of Middle school students Oral English study, and propose some personnel but effective strategies to stimulate students’ oral English skills. Key words：Oral English, interests, communication. Table of Contents Abstract…………………………..........................….............................................……….ii Table of Contents…………………………………………………………........…………iii Outline…………………………………………………………………………………… v 1. Introduction…………………………………………………………………………… 1 2. The Significant Value of Oral English………………………………………………… 2 2.1 English is the most widely used languages…………………………………………. 2 2.2 Oral English Skills is the...
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...Business Communication in English Parts I & II TMAENG17R1(E) 2015-2016 Contents 1 Introduction - 3 - 2 Programme - 4 - Programme Block 1 - 4 - Programme Block 2 - 5 - 3. Attendance ……………………………………………………………… ……………...6- 4. Literature ………………………………………………………………………………- 6- 5 Assignments Blocks 1 & 2 - 7 - Block 1: Oral Group Assignment - 7 - Block 2: Oral assignment - 9 - 6. Written Test - 10 - 7. Assessment Blocks 1 & 2 - 11 - 1 Introduction Welcome to the first English courses at TMA. In the next four years you will acquire a lot of knowledge and many skills for your future career. You will learn how to write a marketing plan and how to implement it, how to import and export products from and to Asia and how to do business with people from another culture. In this way you will lay the foundation for a career in international business. One skill you will certainly need in Asia is a good command of business English. These courses will help you acquire the specialised vocabulary that you will need. The words and expressions that you are going to learn are different from the words used in everyday English, so most of them will be new to you. Furthermore, you will develop your reading skills through reading texts in business English. In order to be able to express yourself in proper English you will also spend some time refreshing your knowledge of the English grammar. You will do all kinds of exercises, both in class...
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...5/ COMPUTER ASSISTED TESTING OF SPOKEN ENGLISH: A STUDY TO EVALUATE THE SFLEP COLLEGE ENGLISH ORAL TEST IN CHINA Xin Yu and John Lowe Computer Assisted Testing of Spoken English: A Study to Evaluate the SFLEP College English Oral Test in China Xin Yu and John Lowe University of Bath Introduction ‘If you want to encourage oral ability, then test oral ability’ (Hughes, 1989:44) Since its opening up to the outside world in the 1980s and the introduction of economic reforms that have involved engagement with the global economy and wider community, the Chinese government has become determined to promote the teaching and learning of English as a foreign language among its citizens. In particular, it has mandated the study of English for all college and university students and has made the passing of the College English Test (CET) at Band 4 level a requirement for obtaining a degree. With some ten million candidates annually (and rising) CET Band 4 has become the world’s largest language test administered nationwide (Jin and Yang, 2006). In a deliberate attempt to harness the backwash effect of examinations on teaching and learning, the Ministry of Education has insisted that all college and university students (generally when in their second year of study) must sit the CET Band 4 written papers that test reading, writing and listening skills in English. Aimed largely, but not exclusively, at those students majoring in English, there is also a higher level, Band 6, CET...
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...have a number of advantages in the language classroom as part of an integrated instructional strategy. Oral Communication The type of communication which is mainly discussed in this research is oral communication. Oral communication can be briefly defined as the knowledge, strategies, and skills needed to communicate successfully in an oral setting, including formal and conversational communication (Young & Travis, 2013). Speaking and listening skills are the language skills commonly referred as oral communication while vocabulary learning (lexis) and grammar learned through reading and writing (Rodgers, 2014). However, oral communication is distinct from written communication in several ways (Goh & Burns, 2012). Oral communication is immediate and unscripted; it requires quick responses and unpredictable vocabulary and structures (Goh & Burns, 2012). It also requires social knowledge since speaking requires individuals to interact and engage socially as well as exchange information (Goh & Burns, 2012). Oral communication can be challenging even in the speakers in L1 language because it requires both knowledge of language and the subject matter being discussed at that exact time, confidence and empathy with the other person (Young & Travis, 2013). Thus, teaching and learning oral communication is a distinct aspect of language learning that should be its own focus. Oral communication is a vital competency for second language speakers since it enables them to make themselves...
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...The inter-rater reliability would be checked by using raters’ judgements on the language produced by students in terms of oral test of English. After giving test, the students’ scores were produced by two raters independently and a correlation coefficient was calculated between them for each; speaking and critical thinking. From the calculation, as it could be seen in table 1, the results showed that there were significant correlations between two raters’ judgments for both speaking and critical thinking, it could be concluded that two raters’ judgments for speaking and critical thinking were reliable. The results of inter-rater reliability could be seen in the table...
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...1. dialogue Definition of dialogue in English: noun conversations in a book, play, or film/movie ‘The novel has long descriptions and not much dialogue.’ --This novel has long descriptions and not much dialogue. --The novel has short descriptions and not much dialogue. 2.Plastic Definition of plastic in English: Noun A synthetic material made from a wide range of organic polymers such as polyethylene, PVC, nylon, etc., that can be moulded into shape while soft, and then set into a rigid or slightly elastic form: ‘A holiday rep with huge white teeth and a plastic smile’ - A holiday likes a huge white teeth and a plastic smile. - An Unforgettable travel rep with a huge white teeth and a plastic smile. 3.Fundamentally Definition of fundamentally in English: Adverb In central or primary respects: ‘Two fundamentally different concepts of democracy.’ - Two fundamentally different concepts of hobbit. - Two fundamentally same concepts of democracy. 4.oral Definition of fundamentally in English: [usually before noun] spoken rather than written a test of both oral and written French ‘He was interested in oral history ’ --He was interested in oral cultures. --She was interested in oral history. 5.flies Definition of fundamentally in English: die/fall/drop like flies (informal) to die or fall down in very large numbers ‘People were dropping like flies in the intense heat.’ --You were dropping like flies in the intense heat. --She was dropping like...
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...Cardiff for useful information. I thank my family, mum, dad and Johannes for the University of Oslo, October 30, 2009 2 Table of contents 1. Introduction……………………………………………………………………………………6 1.1 Motivation……………………………………………………………………………………………………7 2. Theoretical background…………………………………………………………………9 2.1 Foreign Language Anxiety……………………………………………………………………………9 2.1.2 Debilitating and Facilitating Anxiety…………………………………………………………..12 2.1.5 Components and sources of Foreign Language Anxiety ……………………………...16 2.1.4 Different perspectives: Trait, State and Situation Specific Anxiety……………….14 2.1.1 Foreign Language Anxiety in early studies……………………………………………….....11 2.1.3 Foreign Language Anxiety in later studies…………………………………………………..13 2.1.5.2 Test Anxiety………………………………………………………………………………………………....19 2.1.5.3 Fear of Negative Evaluation…………………………………………………………………………..20 2.1.5.1 Communication Apprehension……………………………………………………………………...17 2.2 Speaking Anxiety in the L2 classroom……………………………………………………….23 2.2.1 Introduction………………………………………………………………………………………………23 2.2.2.1 Gender………………………………………………………………………………………………25 2.2.2 Sources of speaking anxiety in the L2 classroom………………………………………….24 2.2.2.3 Competitiveness……………………………………………………………………………………………28 2.2.2.6...
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...engagement. The traditional lecture-only format is losing its prevalence in the classroom, as it is replaced with mixed delivery methods which utilize group discussion, dyadic work, and peer review, to name a few, all of which minimize lecturing. In-class participation has become increasingly important with millennial generation students who demand more interaction from their classroom experience (Allred & Swenson, 2006; Howe & Strauss, 2000). In particular, Tony VN. Figuera of Mindanao Times (2006) stated that the inability of students to argue in class and their phobia for oral exams are only two of the discrepant behaviors that educators observe in school. This attitude of not being able to communicate also extends to the failures of the students to develop writing skill. It is for this purpose that this study was conducted. Most of the people said that if a student is active in oral communication, he is passive in writing. However, with the theory of Tony VN. Figuera, the researchers would like to know which presumption is consistent, accurate and factual. We...
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...fulfillment of the requirements for the Master of Arts degree in English as a Second Language Hamline University St. Paul, Minnesota April, 2011 Committee: Ann Mabbott-Primary Advisor Cynthia Lundgren-Secondary Advisor Kristin Weidlein-Peer Reader To my aunt, Mary Lou Merdan, Ph.D., who dedicated her career to reading literacy through the education of children and teachers. ii TABLE OF CONTENTS Chapter One: Introduction……………………………………………………………….1 Folk Songs………………………………………………………………………...1 Background of the Research………………………………………………………3 Benefits of Music Education……………………………………………………...4 Conclusion………………………………………………………………………...5 Chapter Two: Literature Review…………………………………………………………7 Music, Motivation, Language, and Reading Fluency……………………………..7 Music and Language…………………………………………………………..…..8 Music and Motivation……………………………………………………………10 Oral Language……………………………………………………………………15 Reading Fluency…………………………………………………………………17 Strategies for Enhancing Reading Fluency………………………………………21 Fluency and ELLs…………………………………………………...…………...24 Fluency Assessment……………………………………………………………...25 Conclusion……………………………………………………………………….29 Chapter Three: Methodology…………………………………………….……………...31 Participants and Research Design………………………………………………..31 Research Paradigm…………………………………………….………………....31 Setting………………………….………………………………………………...32 iii Participants……………………………………………………………………….32 Procedure………………………………………………………………………...33 Pre-Tests……………………………………….………………………………...34 Scoring……………………………………………………………………...
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