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| ket speaking assessment criteria: Examining Speaking Lynda Taylor, 2011-08-25 An up-to-date review of the relevant literature on assessing speaking. |
| ket speaking assessment criteria: A Qualitative Approach to the Validation of Oral Language Tests Anne Lazaraton, University of Cambridge Local Examinations Syndicate, 2002-07-18 This book aims to provide language testers with a background in the conversation analytic framework. |
| ket speaking assessment criteria: Examining Young Learners: Research and Practice in Assessing the English of School-age Learners Szilvia Papp, Shelagh Rixon, 2018 The proposed book on child second language (L2) development and assessment will be a state-of-the-art account of what we currently know about how children learn L2s in formal contexts and how that knowledge impacts on the design, development, and evaluation of language assessment products for young learners. The uniqueness of child L2 development within the classroom is highlighted by considering children's L2 needs, typical patterns of development, and the role of instruction and assessment in how children learn. Common issues shared in child L2 acquisition studies, language testing and educational assessment are explored by linking research carried out within the educational, academic and testing communities. Several case studies are described from different educational contexts around the world where teaching and assessment of young language learners takes place. In particular, the book presents the Cambridge English approach to assessing young learners of English and presents a framework for the development, research and validation activities around the Cambridge English suite battery for children. |
| ket speaking assessment criteria: A Key to the Cambridge English: Prepare for the Key English Test Pasquale De Marco, 2025-03-14 A Key to the Cambridge English: Prepare for the Key English Test is the ultimate companion for non-native speakers aiming to excel in the Cambridge English Key (KET) exam. This comprehensive guidebook provides a structured and engaging approach to mastering the skills and knowledge required to achieve success in all sections of the exam. Within these pages, you will find: * **Expert Guidance and Clear Explanations:** Our team of experienced English language educators has carefully crafted each chapter to provide clear and concise explanations of grammar rules, vocabulary, reading techniques, writing strategies, listening comprehension skills, and speaking abilities. * **Targeted Practice Exercises:** Reinforce your understanding of the material with a wide range of practice exercises designed to mirror the format and difficulty level of the actual KET exam. These exercises will help you identify and address your strengths and weaknesses, ensuring that you are fully prepared for the test. * **Self-Assessment Quizzes and Mock Exams:** Assess your progress and identify areas for improvement with self-assessment quizzes strategically placed throughout the book. Additionally, practice your exam-taking skills with full-length mock exams that simulate the real KET exam experience. * **User-Friendly and Accessible:** We believe that learning should be enjoyable and accessible to all. That's why we've designed this book to be easy to follow, with clear explanations, engaging examples, and a logical progression of topics. Whether you are a self-learner or studying with a tutor, this book will guide you towards success. * **Unlock a World of Opportunities:** Achieving a high score on the Cambridge English Key exam opens doors to a world of possibilities. Demonstrate your English proficiency for academic purposes, enhance your career prospects, communicate confidently in international settings, and embark on a journey of lifelong learning. With A Key to the Cambridge English, you have the resources and support you need to confidently navigate the KET exam and achieve your desired score. Join us on this exciting journey to unlock your full potential and embrace the opportunities that await you. If you like this book, write a review! |
| ket speaking assessment criteria: Assessing Speaking Sari Luoma, 2004-06-17 This book takes teachers and language testers through the research on the assessment of speaking. |
| ket speaking assessment criteria: Model Rules of Professional Conduct American Bar Association. House of Delegates, Center for Professional Responsibility (American Bar Association), 2007 The Model Rules of Professional Conduct provides an up-to-date resource for information on legal ethics. Federal, state and local courts in all jurisdictions look to the Rules for guidance in solving lawyer malpractice cases, disciplinary actions, disqualification issues, sanctions questions and much more. In this volume, black-letter Rules of Professional Conduct are followed by numbered Comments that explain each Rule's purpose and provide suggestions for its practical application. The Rules will help you identify proper conduct in a variety of given situations, review those instances where discretionary action is possible, and define the nature of the relationship between you and your clients, colleagues and the courts. |
| ket speaking assessment criteria: The Praeger Handbook of Personality across Cultures A. Timothy Church Ph.D., 2017-07-14 This important multivolume work sheds light on current—and future—research on cultural universals and differences in personality in their evolutionary, ecological, and cultural contexts. How does culture impact personality traits? To answer that question, the three volumes in this set address current theory and research on culture and personality in an effort to determine how people differ—and how they are alike. Detailed chapters by scholars from around the world unveil a fascinating picture of the relationship between culture and important aspects of personality. They also address the accuracy or meaningfulness of trait comparisons across cultures and the methods and limitations of research on the subject. As most psychological research is conducted on participants from Western industrialized countries, a work that includes a wide range of cultures not only fosters a more complete understanding of human personality, but also broadens perspectives on value systems and ways to live. Each of the three volumes concentrates on distinct areas of research, exposing the reader to the diverse theoretical and empirical approaches and topics in the field. Volume 1 focuses on the cross-cultural study of personality dispositions or traits. Volume 2 examines the relationship between culture and other important aspects of personality, including the self, emotions, motives, values, beliefs, and life narratives, as well as aspects of personality and adjustment associated with biculturalism and intercultural competence. Volume 3 looks at evolutionary, genetic, and neuroscience perspectives on personality across cultures along with ecological and cultural influences. In addition to providing readers with a thorough analysis of current and future directions for research, this unrivaled work brings together multiple perspectives on personality across cultures, thereby promoting a more integrative understanding of this important topic. |
| ket speaking assessment criteria: English Phonology and Pronunciation Teaching Pamela Rogerson-Revell, 2011-03-03 This book aims to provide a clear description of key aspects of English phonology in order to help teachers diagnose and prioritize problem areas in pronunciation. It also aims to develop an awareness of current issues and relevant research in the field to inform teachers decisions, not only about what to teach, but how to teach pronunciation, particularly in EIL contexts. Specifically, it aims to enable readers to: * Understand key terms and concepts in phonology and phonetics * Become aware of current issues and debates in research and apply these to pronunciation teaching, particularly in EIL contexts * Conduct phonological analysis of learner language, including phonemic transcription * Diagnose and assess learner's pronunciation difficulties and needs * Plan a structured pronunciation syllabus The book assumes no prior knowledge and is a key resource for both newcomers and experienced practitioners in the fields of English Language Teaching as well as students of applied linguistics. |
| ket speaking assessment criteria: Practice Tests for Cambridge PET for Schools Student Book Cengage Learning, 2013-02-01 Cambridge English for Schools Practice Tests have been designed to familiarise students with the level and format of the Cambridge English Key, Preliminary and First (previously known as KET, PET and FCE) for Schools examinations. Students can be assured that they will receive the relevant, up-to-date, appropriate training to successfully undertake these tests. The guidance and tips sections advise students on how to approach each part of the examination and allow them to improve the skills required. |
| ket speaking assessment criteria: Task-Based Language Teaching Rod Ellis, Peter Skehan, Shaofeng Li, Natsuko Shintani, Craig Lambert, 2020 A comprehensive account of the research and practice of task-based language teaching. |
| ket speaking assessment criteria: Resources in Education , 1998 |
| ket speaking assessment criteria: Language Testing Reconsidered Janna Fox, Mari Wesche, Doreen Bayliss, Liying Cheng, Carolyn E. Turner, Christine Doe, 2007-06-01 Language Testing Reconsidered provides a critical update on major issues that have engaged the field of language testing since its inception. Anyone who is working in, studying or teaching language testing should have a copy of this book. The information, discussions, and reflections offered within the volume address major developments within the field over the past decades, enlivened by current takes on these issues. The real value of this collection, however, lies in its consideration of the past as a means of defining the future agenda of language testing. Published in English. |
| ket speaking assessment criteria: International Environmental Management Benchmarks David M.W.N. Hitchens, Jens Clausen, Klaus Fichter, 1999-03-12 This book shows what sustainable development means for the business community and presents best practice approaches in environmental management from Japan, the USA, Brazil and seven European countries. It stresses that international competitiveness depends on the effective use of innovative management tools and has to be supported by an intelligent system of environmental regulation. Experts with many years of practical experience share their knowledge of how to achieve excellency in environmental performance, and present concrete steps towards a sustainable company. |
| ket speaking assessment criteria: Cambridge Key English Test 1 Teacher's Book Cambridge ESOL, 2003-06-23 Three books of practice tests are available for the updated KET exam. Each contains four sets of exam papers from Cambridge ESOL. |
| ket speaking assessment criteria: European Language Testing in a Global Context Michael Milanovic, Cyril J. Weir, 2004-04-19 The conference papers presented in ths volume represent a small subset of the many excellent presentations made at that event. |
| ket speaking assessment criteria: Fundamental Considerations in Language Testing Lyle F. Bachman, 1990-06-14 Offers a discussion of the basic concerns which underlie the development and use of language tests. Presenting a synthesis of research on testing, this book is useful for students on teacher education courses. It is also helpful for those professionally involved in designing and administering tests, acting as a complement to 'how to' books. |
| ket speaking assessment criteria: Risk Hazard Damage: Specification of Criteria to Assess Environmental Impact of Genetically Modified Organisms Gesellschaft Für Ökologie (Germany). Arbeitskreis Gentechnik und Ökologie. Meeting, 2004 |
| ket speaking assessment criteria: Cambridge Key English Test 5 Student's Book without answers Cambridge ESOL, 2010-01-14 This book provides candidates with an excellent opportunity to familiarise themselves with the content and format of the exam and to practise exam techniques. The book contains practice material for Paper 1 and Paper 2, with attractive colour visual material for Paper 3. The audio CD, which is available separately and also as part of the Self-Study Pack (book and audio CD set), contains the recordings for Paper 2. Cambridge University Press is the only official publisher of past papers from Cambridge ESOL. Book numbers indicate how many are available in the series - numbers do not refer to levels. |
| ket speaking assessment criteria: Textbook Quality Ivan Ivic, Ana Pesikan, Slobodanka Antic, 2013-12-11 This book is about textbooks, textbook quality and quality standards of textbooks. From a theoretical point of view, in the light of Bahtin's theory of speech genres, school textbooks are seen as a specific, complex genre, defined by the addressee. At the same time, this approach requires us to see textbooks as a cultural product. From an educational point of view, textbooks are, according to Vygotsky's theory of cultural development, a key socio-cultural aid to cognitive development in school years. Forty-three quality standards are operationally defined and explained. They can be used for compiling textbooks, for textbook accreditations, for textbook evaluation and for selection by teachers. |
| ket speaking assessment criteria: Ten Steps to a Results-based Monitoring and Evaluation System Jody Zall Kusek, Ray C. Rist, 2004-06-15 An effective state is essential to achieving socio-economic and sustainable development. With the advent of globalization, there are growing pressures on governments and organizations around the world to be more responsive to the demands of internal and external stakeholders for good governance, accountability and transparency, greater development effectiveness, and delivery of tangible results. Governments, parliaments, citizens, the private sector, NGOs, civil society, international organizations and donors are among the stakeholders interested in better performance. As demands for greater accountability and real results have increased, there is an attendant need for enhanced results-based monitoring and evaluation of policies, programs, and projects. This Handbook provides a comprehensive ten-step model that will help guide development practitioners through the process of designing and building a results-based monitoring and evaluation system. These steps begin with a OC Readiness AssessmentOCO and take the practitioner through the design, management, and importantly, the sustainability of such systems. The Handbook describes each step in detail, the tasks needed to complete each one, and the tools available to help along the way. |
| ket speaking assessment criteria: English for Academic Purposes Giuliana Diani, 2015-10-05 The analysis of academic genres and the use of corpus resources, methods and analytical tools are now central to a great deal of research into English for Academic Purposes (EAP). Both genre analysis and corpus investigations have revealed the patterning of academic texts, at the levels of lexicogrammar and discourse, and have led to richer understandings of the variations in such patterning between genres and between disciplines. The thirteen contributions included in this volume address issues in academic discourse studies from a range of perspectives: namely, corpus-based research into EAP at the lexicogrammatical and genre levels (Section 1); intercultural EAP research (Section 2); English as a Lingua Franca in academic communication (Section 3); and the relationships between corpus, genre and pedagogy in EAP, with an emphasis on implications and applications (Section 4). The collection is aimed primarily at teachers, students and researchers of EAP and applied corpus linguistics, but will also interest applied linguists in general. The emphasis of the contributions varies from studies with predominantly linguistic orientations to those focussing on practical applications. |
| ket speaking assessment criteria: Testing in American Schools United States. Congress. Office of Technology Assessment, 1992 And policy options -- Testing in transition -- Educational testing policy: The changing federal role -- Lessons from the past: A history of educational testing in the United States -- How other countries test -- Standardized tests in schools: A primer -- Performance assessment: Methods and characteristics -- Information technologies and testing: Past, present, future -- List of acronyms -- Contractor reports. |
| ket speaking assessment criteria: Strengthening Forensic Science in the United States National Research Council, Division on Engineering and Physical Sciences, Committee on Applied and Theoretical Statistics, Policy and Global Affairs, Committee on Science, Technology, and Law, Committee on Identifying the Needs of the Forensic Sciences Community, 2009-07-29 Scores of talented and dedicated people serve the forensic science community, performing vitally important work. However, they are often constrained by lack of adequate resources, sound policies, and national support. It is clear that change and advancements, both systematic and scientific, are needed in a number of forensic science disciplines to ensure the reliability of work, establish enforceable standards, and promote best practices with consistent application. Strengthening Forensic Science in the United States: A Path Forward provides a detailed plan for addressing these needs and suggests the creation of a new government entity, the National Institute of Forensic Science, to establish and enforce standards within the forensic science community. The benefits of improving and regulating the forensic science disciplines are clear: assisting law enforcement officials, enhancing homeland security, and reducing the risk of wrongful conviction and exoneration. Strengthening Forensic Science in the United States gives a full account of what is needed to advance the forensic science disciplines, including upgrading of systems and organizational structures, better training, widespread adoption of uniform and enforceable best practices, and mandatory certification and accreditation programs. While this book provides an essential call-to-action for congress and policy makers, it also serves as a vital tool for law enforcement agencies, criminal prosecutors and attorneys, and forensic science educators. |
| ket speaking assessment criteria: Gabbard's Treatments of Psychiatric Disorders Glen O. Gabbard, 2014-05-05 The definitive treatment textbook in psychiatry, this fifth edition of Gabbard's Treatments of Psychiatric Disorders has been thoroughly restructured to reflect the new DSM-5® categories, preserving its value as a state-of-the-art resource and increasing its utility in the field. The editors have produced a volume that is both comprehensive and concise, meeting the needs of clinicians who prefer a single, user-friendly volume. In the service of brevity, the book focuses on treatment over diagnostic considerations, and addresses both empirically-validated treatments and accumulated clinical wisdom where research is lacking. Noteworthy features include the following: Content is organized according to DSM-5® categories to make for rapid retrieval of relevant treatment information for the busy clinician. Outcome studies and expert opinion are presented in an accessible way to help the clinician know what treatment to use for which disorder, and how to tailor the treatment to the patient. Content is restricted to the major psychiatric conditions seen in clinical practice while leaving out less common conditions and those that have limited outcome research related to the disorder, resulting in a more streamlined and affordable text. Chapters are meticulously referenced and include dozens of tables, figures, and other illustrative features that enhance comprehension and recall. An authoritative resource for psychiatrists, psychologists, and psychiatric nurses, and an outstanding reference for students in the mental health professions, Gabbard's Treatments of Psychiatric Disorders, Fifth Edition, will prove indispensable to clinicians seeking to provide excellent care while transitioning to a DSM-5® world. |
| ket speaking assessment criteria: Organizational Assessment Charles Lusthaus, Inter-American Development Bank, International Development Research Centre (Canada), 2002 Organizational Assessment: A framework for improving performance |
| ket speaking assessment criteria: Examining FCE and CAE Roger Hawkey, 2009-03-19 This volume examines the historical development of the First Certificate in English (FCE) and the Certificate in Advanced English (CAE). |
| ket speaking assessment criteria: Reading Fluency Timothy Rasinski, William Rupley, David Paige, Chase Young, 2021-01-21 Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction. |
| ket speaking assessment criteria: Getting Ready for the 4th Grade Assessment Tests Erika Warecki, 2002 Getting Ready for the 4th Grade Assessment Test: Help Improve Your Child’s Math and English Skills – Many parents are expressing a demand for books that will help their children succeed and excel on the fourth grade assessment tests in math and English –especially in areas where children have limited access to computers. This book will help students practice basic math concepts, i.e., number sense and applications as well as more difficult math, such as patterns, functions, and algebra. English skills will include practice in reading comprehension, writing, and vocabulary. Rubrics are included for self-evaluation. |
| ket speaking assessment criteria: Researching Pedagogic Tasks Martin Bygate, Peter Skehan, Merrill Swain, 2013-12-02 Researching Pedagogic Tasks brings together a series of empirical studies into the use of pedagogical tasks for second language learning, with a view to better understanding the structure of tasks, their impact on students, and their use by teachers. The volume starts with an introduction to the background and key issues in the topic area and is then organised into three sections: the first section focuses on the language and learning of students on tasks the second on the use of tasks in the language classroom the third on the use of tasks for language testing Each section begins with a succinct section introduction, and the volume concludes with an afterword relating the theme of the volume to issues in curriculum development. The chapters include both experimental and qualitative approaches to the topic, some providing original accounts of specific studies, others offering overviews of linked series of studies. |
| ket speaking assessment criteria: Nurse as Educator Susan B. Bastable, 2007-12-12 Nurse as Educator: Principles of Teaching and Learning for Nursing Practice prepares nurse educators, clinical nurse specialists, and nurse practitioners for their ever-increasing roles in patient teaching, health education, health promotion, and nursing education. Designed to teach nurses about the development, motivational, and sociocultural differences that affect teaching and learning, this text combines theoretical and pragmatic content in a balanced, complete style. The Third Edition of this best-selling text has been updated and revised to include the latest research. Nurse as Educator is used extensively in nursing educations courses and programs, as well as in both institutional and community-based settings. |
| ket speaking assessment criteria: Communicative proficiency and linguistic development Inge Bartning, Maisa Martin, Ineke Vedder, 2010 The Common European Framework of Reference for Languages (CEFR) has become the yardstick for teaching and testing language skills in Europe and elsewhere. Yet little is known about the relationships between the communicative levels established using the can-do statements of the CEFR and the developmental stages of grammatical and lexical development described by Second Language Acquisition (SLA) research. This book presents empirical research by members of the SLATE network (Second Language Acquisition and Testing in Europe), aimed at bridging this gap. The studies deal with several target languages, including Dutch, English, Finnish, French, Italian, Norwegian and Spanish, with adult, adolescent and child learners in both formal and informal contexts. |
| ket speaking assessment criteria: 101 Toughest Interview Questions Daniel Porot, Frances Bolles Haynes, 2013-02-13 Nothing is more crucial to landing your dream job than a stellar performance in the all-important interview, that nerve-wracking final step to every job search. Extensively updated and revised for today's highly competitive employment market, this compact, concise handbook will prepare you for the most challenging and frequently asked questions you can expect to encounter. Following each question is a list of savvy, can't-miss sample answers, which can be easily modified to reflect your own experience level, skills, and qualifications. |
| ket speaking assessment criteria: Exploring ELF in Japanese Academic and Business Contexts Kumiko Murata, 2015-07-16 This book investigates the theoretical, empirical and pedagogical issues to help us better understand what is happening with English as a Lingua Franca (ELF) communication and to activate this knowledge in respective communicative contexts. It focuses specifically on Japanese contexts and also includes theoretical and practical sections pertinent to all ELF researchers, practitioners and students, irrespective of their national or regional differences. It further attempts to connect this new field of research to established fields of linguistics and applied linguistics such as communication, assessment and multilingualism by exploring them from an ELF perspective, which is challenging but essential for the development of the field. Exploring ELF in Japanese Academic and Business Contexts: Conceptualisation, research and pedagogic implications includes chapters about: English in a Global Context Own-language use in academic discourse English as a lingua franca in international business contexts A linguistic soundscape/landscape analysis of ELF information provision in public transport in Tokyo Using pragmatic strategies for effective ELF communication: Relevance to classroom practice This book will be of interest to scholars and post-graduate students working in the fields of Applied Linguistics/TESOL. It will also engage researchers studying the growing influence of English around the world. |
| ket speaking assessment criteria: Clinical Pathways in Stroke Rehabilitation Thomas Platz, 2021-01-14 This open access book focuses on practical clinical problems that are frequently encountered in stroke rehabilitation. Consequences of diseases, e.g. impairments and activity limitations, are addressed in rehabilitation with the overall goal to reduce disability and promote participation. Based on the available best external evidence, clinical pathways are described for stroke rehabilitation bridging the gap between clinical evidence and clinical decision-making. The clinical pathways answer the questions which rehabilitation treatment options are beneficial to overcome specific impairment constellations and activity limitations and are well acceptable to stroke survivors, as well as when and in which settings to provide rehabilitation over the course of recovery post stroke. Each chapter starts with a description of the clinical problem encountered. This is followed by a systematic, but concise review of the evidence (RCTs, systematic reviews and meta-analyses) that is relevant for clinical decision-making, and comments on assessment, therapy (training, technology, medication), and the use of technical aids as appropriate. Based on these summaries, clinical algorithms / pathways are provided and the main clinical-decision situations are portrayed. The book is invaluable for all neurorehabilitation team members, clinicians, nurses, and therapists in neurology, physical medicine and rehabilitation, and related fields. It is a World Federation for NeuroRehabilitation (WFNR) educational initiative, bridging the gap between the rapidly expanding clinical research in stroke rehabilitation and clinical practice across societies and continents. It can be used for both clinical decision-making for individuals and as well as clinical background knowledge for stroke rehabilitation service development initiatives. |
| ket speaking assessment criteria: Long-Term Preservation of Digital Documents Uwe M. Borghoff, Peter Rödig, Jan Scheffczyk, Lothar Schmitz, 2007-05-04 Human culture depends on our ability to disseminate information, and then maintain and access it over time. This book addresses the problems of storing, reading, and using digital data for periods longer than 50 years. They offer concise descriptions of markup and document description languages like TIFF, PDF, HTML, and XML, explain important techniques such as migration and emulation, and present the OAIS (Open Archival Information System) Reference Model. |
| ket speaking assessment criteria: Assessment of Treatment Plant Performance and Water Quality Data Marcos Von|Verbyla Sperling (Matthew E.|Oliveira, Silvia M. A. C.), 2020 |
| ket speaking assessment criteria: Diagnosing and Changing Organizational Culture Kim S. Cameron, Robert E. Quinn, 2005-12-17 Diagnosing and Changing Organizational Culture provides a framework, a sense-making tool, a set of systematic steps, and a methodology for helping managers and their organizations carefully analyze and alter their fundamental culture. Authors, Cameron and Quinn focus on the methods and mechanisms that are available to help managers and change agents transform the most fundamental elements of their organizations. The authors also provide instruments to help individuals guide the change process at the most basic level—culture. Diagnosing and Changing Organizational Culture offers a systematic strategy for internal or external change agents to facilitate foundational change that in turn makes it possible to support and supplement other kinds of change initiatives. |
| ket speaking assessment criteria: Examining Reading Hanan Khalifa, Cyril J. Weir, 2009 This volume develops a theoretical framework for validating tests of second language reading ability. The framework is then applied through an examination of tasks in Cambridge ESOL reading tests from a number of different val;idity perspectives that reflect the socio-cognitive nature of any assessment event. --Back cover. |
| ket speaking assessment criteria: Teaching Young Language Learners, Second Edition Annamaria Pinter, 2017-01-26 This fully updated second edition provides a comprehensive and readable introduction to teaching young learners. It gives an accessible overview of the issues, including child development, L1 and L2 learning, L2 skills, vocabulary and grammar, learning to learn, materials design, and policy issues. Integrating theory and practice in an accessible way, it draws onup-to-date research and classroom practice that is internationally relevant. New for this edition: • Systematic incorporation of ideas related to technology across all chapters • Discussion of current trends in the field of teaching young learners, including CLIL, online learning, issues of assessment, 21st century skills, and ways of giving children more agency in their language learning • A new chapter on intercultural awareness for young learners • Updates to research and practical examples, and new tasks • An extended final chapter on classroom research, complete with innovative ideas for researching with children. |
| ket speaking assessment criteria: PET Direct Workbook with Answers Sue Ireland, Joanna Kosta, 2010-07-22 This short course includes 40-50 hours of essential exam practice, tips and strategies to prepare students for the Cambridge ESOL PET examination. PET Direct prepares students for the Cambridge ESOL PET examination. The Workbook with answers provides twelve units of additional language practice and includes a complete practice test. |
什么是KET、PET、FCE？ - 知乎
ket/pet/fce的国际性和权威性就凸显出来了。ket成绩终身有效的，而且它是对标了雅思的一个能力。比如说你的孩子取得了ket证书，其实就代表他的雅思有3.5分-4分的水平，虽然这个分数不 …
什么是KET/PET考试，有什么区别？KET/PET考试内容及难度怎么样…
Jul 30, 2023 · 4.ket/pet证书国际认可度高，对于入读国际名校大有益处，如果有计划去英联邦国家或者北美留学，持有ket\pet证书更容易通过目标院校语言能力考核。 5.如果在小学阶段通 …
剑桥英语的KET\PET\FCE，考了到底有什么用？老母亲认为主要有3条
单是一个词汇量，ket要1500，pet要3000，fce要6000，光是通过级别所要积累到的词汇，娃要花多少时间？ 单是从从PET卓越160到FCE的优秀173，大概需要横向积累 6-8个月的时间，分配 …
请教一下考过ket的家长，ket考试好过吗？ - 知乎
而且ket是考察学生全方位的英语能力，也就是听、说、读、写四个方面都会涉及，如果不是从小注重英语启蒙，一般的中国学生的听、说都是短板项目。 并且根据往年的经验，勉强通过ket (70 …
听说ket相当于初中毕业英语，pet相当于高中毕业英语。听说国内 …
ket给出的官方词汇量是1500词，我们可以上剑桥官网下载打印出来，如果你觉得麻烦也可以关注之后私信我，发给大家。 1500的词汇量相当于初中生英语的水平，对于我家这个还没上小学 …
考KET自学比较推荐还是找培训机构？ - 知乎
KET 写作分两部分：回复邮件和看图写话。这部分是绝对的拉分项！经验就是：参考作文模版，背诵经典的开头、结尾、转折句等模板。例如看图写话万能结尾模版 It was so happy that...（看 …
我家孩子目前是四年级，三年级考过一次英语KET没有通过，还想 …
那么，报考ket需要多少词汇量呢？ ket相当于雅思的2.0-3.0，也就是说，在小学阶段，ket的词汇量要比新课标英语多了一倍，几乎相当于新课标中，对初中生的要求。所以说，如果你想给孩子 …
Raz 达到哪个水平就可以拿到 KET？ - 知乎
通常情况来说，拿到 ket 的学生 raz 至少是达到k的水平，但是raz级别只能判断孩子目前的阅读水平，而ket是考察学生听、说、读、写四个方面，因此考生需要听、说、写也达到相对同等的水 …
如何辅导KET？ - 知乎
建议你首先去了解KET大概考些什么内容，然后选择一本KET备考教材，我推荐Power up就很合适，这是由剑桥官方出版的KET官方备考教材，他每一个级别多对应了剑桥英语的不同等级，如 …
孩子小学的时候有没有必要考剑桥KET和PET？ - 知乎
但是ket听力播放速度会略快于中考听力。 另外，KET听力总共分为5个部分，包含了听短对话选图、听短对话单选、听长对话单选、听力填空和信息匹配， 整体听力时长在半小时左右 ；而中 …
什么是KET、PET、FCE？ - 知乎
ket/pet/fce的国际性和权威性就凸显出来了。ket成绩终身有效的，而且它是对标了雅思的一个能力。比如说你的孩 …
什么是KET/PET考试，有什么区别？KE…
Jul 30, 2023 · 4.ket/pet证书国际认可度高，对于入读国际名校大有益处，如果有计划去英联邦国家或者北美留学， …
剑桥英语的KET\PET\FCE，考了 …
单是一个词汇量，ket要1500，pet要3000，fce要6000，光是通过级别所要积累到的词汇，娃要花多少时 …
请教一下考过ket的家长，ket考试好过吗？
而且ket是考察学生全方位的英语能力，也就是听、说、读、写四个方面都会涉及，如果不是从小注重英语启蒙，一 …
听说ket相当于初中毕业英语，pet相当于 …
ket给出的官方词汇量是1500词，我们可以上剑桥官网下载打印出来，如果你觉得麻烦也可以关注之后私信我，发给 …
