LEARNERS RECORD OF ACHIEVEMENT

Tìm thấy 10,000 tài liệu liên quan tới từ khóa "LEARNERS RECORD OF ACHIEVEMENT":

ENGLISH FOR SPECIFIC PURPOSE.ppt

ENGLISH FOR SPECIFIC PURPOSE.PPT

ENGLISH FOR SPECIFIC PURPOSE.ppt EVALUATION PG VNU
In ESP, evaluation requirements are brought sharply into focus by the fact that the ESP course normally has specified objectives.
ESP is accountable teaching.
ESP learners and sponsors are investors in ESP course and they want to see a return on their investment of time or money.
The value of ESP lie in satisfying nees. Evaluation helps to assess how well the need that have created the demand for a course are being served.
ESP is concerned with the ability to perform particular communicative task, therefore, this kind of evaluation in ESP course is more important than in other language courses.
The results may enable sponsors, teachers and learners to decide whether and how much language tuition is required.
In ESP, there are 3 basic types of learner assessment:
Placement test
Achievement test
Proficiency test
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16EFFECTIVE INSTRUCTIONAL STRATEGIES FOR ENGLISH LANGUAGE LEARNERS

16EFFECTIVE INSTRUCTIONAL STRATEGIES FOR ENGLISH LANGUAGE LEARNERS

organizers to promote an appreciation for other languages and cultures. ELL learners who areusually embarrassed to speak English out loud in classrooms, for example, can learn English byadding vocabulary words on the wall, in ways that help them feel connected to the classroom.(Vacca-Rizopoulos & Nicoletti, 2009).Providing Background KnowledgeMarzano argues that background knowledge is really important for ELL students. In anacademic sense, background knowledge also includes content knowledge, academic language19Effective Instructional Strategies for English Language Learnersand vocabulary necessary for comprehending content information. When it comes to Englishlearners and students from diverse cultural and educational backgrounds, the type and amount ofbackground knowledge related to a particular topic can vary. Students may have a high degree ofacademic schooling in their native language when they arrive in your classroom, but not have thewords to express what they know in English. Other students may have had interrupted formalschooling, or their background knowledge may not match the perspective presented in theclassroom. Background knowledge plays a strong role in reading comprehension as well ascontent learning; when individuals have knowledge about a particular topic, they are better ableto recall and elaborate on the topic (Marzano, 2004).Moreno suggests that background information can be taught in variety of ways. Hesuggests ELL teacher to use semantic webbing and graphic organizers to understand the content.Allowing students to brainstorm and record their responds before the lesson would also get themto think about the topic and have some content knowledge. The K-W-L chart (what I know, whatI want to know, what I learned) is a great tool to find out background knowledge about the topicand ELL students can get an idea of the topic before the lesson starts. This procedure helpsstudents activate background knowledge, combine new information with prior knowledge, andlearn technical vocabulary related to a thematic unit. Students become curious and more engaged
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IMPROVING PRONUNCIATION OF ENGLISH BY êđê LEARNERS ORIENTED TOWARDS COMMUNICATION PURPOSES

IMPROVING PRONUNCIATION OF ENGLISH BY ÊĐÊ LEARNERS ORIENTED TOWARDS COMMUNICATION PURPOSES

This is a study of improving pronunciation of English with respect to linking and assimilation for Êđê learners. This study attempts to achieve three objectives that are (i) identifying the potential causes of Êđê learners’ errors in producing English sounds; (ii) identifying the problems of English mispronunciation related to linking and assimilation made by Êđê learners (iii) working out the treatment to improve English pronunciation for Êđê learners.The main issues in the present study are dealt with the following research questions: (i) What are the potential causes of Êđê learners’ pronunciation from a contrastive perspective? (ii) What are the English pronunciation problems encountered by Êđê learners with respect to linking and assimilation? (iii) To what extent does the application of pronunciation improvement techniques affect Êđê learners’ pronunciation with regards to linking and assimilation?In order to find out the answer to the research questions, this study employs contrastive analysis for identifying the similarities and differences between English sounds and Êđê sounds, and action research with three steps: (i) identifying the English pronunciation problems encountered by Êđê learners; (ii) the treatment: designing an intensive course of English pronunciation, conducting the teaching of the intensive course, recording Êđê learners pronunciation; (iii) the progress: comparing the results of the recordings.The findings of the present study are concerned with the differences between English sounds and Êđê sounds that are thought to be the potential causes of Êđê learners’ errors in producing English sounds. By the application of the intensive course of English pronunciation and the appropriate teaching techniques, Êđê learners pronunciation has improved significantly.
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TÀI LIỆU ÔN THI ACCA MỚI NHẤT 2015 BPP F8 STUDY TEXT

TÀI LIỆU ÔN THI ACCA MỚI NHẤT 2015 BPP F8 STUDY TEXT

listed on our website. A tiny minority ignore this and indulge in criminal activity by illegally photocopyingour material or supporting organisations that do. If they act illegally and unethically in one area, can youreally trust them?ivHelping you to passBPP Learning Media – Approved Learning Partner – contentAs ACCA’s Approved Learning Partner – content, BPP Learning Media gives you the opportunity to usestudy materials reviewed by the ACCA examination team. By incorporating the examination team’scomments and suggestions regarding the depth and breadth of syllabus coverage, the BPP LearningMedia Study Text provides excellent, ACCA-approved support for your studies.The PER alertBefore you can qualify as an ACCA member, you not only have to pass all your exams but also fulfil a threeyear practical experience requirement (PER). To help you to recognise areas of the syllabus that youmight be able to apply in the workplace to achieve different performance objectives, we have introducedthe ‘PER alert’ feature. You will find this feature throughout the Study Text to remind you that what youare learning to pass your ACCA exams is equally useful to the fulfilment of the PER requirement.Your achievement of the PER should now be recorded in your online My Experience record.Tackling studyingStudying can be a daunting prospect, particularly when you have lots of other commitments. Thedifferent features of the text, the purposes of which are explained fully on the Chapter features page, willhelp you whilst studying and improve your chances of exam success.Developing exam awarenessOur Texts are completely focused on helping you pass your exam.Our advice on Studying F8 outlines the content of the paper, the necessary skills you are expected to be
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USING MIND MAP TO IMPROVE VOCABULARY KNOWLEDGE FOR THE FIRST YEAR ENGLISH LANGUAGE TEACHING EDUCATION STUDENTS OF FLF AT HPU2

USING MIND MAP TO IMPROVE VOCABULARY KNOWLEDGE FOR THE FIRST YEAR ENGLISH LANGUAGE TEACHING EDUCATION STUDENTS OF FLF AT HPU2

question that needs solving.13In term of learning new words, the way to learn them is still being achallenging to both students and teachers. We should find out a technique thatcan help us record not only the words but also the way we learned the word.I.3. An Overview of MMI.3.1. Definitions of MMMM is a powerful technique that expresses information in diagramsinstead of writing it in sentences. The diagram may use a lot of different colors,shapes, images, symbols, numbers or lines. It often takes the same basic formatof a tree with a single starting point in the middle that branches out then dividesagain and again.The term MM was first introduced by British popular psychology authorand television personality Tony Buzan in the lately 1960s. Nowadays, it is usedby millions of people in all over the world- from the very young to the very oldwho wish to use their mind more effectively. MM is suitable for all types oflearners with different levels because there is no limit to the number of ideas,connections or thought made by learners. In addition, MM can be drawn byhand, either by ―rough notes‖ during the lecture or even higher quality pictureswhen learner has enough time. It is also considered to be a type of spiderdiagram or a similar concept in the 1970s was ―idea sun bursting‖.I.3.2. Classifications of MMTrianto (2009) distinguished four kinds of MM, namely: (1) network tree,
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YOUNG LEARNERS GO START WITH ENGLISH WORK BOOK B

YOUNG LEARNERS GO START WITH ENGLISH WORK BOOK B

BWorkbookName:Class:eThe Sta rtWorkboo k builds on the vocabulary and languagestructures taug ht in the Pupil's Boo k. It continues to strengthen young learners'fo unda tion in Engl ish through focused p ractice in the skills of reading, listening,spea king and writing. The W orkboo k cor relates closel y to the Pupil's Book,giving learners easy access to a ctivities that provide prompt practice andconsolidation of new materi a ls.ItThe Workbook offers 1"'10 rpair and group work. Sxills-Iocuse English fluently and co nfider- - -- - - --Unit- "1

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CASE STUDY: YOKOHAMA, JAPANS ECO CITY INITIATIVE

CASE STUDY: YOKOHAMA, JAPANS ECO CITY INITIATIVE

The government aims to establish a designated entity called Yokohama Green Power to promote renewableenergy. By the end of 2009, 2,945 units of solar power generation had been installed.Preserving green areas: The city increased urban green areas by planting trees and promoting green rooftopsor walls. Green areas are protected via the Urban Green Space Conservation Law and finances required forconserving green areas are mobilized by levying a green tax and offering special treatment for fixed asset taxesin certain green areas.Projects were initiated in line with the achievement of the greenhouse gas emissions reduction and renewableenergy use increase targets:Yokohama Green Valley (started in 2010): Apart from the government’s efforts to green existing businesses byreforming financial institutions to favour green business and by operating carbon offsetting sponsored by the citygovernment, the project of the Yokohama Green Valley aims to form clusters consisting of business, factories andpublic facilities in a compact manner. The purpose of the project is to boost green innovation and to commercialize green technologies. Included is an energy-monitoring project, an electric vehicle-sharing project and anenvironmental education programme in collaboration with universities in the city.3Yokohama Smart City Project (started in 2010): The Yokohama city planners aim to set up and test a smart gridas the future generation energy network, in cooperation with the national government and private sector duringa five-year demonstration project (2010–2014). The project covers three areas: Minato Mirai 21, Kohoku NewTown and the Yokohama Green Valley area, with 165,600 households. Specific activities centre on the largescale introduction of renewable energy through the home energy management system, the building energymanagement system, the thermal energy management at the district level, mutual supplementation betweenthe community energy management systems, a large-scale power system network, next-generation transportsystems and lifestyle reforms.4ResultsThe environmental state of the city has improved dramatically. Fifty years ago the city was dominated by industrial pollution; today it ranks above average in terms of energy use and CO2 emissions, environmental land useand building regulations, sustainable transportation, waste management, air quality and environmental governance. In terms of water quality and management, it ranks well above average – considered among the best inAsia.5 In 2008, Yokohama was honoured by the Japanese Government as an eco-model city.63City of Yokohama, “Yokohama as an ‘Eco-Model City’ Formulates Action Plans for Its Key Project ‘Yokohama Green Valley Initiative’”,Press release, January 13, 2010. Available from
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Luận văn thạc sĩ THÁI độ của NGƯỜI học đối với GIÁO VIÊN bản NGỮ và GIÁO VIÊN NGƯỜI VIỆT

LUẬN VĂN THẠC SĨ THÁI ĐỘ CỦA NGƯỜI HỌC ĐỐI VỚI GIÁO VIÊN BẢN NGỮ VÀ GIÁO VIÊN NGƯỜI VIỆT

This study investigated the learners’ attitudes towards teaching methods applied in speaking classes by native English speaking and nonnative English speaking instructors in an English center in Hanoi. The research participants included 50 Vietnamese learners of various educational backgrounds. By administering a closedended and selfreport questionnaires as well as semistructured interviews, the study revealed that learners perceive considerable differences in the ways NES and NNES instructor apply teaching methods. Besides, generally NES instructors were perceived as better oral teachers. However, in terms of specific areas in teaching speaking namely grammar and learning strategies, students showed favorable attitudes to NNES instructors. On the other hand, NES instructors are preferred as pronunciation and vocabulary teachers.
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AN INVESTIGATION INTO ABILITY TO DISTINGUISH “WILL” AND “BE GOING TO” OF THE FIRST YEAR ENGLISH MAJORED STUDENTS AT TAY NGUYEN UNIVERSITY

AN INVESTIGATION INTO ABILITY TO DISTINGUISH “WILL” AND “BE GOING TO” OF THE FIRST YEAR ENGLISH MAJORED STUDENTS AT TAY NGUYEN UNIVERSITY

AN INVESTIGATION INTO ABILITY TO DISTINGUISH “WILL” AND “BE GOING TO” OF THE FIRST YEAR ENGLISH MAJORED STUDENTS AT TAY NGUYEN UNIVERSITY 1.1State of the problemEnglish is an international language and furthermore it is a compulsory subject in Vietnam. Learning a foreign language like English, learners have to learn a variety of linguistic points such as vocabulary, grammar, pronunciation etc. Among these linguistic points, grammar is considered indispensable to any learners of English. Grammar, as it is, covers a lot of different factors like noun, adjective, tense… etc. One of these varied factors is tenses, which may cause substantial difficulties for learners to put verbs in the correct form, is tenses. There are three main types of tense in English, including present tense, past tense and future tense, each of which has its own characteristics that should be analyzed for choosing a correct usage of verb for a certain action or thing. However, at a small scale of study, the researcher’s focus is put on the future tense. It is obvious that different actions occurring in the future can be expressed by the different forms of verbs, e.g. simple present, simple future, present continuous, etc. According to John Eastwood (1992:33), English simple present can be used to express a future scheduled plans, simple future expresses a promise or present continuous expresses an arrangement. However, one action can be expressed by more than one form of a verb, e.g. a plan by simple present, present continuous, simple future or a prediction by “Will” and “Be going to”. This judgment on the variation of using forms of verbs for future actions can, to some extent, be supported by the statement: “When the speaker is making a prediction, either will or be going to is possible.” by Betty SchrampferAzar (1999:66). This fact indicates the existence of differences and similarities among different forms of verbs in terms of usage. These differences and similarities could cause confusion for learners of English when choosing a correct form of a verb to express a specific action in the future if they cannot distinguish them. Therefore, the researcher decided to carry out a study to identify how well learners of English can understand those differences and similarities. Due to limitation of time and the capacity of the researcher, the scope is limited to the two verbs forms: “Will” and “Be going to” in expressing prediction and intention.
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SÁNG KIẾN KINH NGHIỆM HOW TO TEACH VOCABULARY EFFECTIVELY

SÁNG KIẾN KINH NGHIỆM HOW TO TEACH VOCABULARY EFFECTIVELY

SƠ LƯỢC LÝ LỊCH KHOA HỌC
––––––––––––––––––
I. THÔNG TIN CHUNG VỀ CÁ NHÂN
1. Họ và tên: TRƯƠNG MỸ LINH
2. Ngày tháng năm sinh:04101968
3. Nam, nữ: Nữ
4. Địa chỉ: 82 Đặng Đức Thuật, P. Tam Hiệp, Biên Hòa, Đồng Nai
5. Điện thoại: 3813378 (NR); ĐTDĐ: 0918405412
6. Fax: Email: datlinhkngmail.com
7. Chức vụ:
8. Nhiệm vụ được giao: Giảng dạy và chủ nhiệm lớp chuyên Anh
9. Đơn vị công tác: Trường THPT Chuyên Lương Thế Vinh
II. TRÌNH ĐỘ ĐÀO TẠO
Học vị cao nhất: Thạc sỹ
Năm nhận bằng: 2007
Chuyên ngành đào tạo: Phương pháp giảng dạy
III. KINH NGHIỆM KHOA HỌC
Lĩnh vực chuyên môn có kinh nghiệm: giảng dạy Tiếng Anh
Số năm có kinh nghiệm: 25 năm
Các sáng kiến kinh nghiệm đã có trong 5 năm gần đây:
Idiomatic Expressions
Vocabulary teaching
Themebased vocabulary building
The Effects of group work on teaching and learning reading comprehension
How to help gifted students do project work








HOW TO TEACH VOCABULARY EFFECTIVELY

I. INTRODUCTION
Vocabulary is the most fundamental factor in learning a language. Almost every skill in the language learning process requires learners to have ample and good vocabulary. There is a quote that “Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed”, which truly proves the significance of vocabulary. Vocabulary is essential and necessary for building up a good command of the language. Without good vocabulary, it is unlikely that learners could use the language correctly and with confidence. It is the first and most fundamental aspect a language learner must master before developing his or her language skills.
Good vocabulary is important for passive skills (reading and listening). It enhances learners’ comprehension and understanding of the language, both in literal and figurative sense.
Good vocabulary is also important for active skills (writing and speaking). Every English conversation that is marked by some idioms and phrasal verbs helps learners’ expressions becomes clear, interesting and more nativespeakerlike. Essays marked by the good use of academic vocabulary make learners’ writing become more formal for important purposes.
All in all, vocabulary is the core of language learning. It is important for language comprehension and expression. Moreover, on a more advanced level of language learning, e.g. as a student majoring in English, a fluent and impressive use of vocabulary in examinations can be the standard to distinguish the excellent students from the good ones. Vocabulary could be used as an instrument to measure learners’ language ability as well as their fluency.
However, it is not easy to gain vocabulary at all. It is painstaking, demanding lots of efforts. Most language learners have a question “How do they study vocabulary efficiently and effectively?”
Everything has its own difficulty, and learning vocabulary is no exception. There are some common obstacles that language learners often encounter when they learn vocabulary.
The first is retention problem. Vocabulary is hard to learn by heart and easy to forget. Some students said, “Vocabulary just can’t go inside my head” or “Water off the duck’s back.”
The second difficulty that students cope with is the inability to use the words that have been learned. Students may find some words
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ENGLISH COURSE ORIENTATION PHARMACY 2012

ENGLISH COURSE ORIENTATION PHARMACY 2012

ENGLISH COURSE ORIENTATION
UNIVERSITY OF MEDICINE AND PHARMACY
HO CHI MINH CITY
Department of Foreign Languages
CONTENT
COURSE INTRODUCTION
DIFFICULTIES
HOW TO BE SUCCESSFUL ENGLISH LEARNERS
OPPORTUNITIES WHEN STUDYING ENGLISH

REQUIREMENT:
PreIntermediate level of English
2. OBJECTIVES:
Language components
Language skills
Career attitudes

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RETURN TO KANGAROO ISLAND ESL32

RETURN TO KANGAROO ISLAND ESL32

English Banana.comTest Your Speaking & Listening SkillsReturn to Kangaroo IslandHow to use the ‘Map of Kangaroo Island’:The map could be used in several different ways:1. The most obvious use is as a treasure map. Give learners a map andtell them that there is some buried treasure hidden in one of thesquares. Each learner selects a square in turn. Tell them if the treasureis there or not. If it is not the right square everyone must put a crossthrough it. Keep going until someone guesses correctly. You could alsoadd some forfeits in different squares – for example: ‘B5 – recite thealphabet backwards’, or spot prizes if you are feeling generous!Depending on time and how the game is going, give clues by sayingwhether the guess is ‘hot’ or ‘cold’ (near or far away). The aim of thegame is to practise learners’ listening skills.2. The game could also be played in pairs, like a type of ‘Battleships’, withlearners selecting the treasure square along with some ‘booby trap’squares, which are best avoided. Give each learner 5 ‘lives’. Whoeverfinds the treasure, or the last one with a life intact is the winner.3. Get learners to write a story about the island. Where is it? How was itdiscovered? When and who by? How did each place get its name?4. Give learners the map without place names (‘map-of-kangaroo-islandwithout-place-names-esl31.jpg’). Get them to think of their own placenames.5. Ask learners to draw their own treasure map, and play the game againusing one of their maps.For more fun tests, quizzes and games log onto www.englishbanana.com now!This worksheet can be photocopied and used without charge
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PROPOSAL of The effects of repeated listening on junior English majors’ listening comprehension

PROPOSAL OF THE EFFECTS OF REPEATED LISTENING ON JUNIOR ENGLISH MAJORS’ LISTENING COMPREHENSION

1.1. Background of the study
Although listening is now well recognized as a critical dimension in language learning, it still remains one of the least understood processes. According to Morley (2001), during the 1980s special attention to listening was incorporated into new instructional frameworks, that is, functional language and communicative approaches. Throughout the 1990s, attention to listening in language instruction increased dramatically. Until recently, there have been several studies of developing listening comprehension, one of which is repeated listening approach. According to Krashen and Dupuy’s findings, repeated listening could increase second language learners’ listening comprehension. It was discovered that repeated listening could help language learners achieve listening comprehension effectively. It is known as a very cheap, useful one to selfenhance listening comprehension. Language learners these days including AGU students, however, still struggle with finding a right method to practice listening and to improve listening comprehension. As a result, there have been AGU students galore, even graduated ones, considering listening skill as the greatest fear in their English learning, which leads them to fall in communication with the others. Knowing the seriousness of this problem, a survey on the effects of repeated listening on junior English ma
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Thảo luận tiếng anh A FAMOUS COMPANY đại học Thương Mại

THẢO LUẬN TIẾNG ANH A FAMOUS COMPANY ĐẠI HỌC THƯƠNG MẠI

(STARBUCKS)A FAMOUS COMPANYToday, we are here to present to you about “ A famous company – Starbucks “. My presentation is in four parts. To start with history of Starbucks . Then Starbucks’s product. Next Starbucks’s achievement. Finally development strategy of Starbucks. We plan to keep sometime for question after the presentation

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A COMPARATIVE STUDY ON MAKING INVITATION IN ENGLISH AND VIETNAMESE IN TERMS OF CROSSCULTURAL PERSPECTIVE

A COMPARATIVE STUDY ON MAKING INVITATION IN ENGLISH AND VIETNAMESE IN TERMS OF CROSSCULTURAL PERSPECTIVE

4. What are the implications of the similarities and differences in making spoken invitations in the English and Vietnamese to English learners?

5. Methods of the study
In carrying the research I have adopted such methods of study as descriptive methods, contrastive analysis, statistic techniques and observation.
6. Design of the study
The study consists of three parts:
Part A Introduction deals with Rationale, Aims, Scope,Research Questions, Methods and Design of the study.
Part B Development consists of three chapters: Chapter1 talks about Literature Review,Chapter2 states on making invitation in English and Vietnamese, some similarities and differences between English and Vietnamese invitations. Chapter 3 Application for English learners in translation will be pointed out.
Part C Conclusion will be shown, followed by References part.
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CHILD FAMILY AND COMMUNITY FAMILY CENTERED EARLY CARE AND EDUCATION 6TH EDITION JANET GONZALEZ MENA TEST BANK

CHILD FAMILY AND COMMUNITY FAMILY CENTERED EARLY CARE AND EDUCATION 6TH EDITION JANET GONZALEZ MENA TEST BANK

expectations should be clear as to how the journal will be graded. In my own experience, I want studentsto feel free to write what they want, so I grade on the amount of time spent and/or number of pages turnedin each time. I do not correct journal writing unless a student asks me to. I never grade on the quality ofthe journal writing or make judgments about it. When the quality is so low that I can’t understand what ismeant, I simply say or write that I don’t understand. Or I explain what I do understand and ask if it iscorrect. I have a different mind set for reading journals than for reading student papers.My own purpose for using journal writing is to create a dialogue with individual students by reading whatthey have written and writing back to each on a regular basis. My responses include: giving feedback,personal reactions, asking questions, or sometimes making suggestions. I often ask students to lookfurther or deeper into their experiences recorded in the journal. I sometimes ask them to analyze. Thisworks well with some students and not so well with others. With large classes journal writing doesn’twork because there’s simply not enough time for me to do all that reading and writing. In a large class, Ieither have students read and comment on each other’s journals or I use journal writing as one choiceamong other assignments. Some students hate journal writing and are delighted to have a choice about it.The “personal reflection” suggestions connected to each chapter (see the next section) lend themselves tojournal writing if you choose to use them that way.viiiCREATING A SYLLABUS OR CONTRACTThe purpose of a syllabus is to inform the students of the teacher’s expectations. It is more than an outlineof topics, a calendar of dates, and list of readings. All those are part of the syllabus. The syllabus shouldinclude the requirements of the course and the kinds of evidence, which document that the students havemet the requirements. The syllabus serves as a written agreement between the teacher and students and itbinds both students and teacher. A flexibility clause can be written in to allow for changes that may comeup. In some cases the teacher and students develop individual personalized contracts instead of using theteacher-produced syllabus. If a syllabus is used, it should include:1. Basic Information such as course name, code number, number of credits, location, days andtimes when class meets, the instructor’s name, office location, office hours and telephone numbers.
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ĐỀ THI TIẾNG ANH

ĐỀ THI TIẾNG ANH

READ THE FOLLOWING PASSAGE AND MARK THE LETTER A, B, _ _C, OR D TO INDICATE THE BEST OPTION FOR EACH OF THE BLANKS_ If you want to prepare yourself for great achievement and have more to[r]

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CURRENT AFFAIRS JULY QA PDF 2015 BY AFFAIRSCLOUD

CURRENT AFFAIRS JULY QA PDF 2015 BY AFFAIRSCLOUD

d.Maruti Suzuki94. Defence Minister Manohar Parrikar launched a software to digitise records ofover 12 lakh soldiers of the Indian Army.The new automation software ARPAN 3.0.will provide easy access to pay, leave, transfer and posting details of the personneland could be accessed both by the units as well as individuals. Exapand ARPAN 3.0? stands for Army Record Office Process Automation 3.0 was launched as a part ofDigital India Week.a.Army Record Office Personnal Automation 3.0b.Army Record Office Process Automation 3.0c.Army Related Office Process Automation 3.0d.Army Record Operations and Personnal Automation 3.095. An Indian girl student in the US has received a LGBT scholarship from theprestigious California University in Berkely to study how political issues broughtnew notions of sexual identity in India. Shakthi Nataraj, who basically belongs to_______________has been awarded with ‘The Philip Brett LGBT StudiesFellowship’ that honours the memory of Philip Brett who is considered a pioneer oflesbian and gay musicology.a.New Delhib.Chennaic.Kolkatad.Mumbai96. Matti Makkonen, known as the father of SMS has died. He is known for afterdeveloping the idea of sending messages via mobile networks. Makkonen was anengineer from_____________a.South Koreab.Finlandc.Germanyd.United States97. overnment has launched an online mobile application for better planningof Panchayat assets names as __________
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Grammar in Use_Reference and Practice for Intermediate Students of English

GRAMMAR IN USE_REFERENCE AND PRACTICE FOR INTERMEDIATE STUDENTS OF ENGLISH

A selfstudy reference and practice book for intermediate and more advanced learners of English. Covering all areas of language which students at this level find difficult, this substantially revised and updated book retains the clarity, simplicity and accessibility of the first edition, adding to it new and redesigned units and appendices, modified righthand page exercises and additional exercises. Easy to use: 136 twopage units combine clear, accurate language presentation on lefthand pages with thorough, varied practice on facing pages. New additional exercises offer further practice of grammar points from different groups of units. Designed for selfstudy: learners choose and study problematic areas with the help of a new study guide. Key section contains answers to all exercises and the study guide. Appendices deal with irregular verbs, tense formation, modals, spelling, short forms and American English.
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DESIGNING ELT MATERIAL

DESIGNING ELT MATERIAL

ESL123 course in Galaxy English Center is a 10week contentbased course for Intermediatelevel ESL learners that meets twice a week for two hours each. This course is designed for students who need to understand and communicate in English in vocational and professional context. The primary goal of the ESL123 course is to enhance the students’ communicative skills and English language competency in general. In this course grammar and vocabulary are taught and explained thoroughly, and all four language skills are developed systematically through everyday topics and the real situations that they often face in their works.In term of vocabulary, this course provides learners with individual words as well as phrases that they need to understand and use in order to communicate effectively in English. Vocabulary is presented in authentic contexts appropriate for learners communicating in vocational and professional environments.
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