By Dan Douglas
This ebook is key analyzing for somebody attracted to comparing languages for particular reasons (LSP).
Read or Download Assessing Languages for Specific Purposes (Cambridge Language Assessment) PDF
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* Covers an important phrases and words wanted via pre-intermediate and intermediate-level scholars * wide selection of stress-free perform actions * Revision sections after each 4 devices to ascertain growth * house to put in writing in translations of key vocabulary and words * removable solution key * American English equivalents of key vocabulary and words
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A chain of six books to advance interpreting comprehension abilities.
It is a sleek, speaking-centred normal English direction that is helping scholars use language clearly.
Additional resources for Assessing Languages for Specific Purposes (Cambridge Language Assessment)
For example, if the student sounds very aggressive, you can pretend to salute, or trem ble with fear; if the student sounds bored, you could pretend to yawn. T ask 4 2 _____________________________________ Would this kind of technique work with your students? If not, why not? Can you think of situations where this kind of humour might not go down very well? What other light-hearted ways have you used for a similar effect? 5 Pretending to misunderstand This has the double advantage of involving no criticism on the part of the teacher, and also resembling what happens in real life.
Do you? Do your colleagues? Why? Do you think that correction produces a rtific ia l stress, or is the p rob lem exaggerated? 7 Echoing Many teachers believe it is bad practice to ‘echo’ students when they make a mistake. For example: S I am born in Tokyo. T I am born in Tokyo? Why is it considered bad practice? 1. It often sounds as if the teacher is trying to make fun of the student. 2. It is hard to say if the teacher is actually indicating a mistake in the language - or just sounding doubtful about the content of what was said.
T You’re going to Bath? That’ll be nice. S Yes, I going to Bath, and we see the Romanic Baths. T Have you seen the Roman Baths before? S No, this is first time. T What, the very first time? S Yes, I never see before. T Right, so Sonia’s going to Bath to see the Roman Baths... And what’s anybody else doing? The success of reformulation depends on two principles: 1. Progress in second language learning is gradual, and often in direct: it may not be Sonia who picks up the d ifferen ce betw een Rom an and Rom anic, but another 52 Oral mistakes - techniques student altogether.