Four full-length practice tests identical in format and question types to the current TOEIC test; Topics and vocabulary identical to those on the actual TOEIC; All test questions answered and explained; Extensive practice in listening and reading comprehension skills with activities that match questions found on the TOEIC. A high score on this test is required by many businesses and institutions when considering job applicants whose first language is not English. The four enclosed audio CDs provide comprehensive instruction in English language listening comprehension. Are you looking for extra support to help you pass the test with confidence?
This introductory article of four briefly analyses a series of broadly-accepted definitions of CLIL as a way of highlighting its most significant characteristics.
But CLIL has been bold enough to encapsulate itself within an acronym, implying that it is an approach, a philosophy - an educational paradigm with frontiers that can be defined. From Ancient Rome to the Internet The acronym itself is a good one, because it is largely self-explanatory.
CLIL itself has been around for a long time - and was put into practice by ancient Roman upper-middle classes, who preferred to have their children educated in Greek.
However, should you want to find definitions of modern CLIL, it is relatively easy to find them.
From abstract to concrete However, the problem with definitions, particularly when it comes to educational approaches, is that they tend to remain rather abstract. In this series of articles, I attempt to make the abstract nature of CLIL-speak more concrete and comprehensible.
Each of those underlined sections will represent a distinct but significant aspect of CLIL that needs highlighting, at least at this stage of the discussion. Five definitions of CLIL 1. CLIL has a dual focus. The next one offers a more detailed description: Content and Language Integrated Learning: Through CLIL-type practice, one learns [subject] content whilst at the same time learning a foreign language.
What could be better than this? CLIL buys us time.
This would seem a good reason as any to promote an approach with a twin set of objectives. One of these objectives is clearly educational to learn subject content and a foreign language and the other is administrative. Since educational and administrative needs often fight for space, this seems a good way to promote peace between them.
We were told in the European Council Resolution in that, "…. Curricula attempting to achieve this aim have been getting more and more desperate in their attempts to find timetabling space. What is the possible answer to this problem?
Why CLIL, of course. Instead of studying Geography in the majority language, do it in a foreign language. As long as it works, the pupils learn the same subject concepts and skills, but increase contact time with the foreign language - crucial consideration in the improvement of attainment levels.
So far so good. David Graddol wrote that CLIL is "…an approach to bilingual education in which both curriculum content such as science or geography and English are taught together. It differs from simple English-medium education in that the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study".
Now this sounds quite radical. Because the teachers would have to adjust their methodology to ensure that the students were understanding the content. They would have to think of other means group work, tasks, etc which would result in an increase of the skill-based focus of the learning. The educational materials textbooks would also have to reflect this approach.
The pupils would be learning language that was more clearly focused on, and related to, the subject matter that they needed to learn. CLIL is not confined to higher-achieving students. It is not an approach for the elite. It fits in perfectly with a mixed-ability philosophy.
Without going much further in this introductory article, we might say that the five or six phenomena described in the above bullet-points are all desirable, in educational terms.What students need to know to do well in BULATS Writing Part One. As mentioned above, students might need to write an email, letter, fax or message.
It is not entirely clear what is meant by “message”, but most BULATS books take it to be a short informal internal email . How to Prepare for the Toeic Bridge Exam de Lin Lougheed.
Book Description The TOEIC Bridge test is an English proficiency exam designed for programs set up to train beginning and intermediate students of the English language.
Reading and Language, Speaking and Writing. The course has hundreds of interactive practice exercises based on input from written and spoken texts (audio and video) that are commonly used in a work or business situation. openbook Writing. In the Writing test, candidates have to write answers using a computer keyboard.
Answers are recorded and sent to examiners for marking. An article by Kerry Maxwell and Lindsay Clandfield covering ways to approach teaching comparatives and superlatives.
To find BULATS blended learning courses in your area, please contact your local BULATS agent. Official Cambridge English preparation materials You can find a wide range of official Cambridge English support materials from Cambridge Assessment English and Cambridge University Press.