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Just Listening And Speaking Pre-intermediate St... !!EXCLUSIVE!!


Podcasts in English are not just listening activities for efl and esl students to improve their conversation. The worksheets and transcripts provide valuable English language lessons for learners and teachers of English at all levels.




Just Listening and Speaking Pre-intermediate St...



Nice Talking With You is a Cambridge series that is designed to get beginners speaking from day one. Each lesson has learners working on conversation questions and strategies, which they then apply to the listening and speaking exercises.


It should not be difficult to realise the importance of listening when we consider that it occupies about 45 per cent of the time adults spend in communication. This is significantly more than speaking, which accounts for 30 per cent, and reading and writing, which make up 16 per cent and nine per cent respectively.


I have recently signed up for a paid popupchinese account, and I like their podcasts, though even the elementary ones are quite challenging for my listening ability. Except for the absolute beginner podcasts, they are all at natural speaking speed and sometimes with a bit slurred/sloppy speech, in other words natural speech, but with reduced vocabulary for the elementary and intermediate lessons.


Japanese Language Pre-Intermediate will continue to cover all four language skills (speaking, listening, reading and writing) and will help students expand their socio-cultural knowledge for communication. It will also provide further knowledge of kanji characters, grammar and vocabulary to the upper elementary level of Japanese language, including honorific expressions, passive forms, causatives etc. Japanese Language Pre-Intermediate is taught through a series of classes focussed on different aspects of language learning. As offered in the University s Hybrid Model, most activities are provided asynchronously, and they require a lot of individual study. The teaching activities will follow this pattern on a weekly basis: - The Conversation and Grammar class covers the Conversation and Grammar section of the textbook. This is the main class for the course, and the class will be offered synchronously and asynchronously. (LO1, 2,5) - The Reading and Writing class covers the Reading and Writing section of the textbook, including kana and kanji characters. This class will be offered mainly asynchronously. (LO1,3,4) - The Workbook class covers the Workbook of the textbook. This class will be offered mainly asynchronously.(LO1,3) - The Oral class focuses on developing speaking skills including pronunciation and useful phrases in real situations. This class will be offered mainly asynchronously, with an optional short 1-to-1 weekly session. (LO1,2) - The Language Project class covers the group project work and other useful skills for learning Japanese such as how to type Japanese characters and online dictionaries. This class will be offered mainly asynchronously. (LO2,4,5) There will be regular homework assignments throughout the semester. You are also expected to do a set of group work with peer feedback element. Be sure to read the additional class delivery information before enrolling on this course.


Arabic 3297-3298-3299-3300This level enables students at the intermediate proficiency level to further strengthen the four language skills: listening, speaking, reading, and writing in Modern Standard Arabic and to understand key aspects of the Arab world and the Arab culture. Typically, students in this level have finished three or four semesters of Arabic. Students will acquire a broad range of intermediate level vocabulary, learn higher level rules of Arabic grammar, and increase the acquisition of phrases for active use in a wide variety of topics and settings. Students write lengthy paragraphs in their daily assignments and give oral presentations in class in a way that makes the use of Arabic a natural process. Work outside of class requires between four to five hours a day.


Arabic 3497-3498-3499-3500This level helps advanced-high students refine and practice their listening, speaking, reading, and writing. Students learn how to use and extend their advanced vocabulary, grammar, and communication skills more consciously and effectively. Emphasis is on speaking extemporaneously, use of idioms and special expressions, and identifying intent and emotions by recognizing tone, content, and word usage. An increased focus on reading novels, short stories, and media analysis, along with listening to authentic interviews, debates and talks, serves as the basis for dynamic oral communicative practice. Students engage in class discussions and have the opportunity to express their opinions about contemporary issues in the Arab world. They are to write a research paper and give lengthy presentations. Work outside of class requires between four to five hours a day.


AAPPL's original design and test framework were based on the 2006 ACTFL Assessment of Uses and Needs, a survey of over 1,600 world language instructors and administrators regarding the assessments they used and the kinds of assessments they needed. The result is the ACTFL Assessment of Performance Toward Proficiency (AAPPL), which not only includes opportunities for students to demonstrates their listening, speaking, reading, and writing ability through all three modes of communication, but also incorporates video and other real-life language performance opportunities. Based on its rigorous piloting and field testing and follow-on studies conducted for nearly a decade, the AAPPL represents effective practices in world language assessment. Analyses of 9,000 student performances demonstrate that the AAPPL can reliably differentiate examinee results according to different levels as described by the AAPPL performance scores. In addition, item difficulty parameters reflect the targeted proficiency levels. Thus, there is ample evidence to support the validity argument that the AAPPL can measure student performance in a reliable way.


Each reading passage, listening text, speaking/listening task, or writing prompt is aligned with the features and demands of a major level on the ACTFL scale. In the case of the Interpretive Reading or Interpretive Listening test forms, the language presented to the student embodies features of language observed at a particular level (e.g. Novice, which would be isolated words, short familiar phrases, commonly memorized phrases). In the case of the Presentational and Interpersonal Modes, the tasks elicit language from the student that should have such features.


Listening comprehension is currently acknowledged by the academic community as an extremally important facet of language learning. We offer over 1,200 audio files for Spanish listening practice - free of charge! These resources were developed for novice, intermediate and advanced students and were recorded in 13 Spanish speaking countries.


The vocabulary and the grammar are repeated enough for you to learn them and lock them in, and in varying ways throughout the lesson, always in a real-life context. You practice speaking (with our speech recognition system), listening and reading comprehension, and translating.


This can especially affect speech over listening and comprehension. Nearly all ELLs will be exposed to six or seven hours of listening to English each school day. But, for many ELLs, this can be mentally and emotionally exhausting, and they may go in and out of active listening. Furthermore, they may only spend an hour actively speaking and conversing. In these cases, speaking English in a comfortable environment at home (in manageable amounts) is crucial to their language acquisition.


Accelerated, intensive elementary course focusing on everyday listening, speaking, reading, and writing communicative needs of business professionals in the Chinese business context. Pre: consent. (Fall only)


Accelerated, intensive intermediate course focusing on everyday listening, speaking, reading, and writing communicative needs of business professionals in the Chinese business context. Pre: 105 (or equivalent) or consent.


Continuation of 103. Development of basic skills (listening, speaking, and grammar) of spoken Thai. Regular online lab work and review of audiovisual materials. Not open to students who have taken 102. Pre: 103 and 105, or 101. Co-requisite: 106.


Continuation of 104 and 106, or 102. Integrated development of skills in listening, speaking, reading, and writing in Thai script. Meets 5 hours/week, regular online lab work and review of on-line audio visual materials. Pre: 104 and 106, or 102.


This is a beginning course of modern Mandarin Chinese for students with no prior exposure to the language. The content of this course includes: 1) An introduction to the Romanization phonetic system of Chinese (Pinyin); 2) Essential sentence structures and basic vocabulary in the area of greeting, self-introduction, family, hobbies and visiting friends; 3) Approximately 180 characters in simplified form. The major goal of this course in to help students develop the basic skill in listening, speaking, reading and writing.


This is a continuation of Chinese 110. The content of this course includes: 1) Essential sentence structures and basic vocabulary in the area of school life, language learning, making an appointment and shopping. 2) Approximately 120 characters in simplified form. The major goal of this course is to help students further develop proficiency in four skills in listening, speaking, reading and writing.


This is a parallel course to Chinese 126 designed for students with significant Chinese background in listening and speaking. The goal is to lay a good foundation in Chinese for further study and to strive for a well-rounded development of communicative skills in listening, speaking, reading, and writing in Mandarin Chinese. It provides basic training on pronunciation and tones, character recognition and production skills, syntactic structures and usage, and high-frequency vocabulary. Skills in reading and writing are emphasized. 041b061a72


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