Nov 14, 2017
Study Skills 169 Views
IGCSE is expanded as International General Certificate of Secondary Education. It is a popular international certification for the secondary school. It is also referred to as O-Level or year 11 or fifth form in respective schools and countries, prior to proceeding to advanced levels such as the sixth form or A-level or 12 &13 year or even the pre-university studies.
IGCSE was previously University of CIE, Cambridge International Examinations, in 1988. In fact, since 1858, University of Cambridge is the UK local examination board. The term "IGCSE" is a trademark registered of University of Cambridge. Normally, when someone says IGCSE, it is taken as the IGCSE Cambridge from the CIE board.
The curricula of the IGCSE are similar to O-Level rather than the GCSE UK national curriculums. Thus, the examination basis is considered rigorous and more challenging.
IGCSE is now offered in independent schools and private international schools in more than 120 countries. The IGCSE ...
~~Context, function and form give learners the essential where, why and how of the language (or skill) being taught. A lesson needs all three to make it clear and engaging.
Context – the where and why of the language situation.
Function – the intent (or the why) of the language used, its purpose
Form – the structure of the language
When devising contexts you should consider where the language is being used, by whom and for what purpose. It should be connected to real life and to the learners. A good context clarifies meaning and function and gives learners a reason to communicate and use what is being taught.
A good context also motivates and engages learners by showing them how the language is meaningful to them and allows them to build connections with the language and where and how it can be used. Context establishes a basis for everything in the lesson and makes the lesson flow smoother.
One clear and relevant context needs to be set at the start of every class. Switching ...
Dec 8, 2017
Study Skills 146 Views
Note taking can be distracting at the best of times. Listening to the teacher or lecturer and trying to concentrate and understand what he is saying is difficult enough. Then trying to scribble down copious notes which you then can't decipher afterwards just compounds the problem.
If the subject matter is partly visual - maybe some complex formulas on a whiteboard or a scientific experiment which cannot be drawn easily, then the task of writing down and visualizing the session is double difficult.
If you have some form of sensory disability or learning difficulty then the challenge just got even harder. Then there are the foreign language students who come from Asia to study in the UK. A Glaswegian or Tyne side accent may be quite difficult for them to understand and quite unlike the English that they have been taught in their home country. So for them the challenge of comprehension and note taking is similar.
For the last twenty years students with a specific learning disability have ...
Dec 8, 2017
E-Learning/CALL 119 Views
With the increasing accessibility to Internet among the masses, online education has been embraced by numerous educational institutions, schools and colleges worldwide. If we talk about intervention of electronic learning in a learner's formative years of education, then K12 learning services cater to learning requirements of students at school level.
What makes e-learning a success? Well, online learning explores a dozens of e-learning technologies like electronic books, simulations, pod casting, wikis, blogs etc. How this aspect of employing an array of online technologies into learning enhances its scope? Let's find out what facts and figures have to say regarding existing trends and scope of e-learning.
A study of the existing trend in e-learning
A recent survey in United States revealed that more than 2.35 million students enrolled themselves for various online programs. The survey also concluded that online education is becoming an integral part of many educational institutions. ...
Nov 16, 2017
Teaching 105 Views
~~Drama activities provide good practice of the target language, variation in the lesson and, through fun, stimulate the learners. Drama activities provide good practice of the target language and good variation in the lesson. These activities needn’t occur all the time but the more familiar learners become with drama activities the more successful the activities will be.
Drama activities need careful setting up and lots of encouragement and can involve materials production as well as very basic writing and reading skills. To be really successful the activities need props or realia and almost certainly prompt or flashcards to help the learners.
* Simple actions, structures & words can be practised through movement and chanting activities
* Mime & action games can be used as team activities – e.g. one team (A) selects an action for an opposite team (B) member to perform – team (B) have to say what the action is
* Change the settings of basic role-plays to make the activity more ...
How Certificate IV in EAL Helped Me, A Nigerian, Enhance My Life In Australia and My Career Route?
I should say that English has always been a major roadblock in my career. I have failed at many interviews. I ruined great many chances to gain success.
I am a Nigerian and I speak Yoruba. I have always faced difficulty in speaking English properly.
Am I in Australia Now?
I have been in Australia for over 10 years now. I should say that I was actually brought here by my parents. I should say that we have a small community here so when we speak, we speak our language and I think that brought for me the problems, I didn’t surmise.
I should say that life in this country was a great test of patience for me. I was not able to communicate with the people in English.
I wanted to pursue higher education and wanted to go into one of the top colleges in Australia. But, poor communication skills stood my way, forcing me to go back or try out something else. Then, I began to pay more attention to ...
~~Talking about the future in English can be difficult as technically there are no future tenses in English. The future is not fixed – it does not exist yet. So in English we use a number of forms and structures to express the future. It is usually the degree of certainty about the future decides our choice of structure or tense. But the distinction between choices is not always clear.
Native speakers of English vary their future forms depending on:
* variety, to avoid repetition
* formality, use “will” instead of “going to”
* type of text, “will” is generally used to make weather predictions
Ways of talking about the future in English.
For unplanned future events/instant decisions – I’ll get it!
For expectations/predictions that are not based on present or past evidence – England will win the match
To make promises – I’ll see you tomorrow
* Going to (be + going to + verb)
For predictions based on past or present evidence - She’s going to have a baby
For pre-meditated ...
by Ronald Fitzgerald, D.Ed.