The Cambridge First Certificate in English (FCE) is the third level of the Cambridge exams in English for Speakers of Other Languages (ESOL). It is an upper intermediate level exam. FCE is designed for learners whose command of English is adequate for many practical everyday purposes, including business and study. Successful candidates will have a wide grasp of vocabulary, and should be able to construct an argument and use appropriate communication styles for a variety of situations. They also need to show an awareness of register and of the conventions of politeness and degrees of formality as they are expressed through language. FCE is recognized by many universities and other educational institutions as proof of intermediate level English skills, and these institutions accept it as meeting part of their entrance requirements. Because the examinations are based on realistic tasks, an FCE certificate is an important asset for anyone who wants to work or study abroad, or in international business. Employers throughout the world recognize FCE. It indicates sufficient proficiency in English to be of practical use in clerical, secretarial and managerial jobs in many industries, in particular tourism, where contact with English speakers is required. Successful candidates have the ability to deal with routine letters and telephone enquiries, and to cope with some non-academic training courses and simple textbooks and articles.
The Cambridge Certificate in Advanced English (CAE) is the fourth level of the Cambridge exams in English for Speakers of Other Languages (ESOL). It is an advanced exam. Although the level of language skills required is not as high as for the Cambridge Certificate of Proficiency in English, CAE recognizes the ability to communicate with confidence in English and deal with most aspects of everyday life. CAE is seen by institutions of higher education in many countries as proof of adequate language skills for courses taught and assessed in English. Almost all universities in the United Kingdom and a growing number in the USA recognize CAE, as do many employers throughout the world. A list of institutions and employers that recognize CAE. Studying for CAE helps learners to improve their language skills and use them in a wide range of contexts. The examinations are based on realistic tasks, and indicate the ability to use the language in practical situations. Successful candidates are able to participate in meetings and discussions, expressing opinions clearly and are able to understand and produce texts of various types, including business letters and reports. They will also be aware of the different styles of English appropriate to different situations.
The Cambridge Certificate of Proficiency in English (CPE) is the highest level of the Cambridge exams in English for Speakers of Other Languages (ESOL). CPE is for learners who have achieved a high level of language skills and are able to function effectively in almost any English-speaking context. Successful candidates at this level are approaching a standard of English similar to that of an educated native speaker. CPE is an invaluable qualification for anyone who wants to work or study abroad, or to develop a career which requires language skills, including business, medicine, engineering and many other professions. CPE certificates are recognised by institutions of higher education in many countries - including almost all universities in the United Kingdom and a rapidly growing number in the USA. Employers throughout the world also recognize CPE. A list of institutions and employers that recognize CPE CPE is available online. Studying for CPE helps learners to improve their language skills and to learn to use them in a wide range of contexts. Because many aspects of the exams are based on realistic tasks, gaining the CPE certificate demonstrates that learners have progressed beyond a good knowledge of vocabulary and grammar to actually using the language.
The IELTS Test is internationally recognized. Educational institutions and government agencies from over 120 countries trust the IELTS test as a valid indicator of ability to communicate in English. In Canada and Australia, IELTS is the one test used for immigration purposes and is required for overseas professionals to practice. The IELTS course will prepare you for the IELTS (International English Language Testing System) exam. It covers all four test modules: Listening, Reading, Writing, and Speaking. This course specifically targets each macro-skill, as well as, grammar, academic vocabulary and writing skills. The course offers English skills development, IELTS test familiarization and practice, plus in-depth focus on the specific strategies required for individual sections of the IELTS test.
Academic Writing focuses on the writing skills needed to succeed in college or university. You will practice and develop essay writing, summaries, short answer paragraphs, lecture notes, research and academic discussion skills.
The IELTS skills course will help prepare you for the IELTS (International English Language Testing System) exam. Each class will cover one of the four test modules: Listening, Reading, Writing, and Speaking. In this course, you will have the opportunity to specifically target each macro-skill, as well as develop grammar, academic vocabulary and writing skills to reach your target IELTS band score. Additionally, you will become familiar with the structure, requirements, question and text types of the IELTS test.
Many students find the IELTS writing module the most challenging to achieve the desired band score. The IELTS Writing course will provide you with focused preparation for the IELTS Writing module. In this course, you will work step-by-step through each writing task. You can examine in detail the key strategies for success. You will develop writing and language skills to achieve higher scores on the writing module. The IELTS Writing course covers:
GENERAL PROFICIENCIESGrado en Maestro en Educación Infantil-Haur Hezkuntzako Irakasleen GraduaGP1 - To be familiar with the objectives, curricular content and evaluation criteria of Early Childhood Education.GP6 - To be familiar with the development of language in early childhood, to be able to identify possible dysfunctions and ensure correct development. Effectively address language learning situations in multicultural and multilingual contexts. Express themselves orally and in writing, and master the use of different techniques of expression.GP7 - To be familiar with the educational implications of Information and Communication Technology, particularly television, in early childhood.GP10 - To provide parents with guidance regarding education in the family in the 0-6 period and to master the social skills involved in dealing with the families of each child and all the families as a group.GP11 - To reflect on classroom practices in order to innovate and improve teaching. To acquire habits and skills for autonomous and cooperative learning, and promote it among children.
Grado en Maestro en Educación Primaria-Lehen Hezkuntzako Irakasleen GraduaSP3 -To encourage reading and the critical commentary of texts from the different scientific and cultural fields. To express themselves correctly both orally and in writing, and to master language learning situations in contexts of diversity.SP4 -To design and regulate learning spaces in contexts of diversity which are multicultural and multilingual. To attend to the unique needs of schoolchildren, gender equality, fairness, respect and human rights.SP12 - To organise actively the processes of teaching and learning the contents of Primary Education from a perspective of skills development. To be familiar with quality improvement models.
Learning outcomes are the realization of the skills that students acquire in the matter. Three levels are established:- Optimal level: 100% acquisition of skills and expertise in at least 75% of them.- Standard or medium level: acquisition of the majority of the alleged relevant powers and expertise in those aspects contributing to the specific competencies of the title.- Deficient Level: Insufficient acquisition of the aspects contributing to the specific competencies of the title.A student gets a grade of APTO if the level of learning is optimal or medium.
This study set out to perform a student-oriented textbookevaluation. The textbook selected for this purpose was entitled \"Englishfor the students of medicine (1) by SAMT publication. In doing so, 91 medicalstudents from Qazvin and Sanandaj University along with six ESP instructorsparticipated in the study. They filled out their related questionnaires Theformer group (i.e., students) filled out two questionnaires and oneevaluation questionnaire at two intervals; one at the beginning of the termin which they rated the skills that assumed to be important in their futuretasks and their expectations of the ESP course they were about to begin. Theywere also asked to fill out the same questionnaire at the end of the courseto investigate to what extent the four language skills have been addressed aswell as their initial expectations. During the same session they filled outan evaluation questionnaire. The latter group (i.e. ESP instructors) filled aquestionnaire designed to investigate their opinions regarding the efficiencyof the ESP textbook they had been teaching for years. The results of thestudy revealed that there was not a relationship between students' needsand their ESP textbooks and even though reading and writing were seen asproperly addressed by the ESP textbook, listening and speaking were not seenas appropriately addressed by it.
After obtaining the deans allowance for performing the research attheir universities, I attended the first session of ESP course at QazvinUniversity. At the second session of the ESP the students were informed aboutthe purpose of the research. that they were goi