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Topic 4 is assessed through teaching practice (planning and teaching) and a written assignment focused on classroom teaching and the identification of action points: ‘Lessons from the classroom’. Topic 5 – Developing teaching skills and professionalism. Topic 5 has nine syllabus content points: 5.1 The effective organisation of the classroom
UNESCO joined the International Student Travel Conference in 1995 and supported the ISIC card. In 1968 UNESCO issued an official endorsement in full support of the ISIC card. UNESCO recognised the ISIC card as the only internationally accepted proof of full-time student status and a unique document encouraging cultural exchange and ...
A campus credential, more commonly known as a campus card or a campus ID card is an identification document certifying the status of an educational institution's students, faculty, staff or other constituents as members of the institutional community and eligible for access to services and resources. Campus credentials are typically valid for ...
Task 3 (40 marks) contains ELT-related input, e.g. from a methodology / resource book, lesson plan extract, transcript of teachers discussing a lesson, tutor feedback. Candidates answer specific questions about the material and discuss implications this view of teaching has for classroom practice.
A study in Canada found that the high school dropout rate for all ESL students was 74%. [43] High dropout rates are thought to be due to difficulties ESL students have in keeping up in mainstream classes, the increasing number of ESL students who enter middle or high school with interrupted prior formal education, and accountability systems. [42]
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The ESL student was also encouraged to be in groups with other students who speak their primary language, Spanish, and discuss their knowledge of the text together. By entering both groups, researchers found that the dynamics of the English group and their primary language group helped to develop their reading and literary skills/analysis. [16]
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