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現職英語教員の教育研修の実態と 将来像に関する総合的

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235. Proposed Training Courses for Japanese Teachers Introduction The Southeast Asian Ministers of Education Organization SEAMEO is an intergovernmental organization set up in 1965 with the aim of promoting cooperation in education science and culture in the region It has ten full members Brunei Cambodia Laos Indonesia Malaysia Myanmar the Philippines Singapore Thailand and Vietnam six associate members Australia Canada France Germany Netherlands and New Zealand and one affiliate member the International Council for Open and Distance Education ICDE Over the past three decades SEAMEO has developed fourteen specialist institutions scattered throughout Southeast Asia which provide regional leadership in human resource development The SEAMEO Regional Language Centre SEAMEO RELC is one of those centres It is located in Singapore and specialises in the training of language teachers In the academic year 2001 2002 SEAMEO RELC conducted 163 courses Programmes for teachers included MA Applied Linguistics in conjunction with the National University of Singapore Postgraduate Diploma in Applied Linguistics Customized teacher training courses that benefited 1 250 teachers under the Singapore Ministry of Education Grammar Course Distance education programme that provided Postgraduate Diploma courses for teachers including centres in Manila in the Ph
236. 8 18 IR 1 100 D EX B f th n Se Bp C Bp Fu amp De cd UID
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241. Super Teacher ZE Super Teacher 11 300 9 000 2 Action Plan for Revitalizing Education in China toward 21 Century amp Cross Century Gardener s Project 5 4EBICAUSUMEOS CK EME RIT CWS 21 1999 Action Plan for Revitalizing Education in China toward 21 Century Wee Pies oe 10 SA CUOI 3 Cross Century Gardner s Project Y Gardner s 1 100
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246. 2 3 4 6 RUS IL http www ncate org BR 1 Development of candidates foreign language proficiency in all areas of communication with special emphasis on developing oral proficiency in all language courses Upper level courses should be taught in the foreign language 2 Ongoing assessment of candidates oral proficiency and provision of diagnostic feedback to candidates concerning their progress in meeting required levels of proficiency 3 Language linguistics culture and literature components 4 A methods course that deals specifically with the teaching of foreign languages and which is taught by a qualified faculty member whose expertise is foreign language education and who is knowledgeable about current instructional approaches and issues 5 Field experiences prior to student teaching that include experiences in foreign language classrooms 6 Field experiences including student teaching that are supervised by a qualified foreign language educator who is knowledgeable about current instructional approach
247. It is of great importance to develop appropriate methodologies that are in tune with the needs of each age group 8 One possible means of encouraging diversity is to allow for choices of language to be learnt at primary Another solution could be to encourage an awakening to several languages instead of an initiation to one language Programmes which allow for regular encounters by classes of pupils situated in the vicinity of linguistic frontiers should be encouraged and developed Blondin C Candelier M Edelenbos P Johnstone R Kubanek German A amp Taeschner T 1998 Foreign Languages in Primary and Pre School Education Cilt Chang V W 2001 Training of English Teachers at the Secondary and Primary Levels in Taiwan in Li C ed English Language Education Workshop Increasing Creativity and Innovation in English Language Education 169 184 Council of Europe 2001 Common European Framework of Reference for Languages Learning teaching assessment CUP DFEE 1999 Modern foreign languages The National Curriculum The Stationery Office Eurydice 2001 Foreign Language Teaching in Schools in Europe 1998 Shih Y H 2001 Evaluation of the MOE Primary School English Teacher Training Program
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249. 3 Bj H 14 9 12 R 2 4 14 9 14 4 5 K Professor Director of Foreign Language Department Beijing Institute of Education R S Pe Associate Professor Director of Foreign Affairs Office Beijing Institute of Education National Project 1 1 1990 1995 4 ROR s EAE Z5 120 180 240 360 academic title 2 2 1996 2000 3 Mainstay amp ZS E 2 3m lt TL National Mainstay City Mainstay District Life 1ong 360 72 5 educational certification academic title cla
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254. 6 4 pp 144 147 6 CA Z E S Z b L lt gt lt gt lt gt VW 1992 1995a 1995 1996 JACET 2001 2002 JACET 2 2002 lt gt A LOVRO EEN TCE oa 3
255. Er aA Ee A a E EL TOT aAa EA aa aE x o e lt 4 Z J Z A E k Z 33 Center for Applied Linguistics 1997 ESL Standards for Pre K 12 Students http www cal org cal html eslindex htm TESOL Clark J L D Ed 1978 Direct testing of speaking proficiency Theory and application Princeton NJ Educational Testing Service Department of Education and Employment 1996 The National Curriculum for Modern Foreign Languages Available http www dfee gov uk mflindex html Ministry of Education 1988 English curriculum for state schools and state religious schools grades 5 12 new edition Pedagogical Secretariat Israel Ministry of Education Ministry of Education 1995 Policy for language education in Israel in Hebrew Office of the Director General Ministry of Education 1996 Policy for language education in Israel in Hebrew Office of the Director General National Standards in Foreign Language Education Project 1996 Standards for foreign language learning Preparing for the 21st century Lawrence Kansas Allen van Ek J A 1975 The threshold level Strasbourg Council of Europe van Els T J M 1992 The Dutch national action programme on foreign languages English
256. EPT 3 NIE EPT 4 RELC Examinations Bureau 5 34 6 EPT 2 1 2 3 100 conferences seminars forums in service training courses study leave 3 e 2 scholarships 32 study loans
257. OB gt AA 1992 p 200 RRO eJ Hoe Pulte OST 2357 UST J A Xm UR 100 wpm slow reading 100 150 wpm normal reading 150 200 wpm faster reading 200 wpm rapid reading wpm words per minute 7096 a REO b c Hl Qu TT
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260. 6 7 7 8 3 New Century English 6 Senior English Reader 1 Longman Junior English for China 1 3 e e Shao Y 2002 Teaching English in the countryside building up the systematic methodology with Chinese characteristics The 1 International Conference of TEFL CHINA Yanjun Z 2002 Assessment Reforms of Junior English in China The 1 International Conference of TEFL CHINA Set I TEXT 1 198S Decision on the Structural Reform of Education lt 1950 80
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265. 4 MC 4 Jee ld Ui A a a a ACTEL PROFICIENCY GUIDELINES SPEAKING REVISED 1999 Superior Advanced high mid low Intermediate high mid low Novice high mid low 4 on MAE SUPERIOR Superior level speakers are characterized by the ability to participate fully and effectively in conversations in formal and informal settings on topics related to practical needs and areas of professional and or scholarly interests provide a structured argument to explain and defend opinions and develop effective hypotheses within extended discourse discuss topics concretely and abstractly deal with a linguistically unfamiliar situation maintain a high degree of linguistic accuracy satisfy the linguistic demands of professional and or scholarly life ADVANCED Advanced level speakers are characterized by the ability to participate actively in conversations in most informal and some formal settings on topics of personal and public interest narrate and describe in major time frames with good control of aspect deal effectively with unanticipated complications through a variety of communicative devices sustain communication by using with suit
266. 40 35 2 5 6 F key stage2 4 Attainment target 1 listening and responding Level 1 Pupils show that they understand simple classroom commands short statements and questions They understand speech spoken clearly face to face or from a good quality recording with no background noise or interference They may need a lot of help such as repetition and gesture Modern Foreign Languages 1999 Z8 LIB 2 T LcuveoxRHu ARBEL L j L Z 7 X X secu FOO Ares U t gC oh X mH Qo 2 preparatory school
267. 42 1 72 Ec ere VS 2 2 1 70 80 1 45
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280. Subject Heads Level Heads Heads of Department Vice Principals Principals MEOS 30 GA Career Advancement Director General of Education Deputy Director Cluster Superintendent Vice Principal Head of Department Subject Head Level Head Senior Specialist Master Teacher Classroom Teachers Leadership Track Track http wwwl moe edu sg NIE 3 1 12 2 NIE ENTRANCE PROFICIENCY TEST BPT RELC Examination Bureau http www relceb org moe default asp 1 NIE 2 1
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286. 1 Regional Language Center RBLC AL ME ME 2 National Institute of Education NIE i p ec 1 I JEX 1 13 55 C K 21 4 m 198 Decision on the Structural Reform of Education 1986 9
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289. content accuracy fluency BOX PRANK 2 3 3 1999 Band 4 84 Spoken English Test 74 6 1999 1 Spoken English Test Task One Retell a story There once was an eager student who wanted to gain wisdom and knowledge He went to the wisest man in the town Socrates to seek his advice Socrates was an old man who was a famous Greek philosopher He had great knowledge of many things The boy went to ask the old man how he too could acquire such knowledge Being a man of a few words Socrates chose not to speak but to illustrate He took the child to the beach a
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291. 3 8 TEM Band 8 21527 Paper One 952 Part I Listening Comprehension 4047 Part H Proofreading amp Error Correction 1557 Part HI Reading Comprehension 40 Section A Reading Comprehension 30 Section B Skimming amp Scanning 10427 Paper Two 12057 Part IV Translation 6047 Section A Chinese to English Section B English to Chinese Part V Writing 6047 4 TEM Band 4 140 Part I Writing 4577 Section A Composition 35 Section B Note Taking 10427 Part H Dictation 15 Part Ill Listening Comprehension 2047 Section A Statement Section B Conversation Section C News Broadcast Part IV Cloze 15 Part V Grammar amp Vocabulary 15 Part VI Reading Comprehension 3047 Section A 257 Section B Skimming and Scanning 573 6 CET Band 6 120 Part I Listening Comprehension 2047 Section A Section B Part II Reading Comprehension 3547 Part HI Vocabulary and Structure 2047 Part IV Error Correction Short Answer Questions Cloze 152 Part V Writing 30 4 CET Band 4 120 Part I Listening Comprehension 2047 Section A S
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307. B A Comprehensive Study of In Service English Teacher Education in Japan from status quo to renovations 12 15 e O Fabel Z CA Ek RR g PE Z SRAOM 2 3 4 gam 4E o 1 2 3
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319. Audio Visual Oral English 121 ee Topics on Linguistics Reading Articles from Newspapers ME Magazines Simultaneous Interpretation Skills Selected Readings in English IE iud Multi media in FLT media in FLT Exe al Language PPE PEEL Language 1 2 4 3 4 Bnglish Language Teaching Methodology Practice Teaching 72 Practice Teaching
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325. A H x ek ES itt JR RE BE hu X A 1 3 Title In Search of New Dimensions of In service English Teacher Training and Teacher Development in Japan Names of authors Masachika ISHIDA Hideko MIDORIKAWA Ken HISAMURA Shien SAKAI Shigeru SASAJIMA Organization City Country Seisen University Tokyo JAPAN Showa Women s University Chofu Gakuen Junior College Chiba University of Commerce Saitama Medical School Text As part of the government subsidized four year project starting in October 1999 we have been continuing our research on the practices and training of English teachers to find out the feasibility of establishing a new system of teacher development which will help ensure mandated Communicative Language Teaching CLT in Japan The research has so far been conducted for the two different purposes One of them is to bring to light the latent obstacles or difficulties if any which would hamper practicing English teachers to increase their capacity as language teaching professionals With this purpose we have con
326. BREAD 6 p 191 Je EEUU Ng o K B 1992 CA UiSs GA 65 9 1 2 FAT HUA TS OIL 3 4 5
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329. 3 3 Teaching and Class Management 3 1 They have high expectations of pupils and build successful relationships centred on teaching and learning They establish a purposeful learning environment where diversity is valued and where pupils feel secure and confident 2 They can teach the required or expected knowledge understanding and skills relevant to the curriculum for pupils in the age range for which they are trained In relation to specific phases 3 3 They teach clearly structured lessons or sequences of work which interest and motivate pupils and which make learning objectives clear to pupils employ interactive teaching methods and collaborative group work promote active and independent learning that enables pupils to think for themselves and to plan and manage their own learning 3 4 They differentiate their teaching to meet the needs of pupils including the more able and those with special educational needs They may have guidance from an experienced teacher where appropriate 3 5 They are able to support those who are learning English as an additional language with the help of an experienced teacher where appropriate 3 6 They take account of the varying interests experiences and achievements of boys and girls and pupils from different cultural and ethnic groups to help pupils make good progress 3 7 They organise and manage teaching and learning time effectively
330. O25 h 1 3 76 88 2 4 40 gt 78 22 1 750 25 11 1 1 General Linguitics 3 2 English Phonetics amp Phonology 3 3 Methodology in ELT I 2 4 Oral Communication I 1 5 Reading amp Writing I 1 12 2 Research Methods 2 Methodology in ELT II 2 Modern British amp American Literature 2 English Morphology and Syntax 2 Oral Communication Il 1 Reading amp Writing II 1 O 3 Structural History of English 2 Semantics 2 CAI in English Language Teaching 2 Major Authors in British amp American Literature 2 Topics in ELT 1 2 Oral Communication III 1 Writing amp Translation 1 4 1 Thesis Writing 3 2 Literary Criticism 2 3 Topics in ELT 2 4 Oral Communication IV 1 5
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337. 14 B 14 B 12480055 DD A Comprehensive Study of In Service English Teacher Education in Japan from status quo to renovations Teacher Education Research Group 15 2003 3 A Comprehensive Study of In Service English Teacher Education in Japan from status quo to renovations 14 B 12480055 Teacher Education Research Group Ur A ME R GE Gm Ishida Masachika ishida m seisen u ac jp Professor Seisen University MARA k JO BHF Midorikawa Hideko Professor Showa Women s University hmidori swu ac Jp A Tr FH i del fti 56e p
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342. S G Lob a eRe ase AR TENE poU ap aa eels CV a oe Communication Cultures Connections Comparisons Communities SOAP YH TORAWES Aik PSSST He a Knowing how when and why to say what to whom DLEE MELBROFRA CBA AR Z YX a x B 7J O S BPP Ne Sipe Ke PG Osa Bs A RY I Communication Communicate in Languages Other Than English Standard 1 1 Students engage in conversations provide and obtain information express feelings and emotions and exchange opinions Standard 1 2 Students understand and interpret written and spoken language on a
343. TOEIC840 ef EG TOEIC TOEFL SEPT 2 3 2 4 1 B ef m 1 1 e 1 2 Essay test Listening comprehension Micro teaching Model presentation Ex Lie C
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348. Z Listening Comprehension 1 212 English Composition Q 2 2 English Composition 1212 1 English Grammar 11llll _ Comprehensive English Advanced 14 2 9 Translation D 2 2 Translation 2 Translation 2 1 12121 Mem os tii Methodology Practice Teaching Practice Teaching 6 ii English Pronunciation 2 JIi E Hasen Comprchension Reading in Advanced English 2 Introduction to English Speaking Countries ou Wg 313 Advanced English Writing 1211 II L Comprehens sion C 1 ELE a NN 2 ELT ELT Professional Training Trainin g L 1 eee a 4 ee E DN n A A English Language Testing J 120 Introduction to Linguistics 2 1 Varieties of Contemporary English 121 Lexicology 12 Introduction to Literature 2 History of English Literature 1212 History of American Literature 12 English Short Stories 1212 Reading English Novels ot 2 Reading English and American Poetry eee to Western Culture BA mm ms 2 EXE eee a Reading and Vocabulary Learning 2
349. criminal records check for the License to Teach International English to Children 5 Confirmation of ESL teaching experience 2 SORA nmn TW tcI License to Teach International English 1 Applicants must possess a TESOL certificate from a teacher training institute or program that is recognized and or accredited by LATIE for example International TESOL or CELTA To be recognized a program must include 100 hours of teacher training including a minimum of 25 hours in class Programs must include a minimum of 6 hours of practise teaching 2 Applicants must have a minimum of 20 hours ESL teaching experience License to Teach International English to Children 1 Applicants must possess a TESOL certificate from a teacher training institute or program that is recognized and or accredited by LATIE and includes specialized 2 training in teaching English to Children or Young Learners for example International TESOL Specialization in Teaching Children or CELTYL To be recognized a program must include 100 hours of teacher training including a minimum of 25 hours in class Programs must include a minimum of 6 hours of practice teaching as well specifically to children 3 Applicants must have a mini
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363. Xy Rd A 6 Hisamura Ken DZJ01411 nifty ne jp Associate Professor Junior College Den en Chofu University W o5 E Sakai Shien Associate Professor Chiba University of GAF05744 nifty com Commerce E E Sasajima Shigeru Assistant Professor Saitama Medical Sasajima saitama med ac jp School 14 3 300 FA L 14 7 15 13
364. order to share this information with other in social interactions and presentation formats and for their own personal growth in a variety of subject areas sp Parameters sp Length Short d Extende sp Meaning Explicit Impl icit sp Context Embedded Re duced sp Language 2 12 25 Standards and Benchmark for Access to Information lt sp gt lt gt Pupils understand written and spoken English presented through different media in order to share this information with other in social interactions and presentation formats and for their own personal growth in a variety of subject ECE A lt Sp gt Parameters sp
365. 2 3 6 Practicum in TESL 4 4 23 2 JJ Ri BS LES D Guided Writing 2 1 Guided Reading 2 1 3 Pattern Practice 2 1 Basic Aural oral Training in English 2 1 Research Method amp Paper Writing 2 2 6 Grammar amp Rhetoric 4 2 English Conversation 2 2 Writing Practice 2 2 9 Intermediate Aural oral Training in English 2 2 Public Speaking 2 3 42 Advanced Writing Practice 2 3 43 Advanced Aural oral Training in English 2 3 Discussion amp Debate 2 4 45 Composition amp Translation 2 4 25 3 English Phonetics 4 1 Introduction to English Linguistics 4 2 3 History of the English Language 4 3 26 4 CD Language amp Culture 4 2 Contrastive Study of Chinese amp English Phone tics 4 2 3 Phonology 4 3 4 Semantics 4 3 5 Introduction to Linguistic Analysis 4 3 Syntax 4 4 Contrastive Linguistics 4 4 Discourse Analysis 4 4 9 Language Acquisition 4 4 Issues in TEFL
366. 2001 1996 WF 1996 An Aspect of Hasshin gata English Teaching in Japan BJ No 8 pp 40 47 2002 13 pp 38 58 B RS KR 1987 1989 T 11 2003 48 2002 lt gt VAYA SEES ull iB w RE dios
367. 2002 2005 Undergraduate Studies Curriculum for Primary School Teachers Department of Foreign Languages and Literature Beijing Institute of Education 0 2002 2005 Junior College Curriculum Department of Foreign Language and Literature Beijing Institute of Education 4 B9 H 14 9 13 H 3 5 k EK Professor Dean of Department of Foreign Languages and Literature Beijing Normal University Jk Assistant Professor of Foreign Languages Department je IX English Teacher at a Beijing Municipal High School Teacher MA degree student at Beijing Normal University R D TEM Test for English Majors Band TEM Band 4 2 TEM Band 8 IS We Advisory Committee 70 Zz
368. 3 8 They organise and manage the physical teaching space tools materials texts and other resources safely and effectively with the help of support staff where appropriate 3 9 They set high expectations for pupils behaviour and establish a clear framework for classroom discipline to anticipate and manage pupils behaviour constructively and promote self control and independence 3 10 They use ICT effectively in their teaching 3 11 They can take responsibility for teaching a class or classes over a sustained and substantial period of time They are able to teach across the age and ability range for which they are trained 3 12 They can provide homework and other out of class work which consolidates and extends work carried out in the class and encourages pupils to learn independently 3 13 They work collaboratively with specialist teachers and other colleagues and with the help of an experienced teacher as appropriate manage the work of teaching assistants or other adults to enhance pupils learning 3 14 They recognise and respond effectively to equal opportunities issues as they arise in the classroom including by challenging stereotyped views bullying or harassment following relevant policies and procedures
369. 4 4 2 gt Il 1 JACET H UR 26 Er 1 RPM ve 5 PE PC 2 pene phe Ai anc BRPO Frako EC a
370. 5 Teachers are members of learning communities Preparing for Student ie 1 2 3 4 Advancing Student Learning 6 7 8 9 10 Supporting Student Learning 11 12 13 14 oa Preparing for Student Learning I Knowledge of Students p 7 Accomplished teachers of world languages other than English draw on their understanding of child and adolescent development value their students as individuals and actively acquire knowledge of their students to foster their students competencies and interests as individual language learners H Fairness p 11 Accomplished teachers of world languages other than English demonstrate through their practices toward all students their commitment to the principles of equity streng
371. ADULTS 5 Knowledge of commercially produced resources and materials for teaching English to adults 5 2 Knowledge of non published classroom resources and materials for teaching English to adults 5 3 Selecting and evaluating resources and materials for use in teaching and testing adult learners of English and for reference 5 4 The adaptation of resources and materials for specific groups of adult learners of English 5 5 Effective use of aids and equipment 6 PROFESSIONAL DEVELOPMENT FOR TEACHERS OF ENGLISH TO ADULTS 6 1 Self assessment understanding the teacher s own development needs and building on strengths 6 2 Preparation for employment preparing to become a teacher colleague and employee 6 3 Professional development support systems publications and courses for teaching English to adults 11 Draft Of Program Standards For Foreign Language Teacher Preparation Initial Level 2 HE E BAABMAAF TRARY NCATE 1
372. Deve ede Sm o NR a tt HAOR EFEC TARA s LZ LIII L C 4 Y ABT Oh
373. English teachers she conducted courses in Bahasa Indonesia for foreigners and did extensive translations from both Indonesian and Javanese into English In Singapore she taught at the National Institute of Education for over seven years 1993 2000 before joining RELC in October 2000 She has published several books including The Sounds of English and The Grammar of English both co authored with former colleague David Deterding and published by Pearson Education and many articles on a wide range of subjects dealing with language and language teaching Major interests Phonetics amp pronunciation teaching oral communication skills grammar amp discourse translation especially from Indonesian Malay and Javanese into English and the effect of sociolinguistic factors on language acquisition Dr Joseph A Foley Language Specialist Lic s Philo Institut Belles Lettres Arabes Tunis BA English and French Dublin University PGCE EFL ESL University of London Ac Dip Ed Comparative Education University of London Ph D Applied Linguistics University of London Dr Foley has taught in Africa the Middle East the United Kingdom and for more than 20 years in Singapore Until recently he was Deputy Head and Acting Head of the Department of English Language and Literature at the National University of Singapore and consultant and lecturer for the Open University UK and Singapore He has also been consultan
374. ILR Z amp Eg fT Bc E B3 B 4 Speaking 5 iuc qd SUE Functionally Native Proficiency Advanced Professional Proficiency Plus Advanced Professional Proficiency Speaking 0 General Professional Proficiency Plus General Professional Proficiency Limited Working Proficiency Plus Limited Working Proficiency Elementary Proficiency Plus Elementary Proficiency Memorized Proficiency No Proficiency 4 ACTEL ILR Comparison Chart ACTEL Scc 5 Native Able to speak like an educated native speaker w Distinguished Able to speak with a ipi ies of hai grammatical accuracy precision of vocabul ici Superior Able to speak the language with sufficient structural accuracy and vocabulary to participate effectively in most formal and informal 3 onversation EN NEM HANE Advanced Plus Able to A most Mn MH and show some ability to Cp umaman alli requirements Hig ON chs de l demands ee Low requirements 0 Novice Mid Abe to operatein only a vary Tinted cgay L Novie Ue 1o funcionin the spoken ngage ws 1999 SIL International http www sil org 5 ALTE Levels Can do ALTE The Association of Language Testers in Europe
375. Language Specialist B A English Mathematics Singapore Dip Ed Distinction Singapore Dip Applied Linguistics Distinction Singapore Ph D Singapore Dr Lin taught English and Literature for 19 years in secondary schools in Singapore prior to joining RELC This includes 11 years in the Gifted Education Programme mostly at Raffles Girls School Secondary where he has nurtured top young writers and international debaters He has also taught oral and written communication as well as phonetics and phonology at Singapore s National Institute of Education 1992 2001 Literature in English at the Open University and business communication courses He has conducted workshops on various aspects of language and literature Major interests Stylistics amp the integration of language and literature teaching Grammar and Discourse Language and Thinking across the Curriculum Miss Wong Soon Fen Lecturer BA Hons Singapore Dip PE Singapore MSc in Applied Linguistics Edinburgh Miss Wong has taught in the region for over 10 years She has taught English and Communication Skills in local secondary schools the National University of Singapore Southeast Asia Initiative for ASEAN Integration and Nepal Singapore Volunteers Overseas Programme SIF She has also been involved in various teacher training programmes including the Singapore Cambridge Certificate in the Teaching of English Grammar and the SIF Specialist T
376. Length Short Extende d sp Meaning Explicit icit sp Context Embedded duced lt sp gt Language 26 Me AY a EYA Seip C7 He ee B 2 im X H CMS ee pr TD FLA 0 SERE LO
377. aC OG e Timetabling of Staff Meetings e 32 WC JE M cc gi DIS H lt
378. areas and standards of the Standards for Foreign Language Learning and their state standards and they integrate these frameworks into curricular planning Standard 4 b Integrating Standards in Instruction Candidates integrate the Standards for Foreign Language Learning and their state standards into language instruction Standard 4 c Selecting and Designing Instructional Materials Candidates use standards and curricular goals to evaluate select design and adapt instructional resources STANDARD 5 ASSESSMENT OF LANGUAGES AND CULTURES Standard 5 a Knowing assessment models and using them appropriately Candidates believe that assessment is ongoing and they demonstrate knowledge of multiple ways of assessment that are age and level appropriate by implementing purposeful measures Standard 5 b Reflecting on assessment Candidates reflect on the results of student assessments adjust instruction accordingly analyze the results of assessments and use success and failure to determine the direction of instruction Standard 5 c Reporting assessment results Candidates interpret and report the results of student performances to all stakeholders and provide opportunity for discussion STANDARD 6 PROFESSIONALISM Standard 6 a Engaging in Professional Development Candidates engage in professional development opportunities that strengthen their own linguistic and cultural competence and promote reflection on practi
379. been offered two jobs one is working in the government and the other in a joint venture You feel difficult to decide which one to take Now you go to your friend and ask for his her advice First of all you and your friend are discussing the advantages and disadvantages of each option Eventually both you and your friend have found it is not easy at all to select one job out of the two Student B Your friend has been offered two jobs one is working in the government and the other in a joint venture S he feels difficult to make a final decision on which one to take Now s he comes to you to seek your advice First of all you and your friend are discussing the advantages and disadvantages of each option Eventually both of you have found it is not easy at all to select one job out of the two Spoken English Test for English Majors Band 4 in China Qiufang Wen Nanjing University 1 D od A 2001 1 ESP English for Specific Purpose EGP English for General Purpose
380. of work or keep up a casual conversation with a good degree of fluency coping with abstract expressions Reading CAN read quickly enough to cope with an academic course to read the media for information or to understand non standard correspondence Writing CAN prepare draft professional correspondence take reasonably accurate notes in meetings or write an essay which shows an ability to communicate Level 3 Listening Speaking CAN follow or give a talk on a familiar topic or keep up a conversation on a fairly wide range of topics Reading CAN scan texts for relevant information and understand detailed instructions or advice Writing CAN make notes while someone is talking or write a letter including non standard requests Level 2 Listening Speaking CAN express opinions on abstract cultural matters in a limited way or offer advice within a known area and understand instructions or public announcements Reading CAN understand routine information and articles and the general meaning of non routine information within a familiar area Writing CAN write letters or make notes on familiar or predictable matters Level 1 Listening Speaking CAN express simple opinions or requirements in a familiar context Reading CAN understand straightforward information within a known area such as on products and signs and simple textbooks or reports on familiar matters Writing CAN complete forms and write short simple let
381. opportunities and environments that are appropriate for the learner and that reflect learner diversity Principle 4 Instructional Strategies Language teachers understand and use a variety of instructional strategies to help learners develop language proficiency build cultural understanding and foster critical thinking skills Principle 5 Learning Environment Language teachers create an interactive engaging and supportive learning environment that encourages student self motivation and promotes their language learning and cultural understanding Principle 6 Communication Language teachers use effective verbal and non verbal communication and multi media resources to foster language development and cultural understanding Principle 7 Planning for Instruction Language teachers plan instruction based on their knowledge of the target language and cultures learners standards based curriculum and the learning context Principle 8 Assessment Language teachers understand and use a variety of assessment strategies to monitor student learning to inform language and culture instruction and to report student progress Principle 9 Reflective Practice and Professional Development Language teachers are reflective practitioners who continually evaluate the effects of their choices and actions on others and who actively seek out opportunities to grow professionally Principle 10 Community Language te
382. pk 7 2 7 TAA A uem qs 12 World Languages Other than English Standards for teachers of students ages 3 18 3 18 13 INTASC Standards for Beginning Foreign Language Teachers 14 Standard Bearer TESOL P 12 ESL Teacher Standards TESOL C UB DUAL ER 15 Standards for the Award of Qualified Teacher Status X 4 VDP 0 AG Co Sy A Z lt o SR Z Seah ALR lt 2 eR Jede S 1 STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century 21 ACTFL American Council on the Teaching of Foreign Languages c JE asa e 2uE NEOs wp
383. px 4 a e A 2
384. rephrasing Uses phone for familiar and routine matters clarifying unknown details may still present communication problems Learner can communicate effectively in most daily practical and social situations and in familiar routine work situations Can participate in conversations with confidence Can speak on familiar topics at both concrete and abstract levels 10 to 15 min Can provide descriptions opinions and explanations can synthesize abstract complex ideas can hypothesize In social interaction learner demonstrates an increased ability to respond appropriately to the formality level of the situation Can use a variety of sentence structures including embedded report structures and an expanded inventory of concrete idiomatic and conceptual language Grammar and pronunciation errors rarely impede communication Discourse is reasonably fluent Uses phone on less familiar and some non routine matters Learner can independently through oral discourse obtain provide and exchange key information for important tasks work academic personal in complex routine and a few non routine situations in some demanding contexts of language use Can actively and effectively participate in 30 minute formal exchanges about complex abstract conceptual and detailed information and ideas to analyse to problem solve and to make decisions Can make 15 to 30 minute prepared formal presentations Can interact to coordinate tasks with othe
385. s vs Payee 77 1 um cupere ur show and tell 72 E 1 AS Sa Yee Al a Se a FFAA ss 2 s TR PISS J amp C3 9 C3 G 2 YO Apoc OL CRESS DT gestu Eee Thomson Phone Pass 2 ACTFL ALC SST Standard Speaking Test J Wu wv BR 1 A AMO lt gt lt gt lt gt
386. to assess pupils progress accurately using as relevant the Early Learning Goals National Curriculum level descriptions criteria from national qualifications the requirements of Awarding Bodies National Curriculum and Foundation Stage assessment frameworks or objectives from the national strategies They may have guidance from an experienced teacher where appropriate 3 2 4 They identify and support more able pupils those who are working below age related expectations those who are failing to achieve their potential in learning and those who experience behavioural emotional and social difficulties They may have guidance from an experienced teacher where appropriate 3 2 5 With the help of an experienced teacher they can identify the levels of attainment of pupils learning English as an additional language They begin to analyse the language demands and learning activities in order to provide cognitive challenge as well as language support 3 2 6 They record pupils 2 progress and achievements systematically to provide evidence of the range of their work progress and attainment over time They use this to help pupils review their own progress and to inform planning 3 2 7 They are able to use records as a basis for reporting on pupils attainment and progress orally and in writing concisely informatively and accurately for parents carers other professionals and pupils Professional Standards for Qualified Teacher Status
387. 00 4 1 1 3 3 30 2 X X Z B 7J 2 4 TIN A XZ b pha S s 3 3 3 4 1995 1 mq Ces s Oe VT
388. 13 ce A FD CIE 355 T GO AU UA VPE s
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391. EFL in China g S O fr 9
392. English teachers points of view in Japan were first student achievement second student evaluation and third encourage students to study more The junior high school teachers tended to select student evaluation while the senior high teachers selected encourage students to study more as the main purposes of the examination Neither junior nor senior high teachers seemed to put much significance on evaluating their own teaching or to collect data for improving their lessons Generally English teachers in Japan have a tendency to put a focus on a test s influence on having students study Tests bring some good effects in a short run but in the long run they will produce students who only study for the tests V Discussion According to the results about 20 of the teachers who decided teaching and testing items before the classes started or rather than that most teachers examined test items just before the test In addition the tendency is almost the same between the three areas That means the hypotheses we had made have been proven true by this survey Therefore the unified test without careful consultation for the same grade may be one of the causes that has caused CLT not to prevail in high schools in Japan According to Dr Brown 1996 tests are instruments and developed by 99 people to make decision about other people Teachers should be careful about tests Of course to grade students fairly and
393. Enjoy English Project e 1 1 4 Enjoy English Camp e 4 6 100 1 2 100 539 279 1 200 44 New Zealand ESL 10 Enjoy English Avoid learning and teaching Immersion program BERE REL T2 6 IN 1 iB ZE C Enjoy English Project 1 e 2000 e 50 6 e 5 1 1 4 4 1 1 4 1
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395. Ms Zr CA og cg du VAI OI qose cue Tli ee TU Aa deque ET 2 3 3 2 5 Oral Communication II1 6 amp Reading amp Writing II 3 1 2 Semantics 3 CAI 1 2 3 6 Oral Communication III 7 Writing amp Translation 4 Thesis Writing 3 2 4
396. National Curriculum for Modern Foreign Languages 1996 Be TUB Wie Hebrew Tel Aviv Elite Olshtain A O Et MAIZ Tova Mittleman ROB ic MB TS
397. OHP S08 fee Cee OO DUAE OMEGA WE W OC TAE Fa A Teeny a In EMCI LEDTE Oe 2 4 3 ae os BHAH UO Wc bud ODS ea T ha pi SEES 52
398. Reading Theory amp Practice 2 15 PSETTP 2001 5 6 MOE 1999 2 3 300425 00H TR E RB AER C 24E 8 CHR 3 SOR 245 SED SE AE Ob soir FRR na d El 0 Ae S ith o 4 English Language Specialist Model cf 1997 19 Classroom Teacher Model 16 English Language Specialist Model 1 Bell HE 258 OD XETR English Language Profi ciency Test ELPT Part 45 495 3 536 7 8 ELPT Part Listening Comprehension Test Written Test TOEFL600 2 ELPT Part Il Oral Test reading aloud giving answers to questions describing a picture S 3 11 3E 3 2 212 25 63 Methodology Program 1 324 37 English Language Skill Program TESOL Methodology Program Teaching Methods amp Materials for Primary ochool English 28 hours Observation amp Teaching Practice 36 hours Children s Foreign Language Acquisition 12 hours Methods for Teaching English Pronunciation 8 hours Teaching Activity Design 14 hours Language esting amp Evaluation 16 hours Teaching Through Songs amp Rh
399. SER 2272 2 ee NS Res 2222892 77 2 225 OO SS POLL GE Lr es ILIA 2222227222 22 2 E IE I A A LE UII E UI UAI II ALL GCS SS TT A OT A ALTA LETT eri 17057 ra ror Z Z a 22222 z 2 2 DA 90 Z 2222222 IU UU Z C UE DU IU LUUD LUI 2 2 a CS 2 o SS NN NN 4 yet ttn 200s 3 s o TTI o 10 NS c DD 2 Current situations of secondary EFL teachers in Japan BEES 2002 8 12 13 The First International Annual Conference of TEBFL CHINA Pan Korea English Teachers Association English Language Teaching Winter 2002 Vol 14 No 2 DRITE 2001
400. TOBELSS0 TOEIC730 amp HH 9 3 OB X ESP J EGP 5 2 kini Ld E 1 ICR RRA b Z L ORB UH EGP 3
401. Unified Higher Education Entrance Exam AER B Ed degree post graduate degrees 2 Junior teachers colleges Unified Higher Education Entrance Exam 3 2 3 Diploma in Ed 2 TZE Associate Bachelor degree 3 Secondary normal school Unified Higher Education Entrance Exam 3 es eroe lodi
402. XO 1 5 2002 RAE SA ORM MAO 1 OC Le IS MC gt 2 ER qu don 3 4 5 6 p 12 2
403. able accuracy and confidence connected discourse of paragraph length and substance satisfy the demands of work and or school situations INTERMEDIATE Intermediate level speakers are characterized by the ability to sympathetic topics related to daily activities and personal environment by combining participate in simple direct conversations on generally predictable interlocutors the target language culture communicative exchanges often in a reactive mode create with the language and communicate personal meaning to discrete sentences and strings of sentences in obtain and give information by asking and answering questions NOVICE life language elements sustain and bring to a close a number of basic uncomplicated satisfy simple personal needs and social demands to survive in convey minimal meaning Novice level speakers are characterized by the ability to to a X HH X respond to simple questions on the most common features of daily interlocutors and phrases experienced with dealing with foreigners by using isolated words lists of words satisfy a very limited number of immediate needs memorized phrases and some personalized recombinations of words SDeaking 4 Speaking 4 Speaking 3 Speaking 3 Speaking 2 Speaking 2 Speaking 1 Speaking 1 Speaking 0 The Interagency Language Roundtable Scale
404. achers foster relationships with school colleagues families and agencies in the larger community to support students learning and well being 14 Standard Bearer TESOL P 12 ESL Teacher Standards TESOL 5 domain TESOL language Culture instruction assessment professionalism 3 NCATE Approaching Standard Meets Standard Exceeds Standard C 15 Standards for the Award of Qualified Teacher Status We 2 X Ys wmv OU it OR EE LUC DRE PLA Teacher Training Agency http www canteach sov uk B 1 Professional Values and Practice 1 1 They have high expectations of all pupils respect their social cultural linguist
405. art in short routine conversations about needs and familiar topics of personal relevance with supportive listeners Can communicate basic needs and personal experience Can ask and respond to simple familiar questions Can describe a situation tell a simple story describe the process of obtaining essential goods e g purchasing renting or services e g medical Uses a variety of short sentences Demonstrates control of basic grammar basic structures and verb tenses Uses correct past tense with many common verbs Demonstrates adequate vocabulary for routine everyday communication Clear evidence of connected discourse and but first next then because Pronunciation difficulties may impede communication Needs only a little assistance Can use the phone only for very short simple predictable exchanges communication without visual support is very difficult for him her Learner can participate with some effort in routine social conversations and can talk about needs and familiar topics of personal relevance Can use a variety of simple structures and some complex ones with occasional reductions Grammar and pronunciation errors are frequent and sometimes impede communication Demonstrates a range of common everyday vocabulary and a limited number of idioms May avoid topics with unfamiliar vocabulary Demonstrates discourse that is connected and but first next then because and reasonably fluent but hesitations and pauses are
406. aster of Arts Applied Psychology Master of Arts Educational Management Master of Arts Instructional Design amp Technology Master of Education Master of Science Exercise amp Sport Studies 6 JEXE TU BUS LP Advanced Diploma in Guidance and Counselling Advanced Diploma in Information Technology in Education Advanced Diploma in Natural Sciences Advanced Diploma in Physical Education Advanced Diploma in Primary Mathematics Teaching Advanced Diploma in Primary Music Education Advanced Diploma in Primary Science Advanced Diploma in Primary Social Studies Advanced Diploma in Teaching Learners with High Ability Advanced Diploma in Teaching Pupils with Special Needs in Primary Schools 7 Advanced Postgraduate Diploma in Guidance and Counselling Advanced Postgraduate Diploma in Life Sciences Advanced Postgraduate Diploma in Primary Social Studies Advanced Postgraduate Diploma in Upper Secondary Social Studies 5 1 2 standard English
407. ation Oral Communication Skills 36 19 12 5 K DOs Gn Jl Green Channel pair practice story telling fluency MA HI 14 9 16 H 18 H SK HEF L4 H 14 8 16 H 9 11 30 KER Hik R D 34 14
408. ay VN B A pee 2 6 IVA C S OC d MC C 5 B TT V hi p I C T Yes No 44 E a b f r CU A 5 de E 1 Sue PL 2 3 3 3 6 2 1 2
409. beforehand and that about 10 of the teachers were using the test content drafted by the teacher in charge without changes Figure 4 Cross data from both the range of test items and the test items 6 G Prior discussion range adjusted 5 4 Bl Slight agreement before test 3 Ll Prior agreement with item adjustments 2 Others 1 0 20 40 60 80 100 1 Prior discussion and to gave lessons focusing on the test items 2 No prior discussion but discussed just before the test 3 No prior discussion but as the test neared each teacher checked the test content drafted by the teacher in charge 4 Using the test draft as it is for the actual testing 5 Others 6 No Response and not applicable Figure 4 shows that the method of determining the test items and the range of the test items for the examination are closely related 80 of the teachers who gave lessons focusing on the test items 1 tended to have prior discussions on the range of the items as well However even if the range of the items was determined in advance classes with lessons focusing on these items could not necessarily be given When the test items were decided however the decision as to the range of items tended to be made in advance Nonetheless if the test items were not determined in advance the range of the items tended to be set up based on loose and rough agreements 4 Purpose of Examinations The questionnaire concerning
410. ce Standard 6 b Knowing the Value of Foreign Language Learning Teacher candidates know the value of foreign language learning to the overall success of all students and understand that they will need to become advocates with students colleagues and members of the community to promote the field 12 World Languages Other than English Standards for teachers of students ages 3 18 3 18 ROE the National Board for Professional Teaching Standards NBPTS F 5 the National Board s Five Core Propositions http www nbpts org H8 1 Teachers are committed to students and their learning 2 Teachers know the subjects they teach and how to teach those subjects to students 3 Teachers are responsible for managing and monitoring student learning 4 Teachers think systematically about their practice and learn from experience
411. der deti dd ae oes 56 4 4 Total 1 278 100 0 Figure 1 Unified test for students Junior High School El Each term Senior High School Bl Not each term I Once a year Aomori O Not done Osaka lll Others E No Response Kagoshima 0 10 20 30 40 50 60 70 80 90 10096 Figure shows that about 80 of both junior high and senior high school teachers in Japan have employed one test for the same year students in English periodically such as mid term tests end of term tests etc In order to examine the difference of areas we asked all the junior high and senior high schools to respond to the questions in three areas and give us the results Aomori is the northern part of Japan Osaka is the middle area and Kagoshima is the southern prefecture Figure 1 also shows that there are scarcely differences in locality 2 Test Range 1 Teachers discussed with each other in advance and consulted about any adjustments to the range of test items before the test 500 39 1 2 They had a rough agreement in advance and then discussed more as the test was forthcoming 244 19 1 3 Prior agreement and then as the test was forthcoming adjusted the range of the test items for teachers who had not covered all the materials before the test 220 17 2 4 Others ess 134 10 5 5 No Response and not applicable 180 14 1 Figure 2 Tes
412. design for the teaching of general English to adults 1 4 The practical significance of similarities and differences between languages 1 5 Reference materials for language awareness 2 THE LEARNER THE TEACHER AND THE TEACHING LEARNING CONTEXT 2 The adult learner s educational background and traditions 2 2 The context for learning and teaching English at adult level 2 3 Different motivations for learning English as an adult 2 4 Different learning and teaching styles at adult level 3 PLANNING FOR EFFECTIVE TEACHING OF ADULT LEARNERS OF ENGLISH 3 The principles of planning for effective teaching of adult learners of English 3 2 Lesson planning for effective teaching of adult learners of English 3 3 The selection and evaluation of appropriate resources and materials for specific lessons 3 4 The selection and evaluation of appropriate exercise types activity types and tasks for specific lessons 3 5 The evaluation of lesson preparation 4 CLASSROOM MANAGEMENT AND TEACHING SKILLS FOR TEACHING ENGLISH TO ADULTS 4 The effective organisation of the classroom 4 2 Classroom presence and control 4 3 Teacher and learner language 4 4 The use of teaching materials and resources 4 5 Practical skills for teaching at a range of levels 4 6 The monitoring and evaluation of adult learners 4 7 The evaluation of classroom management and monitoring teaching skills 5 RESOURCES AND MATERIALS FOR TEACHING ENGLISH TO
413. drawings Students are grouped in fours with each group divided into two pairs One pair from each foursome join one of two walking groups that will walk through the school neighborhood After careful planning and discussion with students about what to look for Mr Thompson and another teacher each take one of the groups on a walk through the school neighborhood The two groups walk in different directions to cover more territory The students begin their work by looking for signs to read in English or in other languages As they walk the teachers and students point out the location of businesses and community resources such as the drug store and the post office Students use a teacher made trip sheet to tally the number of times they see a particular type of business or resource discussing along the way the important community resources available to them Back in class pairs reform their groups and discuss what they saw on their separate trips Then the student groups create a community pictograph on poster paper using the results of their tally Each group decides on the icons they will use to represent the businesses and community resources they saw After completing the pictograph they discuss as a group which business or resource they consider most important in their community They write some descriptive words phrases or sentences on the posters Each group presents its poster to the class and explains the reasons it chose those
414. ducted a nationwide survey targeting on secondary school English teachers to inquire their desires from the following viewpoints 1 the contents methods and other operational plans entailed in in service teacher training programs 2 the level of their English language proficiency as a professional of CLT 3 the ways of activating the on site training at their workplaces and 4 the assessment of their self development progress The statistically processed data of this survey is to be given in our presentation The other purpose is to investigate the status quo of the present in service education programs set up regularly by the central Government or the municipal and prefectural self governing communities throughout Japan We have seized some of the inherent problems with the government oriented setups through personal interviewing with teacher s consultants This probing reveals the hard facts of the limitations as to what the in service teachers can or cannot benefit from the existing teacher training programs In our presentation together with our interpretation of the results of the above surveys we are going to make a suggestion about what should be done to renovate in service teacher training programs 990 sc Uedef ut SJSHQ31 39IAI9S UI JO AOUS3IOHOId USIISUT ou pue sonbruyooy pue spouj ur SUIHO63 JHSIISUH oy 3uroueUue joj Sururen 1s q t 393S 0j sem ADAINS sit Jo osodund ureur UL ZUUI J 9U9891 SOIAIOS UI IYJ
415. eam Project in Vietnam Early Childhood Education and Development Major interests Teacher education materials development sociolinguistics ESP educational work in developing countries Updated on 14 Feb 03 2 National Institute of Education NIE 2002 12 TERG 13 AILA National Institute of Education NIE Qu the National University of Singapore NUS Nanyang Technological University NTU NUS Clk BHF AM 8 NTU 6
416. early learning Clik VOT RH Sve Fe eve ORS 1 3 3 4 1 S 6 2 1
417. ection B Part II Reading Comprehension 3547 Part HI Vocabulary and Structure 2047 Part IV Cloze Short Answer Questions Translation 1547 Part V Writing 3077 4 TEM Band 4 4 1 2 criterion referenced test 4 4 8 CWA LEM MRMICILBRBRBR CHEB W Ze C O P er iC 1 lt 4 5ikW B 2 iM XE ARAM RY ROY IC SARCC HEB RR BB 7J 23 uN lt ZL 5 4 6 CET SET CET Spoken English Test 1999 4 83 6
418. ed discourse Makes long pauses often repeats the other person s words Depends on gestures in expressing meaning and may also switch to first language at times Pronunciation difficulties may significantly impede communication Needs considerable assistance Learner can communicate in a very limited way some immediate and personal needs in familiar situations Asks and responds to simple routine predictable questions about personal information Demonstrates little control of basic grammar structures and tenses Demonstrates limited vocabulary and a few simple learned phrases No evidence of connected discourse Makes long pauses and depends on gestures in expressing meaning Pronunciation difficulties may significantly impede communication Needs frequent assistance Learner can communicate with some difficulty basic immediate needs and personal experience in short informal conversations Asks and responds to simple familiar questions including WH questions uses single words and short sentences Demonstrates some control of very basic grammar basic structures and tenses Many structures are reduced Uses basic time expressions the correct past tense is used only with some common verbs Demonstrates use of vocabulary that is still somewhat limited for basic everyday topics Evidence of some connected discourse and but Pronunciation difficulties may often impede communication Sometimes needs assistance Learner can take p
419. elp develop students proficiency increase their knowledge strengthen their understanding and foster their critical and creative thinking MI Articulation of Curriculum and Instruction p 31 Accomplished teachers of world languages other than English work to ensure that the experiences students have from one level to the next are sequential long range and continuous with the goal that over a period of years students will move from simple to sophisticated use of languages WI Learning Environment p 35 Accomplished teachers of world languages other than English create an inclusive caring challenging and stimulating classroom environment in which meaningful communication in the target languages occurs and in which students learn actively IX Instructional Resources p 39 Accomplished teachers of world languages other than English select adapt create and use appropriate resources to help meet the instructional and linguistic needs of all their students and foster critical and creative thinking among them X Assessment p 43 Accomplished teachers of world languages other than English employ a variety of assessment strategies appropriate to the curriculum and to the learner and use assessment results to monitor student learning to assist students in reflecting on their own progress to report student progress and to shape instruction Supporti
420. en to the conversations 9 What does the man mean It s really nice to have a change They ought to have been changed long ago The curtains are of a wrong color The curtains are still quite good dg O gt SECTION C NEWS BROADCAST Question 18 is based on the following news At the end of the news item you will be given 10 seconds to answer the question Now listen to the news 18 What happened to the schoolboy A he forgot to lock the cold store door B He was forced to work throughput the night C he caught cold while working at the butcher s D he was locked up by accident in a cold store PART II CLOZE 15 min Decide which of the choices given below would correctly complete the passage if inserted in the corresponding blanks Mark the correct choice for each blank on your answer sheet Early Tudor England was to a large extent self sufficient Practically all the necessities of life food clothing fuel and housing were produced from native resources by native effort and it was to 26 these primary needs that the great mass of the population labored 27 its daily tasks Production was for the most part organized in innumerable small units In the country the farm the hamlet and the village lived on 28 they could grow or make for themselves and 29 the sale of any surplus in the local market town 30 in the towns craftsmen applied themselves to their one man business makin
421. ent 3 MA Ido ar Non degree Non degree Training Course x Local Institute 6 3 Certificate of Post graduate Studies Level 3 Level 2 1 4 Level 1 5 Senior Teacher 10 F 2 2 Mandarin Super Teacher 6 3
422. er Assessment and Support Consortium INTASC 10 1 2 3 4 3 6 7 8 9 10 http www ccsso org index html Principle 1 Content Knowledge Language teachers are proficient in the language they teach They understand language as a system how students learn a language and how language and culture are linked They are knowledgeable about the cultures of the people who speak the language Using this knowledge they create learning experiences that help students develop language proficiency and build cultural understanding Principle 2 Learner Development Language teachers understand how students learn and develop and can relate this to their development of language proficiency and cultural understanding They provide learning experiences that are appropriate to and support learners development Principle 3 Diversity of Learners Language teachers understand how learners differ in their knowledge experiences abilities needs and approaches to language learning and create instructional
423. es and issues in the field of foreign language education 7 Opportunities for candidates to experience technology enhanced instruction and to use technology in their own teaching 8 Opportunities for candidates to participate in a structured study abroad program and or intensive immersion experience in a target language community STANDARD 1 LANGUAGE LINGUISTICS COMPARISONS Standard 1 a Demonstrating Language Proficiency Candidates demonstrate a high level of proficiency in the target language and they seek opportunities to strengthen their proficiency Standard 1 b Understanding Linguistics Candidates recognize the changing nature of language they know the linguistic elements of the target language system and they accommodate for any gaps in their own knowledge of the target language system by learning on their own Standard l c Identifying Language Comparisons Candidates know the similarities and differences between the target language and other languages they identify the key differences in varieties of the target language and they seek opportunities to learn about varieties of the target language on their own STANDARD 2 CULTURES LITERATURES CROSS DISCIPLINARY CONCEPTS Standard 2 a Demonstrating Cultural Understandings Candidates demonstrate that they understand the connections among the perspectives of a culture and its practices and products and they integrate the cultural framewor
424. ey las AA IA JO Sjurod s1ouotoj HSIISUT Su woy 3JB suomeutruiexo Y Jo sesodund y yury noA op WYM opeproop SurelI Se ITE UDYM pu ABM PYM up CUSITISUT ur sjuopnis JBaA oues Y IOJ 189 ouo o duro no op lfeorpored MOY p len eA oq Sururer 19q99 INOA p nous MOP Suluren Jedoee ojen eAo p nous OUAA opeyenp eAo oq DInOHS Surure n 194923 urdl NOK oq 2A1IIId6 osensury mod oAoJdur 01 SIIS Apnys Apre nSo1 no op mog nsa 3 SEM WYM 4S9 Aouororoud HSIISUT ue eyel noA piq oua1aduroo Usr gug INOA Jo jueuroAoJuduur 34 107 Sururer oorAJos ul 193 0 ABM 9AHosJJe pue eorjoeud 1soui ou st PYM gl 1 9 SI vi Ed ZI 11 Ol 3195 SSnDIUuuo91 pue SDOU19I DUIUOB91 u Bururesy 1 DUIUIB 9UOBS 1 pue senbiuu o X spoujejyy Duiuoeo s esuodsey ON SsJeU10 El uoneanp UIB 49O e 10 SB9SJSAO SululeJ sqe 9 H 10 seiueduoo 9jeAlJd 3e spuexee uo UIUIB4 a s oouos eqenpeas 3e SUIADn1S AO W9 SAS SAB9 y Suizijiyn SuiuieJ G 49 U99 Oi qnd 3e SuriureJ4 7 sAepanieg uo SIOOUOS 4194 3e Sulules OIDOHSd sjueuiusisse SSBIO pojsnipe 493je sAepyoom uo sjoouos 1194 3e UIUIB4 pululeJ eu jo Jeuueuwu pue aeuum ooejd 9y o se oAeu noA op Bap 10 senbe Jo pun 3euM 5 esuodsey ON SJSU1 snonuluoo JBSA euo AIIBOIDOLMS 4S SSUJSS uo gg uow euo 1nodV r pore S4J99M
425. ficiency test Test Applicants 80 60 E Tested E Not tested 40 O No Response 20 0 IM Wat was the result 3 10 27 E STEP 1st grade Bl STEP Pre 1st grade STEP 2nd grade TOEIC 900 or more Bl TOEIC 810 or more E TOEIC 730 or more ll TOEIC 600 or more L TOEIC 580 or more Bl TOEIC 550 or more ll How do you regularly study English to improve your language ability 0 90 Conversation English during classes 80 L English with colleagues L Diary and memo 70 TI Bil English English dictionary 60 EJ AL Ts j El Native speakers 50 L Magazines B English newspapers 40 El Conversation school L Songs in English 30 O Reading in English B Internet ll Movies in English 20 E Tests 10 M Overseas broadcasting E Overseas magazines L Seminars 0 A 2 PTDaUULII Par3DrSUOO q DITOHS sjurod om BULMOTIOJ ay SJInSar Lomans au o Surpioooy n98rHS VWIevSVS cupdpr ut uogonipao DLLUID D 421209 7577 7 fo 279047 ay st PUM 0 9o LL 4 eAneseN esuodsea ON IBHHnSN D oAnesoN EB SAIFEUULL YY EZ D 6 GE IBJ1nSN L OG I 9AljeuldjjV jet 0 osuodsea4 ON uonenje UIUIBI 1 91 UONELNIEA SUIUI J 19U369 DIA 99 188 SJ9HQ91 Jo JIeH IB
426. frequent Can use the phone to communicate simple personal information communication without visual support is still very difficult for him her Learner can communicate with some confidence in casual social conversations and in some less routine situations on familiar topics of personal relevance Can communicate facts and ideas in some detail can describe report and provide a simple narration Can use a variety of structures with some omission reduction of elements e g articles past tense morphemes Grammar and pronunciation errors are frequent and may sometimes impede communication Demonstrates a range of everyday vocabulary some common phrases and idioms Demonstrates discourse that is reasonably fluent with frequent normal hesitations Can use the phone to communicate on familiar matters but phone exchanges with strangers are stressful Learner can communicate comfortably in most common daily situations Can participate in formal and informal conversations involving problem solving and decision making Can speak on familiar concrete topics at a descriptive level 5 to 10 min can present a detailed analysis or comparison Can use a variety of sentence structures including compound and complex sentences and an expanded inventory of concrete and common idiomatic language Grammar and pronunciation errors are still frequent but rarely impede communication Discourse is reasonably fluent with frequent self corrections and or
427. funding should be made available for supporting innovation and associated research 2 Parental involvement is important 3 Pedagogical continuity should be ensured across the different sectors of education that children experience 4 The overall amount of time made available for foreign language teaching in pre primary and primary education should be increased wherever this is possible Where possible there should be short but frequent in principle daily lessons rather than one or two longer lessons per week 5 Substantial teacher training courses will be needed This training education would lead teachers al to develop a good command of the foreign language b to acquire a capacity for analyzing linguistic phenomena and a knowledge of children s language development and c to play an active part in pedagogic innovation in collaboration with any didactic research that was taking place at the time 6 It is appropriate to encourage research and innovation that aims to elaborate didactic approaches such that those children who generally experience difficulties at school and or who are from a disadvantaged social class background may have the best possible opportunities for success in learning a foreign language during the pre secondary phase 7
428. g the boots and shoes the caps and the cloaks the 31 and harness of townsmen and countrymen 32 Once a week town and country would meet to make 33 at a market which came 34 _ direct contact between producer and 35 This was the traditional realizing the medieval idea of economy which was hardly altered for some centuries and which set the 36 of work and the standard of life of perhaps nice out of 37 __ _ ten English men and women The work was long and 38 and the standard of life achieved was almost 39 low Most Englishmen lied by a diet which was often 40 and always monotonous wore coarse and ill fitting clothes which harbored dirt undermine and lived in holes whose squalor would affront the modern slum dweller settle answer satisfy fill NO PART III GRAMMAR AND VOCABULARY 15 min There are twenty five sentences in this section Beneath each sentence there are four words or phrases marked A B C and D Choose one word or phrase that correctly completes the sentence Mark your answer on your answer sheet You won t get a loan you can offer some security lest l A B in case C unless D other than PART IV READING COMPREHENSION 30min SECTION A 25 min In this part there are four passages followed by fifteen questions or unfinished statements each with four suggested answers marked A B C and D Choose the one that you think is the correc
429. high social status D a man who was able to move from literature to politics 7 What is implied by the comment about Scott Poe and Hawthorne A Irving s great popularity resulted in the admiration of Scott Poe and Hawthorne B More Americans than Britains admired Irving C Irving s work was not only popular but also of high literary quality D Irving s success was attributed to his family background Part 2 Vocabulary and Structure Directions There are 30 incomplete sentences in this part For each sentence there are four choices marked A B C and D Choose the ONE answer that best completes the sentence Then mark the corresponding letter on the Answer Sheet with a single line through the canter 21 The presence of armed guards us from doing anything disruptive A excited B irritated C prevented D encourage 22 Do you know the girl with long hair I don t think so although she __ me of someone I know A remembers B reminds C recalls D recollects Part 3 Translation Directions In this part there are five items which you should translate into Chinese each item consisting of one or two sentences There sentences are all taken from the Reading Passages you have just read in Part 1 of this paper You are allowed 15 minutes to do the translation You should refer back to the passages so as to identify their meanings in the context 51 Passage 1 Para 1 Further inves
430. ic religious and ethnic backgrounds and are committed to raising their educational achievement 1 2 They treat pupils consistently with respect and consideration and are concerned for their development as learners 1 3 They demonstrate and promote the positive values attitudes and behaviour that they expect from their pupils 1 4 They can communicate sensitively and effectively with parents and carers recognizing their roles in pupils learning and their rights responsibilities and interests in this 1 5 They can contribute to and share responsibly in the corporate life of schools1 1 6 They understand the contribution that support staff and other professionals make to teaching and learning 1 7 They are able to improve their own teaching by evaluating it learning from the effective practice of others and from evidence They are motivated and able to take increasing responsibility for their own professional development 1 8 They are aware of and work within the statutory frameworks relating to teachers responsibilities 2 Knowledge and Understanding 2 1 They have a secure knowledge and understanding of the subject s they are trained to teach For those qualifying to teach secondary pupils this knowledge and understanding should be at a standard equivalent to degree level 2 2 They know and understand the Values Aims and Purposes and the General Teaching Requirements set out in the National Cur
431. icons and that business or resource as most important Discussion Students are encouraged to ask peers for their opinions preferences and desires negotiate solutions to problems interpersonal misunderstandings and disputes elicit information and ask clarification question One of the most difficult social adjustments for immigrant students is to feel oriented to their new country beginning with their own neighborhood and community Mr Thompson aims to make this process take place more smoothly The map skills portion of his lesson introduces a skill that is especially helpful for beginning level immigrant ESOL students Mr Thompson s use of a model conversation based on a real life situation being lost understanding directions given orally serves two important functions a it helps the students develop language skills for meaningful social interactions and b it aids students in gaining the confidence they will need to ask for clarification or help The lost students had to elicit information from the police officers and check their comprehension of the information received Mr Thompson also encouraged the students to rely on their own knowledge to create their conversations Pair work both during the map activity and the dialogue provided a support structure for the beginning level students as well as a genuine conversation partner Mr Thompson often designs his own materials based on his students un
432. ilippines Hanoi and Ho Chi Minh City in Vietnam and Penang in Malaysia Other programmes included Phase 4 of the SEAMEO Regional Schools Internet Project that had thirty nine schools participating with 400 students from eight Southeast Asian countries with Australia participating for the first time Virtual Forum for Language Teachers bulletin board with 134 teachers from eight Southeast Asian countries taking part Training of 88 government officials from Cambodia Laos Myanmar and Vietnam under the Singapore Ministry of Foreign Affairs Initiative for ASEAN Integration Programme English for International Communication courses bringing to a total of 555 the number of government officials from Cambodia Laos and Vietnam trained since 1995 with funding from the Canadian International Development Agency and the Singapore Ministry of Foreign Affairs Language Courses for the INSEAD MBA Programme which trained 133 participants in four languages namely French Spanish Mandarin and German and placement tests in ten Asian and European languages conducted for 119 participants Singapore where SEAMEO RELC is located is a multiracial city state in Southeast Asia There are four official languages Chinese English Malay and Tamil with English used as the main medium of education and business It 1s thus an ideal location within the region for those who need to work on developing their language and teaching skills SEAMEO RELC is c
433. iminal justice system and the cost to motorists of increased insurance premiums Over 460 000 cars are reported missing in this country each year and many of these are never recovered Many of these which are found have been damaged by the thieves A stolen car is also far more likely to be involved in an accident than the same car driven by its owner car thieves are often young and sometimes drunk Yet car crime can be cut drastically if motorists follow a few simple rules to keep thieves out of their in the first place Most car thieves are opportunist unskilled petty criminals many are under 20 So make your own car a less inviting target to discourage thieves from trying PART V DICTATION 15 min Listen to the following passage Altogether the passage will be read to you four times During the first reading which will be read at normal speed listen and try to understand the meaning For the second and third readings the passage will be read sentence by sentence or phrase by phrase with intervals of 15 to 20 seconds The last reading will be read at normal speed again and during this time you should check your work You will then be given 2 minutes to check through your work once more PART VI WRITING 45 min SECTION A COMPOSITION 35 min Write on ANSWER SHEET ONE a composition of about 150 words on the following topic Every college student would agree that life in college is not the same as it was in the middle schoo
434. in the field But there is a second point that I also want to stress As we studied them we quickly learned that none of the earlier models fitted our specific needs As a result we came up with our own model which was subsequently modified in many months of consultation and discussion with members of the profession in Israel Thus we freely offer these documents to our Japanese colleagues not as a model but as a checklist of items that might be included There are clearly important differences between the situations of English teaching in our two countries I mention a few features of the Israeli situation During the period of the British mandate over Palestine from 1919 until 1948 English was an official language even though the two independent community educational systems taught in their own languages Hebrew or Arabic A second important point was that in the early 1970s there was a significant immigration of English speakers to Israel many of whom took up jobs as English teachers Third English serves as a useful neutral language of wider communication in the country and the region Fourth English provides important access to trade and commerce television computers and popular music so that many students come to school already with some exposure to the language Fifth English is the main language that Israelis use with foreign workers and with foreign tourists and that they use when they are traveling abroad Sixth Engli
435. ique needs and proficiency levels In this lesson he drew a simplified map collected pictures and photos and designed a trip tally sheet This sheet set a purpose for the walk as it helped students focus on desired items Having two separate groups added another benefit When they reconvened the pairs had to use English to explain what they saw Student interest was further captured as they tallied the types of businesses and community resources they found The pictograph activity offered the student groups an Opportunity to discuss possibilities and negotiate the design of their own icons In selecting one business or resource to highlight and write about they also had to use listening speaking and negotiating skills 3 Ar A VAARAO B 6 t Baer Cee wA B RBA
436. irty a Course fees S 7 200 b Accommodation 46 X 14 nights X 30 S 19 320 Total S 26 520 3 Group of forty a Course fees 2 groups S 14 400 b Accommodation 46 X 14 nights X 40 S 25 760 Total S 40 160 Note Proposed fees do not include the cost of any published textbooks medical insurance or trips and visits Teaching Staff Dr Christopher Stephen Ward Language Specialist amp Head Specialists Department B A Chinese Studies Leeds University UK Postgrad Dip in ESL Leeds University UK Cert TEFL IH London M A Applied Linguistics Birmingham University UK Ph D National University of Singapore Dr Ward has taught English to immigrants in the UK and general English and ESP in Japan and Singapore He was in charge of administering a major testing programme used by major corporations in Japan He has been a senior teacher and director in a number of teaching operations in Japan and Singapore He has also managed teacher training programmes in both countries He has presented papers at regional conferences and contributed to a number of books including Grammar Matters 2000 co authored with four others and Language in the Global Context 2000 co edited with Dr Ho Wah Kam Major interests Language testing course evaluation corpora and concordancing English for Special Purposes Dr Willy Ardian Renandya Language Specialist amp Deputy Head Specialists Department B A M A TEFL Sanata Dharma Un
437. iversity Indonesia M A TESL University of Hawaii USA Ph D Educational Psychology University of Wisconsin USA Dr Renandya has taught language and Applied Linguistics courses in the USA and a number of Southeast Asian countries including Indonesia Malaysia the Philippines Singapore and Vietnam He has published a number of books and articles including Focus on Fluency co authored with Christopher Ward Successful Strategies for Extensive Reading edited with George Jacobs and Colin Davis and Methodology in Language Teaching An Anthology of Current Practice edited with Jack Richards He is also the editor of the RELC Guidelines and the series editor of the RELC Portfolio Series with Jack Richards He has given papers and workshops on various aspects of TESOL in local and international conferences Major interests Second language pedagogy language testing educational statistics materials development Mr B R Sundara Rajan Language Specialist B Sc Mysore India M A English Delhi India Postgraduate Diploma in TESL CIEFL India Mr Sundara Rajan an educationist from India has taught in universities and teacher training institutions in India Iran and Singapore and has held positions of Head of Department Senior Lecturer Director of Studies and Project Manager for ESP Projects He has designed and offered Specialized Courses in Communication Skills Writing Technical Reports and Writing Project Proposals a
438. k for foreign language standards into their instructional practices Standard 2 b Demonstrating Understanding of Literary and Cultural Texts and Traditions Candidates recognize the value and role of literary and cultural texts and use them to interpret and reflect upon the perspectives of the target cultures over time Standard 2 c Integrating Other Disciplines In Instruction Candidates integrate knowledge of other disciplines into foreign language instruction and identify distinctive viewpoints accessible only through the target language STANDARD 3 LANGUAGE ACQUISITION THEORIES AND INSTRUCTIONAL PRACTICES Standard 3 a Understanding Language Acquisition and Creating Supportive Classroom Candidates demonstrate an understanding of language acquisition at various developmental levels and use this knowledge to create a supportive classroom learning environment that includes target language input and opportunities for negotiation of meaning and meaningful interaction Standard 3 b Developing Instructional Practices That Reflect Language Outcomes and Learner Diversity Candidates develop a variety of instructional practices that reflect language outcomes and articulated program models and address the needs of diverse language learners STANDARD 4 INTEGRATION OF STANDARDS INTO CURRICULUM AND INSTRUCTION Standard 4 a Understanding and Integrating Standards In Planning Candidates demonstrate an understanding of the goal
439. l Now you have been asked by the Students Union to write a passage entitled THE MAIN DIFFERENCE BETWEEN MY COLLEGE LIFE AND MY MIDDLE SCHOOL LIFE as part of introduction programmer for new students coming in September You are to write in three paragraphs In the first paragraph state clearly what you think the main difference is between college and middle school life In the second paragraph state which life you prefer and why In the last paragraph bring what you have written to a natural conclusion with a summary or suggestion Marks will be awarded for content organization grammar and appropriacy Failure to follow the instructions may result in a loss of marks SECTION B NOTE WRITING 10 min Write on ANSWER SHEET ONE a note of about 50 60 words based on the following situation Your friend has just won the first prize in the provincial English Speech Contest Write a note of congratulations Marks will be awarded for contest organization grammar and appropriacy 2 TEM Band 4 Spoken English Test kJ Band Test
440. l Institute of Education NIE SEAMEO Regional Language Center RELC CC EB CEL ER ARCHER 15 ea o i a ee 1 fe oim
441. lqeu 0 JuBnos eq DInOUS wsa sAs oddns y paue eq pinoys sesuedxe uons jo Pueys y pue SSSugdxg DuiuieJ ejeAud pue OIIdnd yoq Jo UOHBOJISSBIO ou sesuedxe uurea jo 6uueus SIOOUOS BuuoquDieu pue sejninsur jeuoneonpe QIIdnd AjisieAiun y YM uoneJoqejoo UDnOJU UoJeeseJ uUolloe jonpuoo o Sellllqlssod JO 99S oj Kuesseoeu osje SI 9JB OdBIIOO pue ejediorued AI6ullllA ueo sJeuoeo UOIUA ui DUIUIBJ peseq oouos Joj ABojopoujew y pui ol pnjs e jonpuoo ol fuesseoeu si buluiea DSSBd IOOUOS zu Chapter III English Language Ability and Individual Learning The Language Competence of English Teachers and In Service Training for Language Improvement NE What level of proficiency is the most desirable for English teachers Desirable level of English teachers proficiency 99 2 60 50 LJ STEP 2nd grade il STEP Pre 1st grade 40 18 55 21 29 O STEP 1st grade 30 p L No Response ae 5 1 0 lE What is the most practical and effective way to get in service training for the improvement of your English competence Desirable ways to get In service training No Response y Center Others 0 21 d lranng 2 lh STEP AL Ts 7 B 18 English N TE Personal Conversation School V 12 10 Ia English Proficiency Tests and Individual Learning Did you take an English pro
442. mum of 20 hours ESL teaching experience 4 All applicants for this LATIE license must submit to and provide a criminal records check upon application and at renewal to remain licensed to teach children Applicants with a criminal record that include offenses involving children will be rejected LATIE http www latie org license htm 10 CELTA The Cambridge Certificate in English Language Teaching to Adults CELTA 7 000 BELT 2 1 LANGUAGE AWARENESS 1 1 Basic concepts and terminology used in ELT for describing form and meaning in language and language use 1 2 Basic concepts and terminology used for describing language skills and sub skills 1 3 Language description and syllabus
443. nd with all his clothes still on walked straight into the water He loved to do curious things like that especially when he was trying to prove a point The pupil hesitated to follow his instruction and walk into the sea joining Socrates where the water was just below their chins Without saying a word Socrates reached out and put his hands on the boy s shoulders Looking deep into the boy s eyes Socrates pushed his head under the water with all his might A struggle happened and just before a life was taken away Socrates let the boy go The boy raced to the surface and gasping for air and choking from salt water looked around for Socrates in order to seek his revenge To the boy s confusion the old man was already patiently waiting on the beach When the boy arrived on the sand he angrily shouted Why did you try to kill me The wise man didn t answer the boy s question Instead he asked the boy a question of his own Boy when you were under the water not sure if you would like to see another day what did you want more than anything else in the world The student took a few moments to think and said softly I wanted to breathe Socrates looked at the boy with a smile and said Ah When you want wisdom and knowledge as badly as you wanted to breathe it is then you shall have it Task Two Describe one of your experiences in which you had a burning desire to learn something Task Three Student A You have
444. ng Student Learning XI Reflection as Professional Growth p 47 Accomplished teachers of world languages other than English continually analyze and evaluate the quality of their teaching in order to strengthen its effectiveness and enhance student learning XII Schools Families and Communities p 51 Accomplished teachers of world languages other than English work with colleagues in other disciplines with families with members of the school community and with the community at large to serve the best interests of students XIII Professional Community p 55 Accomplished teachers of world languages other than English contribute to the improvement of instructional programs to the advancement of knowledge and to the practice of colleagues in language instruction XIV Advocacy for Education in World Languages Other than English p 57 Accomplished teachers of world languages other than English advocate both within and beyond the school for the inclusion of all students in long range sequential programs that also offer opportunities to study multiple languages 13 INTASC Standards for Beginning Foreign Language Teachers 1992 EZ GREEN ZH c B as lt S the Council of Chief State School Officers 2 the Interstate New Teach
445. nrichment American Council on the Teaching of Foreign Languages http ww w actfl org joe Sue SOAS CC NE e CAP Rae AIC UO CIS erue exe BY eS Z http www ode state or us Z Hi HA SPEAKING speak sign for a variety of audiences and purposes Communicate information express exchange ideas and accomplish tasks Initiate and engage in conversations by asking and answering questions expressing exchanging ideas needs likes and dislikes and opinions Communicate information express exchange ideas and accomplish tasks on a variety of topics a dou uE 1 Use memorized words signs and everyday expressions and identify familiar objects 2 Use simple memorized phrases sentences and questions on a limited range of topics 3 Use phrases sentences and questions to express ideas and some details on a range of topics 4 Use sentences and questions to communicate information and ideas and maintain simple conversations in familiar situations on everyday topics 5 Use sentences and questions to communicate information in situations that are not routine 2 The ACTFL guidelines ACTFL 1986 Interagency Language Roundtable ILR SAOUENM O
446. ns to integrate the teaching of English with an increased awareness of the neighborhood s resources so that students can feel more at home in their neighborhood Instructional Sequence Mr Thompson begins the lesson by drawing a large simplified map of the streets and immediate neighborhood around the school on chart paper Then in a series of interactions he elicits the location of the school using prepositions of place in context Students take turns coming up to the map in pairs and telling each other how they walk from school to their homes Where needed Mr Thompson provides directional vocabulary for the students as they mark their paths on the map Next the teacher models a short dialogue between a person who is lost and a police officer That person is asking directions to a specific place He asks the students to practice the conversation in preparation for a role play Students take turns role playing similar conversations and integrating their own ideas and places of interest Creativity of expression is encouraged The lost student requests assistance from the police officer and on occasion asks for clarification of the directions provided The teacher models and restates students words to offer support and guidance Students then brainstorm names of community businesses and resources and Mr Thompson lists them on the chart He introduces and reinforces other community vocabulary using pictures photographs and student
447. ons Sample Progress Indicators ask peers for their opinions preferences and desires correspond with pen pals English speaking acquaintances and friends write personal essays make plans for social engagements shop in a supermarket engage listener s attention verbally or nonverbally volunteer information and respond to questions about self and family elicit information and ask clarification questions clarify and restate information as needed describe feelings and emotions after watching a movie indicate interests opinions or preferences related to class projects give and ask for permission offer and respond to greetings compliments invitations introductions and farewells negotiate solutions to problems interpersonal misunderstandings and disputes read and write invitations and thank you letters use the telephone 4 8 Vignette Grade Level Fourth grade in a self contained content based ESL class English Proficiency Level Beginning Language of Instruction English Focus of Instruction Social studies Location Urban school district in the Southeast Background The following vignette describes a fourth grade self contained ESL class in an urban school district It takes place in the first month of the school year The beginning level immigrant students are taught by Mr Thompson a licensed ESL teacher Mr Thompson has observed that his students have limited knowledge of their community He pla
448. ons of Secondary EFL Teachers in Japan 13 2002 63 BH DES 3
449. onveniently situated in the heart of the city and offers accommodation conference computer and library facilities all in the same building Course Before the details of the course can be finalised further details such as the proficiency level of the participants will need to be established However the aims of the course will be to help develop the language skills of the participants while providing training in teaching approaches to training pupils to achieve communicative competence in English Thus there will be two main focuses to the course an integrated language proficiency component and a pedagogical component Tentatively the design would be as follows Duration Two weeks Total Class hours Forty hours Out of class hours Assignments including preparation to present lesson plans both individually and in groups Visits to schools libraries and places of interest Components Integrated language practice Unit work Second Language Acquisition Teaching listening skills Teaching speaking skills Teaching reading skills Teaching writing skills The actual components will be finalised once full details of the participants have been received Cost Course Fees S 7 200 per group Maximum of 30 per group Accommodation S 92 per night per twin room or 46 per person sharing Examples 1 Group of twenty a Course fees S 7 200 b Accommodation 46 X 14 nights X 20 S 12 880 Total S 20 080 2 Group of th
450. oth in England and in the United States He was in fact one of the most successful writers of his time in either country delighting a large general public and at the same time winning the admiration of fellow writers like Scott in Britain and Poe and Hawthorne in the United States The respect in which he was held was partly owing to the man himself with his warm friendliness his good sense his urbanity his gay spirits has artistic integrity his love of both the Old World and the New Thackeray described Irving as a gentleman who though himself born in no very high sphere was most finished polished witty socially the equal of the most refined Europeans In England he was granted an honorary degree from Oxford an unusual honor for a citizen of a young uncultured nation and he received the medal of the Royal Society of Literature America made him ambassador to Spain Irving s background provides little to explain his literary achievements A gift but deliberate child he had little schooling He studied law but without zeal and never did practise seriously He was immune to his strict Prebyterian home environment frequenting both social gatherings and the theatre 6 The main point of the first paragraph is that Washington Irving was A America s first man of letters B a great writer who was successful in his own country and other parts of the world as well C a man who won the respect of other writers because of his
451. ourse obtain exchange and present information ideas and opinions for complex tasks work academic personal Can satisfy many social academic or work related expectations for competent communication Can contribute to extended authentic exchanges over 60 minutes about complex abstract conceptual and detailed topics in public in large formal and unfamiliar groups Can lead routine meetings and manage interaction in large familiar and cooperative groups and deliver prepared presentations Can skilfully communicate to persuade to provide basic counselling e g about products services programs to assess needs or evaluate detailed or complex information in a one on one routine situation Grammar vocabulary or pronunciation errors do not impede communication In presentations can demonstrate sophisticated language form with good flexibility in the structure of information organization and delivery style in view of purpose and audience B 12 Learner can create and co create oral discourse formal and informal general or technical in own field of study or work in a broad range of complex situations Satisfies most academic and work related expectations for competent communication Can deliver public presentations to audiences Can lead formal group discussions meetings and workshops Can communicate to explain complex ideas to diverse groups to debate arguments on complex matters to teach to negotiate and to
452. rch Group TERG 3 6 6 5 12 F IER B 4 v COBALT
453. resolve conflict in a variety of situations Discourse is fluent and natural native like in phrasing Language is complex accurate and flexible in the manipulation of structure of information in clauses to express emphasis comment attitude Content organization format delivery tone and conversational style of discussion or presentation are appropriate to purpose and audience 8 The ESL Standards for Pre K 12 Students TESOL 2 di 2 pre K12 3 pre K3 K4 8 K9 12 TESOL http www tesol org assoc k12standards it 01 html Goal 1 To use English to communicate in social settings Standard 1 Students will use English to participate in social interaction Standard 2 Students will interact in through and with spoken and written English for personal expression and enjoyment Standard 3 Students will use learning strategies to extend their communicati
454. riculum Handbook As relevant to the age range they are trained to teach they are familiar with the Programme of Study for Citizenship and the National Curriculum Framework for Personal Social and Health Education 2 3 They are aware of expectations typical curricula and teaching arrangements in the Key Stages or phases before and after the ones they are trained to teach 2 4 They understand how pupils learning can be affected by their physical intellectual linguistic social cultural and emotional development 2 5 They know how to use ICT effectively both to teach their subject and to support their wider professional role 2 6 They understand their responsibilities under the SEN Code of Practice and know how to seek advice from specialists on less common types of special educational needs 2 7 They know a range of strategies to promote good behaviour and establish a purposeful learning environment 2 8 They have passed the Qualified Teacher Status skills tests in numeracy literacy and ICT 3 Teaching 3 1 Planning Expectations and Targets 3 1 1 They set challenging teaching and learning objectives which are relevant to all pupils in their classes They base these on their knowledge of the pupils evidence of their past and current achievement the expected standards for pupils of the relevant age range the range and content of work relevant to pupils in that age range 3 1 2 They
455. rs to advise or persuade e g to sell or recommend a product or service to reassure others and to deal with complaints in one on one situations Grammar vocabulary or pronunciation errors very rarely impede communication Prepared discourse is mostly accurate in form but may often be rigid in its structure organization and delivery style B 10 Learner can through oral discourse obtain exchange and present information ideas and opinions for important tasks work academic personal in complex routine and some non routine situations in many demanding contexts of language use Can actively participate in formal meetings interviews or seminars about complex abstract conceptual and detailed topics Can lead routine meetings and manage interaction in a small familiar cooperating group Can make 20 to 40 minute prepared formal presentations Can communicate to present and analyse information and ideas to argue a point to problem solve to make decisions to advise inform or persuade to give complex directions instructions and to socialize entertain in a formal one on one business situation Grammar vocabulary or pronunciation errors very rarely impede communication Prepared discourse is almost always grammatically accurate and may be syntactically complex but may lack flexibility in the structure of information organization and style of delivery in view of purpose and audience B 11 Learner can through oral disc
456. rt in a routine meeting on familiar topics particularly in an exchange of simple factual information A2 ALTE Level 1 Elementary level Basic command of the language needed in a range of familiar situations e g can understand and pass on simple messages Al ALTE Breakthrough No information available at present 7 Canadian Language Benchmarks 2000 2 the Centre for Canadian Language Benchmarks CCLB 2 4 Ja BC Am OWMMC 0 a SA BSH http www language ca home html An Overview of Speaking Benchmarks Global performance descriptors B 1 Learner can speak very little mostly responding to basic questions about personal information and immediate needs in familiar situations Speaks in isolated words or strings of 2 to 3 words Demonstrates almost no control of basic grammar structures and verb tenses Demonstrates very limited vocabulary No evidence of connect
457. s message to Japanese colleagues concerned with the teaching of English I am also very pleased to have these Israeli documents translated into a fourth language the committees drafted them in English and the official versions appeared in Hebrew and Arabic The decision of the Teacher Education Research Group to include them in the project report is a very significant step in international cooperation in the field of English teaching As you will see from the material the two documents were the result of extensive discussion and consultation among members of the English teaching profession in Israel It drew on the earlier work of many scholars Attempts to set out guidelines for language teaching in this form dates back about 60 years but received their first significant shape in the suggestions made by John Carroll that grew into the proficiency guidelines of the Foreign Service Institute as later interpreted in the guidelines developed by the American Council on the Teaching of Foreign languages This combined with the valuable list of CAN DO items prepared by John Clark and an exhaustive list of notional functional items developed by David Wilkins grew through the work of John Trim and Jan van Ek into the Council of Europe s Common Framework for the teaching of foreign languages and formed the basis for the TESOL standards and guidelines I go into this detail to emphasize first that we depended a great deal on the earlier work by others
458. s well as in Language Testing and Assessment and Materials Design in India Indonesia Iran Singapore Taiwan Malaysia and Papua New Guinea Major interests ESP EBT EOP Materials Development Print Audio and Video and Language Testing Dr Nilda R Sunga Language Specialist B S E English Sta Isabel College Philippines M Ed TESL Philippine Normal University Post Masteral Course in Psycholinguistics RELC Post Masteral Course in American Studies Temple Ph D Applied Linguistics Philippine Normal University Dr Sunga has taught English language courses to undergraduate students at the pre service level and to graduate students and teachers at the in service level in the Philippines Indonesia and Singapore She has been a resource person consultant lecturer paper presenter and writer of source materials and articles on topics that relate to TESL TEFL and ESP Major interests Teaching Reading and Writing Curriculum and Materials Development Grammar Teaching Dr Gloria Risser Poedjosoedarmo Language Specialist B A English Pennsylvania State University USA Ph D Linguistics Cornell University USA Dr Poedjosoedarmo began her teaching career as a US Peace Corps Volunteer teaching English in a primary school in the Philippines for 2 years She has taught in the English Departments of teacher training institutions and universities in Indonesia Brunei and Singapore While in Indonesia in addition to training
459. sh is required for the reading associated with tertiary education Even though some of these factors may also apply to the Japanese situation they are likely to apply with different weight We are happy therefore to offer these documents to you to use as you see fit in the development of your own plans for teacher Education We look forward to learning in turn from what you develop Bernard Spolsky Bernard Spolsky Professor emeritus of English at Bar Ilan University in Israel is a past president of International TESOL For the past 20 years he has been a member and chair of the English Advisory Committee of the Israeli Ministry of Education 2 2000 6 Bernard Spolsky Bar Ilan Dvora Ben Meir Bar Ilan A Ofra Inbar Tel Aviv Beit Berl Lily Orland Haifa Oranim Judy Steiner K Jean Vermel Beit Berl IY eec us OE Bx
460. ssroom performance working attitude language skills local board of education continuing education 18 county district 1 OF ORE 3 3 2003 2006 4 6 RA Me LOAF 2 3 a Teacher Training School 3 3 Junior College Course diploma
461. t Range Junior High Senior High E Prior discussion Bl Just before testing Aomori O Adjusted test items O Others Osaka lll No Response Kagoshima 0 20 40 60 80 100 These results show that only 40 of the teachers who responded decided the range of the test items in advance through consultation and less than 40 tend to decide the range just before the test although a rough agreement was reached beforehand Figure 2 also shows that there are almost no differences between schools or between areas 3 Test Items 1 Prior discussion and give lessons focusing on the test items wie dy 19 0 2 No prior discussion but discussed just before the test 244 19 1 3 No prior discussion but as the test neared each teacher checked the test content drafted by the teacher in charge 359 28 1 4 Using the test draft as it was for the actual testing 143 11 2 SO e 88 6 9 6 No Response and not applicable 201 15 7 Figure 3 Test Items Junior High El Prior discussion oon Hiph Bl No prior discussion used O Test draft check O Using test draft as it is Osaka lll Others E No Response Kagoshima 0 20 40 60 80 100 Based on the above it was found that although one test for the same students was given periodically only 20 of the teachers gave due consideration to the test items which were decided
462. t answer Mark your choice on your answer sheet TEXT A In the past thirty years many social changes have taken place in Britain The greatest of these have probably been in the economic lives of women The changes have been significant but because tradition and prejudice can still handicap women in their working careers and personal lives major legislation to help promote equality of opportunity and pay was passed during the 1970s At the heart of women s changed role in society has been the rise in the number of women at work particularly married woman As technology and society permit highly effective and generally acceptable methods of family planning there has been a decline in family size Women as a result are involved in child rearing for a much shorter time and related to this there has been a rapid increase in the number of women with young children who return to work when the children are old enough not to need constant care and attention Since 1951 the proportion of married women whose work has grown from just over a fifth to a half Compared with their counterparts elsewhere on the Continent British women comprise a relatively high proportion of the work force about two fifths but on average they work fewer hours about 31 a week There is still a significant difference between women s average earnings and men s but the equal pay legislation which came into force at the end of 1975 appears to have helped to narrow the gap bet
463. t for the Ministry of Education Singapore Mauritius Thailand and Japan He has worked with the British Council UNESCO and WHO He has published widely in books and journals His latest books Language Learning a Life Long Process and Functional Perspectives on Language Education and Discourse have just been published Joseph Foley is also the editor of the RELC Journal Major interests Socio psycholinguistics with particular reference to education Systemic Functional Linguistics New Varieties of English and Language and Culture Dr Jack C Richards Adjunct Professor BA MA Hons first class Victoria University Wellington Ph D Laval University Quebec Dr Richards has held senior academic positions in Hawaii Hong Kong and New Zealand and is widely known for his work on methodology materials development and teacher education He is a frequent presenter at conferences and seminars world wide He has written over 100 articles and books the most recent of which are Curriculum Development in Language Teaching Longman Dictionary of Language Teaching and Applied Linguistics 3rd edition with Richard Schmidt Methodology in TESOL edited with W Renandya and Approaches and Methods in Language Teaching 2nd edition with Ted Rodgers He has also written many widely used classroom texts Major interests teaching the four skills materials development and teacher development for language teachers Dr Benedict Lin Tzer Liang
464. ted to Teachers Professional Development IN 3 i chers 25 Wie L T rs AT Pa ty A3 gt S BRE 1 Diplomas Advanced Diplomas Advanced Postgraduate Diplomas 2 Bachelor of Arts Education BA Ed Bachelor of Science Education BSc Ed 3 Postgraduate Diploma in Education PGDE 4 Diploma in Education Dip Ed Diploma in Physical Education Dip PE Diploma in Art Music Home Economics Education Dip Art Mus HE Ed Diploma in Chinese Malay Tamil Language Education Dip CL ML TL Ed Postgraduate Diploma in Higher Education PGDHE Leaders in Education Programme LEP Diploma in Departmental Management DDM Doctor of Philosophy Sciences Arts and Education Master of Arts Education and Arts Master of Science Science Mathematics and Sport Science Master of Arts Applied Linguistics M
465. ters or postcards related to personal information ALTE breakthrough level Listening Speaking CAN understand basic instructions or take part in a basic factual conversation on a predictable topic Reading CAN understand basic notices instructions or information Writing CAN complete basic forms and write notes including times dates and places 6 Common European Framework for Modern Languages KE ALTE X BB uc S C2 ALTE Level 5 Upper advanced level Fully operational command of the language at a high level in most situations e g can argue a case confidently justifying and making points persuasively Cl ALTE Level 4 Lower advanced level Good operational command of the language in a wide range of real world situations e g can participate effectively in discussions and meetings B2 ALTE Level 3 Upper intermediate level Generally effective command of the language in a range of situations e g can make a contribution to discussions on practical matters B1 ALTE Level 2 Lower intermediate level Limited but effective command of the language in familiar situations e g can take pa
466. th through diversity and fairness Teachers welcome diverse learners who represent our multiracial multilingual and multiethnic society and they set the highest goals for each student HI Knowledge of Language p 15 Accomplished teachers of world languages other than English have the ability to function with a high degree of proficiency in the languages they teach know how the languages work and draw on this knowledge to set attainable and worthwhile learning goals for their students IV Knowledge of Culture p 19 As an integral part of effective instruction in world languages other than English accomplished teachers know and understand the target cultures and target languages and know how these are intimately linked with one another V Knowledge of Language Acquisition p 23 Accomplished teachers of world languages other than English are familiar with how students acquire competence in another language understand varied methodologies and approaches used in the teaching and learning of languages and draw on this knowledge to design instructional strategies appropriate to their instructional goals Advancing Student Learning VI Multiple Paths to Learning p 27 Accomplished teachers of world languages other than English actively and effectively engage their students in language learning and cultural studies they use a variety of teaching strategies to h
467. the purpose of the final examination was posed to each teacher with a request that they select the best three choices ranked in order from the list below 1 To determine the level of achievement for each student 36 6 2 To collect data for student evaluation 18 9 3 To rank the entire group of students pp 1 996 4 To evaluate the teaching etfect uiui edd D 139 9 5 To collect data for improving the lessons 6 2 6 To encourage the students to study more 18 0 TE S t TE Dc sealed Go 8 No response and not applicable s 2 8906 Figure 5 Purpose of Examinations Junior High G Study more senior High Bl Lesson improvement ee OD Lesson evaluatoin O Ranking Osaka lll Student evaluation E Student Achievement Kagoshima 0 20 40 60 80 100 The data were processed in the following manner 1 Each teacher was requested to give three points to their first selection two points to their second selection and one point to their third selection and the total points were summed for each item 2 For purposes of comparison the total points of each item were divided by 6 and then that result was divided by the total number of responses and the percentage was derived by multiplying by 100 Figure 5 shows the purposes of the examinations from the
468. tigations with both humans and animals indicated that it is not food which relieves tension but rather the act of chewing 52 Passage 1 Para 2 When deprived of the variety and intensity of tastes obese people are not satisfied and consequently eat more to fulfill this need Part 4 Writing Directions for this part you are allowed thirty minutes to write a composition on the topic The Quality of Products You should write at least 100 words and base your composition on the outline given in Chinese below 1 WR H MB A BE ue Jr HH 2 We B MB ZE RR ge WH ke 3 JH pi R K Bs IB 2 The Quality of Products 4 TEM Band 4 PART I LISTENING COMPREHENSION 25 min In Section A B and C you will hear everything once only Listen carefully and then answer the questions that follow Mark the correct response for each question on your answer sheet SECTION A STATEMENT In this section you will hear eight statements At the end of the statement you will be given 10 seconds to answer each of the following eight questions Now listen to the statements 1 Joe went to court because he was a A law breaker B trainee lawyer C friend of the judge D traffic policeman SECTION B CONVERSATION In this section you will hear nine short conversations between two speakers At the end of each conversation you will be given 10 seconds to answer each of the following nine questions Now list
469. ting Teachers London Falmer Press 1995 REAS imd 2001 Li Chen ching ed 2001 English Language Education Workshop Increasing Creativity and Innovation in English Language Education Taiwan Ministry of Education in Taiwan Montgomery D 1999 Positive Teacher Appraisal Through Classroom Observation David Fluton Publishers Morris P and William J eds 2000 Teacher Education in the Asia Pacific Region London Falmer Press Roberts Jon 1998 Language Teacher Education London Arnold Sikula J ed 1996 Handbook of Research on Teacher Education New York MacMillan Ur P 1999 A Course in Language Teaching Cambridge Cambridge University Press Wragg E G Haynes G S Wragg C M and Chamberlin R P 2000 Failing Teachers London Routledge 28 2002 8 22 CIN 13 15 15 45 K202 GAF05744 nifty com UBL
470. to have students study hard employing just one test for same year students has no problem in itself However a consensus on test items with colleagues is necessary to make such a system effective In addition to update traditional teaching styles regular English division study meetings concerning how to teach and how to evaluate are necessary Teachers should not neglect the points As for the purpose of tests many teachers ignore aspects of students evaluation or don t collect data for improving their lessons It may be said that many of them have little knowledge of how to make a good test Surely there have been little chances for English teachers in Japan to study about tests Therefore college teachers should hold classes for high school teachers about test design Lastly we also should encourage them to have study meetings in their school Then CLT will more likely prevail in Japan Reference J D Brown 1996 Testing in Language Programs NJ Prentice Hall Regents 1 Regional Language Center RELC TNT SEAMEO South East Asian Ministers of Education Organization 1968 RELC
471. to prevail in high schools in Japan The first study done in 1998 shows that a gap existed between subjects actually taught and subjects teachers would like to have taught and the only self improvement that more than 50 of the teachers did was merely preparing for lessons According to the second study done in the same year the subjects actually taught turned out to be traditional ones such as grammar reading translation whereas the subjects teachers would like to have taught were communicative based ones It also showed that the reasons for this gap were constraints caused by employing just one test for same year students in a school and by conservative teachers not changing their teaching styles Before going to the other results I would like to make a brief explanation about English classes in an average junior high and senior high schools in Japan An average junior high school except in very rural areas usually has three to ten classes in each grade 7th 8th and 9th More than one English teacher teaches each grade Whereas an average senior high school has usually six to ten classes at each grade 10th 11th and 12th Usually more than two English teachers teach each grade Well I will return to the problems of the unified test for the same grade In 2000 we asked two questions 344 teachers from more than eight prefectures what do you think of the unified test and does your English division have a study meeting regularl
472. translation Ministry of Education and Science Wilkins D A 1976 Notional syllabuses 4 taxonomy and its relevance to foreign language curriculum development Oxford Oxford University Press ii Wa Jj nl AX knowledge performance core requirements domain
473. use these teaching and learning objectives to plan lessons and sequences of lessons showing how they will assess pupils learning They take account of and support pupils varying needs so that girls and boys from all ethnic groups can make good progress 3 1 3 They select and prepare resources and plan for their safe and effective organisation taking account of pupils interests and their language and cultural backgrounds with the help of support staff where appropriate 3 1 4 They take part in and contribute to teaching teams as appropriate to the school Where applicable they plan for the deployment of additional adults who support pupils learning 3 1 5 As relevant to the age range they are trained to teach they are able to plan opportunities for pupils to learn in out of school contexts such as school visits museums theatres field work and employment based settings with the help of other staff where appropriate 3 2 Monitoring and Assessment 3 2 1 They make appropriate use of a range of monitoring and assessment strategies to evaluate pupils progress towards planned learning objectives and use this information to improve their own planning and teaching 3 2 2 They monitor and assess as they teach giving immediate and constructive feedback to support pupils as they learn They involve pupils in reflecting on evaluating and improving their own performance 3 2 3 They are able
474. variety of topics Standard 1 3 Students present information concepts and ideas to an audience of listeners or readers on a variety of topics Cultures Gain Knowledge and Understanding of Other Cultures Standard 2 1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2 2 Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied Connections Connect with Other Disciplines and Acquire Information Standard 3 1 Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3 2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures Comparisons Develop Insight into the Nature of Language and Culture Standard 4 1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4 2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own Communities Participate in Multilingual Communities at Home amp around the World Standard 5 1 Students use the language both within and beyond the school setting Standard 5 2 Students show evidence of becoming life long learners by using the language for personal enjoyment and e
475. ve competence Goal 2 To use English to achieve academically in all content areas Standard 1 Students will use English to interact in the classroom Standard 2 Students will use English to obtain process construct and provide subject matter information in spoken and written form Standard 3 Students will use appropriate learning strategies to construct and apply academic knowledge Goal 3 To use English in socially and culturally appropriate ways Standard 1 Students will choose a language variety register and genre according to audience purpose and setting Standard 2 Students will use non verbal communication appropriate to audience purpose and setting Standard 3 Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence DODEDDAFRYF PICM UTI BAW E B Tr descriptors sample progression indicators vignettes st background fa F JIB instructional sequence 4 Z discussion Lex cOWPC ig Ula Ove ec b CIS fm Grades 4 8 Goal 1 Standard 1 To use English to communicate in social settings Students will use English to participate in social interactions Descriptors sharing and requesting information expressing needs feelings and ideas using nonverbal communication in social interactions getting personal needs met engaging in conversations conducting transacti
476. ween women s and men s basic rates As more and more women joined the work force in the 1960s and early 1970s there was an increase in the collective incomes of women as a whole and a major change in the economic role of large numbers of housewives Families have come to rely on married women s earnings as an essential part of their income rather than as pocket money At the same time social roles within the family are more likely to be shared exchanged or altered The general idea of the passage is about social trends in contemporary Britain changes in women s economic status equal opportunity and pay in Britain women s roles within the family g O m gt SECTION B SKIMMING AND SCANNING 5 min In this section there are seven passages with a total of ten multiple choice questions Skim or scan them as required and then mark your answer on your answer sheet TEXT G First read the following question The main message of the pamphlet is to _ provide car owners with car theft statistics give details about costs in crime prevention portray the profile of certain car thieves raise car owners awareness against car theft g O gt ow Now skim TEXT G below and mark your answer on your answer sheet Car thefts account for a quarter of all recorded crime Together they impose costs on everyone the costs of the police time taken up in dealing with the offenses the cost of taking offenders through the cr
477. y or irregularly Facts found by the research responded by 344 teachers 1 60 5 of the teachers answered that employing just one test for same year students was necessary to grade the students fairly 2 70 3 of English divisions had no study meetings As I told you before CLT has not been the mainstream in the field of English education in Japan yet Under the circumstances administrating the unified test without study meetings means that conservative teachers who don t like to adopt new ways of teaching can resist using CLT H Hypotheses With our past surveys we have made two hypotheses 1 The unified tests in high schools in Japan are easily made without careful consultation 2 No above is prevalent trend nation wide in Japan Ill Nationwide survey The research done in 2000 was limited in number of districts therefore the next year we decided to make a nation wide survey concerning four points 1 How often do you use the unified test in the same grade 2 When and how do you decide test ranges 3 When and how do you decide test items 4 What is your purpose of administration of tests IV Results 1 Unified test for students in the same grade at each school 1 Such test to be done each term 1 014 79 4 2 Not to be don each term u ERE 64 5 0 CO ONCE Ay Cal Judas en a SOS 12 0 9 4 Each teacher uses his or her own test 101 7 9 OF 31 2 4 0 NO SES POSS ceo
478. ymes 6 hours 1 Teaching Practicum 1 2001 7 2 200 62 29 2 Teacher Trainer Teacher Trainer 3 i reflective practice cf Yu Hwei Shih 2001 Evaluation of the MOE Primary School English Teacher Training Program English Teaching amp Learning 26 National Taiwan Normal University E 2 1 18 Teachers Research amp Study Center On the Job Training Center Universities amp Colleges Individual School Private Academic Organizations Business Research amp Technological Institutes 2

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