The language choices in the Outcomes series are determined by clear speaking goals based on common conversations students want to have. We consider the words and grammar students will need, using sources such as the English Vocabulary Profile and word frequency for leveling.

In each Outcomes unit, we also include a fast speech activity that helps students hear language. These activities take 5-8 extracts from a larger listening text and focus on word recognition issues. Here are some sample activities:

Outcomes Preintermediate Students Book Download

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Even when listeners correctly break down what they hear, they still have to recall the meaning of those words. This can be a slow process and in the time it takes students to recall, they may miss the next bits of text. If students are constructing the meaning of whole texts, the process of recognizing words and recalling meaning has to be automatic, meaning that they can process chunks of language rather than individual words.

Automaticity develops through repetition within and across lessons. Learners need to hear words in context repeatedly through pronunciation, through language recycled in listenings, through fast speech activities and maybe through the teacher doing drills and dictations. However, teachers might also consider having students listen to audio texts multiple times.

We hope this post gave you an understanding of the main processes for improving listening outcomes and how to incorporate these strategies into your English classes. Let us know what you think in the comments section below!

Answers to Exercise 3, Grammar reference1 How old is your gran?2 What kinds of things do you do at the weekend?3 What film did you see last Friday?4 How long have you lived here?5 What questions did / do they ask in the exam?6 What time are you leaving tomorrow morning?7 How far do you travel to get to work?8 How many students are there in your class?

In the English language program, there are 2 tracks: The Advanced track and the Standard track. Not many people get into the Advanced track where students begin at about B2 level, which is quite high, and the target is C1. Standard track students can start at zero, depending on where they come from and the target is B1+. The standard track holds about 1,200 students at any given time, and they are divided into 4 levels: Elementary, Pre-intermediate, Intermediate, and Advanced.

Our Problem As with all university programs, we needed to assign scores to students. Many of our assessments are created "in house", but we also needed a way to objectively report how our students were doing and the progress they were making by using an outside assessment. Practically, we needed something that was easy to administer, not too expensive and it had to be valid and credible. Naturally, APU wants to be able to say on their brochures that their students can get good scores on a reliable test. So, what could we do?

Solving Our Problem Finally, back to the question. What test do we use? Well, Progress was a great solution for APU. The Progress test is a computer-based test. It tests the four skills plus grammar and vocabulary. We were using a different test that was only testing listening, grammar, vocabulary and reading but it was about two and a half hours long and we weren't getting a complete picture of our students' skills so when we switched to Progress we were able to test all the skills that we were interested in. It was cheaper. It was more thorough and it was much shorter.

Complete Preliminary 2nd edition is the most thorough preparation for the revised B1 Preliminary. Complete is trusted by millions of candidates worldwide. This course allows you to maximise performance with the Complete approach to language development and exam training. Build confidence through our unique understanding of the exam and insights from previous candidate performance, and the Complete exam journey for successful and stress-free outcomes. Online Practice offers additional practice in grammar and vocabulary. Class Audio contains the listening material for the Student's Book available as a download. The Workbook without answers provides further practice of language and vocabulary introduced in the Student's Book and includes its own Audio Download for additional listening activities.

Learning outcomes are the realization of the skills that students acquire in the matter. Three levels are established:

- Optimal level: 100% acquisition of skills and expertise in at least 75% of them.

- Standard or medium level: acquisition of the majority of the alleged relevant powers and expertise in those aspects contributing to the specific competencies of the title.

- Deficient Level: Insufficient acquisition of the aspects contributing to the specific competencies of the title.

A student gets a grade of APTO if the level of learning is optimal or medium.

In this subject these learning outcomes are specified as follows:

R1 To be able to understand oral texts at B1 level as defined by the CEFR

R2 To be able to communicate orally at level B1 as defined by the CEFR 

R3 To be able to understand written texts at B1 level as defined by the CEFR

R4 To be able to communicate in writing at level B1 as defined by the CEFR

The subject (theory and practical classes) will be taught in the English language. Consequently, the language of communication among students and teacher(s) will be English. All assessment tasks, oral work and assignments will be carried out in English. The recommended bibliography will be in English as well.

Students who do not participate in the First Call will be able to sit up to 80% of the assessment tasks of the subject. These students may take the written (35%) and oral exams (35%), as well as do a task that will make up for the written continuous assessment (10%). The Continuous Assessment written task will be a portfolio which will consist of a series of exercises addressing the course content / En la evaluacin extraordinaria se podr recuperar hasta un 80% de la asignatura. Las partes recuperables son los exmenes escrito (35%) y oral (35%), y parte escrita de la evaluacin continua (10%). Esta parte tratar de un porfolio que contendr una serie de actividades relacionadas con el contenido del curso.

The 2030 Agenda for Sustainable Development promotes with the Sustainable Development Goal 4 a quality education for all and aims to ensure equal access to all levels of education and vocational training for vulnerable groups, such as Indigenous Peoples. However, most education systems are not yet in a position to embrace a culturally appropriate way of teaching children and youth of their Indigenous communities. The #IndigenousESD research creates a voice for relevant education stakeholder groups, including Indigenous Elders/leaders, ministry officials, parents, students, and teachers from communities with Indigenous students on their perceptions of quality education.

For this article, the authors focused on knowledge, attitudes and skills, providing recommendations for policy makers in education to better address the needs and priorities of Indigenous communities. Findings from the research indicate that teaching twenty-first century competencies are at the center of concern in all stakeholder groups, yet want these competencies taught in a context to which Indigenous students can readily relate. Adjusting the pedagogy of delivering these common competencies in the classroom could be an important step towards a feasible and affordable path within existing education systems to better serve Indigenous students and all learners. be457b7860

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