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Файл:Копия Копия 5 ОБЩИЙ ВАРИАНТ, 4 курс+_стр (26.08.2016).doc
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- •Введение
- •Education and Science
- •1.1 Science as the Main Prerequisite of the Civilization Development
- •1 Look at the schemes, compare and contrast them, analyse the meaning of the concepts presented and prepare a short description of them.
- •2 Generate ideas on the following issue.
- •Information-accumulation: watching a video
- •1 Brainstorm your ideas and think of a word which describes each letter in the word ‘science’, swap your associations.
- •2 Watch the video lecture by Jennifer Des Rochers ‘What is Science?’
- •3 Watch the lecture again and take notes. Based on the notes you have taken, write a description essay about Science (in 300-350 words).
- •4 Discuss the following questions.
- •2 Scan the extracts below and say what extracts the following subheadings refer to.
- •What classification of sciences do you know?
- •What classification of academic disciplines do you know?
- •Scan the text and answer the questions.
- •1 Read the question below.
- •2 Write your report (in 300-350 words). Consult the ‘Writing Bank’ section.
- •1 Read the text a and fill in the gaps with the suitable form of the word (1-10). There is an example at the beginning (0).
- •Perspectives on Knowledge, Information, Data
- •2 Read the text b, explain the meaning of the notions described.
- •Defining Data, Information, and Knowledge
- •What is Research?
- •Components of a Full Research Paper
- •Title page
- •4 Read the text again, complete the statement with a suitable ending (a-I).
- •Vocabulary
- •1 Scan the text and circle the words which have the following meaning.
- •2 Review the words described and fill in the gaps using the suitable ones.
- •The Importance of Scientific Literacy
- •2 Read the text again and choose from the options (a-d) given.
- •3 Express your opinion on the following issues.
- •Vocabulary
- •1 Look at the italicized words in the article and say which word refers to the following.
- •2 Using the words under consideration, fill in the gaps.
- •Tenses Revision
- •2 Read the following short story and conjugate the verbs in the suitable tense form.
- •4 Discuss the following.
- •1 Read the following.
- •1.2 The System of Secondary and Higher Vocational Education in the Republic of Kazakhstan and Abroad. Types of Secondary Schools. Documents of Secondary Education. Admission to the University
- •1 Generate ideas on the following issue.
- •Information-accumulation: reading
- •1 Answer the following questions.
- •2 Read the text and choose the extract (a-g) which best fits the gap (1-5). Education in Kazakhstan
- •Vocabulary
- •1 Read the text and discuss its main idea.
- •2 Paraphrase the sentence using the word given.
- •3 Write a paragraph about education in the Republic of Kazakhstan using expressions with future meaning. Share your description/opinion in class.
- •Information-accumulation: listening
- •1 Answer the following questions.
- •1 Discuss the following questions.
- •2 Read the following excerpt and comment on it.
- •1.3 Modern Trends in the Development of the Educational System in the Target-Language Countries and the Republic of Kazakhstan
- •Trends in Education
- •Vocabulary
- •1 Read the text and discuss its main idea.
- •2 Read the text and complete the gaps with suitable words. There is an example at the beginning (0). Content and Language Integrated Learning
- •What is Learning?
- •Information-accumulation: reading
- •1 Answer the following questions.
- •2 Read the text and answer the questions that follow. What is Lifelong Learning?
- •3 Complete the sentences below. Choose no more than three words from the passage for each answer.
- •1.4 Types of Educational Institutions.
- •International Cooperation in Foreign Languages Education
- •Information-accumulation: reading
- •1 Answer the following questions:
- •2 Read the text and summarize its main idea.
- •International Schools
- •Vocabulary
- •1 Explain the meaning of the words.
- •2 Make up a story, using the words from the list.
- •Information-accumulation: reading
- •1 Read the following text and complete the gaps with suitable words (a-d). The Bolashak Programme
- •2 Answer the following questions.
- •1 Write your essay (in 300-350 words).
- •2 Write your statement of purpose (in about 500 words).
- •3 Consult the ‘Writing Bank’ sections.
- •Information-accumulation: video-watching
- •1 Answer the following questions.
- •Modelling of situations & context-based intercultural communication
- •A Round-Table Discussion
- •A Debate
- •2 Discuss the questions.
- •1 Read the following note and comment on it.
- •2 Answer the following questions.
- •1 Suggest the idea for the Science Festival for the next year, and then create its program.
- •2 Consult the ‘Writing Bank’ section.
- •Prospective Foreign Language Teacher Professional Education in the Target-Language Countries and the Republic of Kazakhstan
- •Teacher Education
- •Initial Teacher Education Text a: Organization
- •Text b: Curriculum
- •Text c: Supervised field experiences
- •2 Read the whole text and answer the following comprehension questions:
- •Information-accumulation: watching a video
- •Language Teacher Education
- •Language Teacher Education in the European Higher Education Area
- •1 Scan the text and say how it correspond to the first text.
- •2 Study the text and fill in the gaps with words from the list. Teaching, Learning and Assessment
- •3 Analyze the information and compare it with that one in Kazakhstan.
- •1 Scan the text and say how it is related to the first two passages.
- •2 Study the text and fill in the gaps with suitable forms of the word. Knowledge, Skills and Understanding (Competences)
- •3 Analyze the text and say what other Foreign Language teacher competences you would add to the list. Create a mind map and perform it in class. Communication: a ranking activity
- •1 Scan the text and comment on its main idea.
- •Teaching and Learning
- •2 In small groups, discuss the instruments that the prospective Foreign Language teachers are taught to use, then rank them in order of importance for fl teacher education.
- •Information-accumulation: sentence-completion
- •1 Scan the text and say comment on its main idea. Assessment
- •2 Read the text and complete the sentences, choosing form the suitable ending. You may choose several endings if they relate to the sentence.
- •Induction of Beginning Teachers
- •2 Read the text intensively and answer the following multiple-choice questions, choosing the suitable option from a-d.
- •3 Study the words and phrases and explain their meaning.
- •4 Comment on the opinion that ‘current teacher education is primarily geared towards a western dominated curriculum’. What do you know about internationalization of education?
- •1 Scan the text, summarize its content and give a definition of the concept of ‘Continuous Professional Development (cpd)’. Continuous Professional Development (cpd)
- •Communication Pragma-Professional Task: cpd
- •Teacher Education Policy
- •Information-accumulation: reading
- •1 What is the role of ict in Foreign Language Education?
- •The Potential of ict in Foreign Language Education
- •3 Read the following sentences and fill in the gaps with suitable words.
- •Overview of Modals
- •Information-accumulation: reading
- •1 Give a definition to the term “blended learning”.
- •2 Compare your definition with the following one.
- •3 What are the differences between e-learning and blended learning?
- •4 Does Blended Learning allow students to develop their critical thinking skills? What are some of the pros and cons?
- •5 Read the following text and choose the title from the following.
- •6 Answer the questions.
- •Are you a 21st century teacher of mfl?
- •6 Name the disadvantages of using computers from this point of view.
- •1 Study the issue of the significance of creating a corresponding learning environment for learners and say what the motivating learning environment is.
- •2 Dwell on the following questions:
- •Teacher Development Why Is Teacher Development Important?: Because Students Deserve the BestTeacher Preparation
- •Teacher-Induction Programs
- •Ongoing Professional Development
- •2 Read the text again and decide whether the information in the statements is True, False, or Not Given.
- •Thinking About Becoming a Teacher
- •1 Read the note.
- •2 Generate ideas and create a list of ‘Top 10 Reasons Why You Should Consider Teaching As a Career’. What would you say to persuade a school-graduate to choose teaching as a future profession?
- •1 Study the model interview with Jess and summarize its content.
- •What is it about the age group that you teach that you enjoy?
- •What is the best reason to go into teaching?
- •How well does your pgce training prepare you for teaching?
- •What is the best advice you can give to a new trainee to get through their first year?
- •Self-study
- •Experience Translation: Professional Development Courses
- •Professional Development
- •The Exchange of the Best Teaching Experience
- •Modelling of situations & context-based intercultural communication
- •Quotes About Teachers
- •Language Education & Intercultural Communication
- •3.1 Linguistic Education in the Republic of Kazakhstan and in the Target-Language Countries
- •What is ‘Plurilingualism’?
- •4 Label the mind-map below using the words from the box. Write the correct letter, a-j, in spaces 1-10.
- •5 Highlight the key concepts of the issue of plurilingualism in the text above and be ready to explain them.
- •6 Scan the text and give the suitable words and phrases to match the following definitions.
- •7 Decide if the statements are True or False:
- •A Round-table discussion
- •2 Summarize the text in one paragraph (about 50-100 words).
- •3 Write an analytical overview (200-250 words) of the information provided using the four steps listed below.
- •1 Study the excerpt and complete the gaps with suitable language forms. Refer to the information on ‘Modifying Comparisons’
- •2 Read the sentences and choose the correct word or phrase:
- •Language Education in the us
- •3 Choose the answer (a-d) to the following questions.
- •A Conference
- •The Agenda.
- •3.2 The Role of the Foreign Languages in the Process of Upbringing and Development of the Multicultural Personality
- •3 Read the interview and answer the comprehension questions:
- •3.3 Foreign Language Teacher’s Meaningful Lingua-Cultural Competences
- •The Role of Intercultural Competence in Foreign Language Teaching
- •3 Read the excerpt and answer the question.
- •4 Read the text and explain the concepts.
- •1 Talk to your partner about the following issues.
- •1 Read the excerpt from the article and note down the key words that best fit each space, there is an example at the beginning. Definition of Culture Learning
- •2 Word formation: Read the other extract from the article and using the word given, form a word that fits in the space in the same line.
- •3 Read the following passage and take notes on the main points of the reading passage.
- •4 Summarize the information and say how important it is to develop the icc.
- •1 Study the examples and choose the suitable language forms. Refer to the information on ‘Gradable and Ungradable Adjectives’
- •2 Choose the word or phrase which does not fit the sentence.
- •3 Talk about foreign language teacher competences, using gradable and ungradable adjectives.
- •3.4 Global World and Knowledge of the Foreign Languages
- •1 Generate ideas on the following issue.
- •I nformation-accumulation:
- •1 Before you watch the video, say what languages are spoken in different countries and continents.
- •2 Create a map illustrating linguistic diversity in the world (e.G. Asia, Europe, America, etc.)
- •4 Watch the video again and say whether the statements are True (t) or False (f).
- •5 Analyse David Crystal ‘s opinion and say whether you agree or disagree with him.
- •3 Read the passage and complete the sentence with four suitable endings.
- •3.5 The Trinity of Languages in Professional Training of the Foreign Language Teachers of the Next Generation
- •2 Study the text again and prepare a comparative analysis of the following aspects:
- •3 If you had to continue writing the article, what would you tell about language teacher preparation in the period between the 2000s and the present period?
- •4 Analyze the main peculiarities of the issues under consideration and produce a scheme (a table, or an association map, etc.) to support your answer.
- •1 Identify the italicized words in the excerpt and explain their meaning, illustrate it with examples.
- •3 Read the following sentences and fill in the gaps with suitable words.
- •1 Read the questions and express your opinion.
- •2 Comment on the following quotations:
- •1 Study the news excerpt from ‘Education Week’ and paraphrase the information presented, using the ‘Impersonal Passive Structures’. Refer to the tips if necessary.
- •Impersonal Passive Structures
- •2 Read the sentences and choose the correct structure.
- •3 Write a passage about languages taught at school in the Republic of Kazakhstan, using at least eight examples of impersonal passive structures.
- •Foreign Language Teacher Preparation in Different Countries
- •3 Process:
- •Modelling of situations & context-based intercultural communication
- •1 Listen to the discussion between a tefl professor and a student after class, and take notes on its main points.
- •2 Listen to the discussion again and answer the questions:
- •3 Read the passage and analyze the conversation according to the following aspects:
- •A conversation between a tefl professor and a student after class
- •4 Work with a partner: Create a scheme of the conversation, and then reproduce the conversation according to the scheme you have created.
- •5 Role play the following situations.
- •1 Read the information given and express your point of view on the problem. Teaching 21st Century Skills
- •A Conference
- •A Discussion
- •A Role Play
- •A Polemic Discourse
- •A Discussion Club
- •1 Intro: a Discussion Club
- •The Debate Club
- •1 Intro: a Debate
- •1 Discuss the following issues:
- •2 Read the following role-cards and be ready to participate in the round table discussion on the theme above.
- •A case study ‘Global World and Knowledge of Foreign Languages’
- •1 Read the following case and be ready to discuss the following stories of people who share their experience and opinions on studying foreign languages.
- •'A language looks good on your cv'
- •'There was no one at school to inspire you'
- •'It's fun to teach your toddler'
- •'We weren't learning stuff that would be useful if you went to the country'
- •1 Choose one of the topics 1-4 and write your essay in 300-350 words in an appropriate style.
- •2 Choose one of the questions 1-6 and write your answer in 300-350 words in an appropriate style.
- •3 Consult the ‘Writing Bank’ section.
- •2 Write an analytical overview of the report (in 300-350 words).
- •‘ElLs and college’
- •4.1 The Relationships between Language and Culture
- •Information-accumulation: reading
- •2 Read the text and explain its main idea.
- •3 Answer the following questions.
- •4 What position would you have in these situations? Discuss them in small groups explaining your point of view.
- •1 Give your own definition of intercultural communication.
- •2 Read the definition of intercultural communication and check your answer.
- •4.2 Intercultural Communication
- •1 Generate ideas on the following issue.
- •Information-accumulation: reading
- •1 Skim the text and choose the best title.
- •3 Read the text again and discuss the following questions in pairs.
- •Vocabulary
- •1 Match the following essential key concepts of intercultural communication to their definitions taken from Cambridge Advanced Learners Dictionary.
- •2 Fill in the gaps with key concepts of intercultural communication given above.
- •1 Answer the following questions:
- •2 Discuss in pairs and give your own understanding of the following:
- •4.3 Intercultural Language Teaching and Learning
- •Intercultural Language Teaching and Learning
- •2 Read the text again and choose the correct answer.
- •3. Answer the questions.
- •Information-accumulation: listening
- •1 Chart the history of your English language learning over the years in a piece of paper. Talk about your charted histories taking into account the following:
- •2 Listen to the text and decide whether these sentences are true (t) or false (f)
- •3 Listen again and fill in the gaps with suitable words.
- •Teaching and Learning Intercultural Awareness
- •2 Scan the text and decide whether the following statements are True (t) or False (f)
- •3 Read the text again and answer the questions
- •4 Cover the extracts and look at the headings. Tell your partner what techniques can be used to develop intercultural awareness.
- •1 Express your opinions on the following issues.
- •Vocabulary
- •1 Word search: use a dictionary or the Internet to build up collocations and synonyms for each word.
- •2 Share the results of your search with your partners. Explain the collocations and synonyms to each other.
- •4.4 Multiculturalism and Intercultural Understanding
- •2 Listen to the recording and decide whether the following sentences are True (t) or False (f).
- •3 Look at the words below. Try to recall the context where the following words are used.
- •3 Listen again and write down some questions you would like to ask the class. Ask your questions.
- •1 Write an article on Intercultural Understanding supporting your ideas with relevant information (250-300 words).
- •Mixed Conditionals
- •1 Study the following grammar rules
- •2 Complete the sentences with the appropriate form of the verb.
- •3 Work in pairs and complete the sentences with examples from your own experience.
- •Information-accumulation: reading
- •1 Skim the text and choose the best title.
- •2 Read the text and match the headings to each paragraph. There is one extra heading.
- •3 Read the text again and decide whether the following statements are True (t) or False (f).
- •4 Answer the questions.
- •1 Work in groups of three or four. Express your agreement or disagreement on the following issues about Intercultural Competence.
- •2 Discuss the diagram of creating Intercultural Understanding in groups.
- •3 Add more ideas and present your map to other groups.
- •1 Work in groups of three or four and express your opinions on the following assumptions and beliefs about culture and intercultural learning.
- •2 Read the proverbs about languages and share your opinions in small groups. Support your opinions with any relevant examples from your own knowledge or experience.
- •If you want people to understand you, speak their language. (African proverb)
- •3 Write a brief summary of your discussion about proverbs and present it to the group.
- •2 Write an analytical overview of the report (in 300-350 words).
- •Politics and Policies of the Target Language Countries and the Republic of Kazakhstan
- •1 What do the following symbols mean? Discuss with your partner.
- •4 Look at the list of terms provided below and be ready to comment on them. Diplomatic Rank nb: Listed in order of precedence
- •5 Choose the best answer for the multiple choice questions.
- •6 Decide if the following definitions are True or False.
- •5.1 Globalization: Benefits and Perils
- •3 Skim the text quickly and say if the author is mainly positive or negative about globalization? Globalization
- •3 Read the text again and choose the best answer to the following questions.
- •4 Discussion: Express your opinion on the following questions.
- •1 Look through the list provided and be ready to explain the meaning of the following words and collocations.
- •2 Read the sentences and fill in the gaps with suitable forms of the words and phrases.
- •Global English
- •Communication
- •1 Role play the situation: The participants of the debate talk about Kazakhstan in the global context.
- •2 Answer the following question: How do foreign affairs influence domestic policy of the country?
- •3 Look through the beginning of the ‘Foreign Policy Concept for 2014-2020 rk’ and be ready to outline the goals of Kazakhstan’s foreign policy.
- •1. Vision for the development of the foreign policy of the Republic of Kazakhstan
- •Goals of Kazakhstan’s Foreign Policy
- •7 Work in pairs and create an association map of the countries the Republic of Kazakhstan has strategic partnership relations.
- •1 Read the passage and fill in the gaps with suitable words.
- •2 Rewrite the sentences to emphasise the parts of the sentences.
- •1 Multiple matching: Read the full text of the ‘Foreign Policy Concept for 2014-2020 rk’ and match the parts of the Concept and the questions.
- •2 Read the full text of the ‘Foreign Policy Concept for 2014-2020 rk’, transform the text into the
- •Information-accumulation: listening
- •2 Note completion: Listen to a radio programme again and complete the sentences with the missing words and phrases.
- •3 Summarise the information and write down the definition of the concept of ‘globalisation’.
- •5.3 Integration of the Republic of Kazakhstan into the World Community
- •1 Generate ideas on the following issue.
- •Information-accumulation: reading
- •1 Before you read: Elicit what you know on the following questions.
- •Cooperation of the Republic of Kazakhstan with the United Nations Organization
- •3 Talk to your partner and share the information.
- •4 Read the text and comment on the statements, find out whether they are True or False.
- •5 Complete each sentence with the correct ending, a-g, below.
- •6 Discussion: Express your opinion on the following question.
- •1 Give definitions to the following words.
- •2 Fill in the gaps in the sentences with the suitable form of the words and phrases.
- •Information-accumulation: listening
- •1 Listen to a radio programme about ‘Peacekeeping ’ (by Richard Sidaway ) and be ready to discuss its main idea and details [103].
- •2 Listen to the programme again and make notes of the questions the interviewer asked.
- •3 Note completion: Listen to a radio programme again and complete the sentences with the missing words and phrases.
- •4 Write an overview of the text and comment on the ideas expressed (300-350 words).
- •2 Consult the ‘Writing Bank’ section.
- •1 Express your opinion on the following questions:
- •2 Read the uk Prime Minister David Cameron's first speech and prepare a summary of it.
- •Questionnaire
- •1. Where do you side on environmental issues?
- •Is Global warming a threat to the environment?
- •Should the government raise the federal minimum wage?
- •4. Evaluation: Check your report for mistakes and anaylse your work.
- •2 Read the following text and the quotes and express your opinion on them. Former Secretary-General Kofi Annan
- •Kofi Annan quotes
- •3 Read the following text and express your opinion on the problem discussed.
- •E xtraordinary Service to Refugees
- •1 Intro: a Press Conference
- •1 Intro: a Conference on Political Issues and Global Challenges
- •1 Choose one of the following themes to organize a round-table discussion.
- •1 Use the ideas below to develop the themes of the debate.
- •3 Conduct a debate.
- •4 Write a review (300-350 words) on the outcomes of the debate.
- •1 Use these ideas for research projects.
- •1 Read the following themes, choose one and write your essay (in 300-350 words).
- •2 Consult the ‘Writing Bank’ section.
- •2 Write a synopsis of the lecture (in 300-350 words).
- •1 Using the ‘Self-assessment Grid’, reflect on the information you obtained while working at the unit 5, competences you developed.
- •2 Collect the best papers (mind-maps, etc.) created by you in your ‘Portfolio File 5’. Writing bank
- •An essay
- •Essay 1- Model question
- •Essay 1- Model answer
- •Essay 2- Model question
- •Essay 2- Model answer Ways to encourage young people to train for careers in science
- •A social biography essay
- •A descriptive essay
- •Planning your descriptive essay:
- •Drafting your descriptive essay:
- •Revising your descriptive essay:
- •Writing an essay
- •Criteria for grading assessed essays Essential elements required for all essays
- •A report
- •Useful language for a report
- •Report - Model question
- •Report - Model answer
- •Introduction
- •An article review
- •Critical Reading and Writing Assignment Sheet
- •An analytical overview
- •Introduction
- •Summary
- •Critique
- •[120] Structure of a Critical Review. Australia, 2014 types of graphic organizers
- •A proposal
- •Proposal - Model question
- •Introduction
- •Portfolio preparation
- •1 International Standards of Assessment: c2 (Proficiency), lsp
- •Evaluation Rubrics
- •Individual Learning Profile
- •Personal Development Plan
- •References and Acknowledgements
- •Why Is Teacher Development Important?: Because Students Deserve the Best. – Edutopia, 2008. – Режим доступа – url: http://www.Edutopia.Org/teacher-development-introduction
- •Teacher Education. – Wikipedia, 2016. – Режим доступа – url: https://en.Wikipedia.Org/wiki/Teacher_education
- •Language Teacher Education. – LanQua, University of Southampton, 2016. -– Режим доступа – url: http://www.Lanqua.Eu/theme/language-teacher-education/
- •Ict in English Language Teaching and Learning. 2013. – Режим доступа – url: https://prinzessinnadia.Wordpress.Com/2013/02/01/
1.4 Types of Educational Institutions.
International Cooperation in Foreign Languages Education
LEAD-IN
1 Generate ideas on the following issue.
Some people hold the opinion that integration of the Republic of Kazakhstan into the world educational space has its benefits for the country, while other people believe that the country education system should follow its own path relying on the historical traditions and features. To what extent do you agree or disagree with the opinions provided? Give evidence and examples to support your position.
Information-accumulation: reading
1 Answer the following questions:
What do you know about the internalization of the system of education in the Republic of Kazakhstan?
What schools of the innovative-and-adaptive type do you know?
What are specific features about these schools?
2 Read the text and summarize its main idea.
International Schools
Part A
The peculiarity of the International Schools in the Republic of Kazakhstan is the opportunity for students to get the education combining the aspects and requirements of the national system of education and international standards. As an example, MIRAS International School offers three International Baccalaureate programmes:
IB Primary Years Programme (IB PYP)
IB Middle Years Programme (IB MYP), with issuance of the MYP Certificate
IB Diploma Programme (IB DP), which culminates with the IB Diploma
Part B
The International Baccalaureate Primary Years Programme (PYP) is an educational programme managed by the International Baccalaureate (IB) for students aged 3 to 12. While the programme prepares students for the IB Middle Years Programme, it is not a prerequisite for it. The subject areas of the PYP are language, social studies, mathematics, science and technology, arts, and personal, social and physical education. Students are required to learn a second language during the programme. Assessment is carried out by teachers according to strategies provided by the IB, and with respect to guidelines to what the students should learn specified in the curriculum model.
Part C
The International Baccalaureate Middle Years Programme (MYP) is an educational program affiliated with the International Baccalaureate programme, intended for students aged approximately 11 to 16 (grades 6–10 in International Schools, the United States, Canada, New Zealand, Switzerland and Australia). Thus, in the United States the program is often taught throughout the middle school years and the first two years of high school. Typically, middle schools and high schools work in coordination with each other when the program can not be entirely hosted within one combined school. The full program lasts 5 years although shorter programs can be adopted with permission from the International Baccalaureate. Official MYP documentation is available from the IB in English, French, Spanish, Russian and Chinese.
Part D
The International Baccalaureate Diploma Programme (IBDP) is a two-year educational programme primarily aimed at students aged 16–19. The program is one that provides an internationally accepted qualification for entry into higher education, and is accepted by many universities worldwide. It was developed in the early to mid-1960s in Geneva by a group of international educators. Following a six-year pilot programme ending in 1975, a bilingual diploma was established.
Administered by the International Baccalaureate (IB), the IBDP is currently taught in English, French or Spanish. In order to participate in the IBDP, students must attend an IB school. IBDP students complete assessments in six subjects from the six different subject groups (Studies in language and literature, Language acquisition, Individuals and societies, Experimental sciences, Mathematics, The arts), and complete three core requirements (Extended essay (EE), Theory of knowledge (TOK), Creativity, action, service (CAS)). Subjects are assessed using both internal and external assessments, and courses finish with an externally assessed series of examinations, usually consisting of two or three timed written examinations. Internal assessment varies by subject (there may be oral presentations, practical work, or written works) and in most cases is initially graded by the classroom teacher, whose grades are then verified or modified, as necessary, by an appointed, external moderator. [24]
3 Read the text and say which part of it describes the following.
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(1) …..
(2) ….. (3) …..
(4) ….. (5) ….. (6) ….. (7) …..
(8) ….. (9) ….. (10) ….. (11) ….. (12) ….. (13) ….. (14) ….. (15) …… . |
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