By Liz Driscoll
This priceless little publication highlights the true errors that scholars make within the examination - and indicates how one can steer clear of them. according to research of hundreds of thousands of examination scripts, every one unit goals a key challenge zone. transparent causes and workouts support scholars to take advantage of the language adequately. commonplace exams provide scholars another chance to envision and consolidate what they've got learnt. * Highlights universal blunders that newbies rather make * in accordance with research of hundreds of thousands of examination scripts * brief, snappy reasons concentrate on key troublesome areas * contains exam-style routines
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This can be a functional advisor for lecturers on tips on how to decide upon, organise and educate vocabulary to all degrees of scholars. It discusses the linguistic and mental theories proper to vocabulary studying, describes with transparent examples conventional and present tools of presentation and perform, and indicates methods of assessing and supplementing the vocabulary section of coursebooks.
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Additional resources for Common Mistakes at PET...and How to Avoid Them (Common Mistakes)
Students need to be familiar with all these steps if they are to perform well in external exams, so it is logical to give them practice in designing tests so that they understand them better. There is a danger that tests and exams are held over the heads of students as a sort of mysterious threat or challenge, a strategy made even more unfair if students receive little guidance about the nature of exams and how to pass them. This is similar to writing: there is a danger that something is tested, in the form of homework, for example, before it is even taught (see Chapter 5).
5 Lesson Two: Introduce the listening activity and hand 2 a) I’ll move to China next year if I get a job there. b) I might stay here if I’m lucky. c) I’ll probably give up teaching if I find a better paid job. out the sheets of questions. Rotate the question sheets so that no group has the questions they designed. 6 Play the cassette and ask the students to answer the questions. 3 a) If I could be someone else I’d be a rock star. b) If I was rich I’d become a novelist. c) If I had the space I’d buy a grand piano.
They can use their notes, confer amongst themselves or you can allow them to ask you. Give them a time limit, but tell them not to worry if they don’t finish the task. ● Stage 3 is to pass it on to the next group, who will correct their performance. ● Stage 4 takes the task on to the last group, who check everything before handing it back to the original creators. ● values (Good advice for tourists here/Bad advice for tourists here) ● general knowledge (True/False/Don’t know) ● functions (Requests/Advice/Asking permission/ Rhetorical questions) ● conditionals (0/1st/2nd/3rd/mixed).