Solution Upper Intermediate Student Book Key

[Theodora Andy]

Othersolutions are equally possible (for example, using more advanced micro-economics books), especially for students having an appropriate mathematical background. A main suggestion is: Jehle G. A. and Reny P. J. (2011) Advanced Microeconomic Theory (3rd ed.), Pearson.

At the end of the course (February), students will be assigned a written exam (closed book) featuring groups of microeconomic exercises and models similar to those presented during classes (100%) in the five teaching blocks. Students that will not pass the exam will resit it later in the year: the resit will be a closed-book written exam.

This module is a practical extension from the more theoretical TEFL 1 module as it comprises real teaching practice both as formative and summative tasks. You will focus on the key elements of language teaching, including the presentation of grammar points, the practice of vocabulary exercises and the stages needed to design productive (speaking and writing) and receptive (reading and listening) skills lessons.

The module aims to focus on the practical aspects of English language teaching in order to ensure that participants are equipped with the essential skills and experience to prepare, plan and deliver successful lessons in a teaching context. Students will have the opportunity to consider aspects of current English language teaching theory and develop their awareness of how these theories translate to the classroom to influence teaching practice.

Each week a different aspect of English language teaching will be presented, demonstrated and discussed in a topic-focused input workshop, with materials posted to the VLE. Participants will then be given a related practical peer-teaching task which they will prepare, deliver and discuss with the tutor and fellow students in a subsequent seminar. Through these reflection sessions, students will develop the ability to analyse their own lesson planning and delivery in light of the principles emphasised in ELT theory as well as the work of other teachers.

design a receptive skills lesson (reading or listening) and produce a full lesson plan, including the aims and objectives, a description of the anticipated problems with accompanying solutions and details of the procedural stages.

This module provides you with real teaching practice opportunities where you will be required to plan, organise and teach English language exercises. You will also be asked to reflect on (analyse and evaluate) both your own teaching and that of colleagues on the module so that you can develop a stronger understanding of how English language teaching works in practice. This will develop your presentation and communication skills as well as your knowledge of language analysis as seen through the eyes of English language learners.

The teaching assessment will take place at the end of the module with real learners of English. Participants will need to demonstrate that they can implement the skills and topics learnt throughout the module and can reflect both upon their own teaching and that of colleagues.

Single learning activity - Module B1 to B2[1] In general reading comprehension: Reads with a high degree of independence, adapting the mode and speed of reading to different texts and purposes and using appropriate references selectively. Has a large and active reading vocabulary but may have difficulty with infrequent expressions. (B2) In general listening comprehension: Understand standard spoken language in live situations or on the radio on familiar and unfamiliar topics normally encountered in personal, social, academic or professional life. Only very loud background noise, inappropriate speech structure or the use of idiomatic expressions can affect understanding. Can understand the main ideas of complex formal and non-formal discourse on a concrete or abstract topic in standard language, including technical discussions in own field of specialisation, and can follow a speech of some length and a complex argument provided the topic is fairly familiar and the general outline of the speech is indicated by explicit markers. (B2) In general speaking production: Recount an event with the details necessary for understanding. Describe feelings and reactions. Explain a problem and suggest solutions. He/she can also develop a clear argument and be understood without difficulty most of the time. He/she can check with questions whether he/she has been understood. In general oral interaction: start, sustain and end a conversation naturally and with effective turns of phrase. Take the initiative in a conversation, expand and develop ideas, without much help or stimulation from the speaker. (B2) In general writing: Write simply articulated texts on a range of topics in his/her field, linking a series of discrete elements in a linear sequence. Report on experiences by describing feelings and reactions in simple, articulate text. Telling a story. Writes very brief reports in conventional standard form that convey routine factual information and justify actions. Take notes in the form of a list of key points in a simple presentation provided the topic is familiar, the formulation direct and the diction clear in everyday language. (B1+) [1] Descriptions: TAGLIANTE, Christine (2005). Evaluation and the Common European Framework. Paris: CLE International.

The priority is to enable each student to be confirmed at the end of Block 2 as having a B1+ or B2 level in the competences selected for the exit profile of the Bachelor of Computer Science degree. It will also involve developing reflective skills by creating a portfolio type learning journal. The final objectives that all students will have to achieve in order to acquire the credits are Reception The student will be able to search for information in reliable sources and identify (and understand) relevant information (essential vs. superfluous, a piece of data, an interpretation/elaboration of data or an argument). Special emphasis will be placed on audio-visual reception. Oral Production - Monologue The student will be able to produce a clear and detailed description using more complex vocabulary and grammatical structures than in Block 1. Key words: present a complex idea, explain the reasons for a strategic choice and justify them in detail, state professional goals and how they have been achieved, demonstrate sufficient fluency and ease to make a video teaser effective. Oral Production - With interaction The student will be able to understand the speaker, clearly express and justify his/her point of view, and react and position him/herself in relation to the speaker's point of view on one or more topics related to the year's project. Key words: present a point of view in a structured way, follow an articulated discourse and make sure that it is understood, comment on the point of view of others by agreeing or disagreeing and justifying them. Written production This course is designed to enable students to develop their skills in the use of a variety of media and to develop their understanding of the importance of the media in their lives and in their work. The course is designed to enable students to develop their skills in the use of a variety of media and to develop their understanding of the importance of the media in their lives and in their work. Key words: summarise a range of factual information on familiar current and uncommon topics in their field, report on it and give their opinion, report on the progress of a project, write an oral presentation according to the rules in force.

The teaching methods are based on 4 axes The first axis concerns the entrepreneurial pedagogy model: "Entrepreneurial pedagogy advocates the integration of different subject contents through concrete contexts. It leads students to learn through real challenges that they might encounter in their adult lives (in a job, for example). Entrepreneurial pedagogy is lived out, among other things, through the entrepreneurial project, which is based on the idea of creating a good, a service or an event that meets a need in the community and not an intrinsic or extrinsic need of the student."[1] The second axis concerns adherence to the Common European Framework of Reference for Languages. Language activities can be of several kinds: reception (listening and reading), production (oral continuity, writing), interaction (oral) and mediation (translation and interpretation). Each language activity is broken down into specific performance descriptors at all levels. Communicative competence is divided into three components, which are also present in all levels, namely linguistic competence (lexicon, syntax, phonology), sociolinguistic competence (markers of social relations, rules of politeness, expressions of popular wisdom, dialects and accents) and pragmatic competence (organising, adapting, structuring discourse). These three competences constitute the language communication competence. It is therefore no longer a question of limiting ourselves exclusively to considerations of linguistic knowledge. The actional perspective is the view that the language user has to perform tasks (not only language tasks) in a given environment and circumstances within a domain of action. A project to be carried out during the year will therefore be proposed to the students. The third axis concerns the differentiation of courses. According to the "Missions" decree (art. 5, 12), differentiated pedagogy is "a teaching approach that consists of varying methods to take into account the heterogeneity of classes as well as the diversity of learning styles and needs". In order to give each student the best chance of success, skill groups will be created following the diagnostic test at the beginning of the year, bringing together students with similar needs. The fourth axis concerns the design of the workload for the student. Particular attention will be paid to the distribution between face-to-face hours and credits allocated to the English course. A certain number of hours/credits will therefore be face-to-face with the teacher, the rest of the hours/credits will be done remotely through the Webcampus 2017 platform. It will be necessary to define for each module the activities to be preferably positioned at a distance and to keep the hours in presence for an essential accompaniment of the teacher. The work during the face-to-face hours and outside will be marked out in a precise and rigorous way. [1] -nouvelle-venue-la-pedagogie-entrepreneuriale/

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