By Cambridge ESOL
Comprises 4 units of examination papers from Cambridge ESOL. Student's Books can be found without or with solutions. Cambridge certificates of skillability in English three presents the main actual examination coaching to be had, permitting applicants to familiarise themselves with the content material and layout of the exam and to education invaluable exam recommendations. Student's Books with and with no solutions, a Teacher's publication and Audio CDs (2).
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Extra info for Cambridge Certificate of Proficiency in English 3 Self Study Pack with Answers: Examination Papers from University of Cambridge ESOL Examinations
Second, tracking student progress involves using formative assessments and a scale designed specifically for formative assessments. It also involves charting student progress on individual learning goals. Third, celebrating success involves recognizing and acknowledging students’ knowledge gains. indd 28 6/27/07 1:28:19 PM 2 W hat will I do to help students effectively interact with new knowledge? Throughout a well-structured unit teachers are continually providing input to students regarding new content.
Although the general technique described in this action step works quite well, a teacher may wish to use other more formal strategies. There are at least three formal instructional strategies that fit nicely within this action step: reciprocal teaching, jigsaw, and concept attainment. Any of these could be substituted for this action step because all involve discussion, summarizing, prediction, and clearing up confusing elements to one degree or another in the context of group learning. For each of these three macrostrategies, I now briefly describe how they might be used within this action step.
Reciprocal teaching is explained later in this chapter, in Action Step 4. In very simple terms, it integrates the more specific strategies of summarizing, questioning, clarifying, and predicting. Students employ the strategy in groups and rotate the position of student leader. The research on reciprocal teaching is quite encouraging. 88 when experimenter-designed assessments were used to measure comprehension. This translates into a 31 percentile point gain in achievement. In a related study, Rosenshine, Meister, and Chapman (1996) found that the question-generation component of reciprocal teaching is powerful in its own right.