Linking IELTS Scores to TOEFL iBT Score Ranges
IELTS score
|
TOEFL score
|
IELTS Description
| |
9
|
118-120
|
Expert user
| |
8,5
|
115-117
|
Very good user
| |
8
|
110-114
| |
7,5
|
102-109
|
Good user
| |
7
|
94-101
| |
6,5
|
79-93
|
Competent user
| |
6
|
60-78
| |
5,5
|
42-59
|
Modest user
| |
5
|
35-41
| |
4,5
|
32-34
|
Limited user
|
|
|
| |
0-4
|
0-31
|
Extremely limited user/non-user
|
Obligatory training includes 3 stages:
The first phase of 5-6 class
The second phase of the 7-8-9 classes
The third stage of high schools and colleges
The first stage of training FL ( grades 5-6 ) aimed at creating conditions for the early communicative and psychological adaptation to the new world language different from the world of native language and culture, and to overcome the psychological barrier in the future to use DICE as a means of communication in the modern world ; introduction of foreign songs , poetic and fantastic folklore, the world of games and entertainment ; acquisition by students of social experience by expanding the range of playable communicative roles in situations of family and school communication, communicating with friends and adults at DICE , the formation of ideas about the general features and characteristics of communication in native and foreign languages , the formation of elementary communicative skills in the 4 types of RD ( speaking , reading , listening and writing ) with the capacities and needs of the students , the formation of some universal linguistic concepts observed in native and foreign languages .
LECTURE 26. GIVING FEEDBACK AND ERROR TREATMENT
Lecture outline:
1. Feedback as a part of assessment.
2. Components and types of feedback.
3. Evaluation and Interference.
4. Affective and cognitive feedback.
Key words: correction, organizing feedback, content feedback, evaluation, “false friends”, interference, affective feedback, global and local errors
There are four stages in organizing classroom assessments: 1) planning assessment; 2) collecting data on students’ learning through the assessment; 3) making judgments about students’ performance, or evaluation; 4) providing appropriate feedback.
Within assessment correction and organizing feedback are differentiated. Where the lesson makes use of accurate reproduction and drilling techniques, it needs to be carefully organized, during this stage, students’ errors and mistakes will be corrected almost instantly.
Organizing feedback occurs when learners have already finished a task. The teacher gives feedback to let the learners know how well they have performed in the course of activity (during the activity the teacher has picked up some of the students’ mistakes and has put them on the blackboard; now he is asking the students opinion about correctness).
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