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I would say that depends on when the English learner started or how important it is/was to learn English. I have a few friends who start using English in an English speaking community when they were 3 or 4 years old. They went to school in the English speaking community and keep up their first language. These people are good in both languages.

I also have some friends who have been in English speaking communities from high school on and are very good in English, but not completely native speaker. These people are very good speakers, listener and readers, but have problems writing. Often you will find that English learner have problems with one of the four main components of English. There are lots of people that fall into this category.

I also have friends who have been in English speaking communities only in their professionally for years. They did not start using English in a native speaking environment until after college, but had some English throughout their learning years. Some of these friends are very proficient. These people are excellent most of the time, but due to cultural difference or non exposure to a situation, they do not perform as well as native speakers.

The answer to your question is very complicated and does involve how important, eager, and how well one hears sounds that is different then that of their native language.

Social English is going to be easier as academic English. Academic English will have all sorts of special vocabulary for each of the main subject areas. Look at the IELTS site and you should find the functions and notions being tested.

I am sorry it has taken me so long to post this I have been having problems with adding sound. This posting does not have sound. If anyone knows what I need to do to add sound using a I-Mac please let me know. In the meantime, I will post a blog and give you the address by next week.

Using the Communicative approach is used by most teachers worldwide. Some of the Oxford Press publications use the communicative approach better than others. Choose one that make sense to you. Make sure it deals with all four language skills: reading, writing, listening, and speaking. It is best if the text deals with things that you want to or need to learn.

Best of luck, Babceo

Using the Communicative approach is used by most teachers worldwide. Some of the Oxford Press publications use the communicative approach better than others. Choose one that make sense to you. Make sure it deals with all four language skills: reading, writing, listening, and speaking. It is best if the text deals with things that you want to or need to learn.

Best of luck, Babceo

I always have a ‘song in my heart’ so it would make no difference which recorded songs I got to bring. My voice would still work and I could make up new words to my old songs. I would rather bring someone to share the time with and materials that would help us survive. Loneliness is very hard on ones mental health.

KathyGreen asked me tho share activities for new groups. A great beginning exercise is to have the class develop rules for the class. Here is a simple outline of the activity. I am not going to include the handouts as each teacher designs their handout differently depending on the population.

1. Introduce rule making, what makes a good rule, vocabulary if a language learning group, decision making, how to take turns and how to agree and disagree. I always start wit basic manners for taking part in the exercise. I introduce handouts and how to use it.

2. Ask for volunteer(s) to write the suggested rules giving each rule a number on the board. (If you are going to use part of the exercise as homework have everyone copy each of the suggested rules using the same numbering system as given on the board.- This part of the activity help teachers find the more confident, sometimes the more skilled and the risk-takers in your class.

2. Make suggested some rules and set the climate for creating rules, set time line, explain the activities again and let the class at random make suggestions- Use this as a warm-up exercise.

3. Before you ask each member of the class to make a suggested rule repeat things related to this exercise from ‘1.’ This activity to make sure each member of the class is valued and can make a suggestion or say passed to reduce stress, etc. I always start at one side of the room and make sure each class member is included. – This activity helps me determine skill levels, risk levels, shyness, etc. i always try to take notes.

3 i allow class members to suggested rules until everyone is passing or time runs out. I then again open the floor to anyone who has a rule that they have not suggested. (Set time for his as well.) This ends making rule suggestions. If you are limited on time, you can ask students to review the rules and determine if they don’t agree with any of the rules and why as homework.

4. Assignment: Ask each student agree or disagree with each rule and state why. Then prioritize the rules based on how much you dislike the rules. Please write the number(s) down. ( If used as homework, then have each student prioritize which rules they disagree with most. Make sure that they give their reason why they disagree with each of the rules they name. Ask that parents do not take part in this exercise. For younger students give a time limited for the exercise and include the time and no parent interaction with this assignment.)

4. Then I ask everyone who wrote number 1 as their most disagreed rule to stand-up and go to a particular area in the classroom. I provide a tent card for each student to put their name on so that the group knows everyone’s name and so do I. I explain that once they stand up with a group they may not change groups. I continue through the numbers until I have most of the class in one group. These groups are given a handout to work through to determine if the rule should be removed.

5. The group left I give a different job- They are to go to an assigned group(s) and see how the group are doing. I give them a name tag to put their name on and wear. I have also created a worksheet for these students to use in determining how the groups are doing so that they have guidelines and activities they need to do. (This provides me with the group that I need to determine why they did not disagree with any of the rules.) It give me a chance to work individually with this group as well as it frees me up to monitor each group and how they interact. This will give me a really good overview of each individual in my class and help me determine who should be grouped with whom.

6. Before the groups that disagreed with a rule get started, I again explain the rules for making a good rule, which is also on everyones’ worksheet. I then set the time clock and let the rule groups get started.

7. During the first few minutes the rule groups are getting started, I work with the monitoring group telling them what I expect from them and how their information is going to be shared. I then assign their group(s) and send them off.

8. My main job is to foster good learning and monitor activities to make sure the activities are being done in as prescribed.

9. As a group, the rules are discussed and decisions are made whether a rule should be keep, re-wrote or thrown out. The group monitor adds any information that was not given by the group and can state how the group made their decision if (s)he wants. The teacher should be an active member of the decision making and guide the students in making good rules that are necessary and monitor able.

This activity is great as when the rules are discussed, you as a teacher can make sure all the school and his/her rules are included. Students are more likely to obey and self monitor the rules as they feel they have had an input. While as the teacher, you have learned a lot about the group as a whole and some information about each of the members. It is a good ground breaker and a wonderful way of getting students to participate as they will have to abide by the class rules.

I am sure that this exercise can work with even younger groups with some modifications but I know I have used this technique with fourth graders through adults changing language and responsibilities depending on the age group. It is a great good opening activity. I have used this with troubled teenager, run-away youth, and drop-out adults, and it worked like a charm.

I hope this is helpful. I have lots of other lessons for language learners but I haven’t used them in years. I would have to think about other activities and dig around in my notes to find others. I have been developing oral/aural English tests for over 15 years.

I was not determining if it was the best but if it could be answered with another answer. Check out my new lesson “Language test essential.’

Chandra and oLahav are correct in say don’t worry about your score getting affected by the number of people but use the timing to your advantage. The only time one actually should worry about using testing timing to their advantage is when it is necessary to possibly pass. I hope none of you are at that point. If so, you really need to consider why you are taking the test and what taking the test is going to do for you. Do remember you can take the test more than once. You do not have to have the score sent to any colleges.

The reason winter/fall is a better time to take the test is because this is the time when U.S. potential graduate students usually are not taking the test. I do not have time to do the investigation and have not done this type of investigation for the GMAT for a number of years so feel my information is a little out of date. However, with that said, remember why you are taking it and how you feel about your skills. If you are not feeling very prepared than take the time to get prepared. Take a preparation course. I suggest spending the money to take a face to face course if you are not feeling good about your skills.

The most important time to take the test is when you are prepared. If you are not prepared you will not do well. It is also important that you know how to take a test and that you are physically and mentally prepared. Use a speed reading software programs to improve your speed, scanning and skimming reading skills. Most speed reading programs also have timed comprehension exercises. I believe there are some free speed reading programs on-line. Know your subject area and what is expected of you from the subject area in the test, if appropriate. Practice guessing what words mean based on the sentence content. Practice math problems and logic problems. Learn relaxation exercises. Practice with timed exercises. Make sure you will be able to sleep well for a few days before you take the test. Eat well the night before and the day of the test.

Being prepared is essential and the most important aspect of taking the test. Researching the best time to take the test, etc. is the last part of preparation and is only important if you feel your skills are weak and you have no other options.

Other options to consider are: realistic goals, reviewing choice of college(s) based on requirements and your skills, preparation time and expense, your personal requirements such as health issues like allergies, etc. Finding a good support system can also make the difference.

By the time you get to taking the GMAT you are expected to use logical and critical thinking skills and not dwell on things you can’t change. Review when it is best for you to take the test before you worry about the best timing over all. Most people take the test when they are most prepared. if that also lines up with the best time to get the best score due to the skill set of the people taking the test, then so be it, if not don’t worry.

i will be creating a new community called ’ All about testing.’ check it out as I will provide you information about types of tests how to prepare for them and to create them. The different types of reporting scores and much more.

I still do not get your explanation. ‘D” states and I quote, “D) Emergency rooms that turn patients away due to overcrowding are derelict in their duty . Emergency rooms are not staff- they are governed by hospital guidelines that staff follow.

The passages states and I quote, ‘Federal law requires hospitals to treat any individual who walks in. As a consequence of having to treat large numbers of uninsured patients, emergency rooms often become an economic drain on their hospitals.’

Thus it is fair to say that law requires hospitals to treat individuals that walk in insured or not. And the hospital whose emergency rooms turn away patients due to overcrowding are derelict in their duty.

There is no assumption it is clearly stated. Staff is not part of the statement.

Your statement that A is correct can also be correct, but the problem is that at least these two answers are correct. When writing a test that requires only one correct answer one has to make sure that there is only one answer that can be correct. There should not be an answer that is correct if interpreted as you did and not as I did. This question would not make it through field testing.

MayMay,

You are looking at a PhD program in a way that does not answer the question you are asking. The program you enter should meet your needs. What do you want from the program? Research- then you should pick a college that its PhD program has a major emphasis on research and recognize that you will be doing research that will not necessarily be under your name. If you want a more practical degree, then look for that. A PhD program should be practical for you.

Why wasn’t ‘D’ your correct answer to question 1. ‘D’ states:’D) Emergency rooms that turn patients away due to overcrowding are derelict in their duty .’ In the section, paragraph 2 states: ‘Federal law requires hospitals to treat any individual who walks in. As a consequence of having to treat large numbers of uninsured patients, emergency rooms often become an economic drain on their hospitals.

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Tiff, You have done a great job. You did miss a word in this sentence.

What you don’t want is (to) have them think your lesson was a complete waste of time.

We might want to say that repeating very important information is essential. We used to say repeat the most important fact at least three times in an oral presentation, so probably twice written. Use emphasis like capital letters or bold.

i really enjoyed working with you and would love to continue. What would you like to be our next project?

Chris

A good score on a reading comprehension test often comes down to reading skills. I am going to list a few you should consider owning before you take this type of test.

You can read at least 400 words a minute.

You can use the sentence content to figure out the meaning of a word you do not know.

You can skim and scan a passage for information or details.

There are lots of other things but if you can do these thing you have a good chance of making a passing grade.

There are SAT test preparation courses. I highly recommend taking one. The test format has changed lately and there are a lot of books that are not current.

I also recommend that if you are ESL that you take a speed reading course. Being able to read quickly and learning how to skim and scan is important for receiving a good score.

If math is not your strong suit than find a tutor or class that will address the areas within that field that you are most uncomfortable.

My suggestion is that you also do some relaxation exercises, sleep and eat well before taking the tests. Remember you can take this test more than once. Good Luck!

Hi All,

It’s me again. It is possible to predict the factors I gave above. It does take some work. Your responses did give some hints. Fall and winter is going to be better than spring and summer. Think about when most students in foreign countries take the test – that is a good time. You can also find lots of statistics on the web about GMAT. You just have to look.

Also the bell-curve that is used is based first on the actual test time and then compared with the past GMAT taken at the same testing time frame. Usually if the curve is within a small margin (which the margin is up to the ‘test board’) then the grades stand. It is too difficult and unpredictable a comparison to constantly create a set of scores to be used as comparisons which includes all tests taken, so instead time comparisons and margins are created.

I understand that we all want to hear that norm-referenced tests are unbiased, but the truth is that norm-referenced tests are meant to be biased. The bias is selection. The test is built to determine who is the least, middle and best choice to extend an invitation to attend a college or give $$.

Do your research!

I am the chairman of an academic language test board. I am sharing my years of experience. The information given by ETS, the manufacturer of GMAT, is provided in their marketing material. Testing information always sounds better written by a marketing department. I am not trying to sell you the test, but instead enlighten you.

Good tests are built with more than one question style. Is other question styles being considered? I would gladly work with you to decide which are the best and easiest to employ.

Creating tests is not as easy as people often think. Creating a test means viewing the content in as many ways as possible and reviewing answered test knowing who has taken it, so that the test can be made clearer. Thus, editing a test is vital to making sure a test is valid and reliable. Please bring it back. Also, is there a way to take tests down?

there are a few things missing, for instance join a community. I think the format is great for some of our communities but for language learners it may be very busy. Is there a way for us to choose which format we like?

Bye the way, great work!

I also do not find join this community.

I, too, have not heard of or understand ‘marketplace.’