SESIUNE
EXAMENE CAMBRIDGE BACAU
Inscrieri si informatii suplimentare
la 0743821006 sau
e-mail: cambridge_house@yahoo.com
sau completand formularul
e-mail: cambridge_house@yahoo.com
sau completand formularul
miercuri, 7 decembrie 2016
miercuri, 7 septembrie 2016
SESIUNE FCE SI CAE COMPUTER-BASED IN BACAU-LUNA DECEMBRIE 2016
CAE Computer-based 2 Decembrie 2016
FCE Computer-based 3 Decembrie 2016
Pentru informatii suplimentare:
Mobil: 0723.24.64.38, 0723.64.23.95
Fix: 031.108.6859
Email: contact[@]eecentre.ro
Fix: 031.108.6859
Email: contact[@]eecentre.ro
Facebook: eecentre.ro
Twitter: @EECexams
LinkedIn: European Examinations Centre
Instagram: eecentre.ro
You Tube: European Examinations Centre
Twitter: @EECexams
LinkedIn: European Examinations Centre
Instagram: eecentre.ro
You Tube: European Examinations Centre
Va puteti inscrie direct pe pagina de mai jos selectand examenul si locatia care va intereseaza sau la profesorul clasei:
http://www.eecentre.ro/inscriere/
sâmbătă, 23 iulie 2016
CE TREBUIE SĂ ȘTII DESPRE ADMITEREA LA CLASELE DE INTENSIV ENGLEZĂ
Dupa afisarea rezultatelor la admiterea la liceu au loc înscrierile la licee dupa repartizarea computerizată. La multe Colegii există, pe lângă profilul de bază, și varianta intensiv engleză: filologie-intensiv engleză, științe ale naturii-intensiv engleză, științe sociale-intensiv engleză, matematică-informatică-intensiv engleză, ca să enumăr câteva dintre ele.
Pe lângă aceste variante, mai există profilul de filologie-bilingv engleză, pentru care se dă un test de limbă la sfârșitul lunii mai, test, care, promovat cu o notă mai mare decât 6, este valabil și pentru cei care doresc să urmeze un profil intensiv engleză.
Totodată, conform metodologiei Ministerului Educației, sunt valabile pentru admiterea la clasele cu predare intensiv engleză și testele Cambridge KET, PET promovate.
În cazul în care elevul nu a dat în luna mai testul de limbă sau nu are un certificat KET sau PET, după înscrierea la liceu, se organizează un test de limbă engleză în școala unde a fost admis.
Testul pentru intensive este unul în general mai ușor decât cel pentru clasele de bilingv și are nivel de dificultate A2-B1, iar departajarea o face, în general, media de admitere în liceu.
Informații în plus despre testele de intensiv engleză vă pot oferi secretariatele școlilor unde au fost admiși copiii.
De ce este recomandabil să vă înscrieți la profilul de intensiv engleză? Din perspectiva noastră, de centru de pregătire a examenelor Cambridge, statisticile vorbesc de la sine. Elevii care studiază intensiv limba engleză la școală, pe lângă orele în particular, au rezultate mai bune la testele Cambridge decât cei care studiază engleza la școală 2 ore pe săptămână.
Elevii claselor intensiv engleză se bucură de încadrare mai bună, de întâietate în cadrul proiectelor școlare internaționale, participă la mai multe concursuri și proiecte, nivelul clasei este unul mai bun la limba engleză, au mai multe șanse să primească burse și facilități internaționale.
Totodată, standardele examenelor Cambridge au crescut foarte mult, iar 2 ore de pregătire săptămânal nu mai sunt de ajuns în multe cazuri pentru succesul la acest test.
Recomandăm înscrierea la clase cu predare intensivă a limbii engleze, pentru a oferi copiilor o șansă în plus de aprofundare a limbii engleze la standarde academice.
Mai multe informații despre examenele de intensiv engleză și cele care le echivalează găsiți mai jos:
http://www.eecentre.ro/admiterea-clasa-ix-inceput-deja-certificatul-cambridge-echivaleaza-proba-la-limba-engleza/
http://adevarul.ro/educatie/scoala/examenele-cambridge-garanteaza-admiterea-liceele-program-bilingv-1_54181ba60d133766a82cc0b7/index.html
joi, 7 aprilie 2016
CONFERENCE - BIRMINGHAM IATEFL ONLINE LIVE SCHEDULE: DETAILS OF PLENARY SESSIONS
Live Schedule
On each day of the conference, we'll be providing the morning plenary live via Birmingham IATEFL Online.
We'll also be providing live coverage throughout the day where you'll be able to watch interviews live from the Birmingham IATEFL Online studio.
We'll also be providing live coverage throughout the day where you'll be able to watch interviews live from the Birmingham IATEFL Online studio.
Join us at 09.00 (UK time) each day for all the latest from IATEFL 2016.
You will be able to watch live coverage throughout the day statring at 09.00 (UK time). Our daily coverage includes live interviews and all the latest from the Birmingham IATEFL Online studio. - See more at: https://iatefl.britishcouncil.org/2016/editors-blog#sthash.DUaBfzrK.dpuf
You will be able to watch live coverage throughout the day statring at 09.00 (UK time). Our daily coverage includes live interviews and all the latest from the Birmingham IATEFL Online studio. - See more at: https://iatefl.britishcouncil.org/2016/editors-blog#sthash.DUaBfzrK.dpuf
As well as our live interviews and the 5 plenary sessions, you will be able to watch over 40 conference sessions. These session videos will be published throughout the conference.
Please see details of the live plenary schedule below:
-- BIRMINGHAM IATEFL ONLINE LIVE SCHEDULE: DETAILS OF PLENARY SESSIONS --
Who would of thought it? The English language 1966-2066
Complaints about a supposed decline in standards of English continue to be made, with increasing frequency, in the British press. Although these are nothing new - as the long history of use of would of for would have illustrates - they do draw attention to the way we seem to be going through a period of unusually rapid language change. This paper illustrates the main changes in pronunciation, orthography, grammar, and vocabulary, discusses the chief factors involved - social mobility, globalization, and the Internet - and compares the changes that have taken place in the past fty years with those that are likely to take place in the next fty.
--
The ‘native factor’, the haves and the have-nots
...and why we still need to talk about this in 2016. It is often claimed that much has changed in the eld of English Language Teaching since 1983, when Peter Medgyes rst described the struggle of ‘non-native’ teachers for visibility and due recognition. But has it? Away from academic circles, where the discourses that equated the ideal teacher with the ‘native speaker’ have been interrogated and critiqued, how has the situation really changed for the professional teacher of English whose rst or home language is a language other than English?
In this talk I will draw on research studies, anecdotal evidence and my own and my colleagues’ personal experiences to examine the state of equality and social justice in ELT with reference to the so-called ‘non- native speaker teacher’ thirty years on. I will look at how the logic of the market is used to justify current discriminatory recruitment practices that still perpetuate the view that a(n unquali ed) native speaker is preferable to a quali ed and professional ‘non-native teacher’.
I will re ect on the impact of the native-speaker bias and its dominance on developments in English Language teaching methodology, and how this dominance seems to have affected the emergence of context-appropriate pedagogies. Finally, I will address the ‘second best’ view of the ‘non-native teacher’ and its impact on their own construction of a legitimate professional identity and on their con dence in themselves as teachers, users and experts of an-other language.
In this talk I will draw on research studies, anecdotal evidence and my own and my colleagues’ personal experiences to examine the state of equality and social justice in ELT with reference to the so-called ‘non- native speaker teacher’ thirty years on. I will look at how the logic of the market is used to justify current discriminatory recruitment practices that still perpetuate the view that a(n unquali ed) native speaker is preferable to a quali ed and professional ‘non-native teacher’.
I will re ect on the impact of the native-speaker bias and its dominance on developments in English Language teaching methodology, and how this dominance seems to have affected the emergence of context-appropriate pedagogies. Finally, I will address the ‘second best’ view of the ‘non-native teacher’ and its impact on their own construction of a legitimate professional identity and on their con dence in themselves as teachers, users and experts of an-other language.
The justice and imperative of girls’ secondary school education – a model of action
Fifty years ago, around the time that IATEFL was founded, inquiries into the nature of additional language learning were begun. One of the earliest avenues of inquiry concerned the nature of the linguistic input that language learners were exposed to. Not only was the input thought to be the raw material that the learners had to work with, linguistic input was also thought to be a driving force in second language development. Researchers sought to demonstrate the effect of the input on what was called learners’ output. While this line of research been fruitful in contributing to our understanding of language learning, it has been encumbered by the use of its computer-related metaphors of input and output. Clearly, our students are not computers. We know that the way we talk in uences and re ects the way we think. One problem with ‘input’ is that it ascribes passivity to learners, robbing them of their agency. Another problem is that it suggests that there is a conduit between input and output. It overlooks the meaning-making nature of language use. A third problem is that the use of ‘input’ necessitates all sorts of terminological profusion, such as ‘intake’ and ‘uptake’. At this point, there is a need to move beyond input-output metaphors to embrace a new way of understanding, one informed by Complexity Theory with its ecological orientation – one of affordances. Affordances are two-way relationships between the learner and the environment. Affordances afford opportunities for action on the part of learners, provided that the affordances are perceived by learners. In this way, learners create their own affordances. Thus, affordances restore agency to learners. This also partially explains why learners’ developmental patterns are different. In this presentation, I will elaborate on affordances and discuss the implications of affordances for English language learning and teaching.
1966 and all that: A critical history of ELT
In this talk I would like to use the occasion of the 50th anniversary of the IATEFL conference to review some of the major developments in the teaching of EFL since the mid-sixties and in particular the advent of the communicative approach, including the ideological context from which it emerged, its initial promise, its dispersion, its dilution, its normalization, and its discontents. I will interweave autobiographical detail throughout in order to illustrate some key landmarks in this narrative, while at the same time I will challenge the notion of progress and evolution, and suggest that the diversity of contexts, needs, and traditions that ELT currently embraces repudiates the notion of method, and challenges such established orthodoxies as cookie-cutter pre-service training, global textbooks, uniform examinations and even the notion of a standard English itself. I will argue that one way of making sense of all this diversity is to situate ELT within the wider orbit of education generally, which might mean re-con guring EFL/ELT/ESL/TESOL as simply LE: language education.
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Man, woman, life, love: stories from Africa, the Caribbean, and beyond
Listen to Jan Blake tell tales of lovers, shape-shifters, the wise, and the foolish. She will transport you to faraway places, wrapping you in the rhythm of her words and trans xing you with the power of her stories, before bringing you safely home. These tales will bring a tear to your eye, a smile to your lips, and put a spring in your step.
luni, 29 februarie 2016
PREGATIREA EXAMENELOR CAMBRIDGE SE INCEPE DIN SCOALA PRIMARA
Nu de puține ori mi s-a întâmplat ca trainer Cambridge să am de-a face cu elevi care mi-au spus că făceau pregătire la engleză încă din școala primară sau chiar grădiniță dar care, chiar dacă se descurcau să poarte o conversație în limba engleză, aveau serioase lacune la gramatică, vocabular, nemaispunând că habar nu aveau să redacteze o compunere sau vreun eseu în limba engleză. Am observat aici că lumea consideră că examenele Cambridge exclud distracția. Însă e total opusul situației. Examenele și materialele YLE (examenele Cambridge pentru cei mici) sunt foarte bine realizate de experți în educație (vorbim de Universitatea Cambridge, totusi...) iar copiilor le plac la nebunie. Și sunt și cântecele, iar de colorat...e parte din probele de examen.
Însă, pe lângă distracție, educația copiilor urmărește și standardele Cambridge de performanță iar în clasa a 10-a sau a 11-a părinții nu mai riscă să aibă surpriza neplăcută că în ciuda anilor de pregătire și a sumelor deloc de neglijat investite, copiii lor nu pot lua testele Cambridge, TOEFL sau IELTS de care au nevoie pentru CV sau admiterea la facultățile din străinătate.
Puteți găsi informații despre testele Cambridge YLE precum și sample tests aici http://www.cambridgeenglish.org/exams/young-learners-english/
Pentru mai multe informații referitoare la cursuri de limbă engleză după standarde Cambridge pentru cei mici și cei mari, sunați-ne la 0743821006. Vă așteptăm cu drag pentru o testare gratuită!
duminică, 28 februarie 2016
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