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No matter how hard it is tried or pretended to try to improve the quality of learning and/or teaching English in Iran, realistically we are not even close to an ideal status in this task. It should be noted that we have made some improvement in this regard; however, it is by no means, sufficient. If we look at this issue pathologically, some of the major obstacles to this process would come into view.
Before beginning to draft your CV/résumé, read the advert carefully so that you are clear about the specific requirements of the job you’re applying for. It’s important to tailor both your application letter and the CV/résumé to the job in question, focusing on qualifications and experience that are particularly relevant.
Dos and Don’ts
Here are some general points to bear in mind when preparing your CV/résumé:
As the basic function of language is communication, a language classroom should provide the students with ample opportunities to establish enough communication with both each other and also the teacher. With this intention in mind, the teacher is supposed to develop and maintain an excellent rapport in the ambience of the classroom. This article aims at shedding some light on how to develop an ideal rapport in an English classroom.
How to Teach Listening?
Listening is the Cinderella skill in the island of Methodologia, and it has always been ignored by its elder sister: Speaking! This has happened because productive skills were in focus; however, many thanks to Krashen’s magic of comprehensible input, listening has come into fashion and has lived happily ever after so far! We, teachers, should thus know how to teach listening effectively. This can be achieved by the following tips:
This article can give you some guidelines on how to increase the level of motivation in your students and the rationale behind it.
The GRE revised General Test features question types that closely reflect the kind of thinking you'll do in graduate or business school.
The CEFR describes foreign language proficiency at six levels: A1 and A2, B1 and B2, C1 and C2. It also defines three ‘plus’ levels (A2+, B1+, B2+). Based on empirical research and widespread consultation, this scheme makes it possible to compare tests and examinations across languages and national boundaries (see the section “The CEFR and language examinations: a toolkit”). It also provides a basis for recognising language qualifications and thus facilitating educational and occupational mobility.