Sunday, April 24, 2011

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Saturday, April 16, 2011

ESL Exams - a Teacher's Guide

!±8± ESL Exams - a Teacher's Guide

It's the end of another class, and one student has stayed behind. No problem, you think, maybe an easy grammar question, or a comment on how they enjoyed the class (or not!)... or maybe it's a question about an ESL exam. "What's the difference between TOEFL and TOEIC?" "Should I take the FCE?" "Who recognizes IELTS?" So if you don't know your BEC from your KET, or your CAE from your CELS, here's a brief guide to the most popular ESL exams.

ESL exams fall broadly into three main categories: General English, Business English and Academic English.

General English

Probably the most popular in this category are the Cambridge ESOL exams. One and a half million people in 135 countries take Cambridge exams every year. There are five General English exams, sometimes referred to as the "Cambridge Main Suite."

The first two levels are the KET (Key English Test) and the PET (Preliminary English Test). The KET and PET have reading and writing, listening, and speaking components, and are most often used to assess progress or to prepare for the next exam in the series. The PET is also recognized by some employers and universities. KET and PET have two pass grades, Pass with merit and Pass.

Next up from the PET is the FCE (First Certificate in English). The FCE has five sections, reading, writing, use of English, listening and speaking. It is widely recognized by employers and educational institutions and so is very popular with students who want to study or work abroad.

Many universities and employers, however, prefer the CAE (Certificate in Advanced English), which is the next level up. This exam shows that a student is capable of following a university course or can function in a range of business contexts.

After the CAE comes the CPE (Certificate of Proficiency in English), the highest level in the series. Students who pass this exam have the ability to function effectively in almost every English speaking context. The CPE is also a typical requirement for non-native speakers who want to train as English teachers. Students typically need 3 years of study after passing the FCE to reach this level (depending, of course, on how often they study and other factors).

FCE, CAE and CPE have five grades, A-E, of which A-C are passes.

Cambridge also has a series of General English exams for Young Learners aged between 7 and 12 (YLE). There are three exams in the series, Starters, Movers and Flyers. They are taken mainly as a means of measuring progress, and also as preparation for the KET and PET. There is no pass or fail - students are awarded up to five "shields" for each component (reading and writing, listening, speaking).

Other General English exams

Cambridge also offers CELS (Certificates in English Language Skills). These are individual exams in each of the four skills (reading, writing, listening, speaking). Students can choose which of the exams they want to take, according to their strengths and requirements.

Pitman, part of the British City and Guilds Group, is another examining body with a series of General English exams. The International ESOL covers listening, reading and writing, and the International Spoken ESOL is a one to one structured interview. Both have six levels, from basic to advanced.

Business English

Every year four and a half million people take the TOEIC (Test of English for International Communication), run by the Educational Testing Service (ETS). The TOEIC is a multiple choice exam in two sections, listening and reading, each scored out of 445, giving a total of 990. Many companies and government agencies use TOEIC as a criterion for recruiting or promoting staff, or for sending staff abroad. Some universities also use TOEIC, requiring their business school students to achieve a particular score prior to graduation, for example.

Cambridge also has a series of business exams called the BEC (Business English Certificate). BEC comes in three levels, Preliminary, Vantage and Higher. The types of exam task are similar to those in the Cambridge Main Suite, but test language ability in a business context. They are recognized by many employers worldwide, and students take them to demonstrate language skills required for international business. There are two pass grades for BEC, Pass with merit and Pass.

Other Business English exams

Cambridge offers BULATS (The Business Language Testing Service). BULATS is designed specifically for companies and organizations to test the language ability of employees who need English in their work, and for students and employees on language and business courses.

Pitman has a three-level series of exams called English for Business Communications, which tests business writing ability, and English for Office Skills, a two-level series designed to test the ability to carry out office-related tasks where accuracy in writing and following instructions is important.

Academic English

A common question from students is "What's the difference between TOEIC and TOEFL?" Well, both are run by ETS, but whereas TOEIC evaluates language skills for the workplace, TOEFL evaluates language skills in an academic context. It is therefore used primarily as a prerequisite for admission to universities and colleges. More than 5000 colleges and universities in 90 countries recognize the exam. During 2005 and 2006, TOEFL is phasing in a new internet-based test (iBT), which will replace the current computer-based and paper-based exams. The iBT has 4 sections, reading, listening, speaking and writing, each with a score of 30, giving a total score of 120. This is likely to cause some confusion for a while, as most students and universities are used to working with the paper-based total of 677, or the computer-based total of 300!

Cambridge also has an academic exam, the IELTS (International English Language Testing System), which they jointly manage with the British Council and IDP:IELTS Australia. IELTS is recognized by universities and colleges, as well as employers, immigration authorities and professional bodies. The exam has listening, reading, writing and speaking components. For the reading and writing, students can choose between an academic and a general option. IELTS is scored on a scale of 1-9.

Comparing levels

One of the most common questions from students is how exams in the different categories compare to each other. Is the FCE equivalent to one of the BEC exams? If I have the CAE, what TOEFL score can I expect? Luckily, we have a reference guide to help us here, called the "Common European Framework of Reference for Languages" (CEF). The CEF divides language learners into six levels, and enables us to compare all the ESL exams according to these levels.

The six levels are A1 (Breakthrough), A2 (Waystage), B1 (Threshold), B2 (Vantage), C1 (Effective Operational Proficiency), and C2 (Mastery).

Here's a quick comparison of exams at the different levels. Bear in mind that this is a general guide only -- students' scores in different exams will of course depend on many factors, such as preparation time and motivation!

A1: YLE Movers, Pitman ESOL Basic, IELTS score 1-2.

A2: KET, YLE Flyers, Pitman ESOL Elementary, TOEIC score 246-380, TOEFL iBT score 32-42, IELTS score 3.

B1: PET, TOEIC score 381-540, BEC Preliminary, TOEFL iBT score 43-61, IELTS score 3.5-4.5.

B2: FCE, Pitman ESOL Intermediate, TOEIC score 541-700, BEC Vantage, TOEFL iBT score 62-91, IELTS score 5-6.

C1: CAE, Pitman ESOL Higher Intermediate, TOEIC score 701-910, BEC Higher, TOEFL iBT score 92-112, IELTS score 6.5-7.

C2: CPE, Pitman ESOL Advanced, TOEIC score 911-990, TOEFL iBT score 113-120, IELTS score 7.5-9.

There is of course much more information about these exams on the Cambridge ESOL, TOEIC, TOEFL and Pitman websites -- you will find the links at this ESL exams resource


ESL Exams - a Teacher's Guide

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Sunday, April 10, 2011

Betting systems - The Winning Formula

!±8± Betting systems - The Winning Formula

In general they say that betting is a game of cup. Meanwhile, some professional players. While making a living from sports betting, many are losing more and more consistent.

If you go to a betting office swearing because he felt that some people have just lost. It 's always the same amount.

The fact is that none have a 100% win rate. Some betting systems come very close. The reason why a bet for profit, not for fun! Do not use the money for the rentfor betting, you just use whatever amount you can afford to lose. Therefore, you should have called for the establishment of what is a bank of bets.

Horse Racing win about 30% of the most popular. Knowing how to identify them is to bring in a steady stream of profits. So 60% for the rest of the betting exchange Betfair, or if you know how it relates a.

A popular horse who loves the land race, and is ridden by a jockey for a top coach, top, odds-on are, for obvious reasons. E 'is more often than they win.

A horse race victory in a higher class (first time) to no chance, unless something extraordinary happened. The horse will come up against more experienced horses!

The same goes for Greyhound. A dog racing for the first time in a higher class (ie from A3 to A2) is a good "bank."

motor sports betting systems, will certainly miss the most important elements for the image. Therefore, anyis used, it is good to develop your own opinion and increase awareness of the sport are specific bets. You can do it by reading some sections of newspapers or reports of sport of your choice.

When it comes to team sports, I observed that each team for another game, five minutes before six places behind them in the standings, won most of the time. This rule applies to football, basketball, rugby, and so on. A top teamplay at home to another, which is at the bottom of the table, win, is when some exceptional circumstances apply.

In tennis, playing a top seed against anyone who is 6 wins and 8 points among them, secure in the world rankings table. If you are not in a lack of form (after the tournament for a while ') or to have such an injury is not completely recycled paper. You can do better if they are disappointing results in the specific area (grass, dust will have to playor carpet).

Who knows you can not win can still help a profit when it was a betting exchange Betfair or success.

Whatever you are doing paper trading first for their accuracy. if you see the model and use it in a juicy reward.

There is more to life than just winning and winning. You need your activities with an aim to be sustainable it back. In other words, to know why you do what you do andAnd 'well the difference between the professional and consistent loose. And as always remember, there is help available when you need it.


Betting systems - The Winning Formula

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Friday, April 8, 2011

Prevent H1N1 Influenza - How to avoid catching influenza virus

!±8± Prevent H1N1 Influenza - How to avoid catching influenza virus

With the H1N1 flu virus spreading around the world, what you can do for you and your family before the ultimate sacrifice to protect? There are a number of steps individuals can do to prevent themselves being infected by this nasty strain of influenza.

The H1N1 influenza called before the swine flu has spread worldwide at an alarming rate since early 2009. And even if a live-virus vaccine is now available in limited quantities, with an additionalDoses of vaccine promised soon
This virus is not waiting to spread. So, here are some basic steps you can do immediately to help you avoid being sick:

1. Are you aware of your hands, not your face. Adults, on average, touch their face 17 times per hour, and the children touch their faces up to 80 times per hour. Because the flu virus to remain on surfaces your hands for many hours can be a crucial step in preventing the flu to reach your eyes, noseand mouth.

2. Smear your hands with antibacterial soap and clean water as often as possible. It is above all the duration of flushing (friction) that eliminates germs and bacteria from hands. Some experts say to scrub your hands while singing the second against the "Happy Birthday to You" as the ideal length of time to wash their hands. Hand washing is more effective than manual cleaning, when hands are dirty with mud and dirt.

3. As often as possible and, above all,after touching surfaces that an infected person may have touched recently, use a hand sanitizer to clean hands and kill harmful microbes. The most common type of hand sanitizer based ethanol (a concentration greater than 60%) as an antimicrobial agent active. Since it is dry, hand sanitizer Alcohol-based skin, there are alcohol-free alternatives. This new generation of disinfectants usually contain a compound called ammonium benzalkonium chloride (BZK) and, unlikealcohol disinfectants to keep them, protecting even after they dry. Both types of hand disinfectants is more effective in killing 99.9% of germs in 15 seconds, the bird flu, SARS, influenza A2 virus and H1N1.

4. Avoid sitting or standing next to each person suspected of being infected. The flu virus can be spread by direct inhalation of mucus and saliva release from sneezing of an infected person's body and hand with these people.

5. If exposure toinfected person can not be avoided, the use of a NIOSH N95 respirator and evaluated, a pair of glasses clear decrease the probability that an infected person get infected by viruses on the mucous membranes of the nose, eyes and mouth.

The H1N1 flu is likely to kill more people before a reliable vaccine is fully deployed. The careful steps as described above, you can reduce the chances of contracting this deadly virus of influenza.


Prevent H1N1 Influenza - How to avoid catching influenza virus

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Wednesday, April 6, 2011

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Sunday, April 3, 2011

English adjectives to measure the instructor of Advanced ESL Students

!±8± English adjectives to measure the instructor of Advanced ESL Students

1) This unit provides students with seven English adjectives that are used to describe and question the linear dimensions of physical objects in space, and the state and the question of the age of something physical or abstract. That is, they have to do with space and time. Adjectives are long, broad, deep, dense, high, high, and the old, coming into a specification of this dimension, a question indirectly or directly, or - if ellipse is inadequate - a short answer to the question.So we have:

A1) The table is two meters in length.

A2) Tell me [until the table]. [....] The matter in parentheses is an indirect question.

A3) How long is the table?

A4) (E '), two meters (long).

B1) The table is three feet wide.

B2) Tell me [how wide the table].

B3) How wide is the table?

B4) (E '), three meters wide ().

C1) The pond is eight inches deep.

C2) Tell me [how deep the pond is].

C3) How deep is thePond?

C4) (E ') to eight centimeters ().

D1), the ice is two inches thick.

D2) Tell me [ice thickness].

D3) What is the thickness of the ice?

D4) (E ') two inches thick ().

E1) The mountain is two miles high.

E2) Tell me [as the mountain is high].

E3) What is the mountain?

E4) (E ') two miles high ().

F1) The woman is two meters high.

F2) Tell me [how great she is].

Q2) What is the woman?

F3) (She's) twoMeter (high).

G1) The boy is 85 years old.

G2) Tell me [how old the boy].

G2) How old is this guy?

G3) (E ') eighty-five (years).

Other questions are used as a measure words, but do not occur in a description, or response to, the surveyed customers:

How many times have you seen?

* Often twice a week.

How many still here?

* Five lots of pockets.

How much did it cost?

* Thirty € a lot.

How big is yourFlat?

* There are five rooms in size.

Long, broad, deep, thick, big, tall and old are the adjectives used in English only, as I indicated, and their knowledge is important for someone - (s) he was six or astrophysicist - who in the physical world an English speaking country or corporate function.

2) The coach is to be noted that if an adjective + as answered the question, the answer will often be made a cardinal noun phraseNumber and a noun (phrase):

How old is he?

Two (years).

If the members of the class are really advanced students of English grammar, it might be worth at this point is to note that the bend attributive nouns in English (especially in North America) is not usually in the plural: a factory, the cars produced a car factory does not manufacture cars, a person who looks after the books is a book editor, not a pound of editor, a bed of flowers is a flower is not abed, a brush for your teeth is a toothbrush, do not brush their teeth. Although a number of changes larger than an attributive noun, plural inflection for the prohibition of such a name: a plan for five years is not a five-year plan, plan in five years, a girl who is two years, two girl years, no girl of two years. (Year is not the head of the grammatical sentence modification is old, but the year is a noun, the expression part of a change in nomenclature is a girl, soNon-bending is still present.)

Students are told that because of their age or just a cardinal number, or followed with these figures, the year of the sentence (s) of age is usually ellipted years because we know that a person aged at least two years described white all these years ..

She is five years

For five

But never

She is five years or

These five old.

If the year (s) used to be as old as the old one is used,preceded by years (s) [or, where applicable, the date (s) or month (s)].

And the teacher says, of course, that people are large or small, never high or low.

3) The coach will also have noticed that, after the word as requested information on the location of something on a scale, and uses the same word is used for the top position, or continue to indicate the end of the scale. We do not say how young the child? But how old is your child? , How deep is the lake? As one mightshallow is the lake, how long is the pole? How quick is not the Polo? Replace this feature of the English language for students' attention.

4) The questions in Par 1) are so complex that they require the inversion of the subject and (first) auxiliary and which also require the release of sets of components, or as if it belongs in. Many works that touch on these areas lag their teaching ESL students fairly well advanced, but talking with a parent (eg, teaching) theirBaby does not renounce the use of modern equipment grammar, and the real world, that our adult students are not pushing in, either. The teacher could then try introducing them early instead of late in the course.

5) The lesson (s) can easily and quickly. All that is necessary, a ruler or tape measure and a table or desk for length, width and thickness, a container (cup, CAN) for the depth, the ceiling or a height (high / high), and almost all(City, property, person) for age. (My experience says that the nouns used for measuring linear space - length, width, depth, height, etc. - should probably be saved, if possible, for another lesson, and how long must the word length of time action). These questions are very difficult to measure for learners, not because the concept of dimension in space and time, but because of the issue rather complex system of English grammar.

Begin the lesson with a shout, and then a questionthe size of your interest:

Tell me how is the table for long.

How long is the table?

This practice provides direct and indirect questions some grammarians call the indirect application of a nominal clause. If you get a response - a response - the correct model appropriate response, both full time and elliptical:

The table is five feet long.

(E ') five feet.

Ask each student to measure and express all seven of these dimensions inboth English and metric system. (Almost all the rulers and tapes are now being sold in North America, marked for both systems.) I think you will find that students are having fun - there's always a lot of good-natured insults and suggestions deliberately confusing.

6) The teacher should always be aware of any device he or she presents. In this unit students will be exposed
a) The syntax and semantics of the seven interesting adjectives only action.
b)Inversion in questions of the subject and operator. (The operator is the auxiliary verb or the emergency room when there is more of a verb in the sentence.)
c) The frontman for the rest of that part of clause it is part: How deep is the ocean?

7) Next to him justly famous for serious side, Steve and Bill Bliss Molinsky used a dialogue with a question wh-word, the identity of a subject complement (What's your name?) And a survey of the identity of aprepositional complement (where are you?) in the first hour of the first volume of the series. It makes sense to start in this way, for the reason specified in par. 4): It 's really the way to talk.

Hal Garth Nier


English adjectives to measure the instructor of Advanced ESL Students

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