Cambridge First Certificate In English 1 With A...
In January 2015, Cambridge English Scale scores replaced the candidate profile and standardised scores used for pre-2015 results. All candidates (pre- and post-2015) receive a Statement of Results, with those scoring high enough also receiving a certificate.
Cambridge First Certificate in English 1 with A...
An online Statement of Results is available to candidates four to six weeks after the paper-based exam and two weeks after the computer-based exam. Successful candidates (those scoring above 140 on the Cambridge English Scale) receive a hard-copy certificate within three months of the paper-based exam and within six weeks of the computer-based exam.
Cambridge English: First (First Certificate in English (FCE)) is a qualification offered by Cambridge University for learners of English as second language. It is intended for students of an Upper Intermediate (CEFR B2 Level) to Advanced level of English who normally have studied the language for at least 5 years. FCE is currently the most popular certificate for learners of English and the exam can be sat in most countries around the world. This book aims to provide a guide to students who plan on taking this exam. It will not deal directly with English grammar or vocabulary but instead will concentrate on the background to the exam and what is required for each paper.
The Cambridge First Certificate in English (FCE) is the third level of the Cambridge exams in English for Speakers of Other Languages (ESOL). It is an upper intermediate level exam. FCE is designed for learners whose command of English is adequate for many practical everyday purposes, including business and study. Successful candidates will have a wide grasp of vocabulary, and should be able to construct an argument and use appropriate communication styles for a variety of situations. They also need to show an awareness of register and of the conventions of politeness and degrees of formality as they are expressed through language. FCE is recognized by many universities and other educational institutions as proof of intermediate level English skills, and these institutions accept it as meeting part of their entrance requirements. Because the examinations are based on realistic tasks, an FCE certificate is an important asset for anyone who wants to work or study abroad, or in international business. Employers throughout the world recognize FCE. It indicates sufficient proficiency in English to be of practical use in clerical, secretarial and managerial jobs in many industries, in particular tourism, where contact with English speakers is required. Successful candidates have the ability to deal with routine letters and telephone enquiries, and to cope with some non-academic training courses and simple textbooks and articles.
Freshmen applicants must have either a high school diploma or its equivalent General Educational Development (GED) certificate prior to matriculation or enrolling. Accepted students must submit senior grades and the final official high school transcript with the date of graduation posted on the transcript. Applicants who did not graduate from high school must send transcripts of all available work and a copy of the GED certificate or satisfactory GED score. Applicants who submit the GED credentials must be at least 17 years of age or older.
Admission to the HTC Honors College is by invitation of the director of the program in consultation with the Office of Admissions and Merit Awards. HTC Honors College invitations are extended to entering first-year students whose academic work in high school predict outstanding college-level achievement. Applicants can identify during the application process if they wish to be considered for admission into the HTC Honors College.
After having completed all requirements for transfer admission, matriculated students will be given a statement of credits accepted for transfer by the University within the first semester of enrollment. Students from regionally accredited colleges and universities may transfer credit for college level academic courses completed with grades of C (meaning C-, C or C+) or better, but the University reserves the right to determine what credit, if any, for courses taken elsewhere will be counted toward its degrees.
Senior citizens (60 years of age or older) who are residents of South Carolina may be eligible to attend classes on a space available basis without the payment of tuition (excludes required course fees) provided the applicant meets the regular admission requirements and other standards of the University. Senior citizens must complete either the Readmission and Non-Degree Student application or Freshman or Transfer application, depending on the status of enrollment that is desired. Under the free tuition program, senior citizens cannot register for classes until the day prior to the first day of class for the term in which they wish to enroll.
Candidates may include a certified copy of the certificate with their application, which must be sent to the Faculty of Education (PdF), Comenius University (UK) as soon as the examination has been passed, but no later than 15 June 2023. Applicants may also submit the relevant proof of the fulfilment of the criteria to the supervisors of the entrance examination.
Language Classes: tests to assess competence acquired at the end of the practical language classes or a certificate obtained within two years prior to the conclusion of the exam, for example:- Cambridge certifications, First Certificate or higher (B2 or higher)- IELTS with a score from 5 to 6.5- TOEFL with a score from 46-93 (internet-based version)
In order to sit for the examination of the Corso Docente of the second-year English course, students must have successfully completed the entire first-year English course and the final result must be recorded on their grade booklet. In the same way, students who intend to sit for the third-year English course examination must have the final result of the second-year English course recorded on their grade booklet. Students are encouraged to record results of passed exams with the professor in a timely way.
The second-year English course is entitled "From phrases to texts to discourse" and takes place during the first semester. It introduces the features of English syntax, with particular attention to formal, functional, and phraseological aspects. It also includes features of English texts, focusing on topics such as cohesion and coherence, text types, interpersonal and rhetorical elements of texts, as well as characteristics of texts used in special communicative situations such as journalism, advertising, intercultural communication, business communication and social media.
The tests - written (reading/use of English and writing), listening, and oral - can be taken separately. For example, if a student passes the written (reading/use of English and writing), but not the listening, s/he can take the only listening again and maintain the passing score on the written test. However, to sit for the oral test, it is first necessary to pass the both written and the listening tests. After two years, any partial results are no longer valid and the tests must be repeated. All results are valid for two years (as for the officially recognized certificates - see below). Students can enroll for the tests and see their results at
3) Advanced Language Classes: The advanced classes are only for second-year students who have passed the advanced level first-year Language Classes in 2019-2020 with Dr. McSorley with a score of at least 85/100, or who already possess a valid FCE or superior certificate. Students will independently view ten films in original English and will attend one class per week with Dr. Fowler (group A-L) or Dr. Ristevski (group M-Z) to discuss and carry out language tasks related to the previously viewed films. At the end, there will be a written test and an oral assessment. Further details will be available on the Lingua Inglese II course Moodle site at the beginning of the semester.
Prerequisites for Language Classes Students cannot sit for the second-year Language Class tests without first having passed all the first-year tests. Likewise, students cannot sit for the third-year tests without having passed all the second-year tests.
The Teaching English as a Second Language program prepares candidates with the disposition, knowledge and skills to create learning environments that enable English Learners (ELs) to become proficient in English and access the academic content area curriculum. The program meets all state regulations for licensing of Teachers of English as a Second Language, with the SEI Endorsement. Courses present nationally recognized research-based models for first and second language learning, address curriculum mandates, and the developmental characteristics of students in grades PreK-6, 5-12, and adult levels. Program completers are career-ready, technologically savvy, exhibit inter-cultural competence and are equipped to advance social justice.
Graduates demonstrate the disposition, knowledge and skills expected of professional educators as articulated by regional, state and national accreditation bodies. They understand language as a system, the structure and nature of language, and language variation and change. They understand language acquisition and literacy development, including practices for reading skills/comprehension in a first language at different levels; first and second language differences for reading instruction; English phonemic awareness for students not literate in their first language; effect of first language literacy on second language learning/literacy; role of oral language development in literacy development for ELLs; formal/informal reading assessment with English learners; listening/speaking/reading/writing vocabulary, and practices for developing writing skills/writing tools; formal writing elements; oral/aural English fluency at different proficiency levels; social and academic content English; metalinguistic skills and vocabulary for cognitive, academic, and language proficiency. They utilize research-based ESL approaches and best practices and apply socio-cultural and socio-emotional considerations. They understand the role of community, families, and schools in ELL education and the laws pertaining to education of ELLs. 041b061a72