

Grammar


Tenses


Present

Present Simple

Present Continuous

Present Perfect

Present Perfect Continuous


Past

Past Simple

Past Continuous

Past Perfect

Past Perfect Continuous


Future

Future Simple

Future Continuous

Future Perfect

Future Perfect Continuous


Parts Of Speech


Nouns

Countable and uncountable nouns

Verbal nouns

Singular and Plural nouns

Proper nouns

Nouns gender

Nouns definition

Concrete nouns

Abstract nouns

Common nouns

Collective nouns

Definition Of Nouns

Animate and Inanimate nouns

Nouns


Verbs

Stative and dynamic verbs

Finite and nonfinite verbs

To be verbs

Transitive and intransitive verbs

Auxiliary verbs

Modal verbs

Regular and irregular verbs

Action verbs

Verbs


Adverbs

Relative adverbs

Interrogative adverbs

Adverbs of time

Adverbs of place

Adverbs of reason

Adverbs of quantity

Adverbs of manner

Adverbs of frequency

Adverbs of affirmation

Adverbs


Adjectives

Quantitative adjective

Proper adjective

Possessive adjective

Numeral adjective

Interrogative adjective

Distributive adjective

Descriptive adjective

Demonstrative adjective


Pronouns

Subject pronoun

Relative pronoun

Reflexive pronoun

Reciprocal pronoun

Possessive pronoun

Personal pronoun

Interrogative pronoun

Indefinite pronoun

Emphatic pronoun

Distributive pronoun

Demonstrative pronoun

Pronouns


Pre Position


Preposition by function

Time preposition

Reason preposition

Possession preposition

Place preposition

Phrases preposition

Origin preposition

Measure preposition

Direction preposition

Contrast preposition

Agent preposition


Preposition by construction

Simple preposition

Phrase preposition

Double preposition

Compound preposition

prepositions


Conjunctions

Subordinating conjunction

Correlative conjunction

Coordinating conjunction

Conjunctive adverbs

conjunctions


Interjections

Express calling interjection

Phrases

Sentences


Grammar Rules

Passive and Active

Preference

Requests and offers

wishes

Be used to

Some and any

Could have done

Describing people

Giving advices

Possession

Comparative and superlative

Giving Reason

Making Suggestions

Apologizing

Forming questions

Since and for

Directions

Obligation

Adverbials

invitation

Articles

Imaginary condition

Zero conditional

First conditional

Second conditional

Third conditional

Reported speech

Demonstratives

Determiners


Linguistics

Phonetics

Phonology

Linguistics fields

Syntax

Morphology

Semantics

pragmatics

History

Writing

Grammar

Phonetics and Phonology

Semiotics


Reading Comprehension

Elementary

Intermediate

Advanced


Teaching Methods

Teaching Strategies

Assessment
Pedagogical challenges
المؤلف:
Marilyn A Campbell & Denise Frost & Joanna Logan
المصدر:
Enhancing Teaching and Learning through Assessment
الجزء والصفحة:
P445-C37
2025-08-19
405
Pedagogical challenges
The internal and external teaching and learning environment poses pedagogical challenges. In previous years, deep learning did not seem to be occurring - as evidenced by the poor quality of the assignments. The results of assignments and student feedback had indicated that although students were completing the required tasks, many of them had not constructed their own mental models of the counsellor's assessment process nor engaged with the professional literature. A contributing factor was the information overload that students experience when a semester's learning is delivered in five days. Furthermore, students reported feeling isolated while completing their assignments, having lost the collegiality of the community of learners which had formed during the intensive block period. In addition, there was no specific support provided as the students became distance learners.
It is interesting to note that one of the assignments set in the previous years was actually extremely authentic. Students were required to select a child in a school with a learning or behavioral problem, carry out assessments and submit a detailed report of the assessments and intervention required based on their findings. Gulikers, et al. (2004) propose that authenticity in assessment operates on a continuum, with at one end, for example, multiple choice questions, with performance of an actual complex professional task in the work force at the other. If this proposition is accepted, then this previous assignment was extremely authentic. However, one of the aims of the course was to teach students to form hypotheses and assess, rather than use a 'test' battery approach to all problems which is the cultural norm in the workplace. In fact, this was the very practice the course was trying to counteract. Thus, as these students had no contact with the university during their assignment writing, many reverted to known, culturally embedded ways of assessing. Deep learning, a desired student learning outcome, did not appear to be occurring.
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