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In high school, I rarely studied. Despite that, I graduated second in my class. In university, I generally studied less than an hour or two before major exams. However, over four years, my GPA always sat between an A and an A+. Recently I had to write a law exam worth 100% of my final grade. Unfortunately, I was out of the country and didn't get back by plane until late Sunday night. I had to write the test at 9 am Monday morning. I got an A after just one hour of review on the plane. The fact is most of my feats are relatively mundane. I've had a chance to meet polyglots who speak 8 languages, people who have mastered triple course loads and students who went from C or B averages to straight A+ grades while studying less than before.

When it comes to teaching vocabulary, one challenge is knowing which words and phrases to teach. There are several areas that should always be included in vocabulary instruction. In addition to single words, idioms: (time on my hands, getting cold feet) and phrasal verbs (get in, go out).  It's especially important for students to learn idioms, phrasal verbs, because there's no logical way to figure out their meaning from the individual words. Also keep in mind that reading is a channel for new vocabulary growth, so always include vocabulary exercises whenever you assign new reading material. It's also a good idea to have students keep a vocabulary notebook. The notebook could be organized into sections for words from novels, selected readings, or news articles, as well as vocabulary they've encountered at random. However the vocabulary books are organized, make sure everyone has the same plan. In this section there are several good strategies you can use for teaching vocabulary. There are also activities you can try with your students to increase their knowledge of English vocabulary.

I gave them a normal exam question (narrative) but I told them to change the ending into a romantic or thriller or comedic one. Got them thinking real hard.

This guide is written for students who are following GCE Advanced level (AS and A2) syllabuses in English Language. This resource may also be of general interest to language students on university degree courses, trainee teachers and anyone with a general interest in language science. On this page I use red type for emphasis. Brown type is used where italics would appear in print (in this screen font, italic looks like this, and is unkind on most readers). 

"In a move that has prompted a demand for a UN investigation by Iran's most celebrated human rights campaigner, the Nobel laureate Shirin Ebadi, 36 universities have announced that 77 BA and BSc courses in the coming academic year will be "single gender" and effectively exclusive to men. It follows years in which Iranian women students have outperformed men, a trend at odds with the traditional male-dominated outlook of the country's religious leaders. Women outnumbered men by three to two in passing this year's university entrance exam."

Abstract Over the last decade, inclusion has become a world trend in special education. In response to that trend, the Indonesian government has adopted a progressive policy to implement inclusive education. The aim of this research is to describe the implementation process by focusing on the institutional management, student admission/identification/assessment, curriculum, instruction, evaluation, and external supports. The sample consisted of 186 schools with a total student body of 24,412, 12 percent of which (3,419) were students with special needs. In those schools, there were also 34 gifted students (0.1 percent). Of all the students with special education needs (SEN) students, 56 percent were males and 44 percent were females. The results showed, in terms of institutional management, that the majority of inclusive schools had developed strategic plans (for inclusion), legally appointed coordinators, involved related and relevant parties, and conducted regular coordination meetings. However, there were still many schools that had not restructured their school organizations. In terms of student admission/identification/assessment, 54 percent of schools set a quota for SEN students. Only 19 percent applied a selection process in student admission, half of which used different procedures for SEN candidates. Approximately 50 percent of inclusive schools had modified their curriculum, including a variety of standards. In terms of instruction, 68 percent of inclusive schools reported that they modified their instructional process. Only a few schools, however, provided special equipment for students with visual impairment, physical impairment, speech and hearing problems, and autism and gifted and talented students. In a student evaluation, more than 50 percent reported that test items, administration, time allocations, and students' reports were modified. For the national exam, this number decreased dramatically. Finally, external supports in the for

The following are the novels studied in the literature component in English Language:  1. The Curse by Lee Su Ann 2. Step by Wicked Step by Ann Fine. 3. Catch Us If You Can by Catherine McPhail Based on one novel above, write about the following. Provide evidence from the text to support your answer. Your response should be: - Not less than 50 words - In continuous writing (not in note form)

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