FCE Practice Tests Plus 2015
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Practice Tests Plus offer teachers all they need to prepare their students for the Cambridge English exams. Practice Tests Plus provide authentic practice, comprehensive guidance and strategies for dealing with each exam paper.This edition of Practice Tests Plus First 2 has been fully updated to reflect the 2015 exam specifications and includes:eight complete practice testsdetailed overviews of each exam paperfull colour visual material for the Speaking testsguidance, strategies and tips on each paperSpeaking and writing files with model answers and useful languageOnline component includes:full audio material for the Listening testscomplete Speaking test videoexaminer's feedback on student performancephotocopiable worksheets and teaching ideassample writing answers with examiner's feedback
Register to browse our catalogue of online materials for your students. You can assign practice tests and skills practice in test mode to assess students, or choose practice mode to provide feedback on answers, exam tips and integrated dictionary look-up. Reading, Listening and Use of English are automatically marked to save you time.
This article focuses on analysing MOOCs offered on pedagogic topics in Spanish. Our main objective is to review this training from an educational perspective in order to gain an in-depth understanding of the reality of these massive open courses given that research in this field usually focuses on the technological and economic dimension of these phenomena without in-depth analysis on their pedagogic aspects (Ossiannilsson, Altinay, & Altinay, 2015; Swan, Day, Bogle, & Van Prooyen, 2015). Not only is it necessary to be aware of the pedagogic, technological, and financial opportunities offered by these courses, but rather it is also important to know that not all practices developed obey the connectivist, democratizing, and collaborative theoretical foundations upon which they were conceived (Chiappe-Laverde, Hine, & Martínez-Silva, 2015; Méndez García, 2013; Ozturk, 2015). Thus we can overcome a \"romantic vision of MOOCs\" (Cabero, 2015, p.4) and reach a more critical and reflective analysis which does not only present the advantages of this way of learning, but also its weaknesses, limitations, and opportunities for improvements in the future.
Ossiannilsson, E., Altinay, F., & Altinay, Z. (2015). Analysis of MOOCs practices from the perspective of learner experiences and quality culture. Educational Media International, 52(4), 272-283, doi: 59ce067264