#Edexel qualified school in madurai

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It is mainly exam-based and is assessed through the exam board chosen by the school. The  Edexel qualified school in Madurai offers an international education. Click  here  to know more http://assisiworldschool.in/

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Kids Nursery School in Madurai

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International GCSE School in Madurai 

The IGCSE allows for differing levels of ability by offering both Core and  Extended curriculum papers in some subjects. This coursework component is  optional in the IGCSE as it’s designed to accommodate the fact that in some  countries or contexts there might be hurdles to performing lab experiments or  taking fieldwork excursions. The international GCSE school in Madurai offers  an inclusive course framework. Click here to know more  http://assisiworldschool.in/

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International GCSE-UK School in Madurai

There has been a marked increase in entries for GCSE-UK examinations in India in recent years, spurred by a growth in awareness of the advantages of international education and also the introduction of a March series of exams for school students in India. St. Assisi is one of the top international GCSE-UK schools in Madurai. 

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International GCSE School in Madurai

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Best IGCSE School in Madurai

The IGCSE also offers a wider range of subjects, particularly languages, as mentioned above, to be as flexible as possible to different contexts. Another difference is that the GCSE has a compulsory practical coursework component, which also features in the final exam. The best IGCSE School in Madurai has good facilities. Click here to know more http://assisiworldschool.in/ 

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The Linguistics program of IGCSE Schools

The twenty-first century has transported new innovative teaching methodologies to make teaching original and groundbreaking. There was a time when the process of learning a language destined understanding a large number of highly multifarious rules of grammar. This was presented together with the teaching of an aptitude to translate into and from the foreign language. However, with the passage of time audio-lingual method of language teaching methodology replaced grammar-translation method with habit formation method. Regrettably, the new methodology called audio-lingual method of language teaching methodology did not live up to the anticipation. This contributed to an upsurge of misgivings about the "methods" of language teaching. The GCSE UK International school in Madurai gives importance to communication.

The scholars and linguists always believed that language teaching required to be methodical and scientific in its approach and that this could only be achieved by connecting it to psychology and linguistics. This approach resulted in form of a realisation that there was a need for language teaching to have its own body of theory. This requirement subsequently took on the likes of a more flexible attitude to language teaching approaches and methods. The increased interest in the learning-teaching situations and individual learners resulted in form of different theories of language teaching. The international GCSE-UK school in Madurai theoretically explains students regarding complex concepts.

The growing interest in communicative rather than linguistic competence, and incommunicative performance ensured many theories of language learning. In these theories consequently, there has been modification and switch of emphasis from content "which normally meant grammar and lexis, to "objectives of language teaching". These objectives are generally based on the needs of the learner. Language learners need languages for professional and work-related purposes.

This has given considerable space to Need Analysis which plays a major role in providing need-based teaching programs. Need-based language teaching methodology focus mainly on the questions tangled in scheming languages teaching programmes. A speaker of a language practices language to do a large number of concepts and purposes in the course of his everyday life. It is almost unmanageable, and unreasonable to endeavour to forecast all the possible uses for which a foreign learner might want to use language. There has to be some criterion for the selection of those concepts and tasks which would be particularly useful.  

  By examining the linguistic needs of specific groups of learners, we should be able to recognize those notions and functions which will be most appreciated to teach. The notion of needs analysis empowers us to differentiate between various learner categories and to create syllabus rosters unambiguously attached to their needs. But this system only embraces factual position as long as the learner clusters dealt with have the same needs. Nevertheless, the language teacher is usually in a completely different dilemma altogether. Most students may not have a explicit perseverance for learning the language. They may be learning it just for pleasure, to talk to people, or just to pass an exam. The best IGCSE schools in Madurai have periodic linguistic classes.