10 Ways to Prepare for Our Translation, Interpretation and Localization Management Programs
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Do you want to become a translator or interpreter? Professor Julie Johnson shares 10 ways to prepare for our translation, interpretation and localization management master's programs. Learn how to take your career to the next level at the Monterey Institute!
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This document discusses the importance of teaching pronunciation early in the language learning process. It argues that if pronunciation is not emphasized from the beginning, learners will develop fossilized pronunciation errors based on their native language sounds. The document presents an anecdote of a learner who struggled to be understood despite having good grammar and vocabulary because of their poor pronunciation. It also notes that English spelling can interfere with pronunciation and mislead learners. Overall, the document concludes that pronunciation is a fundamental part of oral ability and that learners need intensive exposure to good models early on to develop intelligible pronunciation.
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This document provides information and guidelines for an assignment in an education course called Examining Language in the Classroom. The assignment requires students to record themselves teaching, analyze aspects of their own language use from the recording, and discuss how to improve their language and communication with students. The document outlines the assignment components such as describing the teaching activity, analyzing pronunciation, speech rate, questioning techniques, and providing examples from other students' assignments. Students will submit a draft and final paper analyzing their recorded language sample.
DELIVERING A FORMAL SPEECH: A GUIDE WITH ACTIVITIES
This document provides guidelines for delivering a formal speech. It discusses preparing a speech on a familiar topic within a 2 minute time limit and potentially using visual aids. It offers tips for verbal delivery such as projecting one's voice, speaking at a comfortable rate with clarity and avoiding monotone or distracting mannerisms. Non-verbal delivery tips include establishing eye contact, being animated, and emphasizing words through posture and gestures. Students are instructed to write a draft speech on a chosen topic, memorize it at home, and sign up for a presentation time slot.
TDC 1 - F2F Class 1
This document outlines the syllabus for a Pedagogical Grammar course in the Teaching Development Certificate program. The course covers an introduction to grammar concepts for English language learners, basic English grammar terminology and usage, common grammar errors made by ELLs, and approaches to teaching grammar. The syllabus includes exams, quizzes, written work, and participation for grading. It also provides an overview of the course structure and topics to be covered in the Moodle online component.
Sentence
The document outlines lesson objectives and activities about sentence structure, pronunciation of vowel sounds /e/ and /i/, and vocabulary building. The lesson plan includes reviewing parts of speech, defining sentences and identifying fragments and run-on sentences. Students will practice differentiating words with /e/ and /i/ sounds through exercises and identifying these sounds in sentences. The lesson will evaluate students' understanding of words from a story and their ability to identify subjects, predicates, and sentence types.
Methods of delivery
This document discusses effective methods for delivering speeches. It describes three main methods: impromptu speeches with little preparation, scripted speeches that are fully written out and read verbatim, and extemporaneous speeches that are planned but not scripted word-for-word. The document provides tips for each method and outlines best practices for rehearsing speeches, including practicing delivery, getting feedback, and preparing visual aids and notes. Overall, the document aims to help speakers develop effective speech delivery skills.
Oral presentation
The document summarizes an oral presentation on language description methodology. It discusses how students worked cooperatively to gather information about their daily routines by asking and answering questions. They focused on discussing ideas, negotiating different points of view, and having patience and tolerance for their partners. The presentation covered using the present simple tense to describe daily habits and routines. It also discussed pronunciation patterns like rhythm, unstressed words, and intonation. Context for using the language involved talking about typical daily activities.
5810 day 3 sept 20 2014
This document provides an overview of the topics and activities to be covered in Class Session #3 of the LCRT 5810 workshop. It includes instructions for reconnecting with classmates, a discussion of observing how language varies based on social context, and an agenda for the day's session. The session will cover linguistics tools for analyzing language like phonology, morphology, syntax, semantics, and pragmatics. It will also discuss examining language in the classroom, collecting language samples from learners, and analyzing oral language. The document provides details on upcoming assignments and guidance for supporting classmates.
intensive_pronunciation. in spoken English pdf
Chunking and pausing are important tools for both presenters and listeners. Presenters should divide their speech into chunks using pauses to introduce new topics or sections. Pausing at the end of one section and before starting the next allows listeners to process the information and prepare for what is coming next. Without chunking and pausing, listeners can feel overwhelmed and lost, making it difficult for them to follow the presentation.
Bridging the gap part 1
1. The document outlines a course titled "Bridging the Gap CPR-Avilés 2011-2012" which will have 10 three-hour sessions to tackle both methodological and practical issues in language learning.
2. Participants will contribute written or oral presentations and collaborate on a bank of shared materials using a wiki space.
3. A needs analysis survey will be conducted to help participants get to know each other better at the start of the course.
Ell Presentation
The document discusses several key concepts related to teaching English Language Learners (ELLs), including:
1. It describes the difference between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), noting that BICS develops quicker but CALP takes longer and is needed for academic success.
2. It outlines the typical stages of second language acquisition, from pre-production to advanced fluency, and examples of teacher prompts at each stage.
3. It discusses the benefits of various ELL instructional programs and notes that two-way bilingual education leads to the highest average performance for ELL students.
Toolboxes for instruction in chinese immersion classroom revised (2)
Here are some suggestions for meaningful activities:
- Integrate grammar with content by having students analyze sentences from their reading and identify grammar patterns. Have them generate new sentences using the same patterns.
- Role plays and skits allow students to practice grammar in context. Provide sentence frames and vocabulary to support production.
- Games like charades or Pictionary where students act out or draw sentences using target grammar. Others try to guess.
- Journaling with prompts for students to apply grammar. Provide sentence starters.
- Graphic organizers visually represent grammar patterns to support comprehension and production.
- Choral reading of poems, songs or chants with repetitive grammar patterns.
- Peer editing where students review
English-Chapter 3-TOTS.pptx
The document provides guidance on teaching pronunciation in English. It discusses several models of pronunciation used in classrooms, including good modeling by teachers, using symbolic sounds to introduce words, and motivating sound games. It also emphasizes the importance of listening and attention skills, observation skills, and discusses dialects like Received Pronunciation and General American. The document outlines the speech organs and their role in pronunciation. It provides tips for teaching pronunciation, including a focus on intonation, stress and rhythm, and consonants and vowels. Basic sentence stress rules and types of intonation are also summarized.
Tdc1 blended - class 2
This document outlines the agenda for the second class of a pedagogical grammar course, including reviewing definitions of grammar, exploring direct and indirect approaches to teaching grammar to English language learners, and assigning self-study pages in the book and workbook on parts of speech, verb tenses, articles, and other grammar topics. Homework involves independently studying assigned sections in the book and workbook.
WilleyFinalResearchProject-2
This document summarizes a literature review on the importance of learning English pronunciation for South Korean EFL students. It discusses that English has become the most influential global language for business and education. While South Korea wants to use English to participate internationally, its students face challenges in pronunciation distinctions like /R/ and /L/ that are different from their native Korean. The review examines assessments and techniques to help students improve their phonological awareness and pronunciation clarity when speaking English.
Bullseye! public speaking class series, week 4 (handout)
This document provides guidance on effective public speaking. It discusses choosing precise language, delivering speeches in an extemporaneous style using brief notes, and practicing to avoid distractions. The key aspects of language use are accuracy, clarity, vividness, and appropriateness for the audience. Effective delivery requires controlling voice, body language, and handling unexpected situations gracefully. Speakers should prepare for question-and-answer sessions by anticipating questions and practicing concise yet thorough answers.
Su2012 ss lg week one full pp
This document provides an overview of a language learning course, including its content and language objectives, opening discussion cases, and a course syllabus. The content will explore properties of language, first language acquisition concepts, and the brain and language processing. Students will accomplish these through discussion, writing responses, group discussions, and exercises using context clues to understand meanings. The document outlines the course structure and assignments to help students meet the learning objectives.
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Input does not equate Intake by Dr. Cristel Broady.
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DELIVERING A FORMAL SPEECH: A GUIDE WITH ACTIVITIES
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一比一原版(TMU毕业证)多伦多都会大学毕业证如何办理
TMU本科学位证成绩单【微信95270640】☀️原版仿制多伦多都会大学毕业证书扫描件本科学位证书【办证Q微信95270640】TMU毕业证书扫描件原版仿制毕业成绩单，能完美还原海外各大学TMUBachelor Diploma degree, Master Diploma（本科/硕士多伦多都会大学毕业证书、成绩单）TMU大学Offer录取通知书、雅思成绩单、托福成绩单、雅思托福代考、语言证书、学生卡、高仿留服认证书等毕业/入学/在读材料。1:1完美还原海外各大学毕业材料上的多伦多都会大学毕业证书扫描件本科学位证书TMU毕业证书扫描件原版仿制毕业成绩单工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪。
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办理流程：
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2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
真实网上可查的证明材料
1教育部学历学位认证留服官网真实存档可查永久存档。
2留学回国人员证明（使馆认证）使馆网站真实存档可查。
我们对海外大学及学院的毕业证成绩单所使用的材料尺寸大小防伪结构（包括：多伦多都会大学多伦多都会大学毕业证学位证隐形水印阴影底纹钢印LOGO烫金烫银LOGO烫金烫银复合重叠。文字图案浮雕激光镭射紫外荧光温感复印防伪）都有原版本文凭对照。质量得到了广大海外客户群体的认可同时和海外学校留学中介做到与时俱进及时掌握各大院校的（毕业证成绩单资格证结业证录取通知书在读证明等相关材料）的版本更新信息能够在第一时间掌握最新的海外学历文凭的样版尺寸大小纸张材质防伪技术等等并在第一时间收集到原版实物以求达到客户的需求。
本公司还可以按照客户原版印刷制作且能够达到客户理想的要求。有需要办理证件的客户请联系我们在线客服中心微信：95270640 或咨询在线高楼最底屋最下面很矮很黑是很不显眼的地下室父亲的家安在别人脚底下须绕过高楼旁边的垃圾堆下八个台阶才到父亲的家很狭小除了一张单人床和一张小方桌几乎没有多余的空间山娃一下子就联想起学校的男小便处山娃很想笑却怎么也笑不出来山娃很迷惑父亲的家除了一扇小铁门连窗户也没有墓穴一般阴森森有些骇人父亲的城也便成了山娃的城父亲的家也便成了山娃的家父亲让山娃呆在屋里做作业看电视最多只能在门口透透气不能跟陌生人搭腔更家
原版制作(RMIT毕业证书)墨尔本皇家理工大学毕业证在读证明一模一样
学校原件一模一样【微信：741003700 】《(RMIT毕业证书)墨尔本皇家理工大学毕业证在读证明》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
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四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
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◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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一比一原版(YU毕业证)约克大学毕业证如何办理
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约克大学毕业证成绩单大学Offer代考语言证书高仿教育部认证等一切高仿或者真实可查认证服务。
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海外大学毕业材料都有哪些工艺呢？凭借多年的制作经验本公司制作1:1原版高度还原约克大学约克大学毕业证学历书工艺由：《激光》《水印》《钢印》《烫金》《底纹》《防伪光标》《热敏防伪》《紫外线》凹凸版uv版等防伪技术一流高精仿度几乎跟学校100%相同！让您绝对满意。而且我们每天都在更新海外文凭的样板以求所有同学都能享受到完美的品质服务。
国外毕业证书学位证书办理流程：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
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在线制作加拿大萨省大学毕业证文凭证书实拍图原版一模一样
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留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
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官方认证美国旧金山州立大学毕业证学位证书案例原版一模一样
原版一模一样【微信：741003700 】【美国旧金山州立大学毕业证学位证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
一比一原版(SFU毕业证)西蒙弗雷泽大学毕业证如何办理
SFU硕士毕业证成绩单【微信95270640】《西蒙弗雷泽大学毕业证书原版制作SFU成绩单》【Q微信95270640】《仿制SFU毕业证成绩单西蒙弗雷泽大学学位证书pdf电子图》，A.为什么留学生需要操作留信认证?
留信认证全称全国留学生信息服务网认证,隶属于北京中科院。①留信认证门槛条件更低,费用更美丽,并且包过,完单周期短,效率高②留信认证虽然不能去国企,但是一般的公司都没有问题,因为国内很多公司连基本的留学生学历认证都不了解。这对于留学生来说,这就比自己光拿一个证书更有说服力,因为留学学历可以在留信网站上进行查询!
B.为什么我们提供的毕业证成绩单具有使用价值？
查询留服认证是国内鉴别留学生海外学历的唯一途径，但认证只是个体行为，不是所有留学生都操作，所以没有办理认证的留学生的学历在国内也是查询不到的，他们也仅仅只有一张文凭。所以这时候我们提供的和学校颁发的一模一样的毕业证成绩单，就有了使用价值。
实体公司，专业可靠，办理加拿大毕业证|办美国成绩单|做德国文凭学历认证|办新西兰学位证，办澳洲文凭认证，办留信网认证（网上可查，实体公司，专业可靠）铸就十年品质！信誉！实体公司！
[留学文凭学历认证(留信认证使馆认证)西蒙弗雷泽大学毕业证成绩单毕业证证书大学Offer请假条成绩单语言证书国际回国人员证明高仿教育部认证申请学校等一切高仿或者真实可查认证服务。
多年留学服务公司,拥有海外样板无数能完美1:1还原海外各国大学degreeDiplomaTranscripts等毕业材料。海外大学毕业材料都有哪些工艺呢？工艺难度主要由：烫金.钢印.底纹.水印.防伪光标.热敏防伪等等组成。而且我们每天都在更新海外文凭的样板以求所有同学都能享受到完美的品质服务。
国外毕业证学位证成绩单办理方法：
1客户提供办理西蒙弗雷泽大学西蒙弗雷泽大学毕业证假文凭信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询）；
2开始安排制作毕业证成绩单电子图；
3毕业证成绩单电子版做好以后发送给您确认；
4毕业证成绩单电子版您确认信息无误之后安排制作成品；
5成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）
— — — — 我们是挂科和未毕业同学们的福音我们是实体公司精益求精的工艺！ — — — -
一真实留信认证的作用(私企外企荣誉的见证):
1：该专业认证可证明留学生真实留学身份同时对留学生所学专业等级给予评定。
2：国家专业人才认证中心颁发入库证书这个入网证书并且可以归档到地方。
3：凡是获得留信网入网的信息将会逐步更新到个人身份内将在公安部网内查询个人身份证信息后同步读取人才网入库信息。
4：个人职称评审加20分个人信誉贷款加10分。
5：在国家人才网主办的全国网络招聘大会中纳入资料供国家500强等高端企业选择人才。娃没到过没资格跟小伙伴们争论在山娃的记忆深处只有过年时父亲才会在家呆上三五天无奈相聚的时光总是太短太匆忙记得今年正月就在父亲扛起蛇皮袋将要跨出门槛的一刹那山娃突然抱紧父亲的大腿嚎啕大哭父亲吃力地掰开山娃的手哽咽道山娃好好听话好好念书到了暑假爸也接你进城爸的城好远好大好美山娃于是天天扳着手指算计着读书也格外刻苦无奈时间总过得太慢太慢每次父亲往家打电话山娃总抢着接听一个劲地提醒父亲别忘了正月说的话电涌
一比一原版(UVic毕业证)维多利亚大学毕业证如何办理
UVic毕业证成绩单【微信95270640】《如何办理UVic毕业证维多利亚大学文凭学历》【Q微信95270640】《维多利亚大学文凭学历证书》《维多利亚大学毕业证书与成绩单样本图片》毕业证书补办 Fake Degree做学费单《毕业证明信-推荐信》成绩单，录取通知书，Offer，在读证明，雅思托福成绩单，真实大使馆教育部认证，回国人员证明，留信网认证。网上存档永久可查！
如果您是以下情况，我们都能竭诚为您解决实际问题：【公司采用定金+余款的付款流程，以最大化保障您的利益，让您放心无忧】
1、在校期间，因各种原因未能顺利毕业，拿不到官方毕业证+微信95270640
2、面对父母的压力，希望尽快拿到维多利亚大学维多利亚大学毕业证成绩单；
3、不清楚流程以及材料该如何准备维多利亚大学维多利亚大学毕业证成绩单；
4、回国时间很长，忘记办理；
5、回国马上就要找工作，办给用人单位看；
6、企事业单位必须要求办理的；
面向美国乔治城大学毕业留学生提供以下服务:
【★维多利亚大学维多利亚大学毕业证成绩单毕业证、成绩单等全套材料，从防伪到印刷，从水印到钢印烫金，与学校100%相同】
【★真实使馆认证（留学人员回国证明），使馆存档可通过大使馆查询确认】
【★真实教育部认证，教育部存档，教育部留服网站可查】
【★真实留信认证，留信网入库存档，可查维多利亚大学维多利亚大学毕业证成绩单】
我们从事工作十余年的有着丰富经验的业务顾问，熟悉海外各国大学的学制及教育体系，并且以挂科生解决毕业材料不全问题为基础，为客户量身定制1对1方案，未能毕业的回国留学生成功搭建回国顺利发展所需的桥梁。我们一直努力以高品质的教育为起点，以诚信、专业、高效、创新作为一切的行动宗旨，始终把“诚信为主、质量为本、客户第一”作为我们全部工作的出发点和归宿点。同时为海内外留学生提供大学毕业证购买、补办成绩单及各类分数修改等服务；归国认证方面，提供《留信网入库》申请、《国外学历学位认证》申请以及真实学籍办理等服务，帮助众多莘莘学子实现了一个又一个梦想。
专业服务，请勿犹豫联系我
如果您真实毕业回国，对于学历认证无从下手，请联系我，我们免费帮您递交
诚招代理：本公司诚聘当地代理人员，如果你有业余时间，或者你有同学朋友需要，有兴趣就请联系我
你赢我赢，共创双赢
你做代理，可以帮助维多利亚大学同学朋友
你做代理，可以拯救维多利亚大学失足青年
你做代理，可以挽救维多利亚大学一个个人才
你做代理，你将是别人人生维多利亚大学的转折点
你做代理，可以改变自己，改变他人，给他人和自己一个机会嘿的笑连连说记得记得但别忘了拿奖状进城啊考试一结束山娃就迫不及待地给父亲挂电话：爸我拿奖了三好学生接我进城吧父亲果然没有食言第二天就请假回家接山娃离开爷爷奶奶的那一刻山娃又伤心得泪如雨下宛如军人奔赴前线般难舍和悲壮卧空调大巴挤长蛇列车山娃发现车上挤满了叽叽喳喳的同龄人皆一脸惊喜地四处瞅山娃不认识他们也无暇去套近乎一味地跟着父亲昼夜兼程第二天凌晨就辗转到了父亲的城哇父亲的城真的好大好美哟走出广州火父
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10 Ways to Prepare for Our Translation, Interpretation and Localization Management Programs
- 1. 10 Ways to Prepare for Translation, Interpretation and Localization Management Prof. Julie Johnson September 25, 2014 10:00 a.m. (PST) (c) Julie E. Johnson, MIIS, 2014 1
- 2. http://go.miis.edu/prepare (c) Julie E. Johnson, MIIS, 2014 2
- 3. (c) Julie E. Johnson, MIIS, 2014 3
- 4. (c) Julie E. Johnson, MIIS, 2014 44
- 5. Working with recordings: Analysis • Watch/listen to a segment, then stop and orally summarize the key information reported Explain it to yourself out loud in your own words • Replay the segment to check yourself. • Repeat until you can do it. • Try the next segment… (c) Julie E. Johnson, MIIS, 2014 5
- 6. Working with recordings: Analysis Variations: • Summarize in same language as the recording • Summarize in your other language • Listen, but then summarize/outline it in writing (c) Julie E. Johnson, MIIS, 2014 6
- 7. Working with recordings: Language Enhancement • “Shadow” recordings in your foreign language(s) – For comprehension – For native-sounding expression – Guess meaning of unfamiliar vocabulary, then look it up. (c) Julie E. Johnson, MIIS, 2014 7
- 8. Really Listen in Everyday Life • Practice listening to people in this same way: Attentively enough that you could explain it to someone else Try reflecting back to the person what you understood So you’re saying that…. You mean… Do I have this right? …. (c) Julie E. Johnson, MIIS, 2014 8
- 9. Working with written texts • Read a news article or other document then Explain it to yourself out loud in your own words Write a summary Outline the key points Diagram it (c) Julie E. Johnson, MIIS, 2014 9
- 10. Working with written texts • As you read: • Ask yourself: What is this sentence doing? Stating a thesis? Setting the stage? Providing an example? Presenting an opposing point?.... • Outline it in the margin • Circle all of the links between ideas • Highlight all of the words that convey an opinion, point of view, or tone (c) Julie E. Johnson, MIIS, 2014 10
- 11. Working with written texts: Language Enhancement • Read aloud • Transcribe a paragraph or two by hand • First guess the meaning of unfamiliar vocabulary, then look it up (c) Julie E. Johnson, MIIS, 2014 11
- 12. General Language Enhancement • Keep a notebook (small pocket notebook; in phone) 1. Words and expressions you encounter that want to assimilate into your own vocabulary Review each morning and purposely use them until they become your own 2. Thoughts you think but are not sure how to express in your foreign language Listen/watch for them. When you hear or see the solution, note it down Use it until it becomes your own (c) Julie E. Johnson, MIIS, 2014 12