37. conversation starters, group presentation example, stress
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IECPThis document outlines the agenda for an Academic Interactions class. It includes an update on an exam, conversation starters for students to practice speaking, information on an upcoming persuasive speech assignment, an example of a problem/solution presentation for students to watch and take notes on, and pronunciation practice on stress for two-syllable words. Students are also assigned to comment on interviews and reminded that their group presentation is due.
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Lower intermediate (A2-B1) level English students who would like to get into university.
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Students will have a much better understanding of the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper structure.
Students will know the best strategy to answer all the questions in the Cambridge English: First (FCE/B2 First) Certificate 'Speaking' paper.
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Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
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Here are some tips for giving feedback:
- Be specific about what they did well
- Focus on the arguments, not the person
- Suggest ways to improve arguments, not character
- Balance positive and constructive feedback
- Relate feedback to the debate structure/criteria
- Allow time for questions and discussion
The goal is to help students learn, not just declare a winner.
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Criteria Excellent Good Fair Poor
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- Quality, depth and relevance of arguments and evidence
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The document summarizes a training session on higher-order thinking skills (HOTS) for teachers. The session objectives are to discuss multitasking and its effects, differentiate between higher and lower-order thinking, and explain the importance of HOTS for learners. Teachers participate in group activities about multitasking and apply their learnings by answering journal questions. Videos about HOTS and using it in the classroom are presented and discussed. The session aims to help teachers understand HOTS and how to incorporate it into their own teaching practices to benefit learners.
Using Entertainment video in EFL by Paul Maglione
ELT MOOC by Jason R. Levine on WiziQ.
This is a professional development massive Open Online Course in listening and pronunciation techniques.
MOOC team organisers:
Dr. Nellie Deutsch
Sylvia Guinan
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This document discusses using entertainment video in English language teaching. It finds that video can be an effective pedagogical tool when structured properly into lessons. Short authentic video clips without subtitles are highly motivating for learners. Lessons should include pre-tasks to introduce vocabulary and context, exposure to the video clip, and post-tasks like comprehension exercises, practice games, and discussion to develop listening, vocabulary, grammar and other skills. When packaged with exercises, online platforms can provide large selections of video lessons at different levels on diverse topics to engage learners.
Presentasi toefl
This document provides information about FKP Foundation and its language development programs. It summarizes FKP Foundation's international language programs which include preparation courses and official administration of English proficiency tests like TOEFL, IELTS, and TOEIC. It also discusses FKP Foundation's teacher training programs and international scholarship program to provide information and support for students seeking scholarships abroad. The document then provides sample questions and strategies for the Listening Comprehension section of the TOEFL test to help students prepare.
20. vocabulary practice, propeganda role plays
This document provides an agenda for an IECP class. It includes discussing an upcoming test, vocabulary practice, and a propaganda role playing activity. Students are instructed to study vocabulary terms and comprehension questions from previous listening exercises. They will also practice note-taking skills. The activity involves students using propaganda techniques to persuade each other to buy a assigned product.
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This document provides instructions for a teacher conducting a lesson on TOEFL speaking test preparation. The teacher is instructed to ask a student sample questions from Task 2 Part 3 of the TOEFL test and time the student's preparation and response. The teacher is then told to provide feedback on the student's fluency, structure, use of grammar/vocabulary, and timing. The lesson includes 3 sample questions for the teacher to work through with the student, with directions to highlight areas for improvement at the end.
Due Date Sunday at 1159 pm of Unit 1 Points 100 .docx
Due Date: Sunday at 11:59 pm of Unit 1
Points: 100
Overview:
Assignment Brief Description: For your first assignment, you will prepare a short 2-3
minute speech introducing yourself to your classmates. You may record the video using
your cell phone or webcam using the MindTap tools linked in Unit 1. You are
encouraged to watch each speech to get to know your classmates, but do not have to
comment on each for the discussion grade.
Instructions:
• In your speech, please address the following:
o What is your name or the name you preferred to be called?
o What part of the United States or world do you live in?
o What is your major at Post University?
o What are your future career goals?
o What kinds of communication skills are necessary to be successful in your
future career?
o How do you think future developments in technology and media may
change or impact your future career field?
MindTap Tools:
• You will record and save your speech in Bongo platform in Mindtap:
o Click on the MindTap Content folder link in the Unit.
o Choose “Introduction Speech (Unit 1)” and record your introduction.
o Return to the Unit in Blackboard, click on the assignment, and type ”Done”
in the box for it to be graded.
Tips and Guidelines:
• Pay attention to your presentation style. Be sure to speak loudly and clearly so
the audience can hear you.
• Record your video in a small, quiet space with plenty of light and be sure there is
no audio feedback on the recording.
• Position yourself in the center of the frame so your facial expressions and other
body language are in clear view.
COM107: Introduction to Communication
Unit 1 Discussion: Intro Discussion Video
• Think about your appearance. Dress appropriately for your speech, like you
would in a classroom environment.
• Pay attention to the time requirements and stay within the limits.
• Prepare your speech and practice it a few times before submitting.
Requirements:
• Video length: 2-3 minutes
• Speak clearly and concisely.
Be sure to read the criteria by which your work will be evaluated before you write
and again after you write.
Evaluation Rubric for Unit 1 Intro Discussion Video
CRITERIA Deficient Needs Improvement Proficient Exemplary
(0-5 Points) (6-7 Points) (8-9 Points) (10 Points)
Stated name or
preferred name
for addressing
Name and
preferred name
for addressing are
missing.
N/A N/A Name and
preferred name for
addressing
presented.
Stated location Speaker’s location
is missing.
N/A N/A Speaker’s location
is fully and clearly
defined and
presented,
including all
details.
Stated major at
Post University
Major at Post is
missing or poorly
presented.
Major at Post is
present, but is
missing key
details.
Major at Post is
present, but is
missing minor
details.
Major at Post is
fully and clearly
defined and
presen ...
Chapter 7(assessing speaking )
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, interactive, and extensive speaking tasks. It provides examples and descriptions of assessment tasks like word repetition, picture description, role plays, interviews, presentations and story retelling. Scoring methods are outlined for tasks like repetition, read-alouds, interviews and presentations. The document emphasizes specifying assessment criteria and eliciting optimal speaking outputs for reliable evaluation.
Toefl speaking test preparation - Lesson 2(t)
This document provides an outline for a TOEFL speaking test preparation lesson. It includes exercises for students to practice responding to speaking prompts within time limits. The teacher is instructed to ask the student a sample question, time their preparation and response, and provide feedback on fluency, structure, grammar, and length. Additional exercises are provided to repeat this process. The lesson aims to help students improve speaking skills needed for the TOEFL test.
Toefl speaking test preparation Lesson 10 (t)
This document provides instructions for a teacher conducting a TOEFL speaking test preparation lesson with a student. It includes 3 sample discussion prompts that the teacher can use to elicit responses from the student. For each prompt, the teacher should time the student's preparation (15 seconds) and response (45 seconds), provide feedback on fluency, structure, and timing, and correct any errors. At the end of working through the exercises, the teacher should give overall feedback and highlight 3 areas for the student to improve.
Toefl speaking test preparation Lesson 7 (t)
This document provides an outline for a TOEFL speaking test preparation lesson. It includes exercises for students to practice responding to speaking prompts within time limits. The teacher is instructed to ask the student a sample question, time their preparation and response, and provide feedback on fluency, structure, grammar, and length. Additional exercises are provided to repeat this process. The lesson aims to help students improve speaking skills for the TOEFL test.
Class 7 Thurs Sept 4
This document outlines the agenda and materials for an academic interactions class. It includes a listening activity where students will listen to a speaker discussing how to conduct academic research at a library. The listening is followed by reflection questions about the purpose, organization, main ideas, and reactions to the listening. The document also provides information about homework assignments, including commenting on an audio/video and a practice test.
11. test, psu class choices check, winc c preparation
This document summarizes an academic interactions class. It includes an agenda that covers housekeeping items, a test, a guest speaker about registering for World in Conversation, choosing Portland State University classes to observe, and reviewing World in Conversation assignments. The document outlines the components of an effective academic presentation introduction, presentation, and conclusion. It describes watching two example PSU observation presentations and discussing how they compare. Students are instructed to email their first choice professor to set up a class observation and post to their conversation starter for their English Central goal.
Module 2: Intro & Objectives.
This document provides instructions and objectives for a learning module on second language acquisition (SLA). The instructions list the 10 steps to complete the module in order, including completing a pre-test and post-test, discussions, readings, videos, assignments, and a reflective journal. The objectives explain that after finishing the module, learners will understand what SLA is and how it emerged, how a first language influences changes in spoken grammar, the characteristics of phonology, syntax and morphology in a second language, how non-linguistic factors influence SLA, how instruction can help by modifying language and focusing on form, and details educators can consider to help rather than hinder learning.
Similar to 37. conversation starters, group presentation example, stress (20)
37. conversation starters, group presentation example, stress
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Language Assessment - Assessing Speaking byEFL Learners
Language Assessment - Assessing Speaking byEFL Learners
Due Date Sunday at 1159 pm of Unit 1 Points 100 .docx
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37. conversation starters, group presentation example, stress
- 1. Academic Interactions 130A Fall 2014 IECP Nikki Mattson
- 2. Agenda • Exam update • Conversation starters • Persuasive speech • Problem/solution video example • Pronunciation practice (stress)
- 3. Unit 5 Exam update • We will re-take the TED talk portion of the exam on Monday. You can find the recording and transcript at: • http://www.ted.com/talks/award_winning_t een_age_science_in_action?language=en • (5:05-10:12) • The quiz will be the same as before and will still be “no notes.”
- 4. Conversation Starter 1 • IECP classes and assignments are viewed as daunting by some students. As we once read in class, “any homework is too much homework”. In your experience, what is the most daunting task or homework you have been assigned? Why? (Linguistics) (Sung Jun)
- 5. Conversation Starter 2 • Humans have three lines of defense against illness. The first defense is our skin and mucous membranes; the second is our body fluid; the third is specific immunities. It is easily to get sick in State College, so what should people do to boost their immunities? ( biology )Rita
- 6. Conversation Starter 3 • The invention of the first internal combustion engine by sir Samuel Brown in 1823 was an unprecedented achievement in the history of modern industry. It came after a series of failed attempts by al-Jazari in 1206. What other inventions have eventually succeeded after multiple failed attempts? ( Mohammed Al Manai / mechanical engineering )
- 7. Persuasive Speech (leap pgs. 94-94) 1. Which part of your group presentation will persuasive speech be used for? 2. What are some examples of language and techniques that you can use to be persuasive?
- 9. Group Presentation = Problem/Solution Presentation • Instructions: Watch the video and take notes on the following questions: • 1) What would you like to replicate (copy) in your group presentation? • 2) What will you plan to do differently in your group presentation? • 3) What new information did you learn from the video? Example Presentation
- 11. Two-Syllable Words • About 80% of two-syllable nouns and adjectives get their stress on the first syllable. • Two-syllable verbs and prepositions usually have stress on the second syllable, but there are exceptions to this too. • http://www.really-learn-english.com/word-stress.html#1
- 12. 2-syllable words PENcil BOTtle SOfa Most two-syllable nouns have stress on the first syllable. Try these phrases: a brown PENcil an empty BOTtle a new SOfa prePARE apPOINT reCEIVE Most two-syllable verbs have stress on the second syllable. Try these phrases: prePARE a fancy dinner apPOINT the new leader reCEIVE a phone call
- 15. Group Work
- 16. Interview Comments • Interview Commenting assignment – DUE 11/6 by midnight: • Choose one interview that you are interested in watching. Answer the following questions in a 1-2 minute audio or video comment via Voicethread: • 1) What is the most interesting thing that you learned about academic life at PSU from this interview? • 2) What aspects and/or pieces of information in the interview were similar to the interview you conducted? • 3) What aspects and/or pieces of information in the interview were different from the interview you conducted? • 2 points of extra credit offered for each (legitimate) extra comment that you make (5 comment limit). If you do the extra credit, send me an email to let me know which videos you commented on.
- 17. HW • Retake TED talk portion of the Unit 5 test on Monday. • Interview commenting assignment – DUE 11/6 by midnight • Group presentation – DUE 11/11