37. conversation starters, group presentation example, stress
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IECPThis document outlines the agenda for an Academic Interactions class. It includes conversation starters on IECP homework, boosting immunity, and inventions after failed attempts. It discusses a persuasive speech and shows an example problem/solution video presentation. It also covers pronunciation practice on word stress for two-syllable words. Finally, it assigns homework to comment on class interviews and prepare a group presentation.
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37. conversation starters, group presentation example, stress
This 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.
PRESENTATION BRAZ-TESOL GYN OCT 2015
This document describes Conversation Workouts (CWOs), an approach to improving English speaking skills through high intensity interval training. CWOs adapt concepts from high intensity interval training (HIIT) to develop speaking abilities. A variety of workout activities are presented in 3-5 minute intervals, with rest periods, to push students out of their comfort zones. The workouts focus on different speaking skills and include activities like storytelling, question/answer rounds, presentations and debates. Instructions are provided for preparing, structuring and giving feedback for each activity. The goal is to improve various aspects of communicative competence, such as vocabulary, grammar, discourse skills and the ability to converse spontaneously.
Impromptu Speaking Outline
This document provides a structure for impromptu speeches with 6 key elements: an attention getting device like a story to open, explaining why the audience should care, stating the central thesis in one sentence, previewing the main points, using main points with one-word transitions to explain why the thesis is true, and closing with a final statement. It also gives a 5-step "recipe" for constructing an impromptu speech by first outlining the central thesis, why the audience should care, main points and evidence, opening and close, and then preview and review of main points with transitions.
Impromptu Speech
This document provides an overview of impromptu speaking and provides guidance on developing an impromptu speech structure. It explains that impromptu speeches involve little preparation time and are useful in situations like toasts or meetings. The document then outlines a 10-step structure for an impromptu speech, including an attention-getting device, statement of why the audience should care, thesis, preview and review of main points, and a closing statement. It provides examples of practicing an impromptu speech on a given topic, such as favorite foods or places to visit.
Clark ch 8 and 9
The document discusses principles for personalizing and segmenting instructional content:
1. Use conversational rather than formal language by employing active voice, second person, and contractions.
2. Include on-screen pedagogical agents to guide learning through coaching, examples, and explanations.
3. Allow the author's voice to enhance the content by including their perspective without bias.
It also discusses segmenting lessons into bite-sized portions and pre-training learners on key concepts before instruction. Research shows these techniques improve learning outcomes.
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Week3 making a start
The document outlines the agenda for a public speaking class. It includes a quick review of presentation dos and don'ts, examples of good introductions, and an in-class language knowledge activity. Students are then instructed to begin brainstorming the purpose and topic for their upcoming 10-15 minute midterm speech which must include an introduction, body with no more than 3 points, and a conclusion.
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37. conversation starters, group presentation example, stress
This 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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This document describes Conversation Workouts (CWOs), an approach to improving English speaking skills through high intensity interval training. CWOs adapt concepts from high intensity interval training (HIIT) to develop speaking abilities. A variety of workout activities are presented in 3-5 minute intervals, with rest periods, to push students out of their comfort zones. The workouts focus on different speaking skills and include activities like storytelling, question/answer rounds, presentations and debates. Instructions are provided for preparing, structuring and giving feedback for each activity. The goal is to improve various aspects of communicative competence, such as vocabulary, grammar, discourse skills and the ability to converse spontaneously.
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This document provides an overview of impromptu speaking and provides guidance on developing an impromptu speech structure. It explains that impromptu speeches involve little preparation time and are useful in situations like toasts or meetings. The document then outlines a 10-step structure for an impromptu speech, including an attention-getting device, statement of why the audience should care, thesis, preview and review of main points, and a closing statement. It provides examples of practicing an impromptu speech on a given topic, such as favorite foods or places to visit.
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1. Use conversational rather than formal language by employing active voice, second person, and contractions.
2. Include on-screen pedagogical agents to guide learning through coaching, examples, and explanations.
3. Allow the author's voice to enhance the content by including their perspective without bias.
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The document outlines the agenda for a public speaking class. It includes a quick review of presentation dos and don'ts, examples of good introductions, and an in-class language knowledge activity. Students are then instructed to begin brainstorming the purpose and topic for their upcoming 10-15 minute midterm speech, which must include an introduction, body with no more than 3 points, and a conclusion.
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The document outlines the agenda for a public speaking class. It includes a quick review of presentation dos and don'ts, examples of good introductions, and an in-class language knowledge activity. Students are then instructed to begin brainstorming the purpose and topic for their upcoming 10-15 minute midterm speech which must include an introduction, body with no more than 3 points, and a conclusion.
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This document provides information on an academic listening and speaking course for pre-service teachers of English as a foreign language. The course aims to develop students' listening comprehension skills, practice their oral presentation skills, and help them identify and improve areas of difficulty in listening and speaking. Assessments include students giving presentations, devising listening exercises, providing feedback on peers, and reflecting on their own oral production through blog posts with audio/video recordings. The course utilizes online tools like Weebly, SoundCloud and Padlet to support activities and assignments.
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This document provides an agenda and overview for an academic class. It includes a review of concepts from the previous class, a scavenger hunt and quiz over the syllabus, an introduction to the course technologies and conversation starters, and an example of conversation starters to be completed as homework. Students are asked to complete tasks using the course blog, PSU Box, and Voicethread and to choose a word to write a conversation starter about for in-class practice. The document outlines the key elements that will be covered in the class.
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31, individual presentation examples, and interview viewing
The document outlines the agenda for an academic interactions class, including:
- Conversation starters on topics like materials depletion in different regions and the pros and cons of technology dependence.
- An example individual presentation video for students to watch and take notes on.
- Small group discussions about what was learned from the example presentation video.
- An assignment to watch interviews and leave audio comments, as well as complete a handout.
- Announcements about upcoming group and individual presentation due dates.
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This seminar discusses English mastery and provides tips and techniques for improving English skills. It covers who the experts are, when language is acquired, key areas of mastery including sounds, structure and meaning, and how to apply the techniques. The key areas discussed are phonemes, phonetics, prosody, grammar and vocabulary. Questioning and answering techniques are also covered to improve communication skills. The overall message is that using language with feedback is essential for mastery as it is easily lost without practice.
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This document outlines the agenda for an academic class. It includes:
- A conversation starter asking about the appropriate age for children to watch TV.
- Examples of voicing exercises distinguishing voiced and unvoiced consonants.
- A discussion of language journals and sample entries.
- Notes from a TED talk.
- Examples of effective group presentation videos.
- An assignment to continue working on group presentations and present them in the next class.
- An overview of the past unreal conditional grammar topic and a dice game practice activity.
2. syllabus, syllabus quiz, conversation starters, pathways 1
This document provides an agenda and overview for an academic class. It includes a review of concepts from the previous class, a scavenger hunt and quiz over the syllabus, an introduction to the course technologies and conversation starters, and an example of conversation starters to be completed as homework. Students are asked to complete tasks using the course blog, PSU Box, and Voicethread and to choose a word to write a conversation starter about for in-class practice. The document outlines the key elements that will be covered in the class.
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The document discusses technical report writing and common writing deficiencies. It begins by defining technical writing and its key characteristics of using simple, concrete language in an impersonal and objective tone. It then asks whether technical report writing should be formally taught, with most respondents answering yes. Finally, it outlines some common writing mistakes like indistinguishable surnames, spelling errors, structurally deficient sentences, and other issues. It provides examples and comments on improving writing skills.
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The document provides information about preparing for and taking the IELTS exam. It discusses the different parts of the exam including Listening, Reading, Writing and Speaking. It provides exam strategies and tips for each section. Sample questions, passages and tasks are presented to demonstrate the exam format. Key vocabulary and useful phrases for the exam are also defined.
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The document provides guidance on listening strategies for language learners. It discusses applying different approaches depending on whether the goal is comprehension or acquisition. For comprehension, it recommends focusing on decoding language to derive meaning by listening for detail. For acquisition, it suggests utilizing background knowledge to listen for gist by making inferences. A variety of listening activities are presented that target different levels of processing from bottom-up to top-down. Learners are advised to consider the level of difficulty and choose activities accordingly to best meet their goals.
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This document contains the agenda and notes from an academic skills class. It includes a review of previous material, a scavenger hunt through the syllabus, a syllabus quiz, an introduction to the technologies and assignments for the course, and a discussion of conversation starters to practice vocabulary in students' fields of study. Students are divided into groups and participate in class activities and discussions.
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The document provides an overview of the IELTS exam, which assesses English proficiency. It describes the four components of the exam: Listening, Reading, Writing, and Speaking. The Listening section involves answering questions about recorded texts. Reading consists of multiple choice and matching questions about three passages. Writing includes descriptive and argumentative tasks. Speaking is an interview assessing conversational ability. The document outlines the format, scoring, and challenges of each section to help students understand what to expect on the IELTS exam.
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Watch this as a webinar with audio (35 min): http://youtu.be/envyYFOgTBA
**
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This document summarizes a lecture on structured problem solving and business analysis techniques. It introduces Minto's Pyramid Principle as a standard framework for logical analysis and clear communication. The lecture outlines building a Minto Pyramid through collecting facts, logical grouping, and synthesis. It assigns students to analyze a case study on Costco using the pyramid structure and present key insights in a 10-slide presentation with annotations, due in one week.
Casteleyn playing with improv theatre to battle public speaking stress
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Careers.pptx
YouJuice is hiring a new Sales and Marketing Director based in Sao Paulo, Brazil. Three candidates are being considered: Juana Ramos from Mexico, Chantal Lefevre from Switzerland, and Jeff Sanderson from the US. Juana is 30 years old, married with two young children. Chantal is 41, divorced with one young child. Jeff is 54 and single. The strengths and weaknesses of each candidate must be discussed to decide who is best for the position.
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This is a compilation of the rest of the video and audio projects (that can be made into video projects) I have done over the past few semesters. All or some of these can be used for a Video Portfolio.
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2. syllabus, syllabus quiz, conversation starters, pathways 1
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5. An activity where students review collocation pairs from their study sheet in groups.
7. cs, target debate, and psu observations
This document summarizes an academic interactions class at Penn State University in Spring 2016. It includes an agenda with conversation starters on various topics for students to debate. It then outlines instructions for students to observe a PSU class of their choice, prepare a 7-10 minute presentation on their observation, and submit a video of their presentation. The document provides guidance on choosing a class to observe, getting professor permission, etiquette for observing, and developing their presentation. It concludes with announcing homework due dates and allowing time in class for students to choose which PSU class they will observe.
4. modal verbs, inclusive language, verb identification
This document outlines the agenda and content covered in a grammar class. The topics discussed include modal verbs, inclusive language, indefinite pronouns, and gender-neutral language. Examples are provided for different grammar structures like expressing rules and expectations. Students complete activities to practice these concepts, such as filling out a chart comparing rules and expectations in their own country and creating sentences using indefinite pronouns.
6. gender and society and target debate
This document outlines the agenda for an academic interactions class. It includes conversation starters for students to discuss, a video and discussion on gender and society, more vocabulary work, and preparation for a debate on gender-based classifications in toys and marketing. Students will be split into groups to research and present perspectives for or against gender-based classifications. The next class will involve the student groups giving speeches to present their positions, followed by a question and answer period and a final decision by the "mayor". Homework involves posting a conversation starter on a google document using vocabulary from the lesson.
5. english central
This document provides an agenda for an introduction to the English Central language learning application. It includes an introduction to English Central, watching an introductory video, accessing the class through the app in a computer lab, and exploring and utilizing the English Central program and various video topics. Students are instructed on how to enroll in the class and change settings to fully interact with the speaking activities in the videos. There is no homework assigned.
Day 3 collocation set 1 130_b
This document provides an agenda and notes for a grammar class. It includes:
- Grading and next steps for a Conversation Starter assignment. Students will complete a labeling activity.
- A brief review of grammar from the previous class, including examples of common errors.
- An introduction to vocabulary used in context and collocations. Students will do a matching quiz and practice activity.
- A discussion of language used to express rules and expectations, including modal verbs. Students complete a chart as practice.
- Homework is to finish and submit the Conversation Starter activity before the next class.
Day 3 collocation set 1
This document provides an agenda and notes for a grammar class. It includes:
- Grading and next steps for a Conversation Starter assignment. Students must complete a labeling activity and turn it in.
- A review of grammar from the previous class, including examples of common errors.
- An upcoming vocabulary collocation quiz to test knowledge of common word pairs.
- An activity where students practice using collocations in meaningful sentences.
- A discussion of language for expressing rules and expectations, including modal verbs. Students complete a chart practicing these.
- Homework is to finish and turn in the Conversation Starter activity.
4. conversation starters, pathways 1
This document contains an agenda for an Academic Interactions class on gender and society. The agenda includes:
- Conversation starters on topics related to gender, such as the characteristics of effective interpreters, differences between managing various hospitality businesses, and whether women are better than men at language.
- A brief quiz reviewing terms from the previous class, including the differences between gender and sex.
- An activity where students practice note-taking skills, including listening to part of a lecture and writing down the main ideas.
- A discussion of gender roles and socialization, followed by a video and related exercises on the topic of gender and society.
- Additional vocabulary building activities.
Day 3 collocation set 1
This document provides an agenda and summary for a grammar lesson. It includes:
- A brief review of the previous week's material
- An exercise practicing vocabulary in context
- A review of grammar concepts like modal verbs and language for expressing rules and expectations
- A group activity where students take turns drawing cards with phrases and making grammatically correct sentences
More from IECP (20)
PPT FINAL_WISE 2024 PSU: Intercultural Connections
PPT FINAL_WISE 2024 PSU: Intercultural Connections
20. interview introduction, genome synthesis, vt commenting
20. interview introduction, genome synthesis, vt commenting
18. oral citation and genomic sequencing presentations
18. oral citation and genomic sequencing presentations
4. modal verbs, inclusive language, verb identification
4. modal verbs, inclusive language, verb identification
37. conversation starters, group presentation example, stress
- 1. Academic Interactions 130A Fall 2014 IECP Nikki Mattson
- 2. Agenda • Conversation starters • Persuasive speech • Problem/solution video example • Pronunciation practice (stress)
- 3. 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)
- 4. 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
- 5. 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 )
- 6. 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?
- 8. 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
- 10. 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
- 11. 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
- 14. Group Work
- 15. 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.
- 16. HW • Interview commenting assignment – DUE 11/6 by midnight • Group presentation – DUE 11/11