This document provides examples of asking for and giving directions in Ho Chi Minh City, Vietnam. It includes sample dialogs asking for locations of places like the ATM, art gallery, and city hall. It also discusses one-way streets, street signs, and different ways to describe spatial relationships like locations being across from or at the corner of other places. The document aims to demonstrate how to effectively communicate directions in both asking for and providing information to get someone from one place to another in the city.
Location expression for asking and giving the directionNurul Ilhamni
Asking for some locations.
Are there any courier services around here?
Adakah jasa angkut kurir di sekitar sini?
Yes, there are some courier services around here. The nearest is over there, across of this street.
Ya. Ada beberapa jasa kurir di sekitar sini. Yang paling dekat adalah di sana, di seberang jalan ini.
Asking for and Giving the Direction.
Could you give me directions to the Harapan Bunda Hospital?
Bisakah kamu memberitahu saya arah menuju RS Harapan Bunda?
Of course. Go straight ahead about 15 meters and take a left.
It is in front of Inn Hotel .
Tentu. Jalan lurus sekitar 15 meter dan belok kiri. Ia berada di depan Hotel Inn.
Location expression for asking and giving the directionNurul Ilhamni
Asking for some locations.
Are there any courier services around here?
Adakah jasa angkut kurir di sekitar sini?
Yes, there are some courier services around here. The nearest is over there, across of this street.
Ya. Ada beberapa jasa kurir di sekitar sini. Yang paling dekat adalah di sana, di seberang jalan ini.
Asking for and Giving the Direction.
Could you give me directions to the Harapan Bunda Hospital?
Bisakah kamu memberitahu saya arah menuju RS Harapan Bunda?
Of course. Go straight ahead about 15 meters and take a left.
It is in front of Inn Hotel .
Tentu. Jalan lurus sekitar 15 meter dan belok kiri. Ia berada di depan Hotel Inn.
The PowerPoint presetation can be used to teach asking for and giving directions in classrooms where English is studied as a foreing or a second language. Depending on the learners' needs, an EFL or ESL teacher can change the contents to suit his or her leaners who specifically want to improve oral fluency in the target language
The PowerPoint presetation can be used to teach asking for and giving directions in classrooms where English is studied as a foreing or a second language. Depending on the learners' needs, an EFL or ESL teacher can change the contents to suit his or her leaners who specifically want to improve oral fluency in the target language
Lots of exercises on the topic of giving directions, useful for intermediate, or even beginner level (A2) if students show particular interest for English or the topic. Exercises taken from: follow the link on the last slide of this Presentation.
This activity was presented by Tatiana. Several ideas were developed during the meeting:
- developing empathy: Wendy is lost. How do you think she feels?
- asking questions: Wendy needs to know where the post office is so she asks the Policeman. Write the question
-Graph-reading -comp Look at Wendy's map. Then look at the bar graph and answer the questions: How many churches are there in W's town? How many banks are there in W's town? Is there any Library in W's town?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
3. Have you ever gotten lost?
(was it in the street? In a building? a new city?)
What were you looking for?
4. Which photo best represents how you feel
when you get lost?
A
B
C
D
5. What’s usually your order of operations when you get
lost? (rank the following)
___Call someone for directions
___Use Google Maps on your phone
___Ask a nearby person for help
___ Give up & do something else
___Try to find your own way
6. “When I have to go somewhere I’ve never been before,
I usually…”
a) Find out the exact directions before I go.
b) Go to the general area, then look around (for signs)
when I get there.
c) Take a taxi
d) Find the correct street, then call someone for specific
directions.
e) Other
7. Which area of HCMC do you know best? Which areas
are you unfamiliar with?
8. Read the sentences and talk about the
differences between them based on tense
9. A) I’m lost.
B) I got lost.
C) I get lost.
D) I’m getting lost.
10. A) I’m lost.
The action is finished, but I’m still lost.
A)I got lost.
Action finished in the past, I’m no longer lost.
A) I get lost.
Present simple, therefore – it’s a general statement.
A) I’m getting lost.
I’m in the process of getting lost; getting confused; could be lost, but not sure.
11. a) I would have helped you if I knew you were lost.
b) I would help you if I knew you were lost.
12. a) I would have helped you if I knew you were lost.
You were lost (in the past); You didn’t ask me to help. But, if you had – I would have
helped you.
b) I would help you if I knew you were lost.
If you ever get lost, you can ask me to help – because I will help you.
13. a) I have looked for the address for a long time.
b) I looked for the address for a long time.
14. a) I have looked for the address for a long time.
I have been looking (in the past), and I’m still looking for the address.
b) I looked for the address for a long time.
In the past, I looked for the address – but now I’m doing something different. (either I
found the address or I gave up.
15. a) What were you doing when you missed the street?
b) What did you do when you missed the street?
16. a) What were you doing when you missed the street?
What action was happening before you missed the street?
b) What did you do when you missed the street?
What action did you take (your reaction) when you missed the street?
18. If you’re ever lost and need to ask for directions, there are a few different
ways to ask someone.
How many different ways can you ask someone where an ATM is?
1) Can __________________________?
2) Where ________________________?
3) What _________________________?
4) Do ___________________________?
5) Which_________________________?
19. If you’re ever lost and need to ask for directions, there are a few different
ways to ask someone.
How many different ways can you ask someone where an ATM is?
1) Can you tell me where an ATM is?
you tell me where there’s an ATM?
2) Where is the nearest ATM?
is an ATM?
3) What is the best way to get to an ATM?
4) Do you know where an ATM is?
5) Which way is the ATM?
20. To get to the HCMC Zoo, you should go s________ o_______
Le Duan Street, u________ you c_____ to Nguyen Binh Khiem.
You will easily find the zoo.
21. To get to the HCMC Zoo, you should go straight on
Le Duan Street, until you come to Nguyen Binh Khiem
You will see the zoo out front.
22. What building or business is O_________ (across
from) Notre Dame Cathedral?
23. What building or business is Opposite (across
from) Notre Dame Cathedral?
The HSBC building / Coffee Bean
24. To get to the bank, you’ll go straight – past two
T_________L_______s, and then turn left.
25. To get to the bank, you’ll go straight – past two
Traffic Lights, and then turn left.
*Can also say “stop light”
26. “How can I get from District 8 to District 1?”
“It’s easy. You can take Vo Van Kiet and go a________ the
Saigon river.”
27. “How can I get from District 8 to District 1?”
“It’s easy. You can take Vo Van Kiet and go along the
Saigon river.”
28. a) “Excuse me, can you tell me where the art gallery is?
b) “You just passed it. You should t_____ a______ and go b___
2 blocks.”
29. a) “Excuse me, can you tell me where the art gallery is?
b) “You just passed it. You should Turn Around and go back
2 blocks.”
* Blocks = streets
36. They’re crossing the street
Example: “To get to Galaxy Cinema, turn right and go down the alley, then
cross the street. You’ll see the cinema.
37. A) “I’m at your apartment; which building do you live in?”
B) “I live in Block A. From the entrance, go straight. You’ll see
Block A O______ the Right.
38. A) “I’m at your apartment; which building do you live in?”
B) “I live in Block A. From the entrance, go straight. You’ll see
Block A On the Right.
39. A: “Where’s city hall?”
B: “It’s a___ the e____ o____ Nguyen Hue street.
40. A: “Where’s city hall?”
B: “It’s at the end of Nguyen Hue street.
45. What if someone asked you directions and you
didn’t know the way / don’t know how to explain
it in words?
What can you say to them?
46. - I’m sorry, I’m not from here.
- I’m afraid I can’t help you.
- Sorry I don’t know my way around here.
You can offer another solution
- You could ask a taxi driver.
- You should ask someone in a hotel/front desk.
- Follow me. I’ll show you the way.(if it’s near)
- Do you want me to draw you a map?