This document provides guidance on conducting business meetings in English. It includes phrases for starting and wrapping up a meeting, welcoming attendees, apologizing for absences, setting goals and reviewing the agenda. It also offers language for expressing and asking for opinions, controlling discussions, asking questions and handling interruptions. Meeting leaders can use the phrases to introduce topics, check for understanding, make decisions and assign action items before concluding the gathering.
Vocabulary for Describing Shops [IELTS Speaking]David Wills
This PPT contains vocabulary about shops. It is intended for intermediate-level ESL students. The vocabulary here includes words like "aisle" and highlights a few differences between British and American English.
Vocabulary for Describing Shops [IELTS Speaking]David Wills
This PPT contains vocabulary about shops. It is intended for intermediate-level ESL students. The vocabulary here includes words like "aisle" and highlights a few differences between British and American English.
7forparties makes the perfect Dallas wedding venue, with bundles intended to upgrade all your wedding events. Your wedding and gathering catering is given by Central 214, offering mouthwatering American cooking and a presentation that will make your Dallas wedding or gathering occasion positively memorable.
http://www.7forparties.com/node/59
Heritage Management, Planning and Tourism: Experiences from Sukhothai (Thaila...Ethical Sector
A multi-stakeholder workshop on Responsible Tourism and Human Rights in Myanmar was held in Naypyidaw from 30 September to 2 October by the Myanmar Centre for Responsible Business and the Hanns Seidel Foundation.
7forparties makes the perfect Dallas wedding venue, with bundles intended to upgrade all your wedding events. Your wedding and gathering catering is given by Central 214, offering mouthwatering American cooking and a presentation that will make your Dallas wedding or gathering occasion positively memorable.
Language for the introduction,
Language for the making things clear,
Language for the focusing,
Language for the handling questions,
Language for the closing
The Excellence Book: 50 Ways To Be Your BestKevin Duncan
BE AS EXCELLENT AS YOU CAN BE
The book draws together 50 ingenious thoughts to improve your attitude, your approach to life and work, the questions you ask, the decisions you make, and even your timing.
Attitude, approach, timing, questions and decisions are all covered, with ten provocative thoughts in each area.
The Presentation
...say it, Most presentations are divided into 3 main parts (+ questions):
INTRODUCTION
BODY
CONCLUSION
Questions
As a general rule in communication, repetition is valuable. In presentations, there is a golden rule about repetition:
Say what you are going to say,
say it,
then say what you have just said.
In other words, use the three parts of your presentation to reinforce your message. In the introduction, you tell your audience what your message is going to be. In the body, you tell your audience your real message. In the conclusion, you summarize what your message was.
We will now consider each of these parts in more detail
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
2. GETTING
STARTING
• Ok, shall we get started?
• Right, everyone’s here so let’s begin.
• OK, I think that’s everyone. Shall we kick off?
• Let’s get down to business.
3. WELCOMING
• Welcome, everybody.Thank you for coming.
• I’d like to start by welcoming everybody here today.
• Firstly, I’d like to introduce Miguel and Samantha.
• I’m not sure everyone knows Samuel and Jungho.Would you
like to explain your company and what you do?
• I’d like to thank everyone for being here today.
4. APOLOGIES
• I’m afraid that Roberto cannot be with us today because...
• Unfortunately, David our marketing manager couldn’t make it
today, because...
5. GOALS /
OBJECTIVES
• Our objective today is to...
• I think our goal for today should be to...
• I’ve called this meeting to talk about...
• By the end of this meeting I’d like us to decide...
• The goal of today’s meeting is to....
6. AGENDA
• Have you all got a copy of the agenda?
• Ok.As you can see from the agenda, there are 4 items.
Firstly,..., secondly,...., thirdly,..., and finally,...
• Let’s start by talking about...., then go on to..., and finish with...
7. MINUTES
• John will be taking the minutes today.
• Kevin, could you take the minutes, please?
Minutes are the notes about what is said during a meeting
8. PROCESS
• I suggest we go around the table and get everyone’s opinion
first.
• I’d like to hear what people think before we make a decision.
• Before we get started I’d like to give you a little more
background information on...
9. DURATION
• I would like to wrap-up by 4 o’clock.
• The meeting is scheduled to finish at 3 o’clock, and I’d like to
finish on time.
• We’re pretty short of time, so could you please be brief?
• Can we keep each item to about10 minutes?
10. LET’S BEGIN
• OK, so, the first item on the agenda is...
• Right, let’s get started with...
• Mr. Kim, could you introduce this item, please?
• Mr.Takahashi, would you like to start with the first point?
11. ASKING FOR
OPINIONS
• What do you all think?
• What are everyone’s thoughts on this?
• Does anyone have an opinion on this topic?
12. EXPRESSING
OPINIONS
• I’m convinced that...
• I’m sure that...
• I think that...
• In my opinion...
• My view is that...
• I’m pretty sure that...
Stronger expression
Weaker expression
...this is the best plan.
... this is the way forward.
...this is the best alternative
13. CONTROLLING
• What is active listening?
It’s when you respond to what people say to help motivate them
• Examples:
• Right.
• OK, I see.
• Good.
14. CONTROLLING
• Clarifying
• In other words, what you’re saying is that,....
• If I’m hearing you right, you think that...?
• So, what you’re saying is that...?
15. CONTROLLING
• Moving off the point
• Could I digress for a second?
• I know it’s not on the agenda, but...
16. CONTROLLING
• Keeping/sticking to the agenda
• I think we’re digressing. Can we get back on topic?
• We are getting a little side tracked.
• I’m not sure that’s relevant. Let’s stick to the agenda, please?
17. CONTROLLING
• Referring Forward
• We’ll get to that later.
• Can we talk about that later?
• Let’s not talk about this right now.We’ll be dealing with it a
little later.
18. CONTROLLING
• Referring Back
• We’re repeating ourselves now.This was discussed a little
earlier.
• We have already talked about this before lunch.
• We touched on this issue before.
19. CONTROLLING
• Postponing
• Shall we skip this item?
• I think we can forget about point 3.
• Let’s deal with this point in the next meeting.
20. CONTROLLING
• Meeting Length
• We’re getting pretty short of time.
• Can we move on to the next point before it gets too late?
• We’ve spent 15 minutes on this already. Let’s move on to
something else.
21. CONTROLLING
• Confirming a Decision
• Ok, so what we’ve decided is to...
• Is everyone in agreement?
• Is that clear to everyone or do you we need to have a
recap?
22. CONTROLLING
• Closing and Moving on
• I think that’s everything we need to discuss on that.
• It’s getting late. Can we leave this point and move on?
• Let’s get to the next point on the agenda, which is...
24. EXERCISE 1
• You’re running out of time and someone says “Can I
digress for a minute?”
• What do you say?
• I don’t think we should digress. Can we stick to the main
question?
• Ok, but please be quick.
• Sure, go ahead.
25. EXERCISE 2
• Somebody is in the middle of talking and another
person says “Excuse me, may I interrupt?”
• What do you say?
• Please, let him finish.
• Be quick.
• No.Wait your turn
26. EXERCISE 3
• You are talking about point number 3 on the agenda but
someone else starts talking about point number 5.
• What do you do?
• Allow them to continue then say “I think we can skip point
5.We’ve already discussed it.”
• Stop them and say “We’ll come to that later.”
27. EXERCISE 4
• There are 2 points left on the agenda but it’s getting
close to lunchtime. If you continue the participants will
miss their lunch. However, the meeting is quite
important.
• What do you say?
• Let’s adjourn for lunch.
• Let’s adjourn for lunch but please come back in 20 minutes.
• Let’s carry on and get this meeting finished.
29. DO PEOPLE
UNDERSTAND?
• Do you follow me?
• Am I making myself clear?
• Do you see what I mean?
• Are you still with me?
• Do you get what I’m saying?
30. MORE
INFORMATION
• Could you say a little more about that, please?
• Would you elaborate on that a little?
• Could you go into a little more detail about...?
• Can you give an example of what you’re saying?
31. CLARIFICATION
• What exactly are you trying to say?
• What are you trying to say exactly?
• What do you think is the main take-away?
• Why do you feel this is important?
32. YOU WANT IT
REPEATED
• I’m sorry, I missed that. Could you repeat that, please?
• I’m not sure I follow. Could you go over that point again,
please?
34. CLOSED
QUESTIONS
• When the answer is either Yes or No
• Do you plan to complete the report by the end of the
month?
• Is this report based on the latest data?
• Did you check with the accounting manager?
• Are you going to let the accounting manager know?
35. OPEN
QUESTIONS
• Used to get a longer, more detailed answer
• Could you tell me where I can download the document?
• Could you inform me about the best practices?
• Could you explain what’s in the report?
• I’d be interested to know where you got that information.
36. LEADING
QUESTIONS
• Encouraging people to talk
• Shouldn’t we discuss the results from the latest report?
• Can we talk about the results of the metrics analysis?
• What’s up next?
38. CHAIR
INTERRUPTING
• OK Fred, if I could just quickly interrupt you there...
• Nick, sorry to interrupt but I’d like to hear some other views
on this.
• If I could just stop you there for a second.
39. CHAIR STOPPING
INTERRUPTION
• Just a moment, Dave. I’ll come back to you in a minute.
• One at a time, please.
• Please, let him finish what he was saying.
40. PARTICIPANTS
INTERRUPTING
• Excuse me, can I just interrupt quickly?
• Come I come in here?
• Can I just briefly comment on that?
• Can I piggyback on what Shelly was saying?
41. STOPPING AN
INTERRUPTION
• If I could just finish what I was saying.
• May I just finish my point?
• No, just one minute, please.
• I haven’t finished what I was saying yet.
42. REASON FOR
INTERRUPTING
• I’d like to point out that the data is from 2009.
• I’d like to add something to that point...
• I’d like to piggyback on what you just said.
• That’s a good point. I’d like to develop it a bit.
43. COMMENTING
• That’s a good point, Mike.
• I see what you saying, Jim.
• Yes, you’re spot-on.
44. CONTINUING AN
INTERRUPTING
• Thanks for bringing that up. Perhaps we should talk more
about it.
• Let’s talk a bit more about this new point.
45. DECIDING AND
CLOSING
• I think we need to discuss this further.
• I think we should have some more information on this.
• I would like to take this away and look at it in more detail.
• Let’s put this on next week’s agenda.
• Let’s leave this until next week.
46. TIME
• We’re running out of time.
• Unfortunately, we don’t have anymore time to spend on this.
• OK, everyone, we’re almost out of time.
• We getting really behind schedule.
47. CLOSING
• We have to bring this to a close.
• I think we have covered everything we’d planned to.
• I don’t think there’s anything else left.
48. DECIDING
• I really would like a decision before we close the meeting.
• Can we come to a decision before we leave?
• Are we ready to make a decision?
49. COMPLETING
AGENDA
• I think we’ve covered everything.
• OK. That’s everything on the agenda.
• Does anyone have anything else before we finish?
• Is there any other business?
• Are there any final questions before we call it a day?
50. CONFIRM
TASKS
• John, you’re doing the report on...
• Dave, you will get the data and email it me before the end of
the week.
• Steven, you will sort out...
51. NEXT MEETING
• Let’s set a time for our next meeting.
• Is July 8th a convenient day for our next meeting?
• I’ll confirm the date and location of our next meeting by email.
• I’ll email you the time of our next meeting.
52. CLOSING THE
MEETING
• OK. Let’s finish there.Thank you all for coming and I’ll see you
again in the next week.
• It’s getting late. Let’s call it a day.