This document provides information about common health complaints and problems, and examples of asking for and giving advice related to health issues. It includes lists of common health complaints like headaches, stomachaches, and flu. It also discusses asking how someone is feeling and for their condition. Advice on actions to take for different health problems is given, like taking medication, seeing a doctor, or getting rest. Sample conversations asking for and giving health-related advice are provided. The document also discusses common personal and household problems and appropriate levels of advice strength. It encourages practicing asking for and giving advice.
A communicative ESL lesson for beginner or lower elementary students. The target language is adjectives with the past simple. This PowerPoint was designed to follow a lesson on the past simple, where the students talked about what they did last weekend.
Preview ESL The Present Continuous Tense Practice BookletSusan Watson
This is a preview of a 42 page booklet of handouts, activities, and worksheets that can be used in ESL/EFL classes to review and practice the present continuous tense. It is available at Teachers Pay Teachers https://www.teacherspayteachers.com/Product/ESL-The-Present-Continuous-Tense-Practice-Booklet-1858865
Australia presentation VPV Hanoi Vietnam 2013WendyAlParisy
This is presentation of Australian from our volunteers Amy, Jane, Clare and Issy. They worked with VPV Hanoi, Vietnam from Dec 2012 to Jan 2013. Thank you and enjoy!
Teaching Speaking
Many language learners regard speaking ability as the measure of knowing a language. These learners define fluency as the ability to converse with others, much more than the ability to read, write, or comprehend oral language. They regard speaking as the most important skill they can acquire, and they assess their progress in terms of their accomplishments in spoken communication.
Language learners need to recognize that speaking involves three areas of knowledge:
Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right order with the correct pronunciation
Functions (transaction and interaction): Knowing when clarity of message is essential (transaction/information exchange) and when precise understanding is not required (interaction/relationship building)
Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason.
In the communicative model of language teaching, instructors help their students develop this body of knowledge by providing authentic practice that prepares students for real-life communication situations. They help their students develop the ability to produce grammatically correct, logically connected sentences that are appropriate to specific contexts, and to do so using acceptable (that is, comprehensible) pronunciation.
More informaton : http://www.nclrc.org/essentials/speaking/spindex.htm
House magazine for the associates of Gopast. This is the 22nd quarterly issue. Inscriptions made on stone seldom fade, this is the core of the tag line of this magazine. Truth Stays Forever. This magazine will be of interest for people engaged in the financial services industry
6 signs or symptoms to know you are in stress or not - https://woops.in/shop/Vikas Gupta
Latest Trendy and Stylish Multicolor Bangles for Women and Girls – 4 Bangles
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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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
17. Asking for a Situation or Condition
1. Hey, are you ok?
2. Hey, are you alright?
3. Are you alright, Nuch?
4. Is something wrong?
5. What’s the matter?
To response, you could say:
1. I’m fine./ I’m good./ I’m pretty good. / I’m well.
2. No, I’m not. I don’t feel well.
3. Not exactly. I have a fever.
18. Asking for Advice
- In asking for advice, you say;
1. I have a stomachache, what do you think
should I do?
2. I have a headache, what do you think
should I do?
3. I have muscle pains, what should I do?
4. I have bruises, what should I do?
19. In giving advice you say:
1. I think you should go to the doctor.
2. I think you should take a medicine.
3. You should take a rest.
4. You should take a pain
reliever/paracetamol/vitamin C/etc.
5. If I were you, I should apply hot and cold
compress in the affected part.
20. Practice Asking and Giving Advice
I feel dizzy. What do you think should I do?
I think you should_____________________.
21. Practice Asking and Giving Advice
I have a very bad headache. What do you think
should I do?
I think you should take a paracetamol.
I think you should get some rest.
22. Practice Asking and Giving Advice
I have a toothache. What do you think should I do?
I think you should take a pain reliever.
I think you should go to the dentist.
23. Practice Asking and Giving Advice
I have a backache. What do you think should I do?
I think you should rub ointment on it.
I think you should take a pain reliever.
24. Practice Asking and Giving Advice
I have a toothache. _______________________?
I think you should_____________________.
25. Practice Asking and Giving Advice
I have muscle pains. _______________________?
I think you should_____________________.
26. Practice Asking and Giving Advice
I have a __________. ________________________?
I think you should_____________________.
27. Practice Asking and Giving Advice
I have a ________. ________________________?
I think you should_____________________.
34. Practice Conversation
Brian: Hey, Scott could you please help me.
Scott: What’s the matter? Are you alright?
Brian: I couldn’t move. I have muscle pains all over my body.
Scott: Why? What did you do?
Brian: I went hiking in the mountain yesterday.
Scott: Hmmm. I think you should take a pain reliever or a
paracetamol.
Brian: Sure. What else should I do?
Scott: You could try hot and cold compress in the affected part.
Brian: That would be good.
Scott: Here, have some water. It will make you feel better.
Brian: Thanks.
Scott: No problems. Take it easy ok?
Brian: Sure, Scott. Thanks again.
35. Practice Conversation
James: Linda, what’s wrong?
Linda: I feel dizzy and I have a headache.
James: What did you do?
Linda: I slept late last night. What do you think
should I do?
James: I think you should take a rest. Go home and
sleep.
Linda: I think so.
James: Here, have some water, it will help.
Linda: Thanks, James.
James: Don’t mention it. You feel better now?
Linda: I little bit. I should go home now and sleep.
James: Ok. I’ll take/drive you home.
38. When we give advice, it should be the
BEST and the RIGHT advice.
39. Common Personal Problems
- I have no money.
- I can’t sleep at night.
- I can’t speak English very well.
- I want to go on diet, but I like to eat.
- I want to stop drinking alcohol.
40. Common House and Work Problems
- My house is very dirty.
- My mother always shouts at me.
- My boss doesn’t like me.
- I’m always late for work.
- My computer in the office is very slow.
41. Giving Advice – extent or choice of advice
1. You could -
I think you could –
2. You should –
I think you should –
3. You must –
I think you must –
50%
80%
100%
42. Give Advice
I have no money.
You could ask from your mother.
You should look for a job.
You must have a job.
43. Give Advice
I can’t sleep at night.
You could drink milk before you sleep.
You should turn off the lights.
You must take sleeping pills.
You must see the doctor.
44. Give Advice
I’m lonely.
You could talk to your friends.
You should listen to music.
You must go out with your friends.
45. Give Advice
I don’t have a boyfriend/girlfriend.
You could_____________________
You should ____________________
You must _____________________
46. Give Advice
My house is very dirty.
You could/should/must_______________.
47. Give Advice
My mother always shouts at me.
You could/should/must_______________.
48. Give Advice
I can’t speak English very well.
You could/should/must_______________.
49. Answer the following:
1. It’s raining and I’m going to the office,
I could_______________________.
2. I’m hungry, I should _______________.
3. My sister has a very bad headache, she
must __________________________.
50. Giving Advice Practice
I am going to get married next week.
Which one should I choose?
You should/could/must choose __________
because_____________________.
51. She is going to get married next week.
Which one should she choose?
She should/could/must choose _____________
because______________________.
54. Homework
1. Send a text message (SMS), Facebook
message, LINE message, What’s App
message to any of your classmates or
to the teacher about your problem, and
ask for advice.
2. SHOW ME THE MESSAGE on Tuesday
next week.