This document provides a course syllabus for an English for Business Studies course. The syllabus outlines 15 units that will be covered over 15 class sessions held twice per week. Students will be assessed based on attendance, assignments, midterm exam, and final exam. The course aims to develop students' business English comprehension, listening skills, and ability to discuss and analyze business concepts. Teaching methods will include group discussions, presentations, and online activities.
This document outlines the course syllabus for Cultural Studies 201. The course will be held on Fridays from 5:30-8:30 PM over 15 weeks. It will introduce concepts of culture and social norms through chapters on families, friendships, the environment, agriculture, and Southeast Asian politics. Assessment will include assignments, presentations, exams, and class participation. The course aims to help students understand basic cultural information and apply lessons to daily interactions.
This course syllabus outlines a bridging course on reading and vocabulary skills taught over 15 weeks. The course will introduce students to vocabulary and background information on various animals through readings and group activities. Students will practice reading techniques, build vocabulary, and describe animal information. Assessment includes attendance, assignments, a midterm exam, and a final exam. The course aims to improve students' reading, vocabulary, and ability to discuss lessons. Learning methods include group discussions, presentations, and individual and teamwork assignments.
This document provides a course syllabus for an Academic Writing Skills 202 course. The course will meet for 45 hours over 15 weeks and introduce concepts of paragraphs and essays through 7 chapters. Students will develop academic writing skills through class discussions, group assignments, and individual practice writing paragraphs and essays. Assessment will include attendance, textbook reading, assignments, a midterm exam, and a final exam. The goal is for students to gain proficiency in English writing tasks and produce effective paragraphs and essays.
This document provides the course syllabus for an English communication skills course at Science University. The course will meet for two hours each week and focus on developing students' basic communication skills through lessons, group discussions, presentations and assignments. Students will be assessed based on attendance, assignments, a midterm exam, and a final exam. The course aims to help students improve their ability to communicate effectively in English.
This document summarizes a student's field study exploring the roles of teachers as curricularists. The student conducted interviews with teachers at different education levels to learn about their roles as planners, writers, knowers, innovators, evaluators, and implementors of curriculum. The student also researched literature on the role of early childhood teachers as guides who foster children's intellectual and social development. The field study portfolio included evidence of interviews, reflections on the student's own role as a future curricularist, and a rubric evaluating the student's work.
The document appears to be a field study report submitted by a student named Jushabeth G. Garcera for their BSEd program. The report documents Garcera's observations at St. Louise de Marillac College of Sorsogon regarding concepts of curriculum, including the concepts, nature, and purposes of curriculum; components of curriculum; and teaching and learning processes. Garcera's performance is evaluated based on tasks completed like observation, analysis, reflection, portfolio, and timely submission. The report includes tools used like interviews and class observations to understand how behavioral learning theories are applied in the classroom.
Level 5 diploma in education and training mbuyu ilunga wa mulsimba35
This document provides evidence for a Level 5 Diploma in Education and Training. It includes a teaching log of 100 hours covering subjects like ICT, English, social studies, and math. It also includes schemes of work, lesson plans, lesson observations and feedback, and qualifications of the supervising teacher. The lesson plans show an emphasis on developing students' reading, writing, critical thinking, and social skills over the 100 hour period through group activities, debates, and project-based learning.
This is a semi-detailed lesson log intended for my Classroom Observation Tool (COT) demonstration teaching through Learning Action Cell where my colleague and I share thoughts and practices on making classroom instruction delivery effective even in times of pandemic.
This document outlines the course syllabus for Cultural Studies 201. The course will be held on Fridays from 5:30-8:30 PM over 15 weeks. It will introduce concepts of culture and social norms through chapters on families, friendships, the environment, agriculture, and Southeast Asian politics. Assessment will include assignments, presentations, exams, and class participation. The course aims to help students understand basic cultural information and apply lessons to daily interactions.
This course syllabus outlines a bridging course on reading and vocabulary skills taught over 15 weeks. The course will introduce students to vocabulary and background information on various animals through readings and group activities. Students will practice reading techniques, build vocabulary, and describe animal information. Assessment includes attendance, assignments, a midterm exam, and a final exam. The course aims to improve students' reading, vocabulary, and ability to discuss lessons. Learning methods include group discussions, presentations, and individual and teamwork assignments.
This document provides a course syllabus for an Academic Writing Skills 202 course. The course will meet for 45 hours over 15 weeks and introduce concepts of paragraphs and essays through 7 chapters. Students will develop academic writing skills through class discussions, group assignments, and individual practice writing paragraphs and essays. Assessment will include attendance, textbook reading, assignments, a midterm exam, and a final exam. The goal is for students to gain proficiency in English writing tasks and produce effective paragraphs and essays.
This document provides the course syllabus for an English communication skills course at Science University. The course will meet for two hours each week and focus on developing students' basic communication skills through lessons, group discussions, presentations and assignments. Students will be assessed based on attendance, assignments, a midterm exam, and a final exam. The course aims to help students improve their ability to communicate effectively in English.
This document summarizes a student's field study exploring the roles of teachers as curricularists. The student conducted interviews with teachers at different education levels to learn about their roles as planners, writers, knowers, innovators, evaluators, and implementors of curriculum. The student also researched literature on the role of early childhood teachers as guides who foster children's intellectual and social development. The field study portfolio included evidence of interviews, reflections on the student's own role as a future curricularist, and a rubric evaluating the student's work.
The document appears to be a field study report submitted by a student named Jushabeth G. Garcera for their BSEd program. The report documents Garcera's observations at St. Louise de Marillac College of Sorsogon regarding concepts of curriculum, including the concepts, nature, and purposes of curriculum; components of curriculum; and teaching and learning processes. Garcera's performance is evaluated based on tasks completed like observation, analysis, reflection, portfolio, and timely submission. The report includes tools used like interviews and class observations to understand how behavioral learning theories are applied in the classroom.
Level 5 diploma in education and training mbuyu ilunga wa mulsimba35
This document provides evidence for a Level 5 Diploma in Education and Training. It includes a teaching log of 100 hours covering subjects like ICT, English, social studies, and math. It also includes schemes of work, lesson plans, lesson observations and feedback, and qualifications of the supervising teacher. The lesson plans show an emphasis on developing students' reading, writing, critical thinking, and social skills over the 100 hour period through group activities, debates, and project-based learning.
This is a semi-detailed lesson log intended for my Classroom Observation Tool (COT) demonstration teaching through Learning Action Cell where my colleague and I share thoughts and practices on making classroom instruction delivery effective even in times of pandemic.
The document summarizes Gabriela Quezada Cabezas' assessment for her professional practicum. It describes the context of the practicum including details about the school, class, and students. It notes that the school has clear educational goals focused on developing students' responsibility, autonomy, and critical thinking. It also describes characteristics of the specific class, including that most students are visual learners, some have special needs, and their English level is around B1-B2. It concludes that the most important factors to consider in lesson planning are aligning with the school's educational goals, using available technology resources, accommodating special student needs, and incorporating students' interests to motivate learning.
The document outlines the tasks and requirements for a student's field study on examining the concepts, nature, and purposes of the curriculum. It includes interviewing an administrator to discuss their views on traditional and progressive curriculum using a graphic organizer. The student is also asked to analyze how different educational philosophies relate to curriculums in local schools and reflect on why curriculum needs to be revised over time.
This document outlines a learning episode for creating an effective slide presentation. The goals are to apply principles of audiovisual presentations and be evaluated on observation, analysis, reflection skills. Guidelines are provided on using presentation software, following designs like the "Rule of Six," including graphics/video to engage learners, and ensuring information is correct, cited and organized properly. A sample presentation on semantics is included, with steps the student will take to achieve the learning outcomes through practice and reflection.
This document outlines the English language curriculum for Years 1, 2 and 3 of primary school in Malaysia. It covers 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). The goals are to equip students with basic English communication skills and develop literacy. Some key points include:
- Developing listening comprehension, oral expression, phonics, reading fluency, writing mechanics, and appreciation of stories/songs.
- Subject content is organized into themes and follows a progression from sounds/words to phrases to sentences.
- Pedagogical approaches emphasize making learning fun, student-centered, integrated with technology, and include formative assessment.
- The
The document summarizes the student's observation and evaluation of the learning resources center and display boards at Our Lady of the Sacred Heart College. The student visited the learning resources center and classified its resources into four categories: print resources, audio resources, non-electronic visual resources, and ICT resources. The student also observed two display boards at the school and evaluated one board's effectiveness in communicating its message clearly, being attractive, having a balanced arrangement, and more.
This document discusses a 3-year subject leadership program for English panel heads in Malaysia. The program has 3 phases that focus on helping young learners acquire English, supporting learning through assessment, and supporting teachers. Phase 1 of the RELTmax program teaches how children learn best through play. Participants will gain skills in using the textbook creatively, implementing the syllabus and assessment, and providing professional development for English teachers. The program employs constructivist teaching approaches and focuses on classroom instruction, planning effective lessons, connecting with other teachers, and conducting professional development.
Mrs. Goff outlines her detailed plans and procedures for the first day of class:
1) Students will find their seats and fill out an introduction form. The teacher will introduce herself and play a name game.
2) School policies and classroom rules and procedures will be explained. Copies will be sent home for parents to sign.
3) Students will receive handouts from the school and a parent communication form.
4) Books will be distributed while students journal, and pictures will be taken throughout the day. The detailed plans are designed to smoothly start the year.
This document provides an overview of the English language curriculum for primary school levels 2 (years 4-6) in Malaysia. It outlines the curriculum's organization, pedagogical principles, content standards, and learning objectives. The curriculum is modular and focuses on listening and speaking, reading, writing, language arts, and grammar. It aims to equip students with proficiency in English and emphasizes mastery of learning standards, thinking skills, and incorporating educational priorities like citizenship.
This document provides an overview of the 8P15 Teaching and Learning: Schools and Communities course at Brock University. It outlines the course topics, expectations, assignments, and evaluations. The main assignments are oral chronicle presentations, weekly literacy narratives posted to an online forum, and a final narrative of education paper. Students are expected to actively participate in class discussions, submit assignments on time, and demonstrate professionalism. The course aims to help students develop a practical and collaborative knowledge of teaching through exploring personal experiences and relating theory to virtual field observations.
Accomplished end of-course action plan-revisedYuel Toledo
Glenn A. Toledo completed an end-of-course action plan as a requirement for his TeachExcels class. The plan outlines several professional development activities and classroom observations for teachers at Prudencia D. Fule Memorial National High School for the 2017-2018 school year. The plan includes team building activities, workshops on facilitative teaching and the roles of teachers, and sessions on questioning skills, multiple intelligences, and higher-order thinking. The goals are to train 100% of teachers on these concepts and observe their classroom integration, with the aim of increasing the school's MPS from 49.06% to 65% by year's end.
Developing the criteria for textbook evaluation 1RahmatAbdullah
The document outlines a scheme for evaluating English as a Second Language (ESL) textbooks based on 4 assumptions: that the textbook uses up-to-date teaching methods, provides guidance for non-native English speaking teachers, meets the needs of language learners, and considers the socio-cultural environment. It then provides more details on each assumption and proposes a checklist for evaluating textbook items like grammar, vocabulary, reading, writing, and technical elements. The document emphasizes that the evaluation criteria can be adapted based on the educational level and curriculum objectives.
Ms. Maricel A. Dela Cruz
Topic: Parts of Speech
Teaching Aids Used:
- Pictures of different objects
- Flashcards with words written on them
- Whiteboard and marker
- Notebook and pen
Teaching Procedure:
1. The teacher introduced the topic - Parts of Speech. She explained that there are different word classes in the English language.
2. She showed pictures of different objects like a book, flower, car, etc. and asked the students to identify each object. The students responded well.
3. Then the teacher showed flashcards with words written on them like "read", "beautiful", "drive". She asked
The document discusses using technology in the classroom. It includes a class observation guide for students to evaluate a lesson and identify the objectives, concepts, and skills being taught. Students are then asked to search online for electronic resources that could be used to teach the same lesson. They must evaluate the resources using a provided form that addresses criteria like accuracy, appropriateness, clarity, and motivation. Finally, students reflect on their technology skills and ability to integrate electronic resources, and include relevant materials in their learning portfolio.
The document is a letter from Cavite State University requesting permission from the Thomas Aquinas Institute of Learning to conduct pre-service teacher trainings at their school. It explains that the Educational Field Study 3 course aims to provide actual field experiences for pre-service teachers to observe student behavior in classrooms. It includes an attached course content outline and list of 3rd year Bachelor of Secondary Education students majoring in English who will participate. The university is hoping for a favorable response to their request.
This document provides guidelines for teachers on preparing daily lessons. It allows more experienced teachers flexibility in lesson planning by letting them use Daily Lesson Logs instead of detailed lesson plans. Teachers with less than two years of experience must still prepare detailed lesson plans that include objectives, subject matter, procedures, assessment, and assignments. The logs and plans should reference materials like textbooks and be written in the language of the Teachers' Guides or Manuals. Modifications are allowed to suit learners as long as standards are met.
edTPA Online Module 4. Context for Learninglhbaecher
This document provides an overview and guidance on completing the Context for Learning section of the edTPA for teacher candidates. It outlines the three sections to be included - information about the school, classroom, and students. For special education contexts, some additional details are required, such as an explanation for individualized instruction and information on textbooks or programs used. Resources on the university's online site can help students learn more about completing this portion of the edTPA submission.
The document summarizes field study materials from 4 participants. It describes available teaching materials like charts, posters, and handouts. It also provides reflections from each participant on materials used for teaching swimming and tips for teachers in preparing materials, such as ensuring they are appropriate for students' skill levels, visually engaging, and relevant to real-life contexts.
The document provides a graphic organizer for presenting learning resources on the topic of volleyball for 4th year students. It lists resources that are available, may be purchased, or will be made. Available resources include nets, balls, flags, whistles, volleyball courts, penalty cards, score sheets, and volleyball attire. The analysis section asks for benefits of surveying available materials before making your own and tips for teachers in preparing teaching materials. The reflections section asks which material was most enjoyable to make, difficulties encountered, and advice for teachers.
This document provides the syllabus for an English B2 listening course taught by Professor Peter Cullen. The course aims to help students develop marketing plans that could be implemented in real companies. Material for the listening exam is provided through an online blog, and students are encouraged to practice exams on the blog. While attendance is not mandatory, students who attend class tend to perform better on exams. The course covers topics like marketing objectives and strategies, integrated marketing communications plans, and sales plans. It includes simulations, practice exams, and presentations of marketing plans to a client company.
Ashesi University Entrepreneurship Course Outline Fall 2014Todd Warren
Course Outline for Entrepreneurship Fall 2014 at Ashesi University, taught by Sena Agyepong and Todd Warren. Based on the Lean LaunchPad curriculim from steve blank and co.
Discover how to use Micro-learning Techniques to create Mini-Learning Format ...Sarah Land
This resource was created as part of the Erasmus+ Project, 'SYNERGY - Harnessing the Learning Assets within the SME Business Community'. As part of this project, research was conducted which found that current and available training offers targeted at the business community often do not address those issues and problems experienced by business owners. And that business or vocational training available to business owners is often location specific, classroom based and scheduled for 1 to 5 days during core business trading hours which is not conducive to the working routines of business owner-managers, entrepeneurs and start-ups. To address this need, this project trained adult educators in the latest techniques, and using the latest technologies, to allow them to produce Mini-Learning Format Resources. These resources constituted 'bite-sized' training courses which typically last 5 minutes and each addresses a topic pertinent to business such as business management, effective communication, marketing, social media for business and a range of other topics. To access the full suite of resources developed, please visit: www.synergyexchange.eu.
The document summarizes Gabriela Quezada Cabezas' assessment for her professional practicum. It describes the context of the practicum including details about the school, class, and students. It notes that the school has clear educational goals focused on developing students' responsibility, autonomy, and critical thinking. It also describes characteristics of the specific class, including that most students are visual learners, some have special needs, and their English level is around B1-B2. It concludes that the most important factors to consider in lesson planning are aligning with the school's educational goals, using available technology resources, accommodating special student needs, and incorporating students' interests to motivate learning.
The document outlines the tasks and requirements for a student's field study on examining the concepts, nature, and purposes of the curriculum. It includes interviewing an administrator to discuss their views on traditional and progressive curriculum using a graphic organizer. The student is also asked to analyze how different educational philosophies relate to curriculums in local schools and reflect on why curriculum needs to be revised over time.
This document outlines a learning episode for creating an effective slide presentation. The goals are to apply principles of audiovisual presentations and be evaluated on observation, analysis, reflection skills. Guidelines are provided on using presentation software, following designs like the "Rule of Six," including graphics/video to engage learners, and ensuring information is correct, cited and organized properly. A sample presentation on semantics is included, with steps the student will take to achieve the learning outcomes through practice and reflection.
This document outlines the English language curriculum for Years 1, 2 and 3 of primary school in Malaysia. It covers 5 modules: Listening and Speaking, Reading, Writing, Language Arts, and Grammar (added in Years 3-6). The goals are to equip students with basic English communication skills and develop literacy. Some key points include:
- Developing listening comprehension, oral expression, phonics, reading fluency, writing mechanics, and appreciation of stories/songs.
- Subject content is organized into themes and follows a progression from sounds/words to phrases to sentences.
- Pedagogical approaches emphasize making learning fun, student-centered, integrated with technology, and include formative assessment.
- The
The document summarizes the student's observation and evaluation of the learning resources center and display boards at Our Lady of the Sacred Heart College. The student visited the learning resources center and classified its resources into four categories: print resources, audio resources, non-electronic visual resources, and ICT resources. The student also observed two display boards at the school and evaluated one board's effectiveness in communicating its message clearly, being attractive, having a balanced arrangement, and more.
This document discusses a 3-year subject leadership program for English panel heads in Malaysia. The program has 3 phases that focus on helping young learners acquire English, supporting learning through assessment, and supporting teachers. Phase 1 of the RELTmax program teaches how children learn best through play. Participants will gain skills in using the textbook creatively, implementing the syllabus and assessment, and providing professional development for English teachers. The program employs constructivist teaching approaches and focuses on classroom instruction, planning effective lessons, connecting with other teachers, and conducting professional development.
Mrs. Goff outlines her detailed plans and procedures for the first day of class:
1) Students will find their seats and fill out an introduction form. The teacher will introduce herself and play a name game.
2) School policies and classroom rules and procedures will be explained. Copies will be sent home for parents to sign.
3) Students will receive handouts from the school and a parent communication form.
4) Books will be distributed while students journal, and pictures will be taken throughout the day. The detailed plans are designed to smoothly start the year.
This document provides an overview of the English language curriculum for primary school levels 2 (years 4-6) in Malaysia. It outlines the curriculum's organization, pedagogical principles, content standards, and learning objectives. The curriculum is modular and focuses on listening and speaking, reading, writing, language arts, and grammar. It aims to equip students with proficiency in English and emphasizes mastery of learning standards, thinking skills, and incorporating educational priorities like citizenship.
This document provides an overview of the 8P15 Teaching and Learning: Schools and Communities course at Brock University. It outlines the course topics, expectations, assignments, and evaluations. The main assignments are oral chronicle presentations, weekly literacy narratives posted to an online forum, and a final narrative of education paper. Students are expected to actively participate in class discussions, submit assignments on time, and demonstrate professionalism. The course aims to help students develop a practical and collaborative knowledge of teaching through exploring personal experiences and relating theory to virtual field observations.
Accomplished end of-course action plan-revisedYuel Toledo
Glenn A. Toledo completed an end-of-course action plan as a requirement for his TeachExcels class. The plan outlines several professional development activities and classroom observations for teachers at Prudencia D. Fule Memorial National High School for the 2017-2018 school year. The plan includes team building activities, workshops on facilitative teaching and the roles of teachers, and sessions on questioning skills, multiple intelligences, and higher-order thinking. The goals are to train 100% of teachers on these concepts and observe their classroom integration, with the aim of increasing the school's MPS from 49.06% to 65% by year's end.
Developing the criteria for textbook evaluation 1RahmatAbdullah
The document outlines a scheme for evaluating English as a Second Language (ESL) textbooks based on 4 assumptions: that the textbook uses up-to-date teaching methods, provides guidance for non-native English speaking teachers, meets the needs of language learners, and considers the socio-cultural environment. It then provides more details on each assumption and proposes a checklist for evaluating textbook items like grammar, vocabulary, reading, writing, and technical elements. The document emphasizes that the evaluation criteria can be adapted based on the educational level and curriculum objectives.
Ms. Maricel A. Dela Cruz
Topic: Parts of Speech
Teaching Aids Used:
- Pictures of different objects
- Flashcards with words written on them
- Whiteboard and marker
- Notebook and pen
Teaching Procedure:
1. The teacher introduced the topic - Parts of Speech. She explained that there are different word classes in the English language.
2. She showed pictures of different objects like a book, flower, car, etc. and asked the students to identify each object. The students responded well.
3. Then the teacher showed flashcards with words written on them like "read", "beautiful", "drive". She asked
The document discusses using technology in the classroom. It includes a class observation guide for students to evaluate a lesson and identify the objectives, concepts, and skills being taught. Students are then asked to search online for electronic resources that could be used to teach the same lesson. They must evaluate the resources using a provided form that addresses criteria like accuracy, appropriateness, clarity, and motivation. Finally, students reflect on their technology skills and ability to integrate electronic resources, and include relevant materials in their learning portfolio.
The document is a letter from Cavite State University requesting permission from the Thomas Aquinas Institute of Learning to conduct pre-service teacher trainings at their school. It explains that the Educational Field Study 3 course aims to provide actual field experiences for pre-service teachers to observe student behavior in classrooms. It includes an attached course content outline and list of 3rd year Bachelor of Secondary Education students majoring in English who will participate. The university is hoping for a favorable response to their request.
This document provides guidelines for teachers on preparing daily lessons. It allows more experienced teachers flexibility in lesson planning by letting them use Daily Lesson Logs instead of detailed lesson plans. Teachers with less than two years of experience must still prepare detailed lesson plans that include objectives, subject matter, procedures, assessment, and assignments. The logs and plans should reference materials like textbooks and be written in the language of the Teachers' Guides or Manuals. Modifications are allowed to suit learners as long as standards are met.
edTPA Online Module 4. Context for Learninglhbaecher
This document provides an overview and guidance on completing the Context for Learning section of the edTPA for teacher candidates. It outlines the three sections to be included - information about the school, classroom, and students. For special education contexts, some additional details are required, such as an explanation for individualized instruction and information on textbooks or programs used. Resources on the university's online site can help students learn more about completing this portion of the edTPA submission.
The document summarizes field study materials from 4 participants. It describes available teaching materials like charts, posters, and handouts. It also provides reflections from each participant on materials used for teaching swimming and tips for teachers in preparing materials, such as ensuring they are appropriate for students' skill levels, visually engaging, and relevant to real-life contexts.
The document provides a graphic organizer for presenting learning resources on the topic of volleyball for 4th year students. It lists resources that are available, may be purchased, or will be made. Available resources include nets, balls, flags, whistles, volleyball courts, penalty cards, score sheets, and volleyball attire. The analysis section asks for benefits of surveying available materials before making your own and tips for teachers in preparing teaching materials. The reflections section asks which material was most enjoyable to make, difficulties encountered, and advice for teachers.
This document provides the syllabus for an English B2 listening course taught by Professor Peter Cullen. The course aims to help students develop marketing plans that could be implemented in real companies. Material for the listening exam is provided through an online blog, and students are encouraged to practice exams on the blog. While attendance is not mandatory, students who attend class tend to perform better on exams. The course covers topics like marketing objectives and strategies, integrated marketing communications plans, and sales plans. It includes simulations, practice exams, and presentations of marketing plans to a client company.
Ashesi University Entrepreneurship Course Outline Fall 2014Todd Warren
Course Outline for Entrepreneurship Fall 2014 at Ashesi University, taught by Sena Agyepong and Todd Warren. Based on the Lean LaunchPad curriculim from steve blank and co.
Discover how to use Micro-learning Techniques to create Mini-Learning Format ...Sarah Land
This resource was created as part of the Erasmus+ Project, 'SYNERGY - Harnessing the Learning Assets within the SME Business Community'. As part of this project, research was conducted which found that current and available training offers targeted at the business community often do not address those issues and problems experienced by business owners. And that business or vocational training available to business owners is often location specific, classroom based and scheduled for 1 to 5 days during core business trading hours which is not conducive to the working routines of business owner-managers, entrepeneurs and start-ups. To address this need, this project trained adult educators in the latest techniques, and using the latest technologies, to allow them to produce Mini-Learning Format Resources. These resources constituted 'bite-sized' training courses which typically last 5 minutes and each addresses a topic pertinent to business such as business management, effective communication, marketing, social media for business and a range of other topics. To access the full suite of resources developed, please visit: www.synergyexchange.eu.
The document discusses opening and facilitating a larger group discussion on a community tragedy. It recommends:
1. Introducing facilitators and their qualifications in a non-boastful way to establish credibility.
2. Using icebreakers to help participants feel comfortable sharing.
3. Encouraging questions and clarification from participants.
4. Generating discussion with questions about feelings regarding the tragedy, discrepancies from media reports, and community resilience.
5. Adhering to the agenda but allowing flexibility when needed.
Course design-English for Specific PurposesRonglin Yao
The document describes an "English for Business Managers" course. It discusses the background and targeted learners, which are new business managers aged 22-23 from English and business departments. A needs analysis found the English graduates lacked business skills and the business graduates lacked language skills. The course aims to develop communication skills in key business contexts through 7 modules. It uses a multi-syllabus approach including topic, skill, task, and text-based syllabuses to meet learner and employer needs. Assessment includes learner and employer feedback and self/peer evaluation during tasks.
Course outline aacsb mba 839_global outsourcing_r kumarShashank Gupta
1. The document outlines a course on global outsourcing for an MBA program. The course aims to provide an understanding of outsourcing, including different types and levels, and cost-benefit analysis.
2. The learning objectives are to acquaint students with factors affecting outsourcing decisions, develop skills in decision-making and innovation, and critically analyze situations.
3. Assessment will include quizzes, case study discussions, projects, and exams to evaluate students' conceptual understanding and ability to apply concepts.
Advanced English Conversation Course in Dubai, Sharja, Abu Dhabi
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Business English Course in Dubai, Sharja, Abu Dhabi at Zabeel Institute
Being a confident, polished speaker is not only necessary but well-advised in order to communicate such matters effectively and persuasively. Above all, would you like a quick and easy method for composing documents, letters, memos, reports, proposals and performance appraisals in an organized format. Finally, for all the people searching for the best centre in Business English, without any dilemma, choose
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Call : 00971 4 3974905
WhatsApp:- 00971508234427/ 00971506905425
Email: mail@zabeelinstitute.ae
This document discusses the importance of educational planning and provides guidance on how to plan effectively. It outlines a 6-stage process for planning: 1) environmental scanning and data collection, 2) setting objectives, 3) generating and selecting strategies, 4) translating strategies into operational plans, 5) implementing the plan, and 6) evaluating and modifying the plan. The planning process should be systematic, realistic, sustained, and revisited annually to ensure the school can adapt to changes. Effective planning helps set priorities, respond to community needs, improve teaching quality, and provide consistency of purpose and direction.
This document discusses trends reflected in business English course book content over time. It provides 12 examples from various course books to illustrate how the books have incorporated influences from management training, economic and technological trends, and cultural awareness. The examples show a shift from grammar-based activities to an emphasis on functional language, case studies, skills development, and responding to trends in globalization, technology, and cultural diversity.
Tasks, role plays,
presentations
U.2 Apply rules of socialization with people of different cultures in order to interact in the business world.
2.1 Cultural differences 1 2 1
2.2 Business etiquette 1 2 1
2.3 Negotiation skills 1 2 1
This document provides information about the TECO602 Economic Environment of Business unit, including:
- An introduction to the basic microeconomic and macroeconomic concepts covered in the unit.
- Details on the unit coordinator, lectures, workshops, and other teaching arrangements.
- A list of the assessment tasks (forum discussions, quizzes, exams, assignment) and their weightings and due dates.
- Descriptions of the format and topics covered for each assessment task.
- Policies on assignment submissions, late penalties, and group work assessments.
This document provides information about the Business Improvement and Creativity module taking place from January to June 2022. It outlines the module coordinator, Dr. Chris Milner, and module team member Judi Karas. It then provides details about the module synopsis and objectives, learning aims and outcomes, assessment, and delivery approach. Students will complete a portfolio and reflective essay analyzing a business improvement framework applied to an organization of their choice. The module uses a blended learning approach including prerecorded lectures and live seminars/workshops.
Internship Report quy trình dạy ngữ pháp Grammar for Students
In the internship report, she described her English teaching process on grammar for students aging 8-15 at Atlanta Language Educator as well as her experiences and activities. This internship report also discussed how important her recommendations are to herself and why they should be taken into consideration.
This document outlines the syllabus for an English business communication course at the University of San Jose-Recoletos in the Philippines. The course aims to help accounting students improve their English communication skills for professional business interactions through developing skills like writing business documents, resumes, cover letters, and oral presentations. The syllabus details the course outcomes, content, teaching methods, assessments, timetable and required materials. The course content covers topics such as business communication principles, verbal and written communication skills, interviewing and resume/cover letter writing. Students will be assessed through quizzes, presentations, group demonstrations and composition of business documents.
III. SUBJECT DESCRIPTION
1. Subject name: Business (Emprendimiento)
2. Code: FCHE/I/MP/2129/06/06
3. Credits: 3
4. Prerequisites: NONE
5. Corequisites: FCHE/I/MP/2129/06/05
6. Level: Fourth
7. Modality: Presencial
8. Language: English
9. Program: Carrera de Idiomas
10. Academic Unit: Professional
11. Learning Outcomes:
- Recognize some technical vocabulary for communication within the business context.
- Apply rules
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Pich Chueng shares his experiences learning English as a non-native speaker from Cambodia. He found that writing vocabulary words, watching English movies with subtitles, listening to English songs, and practicing speaking were the most helpful activities. For vocabulary, he would copy words from the whiteboard and recite them until he had memorized them. Watching movies helped him learn pronunciation, vocabulary, and idioms in context. Listening to music was enjoyable and teachers would use lyrics to reinforce lessons. Regular speaking practice, such as conversations with classmates, helped improve his fluency. Through dedicated study using these methods, he was able to enhance his English communication skills.
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Final Exam __Vocabulary and Reading (Bridging Course)Personal Sharing
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3. The exam paper includes spaces for answers and requires students to complete vocabulary matches, multiple choice, short answer comprehension questions, and true/false statements about the reading. It is signed by the
This document contains an exam for a Communication Skills course, including a vocabulary matching section and multiple choice questions. The exam tests students on their English communication abilities, including vocabulary, grammar, and conversational skills. It contains instructions for students to not cheat and to complete all answers on the provided answer sheet. The exam is divided into two sections - a 20 point vocabulary matching section and an 80 point multiple choice question section covering common English conversation topics and situations.
Final Examination: Bridging Course_ Communication L2Personal Sharing
This document contains an exam for a Communication Skills course, including a vocabulary matching section and multiple choice questions. The exam tests students on their English communication abilities, including vocabulary, grammar, conversation skills and cultural understanding. It consists of two sections, with the first being a vocabulary matching activity and the second containing 41 multiple choice conversation-based questions. Upon completion, students are to submit their answers on the provided answer sheet for grading.
This document appears to be notes from an online course about mentoring from Texas A&M University. It discusses obtaining online courses previously on topics like addressing student misconceptions and benefits of flipped classrooms. It indicates a need for more courses and lists some potential course topics, including effective mentoring, creating interactive teaching videos, and inspiring cooperation in mentoring. It concludes by thanking the reader for their attention to the content.
This document outlines an English for Business Studies course conducted over Zoom. It provides details of the course name, conductor, platform, topic, week, and date for each class. The relevant vocabulary is also listed for each lesson, which covers promotional tools, accounting and financial statements, and banking. Each class involves reviewing the previous lesson, learning new content through a video or discussion, and completing a wrap-up activity and formative assessment.
The document appears to be notes from an English for Business Studies course conducted by CHUENG Pich. It provides information about the course including the topic of each weekly class (recruitment, labor relations, production, etc.), date, time, and platform. It also includes vocabulary relevant to each topic and wrap-up activities like formative assessments.
This document appears to be notes from an English for Business Studies course. It provides information about the course such as the course code, conductor, schedule, topics to be covered, assessment criteria, and meeting platform. It also includes vocabulary reviews, lesson summaries, and assignments. The document suggests the course will cover topics like business sectors, management, company structure, work and motivation, and will include regular vocabulary reviews, lesson recaps, and formative assessments.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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The complex relationship between human activities and the environment has been the focus
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Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Digital Artefact 1 - Tiny Home Environmental Design
Course Syllabus 201_CHUENG PICH
1. 1
INSTITUTE OF NEW KHMER
Faculty of Business and Economics
Bachelor’s Degree of Business
Course: English for Business Studies_ 201
Course Conductor: MR CHUENG Pich
Batch: ……………..; Shift: Evening
___________________________________________________________________________________
Course Syllabus
➢ Institution: Institute of New Khmer (INK)
➢ Current Learning & Teaching Platform: Zoom Meeting
➢ Course Title: English for Business Studies_ 201
➢ Time: Tuesday_5:30-8:30 P.M.
➢ Period of Session: 1.5 Hour / Session
➢ Period of Class: Two Sessions / Week
➢ Period of Day: One Day / Week
➢ Total of Study Units: 15 Units / Semester
➢ Total of Class Hour: 45 Hours
➢ Total of Class Session: 30 Sessions / Course
➢ Total of Class Day: 15 Days / Course
➢ Contact Information: +855 81 47 32 43; Email Address: pichhigher2020@gmail.com
➢ Course Conductor: Mr. CHUENG Pich (Diploma at PUC; BA in English Literature at PSBU; BA in
English for Communication at WU; M.A. in English at PSBU; and M.Ed. in Mentoring at NGPRC, NIE)
___________________________________________________________________________________
I. COURSE DESCRIPTIONS
This course, English for Business Studies 201, there are fifteen units for this course: Unit 1: The
three sectors of the economy; Unit 2: Management; Unit 3: Company structure; Unit 4: Work and
motivation; Unit 5: Management and cultural diversity; Unit 6: Recruitment; Unit 7: Labour relations;
Unit 8: Production; Unit 9: Products; Unit 10: Marketing; Unit 11: Advertising; Unit 12: Promotional
tools; Unit 13: Accounting and financial statements; Unit 14: Banking; and Unit 15: Stocks and shares.
These are all units, which learners are supposed to work on with different activities, tasks, and ways.
First of all, this academic course fundamentally introduces the concepts and language of business
and economics. It conveys economic infrastructure, manufacturing, and services with the interviews.
Secondly, this course presents the management lesson with various activities in terms interviews. It
shows you how to manage people and stuff under supervision in the organization or company. Then
you will be learning the company structure in unit 3. This answers the question how the companies are
organized and talks. Moreover, work and motivation are key to success at workplace. In fact, you are
discussing on this lesson in unit 4. Of course, you will learn work, responsibility, and staff motivation.
What is more interesting is unit 5, which is about management and cultural diversity. This is also
crucial to learn and apply when you are at work since people are coming from different parts of the
2. 2
world, and their cultural background is also different. Furthermore, recruitment is the way in which you
announce for the new staff working for you in the company. You will learn and discuss about filling a
vacancy, job applications, and curriculum vitae or resume with the related documents. Labour relations
is what you are going to learn, discuss, and elaborate with your course conductor and classmates. With
that, you are meeting the interviews and industrial relations. Along with this, production and products
are the two sequential lessons in unit 8 & 9. These two lessons convey the interesting discussions on
the production decision with the quality interview and manager and the product policy embracing the
development of a new product. What is most important is marketing and advertising. You will be
discussing and sharing on the definition of marketing and ways of advertising the products. In addition,
unit 12 is about promotional tools using in the organization or company. For this regard, you can learn
from the interview and discuss on the promotional strategies given. Stabling the company’s asset,
accounting and financial statements are needed to implemented well. This lesson is teaching the types
of accounting, company accounts, and financial statement_ a case study of Nokia. Similarly, banking is
the fourteenth unit of the academic course, it offers the learners chances to define and learn the
personal banking, banking industry, and getting the loan. These things are essential for you as today
learners and future practitioners. Last but not least, stocks-and-shares is the fifteenth unit of the course,
it brings the issues of stocks and shares, stock markets, and ethical investments. This last lesson is
significant for its maintenances of stocks and shares, especially it promotes and encourages the
business people to do their businesses with ethical principles.
Therefore, this course exists of fifteen units about business and economics in total. The course
conductor would be facilitating on these interesting lessons. However, the learners are required to
participate and work in pairs or groups to discuss about the given topics and present it to the class.
Finally, this course is currently run virtually by the Zoom meetings, Google Meet, telegram group, and
other tools in Google Suite for Education in terms of Google Classroom and Google Docs. Hence, the
learners must be aware of this matter and keep in touch with the information of all communication
during the academic course period.
II. COURSE OBJECTIVES
This academic course is aimed to help enrich the learners with the lessons, case studies, interviews,
principles, and other related tasks of the fundamental businesses and economics. Noticeably, most of
the units embraced with three components such as informative reading texts, listening tasks with
interviews, and the additional case studies, role plays, and discussion activities.
According to Ian MacKenzie, this book author (2006), this course aims as following:
✓ Present you with the language and concepts found in books, newspaper, magazine, articles, and
websites on business and economics;
✓ Develop your comprehension of business and economic texts;
✓ Develop your listening skills in the fields business and economics;
✓ Provide you with opportunities to express business concepts, by reformulating them in your
own words while summarizing, analyzing, criticizing, and discussing ideas.
3. 3
III. COURSE ASSESSMENT REQUIREMENT
Attendance Assignment Mid-Term Exam Final Exam
10% 20% 20% 50%
Total Percentage 100 %
Notes:
➢The academic course is held on April 19th
, 2021.
➢ Mid-term exam must be held on June 15th
, 2021.
➢Assignment must be held on June 07-20, 2021.
➢The academic course must be properly ended on August 15th
, 2021.
➢The final examination must be taken during August 25-28, 2021.
➢ These above-mentioned notes are subject to change accordingly to the compulsory situation.
IV. COURSE BOOK
➢ English for Business Studies (Ian MacKenzie, 2002, 2nd
Edition)
V. RESOURCES FOR FURTHER READINGS
Here are more useful resources that the learners will need to read in order to get more information:
➢ English for Business Studies (Ian MacKenzie, 2010, 3rd
Edition)
➢ American English File 1 (Cambridge University Press, 2021, 2nd
Edition)
➢ English File_ Intermediate Level (Cambridge University Press, 2021, 3rd
Edition)
➢ Teaching English to Business Students (Prof. M. Maniruzzaman, Ph.D., n.d.)
➢ Communicating in Business (Simon Sweeney, n.d., 2nd
Edition)
➢ Doing Business 2020 (World Bank Group)
➢ Handbook of Business Letters (Roy W. Poe, 2006, 4th
Edition)
➢ The One Minute Manager (Ken Blanchard & Spencer Johnson, 2011)
➢ TheOneMinuteManagerMeetsTheMonkey(KenBlanchard&WilliamOnckenJrHalBurrows,2011)
➢ Online Courses:
• Futurelearn.com: English for Business Management, Collaborative Working in a Remote
Team, Business Futures: Sustainable Business Through Green HR, Creating Professional
Online Presence, Presenting Your Work with Impact, Pathways to Property: Starting Your
Career with Real Estate, Data Analytics for Decision Making: An Introduction to Excel,
Communication and Interpersonal Skills at Work, Learn About Current Digital Workplace
Trends, Essential Skills for Career Development …
• Canvas.Network: English for Business & Entrepreneurship and English for Media Literacy…
• The OpenLearn.com
• The Open University.com
➢ YouTube Channel: Success Reveal…
4. 4
VI. TEACHING METHODS
As the earlier mentioned in the course description, there are various techniques and activities for the
learners and the course conductor to collaboratively work in order to achieve the well planned and
proposed objectives. For instance, group discussions, pair-work, individual work, group assignment,
individual assignment, tests, homework, quiz, sharing sessions, individual presentation, group
presentation, teacher-centered-approach, learner-centered-method, and other related activities will be
dynamically processed during the respective academic course. Along with that, the learners are also
required take their mid-term test, assignments, and final test to gain the scores for their academic
transcripts. All above mentioned tasks are about the practical activities of the English for Business
Studies 201 Course. Most of the tasks are processed online due to the Covid-19 pandemic.
VII. COURSE SCHEDULE*
Week Contents Date & Session Tasks
1
Class Orientation (Greetings and Introduction) April 20, 2021 Pre-
Assessment
on CB & CS
Coursebook & Syllabus Orientation April 20, 2021
2
Unit 1: The Three Sectors of The Economy April 27, 2021 Formative
Assessment 1
The Economic Infrastructure; Manufacturing and Services April 27, 2021
3
Unit 2: Management May 04, 2021 Formative
Assessment 2
Meetings; Retail Sector & Interviews May 04, 2021
4
Unit 3: Company Structure May 11, 2021 Formative
Assessment 3
How are company organized? May 11, 2021
5
Unit 4: Work and Motivation May 18, 2021 Formative
Assessment 4
Responsibility & Staff Motivation May 18, 2021
6
Unit 5: Management and Cultural Diversity May 25, 2021 Formative
Assessment 5
Cultural Attitudes, Managing Multinationals, You & Your Culture May 25, 2021
7
Unit 6: Recruitment June 01, 2021 Formative
Assessment 6
Job Applications and Women in Management (Interview) June 01, 2021
8
Unit 7: Labour Relations June 08, 2021 Formative
Assessment 7
Labour Union (Interview) and Industrial Relations June 08, 2021
9
Unit 8: Production (Production Decisions & Quality
Interview and Quality Manager)
June 15, 2021
Formative
Assessment 8
Unit 9: Products (Product Policy; Developing a New
Product; and Vending Machines)
June 15, 2021
10
Unit 10: Marketing June 22, 2021 Formative
Assessment 9
Defining Marketing; Importance of Marketing Research June 22, 2021
11 Mid-Term Exam June 29, 2021
5. 5
Unit 11: Advertising (Ways of Advertising; Radio
Commercial; Scripting a Radio Commercial)
June 29, 2021 Formative
Assessment 10
12
Unit 11: (Ending) and Unit 12: (Starting) July 06, 2021
Formative
Assessment 11
Unit 12: Promotional Tools (Promoting a New Product &
Promotional Strategies)
July 06, 2021
13
Unit 13: Accounting and Financial Statements
Formative
Assessment 12
Types of Accounting; Company Accounts; Financial
Statements
14
Unit 14: Banking Formative
Assessment 13
Personal Banking; The Banking Industry; Getting a Loan
15
Unit 15: Stocks and Shares July 13, 2021 Formative
Assessment 14
Issuing Stock Markets and Ethical Investment July 13, 2021
Notes:
* The course schedule is subject to change accordingly to the real class situation.
VIII. COURSE POLICY
1. Cheating: Any cheating, plagiarism, copying of any assignments from textbooks, Internet, and
friends’ will be not allowed. It may seriously result in a failing grade.
2. Attendance: All students are expected to attend all the class sessions regularly and punctually.
3. Class Participation: Participation in class, discussions, sharing, and asking questions are
required and considered as parts of course assessments.
4. Phone Use: Students have to turn off their phones or keep in silent mode during class time.
5. Mid-Term Exam & Formative Assessments & Final Exam: Students will automatically get
an “F” if they are found cheating.
6. Tardiness: Lateness is an unacceptable behavior; the students will be considered an absence if
she or he is late twice.
❖ Mandatory Notes:
➢ Collaborative class participation is needed.
➢ Punctual attendance is needed.
➢ Regular attendance is needed.
➢ Responsible characteristics are needed.
➢ Aim and Perspectives are needed.