Listening activity with Audio Notes - Guess who (Describing People)Pacho Ochoa
In this slide you can test your listening skill by guessing the character according to a series of characteristics mention in the audio notes.
DOWNLOAD THE PRESENTATION TO LISTEN TO THE AUDIO NOTES
Describing Clothes / Order of AdjectivesSandy Millin
This is a presentation I created to liven up my teen class. It's based on Unit 1 of the book 'Success Intermediate', SB p13.
Even if you don't have the book, you could still use it for practising adjective order.
Community Learning Center - Non-Formal and Informal Education ThailandGeorge Ramos
The Fundamentals of Community Learning Center in the context of Thailand. A non-comprehensive presentation of the Community Learning Center of the Non-Formal Education of Thailand, presented during the 2014 SouthEast Asia Ministers of Education Organization (SEAMEO).
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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.
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Ethnobotany and Ethnopharmacology:
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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.
17. In Describing People, we have to consider the
following:
Basic Description
He/She is:
1. Age: teenager, young, middle-aged, elderly,
in 20s, in 30s, in 40s
2. Looks (opinion): Handsome, good-looking,
attractive, pretty, beautiful, gorgeous
3. Height: short, tall, very tall, around 165
cms.
4. Body type: skinny, thin, slender, well built, sexy
muscular, chubby, fat
He/She has
5. Complexion: white, fair, brown, tan, dark
18. Advanced Description: Hair and Face
He/She has
6. Hair type and color: long, short / straight, curly,
wavy / brown, blond, black / bald
7. Face : round, oval, square
8. Eyes : big, medium-size, small, round, narrow,
black, brown, blue, yellow, green
9. Nose : big, medium-size, small
10. Mouth : big, medium-size, small
11. Lips : thin lips, full lips, pouty lips
12. Moustache and beard
19. Basic Description (Woman)
1. Can you tell me what she look like?
(Basic) She is:
age and looks: young and beautiful
height and body: tall and slender
complexion: has a white complexion.
She’s young and beautiful. She’s tall and
slender. She has a white complexion.
20. Hair and Face (Advanced)
She has:
hair and color : long, straight, black hair.
face : round face.
eyes and nose: big brown eyes and
medium-sized nose.
mouth and lips: big mouth and full lips.
She has long, straight, black hair. She has a round
face. She has big brown eyes and medium-sized
nose. She has big mouth and full lips.
21. Basic Description
Can you tell me what he look like?
He is:
age and looks: elderly but good-looking
height and body: tall and well-built
complexion: has a tan complexion.
He is elderly but good-looking. He is tall and
well-built. He has a tan complexion.
22. Hair and Face (Advanced)
He has:
hair and color : short, black hair.
face : round face.
eyes and nose: big brown eyes and big nose.
mouth and lips: big mouth and thin lips.
moustache and beard: a moustache.
He has short, black hair. He has an oval face.
He has big black eyes and big nose. He has
big mouth and thin lips. He has a moustache.
23. Questions and Answers in Describing People
General Appearance: What does she look like?
She’s beautiful and young.
She’s tall and sexy. She has a white complexion.
Age: How old is she/he? She’s in her 20s.
Height: How tall is she/he? She’s around 170 cms.
Complexion: What is her complexion? She has a fair complexion.
Hair: What is her hair? She has a long, curly, blond hair.
Eyes and Nose: What about her eyes and nose?
She has small brown eyes and big nose.
Mouth and Lips: What about her mouth and lips?
She has big mouth and thin lips.
Moustache and Beard: Does he has a moustache and a beard?
Yes, he has. / No, he hasn’t.
24. Practice: Describe the Appearance
Can you tell me what he look like?
Basic
He is:
age and looks:
height and body:
complexion:
Advanced (hair and face)
He has:
hair and color :
face :
eyes and nose:
mouth and lips:
moustache and beard:
25. Practice: Describe the Appearance
Can you tell me what she look like?
Basic
He is:
age and looks:
height and body:
complexion:
Advanced (hair and face)
He has:
hair and color :
face :
eyes and nose:
mouth and lips:
26. Practice: Describe the Appearance
Can you tell me what he look like?
Basic
He is:
age and looks:
height and body:
complexion:
Advanced (hair and face)
He has:
hair and color :
face :
eyes and nose:
mouth and lips:
moustache and beard:
27. Practice: Describe the Appearance
Can you tell me what she look like?
Basic
He is:
age and looks:
height and body:
complexion:
Hair and face
He has:
hair and color :
face :
eyes and nose:
mouth and lips:
28. Practice: Describe Your Classmate
Basic
He is:
age and looks:
height and body:
complexion:
Hair and face
He has:
hair and color :
face :
eyes and nose:
mouth and lips:
moustache and beard:
29. Activity: Describe and Guess
Basic
He is:
age and looks:
height and body:
complexion:
Hair and face
He has:
hair and color :
face :
eyes and nose:
mouth and lips:
moustache and beard:
30. Conversation 1
Emily: Hey, Randy. How’s it going?
Randy: I’m good Emily. And you?
Emily: I’m good! I heard you have a new friend.
Randy: Yes. His name is John.
Emily: Can you tell me what your new friend look like?
Randy: He’s around 25 years old.
He has a white complexion and he’s very tall.
Around 6 feet.
Emily: Wow, that is tall!
Randy: Yeah! And he is muscular and has short black
hair.
Emily: Oh. I hope I could meet him.
Randy: Sure. I will introduce him to you soon.
Emily: That’s good. See you.
Randy: See you, Emily.
32. Questions and Answers in Describing People with their
clothes
What is he/she wearing? She is wearing a red
blouse and white skirt.
Does he/she wears glasses? Yes, she is.
33. Talking About Clothes
Men’s Clothes
Cap / Hat
Glasses / Sun glasses
Shirt / Polo Shirt
Suit
Necktie / Tie
Trouser / Pants / Jeans / Shorts
Jacket / Coat
Shoes
Scarf
40. Questions and Answers in Describing People
General Appearance: What does she look like?
She’s beautiful and young.
She’s tall and sexy. She has a white complexion.
Age: How old is she/he? She’s in her 20s.
Height: How tall is she/he? She’s around 170 cms.
Complexion: What is her complexion? She has a fair complexion.
Hair: What is her hair? She has a long, curly, blond hair.
Eyes and Nose: What about her eyes and nose?
She has small brown eyes and big nose.
Mouth and Lips: What about her mouth and lips?
She has big mouth and thin lips.
Moustache and Beard: Does he has a moustache and a beard?
Yes, he has. / No, he hasn’t.
41. Describing People with their
Clothes
To ask and Answer:
1. What is he/she wearing?
He/She is wearing a pink blouse and
blue jeans.
2. Is he/she wearing glasses/sun glasses?
Yes, he/she is. / No, he/she isn’t.
43. PRACTICE
Ask and Answer
1. What is he/she wearing?
He/She is wearing a pink blouse
and blue jeans.
2. Is he/she wearing glasses/sun glasses?
Yes, he/she is. / No, he/she isn’t.
44. Activity: Describe and Draw
1. You are a policeman. You will ask the victim about a suspect.
2. Draw the suspect on your paper.
Questions:
1. Is he a man or a woman? A man. / A woman.
2. Can you tell me what he look like?
What is his/her age and looks? She is young and beautiful.
What about his/her height and complexion? She is tall and
has white complexion.
What about his/her body and hair? She is slender and has
long blond hair.
3. What is he/she wearing?
He/she is wearing a black suit and black shoes.
4. Is he/she wearing glasses? Sun glasses?
Yes, he/she is. No, he/she isn’t.
46. Mr. Crocodile Game!
Everybody: Mr. Crocodile, can we cross the
river?
Mr. Crocodile: 1. Only people with:
- short black hair/white complexion
- black shoes/blue shirt/blue jeans
2. Only beautiful/tall/kind/selfish/handsome
men/women
can cross the river.
Everybody: Can we cross now?
Mr. Crocodile: Go ahead.
47. Identifying Someone
- To identify someone, we have to consider
the outfit or the clothes he/she wears.
48. Which one is he/she?
He/She is the one
- with the black shirt.
- with the black suit and black shoes.
- with the red cap and white jacket.
- wearing green shirt and blue jeans.
- wearing red dress and black high
heels.
51. Which one is Lucy?
Which one is Sandy?
Which one is Mary?
Gina Lucy Cathy Sandy Mary
52. Conversation Practice: In a Party
Liz: Hi, Michael! Good to see you!
Have you seen Grace?
Michael: Hello! Good to see you Liz!
Grace is over there!
Liz: Where?
Michael: She’s the one with the white dress and
black heels.
Liz: Oh. I see her. I’m going to meet her now.
Michael: Wait, where is your husband?
Liz: He’s over there! He’s the one with the blue
shirt and black jeans.
Michael: Thanks. I’m going to meet him, too. See
you around, Liz.
Liz: See you.
53. Activity: Looking for Someone
1. You are in a party. You want to know where
your friend is. Ask someone in the party.
2. A: Have you seen Aom? I can’t see her.
B: She is over there!
A: Which one is she?
B: She’s the one
- with the red gown and white heels.
She’s the one
- wearing a black coat and red skirt.