This document discusses an activity called "Left or Right" for teaching young English learners. It involves students following directions to move left or right. The document notes that this activity focuses on numbers, directions, and listening skills. It is suitable for beginner or pre-production stage students. The activity can also be adapted for higher levels by making the language more complex, such as using verbs or sentences instead of just numbers.
Fluenz Mandarin,Levels 1&2 with Supplemental Audio CDs and PodcastsVictor Santos
The document provides a review of the Fluenz Mandarin Chinese language learning software. It summarizes the key features and activities included in the software. The software uses video tutorials led by a bilingual tutor to introduce dialogues and explain grammar and vocabulary. It includes various exercises for repetition, matching, writing, and speaking practice. The software aims to leverage learners' first language and provide personalized instruction. It received positive evaluation for its use of technology and graphics to enhance learning, though some improvements could be made to recording features in speaking exercises.
This document outlines a proposal for an English language course for adult native Spanish speakers over age 50. The course aims to help students learn conversational English by leveraging their background in Spanish. It would incorporate cognates, grammar syntax from Spanish, and new English vocabulary. The 15-lesson course would be delivered via CD and online resources. Lessons focus on vocabulary for common contexts, cognates, and idioms, with assessments after each module.
Digital Language Lab Software Vocabulary Builder Images or Infographics.pdfDigital Teacher
Vocabulary Builder, has been classified into 8 levels:
In this Computer Based Tutor to build your Vocabulary Builder, has been classified into 8 levels. Words used in this Tutor are carefully selected to ensure your success in achieving mastery over vocabulary. Regular and Consistent Practice is the key to acquiring a firm grip over the intricacies of the language. Enjoy the Journey!
A study on english vietnamese translation of compound nouns in information te...jackjohn45
This document discusses a thesis submitted by Nguyen Thi Oanh to Vietnam National University, Hanoi in 2016. The thesis examines the translation of compound nouns from English to Vietnamese in the field of information technology. Specifically, it analyzes common translation strategies used, including transposition, transference, naturalization, combining transference and naturalization, and communicative methods. The thesis aims to help those teaching, studying or translating English IT terms into Vietnamese. It provides background on translation theory, compound nouns in English, and an overview of information technology to support the analysis.
This document provides an overview of an English Language Lab Digital Teacher software. It includes sections on improving speaking skills through techniques like tongue twisters. It also discusses the importance of a digital language lab for universities and schools. The document outlines the various modules available in the software, including those focused on life skills, soft skills, vocabulary, phonetics, writing, reading, speaking and listening. It provides technical specifications for the software and guidelines for how to use the digital language lab.
The software should be capable of being installed on desktops, laptops, and in any windows based operating systems
Language lab should be developed as per CEFR refereed standards i.e. syllabus should be divided as per A1, A2, B1, B2, C1, C2 standards
The content should focus on building all four language skills namely, LSRW.
Digital Language Lab English Language Lab Technical Specifications.pdfDigital Teacher
The software should be capable of being installed on desktops, laptops, and in any windows based operating systems
Language lab should be developed as per CEFR refereed standards i.e. syllabus should be divided as per A1, A2, B1, B2, C1, C2 standards
The content should focus on building all four language skills namely, LSRW.
The content should have activities, exercises, and should be loaded with audio-video samples.
This document discusses an activity called "Left or Right" for teaching young English learners. It involves students following directions to move left or right. The document notes that this activity focuses on numbers, directions, and listening skills. It is suitable for beginner or pre-production stage students. The activity can also be adapted for higher levels by making the language more complex, such as using verbs or sentences instead of just numbers.
Fluenz Mandarin,Levels 1&2 with Supplemental Audio CDs and PodcastsVictor Santos
The document provides a review of the Fluenz Mandarin Chinese language learning software. It summarizes the key features and activities included in the software. The software uses video tutorials led by a bilingual tutor to introduce dialogues and explain grammar and vocabulary. It includes various exercises for repetition, matching, writing, and speaking practice. The software aims to leverage learners' first language and provide personalized instruction. It received positive evaluation for its use of technology and graphics to enhance learning, though some improvements could be made to recording features in speaking exercises.
This document outlines a proposal for an English language course for adult native Spanish speakers over age 50. The course aims to help students learn conversational English by leveraging their background in Spanish. It would incorporate cognates, grammar syntax from Spanish, and new English vocabulary. The 15-lesson course would be delivered via CD and online resources. Lessons focus on vocabulary for common contexts, cognates, and idioms, with assessments after each module.
Digital Language Lab Software Vocabulary Builder Images or Infographics.pdfDigital Teacher
Vocabulary Builder, has been classified into 8 levels:
In this Computer Based Tutor to build your Vocabulary Builder, has been classified into 8 levels. Words used in this Tutor are carefully selected to ensure your success in achieving mastery over vocabulary. Regular and Consistent Practice is the key to acquiring a firm grip over the intricacies of the language. Enjoy the Journey!
A study on english vietnamese translation of compound nouns in information te...jackjohn45
This document discusses a thesis submitted by Nguyen Thi Oanh to Vietnam National University, Hanoi in 2016. The thesis examines the translation of compound nouns from English to Vietnamese in the field of information technology. Specifically, it analyzes common translation strategies used, including transposition, transference, naturalization, combining transference and naturalization, and communicative methods. The thesis aims to help those teaching, studying or translating English IT terms into Vietnamese. It provides background on translation theory, compound nouns in English, and an overview of information technology to support the analysis.
This document provides an overview of an English Language Lab Digital Teacher software. It includes sections on improving speaking skills through techniques like tongue twisters. It also discusses the importance of a digital language lab for universities and schools. The document outlines the various modules available in the software, including those focused on life skills, soft skills, vocabulary, phonetics, writing, reading, speaking and listening. It provides technical specifications for the software and guidelines for how to use the digital language lab.
The software should be capable of being installed on desktops, laptops, and in any windows based operating systems
Language lab should be developed as per CEFR refereed standards i.e. syllabus should be divided as per A1, A2, B1, B2, C1, C2 standards
The content should focus on building all four language skills namely, LSRW.
Digital Language Lab English Language Lab Technical Specifications.pdfDigital Teacher
The software should be capable of being installed on desktops, laptops, and in any windows based operating systems
Language lab should be developed as per CEFR refereed standards i.e. syllabus should be divided as per A1, A2, B1, B2, C1, C2 standards
The content should focus on building all four language skills namely, LSRW.
The content should have activities, exercises, and should be loaded with audio-video samples.
Digital Language Lab English Language Lab Technical Specifications.pdfDigital Teacher
The software should be capable of being installed on desktops, laptops, and in any windows based operating systems
Language lab should be developed as per CEFR refereed standards i.e. syllabus should be divided as per A1, A2, B1, B2, C1, C2 standards
The content should focus on building all four language skills namely, LSRW.
The content should have activities, exercises, and should be loaded with audio-video samples.
This document is Rocío Yuste Mieres' portfolio for a master's degree program in English for bilingual secondary education classrooms from the University of Oviedo from the 2013-2014 academic year. The portfolio covers methodology for developing language skills (speaking, writing, reading, listening, grammar, and vocabulary) in the bilingual classroom. It includes activities to practice each skill, an overview of task-based learning and a sample task-based learning project on "The Earth Within the Solar System."
Las siguientes hojas de trabajo han sido diseñadas para satisfacer las necesidades de los/las alumnos/as como vos que estén cursando la carrera de profesor o traductor en inglés.
La fonología inglesa resulta una materia difícil si no se tiene conocimiento sobre la notación fonética. Es por esto que he recopilado una variedad de transcripciones así como también de dictados para darte la práctica extra que necesitás.
Teaching Of Phonetics And Phonology At Ma Level In PakistanDr. Cupid Lucid
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Teaching Of Phonetics And Phonology At Ma Level In PakistanDr. Cupid Lucid
The document discusses the teaching of phonetics and phonology at the M.A. level in Pakistan. It notes that pronunciation is an important but often neglected aspect of language learning. Teaching phonetics and phonology faces several challenges in Pakistan, including a lack of language labs, large class sizes, and differences between the sound systems of Urdu and English. Pakistani students need more listening and speaking practice to develop communicative skills, yet the education system emphasizes reading and writing over oral skills. Improving the teaching of phonetics and phonology would benefit both students and teachers.
The document discusses using Google Translate to teach pronunciation in English language classes. It describes how Google Translate's voice input and text-to-speech features can be used to help students practice pronunciation. Some key benefits are that it is easy to access, helps motivate students to speak, allows students to learn proper pronunciation from native speakers, and enables teachers to track student progress over time. However, it works best in quiet environments and individual use.
A contrastive analysis of professional titles in legal systems in English and...NuioKila
This document appears to be an M.A. thesis that investigates common mistakes made by 10th grade students at Me Linh High School in Vietnam when producing English vowel and consonant sounds.
The introduction provides background on the importance of pronunciation and outlines the study's aims to identify pronunciation errors and their causes. Classroom observations and student questionnaires were used to collect data.
The literature review covers phonetic concepts of vowels and consonants, differences between English and Vietnamese sounds, importance of teaching pronunciation, and previous related research. It finds that while some studies say Vietnamese students have little trouble with English vowels, problems do exist with sounds like /æ/ and /e/.
Google Translate can be used to support pronunciation teaching in three main ways:
1) It allows teachers and students to check pronunciation easily using the voice input and text-to-speech features.
2) Students are motivated to improve pronunciation by practicing words and sentences until they match what is shown.
3) Both teachers and students can access native-speaker models of pronunciation to learn stress, intonation, and other aspects of accurate pronunciation.
Linguistics provides the foundation for language teaching by describing the components of a language, such as phonetics. While linguistics focuses on analyzing language in detail, language teaching applies linguistic concepts to instruct learners. Some language teachers may only have practical knowledge of a language without formal training in its linguistic structure. Understanding linguistics helps teachers identify areas learners need to develop, like pronunciation. This project gave the participants a new perspective on how phonetics, an important linguistic component, is relevant to developing English speaking and teaching skills.
Teaching English pronunciation for the real worldLauraPatsko1
This document summarizes a webinar on teaching English pronunciation for international communication. The webinar addressed:
1) Why teach pronunciation given most English users are non-native speakers.
2) Prioritizing intelligible features like vowels, consonants, stress for the "Lingua Franca Core" over precise native-like forms.
3) Classroom techniques like awareness raising, drilling, and exploiting learners' shared challenges that respect the diversity of English used globally.
TPCK: Use of ICT to teach/improve competence in listening to Englishpaula hodgson
The document discusses using ICT to improve competence in listening to English as a second/foreign language. It outlines the technological, pedagogical and content knowledge required and provides examples of online resources that can be used for listening practice, including podcasts, videos, and interactive exercises. The intended learning outcomes are to develop skills in designing listening tasks and identifying global listening resources using blended learning approaches.
The IMPACT of ANXIETY in DIMINISHING EFL STUDENTS'S PARTICIPATION in ORAL PER...uzairahmohdali
This chapter discusses speaking skill and factors related to developing speaking ability. It defines speaking and outlines key criteria for selecting speaking tasks, including productivity, purposefulness, interactivity, challenge, safety, and authenticity. It also examines types of speaking tasks like role plays, information gap activities, free discussions, and storytelling. The chapter explores characteristics that enhance speaking such as fluency, accuracy, vocabulary, and pronunciation. It analyzes student psychological problems and barriers to oral English teaching. Finally, it recommends error correction techniques and concludes that addressing affective factors is important for improving EFL learners' speaking skills.
The IMPACT of ANXIETY in DIMINISHING EFL STUDENTS'S PARTICIPATION in ORAL PER...uzairahmohdali
This document is a dissertation submitted to Mohamed Khider University of Biskra in partial fulfillment of the requirements for a Master's degree in Language Sciences. The dissertation investigates the impact of anxiety in diminishing EFL students' participation in oral performance, using second year students at M'sila University as a case study. It includes a literature review on speaking skills, types of speaking tasks, characteristics of effective speaking, and psychological barriers to oral performance. It also defines anxiety, discusses types of anxiety and sources of speaking anxiety for EFL students. The field investigation section analyzes questionnaires administered to students and teachers, and observations of classes. The dissertation aims to understand anxiety's role in EFL speaking and propose suggestions to enhance
The document provides a template for a cumulative assessment product (CCAP) on supporting phonemic awareness in the classroom. The CCAP includes plans for teaching phonemic awareness, assessment procedures, analysis of student assessments, and classroom activities incorporating technology. It also includes an example student assessment and analysis. The template is to be completed throughout a six-session course and submitted for feedback.
Leonardo is a 19-year-old English language learner from Chile who was interviewed about his English acquisition experience. The summary analyzes his speaking skills based on the interview. It finds that Leonardo has significant grammar deficiencies, using incorrect tenses and word order. He also struggles with pronunciation, omitting final sounds. This is likely due to receiving English instruction only in Spanish. To improve, the summary proposes Leonardo practice grammar structures and pronunciation through computer programs and recording himself to identify mistakes.
The impact of mother tongues in the learning of english language (3)Malieque
This document outlines a research proposal that aims to investigate the impact of mother tongues on learning English language at Muchenga Secondary School. It begins with background context on the school and issues with pronunciation. The research problem is stated as probing the effects of mother tongue interference on English acquisition. The rationale is given as developing interest in solving pronunciation problems. The objectives are to investigate the relationship between mother tongue and English, how learners write and pronounce English words, and provide guidelines to help students. Critical research questions and hypotheses are also presented. The document concludes by outlining the expected timeline and dissemination of results.
The document discusses the B1 level certificate based on the Common European Framework. B1 indicates a medium proficiency in a language, including the ability to communicate in daily situations.
It then summarizes a research study conducted with 21 students at a university in Ceuta, Spain. A questionnaire assessed students' English language abilities and experiences learning English. The results showed that most students were studying at a basic A1/A2 level, with weaknesses in speaking and listening skills. Most learned English primarily in school for 1 hour or less per week.
The conclusion is that while a B1 level is important, most students only study English because it is required and do not dedicate extra time to achieve higher proficiency.
Central Board of Secondary Education (CBSE) Schools - Digital Teacher.pptxDigital Teacher
Learn the fundamentals of CBSE schools in India, which are known for being self-sustaining institutions that rely on admission, test, and affiliation fees. Since its founding in 1952, CBSE has grown to 141 affiliated schools in 21 nations, providing stability to government service professionals. The Central Board of Secondary Education (CBSE) strives to provide consistent, high-quality education across the country, greatly influencing students' academic journeys. Go deeper into this instructional ecosystem at www.digitalteacher.in.
Key Components of Smart Class Content to Improve Digital Child Education.pptxDigital Teacher
Understand the unique advantages of Digital Teacher's Smart Class Content for Digital Child Education. Educate modern toddlers with animated videos, online exams, and interactive platforms. Explore the ability of online smart classes and study from anywhere. Discover the future of teaching with Digital Teacher.
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Similar to Digital Language Lab Software Phonetics Infographics.pdf
Digital Language Lab English Language Lab Technical Specifications.pdfDigital Teacher
The software should be capable of being installed on desktops, laptops, and in any windows based operating systems
Language lab should be developed as per CEFR refereed standards i.e. syllabus should be divided as per A1, A2, B1, B2, C1, C2 standards
The content should focus on building all four language skills namely, LSRW.
The content should have activities, exercises, and should be loaded with audio-video samples.
This document is Rocío Yuste Mieres' portfolio for a master's degree program in English for bilingual secondary education classrooms from the University of Oviedo from the 2013-2014 academic year. The portfolio covers methodology for developing language skills (speaking, writing, reading, listening, grammar, and vocabulary) in the bilingual classroom. It includes activities to practice each skill, an overview of task-based learning and a sample task-based learning project on "The Earth Within the Solar System."
Las siguientes hojas de trabajo han sido diseñadas para satisfacer las necesidades de los/las alumnos/as como vos que estén cursando la carrera de profesor o traductor en inglés.
La fonología inglesa resulta una materia difícil si no se tiene conocimiento sobre la notación fonética. Es por esto que he recopilado una variedad de transcripciones así como también de dictados para darte la práctica extra que necesitás.
Teaching Of Phonetics And Phonology At Ma Level In PakistanDr. Cupid Lucid
The document discusses the teaching of phonetics and phonology at the MA level in Pakistan. It outlines the importance of teaching these topics for proper pronunciation and communication. It notes that currently in Pakistani classrooms, speaking skills are not adequately developed which causes difficulties for students. It suggests that the curriculum needs to focus more on listening and speaking skills from an earlier level to better prepare students.
Teaching Of Phonetics And Phonology At Ma Level In PakistanDr. Cupid Lucid
The document discusses the teaching of phonetics and phonology at the M.A. level in Pakistan. It notes that pronunciation is an important but often neglected aspect of language learning. Teaching phonetics and phonology faces several challenges in Pakistan, including a lack of language labs, large class sizes, and differences between the sound systems of Urdu and English. Pakistani students need more listening and speaking practice to develop communicative skills, yet the education system emphasizes reading and writing over oral skills. Improving the teaching of phonetics and phonology would benefit both students and teachers.
The document discusses using Google Translate to teach pronunciation in English language classes. It describes how Google Translate's voice input and text-to-speech features can be used to help students practice pronunciation. Some key benefits are that it is easy to access, helps motivate students to speak, allows students to learn proper pronunciation from native speakers, and enables teachers to track student progress over time. However, it works best in quiet environments and individual use.
A contrastive analysis of professional titles in legal systems in English and...NuioKila
This document appears to be an M.A. thesis that investigates common mistakes made by 10th grade students at Me Linh High School in Vietnam when producing English vowel and consonant sounds.
The introduction provides background on the importance of pronunciation and outlines the study's aims to identify pronunciation errors and their causes. Classroom observations and student questionnaires were used to collect data.
The literature review covers phonetic concepts of vowels and consonants, differences between English and Vietnamese sounds, importance of teaching pronunciation, and previous related research. It finds that while some studies say Vietnamese students have little trouble with English vowels, problems do exist with sounds like /æ/ and /e/.
Google Translate can be used to support pronunciation teaching in three main ways:
1) It allows teachers and students to check pronunciation easily using the voice input and text-to-speech features.
2) Students are motivated to improve pronunciation by practicing words and sentences until they match what is shown.
3) Both teachers and students can access native-speaker models of pronunciation to learn stress, intonation, and other aspects of accurate pronunciation.
Linguistics provides the foundation for language teaching by describing the components of a language, such as phonetics. While linguistics focuses on analyzing language in detail, language teaching applies linguistic concepts to instruct learners. Some language teachers may only have practical knowledge of a language without formal training in its linguistic structure. Understanding linguistics helps teachers identify areas learners need to develop, like pronunciation. This project gave the participants a new perspective on how phonetics, an important linguistic component, is relevant to developing English speaking and teaching skills.
Teaching English pronunciation for the real worldLauraPatsko1
This document summarizes a webinar on teaching English pronunciation for international communication. The webinar addressed:
1) Why teach pronunciation given most English users are non-native speakers.
2) Prioritizing intelligible features like vowels, consonants, stress for the "Lingua Franca Core" over precise native-like forms.
3) Classroom techniques like awareness raising, drilling, and exploiting learners' shared challenges that respect the diversity of English used globally.
TPCK: Use of ICT to teach/improve competence in listening to Englishpaula hodgson
The document discusses using ICT to improve competence in listening to English as a second/foreign language. It outlines the technological, pedagogical and content knowledge required and provides examples of online resources that can be used for listening practice, including podcasts, videos, and interactive exercises. The intended learning outcomes are to develop skills in designing listening tasks and identifying global listening resources using blended learning approaches.
The IMPACT of ANXIETY in DIMINISHING EFL STUDENTS'S PARTICIPATION in ORAL PER...uzairahmohdali
This chapter discusses speaking skill and factors related to developing speaking ability. It defines speaking and outlines key criteria for selecting speaking tasks, including productivity, purposefulness, interactivity, challenge, safety, and authenticity. It also examines types of speaking tasks like role plays, information gap activities, free discussions, and storytelling. The chapter explores characteristics that enhance speaking such as fluency, accuracy, vocabulary, and pronunciation. It analyzes student psychological problems and barriers to oral English teaching. Finally, it recommends error correction techniques and concludes that addressing affective factors is important for improving EFL learners' speaking skills.
The IMPACT of ANXIETY in DIMINISHING EFL STUDENTS'S PARTICIPATION in ORAL PER...uzairahmohdali
This document is a dissertation submitted to Mohamed Khider University of Biskra in partial fulfillment of the requirements for a Master's degree in Language Sciences. The dissertation investigates the impact of anxiety in diminishing EFL students' participation in oral performance, using second year students at M'sila University as a case study. It includes a literature review on speaking skills, types of speaking tasks, characteristics of effective speaking, and psychological barriers to oral performance. It also defines anxiety, discusses types of anxiety and sources of speaking anxiety for EFL students. The field investigation section analyzes questionnaires administered to students and teachers, and observations of classes. The dissertation aims to understand anxiety's role in EFL speaking and propose suggestions to enhance
The document provides a template for a cumulative assessment product (CCAP) on supporting phonemic awareness in the classroom. The CCAP includes plans for teaching phonemic awareness, assessment procedures, analysis of student assessments, and classroom activities incorporating technology. It also includes an example student assessment and analysis. The template is to be completed throughout a six-session course and submitted for feedback.
Leonardo is a 19-year-old English language learner from Chile who was interviewed about his English acquisition experience. The summary analyzes his speaking skills based on the interview. It finds that Leonardo has significant grammar deficiencies, using incorrect tenses and word order. He also struggles with pronunciation, omitting final sounds. This is likely due to receiving English instruction only in Spanish. To improve, the summary proposes Leonardo practice grammar structures and pronunciation through computer programs and recording himself to identify mistakes.
The impact of mother tongues in the learning of english language (3)Malieque
This document outlines a research proposal that aims to investigate the impact of mother tongues on learning English language at Muchenga Secondary School. It begins with background context on the school and issues with pronunciation. The research problem is stated as probing the effects of mother tongue interference on English acquisition. The rationale is given as developing interest in solving pronunciation problems. The objectives are to investigate the relationship between mother tongue and English, how learners write and pronounce English words, and provide guidelines to help students. Critical research questions and hypotheses are also presented. The document concludes by outlining the expected timeline and dissemination of results.
The document discusses the B1 level certificate based on the Common European Framework. B1 indicates a medium proficiency in a language, including the ability to communicate in daily situations.
It then summarizes a research study conducted with 21 students at a university in Ceuta, Spain. A questionnaire assessed students' English language abilities and experiences learning English. The results showed that most students were studying at a basic A1/A2 level, with weaknesses in speaking and listening skills. Most learned English primarily in school for 1 hour or less per week.
The conclusion is that while a B1 level is important, most students only study English because it is required and do not dedicate extra time to achieve higher proficiency.
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Fluent English speaking is no more challenging with the help of Digital Language Lab. English Language Lab has a tradition of helping learners to improve their English, whether for work, personal enrichment or English for Academic Purposes (EAP).
English Language Lab enhances the overall English knowledge of the student. Digital Language lab is not a “Spoken English software” Speaking English is one of the components of Language lab software. English Language Lab enhances the overall English knowledge of the student.
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Digital Language lab is not a “Spoken English software” Speaking English is one of the components of Language lab software. English Language Lab enhances the overall English knowledge of the student.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Digital Language Lab Software Phonetics Infographics.pdf
1. 1/23
Digital Language Lab Software | Phonetics
Infographics
englishlab.co.in/blog/digital-language-lab-software-phonetics-infographics/
Contents
Phonetic, Topics covered under the A2 level are:........................................................................1
Phonetic, Topics covered under the B2 level are:........................................................................5
Phonetic, Topics covered under the C1 level are: ....................................................................5
Phonetic, Topics covered under the A1 level are:
Introduction to phonetics, phonetic table and its usage. Basic consonant sounds and
“Role play” activities.
Tongue and Lip movement
Monosyllabic words to recite
Phonetic Chart Practice Activity
Phonetic, Topics covered under the A2 level are:
Voiced and unvoiced consonant sounds
Practice activities and Disyllabic words to recite
2. 2/23
Watch Video At: https://youtu.be/IbMWN5c1pxM
Phonetics, English Digital language lab – Digital Teacher
Phonetics Level A1 Activities
5. 5/23
Phonetics Level C2 Activities
Phonetic, Topics covered under the B1 level are:
Voiced and unvoiced consonant sounds
Practice activities and Trisyllabic words to recite
Phonetic, Topics covered under the B2 level are:
Introduction to vowel sounds and classification
Vowel sounds (Pure vowels) and practice activities on vowels
Quadrisyllabic words
15. 15/23
Consonant Sounds In Phonetic Chart 1
Phonetic, Topics covered under the C1 level are:
Introduction to Diphthongs
“Role play” and “Practice” activities, Pentasyllabic words
Phonetic, Topics covered under the C1 level are:
Pronouncing Sounds, Voice modulation, Intonation and Stress
Rhythm and Speed and Mother tongue Influence (MTI)
Practice activities and Hexasyllabic words