No "20/20 hindsight" jokes.
Just clear, concise suggestions, axioms and guidance for any business and brand's success in 2020 and beyond.
Share all you like.
Root cause analysis is an approach for identifying the underlying causes of an incident so that the most effective solutions can be identified and implemented. It’s typically used when something goes badly, but can also be used when something goes well. Within an organization, problem solving, incident investigation, and root cause analysis are all fundamentally connected by three basic questions:
What’s the problem?
Why did it happen?
What will be done to prevent it from happening again?
No "20/20 hindsight" jokes.
Just clear, concise suggestions, axioms and guidance for any business and brand's success in 2020 and beyond.
Share all you like.
Root cause analysis is an approach for identifying the underlying causes of an incident so that the most effective solutions can be identified and implemented. It’s typically used when something goes badly, but can also be used when something goes well. Within an organization, problem solving, incident investigation, and root cause analysis are all fundamentally connected by three basic questions:
What’s the problem?
Why did it happen?
What will be done to prevent it from happening again?
Just do it! De waarde van Social Media voor de Koninklijke Marine - Robin Mid...Webcareoverheid
Robin Middel: De afgelopen twintig jaar ben ik actief geweest in het brede communicatiewerkveld van Defensie en de Koninklijke Marine. Daarbij was in het begin nog sprake van een overzichtelijke rol tussen de media, het publiek en de woordvoerder. Nu is het medialandschap een stuk complexer geworden. Daarbij hebben de sociale media een prominente plaats ingenomen. Dankzij deze sociale media zijn we door de jaren heen gegroeid van ‘regie over de communicatie’ naar het ‘coachen van onze medewerkers’ als het gaat om het gebruik van sociale media. Het credo daarbij is: ‘Just do it!’. Geen grote beleidsplannen of protocollen, maar de verantwoordelijkheid over het gebruik van sociale media in de lijn beleggen… ”
Just do it! De waarde van Social Media voor de Koninklijke Marine - Robin Mid...Webcareoverheid
Robin Middel: De afgelopen twintig jaar ben ik actief geweest in het brede communicatiewerkveld van Defensie en de Koninklijke Marine. Daarbij was in het begin nog sprake van een overzichtelijke rol tussen de media, het publiek en de woordvoerder. Nu is het medialandschap een stuk complexer geworden. Daarbij hebben de sociale media een prominente plaats ingenomen. Dankzij deze sociale media zijn we door de jaren heen gegroeid van ‘regie over de communicatie’ naar het ‘coachen van onze medewerkers’ als het gaat om het gebruik van sociale media. Het credo daarbij is: ‘Just do it!’. Geen grote beleidsplannen of protocollen, maar de verantwoordelijkheid over het gebruik van sociale media in de lijn beleggen… ”
merupakan inovasi dari saya tentang pemanfaatan sampah menjadi taman sampah yang indah.
an innovation on the use of my trash into a beautiful garden rubbish
Usability Speed Dating: An Introduction to Usability Testing
Short presentation from a General Assembly event on Dec 13, 2016.
"Join us on Dec. 13th and learn the value of Usability testing and how to do it right. Put these skills into action as we partner up and review sample websites and mobile applications. We will also discuss how to sell the importance of usability testing within your organization."
https://www.slideshare.net/rhamylle13/let-reviewer-general-educationWelcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.Welcome to Gboard clipboard, any text you copy will be saved here.
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The TED organization, stemmed from a single conference over thirty years ago, has provided countless videos with unique opportunities to learn from experts in various fields. Originally on topics in the technology, entertainment, and design industries, TED has grown into much more, including a podcast series called TED Talks.
Lucky 13 List for Leaders Who Want to Engage Employees and Create Brand Ambas...BOMBDIGGITY, LLC
You are a leader. You head to the office, park your car, enter the office and say “hello” to your employees. You work your tail off allllll day long and then head home to hopefully disconnect a while, sleep, and start all over again the next day. We all get too busy and focused simply on the day-to-day tasks, the financials, the big picture, trying to make customers happy, and dealing with the daily fires that have to be put out. But, HOLD UP! SLOW DOWN! Your employees not only DO the work that makes your business profitable, but they are also your company’s best brand ambassadors (that money can’t buy). The daily interactions your employees have with you impacts how they talk about you as a leader and your company as a place to work, do business or share with others.
In “Field of Dreams” a voice repeatedly tells Kevin Costner’s character to “Build it and they will come.” We agree! Create an organizational culture that supports, recognizes, and rewards employees–and those happy and engaged employees will go out and say great things about you! They will spread the word in their interactions with your customers, through their social media posts with their friends, and in their conversations with your company’s prospective recruits. As positive brand ambassadors, the return on that investment is huge!
THE 2016 GALLUP STATE OF THE WORKPLACE REPORT SHARES THAT 67% OF EMPLOYEES ARE “NOT ENGAGED” OR ARE “ACTIVELY DISENGAGED” AT WORK.
CRAZY! Right? Make your company the exception to this unfortunate fact. If you want employees saying good things about you and evangelizing for you, here is our “Lucky 13” list of things that we hope resonate and inspire you to be a BOMBDIGGITY leader.
TMK.edu Traditional Media Buying Presentation: August 2015The Media Kitchen
Presented by Ludmila Palasin: August 12, 2015
This presentation provides a recap of our suite of research tools to be sure that everyone knows what is available. But there is a lot more out there – a lot of it for free. This presentation will go into depth on what these are and how to access and use them.
Presented by Bruce Harwood: July 2016
Have you heard about traditional media but aren't quite sure what it is?
This session on how to plan and buy traditional media will give you some context on why advertisers use it and how you should think about it.
As each medium is different in its own way and we will explore the nuances of each and how they are adapting in today's digital landscape.
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We are engaged in an exponentially growing cyber war that we are visibly losing. Within the next 3 years it has been estimated that the global cost will equal, or overtake, the UK GDP, and it is clear that our defences are inadequate and often ineffective. Malware and ransomer-ware continue to extort more money, and cause damage and inconvenience to individuals, organisations and society, whilst hacker groups, criminals and rogue states continue to innovate and maintain their advantage. At the same time, our defences are subverted and rendered ineffective as we operate in a reactive and prescriptive, after the fact, mode with no foresight or anticipation.
In any war it is essential to know and understand as much about the enemy as possible, it is also necessary to establish the truth and validity of any situation or development. Doing this in the cyber domain is orders of magnitude more difficult than the real world, but some of the relevant tools are now available or at an advanced stage of development. For example; fully automated fact checkers and truth engines have been demonstrated, whilst situational awareness technologies are commercially available. However, what is missing is some level of context assessment on a continual basis. Without this we will continue to be ‘blind-sided’ by the actions and developments of the attackers as they maintain their element of surprise along every line of innovation.
What do we need? In short ; a Context Engine that continually monitors networks, servers, routers, machines, devices and people for anomalous behaviours that flag pending attacks as behavioural deviations that are generally easy to detect. In the case of attacker groups we have observed precursor events and trends in network activity days ahead of some big offensive. However, this requires a shift in the defenders thinking and operations away for the reactive and short term, to the long term continual monitoring, data collection and analysis in order to establish threat assessments on a real time.
The behavioural analysis of people, networks and ITC, is at the core of our ‘Context Engine’ solution which completes the triangle of: Truth; Situation; Context Awareness to provide defenders with a fuller and transformative picture. Most of the known precursor elements of this undertaken have been studied in some depth, with some behavioural elements identified on real networks and some physical situations. The unknown can only add more accuracy!
1Terrorism is highly d e p e n d e n t o n c a s h f.docxeugeniadean34240
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errorism is highly d e p e n d e n t
o n c a s h f l o w s f o r t h e p u r c h a s e
o f e v e r y t h i n g f r o m m u n i t i o n s
a n d s u p p l i e s t o d o m a i n s a n d
p a m p h l e t s . T r a d i t i o n a l l y , o n e o f t h e
m o r e c h a l l e n g i n g a s p e c t s o f o r g a n i z i n g
i n t e r n a t i o n a l t e r r o r i s t a c t i v i t i e s i s
r o o t e d i n f i n a n c i a l t r a n s a c t i o n s . T h e
t r a n s f e r o f m o n e y a r o u n d t h e w o r l d
h a s , i n t h e l a s t d e c a d e , f u n d a m e n t a l l y
c h a n g e d t h e w a y t e r r o r i s t o r g a n i z a t i o n s
r a i s e m o n e y t o s u p p o r t t h e i r a c t i v i t i e s .
D i g i t a l c u r r e n c i e s l i k e e - g o l d , B i t c o i n ,
P e e r c o i n , a n d D o d g e c o i n p r o v i d e
c o m p l e x y e t e f f i c i e n t m e c h a n i s m s f o r
t h e t r a n s f e r o f f u n d s , a s w e l l a s t h e
d e c e n t r a l i z e d c o l l e c t i o n o f d o n a t i o n s
i n a m o r e a n o n y m o u s m a n n e r t h a n
c o n v e n t i o n a l b a n k i n g t r a n s a c t i o n s .
T h e r e i s s u f f i c i e n t e v i d e n c e t o s u g g e s t
t h a t t e r r o r i s t s a r e c o n s i d e r i n g a n d ,
i n l i m i t e d i n s t a n c e s , u s i n g d i g i t a l
c u r r e n c i e s s u c h a s B i t c o i n t o f i n a n c e
a c t i v i t i e s . 1 W h i l e t h e s e t o o l s h a v e
g a i n e d i n p o p u l a r i t y , i n r e c e n t y e a r s
t h e i r e x p a n s i o n i n t o v a r i o u s t e r r o r i s t
o r g a n i z a t i o n s h a s b e e n s l o w a n d
d e l i b e r a t e a n d h a s n o t m a t c h e d p a c e
w i t h t r a n s n a t i o n a l c r i m i n a l u s e s o f t h e s e
s a m e t e c h n o l o g i e s .
F o r t h e p u r p o s e s o f t h i s a r t i c l e , t h e t e r m
“ t e r r o r i s t o r g a n i z a t i o n ” d o e s n o t i n c l u d e
t h e h a c k t i v i s t c o m m u n i t y , w h i c h h a s
a l r e a d y d e m o n s t r a t e d w i d e s p r e a d
u t i l i z a t i o n o f t h e s e t e c h n o l o g i e s . H e r e ,
t h e t e r m i s l i m i t e d t o “ i n t e r n a t i o n a l
t e r r o r i s m ” a s o u t l i n e d i n 1 8 U . S . C . §
2 3 3 1 - C h a p t e r 1 1 3 B . T h i s d e f i n i t i o n
i s a n i m p o r t a n t c a v e a t a s i t f r a m e s
t h e s c o p e o f t h e a n a l y s i s t o a s p e c i f i c
c o m m u n i t y o f a c t o r s a n d a c k n o w l e d g e s
t h a t t h e u s e o f t h e s e t e c h n o l o g i e s h a s
1 This has been witnessed by tracking conversations of
jihadists within various internet chat rooms and forums.
Financing Terror Bit by Bit
By Aaron Brantly
Content.
InstructionsDo the following and submit the completed assignment.docxdirkrplav
Instructions
Do the following and submit the completed assignment to the dropbox.
1. Print out the "The Narcissist in All of Us".
2. Number the paragraphs in the article from 1 to 29. (“1” in front of the paragraph beginning “You think you know…”, “2” in front of the paragraph beginning “But narcissists…” etc.)
3. This article does not have section headings. Decide how this article could be divided into five to eight sections.
4. For each section, give a phrase or short sentence that could be used as an informative section heading—a heading that indicates the main point of each of these sections.
5. After each section heading, give the number of paragraphs that go with each section heading.
6. Beneath each section heading, outline the main points of that section.
The following indicates how the first two sections might be done.
1. Narcissism can be tribal as well as individual (Paragraphs 1-3)
a. “We are all narcissists” (80)
b. Can result in harmless activity (e.g. cheering for a team) or destructive activity (e.g. US invasion of Iraq)
2. Group narcissism is natural & can be easy to manipulate (4-5)
a. Humans are social creatures, which “[implies] favoring your group above all others” (81”
b. “These feelings…are dangerously easy to manipulate”
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e i t h e r s i d e , bu t s o m e w h e r e i n b e t w e e n . 1 r e a d f o u r e x a m p l e s o f t h e s e t y p e s o f w r i t i n g s ; t w o a g r e e
b e c a u s e t h e y t r y t o J u s t i f y t h e i r a n s w e r a n d r e a s o n w i t h o u t r e a l i z i n g t h a t t h e a n s w e r i s n o t o n
p r o p o s e d w i t h t h i s q u e s t i o n , i t l e a d s t o n o t h i
n g b u t a g g r e s s i o n b e t w e e n e a c h o p p o s i n g s i d e
u n d e r s t a n d a n d r e a l i z e t h a t t h e a n s w e r i n h c t d u e s I i e s o m e w h e r e i n t h e m i d d l e , w h e n t h e y a r e
c a u s e s a n y a n d e v e r y
v i o l e n t c n m ‹ t [ 1 1t t h e r e : : I J n t h e w o r l d t.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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1. A World Language, The English Language
1. Level
2. Key competences
3. Objectives
4. Contents
5. Time of contents
6. Activities
7. Evaluation criteria
8. Use of ICT
9. Methodology
10. Attention to diversity
2. 1. Level
This didactic application has been
designed for 1st
Bachillerato. The
capacity to communicate in a foreign
language is a need in our modern society
due to: cultural, economic, technological
and scientific international cooperation;
tourism and communication media.
3. This didactic application tries to develop in our students:
- The competence of linguistic communication
- The competence in processing information and use
of ICT
- The competence in social skills and citizenship
2. Key competences
4. 3. Objectives
1. To talk about different languages.
2. To read texts about the English language.
3. To listen to several English accents.
4. To compare the uses of the present simple/continuous.
5. To write compositions.
6. To respect other languages and ways of life.
5. 4. Contents
1. Speaking about world languages and the English
language.
2. Reading of articles about the English language.
3. Writing task about cultural differences among Britain,
the United States and Spain.
4. Listening to native speakers of English.
5. Present simple/continuous. BE/AE spelling.
6. English language as a vehicle for an international
understanding.
6. This didactic application will be developed in
3 sessions of 50 minutes , since present
simple/continuous is a review unit for
students of Bachilllerato.
5. Time of contents
7. 6. Activities
Discusión Point
Answer the questions using the list below:
Which language in the world is spoken by most people?
Which language has the largest vocabulary?
Which is the oldest written language?
Which sub-continent has the largest number of languages?
Which language has no irregular verbs?
Which language has the most letters in its alphabet?
In which language is the largest encyclopaedia printed?
Spanish Cambodian English Egyptian Esperanto
Mandarin Chinese Indian
8.
9. P re-reading task
1. D o you th in k th e fo llo w in g statem ents are “tru e” o r “false”?
E n g lish w a s a lre a d y a n im p o rta nt w o rld la ng u ag e 40 0 yea rs a g o . (… … ..… .)
It is m a in ly b e ca u se o f the U S th at E n g lish h a s b e co m e a w o rld la ng u ag e . (… … … … )
O n e p e rso n o u t o f se ven in th e w o rld sp ea ks p e rfe ct E n g lish . (… … … … )
10. 2 . R e a d t h e a r t i c l e o n E n g l i s h a s a W o r l d L a n g u a g e a n d f i n d o u t t h e a n s w e r s
t o t h e t r u e / f a l s e s t a t e m e n t s .
T o d a y , w h e n E n g lis h is o n e o f t h e m a jo r la n g u a g e s in t h e w o r ld , it r e q u ir e s a n e f f o r t o f t h e
im a g in a t io n t o r e a liz e t h a t t h is is a r e la t iv e ly r e c e n t t h in g , th a t in S h a k e s p e a r e ’s t im e , f o r e x a m p le ,
o n ly a f e w m ill io n p e o p le s p o k e E n g lis h , a n d t h e la n g u a g e w a s n o t t h o u g h t t o b e v e r y im p o r t a n t
b y t h e o t h e r n a t io n s o f E u r o p e , a n d w a s u n k n o w n t o t h e r e s t o f th e w o r ld .
E n g lis h h a s b e c o m e a w o r ld la n g u a g e b e c a u s e o f it s e s t a b lis h m e n t a s a m o t h e r to n g u e
o u t s id e E n g la n d , in a ll t h e c o n t in e n t s o f t h e w o r ld . T h is e x p o r t in g o f E n g lis h b e g a n in t h e 1 7 t h
c e n t u r y , w it h t h e f ir s t s e t t le m e n t s in N o r t h A m e r ic a . A b o v e a ll, it is t h e g r e a t g r o w t h o f p o p u la t io n
in t h e U n it e d S t a t e s , a s s is t e d b y m a s s iv e im m ig r a t io n in t h e 1 9 t h a n d 2 0 t h c e n t u r ie s , t h a t h a s
g iv e n t h e E n g lis h la n g u a g e it s p r e s e n t s ta n d in g in t h e w o r ld .
P e o p le w h o s p e a k E n g lis h f a ll in t o o n e t h e t h r e e g r o u p s : t h o s e w h o h a v e le a r n e d it a s t h e ir
n a t iv e la n g u a g e ; th o s e w h o h a v e le a r n e d it a s a s e c o n d la n g u a g e in a s o c ie t y t h a t is m a in ly
b ilin g u a l: a n d t h o s e w h o a r e f o r c e d to u s e it f o r a p r a c t ic a l p u r p o s e : a d m in is t r a t iv e , p r o f e s s io n a l
o r e d u c a t io n a l. O n e p e r s o n in s e v e n o f t h e w o r ld ’s e n t ir e p o p u la t io n b e lo n g s to o n e o f th e s e th r e e
g r o u p s . I n c r e d ib ly e n o u g h , 7 5 % o f th e w o r ld ’s m a il a n d 6 0 % o f t h e w o r ld ’s t e le p h o n e c a lls a r e in
E n g lis h .
11. Y o u w ill h e a r s ix n a t iv e s p e a k e r s o f E n g lis h f r o m d if f e r e n t c o u n t r ie s d e s c r ib in g t h e ir c a p it a l c it y .
P u t t h e n u m b e r o f t h e s p e a k e r in t h e r ig h t b o x . T r y t o r e c o g n iz e t h e d if f e r e n t a c c e n t s .
A m e r i c a n [ ] W e l s h [ ]
A u s t r a l i a n [ ] I r i s h [ ]
S c o t t i s h [ ] E n g l i s h [ ]
12. 1 . W r it e t h e p r e s e n t s im p le o r p r e s e n t c o n t in u o u s fo r m o f t h e v e r b s . In th e a n s w e r s ,
c h o o s e t h e B r it is h w o r d .
a ) W h e re … … … … y o u … … … … .. ? ( liv e )
I … … … … … . ( liv e ) in a f la t /a p a r t m e n t .
b ) W h a t … … … … … . th o s e m e n … … … … … .. th e re ? ( d o )
T h e y … … … … … … … . (r e p a ir ) th e e le v a t o r /lift .
c ) M y b r o th e r n e v e r … … … … … … ( e a t) c o o k ie s /b is c u it s .
d ) P e te r a n d h is w ife … … … … … … … (h a v e ) a h o lid a y /v a c a t io n .
e ) W h a t … … … … … … th e c h ild r e n … … … … … … … ? (w a tc h )
T h e y … … … … … … … … (w a tc h ) th e n e w S im p s o n f ilm /m o v ie .
f) M y p a r e n ts … … … … … … … .. ( n o t e n jo y ) th e ir h o lid a y s in A u t u m n /F a ll.
g ) M y f la tm a te … … … … … … … .. ( p a y ) th e b ill/c h e c k th is m o n th .
h ) T h e B r itis h G o v e r n m e n t /A d m in is tr a t io n … … … … … … … … . ( c a r e ) a b o u t in te r n a tio n a l te r r o r is m .
i) … … … … .. w e … … … … … .. to s to p fo r g a s /p e t r o l? ( n e e d )
j) S u s a n a lw a y s … … … … … … .. ( w e a r ) p a n t s /t r o u s e r s in w in te r , b u t to d a y s h e … … … … … … … ..
( w e a r ) a s k ir t.
13. 2 . C o m p le te th e te x t w ith th e p re s e n t s im p le o r p re s e n t c o n tin u o u s a n d u n d e r lin e s e v e n
e x a m p le s o f U S v o c a b u la r y a n d th r e e o f U S s p e llin g .
It’ s g r e a t n e w s th a t y o u … … … … … … . ( c o m e ) to s e e u s n e x t m o n th . W h y n o t c o m e in
th e f a ll, a s th e c o lo r s a r e b e a u tif u l th e n , a n d th e k id s … … … … … … … ( s tu d y ) a t h ig h
s c h o o l a n d I … … … … … … ( n o t w o r k ) a t th a t tim e . T h e ir s u m m e r v a c a tio n
… … … … … … . ( e n d ) in th e m id d le o f S e p te m b e r , th a n k g o o d n e s s ! O f c o u r s e , y o u c a n
s ta y w ith u s ; o u r a p a r tm e n t … … … … … .. ( n o t b e ) v e r y b ig b u t I’ m s u r e it’ ll b e f in e .
… … … … … . y o u … … … … … … ( w a n t) to b o r r o w o u r c a r ? I t w o u ld b e a g o o d w a y o f
tr a v e lin g a r o u n d , a s g a s is v e r y c h e a p , a n d w e … … … … … … .. ( liv e ) ju s t o f f th e m a in
h ig h w a y , w h ic h is q u ite f a r f r o m th e c e n te r . O f c o u r s e , y o u c o u ld u s e th e s u b w a y , b u t
s o m e p e o p le s a y it’ s d a n g e r o u s .
S o w r ite a s s o o n a s y o u … … … … … … … ( k n o w ) y o u r p la n s .
H o p e to h e a r f r o m y o u s o o n .
L o v e , C a th y .
14. A c o m m o n l a n g u a g e a n d c u l t u r e u n i t i n g u s a c r o s s p o l i t i c a l f r o n t i e r s ? F o r g e t i t .
I n b a r s , s o r r y , “ p u b s ” , y o u c a n ’ t j u s t a s k f o r a b e e r , y o u k n o w . O h n o . y o u h a v e t o a s k
f o r “ b i t t e r ” w h i c h i s w a r m o r “ l a g e r ” w h i c h i s c o l d . Y o u p a y f o r y o u r d r i n k s w h e n t h e y
s e r v e y o u a n d i f y o u a r r i v e a f t e r e l e v e n o ’ c l o c k a t n i g h t , y o u w o n ’ t b e s e r v e d a t a l l.
D o n ’ t t h i n k i t ’ s ju s t t h e b a r s t h a t a r e d i f f e r e n t . H o w m a n y o t h e r c o u n t r i e s c a n y o u n a m e
w h e r e t h e y d r i v e o n t h e l e f t ? Y o u d o n ’ t b e l i e v e m e ? W a t c h o u t ! Y o u a l s o h a v e t o h a v e a
l i c e n c e f o r y o u r T V . Y e s s i r , y o u h e a r d ! A l i c e n c e f o r y o u r T V ! T h i s p i e c e o f p a p e r c o s t s
1 1 0 p o u n d s a y e a r ( $ 1 7 0 i n r e a l m o n e y ) . T h e p o l i c e d o n ’ t c a r r y g u n s ( j u s t t h e c r i m i n a l s )
a n d t h e r e ’ s n o c o n s t i t u t i o n . W e l l , t h e y ’ v e g o t t h e Q u e e n , h a v e n ’ t t h e y ?
A c o m m o n l a n g u a g e , t h e n ? D o n ’ t b e l i e v e a w o r d o f i t . A s a m a t t e r o f f a c t , y o u ’ l l b e
l u c k y e n o u g h i f y o u u n d e r s t a n d a w o r d o f i t . T h e y c a l l “ t r o u s e r s ” t o p a n t s . “ T h a t w a s
q u i t e g o o d ” d o e s n ’ t m e a n i t w a s v e r y g o o d . I t m e a n s “ i t w a s O K ” . W o r r y i n g a b o u t
o p e n i n g y o u r m o u t h ? J u s t k e e p s a y i n g “ t h a n k s ” , “ t h a n k y o u ” , “ s o r r y ” a n d “ e x c u s e m e ”
i n a s m a n y d i f f e r e n t t o n e s o f v o i c e a s y o u c a n , t h a t ’ s 9 0 % o f w h a t t h e y s a y , a n y w a y .
C o m p r e h e n s i o n C h e c k
1 ) I s t h e p e r s o n w h o is t a lk in g B r it is h o r A m e r ic a n ? H o w d o y o u k n o w th a t ?
2 ) W h a t d o e s t h e a u th o r s a y a b o u t p o lit e n e s s in B r it a in ?
3 ) D o e s t h e a u th o r s a y t h a t t h e N o r t h A m e r ic a n s a n d t h e B r it is h h a v e t h e s a m e c u s t o m s
a n d t r a d it io n s ?
15. W rite a b o u t y o u r ty p ica l b re a k fas t in S p a in . U s e th e w o rd s b e lo w .
C o ffe e m ilk ste w e d fru it su g a r fru it ju ic e m a rm a la d e sa u sa g e s
to m a to e s to a st p a n c a k e s m a p le sy ru p c e re a ls
sc ra m b le d e g g s te a y o g h u rt b lu e b e rrie s
c h e e se h a m b isc u its/c o o k ie s c a k e s
m ilk sh a k e c h o c o la te
16. P R O J E C T
I m a g i n e y o u a r e a n A m e r i c a n o r B r i t i s h t e e n a g e r a n d y o u a r e l i v i n g i n
E n g l a n d o r A m e r i c a f o r a y e a r . W r i t e a l e t t e r t o a m e m b e r o f y o u r f a m i l y
( b o y f r i e n d , g i r l f r i e n d , b r o t h e r , s i s t e r , … ) d e s c r i b i n g t h e d i f f e r e n c e s
b e t w e e n b o t h c u l t u r e s a n d a n y t h i n g t h a t h a s c a u g h t y o u r e y e .
G i v e y o u r o p i n i o n a b o u t t h e c u l t u r e y o u a r e d e s c r i b i n g i f y o u w a n t t o .
17. 7. Evaluation criteria
1. Understand and produce messages coherent and fluently.
2. Write compositions with a logical organization of ideas.
3. Be able to use the present tenses.
4. Develop a critical attitude towards different languages.
18. 8. Use of ICT
The importance of the use of thenew technologies as a
classroom procedure is essential for the teaching-learning of
English in Bachillerato:
● Interactive whiteboards
● Webs
● Wikis
● Blogs
● Podcasts
● Emails
Interesting webs for students:
● www.isabelperez.com
● www.agendaweb.com
● www.cambridge.org
● www. oup.com/elt
● www.wikispaces.com
● www.edublog.org
19. 1. We will foster learning autonomy with adequate techniques and
strategies.
2. Linguistic competence is seen from the communicative point of
view.
3. Activities must be authentic.
4. Pairs and groups are developed.
5. Oral productions are stimulated to develop students'
communicative competence.
9. Methodology
20. 10. Attention to diversity
Personal differences must be carefully considered:
● Interests
● Motivations
● Abilities
● Learning styles