Hi everyone! We're students of the Islamic University of Syekh Yusuf Tangerang. Here's our presentation slide for the English for Interpersonal Interaction 3 course about expressing embarrassment and anger, lectured by Mrs. Syifa Fadhillah, M.Pd. This presentation slide consists of expressions, phrases, and idioms that are used for the language functions, also some dialogue examples and quiz.
Hopefully, this can be helpful :)
This document discusses ways to express annoyance in English. It begins by defining expressing annoyance as a way to communicate feelings of bother or nuisance. It then provides formal and informal expressions of annoyance in English and examples of when each might be used. The document includes examples of dialogues where characters express annoyance and lists English idioms that can convey annoyance. It concludes with references and an invitation for the reader to take a quiz or ask questions.
This document discusses expressing annoyance. It begins with definitions of annoyance and expressing annoyance as communicating unpleasant feelings of anger or frustration towards someone or something. It then provides formal and informal examples of expressing annoyance in English. The document includes a dialogue example and discusses idioms used to express annoyance like "cut it out" or "blow your top." It concludes with a short quiz about annoyance and an invitation for questions.
expressions of love,sadness,embrassment,annoyingTria Monica
The document is a content list in Indonesian that outlines ways to express different emotions in Indonesian, including love, sadness, embarrassment, and annoyance. It provides formal and informal examples of expressing love, as well as responses. For expressing sadness, embarrassment, and annoyance, it lists example phrases and responses. Each section also includes a brief definition or explanation of the emotion in Indonesian. The document includes several examples of dialogues to demonstrate expressing the different emotions.
This document discusses the expression of anger, including asking someone if they are angry, directly expressing anger through statements, and ways to calm someone down who is angry. It lists phrases that can be used when expressing anger, such as "you're getting me angry" or "I really hate...", and phrases to calm someone down like "relax", "don't be so touchy", and "calm down".
This document discusses expressions of love that can be said to another when falling in love. It lists common phrases like "I love you", "I truly love you endlessly", and "I'll never stop loving you". It also provides more intimate expressions like "My dear sweetheart" and affirmations of deep, enduring love such as "There's nothing deeper than my love" and "I really love you, and i always will".
By learning what to say, and what not to say, you can avoid missunderstandings and conflicts. From personal life to top leadership, every one can benefit by learning some simple rules of effective feedback
The document provides examples of expressions that can be used to express sadness in English. It includes informal and formal phrases for expressing feeling sad oneself or responding empathetically to others who are feeling sad. Sample dialogues demonstrate using the expressions in conversations between friends and colleagues. Key points covered include acknowledging the other person's sadness, asking open-ended questions to understand what they are sad about, and offering help or support. The document aims to help readers express and respond to feelings of sadness appropriately in English.
This document discusses ways to express annoyance in English. It begins by defining expressing annoyance as a way to communicate feelings of bother or nuisance. It then provides formal and informal expressions of annoyance in English and examples of when each might be used. The document includes examples of dialogues where characters express annoyance and lists English idioms that can convey annoyance. It concludes with references and an invitation for the reader to take a quiz or ask questions.
This document discusses expressing annoyance. It begins with definitions of annoyance and expressing annoyance as communicating unpleasant feelings of anger or frustration towards someone or something. It then provides formal and informal examples of expressing annoyance in English. The document includes a dialogue example and discusses idioms used to express annoyance like "cut it out" or "blow your top." It concludes with a short quiz about annoyance and an invitation for questions.
expressions of love,sadness,embrassment,annoyingTria Monica
The document is a content list in Indonesian that outlines ways to express different emotions in Indonesian, including love, sadness, embarrassment, and annoyance. It provides formal and informal examples of expressing love, as well as responses. For expressing sadness, embarrassment, and annoyance, it lists example phrases and responses. Each section also includes a brief definition or explanation of the emotion in Indonesian. The document includes several examples of dialogues to demonstrate expressing the different emotions.
This document discusses the expression of anger, including asking someone if they are angry, directly expressing anger through statements, and ways to calm someone down who is angry. It lists phrases that can be used when expressing anger, such as "you're getting me angry" or "I really hate...", and phrases to calm someone down like "relax", "don't be so touchy", and "calm down".
This document discusses expressions of love that can be said to another when falling in love. It lists common phrases like "I love you", "I truly love you endlessly", and "I'll never stop loving you". It also provides more intimate expressions like "My dear sweetheart" and affirmations of deep, enduring love such as "There's nothing deeper than my love" and "I really love you, and i always will".
By learning what to say, and what not to say, you can avoid missunderstandings and conflicts. From personal life to top leadership, every one can benefit by learning some simple rules of effective feedback
The document provides examples of expressions that can be used to express sadness in English. It includes informal and formal phrases for expressing feeling sad oneself or responding empathetically to others who are feeling sad. Sample dialogues demonstrate using the expressions in conversations between friends and colleagues. Key points covered include acknowledging the other person's sadness, asking open-ended questions to understand what they are sad about, and offering help or support. The document aims to help readers express and respond to feelings of sadness appropriately in English.
This document discusses the expression of anger and ways to ask someone if they are angry or express one's own anger. It provides examples of phrases to use when asking someone if they are angry, expressing one's own anger, and calming someone down who is angry, such as "What are you so angry about?", "You burn me up!", and "Calm down."
Expressing love and sorrow (1st group eii 3)MitaNurbaiti
Expressing love and sorrow (1st group)
Course: English for interpersonal interactions 3 (Eii 3)
Class: 5B English Education
Member of group:
1. Fadhilatul Zuhairiah
2. Eni Khoiriyah
3. Mita Nurbaiti
4. Taqyudin Subki
Character 1 enters the media room where Character 2 is waiting. Character 2 asks Character 1 for help improving his jokes to impress a girl named Jess. Character 2 tells Character 1 some corny jokes in an attempt to be funny. Character 1 suggests Character 2 try talking to Jess more about herself instead of focusing so much on jokes. Character 2 then asks Character 1 personal questions, coming on too strong. Jess then walks in and hears Character 2's latest joke before quickly leaving, making the situation more awkward.
The document defines and provides examples for various vocabulary words including:
- Madras, a cotton cloth with patterns like plaid, stripes or checks
- Cowlick, a tuft of hair that grows differently than the rest
- Unfathomable, difficult or impossible to understand or explain
- Savvy, having good understanding and practical knowledge
- Aloof, not being very friendly and not liking to spend time with others
- Impersonally, lacking personality and not being a person
- Ornery, disagreeable, contrary, bad-tempered, difficult and mean
- Ruefully, causing or feeling pity or compassion
The document provides examples of asking for and giving opinions, as well as expressing satisfaction and dissatisfaction. It gives sample phrases for asking about satisfaction or dissatisfaction, expressing satisfaction or dissatisfaction, and responding to expressions of dissatisfaction. The examples focus on customer service interactions between waiters and customers at a restaurant.
This document defines and provides examples for various vocabulary words including: madras (a type of cotton cloth), cowlick (a tuft of hair that sticks up), unfathomable (impossible to understand), savvy (having good practical knowledge), aloof (not friendly), impersonally (lacking personality), ornery (bad-tempered), resignedly (accepting without complaining), ruefully (causing pity), hermit (withdrawn from society), premonition (a feeling something will happen), reluctantly (unwilling feelings), sullen (showing bad humor), eluded (evaded skillfully), imploringly (appealing urgently), gallant (behaving bravely), indign
The document provides expressions for asking for and giving certainty and expressing doubts in Indonesian. It includes common phrases for asking someone if they are sure about something, expressing certainty in response, and expressing doubts. It then gives an example dialogue and prompts for practicing the target language functions through role plays asking friends about things they may be certain or doubtful of. It concludes by asking students to reflect on using the new expressions and any difficulties in learning them.
"Hope" presentation that i made this for my friend's English exam
It's about when you need hope, and why you need hope..
This presentation have notes.. what should you say while clicking.
Mediabahasa inggris asking and giving certainty kelas IX SMPZulhafni Marizah
The document discusses asking for and giving certainty in conversations. It provides examples of expressions used to ask for certainty like "Are you sure?" and "Really?" and expressions used to respond with certainty like "Yes, sure" and "Definitely." It also includes sample dialogues that demonstrate asking for and giving certainty in different contexts. The goal is for students to be able to understand and respond to expressions of certainty in short, simple conversations.
Clarifying language involves restating what the speaker said to check for understanding. It ensures the listener understands correctly by resolving any confusion. Clarification reduces misunderstanding and reassures the speaker the listener wants to understand. When clarifying, suppose what is meant if unsure, ask for repetition, restate the speaker's meaning, ask for examples, and use open questions if appropriate.
Asking for giving suggestion and adviceFebri yanto
This document provides examples of language used to give and ask for advice. It suggests using phrases like "I think you'd better...", "I suggest...", and "I recommend..." to offer advice, and questions like "Do you think I ought to...?" or "Should I...?" to ask for advice. It also gives a short example dialogue between a student and advisor where the advisor provides a suggestion and encourages following the instructor's advice. The overall document focuses on appropriately phrasing advice and suggestions and asking others for counsel.
Post presentation questions are often a traumatic experience.This presentation is an attempt to make things simpler by identifying the potential inquisitors.
The document provides guidance on using clarification statements and examples in expository writing. It defines clarification statements as restating a reason in different words to provide further explanation. An example is then given of using an opinion with a clarification statement and example to support the reason. Readers are prompted to provide their own reason, clarification, and example about what happened to Jews in the Holocaust. Finally, the document shows how to incorporate these elements into a paragraph with transitions.
the expression of Certainty,doubt,repetition, and surprise.Pratiwi Dian
This document discusses ways to express certainty, doubt, repetition, concern and surprise in English. It provides examples of phrases to convey each, such as "I'm sure about it" for certainty and "Sorry, I'm not sure about it" to express doubt. It also includes sample dialogues that demonstrate the use of these expressions in conversations. The document teaches English language learners how to discuss different levels of certainty, request repetition, show concern for others and convey surprise through various phrases and in short sample dialogues.
Diploma engg iv u-1.3 assertive, imperative, exclamatory sentencesRai University
This document defines what constitutes a sentence and describes the four kinds of sentences: assertive, imperative, interrogative, and exclamatory. An assertive sentence makes a statement, an imperative gives a command or request, an interrogative asks a question, and an exclamatory expresses strong feelings such as surprise or gratitude. Examples of each type of sentence are provided.
The document discusses the four major types of sentences: declarative sentences that give information, interrogative sentences that ask questions, imperative sentences that give commands or instructions, and exclamatory sentences that express strong feelings. It provides examples and details of each sentence type, such as the uses of declarative sentences, question structures for interrogatives, and common phrases for imperatives and exclamations.
This document provides information about the simple past and past progressive tenses in English. It begins by explaining the forms of each tense and common exceptions when adding suffixes. It then discusses the uses of each tense to express actions happening one after another or simultaneously. Examples are given of combining the tenses to describe a new action interrupting an ongoing one. The remainder of the document includes exercises for learners to practice using these tenses, including filling in blanks, conversations, matching expressions to feelings, answering listening comprehension questions, and learning vocabulary for agreeing and disagreeing.
The document provides tips and strategies for learning English through songs and music. It discusses benefits such as improving vocabulary, pronunciation, grammar and cultural understanding. Specific strategies outlined include reading lyrics in English and translated, listening to songs, practicing pronunciation, and repeating the process with new songs weekly. Activities suggested are maintaining a vocabulary notebook, transcribing lyrics from memory, and translating lyrics with and without references. The document also reviews rules for forming gerunds (verbs ending in -ing).
This document contains song lyrics and activities related to teaching English through music. It includes the full lyrics of 5 songs - "Don't Speak" by No Doubt, "Roar" by Katy Perry, "Someone Like You" by Adele, and "Try" by Pink. The activities provided with each song involve identifying grammar structures, sounds, and correcting errors in the lyrics. The document also includes materials for student evaluation such as a questionnaire and scoring rubric.
This document discusses the expression of anger and ways to ask someone if they are angry or express one's own anger. It provides examples of phrases to use when asking someone if they are angry, expressing one's own anger, and calming someone down who is angry, such as "What are you so angry about?", "You burn me up!", and "Calm down."
Expressing love and sorrow (1st group eii 3)MitaNurbaiti
Expressing love and sorrow (1st group)
Course: English for interpersonal interactions 3 (Eii 3)
Class: 5B English Education
Member of group:
1. Fadhilatul Zuhairiah
2. Eni Khoiriyah
3. Mita Nurbaiti
4. Taqyudin Subki
Character 1 enters the media room where Character 2 is waiting. Character 2 asks Character 1 for help improving his jokes to impress a girl named Jess. Character 2 tells Character 1 some corny jokes in an attempt to be funny. Character 1 suggests Character 2 try talking to Jess more about herself instead of focusing so much on jokes. Character 2 then asks Character 1 personal questions, coming on too strong. Jess then walks in and hears Character 2's latest joke before quickly leaving, making the situation more awkward.
The document defines and provides examples for various vocabulary words including:
- Madras, a cotton cloth with patterns like plaid, stripes or checks
- Cowlick, a tuft of hair that grows differently than the rest
- Unfathomable, difficult or impossible to understand or explain
- Savvy, having good understanding and practical knowledge
- Aloof, not being very friendly and not liking to spend time with others
- Impersonally, lacking personality and not being a person
- Ornery, disagreeable, contrary, bad-tempered, difficult and mean
- Ruefully, causing or feeling pity or compassion
The document provides examples of asking for and giving opinions, as well as expressing satisfaction and dissatisfaction. It gives sample phrases for asking about satisfaction or dissatisfaction, expressing satisfaction or dissatisfaction, and responding to expressions of dissatisfaction. The examples focus on customer service interactions between waiters and customers at a restaurant.
This document defines and provides examples for various vocabulary words including: madras (a type of cotton cloth), cowlick (a tuft of hair that sticks up), unfathomable (impossible to understand), savvy (having good practical knowledge), aloof (not friendly), impersonally (lacking personality), ornery (bad-tempered), resignedly (accepting without complaining), ruefully (causing pity), hermit (withdrawn from society), premonition (a feeling something will happen), reluctantly (unwilling feelings), sullen (showing bad humor), eluded (evaded skillfully), imploringly (appealing urgently), gallant (behaving bravely), indign
The document provides expressions for asking for and giving certainty and expressing doubts in Indonesian. It includes common phrases for asking someone if they are sure about something, expressing certainty in response, and expressing doubts. It then gives an example dialogue and prompts for practicing the target language functions through role plays asking friends about things they may be certain or doubtful of. It concludes by asking students to reflect on using the new expressions and any difficulties in learning them.
"Hope" presentation that i made this for my friend's English exam
It's about when you need hope, and why you need hope..
This presentation have notes.. what should you say while clicking.
Mediabahasa inggris asking and giving certainty kelas IX SMPZulhafni Marizah
The document discusses asking for and giving certainty in conversations. It provides examples of expressions used to ask for certainty like "Are you sure?" and "Really?" and expressions used to respond with certainty like "Yes, sure" and "Definitely." It also includes sample dialogues that demonstrate asking for and giving certainty in different contexts. The goal is for students to be able to understand and respond to expressions of certainty in short, simple conversations.
Clarifying language involves restating what the speaker said to check for understanding. It ensures the listener understands correctly by resolving any confusion. Clarification reduces misunderstanding and reassures the speaker the listener wants to understand. When clarifying, suppose what is meant if unsure, ask for repetition, restate the speaker's meaning, ask for examples, and use open questions if appropriate.
Asking for giving suggestion and adviceFebri yanto
This document provides examples of language used to give and ask for advice. It suggests using phrases like "I think you'd better...", "I suggest...", and "I recommend..." to offer advice, and questions like "Do you think I ought to...?" or "Should I...?" to ask for advice. It also gives a short example dialogue between a student and advisor where the advisor provides a suggestion and encourages following the instructor's advice. The overall document focuses on appropriately phrasing advice and suggestions and asking others for counsel.
Post presentation questions are often a traumatic experience.This presentation is an attempt to make things simpler by identifying the potential inquisitors.
The document provides guidance on using clarification statements and examples in expository writing. It defines clarification statements as restating a reason in different words to provide further explanation. An example is then given of using an opinion with a clarification statement and example to support the reason. Readers are prompted to provide their own reason, clarification, and example about what happened to Jews in the Holocaust. Finally, the document shows how to incorporate these elements into a paragraph with transitions.
the expression of Certainty,doubt,repetition, and surprise.Pratiwi Dian
This document discusses ways to express certainty, doubt, repetition, concern and surprise in English. It provides examples of phrases to convey each, such as "I'm sure about it" for certainty and "Sorry, I'm not sure about it" to express doubt. It also includes sample dialogues that demonstrate the use of these expressions in conversations. The document teaches English language learners how to discuss different levels of certainty, request repetition, show concern for others and convey surprise through various phrases and in short sample dialogues.
Diploma engg iv u-1.3 assertive, imperative, exclamatory sentencesRai University
This document defines what constitutes a sentence and describes the four kinds of sentences: assertive, imperative, interrogative, and exclamatory. An assertive sentence makes a statement, an imperative gives a command or request, an interrogative asks a question, and an exclamatory expresses strong feelings such as surprise or gratitude. Examples of each type of sentence are provided.
The document discusses the four major types of sentences: declarative sentences that give information, interrogative sentences that ask questions, imperative sentences that give commands or instructions, and exclamatory sentences that express strong feelings. It provides examples and details of each sentence type, such as the uses of declarative sentences, question structures for interrogatives, and common phrases for imperatives and exclamations.
This document provides information about the simple past and past progressive tenses in English. It begins by explaining the forms of each tense and common exceptions when adding suffixes. It then discusses the uses of each tense to express actions happening one after another or simultaneously. Examples are given of combining the tenses to describe a new action interrupting an ongoing one. The remainder of the document includes exercises for learners to practice using these tenses, including filling in blanks, conversations, matching expressions to feelings, answering listening comprehension questions, and learning vocabulary for agreeing and disagreeing.
The document provides tips and strategies for learning English through songs and music. It discusses benefits such as improving vocabulary, pronunciation, grammar and cultural understanding. Specific strategies outlined include reading lyrics in English and translated, listening to songs, practicing pronunciation, and repeating the process with new songs weekly. Activities suggested are maintaining a vocabulary notebook, transcribing lyrics from memory, and translating lyrics with and without references. The document also reviews rules for forming gerunds (verbs ending in -ing).
This document contains song lyrics and activities related to teaching English through music. It includes the full lyrics of 5 songs - "Don't Speak" by No Doubt, "Roar" by Katy Perry, "Someone Like You" by Adele, and "Try" by Pink. The activities provided with each song involve identifying grammar structures, sounds, and correcting errors in the lyrics. The document also includes materials for student evaluation such as a questionnaire and scoring rubric.
Bahan Pelajaran Bahasa Inggris kelas 7 semester 1Annisa Fauziyah
Berikut ini merupakan beberapa bahan-bahan pelajaran yang dipelajari terutamanya di SMP 5 Bandung untuk persiapan UAS smester 1. Sumber : www.quipperschool.com
Expressing Sympathy using english sentence
sympathy
what is sympathy
what the function/purpose of sympathy
how to care to someone
who need sympathy
how to express sympathy
how to responding sympathy
dioalog sympathy
This document provides expressions for:
1. Making offers and responding to offers in 3 sentences with examples.
2. Expressing regret in 2 sentences and examples of conversations expressing regret.
3. Summarizing the sections on expressing possibility, indifference, shock, preferences, describing people/things, obligation, prohibition, and asking for/giving advice in 1 sentence each.
Phrasal verbs can be either separable or inseparable depending on whether an object is used, and whether the object is a noun or pronoun. Some phrasal verbs take objects and can be separated when used with a noun but not a pronoun, while others always remain together. Examples are provided to illustrate the different types of phrasal verbs.
The document discusses apologizing, interrupting, and excusing oneself. It defines these terms and provides guidance on when and how to appropriately engage in these social behaviors. For apologizing, it notes we should take responsibility, provide reasons, and make promises to remedy issues. Interrupting should be done at natural breaks in conversation or with nonverbal cues. Excusing oneself allows one to politely interrupt, clarify statements, or take leave. Common phrases for these social actions are also outlined. The document aims to improve social skills through understanding proper etiquette around apologizing, interrupting, and excusing oneself.
The document contains the agenda and goals for a Southside ABE - ELL class. The goals include giving advice for a problem, taking a CASAS test, doing a listening activity with a song to practice "used to", listening to the habits of the Martinez family and answering questions, reading about advice and giving advice using modal verbs, and a listening activity with a song. It provides examples of advice phrases and problems to give advice for. It also discusses the advice column "Dear Abby" and provides a sample letter and response.
EXPLANATION OF CAN, COULD AND WILL WITH DEFINITION AND PRACTICAL EXERCISES. GOOD FOR BEGINNERS AND INTERMEDIATE STUDENTS AND EASY FOR TEENAGERS AND ADULTS TO UNDERSTAND. A GOOD WAY FOR LEARNING THIS TOPIC IN ENGLISH
This presentation, made by Katarina from http://tips.how2improvesinging.com, reveals nine tips to overcome your fear of singing. If you have stage fright, you are not alone. Every singer can relate to this topic. The amount of fear differs based on age, experience, personality, perceived talent and other factors. It does not matter if you are a new singer or a professional - we all experience some level of fear of singing.
There are two main reasons why we are afraid to sing. Judgement and misperception.
How to Overcome Stage Fright?
Figure out why you are afraid. When you know the whys, you can work on the hows.
Over-preparation!
Self-exploration.
Join a group of singers.
Get exposure.
Record yourself on a regular basis.
Choose easy songs to start your performance.
Let go!
Don't take yourself too seriously.
See yourself succeeding.
So be fearless and sing!
The document provides 12 steps for resolving conflicts in interpersonal relationships. It begins by outlining the 12 steps in brief and then expands on each step, providing practical guidance. The key steps involve embracing conflict, addressing anger appropriately, seeking understanding over victory, assuming the best of others, sharing feelings respectfully, speaking truthfully while being kind, focusing on problems not people, forgiving others and seeking forgiveness, and handling conflicts personally with gentleness. The overall message is that following these principles can help mend broken relationships and bring reconciliation.
The document discusses social support and empathy. It provides an agenda that includes a past discussion on intimacy, the current discussion on social support, and an upcoming session on research talks. It also reminds students about position paper assignments. The rest of the document discusses empathy as an action rather than emotion, advantages and disadvantages of empathy, different types of social support including visible and invisible support, and examples of offering social support to others in distressing situations.
The document provides an introduction to English grammar concepts such as using "a" versus "an", simple present tense verbs, asking for permission with "may I" versus asking about ability with "can I", and using the definite article "the". It also includes examples of introductions and simple conversations. Key points are explained and followed by examples and exercises to practice the concepts.
Bahan ajar ekspresi relief pain pleasure and granting requestmiracle of yoe
This document provides expressions for granting requests, expressing relief, expressing pain, and expressing pleasure in English. It includes phrases for agreeing to requests, expressing that a problem or worry has been resolved, describing physical pain, and conveying enjoyment. Sample conversations are then provided that demonstrate the use of these expressions in dialogues about borrowing an item, checking a weather forecast, having a headache, and complimenting a painting. The document aims to teach English vocabulary and phrases for common situations through examples.
There are three groups of English verbs:
1. Normal verbs which describe physical actions like "run" and "walk" and can be used in all tenses.
2. Non-continuous verbs which describe non-physical concepts like "want" and "need" and are rarely used in continuous tenses.
3. Mixed verbs which have multiple meanings, some behaving as non-continuous verbs and others as normal verbs, such as "appear", "feel", and "see". Mixed verbs can be confusing because their meaning and usage depends on context.
The document discusses feelings and emotions. It defines feelings as sensations or emotions that people experience. It categorizes feelings into good feelings like happy, excited, and amazed, and bad feelings like sad, angry, and worried. The document provides ways to deal with feelings such as talking to friends, exercising, or writing in a diary. It emphasizes the importance of sharing feelings with others rather than keeping them inside. Schools provide counselors, teachers, and principals who can help if one needs support.
Similar to Expressing embarrassement and anger (20)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
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
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Expressing embarrassement and anger
1. Expressing Embarrassment
and Anger
English for Interpersonal Interaction III
Lecturer: Mrs. Syifa Fadhillah, M.Pd.
Group 7
Anisa Neliyanti
Bunga Azhari Tifani
Rizky Anisa R
Sely Wiliantika
4. Embarrassment is a feeling of being
embarrassed, or something that makes you
feel embarrassed.
According to Cambridge Dictionary…
Embarrassment (to somebody) means a
person who causes problems for another
person or other people and makes them
feel embarrassed
According to Oxford Dictionary…
Synonym
Awkwardness, self-consciousness, unease,
shame, humiliation, ignominy, discomfort.
5. A feeling of self-consciousness
because you accidentally do
something wrong.
Example: When you’re talking
to people with chili stuck on
your teeth
Thus, Embarrassment is divided into 2 kinds:
A feeling of humiliation caused by
other people
Example: Your friend is trying to
make fun of you in front the class.
It’s such an embarrassment to you
Caused by Ourselves Caused by People
6. How embarrassing.
What an embarrassment!
That’s a real embarrassment
I am / was embarrassed… (because my shoes was flying when I kick the ball/
because my mom yelled at me)
I must say that it’s an embarrassment.
Tell me it didn’t / never happen.
I feel awkward.
It’s my embarrassment to …. (wave at the wrong person / to be making fun of
them)
I don’t feel comfortable.
expressions of embarrassment
for both caused by ourselves or people
7. • Blush with (an emotion)
It means, to have a red while feeling a particular emotion.
e.g : I blushed with embarrassment when the teacher caught me not paying
attention in class and yelled at me.
• Egg on your face
It means, to be embarrassed, look foolish/stupid or be caught in an awkward
moment because of something that you have done .
e.g : Dinda had egg on her face after saying she could easily dance, but she ended
up falling on the floor.
Idioms of Embarrassment
8. Responses of Embarrassment
You can respond by apologizing if you are the cause of someone’s embarrassment.
• I am sorry
• I shouldn’t have … (yelledat you)
• Forgive me, please.
You can respond by comforting someone who is
embarrassed.
• It’s okay.
• It’s fine.
• Calm down.
• Don’t worry about it.
9. Responses of Embarrassment
You can respond by asking or stating about someone’s
situation or feelings.
• What happened?
• Why?
• Really?
• Are you okay?
• What’s wrong with you?
• You may not have such a feeling
• You must be very embarrassed.
10. Sofi : Oh My God… How embarrassing!
Wulan : Calm down, Sofi. It’s OK.
Sofi : No, I’m not okay. How can I fell when
I was on the stair?
Wulan : Come on, it was an accident.
Sofi : Yeah, but I still feel so embarrassed.
Dialogue
Please read the dialogue and tell us which one is the
responses and which one is the expressions. Also what
kind of embarrassment Sofi has experienced?
11. Embarrassment
A feeling of self-consciousness
because you accidentally do
something wrong or a feeling of
humiliation caused by other people
Example:
- you trip and everyone is
laughing at you
- Your brother is crying loudly and
people’s eyes are on you two
Ashamed
The guilty feeling of
something you have
done which you know
was wrong.
Example:
they are ashamed
because they have
stolen Mr. Denis’ money
Shyness
The uncomfortable feeling in
social situation/interaction
because you don’t know how
to talk to people or don’t like
being look at
Example:
I am shy if I should call you
the first
Embarrassment vs Ashamed vs Shyness
Yes, they are similar, but…
13. Anger is a strong feeling that you have when something
has happened that you think is bad and unfair
According to Oxford Dictionary…
Anger is a strong feeling of displeasure and usually of
antagonism
According to Merriam-Webster…
Angriness, ire, madness, fury, outrage,
wrath, wrathfulness, spleen.
Synonym
14. This is extremely irritating.
I can’t say I’m at all pleased.. (to know my book is torn into pages by you)
I’m extremely displeased/angry/unhappy…. (because the team leader didn’t attend the
meeting)
I must say I reject to… (consider you as my relative. You insulted my family a lot)
I take great exception to.. ( the students who don’t want to follow the rule)
FORMAL
EXPRESSIONS
The Expressions of Anger
15. • Oh hell no
• Oh damn!
• Oh no, what’s next?
• What an idiot!
• She makes me mad
• I really hate him
• I can’t stand it anymore
• I’m very annoyed… (because that boy just ruin my perfect morning)
The Expressions of Anger
INFORMAL
EXPRESSIONS
• I’m fed up with it
• Why the hell… ? (they are talking behind me?)
• I’ve had just about enough of this condition
• It annoys me
• It isn’t very nice/pleasant
• You piss me of
16. The Idioms of Anger
• To bite someone’s head off
to yell at someone or to be very critical of someone especially very suddenly and
without a good reason
e.g : I asked him a simple question and he bit my head off
• I’ve got a bone to pick with you
It means, means having a grievance that needs to be talked out
e.g: I have a bone to pick with you, Fani. I heard how you criticized me at the
meeting last night.”
•
17. Responses of Anger
If you’re the reason that people is angry, just apologize.
• I am sorry about that (informal)
• I shouldn’t have … (drink near you laptop - neutral)
• Forgive me, please. (neutral)
• I’m apologize for… (my bad attitude – formal)
• Please accept my apologiesfor everything (formal)
18. Responses of Anger
If you’re not the reason that people is angry, you can do:
• Listen
• Don’t worry about whether you agree with them or not
• Relate and empathize by saying:
“ I hear what you’re saying”, “I see your point of view”, “I feel
that… (if I were you, I would get as angry as you)”
• Trust your instinct and protect yourself
• Once they have calmed down, change the direction
• Invite their view on a solution
19. Yani : Oh hell no. Really, Vika? You lost my key? Why the hell are you being
so clumsy?
Vika : It’s um- As long as I remember, it’s in my bag.
Yani : Can’t you see I’m in a hurry right now?
Vika : I- uh- please, forgive me. I’ll find it I promise
Yani : you better do.
Dialogue
Please read the dialogue and tell us which one is the
responses and which one is the expressions. Also what
kind of anger expressions Yani has expressed? formal or
informal?
20. PSYCHOLOGY TRICK
Learn to Respond, not React
“It’s not what happens to you, but how you react to it that matters.” – Epictetus
STIMULUS – ANNOYED/ANGRY- REACT
STIMULUS – ANNOYED/ANGRY- PAUSE - RESPOND
21. QUIZ!!
Red the dialogue and fill the blank
space with the right expressions
or responses given
22. Rika : Oh my god __________ 1
Aini : ______2 Rika, it’s okay
Rika : We both know it’s not ok. How can I trip over when I’m singing?
Aini : Come on, it’s not that obvious.
Yani : yeah you right, but ______________ 3 and I don’t wan’t to meet people
now
Aini : No problem, _____4. You can stay here until you’re ready to dive in the
crowd again.
- I get it
- careless
- Calm down
Dialogue 1
- Hate him for that
- To forgive him
- How embarrassing!
- I don’t feel comfortable
- I’m fed up
- Makes me mad
23. Bella : Hey, what happen? You look unhappy
Dini : ________5 with my brother.
Bella : anything wrong?
Dini : He borrowed my earphone without asking me first. Now it’s broken!
Bella : What do you mean by broken?
Dini : The earphone was slipped from his hand and drowns into the sink
Bella : He’s very __________6
Dini : I really _________7
Bella : I know it’s annoying, but you need ______8. He’s your brother
Dini : I know, but he _______9
Dialogue 2
- I don’t feel comfortable
- I’m fed up
- Makes me mad
- Hate him for that
- To forgive him
- How embarrassing!
- I get it
- careless
- Calm down