GE15 G2 class 12 Apr 17th
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This document discusses practicing speaking and listening skills around controversial topics. It provides vocabulary words related to forms of government and political beliefs. Students are instructed to define each vocabulary word and then listen to conversations to identify which words define different political positions on a continuum from radical to conservative.
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2. Students introduced themselves to the class and had the opportunity to ask the teacher questions. They shared information about their families, studies, interests and goals for the course.
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The document outlines the objectives and activities for an intermediate language class. It will include reviewing from the previous class, learning vocabulary about feelings, and using imperatives to give instructions. The class will review the last lesson, learn feeling vocabulary, practice speaking and listening through exercises and a song, and review what was learned by correcting example sentences.
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This document discusses how language used when referring to men and women can influence gender perceptions. It prompts dividing positive and negative words used for each gender and considering if language shapes attitudes. Participants are asked to analyze a poem on how men talk in small groups by discussing words it uses and what they suggest. Finally, it considers whether language should be regulated given its power over attitudes and values, and if the poem still resonates today.
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CONFLICT 5
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CONFLICT 1
1. Briefly summarize your dispute as you perceive it, placing events in chronological order. Include what you have done to resolve the dispute.
A young woman, Laura, was hired as a copy editor for one of the many journals produced by the company. Seven other employees worked on this team editing this Journal, including a senior editor named Tim. Laura had worked there for about a month when she and her co-workers went for a happy-hour after work. Everybody had a great time and had consumed a fair amount of alcohol. When everybody left the bar to head home, Tim, who had been secretly attracted to Laura since she started work at the Journal, hailed a cab and offered to share the ride with Laura. Laura accepted the offer. Once she was inside the cab, Tim then suddenly made an aggressive sexual advance toward her. Horrified, Laura pushed him away and told him to get out of the cab. Mortified, Tim slinked out of the cab. The next day, Laura came to work with some apprehension. How would she deal with Tim? Would the cab incident affect her job? Although Tim did not supervise her, would he try to get her fired? Since this day, Tim and Laura have all been showing aggressive behavior at work. Laura does not want to work with Tim.
On the other hand, Tim has constantly mistreated Laura since he is afraid that Laura might open up to her fellow employees or even superiors which would get him fired. The two have been continuously arguing, and they rarely want to see each other in the office. However, most office people do not know why there is a conflict between the two since they did not witness the incident (Luria, 1932).
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This document outlines the activities and lessons for an English class unit on discussing controversial topics. The unit will include defining vocabulary related to politics, governments, and beliefs; identifying positions on a political spectrum; discussing controversial issues; and practicing agreeing and disagreeing respectfully when discussing opinions. Students will speak and write about their own definitions of terms, identify viewpoints in conversations, and choose a controversial issue to discuss.
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Sociolect refers to the way someone speaks according to their social group or class. Some key factors that influence sociolect are age, gender, education, occupation and class. RP, or received pronunciation, represents the "correct" version of English. While a prescriptive view judges language, a descriptive view objectively analyzes language usage without making judgments. The document also discusses taboo and euphemistic ways of referring to using the toilet.
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This document discusses rhetorical situations and their elements. It defines rhetoric as the purposeful use of language in different situations. There are five elements to consider in every rhetorical situation: purpose, audience, stance, genre, and media/design. The document provides examples of how these elements may differ depending on whether the situation is at home, work, leisure, or school. It emphasizes that understanding the rhetorical situation is important for choosing the appropriate tone and words in writing or speaking.
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Debate.ppt
This document discusses debate and provides details on different types of debates. It describes debate as a contest where speakers present arguments to persuade one another. Four main types of debates are outlined: parliamentary debate between colleges/universities, Lincoln-Douglas debates on moral issues between two speakers, cross-examination debates between two teams on public policy topics, and academic debates on topics like creationism vs. evolution. Tips are provided on how to prepare for a debate, including thoroughly researching the topic, developing a bibliography, and reading background information before specific details.
CONFLICT
CONFLICT 5
Conflict
Michael Whitener
CONFLICT 1
1. Briefly summarize your dispute as you perceive it, placing events in chronological order. Include what you have done to resolve the dispute.
A young woman, Laura, was hired as a copy editor for one of the many journals produced by the company. Seven other employees worked on this team editing this Journal, including a senior editor named Tim. Laura had worked there for about a month when she and her co-workers went for a happy-hour after work. Everybody had a great time and had consumed a fair amount of alcohol. When everybody left the bar to head home, Tim, who had been secretly attracted to Laura since she started work at the Journal, hailed a cab and offered to share the ride with Laura. Laura accepted the offer. Once she was inside the cab, Tim then suddenly made an aggressive sexual advance toward her. Horrified, Laura pushed him away and told him to get out of the cab. Mortified, Tim slinked out of the cab. The next day, Laura came to work with some apprehension. How would she deal with Tim? Would the cab incident affect her job? Although Tim did not supervise her, would he try to get her fired? Since this day, Tim and Laura have all been showing aggressive behavior at work. Laura does not want to work with Tim.
On the other hand, Tim has constantly mistreated Laura since he is afraid that Laura might open up to her fellow employees or even superiors which would get him fired. The two have been continuously arguing, and they rarely want to see each other in the office. However, most office people do not know why there is a conflict between the two since they did not witness the incident (Luria, 1932).
2. Have you been striving earnestly to resolve this dispute or giving only partial efforts to reconcile?
I have put all my efforts into trying to resolve the conflict between this two. This is because, since their conflict began, the two employees' work productivity has been very low, and, in most cases, their duties even end up not being well performed. For this reason, it was essential to find a solution that will resolve the conflict as much as possible to avoid further deterioration in employee performance.
3. What questions, doubts, or fears do you have because of this dispute?
The question that I have in this dispute is what happened between the two employees, and the doubt I have is that both of them will be able to work in the same team even after resolving the conflict. The one fear that I have is that if the case is not solved as soon as possible, one of the employees might resign from their job.
4. Have you been looking at this dispute as something that happened by chance, as something done to you by someone else, or as s ...
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The document provides an overview of the DISC personality assessment for Desiere Mc Millan. It describes each of the four DISC styles (D, I, S, C) and provides Desiere's specific DISC graph results. It then analyzes Desiere's personality as the "Attainer" style, which is objective, task-oriented, and determined. The document provides tips for how to effectively communicate with the Attainer style and areas for personal growth.
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Day3 navigatingthe newmediaecosystem_civicsciencelab
Threaded Discussion How Can You Effectively Communicate with an E
Threaded Discussion How Can You Effectively Communicate with an E
More from missjaqui
GE20 G1 class 10 Oct 23rd
This document provides an activity to practice word skills by discussing the nature of heroism. Students are given adverbs and asked to think of the corresponding nouns or adjectives, writing them in a chart. Practicing parts of speech helps improve listening and writing skills.
GE20 G1 class 9 Oct 21st
This document provides guidance for language skills practice activities, including identifying vocabulary to express encouragement and discouragement, and reading to describe how people confront adversity. It also suggests expressing frustration, empathy, and encouragement.
SDC11 G1-2 class 10 Oct 22nd-23rd
This document provides an agenda for English language practice activities, including recommending a museum to a classmate, describing objects using passive voice sentences, and discussing artistic talent through reading. Students will work in pairs to prepare a conversation about a museum including materials vocabulary and sharing with the class.
GE18 G1 class 10 Oct 22nd
This document provides instruction on developing writing, listening and speaking skills to describe family trends using double and repeated comparatives. Exercises are suggested on page 89 of a textbook and through an online game to practice using vocabulary to describe parent and teen behavior in families.
GE18 G1 class 9 Oct 20th
The document provides an English lesson plan that covers several topics: reading and listening for vocabulary, grammar lessons on double and repeated comparatives, speaking activities to describe family trends and identify vocabulary related to parent and teen behavior, and exercises to practice the grammar lessons. It includes dates, topics, and links to related exercises.
GE20 G1 class 8 Oct 15th
This document provides guidance on practicing listening and writing skills by identifying and using vocabulary to express encouragement, discouragement, frustration, empathy, and encouragement. Students are instructed to express these emotions on specific dates to improve expressing a range of feelings through writing.
SDC11 G1 2 class 8 Oct 15th-16th
The document discusses the passive voice in English grammar. It defines the passive voice as occurring when the subject of the sentence receives the action rather than performs it. The passive voice is used when the doer of the action is unknown, unimportant, or obvious from context. It is formed by using the verb "to be" plus the past participle of the main verb. Some examples of active and passive voice constructions are provided for comparison. Finally, some online exercises for practicing active and passive voice transformations are recommended.
GE18 G1 class 7 Oct 13th
The document provides a schedule for an English lesson that focuses on shopping expressions and discussing reactions to advertisements. The lesson includes practicing listening and speaking skills to identify and use vocabulary related to shopping advice. It also involves discussing reactions to sample advertisements and talking about shopping experiences.
GE20 G1 class 6 Oct 9th
The document reviews and provides examples of different past tenses in English including the past simple, past continuous, past perfect, and past perfect continuous. It defines their structures and uses, distinguishes between them, and provides an exercise link for practicing mixed past tense questions.
GE20 G1 class 5 Oct 6th
This document provides guidance for practicing English skills including vocabulary, reading, and listening. It suggests discussing expressions related to compassion and admiration, as well as telling a story with a moral to improve reading skills. Vocabulary practice focuses on ways to help people in need.
GE18 G1 class 6 Oct 8th
This document discusses passive gerunds and passive infinitives. It defines a gerund as a verb with an -ing ending, and defines the passive voice as focusing on the action rather than the subject. Examples are provided of sentences using passive gerunds and passive infinitives. The structure of each is explained as having a main verb of "to be" followed by a past participle and complement. Finally, an exercise on the topic is linked.
GE18 G1 class 5 Oct 6th
The document discusses advertising and consumer shopping habits. It notes that the average person in the United States is exposed to over 1000 advertising messages per day through various media like television, radio, print, and product labels. It also provides a list of common shopping expressions like "browse", "bargain-hunt", "window-shop", and "haggle/bargain" as well as expressions used to describe prices like "a good deal", "a bargain", "a rip-off", and "a high-way robbery".
SDC11 G1-2 class 6 Oct 8th-9th
The document discusses using gerunds and infinitives as direct objects, and identifies expressions followed by gerunds that can cheer someone up, such as cheering someone up about, excited about, or happy about something. It also lists verbs that can be followed by a preposition and gerund, such as cheer someone up, complain about, talk about, or worry about something.
SDC11 G1-2 class 5 Oct 6th-7th
The document provides definitions for gerunds, infinitives, and direct objects. It defines a gerund as a verb form ending in "-ing", an infinitive as a verb form using "to" followed by the base verb form, and a direct object as answering the question "what + verb?". It then lists verbs and asks the reader to classify which can be followed by a gerund or infinitive.
GE20 G1 class 4 Oct 2nd
This document provides a schedule for an English lesson that includes four activities: a unit preview on reading skills practice, an exercise on identifying and using adjective clauses for reading and grammar practice, identifying and practicing vocabulary expressions related to compassion and admiration through an exercise and listening activity, and a reading skills activity to tell a story with a moral.
GE20 G1 class 3 Sep 30th
The document outlines an English lesson plan that includes practicing reading, speaking, listening, and vocabulary skills. The lesson plan focuses on using and identifying adjective clauses, previewing a unit, and identifying and using vocabulary related to taking responsibility, expressing compassion, and helping people in need.
SDC11 G2 class 4 Oct 2nd
This document provides instruction on language skills practice exercises, including using negative yes/no questions to make excuses for declining food, identifying and describing vocabulary related to food, and inferring vocabulary from context during reading. Exercises are scheduled for October 12th and focus on listening, writing, and reading comprehension skills.
SDC11 G2 class 3 Sep 30th
This document contains notes from an English lesson that covered expressing food passions, making excuses to decline food, and asking negative yes/no questions. The lesson defined a yes/no question as one that can be answered with yes or no and explained that the structure includes an auxiliary verb followed by the subject and main verb with a question mark. It also defined negative yes/no questions as having the same structure but with "not" placed between the auxiliary and main verbs.
GE18 G1 class 4 Oct 1st
This document appears to be notes related to an English lesson, listing the date of 10/1, page numbers for exercises on identifying vocabulary through listening between 66-68, and noting a task was completed on that date.
GE18 G1 class 3 Sep 29th
This document provides instructions for a lesson on describing how animals are treated. It includes identifying vocabulary related to how animals are used or treated. Students will then classify descriptors of pets and their traits as positive or negative. Finally, students will practice using passive voice with modals to express how animals are treated, drawing on the identified vocabulary. As part of the speaking activity, students will decide whether listed adjectives describe positive or negative traits and exchange opinions about animal treatment.
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- 2. • 12 • Discuss controversial topics Identify vocabulary and practice speaking. • Bring up a controversial topic Identify vocabulary and practice listening 2 4/17
- 3. 12 4/17Activity: Speaking. Give a definition for each of the following words. Read and listen to the conversation and answer the questions. Do you like politics? a government politics a constitution an election vote campaign a democracy a monarchy a dictatorship a constitutional monarchy Controversial Issues
- 4. 12 4/17Activity: Speaking and listening. Look at the words inside the arrow. Try to deduce the meaning of the words. Listen to the conversations and identify what words define the people. A continuum of political and social beliefs. Bring up a controversial topic radical liberal moderate conservative reactionary