Lesson Plan example for adults learning English as a Second Language (best for intermediate level). The lesson plan includes opening discussion, vocabulary and phrase guide, post-episode questions, dialogue for pronunciation practice, closing discussion, a group activity, and tutor's notes.
This document discusses the use of drama in education. It defines drama as role-playing situations that aim to create discovery through pretending rather than focusing on characters. Drama puts students in active roles where they can develop communication skills and test their understanding through improvisation. The document contrasts drama with theatre, noting that drama is student-centered and focuses on the learning process rather than a final product. It emphasizes that drama allows students to employ their life experiences and work together to understand concepts on a deeper level.
This document is an excerpt from a book written for children ages 7-12 who stutter. It discusses stuttering in a way to help children understand what causes it and that it is normal. The summary includes:
1) The book is written for children who stutter to help them understand stuttering and that it is a normal thing experienced by many children.
2) It explains that stuttering can vary in different situations, such as sometimes being able to speak easily and other times having difficulty. Contexts like singing, talking to pets or younger siblings may be easier than talking to adults.
3) The document aims to help children who stutter understand their experience is shared and to empower
The document outlines a plan for an animated short film project. It includes:
- Details on the story, which involves four friends getting sucked into a portal and their other friends going on a rescue mission.
- Information on the type of animation being used (rotoscopy) and details of the project (5 minute video with 10-14 scenes).
- Character descriptions and concept art/designs.
- A script breakdown and storyboards with 12 scenes and descriptions of character emotions and actions.
- Notes on influences, resources, and a production schedule to avoid mistakes.
The document provides an overview of the planned animated short, including the story, characters, animation style, script, and
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students.
This document provides tips for improving word choice in writing. It emphasizes using precise verbs and nouns, replacing vague words with stronger alternatives, and avoiding overused words and cliches. Careful selection of adjectives and adverbs is also advised. The document encourages finding unique phrases and taking advantage of a thesaurus to expand one's vocabulary in a way that enhances writing style.
It has become widely understood that effective language learning involves more than the four integrated skills of ELT. The missing link is the fifth dimension ........that of teaching thinking. This PIPP will explore the cognitive processes employed by learners in a drama lesson and see how they relate to the development of higher order thinking skills. Reference will be made to Fisher's model of language learning, Heathcote's premise that drama IS education, Baldwin’s cross reference chart and Cummins´ quadrant of cognitive processes. There will be some theory and lots of activity.
This document provides an agenda and notes for an EWRT 30 class. The agenda includes a writing exercise where students create character profiles, forming new groups, reviewing terms, and a discussion about short plays. Guidelines are provided for writing 10-minute plays, focusing on concise storytelling with a clear plot, characters with journeys, and universal themes. Students are instructed to work in groups to develop characters into potential short play ideas.
This document discusses the use of drama in education. It defines drama as role-playing situations that aim to create discovery through pretending rather than focusing on characters. Drama puts students in active roles where they can develop communication skills and test their understanding through improvisation. The document contrasts drama with theatre, noting that drama is student-centered and focuses on the learning process rather than a final product. It emphasizes that drama allows students to employ their life experiences and work together to understand concepts on a deeper level.
This document is an excerpt from a book written for children ages 7-12 who stutter. It discusses stuttering in a way to help children understand what causes it and that it is normal. The summary includes:
1) The book is written for children who stutter to help them understand stuttering and that it is a normal thing experienced by many children.
2) It explains that stuttering can vary in different situations, such as sometimes being able to speak easily and other times having difficulty. Contexts like singing, talking to pets or younger siblings may be easier than talking to adults.
3) The document aims to help children who stutter understand their experience is shared and to empower
The document outlines a plan for an animated short film project. It includes:
- Details on the story, which involves four friends getting sucked into a portal and their other friends going on a rescue mission.
- Information on the type of animation being used (rotoscopy) and details of the project (5 minute video with 10-14 scenes).
- Character descriptions and concept art/designs.
- A script breakdown and storyboards with 12 scenes and descriptions of character emotions and actions.
- Notes on influences, resources, and a production schedule to avoid mistakes.
The document provides an overview of the planned animated short, including the story, characters, animation style, script, and
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students.
This document provides tips for improving word choice in writing. It emphasizes using precise verbs and nouns, replacing vague words with stronger alternatives, and avoiding overused words and cliches. Careful selection of adjectives and adverbs is also advised. The document encourages finding unique phrases and taking advantage of a thesaurus to expand one's vocabulary in a way that enhances writing style.
It has become widely understood that effective language learning involves more than the four integrated skills of ELT. The missing link is the fifth dimension ........that of teaching thinking. This PIPP will explore the cognitive processes employed by learners in a drama lesson and see how they relate to the development of higher order thinking skills. Reference will be made to Fisher's model of language learning, Heathcote's premise that drama IS education, Baldwin’s cross reference chart and Cummins´ quadrant of cognitive processes. There will be some theory and lots of activity.
This document provides an agenda and notes for an EWRT 30 class. The agenda includes a writing exercise where students create character profiles, forming new groups, reviewing terms, and a discussion about short plays. Guidelines are provided for writing 10-minute plays, focusing on concise storytelling with a clear plot, characters with journeys, and universal themes. Students are instructed to work in groups to develop characters into potential short play ideas.
The document contains 24 writing prompts for students, divided into narrative and expository categories. The prompts provide scenarios and ask students to write a story or explanation in response. Some example prompts include writing about a time being alone, what would happen if a famous person visited, and explaining why eating healthy foods is important.
This document discusses strategies for improving sentence fluency. It defines sentence fluency as arranging sentences to have a smooth flow when read aloud. The strategies covered are: 1) Vary sentence beginnings by using different parts of speech and phrases to start sentences. 2) Combine sentences using compound and complex structures to improve flow. 3) Use a variety of sentence lengths, including short punchy sentences. The document provides examples to illustrate each strategy and encourages readers to practice the techniques when revising their own writing.
This document provides definitions for common English idioms organized alphabetically from A to K. Each idiom is defined and an example sentence is given to illustrate its meaning. The idioms cover a wide range of topics from emotions and behaviors to luck and situations. In under 3 sentences, this summary highlights the content and structure of the document.
Transitions help readers understand the connections between ideas by explaining relationships between people, places, things, or events, rather than leaving the reader to infer those connections on their own. The document provides examples of paragraphs with and without transitions to demonstrate how transitions improve clarity and flow. It also includes a list of common transition words to help writers smoothly connect ideas from sentence to sentence and paragraph to paragraph.
The document discusses different modal auxiliary verbs in English including can, could, will, would, shall, should, have to, and must. It provides examples of how each modal verb is used to express abilities, permissions, requests, suggestions, offers and invitations. Key functions of modal verbs include expressing ability, permission, requests, advice, and offers. Examples are given for each modal verb along with an exercise and sources for further information.
This document describes a book that is a unique reference for students and teachers of writing. It contains word lists, writing strategies, and instruction for various genres like stories, reports, essays, and more. The book provides 75 word lists, definitions of writing concepts, and complete guidance for descriptive, narrative, discussion, and other styles of writing. It is presented as an invaluable single resource for students from grades 5 through college to improve their writing and vocabulary.
This document provides information about various poetic techniques, parts of speech, sentence structures, writing styles, and visual features used in media. It defines terms like rhyme, rhythm, simile, metaphor, personification, alliteration, assonance, sibilance, onomatopoeia, and more. It also discusses parts of speech, simple sentences, compound sentences, complex sentences, colloquial vs formal language, tone, emotive language, and slang. Visual features of media like layout, lettering, color, images are also defined. Examples are provided to illustrate each concept.
Twwl to improve the quality of our creative writing for language paper 1 q5 2mrbunkeredu
The document provides guidance and examples for a creative writing exam question. It includes:
- Examples of exam questions that require either describing a picture or writing a story opening.
- Tips for writing creatively such as using senses, varied vocabulary, proper spelling and punctuation, and organized paragraphs.
- Reminders about timing, planning, and checking work before the end of the exam.
- A word bank and sentence starters to help generate creative writing for the assigned task.
This document discusses the use of modal auxiliaries in English including:
- Can, may, must, should, would expressing ability, permission, certainty, obligation and uncertainty.
- Shall is used to emphasize certainty or formality. Will and won't express insistence or refusal.
- Modal auxiliaries can have multiple meanings depending on context. Exercises are provided testing understanding of modal usage.
The document imagines getting a pilot's license and being able to fly anywhere in the world. It asks where you would fly first and to explain your choice. There is no other text or context provided in the document.
This document discusses foreshadowing and how to identify it in texts. It defines foreshadowing as subtle hints an author provides about future plot developments. Some techniques authors use include descriptive words that reveal characters' emotions and ominous music in movies and TV shows. Examples are given from Peter Rabbit, where Mrs. Rabbit warns the children not to go in Mr. McGregor's garden, foreshadowing danger. Students practice identifying foreshadowing in short passages and learn it involves noticing clues about events to come.
The document describes a scenario where a person is lost in the woods at night and sees a glowing color in the hills. They take a step towards it and feel a burst of cold air. The document then provides random prompts to generate a story, including numbers to pick for scenarios, characters, locations, times, and story elements. The overall summary is a person gets lost in the woods and encounters something strange while trying to find their way out.
This document provides guidance on using sensory imagery to improve reading skills. It discusses using the five senses of taste, smell, touch, sight, and hearing to visualize and understand texts. Students are encouraged to role play characters and use descriptive language that appeals to senses. Exercises are provided where students visualize passages and discuss or draw what they envision to strengthen comprehension. Feedback and reinforcement activities ensure students learn to effectively employ sensory imagery.
The document provides guidance on writing a personal reflective essay, including choosing a topic from one's own experiences, focusing on specific experiences or people through short paragraphs, and using details, descriptions, thoughts, feelings, and dialogue to bring the writing to life. It emphasizes reflecting on how experiences and people have shaped the writer as well as looking back on past events with new perspective and understanding.
The document provides an overview of activities for a creative writing workshop across four days. It includes a variety of performing arts activities to spark creativity such as story sequencing, defining creativity, persuasive speeches, sensory writing prompts, improvisation exercises, and dramatizing stories through tableau and pantomime.
The document provides an overview of activities for a creative writing workshop across four days. It includes a variety of performing arts activities to spark creativity such as story sequencing, defining creativity, persuasive speeches, sensory writing prompts, improvisation, and dramatization. The goal is to use multimodal tools to explore different perspectives and spark creative expression.
This document contains a series of classroom activities from 6 sessions. It includes matching words to their opposites, describing a classmate with adjectives, answering questions about horoscopes, completing a questionnaire with personal information, ordering lyrics to a song, adding rules for a class, guessing identities, finding adjectives in a word search, ordering sentences with adverbs of frequency, filling in gaps, and listening to introductions. The final task is to create a booklet about oneself that describes family, house, and hobbies.
Here are descriptions of the actions using strong verbs:
- The man furiously pounded his foot against the door, trying to break it down.
- The lion stealthily crept through the grass, silently stalking its prey.
- The rabbit vigorously dug its paws into the dirt, rapidly tossing soil behind it as it burrowed a hole.
- The getaway car wildly skidded around the corner, recklessly careening down the street to escape.
- The dog frantically sprinted after the cat, hastily pursuing it across the yard.
This document provides information about narrative paragraphs, including what they are, examples of good and bad topics, and how to structure a narrative paragraph. A narrative paragraph tells a short story or describes an event from the writer's own life. It should include three parts: an introducing topic sentence, body sentences with details that recreate the experience for the reader, and a concluding sentence that reflects on the experience. The document also gives examples of narrative paragraph topics, such as a UFO sighting, a frightening experience in the forest, and a strange occurrence in class. It provides questions to help writers identify personal experiences that could be turned into narrative paragraphs.
The document outlines an "ant philosophy" consisting of four parts: 1) Ants never quit looking for a way to reach their destination; 2) Ants prepare for winter during the summer by gathering food; 3) Ants remain positive during winter by looking forward to warmer weather; 4) Ants do all that they can and more in preparing for winter. The overall lessons are to never give up, think and plan ahead, stay positive, and work hard.
Andrea is a young woman who takes a job as an assistant to Miranda Priestly, the demanding editor-in-chief of a fashion magazine. She finds the job extremely stressful and time-consuming, requiring her to make sacrifices in her personal life. Over time, Andrea grows exhausted by Miranda's unreasonable demands and lack of appreciation. During a work trip to Paris, after Miranda criticizes her work yet again, Andrea quits her job in an outburst, unable to endure it any longer. Though she loses her chance at a dream career, her friends and family are happy she is free from Miranda's control.
The document contains 24 writing prompts for students, divided into narrative and expository categories. The prompts provide scenarios and ask students to write a story or explanation in response. Some example prompts include writing about a time being alone, what would happen if a famous person visited, and explaining why eating healthy foods is important.
This document discusses strategies for improving sentence fluency. It defines sentence fluency as arranging sentences to have a smooth flow when read aloud. The strategies covered are: 1) Vary sentence beginnings by using different parts of speech and phrases to start sentences. 2) Combine sentences using compound and complex structures to improve flow. 3) Use a variety of sentence lengths, including short punchy sentences. The document provides examples to illustrate each strategy and encourages readers to practice the techniques when revising their own writing.
This document provides definitions for common English idioms organized alphabetically from A to K. Each idiom is defined and an example sentence is given to illustrate its meaning. The idioms cover a wide range of topics from emotions and behaviors to luck and situations. In under 3 sentences, this summary highlights the content and structure of the document.
Transitions help readers understand the connections between ideas by explaining relationships between people, places, things, or events, rather than leaving the reader to infer those connections on their own. The document provides examples of paragraphs with and without transitions to demonstrate how transitions improve clarity and flow. It also includes a list of common transition words to help writers smoothly connect ideas from sentence to sentence and paragraph to paragraph.
The document discusses different modal auxiliary verbs in English including can, could, will, would, shall, should, have to, and must. It provides examples of how each modal verb is used to express abilities, permissions, requests, suggestions, offers and invitations. Key functions of modal verbs include expressing ability, permission, requests, advice, and offers. Examples are given for each modal verb along with an exercise and sources for further information.
This document describes a book that is a unique reference for students and teachers of writing. It contains word lists, writing strategies, and instruction for various genres like stories, reports, essays, and more. The book provides 75 word lists, definitions of writing concepts, and complete guidance for descriptive, narrative, discussion, and other styles of writing. It is presented as an invaluable single resource for students from grades 5 through college to improve their writing and vocabulary.
This document provides information about various poetic techniques, parts of speech, sentence structures, writing styles, and visual features used in media. It defines terms like rhyme, rhythm, simile, metaphor, personification, alliteration, assonance, sibilance, onomatopoeia, and more. It also discusses parts of speech, simple sentences, compound sentences, complex sentences, colloquial vs formal language, tone, emotive language, and slang. Visual features of media like layout, lettering, color, images are also defined. Examples are provided to illustrate each concept.
Twwl to improve the quality of our creative writing for language paper 1 q5 2mrbunkeredu
The document provides guidance and examples for a creative writing exam question. It includes:
- Examples of exam questions that require either describing a picture or writing a story opening.
- Tips for writing creatively such as using senses, varied vocabulary, proper spelling and punctuation, and organized paragraphs.
- Reminders about timing, planning, and checking work before the end of the exam.
- A word bank and sentence starters to help generate creative writing for the assigned task.
This document discusses the use of modal auxiliaries in English including:
- Can, may, must, should, would expressing ability, permission, certainty, obligation and uncertainty.
- Shall is used to emphasize certainty or formality. Will and won't express insistence or refusal.
- Modal auxiliaries can have multiple meanings depending on context. Exercises are provided testing understanding of modal usage.
The document imagines getting a pilot's license and being able to fly anywhere in the world. It asks where you would fly first and to explain your choice. There is no other text or context provided in the document.
This document discusses foreshadowing and how to identify it in texts. It defines foreshadowing as subtle hints an author provides about future plot developments. Some techniques authors use include descriptive words that reveal characters' emotions and ominous music in movies and TV shows. Examples are given from Peter Rabbit, where Mrs. Rabbit warns the children not to go in Mr. McGregor's garden, foreshadowing danger. Students practice identifying foreshadowing in short passages and learn it involves noticing clues about events to come.
The document describes a scenario where a person is lost in the woods at night and sees a glowing color in the hills. They take a step towards it and feel a burst of cold air. The document then provides random prompts to generate a story, including numbers to pick for scenarios, characters, locations, times, and story elements. The overall summary is a person gets lost in the woods and encounters something strange while trying to find their way out.
This document provides guidance on using sensory imagery to improve reading skills. It discusses using the five senses of taste, smell, touch, sight, and hearing to visualize and understand texts. Students are encouraged to role play characters and use descriptive language that appeals to senses. Exercises are provided where students visualize passages and discuss or draw what they envision to strengthen comprehension. Feedback and reinforcement activities ensure students learn to effectively employ sensory imagery.
The document provides guidance on writing a personal reflective essay, including choosing a topic from one's own experiences, focusing on specific experiences or people through short paragraphs, and using details, descriptions, thoughts, feelings, and dialogue to bring the writing to life. It emphasizes reflecting on how experiences and people have shaped the writer as well as looking back on past events with new perspective and understanding.
The document provides an overview of activities for a creative writing workshop across four days. It includes a variety of performing arts activities to spark creativity such as story sequencing, defining creativity, persuasive speeches, sensory writing prompts, improvisation exercises, and dramatizing stories through tableau and pantomime.
The document provides an overview of activities for a creative writing workshop across four days. It includes a variety of performing arts activities to spark creativity such as story sequencing, defining creativity, persuasive speeches, sensory writing prompts, improvisation, and dramatization. The goal is to use multimodal tools to explore different perspectives and spark creative expression.
This document contains a series of classroom activities from 6 sessions. It includes matching words to their opposites, describing a classmate with adjectives, answering questions about horoscopes, completing a questionnaire with personal information, ordering lyrics to a song, adding rules for a class, guessing identities, finding adjectives in a word search, ordering sentences with adverbs of frequency, filling in gaps, and listening to introductions. The final task is to create a booklet about oneself that describes family, house, and hobbies.
Here are descriptions of the actions using strong verbs:
- The man furiously pounded his foot against the door, trying to break it down.
- The lion stealthily crept through the grass, silently stalking its prey.
- The rabbit vigorously dug its paws into the dirt, rapidly tossing soil behind it as it burrowed a hole.
- The getaway car wildly skidded around the corner, recklessly careening down the street to escape.
- The dog frantically sprinted after the cat, hastily pursuing it across the yard.
This document provides information about narrative paragraphs, including what they are, examples of good and bad topics, and how to structure a narrative paragraph. A narrative paragraph tells a short story or describes an event from the writer's own life. It should include three parts: an introducing topic sentence, body sentences with details that recreate the experience for the reader, and a concluding sentence that reflects on the experience. The document also gives examples of narrative paragraph topics, such as a UFO sighting, a frightening experience in the forest, and a strange occurrence in class. It provides questions to help writers identify personal experiences that could be turned into narrative paragraphs.
The document outlines an "ant philosophy" consisting of four parts: 1) Ants never quit looking for a way to reach their destination; 2) Ants prepare for winter during the summer by gathering food; 3) Ants remain positive during winter by looking forward to warmer weather; 4) Ants do all that they can and more in preparing for winter. The overall lessons are to never give up, think and plan ahead, stay positive, and work hard.
Andrea is a young woman who takes a job as an assistant to Miranda Priestly, the demanding editor-in-chief of a fashion magazine. She finds the job extremely stressful and time-consuming, requiring her to make sacrifices in her personal life. Over time, Andrea grows exhausted by Miranda's unreasonable demands and lack of appreciation. During a work trip to Paris, after Miranda criticizes her work yet again, Andrea quits her job in an outburst, unable to endure it any longer. Though she loses her chance at a dream career, her friends and family are happy she is free from Miranda's control.
Andrea is a young woman who takes a job as an assistant to Miranda Priestly, the demanding editor-in-chief of a fashion magazine. She struggles with the long hours, constant criticism, and impossible demands of the job. Over time, Andrea loses touch with friends and her personal life suffers as she dedicates all her time to pleasing her impossible boss. During a work trip to Paris, Andrea finally quits after realizing she has sacrificed too much for the job.
This document provides information about different types of writing styles, including narrative, descriptive, expository, and argumentative writing. It discusses the key elements and structures of each style. For narrative writing, it outlines the steps for writing a short story, including developing a title, storyboard, character descriptions, and ending. Descriptive writing is defined as using vivid language to paint word pictures. The document reviews techniques like similes, metaphors, adjectives, and verbs. It also gives examples of descriptive paragraphs. Expository writing is presented as informing or explaining ideas with logic and coherence. The five elements of expository writing are discussed as organization, thesis, transitions, evidence, and conclusion. Finally, argumentative writing is introduced
This document provides 150 date ideas broken into chapters for 11 different types of girls. The first chapter focuses on ideas for "The Sophisticate" and includes suggestions like going to the opera, trying wine tasting at a vineyard, or taking a cooking class together. Subsequent chapters provide ideas for personality types like "The Artsy Hipster", "The Conscious Free Spirit", "The Intellectual", and others, with 3-4 date suggestion ideas listed for each type. The date ideas range from more cultured activities to casual ideas like hiking or baking together and are aimed at matching different interests and personalities.
This document is the introduction to a story about Tanya Sharma and her secret adventures. It describes how Tanya secretly gets ready to take on the secrets of the world through her secret adventures. The story is told through a secret PowerPoint presentation that reveals Tanya's secret moments, sayings, and friends. It introduces Tanya and sets up the story as being about her secret life and adventures.
The document introduces drama to students and guides them through some introductory drama exercises. It begins by asking students to think about and define drama, their prior experiences with it, and their feelings about studying it. Students then pair up to share their answers. Two drama exercises follow - the first involves students mirroring their partner's movements without speaking, and the second has students taking turns portraying different characters by moving around the circle. At the end, students provide feedback on post-it notes about what they discovered, difficulties they faced, and what they enjoyed from the lesson.
The document is about a woman named Larissa who receives a call from her boss Larry asking her to search for a mysterious dinosaur called the Dangersaur in the Lost Forest. She initially refuses the dangerous mission but later accepts when Larry fires her. She travels to Alaska with her dog Millie and ventures into the Lost Forest. However, she gets lost in the forest and must decide whether to keep searching or stay put and call for help.
Descriptive Writing: Figurative Language and Sensory DetailsLina Ell
Here is a descriptive paragraph about a strong memory in first person point of view and present tense:
I stand at the edge of the cliff, my heart pounding in my chest as I stare down at the crashing waves far below. The wind whips around me, tugging at my clothes and threatening to pull me over the edge. As I glance back, I see my friends cheering and motioning for me to jump. I take a deep breath, feeling both terrified and exhilarated. As I leap off the rock into open air, everything seems to move in slow motion. The view of the ocean stretching as far as the eye can see takes my breath away. Then I am falling, the air rushing past me. For a brief
The document provides guidance on key elements of non-fiction writing, including scene and exposition, dialogue, structure, and voice. It discusses showing rather than telling through action in scenes. Direct, summarized, and indirect dialogue are described. Structure is not limited to chronology and can include reflective or circular forms. Authentic voice and specificity of details are emphasized. Critique groups are recommended for revision.
This document provides guidance on writing a narrative essay. It explains that a narrative essay tells a story based on a personal experience. It should include sensory details, be written chronologically, and have characters, setting, plot, climax, and resolution. The document advises thoroughly planning the essay by outlining the story before writing. It also notes that a narrative essay needs a thesis statement to set up what lesson or message the story aims to convey. Finally, it includes a sample narrative essay about campers who learn the importance of following directions after ignoring rules leads to an encounter with a bear.
The document provides information about literary devices such as flashback, foreshadowing, and symbolism. It defines flashback as a scene that takes the story back in time to show something that happened previously. Foreshadowing hints at future events. Symbolism uses objects, characters, or events to represent ideas beyond their literal meaning. Examples of each device are given from stories like Little Red Riding Hood. Guidelines for incorporating these devices in writing are also discussed.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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
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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
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Article: https://pecb.com/article
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Golden Girls Lesson plan
1. The Golden Girls is a sitcom about four women: Dorothy, Rose,
Blanche, and Sophia. They’re all living together in Miami, Florida.
Every episode features a slice of their lives—from every day life to
special situations.
Last week, we watched an episode of the Golden Girls. We’ll be
watching another once again this week! Like last week, we’ll be
watching the episode without any subtitles. Before we begin
watching the episode, let’s talk about last week a little bit and
how watching the episode went for you!
1. One a scale from 1-5, (1 being not at all and 5 being very
well), how well did you understand the episode?
2. What was your favorite part in the episode?
3. Was there anything you disliked about the episode?
1. If not, then describe something that you found difficult to
understand while watching the episode.
4. Of all of the episodes that we have watched so far, which
has been your favorite. Why?
Page 1
2. Today…
We’ll be watching another episode of
The Golden Girls! This episode is from
Season 4 of the show and was the 91st
episode of the show.
The title is “Two Rode Together”
Like last time, think about the show
before you read the synopsis. Using
what you know so far, what
you remember from the
last episode, and from the
title, what do you think
the episode will be
about? Why do you
think so?
Page 2
3. Synopsis of “Two Rode
Together”
“Dorothy takes Sophia to Disney
World for “quality time,” but all
Sophia wants to do is ride Space
Mountain; meanwhile, Blanche and
Rose team up to write a children's
storybook..”
The other characters
in this episode are
Sam (played by
Freddie Jackson)
Page 3
4. Vocabulary
1. Backup - an alternative, something that you have in case your original plan
doesn’t work
2. Grown apart - to stop being close to someone naturally—there’s no
arguments involved, it’s just very natural
3. Be around - to be nearby, to be available
4. [They’re] gone - a way of saying that someone has died
5. Spend time with - to do things with someone, to talk with people
6. Shaken up - to be upset, to be nervous
7. Running short - to be low in quantity
8. Flown in - for a plane to arrive
9. Stay close with someone - to have a good relationship with someone
10. Clear across the country - To go across the country completely
11. Quality time - Important time that is special
12. Freeze in my memory - To remember something
13. Sentiment - a view or attitude towards something
14. Fable - a story usually involving the use of animal characters that teaches
some lesson
15. Defenses are down - when someone/something is vulnerable
16. Take advantage - when you recognize that someone is weak and use this
against them
17. Okey-dokey - a way of saying “okay!”
18. Mediocre - not very special/interesting
19. Toupee - a wig that goes on the top of someone’s head
20. Feats - accomplishments
21. Magnificent - very special/incredible
22. Monograms - the first letters of your first and last name printed upon
objects
23. Ran off - to disappear/leave quickly
24. Get anything out of this - to learn something/gain something from a situation
25. Cabin - a (typically) wooden house that is considered to be very
comfortable
26. Florida keys - islands around Florida
27. Brochure - a publication that provides information about vacations
28. Bored to tears - to be so bored that you feel miserable
29. Going away - to leave/go somewhere
30. Pulled this one - to do something to someone unexpectedly
Page 4
5. 31. Resort - a luxurious hotel that involves a lot of amenities and special
services
32. Goons - criminals
33. Lanyards - bands of fabric worn around the neck that have something
connected to them at the end (e.g. keys, an ID, etc.)
34. Against my will - when you don’t want to do something
35. How it was - to describe what something was like in the past
36. All of a sudden - indicates that something happened surprisingly
37. Reservation - a confirmation of something
38. Arrangements - plans
39. You bet - a way of saying “yes!” or “absolutely!”
40. Suspicious - when something isn’t as it seems
41. Cab - a car that will take you somewhere for a price
42. Pick me up - to have someone join you for something
43. Cabbie - person that drives a cab
44. Doodling - drawing without thought/purpose
45. Multicolored - has multiple colors
46. Get something out of [one’s] head - to not think about something
47. Earplugs - (usually) rubber bits that you can put into your ears in order to
block out sound
48. Best seller - a book that sells very well and makes a lot of money
49. Teaming up - to join someone on a particular project
50. Fresco - Italian painting
51. Journal - book where you write about your life/other personal events
52. Classic - refers to a nostalgic/fond thing
53. Making [it] up - saying something/coming up with an idea without any
thought/planning
54. Reread - to read again
55. Slides - electronic presentations of information
56. Got the spirit - to have enthusiasm/excitement
57. Sketch - a quickly made drawing
58. Pals - friends
59. Coming along - to join someone in going somewhere
60. Chalk it up - to give credit to someone/something
61. Synergism - interaction between two people
62. Generated - to have created
63. Engaged - to get someone excited/interested in something
64. Occur - to happen
65. Criticize - to point out the flaws in something
66. Collaborating - to work with others
Page 5
6. 67. Get beyond - to solve a problem
68. Egos - self-confidence (with a negative context)
69. Minor - not important/very small
70. Drop dead - an insult
71. Needs work - when something can be improved
72. Beanie - a wool hat
73. Refuse - to reject/say “no”
74. Try me - to challenge someone
75. See it [one’s] way - to understand someone’s views/ideas
76. Lousy - bad/not good
77. Morgue - a place where corpses are kept
78. Stand it - to endure something
79. Flash before [one’s] eyes - to see/remember everything very quickly
80. Take [one’s] side - to agree with someone
81. Straight - without stopping
82. Solitaire - a card game played on your own
83. Make a move - take your turn in a game
84. Tune out - to ignore something/not listen
85. Getting on [one’s] nerves - to annoy/bother someone
86. Out of here - to be somewhere else
87. Saloons - place where you can buy alcohol/listen to casual music
88. Joints - usually a restaurant/bar
89. Quality time - time spent with people you care about
90. Unfinished business - things you haven’t been able to do
91. Lightning bugs - bugs whose bodies flash light
92. Spectacular - incredible/amazing
93. Suffocated - made unable to breath/not given space
94. Beat [it] to death - to do something so often it loses any importance
95. Come through - to finally do something
96. Lapse - a pause
97. Read it and weep - a teasing way of revealing the truth to someone
98. Fairy tale - a fantasy story
99. Pick up [a thing] - to get something
100. Consolation - something that offers comfort to someone else
101. Crushed - ruined/interrupted
102. Doused - to soak/make something extremely wet
103. Half bad - when something is “okay”—it is not good but not bad
104. Salvage - to save something
105. Postcards - cards send from vacations
106. Lets up - stops
Page 6
7. Pronunciation
Read the dialogue from the episode we just watched with a
partner. After reading it once, switch your roles and read
the dialogue again.
Dorothy: Ma, I’ve been looking everywhere for you! We
really need to talk. Ma, why are you trying so hard to ruin my
weekend?
Sophia: You don’t get it, do you? This weekend could have
been a lot of fun until you decided we were going to have
quality time!
Dorothy: Is that so horrible? Ma, all I wanted to do was have
us finish unfinished business and say things to each other that
we’ve never said before!
Sophia: Dorothy, this isn’t “On Golden Pond”.
Dorothy: I know, Ma.
Sophia: And you’re not Jane Fonda.
Dorothy: All right! You’ve made your point.
Page 7
8. Sophia: Quality time has to come naturally. It happens when
you’re not thinking about it—like when we’re cutting
vegetables together, that’s quality time!
Dorothy: I was hoping for something a little more magical.
Sophia: Let me tell you a little story. When I was a kid in
Sicily, I loved lightening bugs. I’d stand out in the field and
watch them light up the night sky. That was magical, that was
spectacular. I liked them so much I’d catch them in glass jars
so I could watch them light up whenever I wanted. They
always died.
Dorothy: I see what you mean. They needed their freedom.
Sophia: No, they needed their air! I always forgot to punch
holes in the lid. The point is, it’s the same with all magical
moments. You can’t capture them forever, no matter what
those camera companies tell you!
Dorothy: So what you’re saying is, Ma, that like a lightning
bug, I put you in a glass jar and, waiting for you to light up, I
nearly suffocated you.
Sophia: Jeez, Dorothy, you sure know how to beat a
metaphor to death.
Dorothy: Ma, I love you.
Page 8
9. Sophia: I love you too, Pussy Cat. Just promise me you’ll
never make me do this again for the rest of my life.
Dorothy: Okay, but only if you promise you’ll live forever.
Sophia: Ok, I promise!
Dorothy: How can you make a promise like that?
Sophia: Hey, if I don’t come through, what are you going to
do to me?
Page 9
10. Discussion
The episode we’ve just watched covers
a couple of topics that I’m interested in
exploring, so let’s discuss!
1. Can you think of any fables that you
were told as a kid? Share one!
2. What are ways that you show
people that you love them and care
about them?
3. Why do you think that the funeral
prompted Dorothy to want to
spend so much time with Sophia?
4. How could Blanche and Rose have
been better partners when working
on their book?
5. Are there any memories of your
family you would like to share?
What makes the memory so special?
Page 10
11. Activity: A Trip to Disney World
Congratulations! You’re going on a trip
to Disney World! It’s time to plan out
our vacation so we can enjoy ourselves!
Together, we’re going to plan out a
single day of our vacation. We’ll figure
out which park we would like to go to,
what rides we’d like to ride, and more!
Page 11
12. Some Quick Vocabulary to Warm
Up!
Theme Park - A place where you can go on
rides/do activities that are focused on a
specific theme or topic
Rollercoaster - A train of cars that runs
fast along a metal or wooden track
Carousel - A rotating platform with seats
for riders that are shaped like horses or
other animals
Waterslide - A slide filled with water than
usually ends in a pool. You can either sit
directly in the slide or you might ride in a
tube.
Fireworks - Colorful explosions that are
used at night to entertain people
Page 12
13. Dark Ride - A slow-moving train that
moves through a dark building, usually
passing by various scenes to view.
Mascots - People who wear colorful
costumes and pretend to be the character
FastPass - A system that allows you to
reserve a time to ride a specific ride.
Getting these helps you get to the front of
the lines!
Line/Queue - Where you must wait before
you can ride a ride
Log Flume - A log-style train that floats
through the water and goes down hills to
splash water on riders
Free Fall - Ride that lifts and drops riders
on a track
Page 13
14. Step 1: Choose a Park!
Disney World currently has 5 different theme
parks that we can visit. Let’s take a look at them and
decide where we’ll spend out day!
Page 14
The Magic Kingdom:
This is the classic park at Disney World.
There are all kinds of attractions from
thrilling rides to exciting shows. We can
also meet various characters and get
great photos!
EPCOT:
EPCOT is the land of science and technology.
Rides and shows here are all about science
and the future! There is also the World
Showcase, full of restaurants and attractions
based on countries around the world!
Animal Kingdom:
Animal Kingdom celebrates the wonderful
world of, well, animals! If you like safaris
and seeing all kinds of interesting and
fantastic creatures, this is the park for
you!
15. So, where would you like to
go?
Page 15
Hollywood Studios:
Hollywood Studios is the land of movie
magic! Here you can experience your
favorite films up close and personal
while celebrating the wonderful art of
making a film!
Typhoon Lagoon:
Typhoon Lagoon is the place to go if
you’re looking to cool off and enjoy some
wild water rides! If wild rapids aren’t
your speed, however, you can always
relax by the water.
16. Step 2: How Long Will We Stay?
Are we going to be in the park all day long? Or will
we only go for a short while and then do something
after?
Park Hours
- The Magic Kingdom (9:00am-10:00pm)
- If we decide to buy a special ticket, we can
also stay until 1:00am!
- EPCOT (9:00am-9:00pm)
- Hollywood Studios (9:00am-9:00pm)
- Animal Kingdom (9:00am-8:00pm)
- Animal Kingdom has “extra magic hours”,
meaning that we can get an extra hour in the
park from 8:00am-9:00am
- Typhoon Lagoon (10:00am-5:00pm)
A Magical Idea!!!
We can also always pay an extra cost so that way we
can visit multiple parks in the same day!
Page 16
17. Step 3: What Will Do at the Park?
Now that we’ve chosen a park, let’s decide on some
rides to go on and shows to see! We also should
decide if we want to buy any FastPass tickets!
Our Rides
We should ALSO choose what to eat! Let’s choose a
restaurant and look up the menu so we can figure out
what we’ll want to have:
Our restaurant:
What we will have:
First
Second
Third
Fourth
Fifth
Sixth
Seventh
Eighth
Ninth
Tenth
Page 17
18. Step 4: What Will We Buy?
The best part about vacation is buying souvenirs for
our family, friends, and ourselves. Imagine that we
have $500.00 to spend. What should we buy? We
can use Disney’s websites to get an idea of how
much things might cost.
Item Price
Total Amount Spent:
Page 18
19. Step 5: Are We Doing Anything
After?
Disney doesn’t have only theme parks and rides.
There are two other places that we can visit that
have shops and restaurants for us to visit.
or should we go back to the
hotel and rest?
Page 19
BoardWalk:
Set against the water, you can walk along
and visit the many shops and restaurants
that are offered.
The BoardWalk is open 6:30am-2am
Disney Springs:
Welcome to “Downtown” Disney! Disney
Springs has a great deal of fantastic shops
and restaurants to enjoy!
Disney Springs is open 10:00am-12:00am
20. Homework
Pick one of the following writing prompts.
Prompt 1: What Happens Next?
Imagine that you are a writer for The Golden Girls. In a
paragraph, describe how you would continue the story.
For example, do Blanche and Rose make a book about
Rose’s poems. How does the rest of Dorothy and
Sophia’s visit to Disney go? Feel free to be creative!
Write your paragraph on a separate piece of paper and
bring it to next class. Try to use some of the idioms
we’ve discussed in lessons.
Prompt 2: Critique
Write a review of the episode that you just watched.
There’s a lot to talk about: what you liked, what you
disliked, what you found confusing, what parts of the
story you found interesting, etc. Try to reference
specific parts from the episode in order to help readers
of your review understand your thoughts more clearly.
Your review can be as long as you wish, but try to make
it at least a paragraph. At the very end of your review,
rate the episode on a scale of 5 stars. (1 means you
disliked it, 2 means it was “ok”, 3 means you liked it, 4
means you REALLY liked it, and 5 means you thought it
was amazing.)
Page 20
21. Tutor’s Notes…
Page 1
Read these out loud with your learner. It’s good practice for
pronunciation. Reading reading out loud will also help auditory learners
along with visual learners.
Page 2
Answers will vary. Try to encourage learners to give an explanation
beyond a few simple words. Remind learners who say “I don’t know” that
it’s okay to be wrong, they’re only guessing!
Page 3
Another good page for having learners read aloud for pronunciation
practice. If needed, you can explain that the other important characters
listed on this page are different that the 4 main characters. The 4 main
characters are known as “recurring characters”, meaning that they will
continue to be in the show. The characters listed on page 5 will only show
up in this episode. They may return for a future episode, but not very
often.
Page 4-6
Have this page handy for your learner while you watch the episode. It
has a lot of vocabulary and phrases defined that learners may not have
heard before. This will be helpful regardless of whether or not you use
subtitles during the viewing.
Page 7-9
Take this page slowly! Take you time to discuss intonation with the
dialogue delivery. Remember to have learner’s and their partner switch
characters so that they read the dialogue twice—each learner will read
for Barbara and for Dorothy.
Page 10
Answers to these questions will all vary. Encourage learners to
think creatively and critically to these answers! Make sure to also
encourage learners to explain their thoughts regarding their answers.
Page 21
22. Page 11-19
Split students into groups according to class-size and equip them with
internet access so that they can google the information they’ll need to
plan their “trip”. Websites of interest include:
• https://disneyworld.disney.go.com/attractions/
• https://disneyworld.disney.go.com/dining/
• https://www.shopdisney.com/disney-parks/
This activity may take a while, so be sure to plan enough time into the
lesson. If there is time at the end, have students share with the other
groups about their plans!
Page 22