Introduction 2011
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This document outlines rules for road trips and objectives for improving English skills such as speaking, listening, writing, reading and understanding. It provides guidelines for regular writing practice including writing for 15 minutes and filling a page, only writing words and using proper grammar/spelling, writing in pen on both sides of the paper, and submitting the writing book to Mr. O'Meara. Contact information is also included.
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Here is a draft reply to Mr Bramble:
Dear Mr Bramble,
Re: Interview for MSc in Computer Science
Thank you for your letter of 15 June offering me an interview for the MSc in Computer Science program. I am pleased to accept the interview scheduled for 30 June at 2pm.
However, I would appreciate it if the interview could be arranged for one hour later, at 3pm, due to train times from my home. This would allow me sufficient time to travel to your university.
Please let me know if the later time is suitable. I look forward to discussing the program in more detail at the interview.
Yours sincerely,
[Your name]
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Here are the completed sentences with articles:
1. The commercial is about a brand of beer.
2. In the scene, there is a girl and a man, who is drinking the beer.
3. They are in the bar. The bar is empty.
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This document outlines the rules and objectives for a grammar and writing class. It discusses that Mr. O'Meara and Mrs. Pearce teach on different days of the week. The road rules section lists guidelines for the class including only speaking one at a time, using electronics with permission, being on time, and showing respect. The objectives are to write correctly and learn tools like speaking confidently, listening, writing styles, and reading fluently as well as understanding concepts like character archetypes. It provides contact information and guidelines for regular writing assignments including writing for 15 minutes and using proper grammar and spelling.
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Dear Mr Bramble,
Re: Interview for MSc in Computer Science
Thank you for your letter of 15 June offering me an interview for the MSc in Computer Science program. I am pleased to accept the interview scheduled for 30 June at 2pm.
However, I would appreciate it if the interview could be arranged for one hour later, at 3pm, due to train times from my home. This would allow me sufficient time to travel to your university.
Please let me know if the later time is suitable. I look forward to discussing the program in more detail at the interview.
Yours sincerely,
[Your name]
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The document outlines 12 rules for capitalization and punctuation:
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2. Capitalize proper nouns and titles when used as a direct address.
3. Use punctuation like periods, question marks, and exclamation points to end sentences with the corresponding emotions or sentence types.
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The document discusses the rules and conventions for writing a formal letter. It explains that a formal letter should include the sender and recipient's addresses, the date, a salutation like "Dear Sir or Madam" or "Dear [Name]", paragraphs to state the purpose and contain relevant information, and a closing like "Yours Faithfully" or "Yours Sincerely" followed by the sender's signature. Formal letters follow specific formatting guidelines.
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Guidelines for using capital letters include capitalizing the first word of a sentence, the pronoun "I", and proper nouns such as names. Titles should use capital letters for important words only. A capital letter should follow a colon. Writing entirely in capital letters is considered rude as it has the effect of shouting.
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Capitalization rules outline when to capitalize words in sentences for clarity. Some key rules include capitalizing the first word of quotes, proper nouns, titles before names, publications' first/last words, government/state names as part of official titles, and words derived from proper nouns. Exceptions include not capitalizing little words in titles, seasons, or the first word after a colon in a single-sentence list. The document provides 17 detailed rules for capitalization.
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This document provides an overview of a learning module about spoken grammar, idioms, and slang in English. It begins by introducing the purpose and structure of the module. The module will cover the main registers in English, characteristics of conversation versus writing, common idioms, and differences between idioms and slang. It provides learning objectives and outlines the key content to be covered in sections on registers, features of conversation, idiomatic expressions, and differences between idioms and slang. Interactive quizzes are included throughout to test comprehension. The overall goal is to help English language learners better understand and participate in conversations.
Conti Listening Receptive activities - Justine Holmes.pptx
El archivo contiene una serie de activitites para la fase de receptiva del metodo Conti - ensenanza de lenguas extranjeras.
Introduction to phonetics
The document introduces phonetics and discusses why it is important for Arabs to understand phonetics when learning English. Phonetics is the study of human speech sounds, including consonants and vowels. Understanding phonetics is necessary because English spelling does not always indicate sounds clearly and Arabic pronunciation is different. As English is now essential in many fields, Arabs need to learn correct English pronunciation. The document encourages learning about phonetics to improve English pronunciation skills.
Effect of oral language on decoding.docx
1) Oral language forms the foundation for reading comprehension and impacts how we understand reading and writing systems.
2) Teachers can promote reading and writing through oral language activities like group discussions about texts.
3) The case study describes a student, Raymond, struggling with decoding skills like rhyming words and letter recognition, as well as reading comprehension like sequencing events of a story. His teacher wants to improve these skills through additional support.
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How to improve your English for non-English speakers
How to improve your English for non-English speakers
Cunningham Learning Module- Spoken Grammar, Idioms, and Slang: How is Convers...
Cunningham Learning Module- Spoken Grammar, Idioms, and Slang: How is Convers...
Conti Listening Receptive activities - Justine Holmes.pptx
Conti Listening Receptive activities - Justine Holmes.pptx
More from Mark O'Meara
Risks online
The document provides guidance for a Year 7 digital technology class project on researching and communicating risks online. Students will individually research one of several topics, including copyright infringement, bullying, fraud, grooming, or sexting. They are instructed to find and write down five interesting facts about the topic, including potential consequences, and cite the URLs where they found the information. Students will then create a poster to display in the ICT room communicating at least four of the facts they discovered, using images to improve the poster's impact. The poster must also include the URLs cited and use correct spelling and punctuation.
Language and technology
This document provides instructions and resources for a Year 7 digital technology assignment on understanding technology acronyms and internet slang. It includes learning objectives, a proficiency scale, tables defining common IT acronyms, and instructions to create a presentation identifying 10 examples of actual internet slang or text speak used in online interactions or text messages, with appropriate images. Useful reference links on popular text terms, common expressions, internet slang words, and trendy acronyms are also provided.
Storage local and cloud
This document discusses local and cloud-based storage options. It begins by outlining learning objectives about explaining the costs and benefits of each system. It then provides a proficiency scale for students' understanding. Several multiple choice questions then assess students' knowledge of storage capacities and costs for different storage devices and cloud services. Finally, tables are provided for students to list the strengths and limitations of local storage, cloud storage, locally run applications, and cloud-based applications.
Impact on the world
This document outlines a Year 7 Digital Technology lesson plan focused on evaluating the impact of information systems on businesses and the economy. Students are asked to analyze case studies on how certain technologies disrupted existing industries by completing a chart identifying winners and losers in each case. They are also asked to make a five year prediction. The case studies cover topics like Uber vs taxis, Napster vs CDs, Amazon vs bookstores, and digital phones vs film cameras. For a local business case study, students will provide five specific suggestions for how that business could use information technologies to address marketing, communication, production, accounting, and human resources needs.
Evaluating software
The document provides information about an assignment for Year 7 Digital Technology students at Bellarine Secondary College. It includes 3 learning objectives about comparing their game to a commercial game, commenting on the economics and sustainability of their game, and explaining how different inputs serve different people and purposes. It also includes a proficiency scale for scoring the assignment and introduces several game design elements and input modes for students to analyze for their own and other games.
Good game 02 design on paper
This document outlines a design task for Year 7 students at Bellarine Secondary College. The task involves designing a video game on paper by using colors, labels, and design principles to indicate how the game will function and be structured. Students will be assessed on their ability to evaluate competing designs and implement their design into a working game. A proficiency scale from 0 to 4 is provided to measure student learning.
Good game 01 principles of video games
This document outlines an assignment for students to learn about principles of video game design. It explains that students will choose one of eight design principles to research, such as the Isolation Principle or TeachingwithoutTeaching Principle. Students will watch an introductory video about a day in the life of a video game designer to take notes and learn about their chosen principle. Then, students will create a 3 minute PowerPoint presentation to teach their classmates about the principle, using examples from the video and their own experience playing games. The goal is for all students to gain an understanding of different approaches to game design.
How to name and keep track of your files
Student is learning about effective ways to name and organize computer files for schoolwork. The document provides guidelines for naming files, such as including the document title, date, and other relevant information. It also discusses storing files in subject-specific folders and backing files up to an external location. Students are asked to name example files using the guidelines and to make a plan to rename existing files and safely store and back up their school files going forward.
Colours and images
This document provides information about colors and images in digital technology. It explains that RGB stands for red, green, and blue, and that each pixel contains values for these three colors, with each color value ranging from 0-255. Combining the different levels of red, green, and blue values results in over 16 million possible colors. The document also includes links to a video and website about RGB color codes and provides color coding exercises for country flags.
Bitmap and vector graphics
This document provides information about bitmap and vector graphics. It includes a learning objective to explain how numbers are used to create images. Students watch a video on the differences between bitmap and vector graphics and complete a Venn diagram. They then categorize sample images as bitmap or vector and explain why. Finally, it asks about the difference between lossy and lossless image formats.
Binary and ASCII
This document provides instructions for a Year 7 digital technology lesson on how computers use ASCII code to represent letters as numbers. It includes learning objectives about ASCII code and converting between decimal and binary numbers. Tables are provided to help students decode a message by converting binary numbers to letters using ASCII code.
Year 11 Revision Quiz
This is a self-paced quiz to get some quotes and story points into your brain before the exam on Friday. I would suggest reading all of either Maestro or Macbeth before the exam.
Morphology: Coinage
New words are created to describe new inventions, products, and services as technology and industries evolve over time. Companies sometimes invent words to name their products, like Lexicon coining "PowerBook" and "Pentium", and brand names can become generic if they are used widely enough by the public to describe a product category rather than a specific brand.
Morphology: Borrowing
New words often come into the English language through borrowing from other languages. Many common English words were originally borrowed from Dutch, Spanish, French, Italian, and Norwegian, including landscape, tornado, liaison, tempo, and pioneer. New words can also be formed by combining or changing existing words.
Morphology: Blends
New words can come from blends, which are formed by taking parts of two existing words and combining them. Examples of blend words given include brunch from breakfast and lunch, motel from motor car and hotel, sitcom from situation and comedy, and breathalyzer from breath and analyzer. A portmanteau is a specific type of blend where two meanings are packed into one new word.
Presentations That Don't Suck
This is a half-hour presentation that I gave a the BarCampGeelong conference. All of the inspiration and lots of the techniques come from Garr Reynolds' excellent Presentation Zen series of books.
Formal debate
Formal debates follow a structured format. They begin with a statement, such as "That all students should complete Year 12". Teams consist of three speakers who either argue for or against the statement. The first speaker from each side introduces their argument and key terms. Subsequent speakers rebut the previous opposition and provide evidence to support their own side, explaining why the statement is true or false. The final speaker summarizes their side's main points and aims to leave a lasting impression with a memorable closing statement. Questions are permitted at the end for clarification.
Esperanto
Esperanto is a constructed international auxiliary language developed by L.L. Zemenhof and first published in 1887. It uses a strictly phonetic alphabet and has a simple grammar with words that are spelled as they sound. Nouns end in "o", adjectives end in "a", and verbs end in "i", "as", "is", or "os" depending on tense. The language aims to be easy to learn so as to facilitate international communication and understanding.
Graphing generals die in bed
The document provides instructions for readers to graph the high and low points of chapters in a story by marking each chapter as "Very Good", "Good", "Bad", or "Horrific" and copying brief quotations from chapters next to the reference numbers. Readers are analyzing how the sequence of events and juxtapositions are effective in telling the story. The graph will show the rise and fall of emotions and events over the course of the 12 chapters.
Quick Punctuation Guide
This document provides a summary of common punctuation marks used in writing:
1. It describes four basic sentence types: simple, compound, complex, and complex-compound and provides examples of each.
2. It explains the use of capital letters including at the start of sentences, for proper nouns, and to indicate shouting.
3. It provides examples of how to use commas including after introductory phrases, to join short sentences, in dates, and between adjectives.
More from Mark O'Meara (20)
Introduction 2011
- 2. Mr O’Meara
- 3. Road Rules One person speaks at a time
- 4. Road Rules iPods are only used with Mr O’Meara’s permission
- 5. Road Rules Phones are unseen and unused
- 6. Road Rules Be on time
- 8. Objectives
- 9. Speaking Speak confidently in front of a group
- 10. Listening Different to just hearing Listening for understanding
- 11. Writing Spelling and punctuation Essays Stories Analysis
- 12. Reading Fluently to yourself Fluently out loud
- 13. Understanding How English is structured The rules and conventions of languages How English has changed How English is changing
- 14. Contact
- 16. Regular writing
- 17. Regular writing I write for fifteen minutes
- 18. Regular writing I write a page or more
- 19. Regular writing When I am writing, I can listen to music
- 20. Regular writing When my pen stops, the music stops
- 21. Regular writing I only put words in this book, not drawings
- 22. Regular writing I do my best writing. This means proper grammar and spelling
- 23. Regular writing I write in pen
- 24. Regular writing I write on both sides of the paper
- 25. Regular writing My book goes back to Mr O’Meara