The document prompts the reader to use their imagination to envision an unknown man's life by considering his possible job, workplace, home, daily routine, happiness levels, and what he carries in his briefcase and bag, without providing any actual details about him.
This document provides an overview of 13 applications that can be used for online speaking activities and asynchronous speaking practice. It discusses tools like Voicethread, Voxopop, Voki, Audioboo and Fotobabble that allow students to record audio and discuss the differences between spontaneous and scripted speech. Examples of potential speaking activities are also provided for each application, such as describing photos, giving opinions in debates, and presenting information. The document explains that online speaking tools can provide benefits like motivating students, enabling self-correction, and developing digital literacy skills.
The document discusses various ways to practice speaking online through different apps and platforms. It provides 10 examples of speaking activities including describing images, roleplaying, storytelling, interviews, describing places, talking about news, presentations, commenting on videos, class recordings, and thanks the audience for attending. Each example includes the name of the app or platform used and screenshots of examples.
Akademi Berbagi Cinta Musik Indonesia @ SurabayaWidi Asmoro
Dokumen tersebut membahas tentang perkembangan industri musik di Indonesia sejak zaman piringan hitam hingga era digital saat ini. Teknologi berperan besar dalam perkembangan industri musik, mulai dari fonograf, radio, kaset, CD hingga streaming musik online. Meski piracy masih menjadi tantangan, layanan legal seperti Nokia Music diharapkan dapat mengubah perilaku penikmat musik untuk menikmati musik secara sah.
The document prompts the reader to use their imagination to envision an unknown man's life by considering his possible job, workplace, home, daily routine, happiness levels, and what he carries in his briefcase and bag, without providing any actual details about him.
The document prompts the reader to use their imagination to envision an unknown man's life by considering his possible job, workplace, home, daily routine, happiness levels, and what he carries in his briefcase and bag, without providing any actual details about him.
This document provides an overview of 13 applications that can be used for online speaking activities and asynchronous speaking practice. It discusses tools like Voicethread, Voxopop, Voki, Audioboo and Fotobabble that allow students to record audio and discuss the differences between spontaneous and scripted speech. Examples of potential speaking activities are also provided for each application, such as describing photos, giving opinions in debates, and presenting information. The document explains that online speaking tools can provide benefits like motivating students, enabling self-correction, and developing digital literacy skills.
The document discusses various ways to practice speaking online through different apps and platforms. It provides 10 examples of speaking activities including describing images, roleplaying, storytelling, interviews, describing places, talking about news, presentations, commenting on videos, class recordings, and thanks the audience for attending. Each example includes the name of the app or platform used and screenshots of examples.
Akademi Berbagi Cinta Musik Indonesia @ SurabayaWidi Asmoro
Dokumen tersebut membahas tentang perkembangan industri musik di Indonesia sejak zaman piringan hitam hingga era digital saat ini. Teknologi berperan besar dalam perkembangan industri musik, mulai dari fonograf, radio, kaset, CD hingga streaming musik online. Meski piracy masih menjadi tantangan, layanan legal seperti Nokia Music diharapkan dapat mengubah perilaku penikmat musik untuk menikmati musik secara sah.
The document prompts the reader to use their imagination to envision an unknown man's life by considering his possible job, workplace, home, daily routine, happiness levels, and what he carries in his briefcase and bag, without providing any actual details about him.
The document appears to be a collection of student writing samples with errors that were corrected by Ian James in 2009. Each sample is presented along with the number of errors and the corrected version. The writing covers various topics such as parents' desires for their children's education, travel experiences, music preferences of friends, housing and parking issues, and weekend plans.
The document presents a series of opinion prompts on various topics without providing any additional context or arguments for each topic. The prompts cover issues around public holidays, marriage, social networks, stereotypes about certain groups, jobs, education, sports, entertainment, transportation, food, pets, vacations and laws.
The document appears to be a collection of English language exercises documenting corrections made to incorrect sentences. Each section includes the original incorrect sentence, the number of mistakes, and the corrected sentence. There are 10 sections total with examples covering topics like travel, work experience, living locations, purchases, animals, schedules and being late. The corrections focus on grammar, word choice, and sentence structure.
The document discusses ideas for using social networks for language teaching activities. It lists 6 main activities: 1) personalizing a profile page by embedding or linking content, 2) holding forum discussions, 3) forming and participating in groups, 4) uploading photos, documents and embedding videos, 5) commenting on other members' content, and 6) keeping a blog. These activities can be done using the base functionality of social networks or third-party applications.
This document appears to be a series of text samples containing grammatical and word choice errors. Each sample is shown with the errors underlined followed by a corrected version. The samples are assessing a student named Ian James and counting the number of errors in each example. It seems to be an exercise aimed at helping Ian James improve his English writing skills by identifying and correcting common mistakes.
This document lists various photo and video tools that can be used for making recorded descriptions, including Fotobabble, Narrable, Voicethread, Clipping Magic, Educreations, Audioboo, PP template, Tackk, Thinglink, Tripline, Woices, DearPhoto, and PicMonkey. It also mentions Wallwisher and provides contact information for the author.
The document appears to be a series of text samples with errors that have been corrected by Ian James. Each sample contains 1-3 mistakes that Ian has identified and provided a corrected version. The samples address a variety of topics and cover different types of common errors in areas like spelling, grammar, punctuation, word choice and sentence structure.
The document contains 11 student opinions on various aspects of language learning. The students discuss preferences around class activities, responsibilities, feedback, and expectations. Overall, the opinions express a variety of perspectives on the best approaches to learning English.
Dokumen tersebut membahas tentang ekosistem industri musik di Indonesia dan bagaimana perkembangan teknologi seperti Nokia Music dapat menghubungkan musisi dan penikmat musik secara legal melalui layanan streaming dan download lagu secara gratis. Dokumen ini juga menjelaskan bagaimana kolaborasi antara Nokia dan industri musik dapat menghadirkan musik untuk semua.
Rencana Pembangunan Jangka Panjang Ekonomi Kreatif Indonesia Menuju 2025Widi Asmoro
Dokumen tersebut membahas tentang rencana strategis pengembangan ekonomi kreatif Indonesia hingga tahun 2025, dengan menjelaskan perkembangan konsep ekonomi kreatif, pentingnya pengembangan sektor tersebut, dan empat perbedaan utama rencana strategis terbaru dibanding rencana sebelumnya."
The document appears to be a series of writing exercises completed by Ian James in 2009, with corrections provided for grammatical errors. Each exercise contains before and after versions, with the number of errors noted. The corrections address issues with verbs, articles, prepositions, word choice and sentence structure.
This document discusses using audio tools for language teaching and provides examples of how to use various apps to create audio recordings for describing images, roleplaying, storytelling, interviews, describing places, discussing news, presentations, commenting on videos, class recordings, and pronouncing difficult words. Screenshots and links are provided to apps like Sketchcast, Educreations, Vocaroo, Draw.to, Voicethread, Fotobabble, Voxopop, Audioboo, BBC World News, Present.me, Speakpipe, and recording tools are suggested for sharing on blogs platforms like Tumblr.
This document provides a list of topics to consider when describing a city, including its location, climate, popular sights and architecture, nightlife options, safety level, cleanliness, noise level, transportation methods, cuisine, surrounding area, culture, economy, history, nearby attractions, and things to see and do.
The document presents 8 brief statements about education policies and asks the reader if they agree with each one. The statements address issues such as school uniforms, teacher experience, single-sex education, exam formats, technology in the classroom, private education, classroom discipline, and the school leaving age.
The document contains 11 student opinions on language learning: 1) prefers speaking/listening in class and reading/writing at home, 2) is afraid of speaking mistakes, 3) thinks student talk is a waste of time, 4) believes grammar is fine but needs more vocabulary, 5) wants entertaining classes with games, 6) wants to use technology like email and blogs, 7) recognizes their own effort is most important, 8) finds reading easy and not very useful, 9) won't talk about uninteresting topics, 10) thinks progress is hard to see, 11) will try to attend all classes but not do work at home.
The document appears to be a collection of student writing samples with errors that were corrected by Ian James in 2009. Each sample is presented along with the number of errors and the corrected version. The writing covers various topics such as parents' desires for their children's education, travel experiences, music preferences of friends, housing and parking issues, and weekend plans.
The document presents a series of opinion prompts on various topics without providing any additional context or arguments for each topic. The prompts cover issues around public holidays, marriage, social networks, stereotypes about certain groups, jobs, education, sports, entertainment, transportation, food, pets, vacations and laws.
The document appears to be a collection of English language exercises documenting corrections made to incorrect sentences. Each section includes the original incorrect sentence, the number of mistakes, and the corrected sentence. There are 10 sections total with examples covering topics like travel, work experience, living locations, purchases, animals, schedules and being late. The corrections focus on grammar, word choice, and sentence structure.
The document discusses ideas for using social networks for language teaching activities. It lists 6 main activities: 1) personalizing a profile page by embedding or linking content, 2) holding forum discussions, 3) forming and participating in groups, 4) uploading photos, documents and embedding videos, 5) commenting on other members' content, and 6) keeping a blog. These activities can be done using the base functionality of social networks or third-party applications.
This document appears to be a series of text samples containing grammatical and word choice errors. Each sample is shown with the errors underlined followed by a corrected version. The samples are assessing a student named Ian James and counting the number of errors in each example. It seems to be an exercise aimed at helping Ian James improve his English writing skills by identifying and correcting common mistakes.
This document lists various photo and video tools that can be used for making recorded descriptions, including Fotobabble, Narrable, Voicethread, Clipping Magic, Educreations, Audioboo, PP template, Tackk, Thinglink, Tripline, Woices, DearPhoto, and PicMonkey. It also mentions Wallwisher and provides contact information for the author.
The document appears to be a series of text samples with errors that have been corrected by Ian James. Each sample contains 1-3 mistakes that Ian has identified and provided a corrected version. The samples address a variety of topics and cover different types of common errors in areas like spelling, grammar, punctuation, word choice and sentence structure.
The document contains 11 student opinions on various aspects of language learning. The students discuss preferences around class activities, responsibilities, feedback, and expectations. Overall, the opinions express a variety of perspectives on the best approaches to learning English.
Dokumen tersebut membahas tentang ekosistem industri musik di Indonesia dan bagaimana perkembangan teknologi seperti Nokia Music dapat menghubungkan musisi dan penikmat musik secara legal melalui layanan streaming dan download lagu secara gratis. Dokumen ini juga menjelaskan bagaimana kolaborasi antara Nokia dan industri musik dapat menghadirkan musik untuk semua.
Rencana Pembangunan Jangka Panjang Ekonomi Kreatif Indonesia Menuju 2025Widi Asmoro
Dokumen tersebut membahas tentang rencana strategis pengembangan ekonomi kreatif Indonesia hingga tahun 2025, dengan menjelaskan perkembangan konsep ekonomi kreatif, pentingnya pengembangan sektor tersebut, dan empat perbedaan utama rencana strategis terbaru dibanding rencana sebelumnya."
The document appears to be a series of writing exercises completed by Ian James in 2009, with corrections provided for grammatical errors. Each exercise contains before and after versions, with the number of errors noted. The corrections address issues with verbs, articles, prepositions, word choice and sentence structure.
This document discusses using audio tools for language teaching and provides examples of how to use various apps to create audio recordings for describing images, roleplaying, storytelling, interviews, describing places, discussing news, presentations, commenting on videos, class recordings, and pronouncing difficult words. Screenshots and links are provided to apps like Sketchcast, Educreations, Vocaroo, Draw.to, Voicethread, Fotobabble, Voxopop, Audioboo, BBC World News, Present.me, Speakpipe, and recording tools are suggested for sharing on blogs platforms like Tumblr.
This document provides a list of topics to consider when describing a city, including its location, climate, popular sights and architecture, nightlife options, safety level, cleanliness, noise level, transportation methods, cuisine, surrounding area, culture, economy, history, nearby attractions, and things to see and do.
The document presents 8 brief statements about education policies and asks the reader if they agree with each one. The statements address issues such as school uniforms, teacher experience, single-sex education, exam formats, technology in the classroom, private education, classroom discipline, and the school leaving age.
The document contains 11 student opinions on language learning: 1) prefers speaking/listening in class and reading/writing at home, 2) is afraid of speaking mistakes, 3) thinks student talk is a waste of time, 4) believes grammar is fine but needs more vocabulary, 5) wants entertaining classes with games, 6) wants to use technology like email and blogs, 7) recognizes their own effort is most important, 8) finds reading easy and not very useful, 9) won't talk about uninteresting topics, 10) thinks progress is hard to see, 11) will try to attend all classes but not do work at home.
1. Items of clothing
Put the fo llo wing ite ms o f c lo thing into
the c o rre c t c ate g o ry.
1. Head and neck
2. Hands and feet
3. Upper body
4. Lower body
5. Whole body
2. Cap
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
3. Tie
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
4. Knickers
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
5. Scarf
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
6. Anorak
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
7. Suit
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
8. Dressing gown
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
9. Skirt
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
10. Flip-flops
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
11. Slippers
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
12. Tracksuit
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
13. Sweatshirt
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
14. Jeans
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
15. Sunglasses
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
16. Shorts
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
17. Bra
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
18. Gloves
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
19. -
T shirt
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
20. Raincoat
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
21. Belt
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
22. Socks
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
23. Trainers
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
24. Pants
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
25. Wellington boots
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
26. Jersey *
Cap Slippe rs Rainc o at
Tie Trac ks uit Be lt
Knic ke rs Swe ats hirt So c ks
Sc arf Je ans Traine rs
Ano rak Sung las s e s Pants
Suit Sho rts We lling to n bo o ts
Dre s s ing g o wn Bra Je rs e y
Skirt Glo ve s Skirt
Flip -flo ps T-s hirt Flip -flo ps
27. 1. Head and neck
Cap / T / Scarf / Sunglasses
ie
2. Hands and feet
Flip-flops / Slippers / Gloves / Socks / Trainers / Wellington boots
3. Upper body
Anorak / Sweatshirt / Bra / T shirt / Jersey
-
4. Lower body
Knickers / Skirt / Jeans / Shorts / Belt / Pants
5. Whole body
Suit / Dressing gown / Tracksuit / Raincoat