There are three main types of listening retention: short-term, short-term with rehearsal, and long-term. Short-term retention lasts less than 60 seconds while short-term with rehearsal involves consciously repeating information. Long-term retention requires transferring information to long-term memory through note-taking or associating new information with existing knowledge. Listening activities can involve no response, short responses like true/false, or longer responses like note-taking, summarizing, or problem-solving. The document provides examples of different types of listening activities and their purposes.
The document discusses assessing 4 major language skills: listening, speaking, reading and writing. It provides definitions and examples of assessment tasks for each skill level of listening (imitative, intensive, selective, extensive) and speaking (imitative, intensive, responsive, interactive, extensive). The skills are assessed through tasks such as repetition, question-answering, role plays, interviews, presentations and more to evaluate elements like vocabulary, fluency and comprehension.
The document outlines the Presentation-Practice-Production (PPP) methodology for teaching English as a second language. It describes the three main stages: the presentation stage introduces new language through activities like songs, games, or stories; the practice stage helps students use the language through sentences and questions; and the production stage gives students opportunities to experiment with the language through activities like role-plays and discussions. Overall, PPP provides a general structure for moving students from controlled, structured speech to more independent language use.
The document discusses the structure of predicates and their components. It defines a predicate as having a verb component, which can be a single verb or a more complex structure centered around a verb. The subject and predicate of a sentence can each be a single word, phrase, or syntactic structure such as modification, complementation, or coordination. The predicate consists of verbs and their properties like person, tense, voice, and modifiers or complements. Complements have a close semantic relationship to the verb, while adjuncts freely modify it.
The document discusses various methods for assessing speaking ability, divided into 5 basic types - imitative, intensive, responsive, interactive, and extensive. It then provides details on designing assessment tasks for each type. For imitative speaking, tasks include repetition and read-alouds. Intensive tasks include directed responses, fill-in-the-blank dialogs, and picture prompts. Responsive tasks involve questions and answers or giving instructions. Interactive tasks include interviews, role-plays, and discussions. Extensive tasks include oral presentations, storytelling, and translations. The document emphasizes matching tasks to objectives and establishing reliable scoring criteria.
Intonation refers to the rise and fall patterns of pitch in speech that convey meaning. Intonation serves grammatical functions like distinguishing statements from questions, as well as attitudinal functions by expressing emotions. It also aids discourse by focusing listener attention and regulating conversation. To teach intonation, one must understand tone units, pitch patterns like falling tones used in statements, and how intonation conveys new versus given information through referring and proclaiming tones.
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, interactive, and extensive speaking tasks. It provides examples and descriptions of assessment tasks like word repetition, picture description, role plays, interviews, presentations and story retelling. Scoring methods are outlined for tasks like repetition, read-alouds, interviews and presentations. The document emphasizes specifying assessment criteria and eliciting optimal speaking outputs for reliable evaluation.
This lesson plan introduces adverbs of frequency to 1st year middle school students. The plan has three parts: an introduction where students ask each other about daily activities, a main activity where students complete a worksheet on character's routines using adverbs of frequency, and a post-activity where students interview someone else and write about their daily routine using adverbs of frequency as homework. The goal is for students to be able to use and identify adverbs of frequency in speech and writing when discussing daily activities.
The document discusses assessing 4 major language skills: listening, speaking, reading and writing. It provides definitions and examples of assessment tasks for each skill level of listening (imitative, intensive, selective, extensive) and speaking (imitative, intensive, responsive, interactive, extensive). The skills are assessed through tasks such as repetition, question-answering, role plays, interviews, presentations and more to evaluate elements like vocabulary, fluency and comprehension.
The document outlines the Presentation-Practice-Production (PPP) methodology for teaching English as a second language. It describes the three main stages: the presentation stage introduces new language through activities like songs, games, or stories; the practice stage helps students use the language through sentences and questions; and the production stage gives students opportunities to experiment with the language through activities like role-plays and discussions. Overall, PPP provides a general structure for moving students from controlled, structured speech to more independent language use.
The document discusses the structure of predicates and their components. It defines a predicate as having a verb component, which can be a single verb or a more complex structure centered around a verb. The subject and predicate of a sentence can each be a single word, phrase, or syntactic structure such as modification, complementation, or coordination. The predicate consists of verbs and their properties like person, tense, voice, and modifiers or complements. Complements have a close semantic relationship to the verb, while adjuncts freely modify it.
The document discusses various methods for assessing speaking ability, divided into 5 basic types - imitative, intensive, responsive, interactive, and extensive. It then provides details on designing assessment tasks for each type. For imitative speaking, tasks include repetition and read-alouds. Intensive tasks include directed responses, fill-in-the-blank dialogs, and picture prompts. Responsive tasks involve questions and answers or giving instructions. Interactive tasks include interviews, role-plays, and discussions. Extensive tasks include oral presentations, storytelling, and translations. The document emphasizes matching tasks to objectives and establishing reliable scoring criteria.
Intonation refers to the rise and fall patterns of pitch in speech that convey meaning. Intonation serves grammatical functions like distinguishing statements from questions, as well as attitudinal functions by expressing emotions. It also aids discourse by focusing listener attention and regulating conversation. To teach intonation, one must understand tone units, pitch patterns like falling tones used in statements, and how intonation conveys new versus given information through referring and proclaiming tones.
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, interactive, and extensive speaking tasks. It provides examples and descriptions of assessment tasks like word repetition, picture description, role plays, interviews, presentations and story retelling. Scoring methods are outlined for tasks like repetition, read-alouds, interviews and presentations. The document emphasizes specifying assessment criteria and eliciting optimal speaking outputs for reliable evaluation.
This lesson plan introduces adverbs of frequency to 1st year middle school students. The plan has three parts: an introduction where students ask each other about daily activities, a main activity where students complete a worksheet on character's routines using adverbs of frequency, and a post-activity where students interview someone else and write about their daily routine using adverbs of frequency as homework. The goal is for students to be able to use and identify adverbs of frequency in speech and writing when discussing daily activities.
The document provides suggestions for teachers to help develop students' oral proficiency and ability to speak English fluently. It recommends maximizing opportunities for student speaking practice through collaborative work, authentic tasks, and reducing teacher speaking time. A variety of speaking activities are described, including discussions, role-plays, interviews, and picture narration. Teachers should create a low-anxiety environment, provide feedback, and involve speaking practice both in and out of class to help students improve their speaking skills.
This document provides a lesson plan for a teaching demonstration on teaching listening skills for advanced students. The goals are to improve listening skills and comprehension of office and business English, and to comment on occasional issues, events, and news. The lesson plan allocates time for warm-up, vocabulary preview, and two listening activities using worksheets and articles. Students will be evaluated based on assignments, quizzes, attendance, and classroom discussions.
The document discusses the differences between commands and requests, noting that commands end with periods or exclamation points and order someone to do something, while requests end with periods or question marks and ask someone to do something. Examples of commands and requests are provided to illustrate the differences.
The document proposes a process approach to teaching listening that focuses on the underlying skills and strategies involved in listening rather than just testing comprehension. It discusses 3 key aspects: 1) Understanding the challenges of the listening input. 2) Modeling the processes used by expert listeners. 3) Enabling learners to develop strategies to cope with unfamiliar language through focused practice of subskills. The goal is to train learners to become better listeners by practicing underlying skills rather than just testing comprehension.
This document provides an introduction to English pronunciation, discussing the 3 levels of pronunciation proficiency and sources of accent for non-native English speakers. It explains key linguistic concepts like phonetic transcription, places and manners of articulation for consonant sounds, and voicing. The document emphasizes that proper instruction and practice are needed to improve pronunciation skills beyond just awareness or knowledge. Mastering the articulation of English sounds requires training muscle groups through regular practice.
This 70-minute lesson plan aims to teach secondary two students about the past continuous tense. The lesson begins with introducing the tense through a story told with pictures. Students then practice forming the tense and asking questions in it. Most of the lesson focuses on speaking practice, with activities like a guessing game where students act out past actions and a pair work activity comparing pictures. Students consolidate their learning by doing an accompanying workbook individually. The goal is for students to understand and verbally apply the past continuous tense by lesson's end.
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
The document discusses several models of communicative competence:
1. Canale and Swain's model includes grammatical, sociolinguistic, and strategic competence. It emphasizes the demonstration of knowledge in actual performance.
2. Bachman's model distinguishes knowledge from skills. It includes language competence, strategic competence, and psychophysiological mechanisms.
3. Celce-Murcia et al.'s model has five components: discourse competence, actional competence, sociocultural competence, linguistic competence, and strategic competence. It aims to generate detailed content for curriculum design.
This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
This chapter discusses sentence patterns and analysis. It covers how words are linked together in sentences, methods for analyzing sentences into components, and ways to represent analyses. Tree diagrams and rewrite rules are presented as tools to represent constituent structure. Different types of phrases and their structure are explained using X-bar theory. Complex sentences involving embedding and recursion are also discussed. Finally, thematic roles of verbs are defined as part of analyzing syntax-meaning relationships.
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
The document provides techniques for teaching English. It describes several activities including acrostics, where students generate words starting with each letter of a topic word. Another activity is "add to the picture" where students take turns adding objects to a drawing on the whiteboard and describing what they added. A third activity involves hiding story cards around the classroom and having students put the story back in order. The document provides detailed instructions for implementing these and several other classroom language activities.
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
1. The document outlines a detailed English lesson plan for 7th grade students focusing on writing essays.
2. It includes objectives, subject matter, learning activities such as a video to motivate students about writing and group activities.
3. The lesson teaches students to identify the three parts of an essay and applies a cause-and-effect relationship from a poem to writing.
CLASSROOM ACTIVITIES IN COMMUNICATIVE LANGUAGE TEACHINGDavid Barona
This document discusses activities for teaching communicative language skills in the classroom. It contrasts activities focused on fluency versus accuracy. Fluency activities require meaningful student interaction and negotiation of meaning, while accuracy activities focus on language forms out of context. The document also discusses information gap activities to promote authentic communication as students obtain information from each other. It emphasizes the importance of pair and group work to increase student talking time. Both mechanical, meaningful, and communicative practice activities are examined. The use of authentic materials to expose students to real language use and culture is also presented.
Repetition is defined as repeating something that has already been said or written, or the recurrence of an action or event. The document discusses how repetition can be used effectively in teaching by helping students remember new vocabulary, grammar rules, and dialogues, but it requires using varied methods to avoid becoming boring. Some effective ways to incorporate repetition into class include short reviews at the beginning and end of lessons, using flashcards, and having students repeat dialogues with fewer written prompts over time. While repetition can aid learning if done strategically, it depends on the teacher's implementation and ensuring students confirm their understanding rather than just repeating through rote learning.
This document outlines a training session on lesson planning using the PPP (Present, Practice, Produce) format. It includes an introduction, group discussion on lesson planning, a lecture covering language skills and methodology, the PPP format and its reasoning, key lesson plan elements, and a lesson planning activity where participants create and peer review lesson plans. The goal is to prepare participants to create effective lesson plans using the PPP format and consider important elements like objectives, materials, and assessments.
The document discusses the importance of teaching intonation patterns at the secondary level. It defines intonation as the pattern of changing pitch in speech and identifies its main functions as conveying grammatical information and attitude. The document outlines the main types of intonation patterns - falling and rising intonation - and their uses in statements, questions, exclamations and imperatives. It concludes by providing suggestions for effectively teaching intonation, such as ensuring students understand stress patterns and modeling correct intonation.
This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
The document provides learning materials for a language lesson, including:
- Greeting and introducing expressions to practice with examples
- Steps for accepting and canceling appointments, offering sympathy and condolence
- Grammar lessons on reflexive and emphasizing pronouns, simple past tense, and expressions using "used to"
- Sample dialogs modeling the target language functions
This document provides tips and techniques for improving English speaking skills. It recommends practicing speaking English regularly, using simple words and sentences, finding opportunities to interact with others in English such as reading aloud, and not being afraid of making mistakes. It also suggests picking 10 new words per day, learning phrases and sentences, practicing speaking out loud, keeping a daily journal, and getting a dictionary. Fears of speaking English are also addressed.
The document provides suggestions for teachers to help develop students' oral proficiency and ability to speak English fluently. It recommends maximizing opportunities for student speaking practice through collaborative work, authentic tasks, and reducing teacher speaking time. A variety of speaking activities are described, including discussions, role-plays, interviews, and picture narration. Teachers should create a low-anxiety environment, provide feedback, and involve speaking practice both in and out of class to help students improve their speaking skills.
This document provides a lesson plan for a teaching demonstration on teaching listening skills for advanced students. The goals are to improve listening skills and comprehension of office and business English, and to comment on occasional issues, events, and news. The lesson plan allocates time for warm-up, vocabulary preview, and two listening activities using worksheets and articles. Students will be evaluated based on assignments, quizzes, attendance, and classroom discussions.
The document discusses the differences between commands and requests, noting that commands end with periods or exclamation points and order someone to do something, while requests end with periods or question marks and ask someone to do something. Examples of commands and requests are provided to illustrate the differences.
The document proposes a process approach to teaching listening that focuses on the underlying skills and strategies involved in listening rather than just testing comprehension. It discusses 3 key aspects: 1) Understanding the challenges of the listening input. 2) Modeling the processes used by expert listeners. 3) Enabling learners to develop strategies to cope with unfamiliar language through focused practice of subskills. The goal is to train learners to become better listeners by practicing underlying skills rather than just testing comprehension.
This document provides an introduction to English pronunciation, discussing the 3 levels of pronunciation proficiency and sources of accent for non-native English speakers. It explains key linguistic concepts like phonetic transcription, places and manners of articulation for consonant sounds, and voicing. The document emphasizes that proper instruction and practice are needed to improve pronunciation skills beyond just awareness or knowledge. Mastering the articulation of English sounds requires training muscle groups through regular practice.
This 70-minute lesson plan aims to teach secondary two students about the past continuous tense. The lesson begins with introducing the tense through a story told with pictures. Students then practice forming the tense and asking questions in it. Most of the lesson focuses on speaking practice, with activities like a guessing game where students act out past actions and a pair work activity comparing pictures. Students consolidate their learning by doing an accompanying workbook individually. The goal is for students to understand and verbally apply the past continuous tense by lesson's end.
The document discusses various aspects of listening assessment, including micro and macro listening skills, factors that make listening difficult, and different types of listening tasks. It describes designing assessment tasks to evaluate intensive, responsive, selective and extensive listening. These include cloze tasks, information transfer, sentence repetition, dictation, questions, and note taking. Challenges with validity and scoring of certain tasks are also outlined.
The document discusses several models of communicative competence:
1. Canale and Swain's model includes grammatical, sociolinguistic, and strategic competence. It emphasizes the demonstration of knowledge in actual performance.
2. Bachman's model distinguishes knowledge from skills. It includes language competence, strategic competence, and psychophysiological mechanisms.
3. Celce-Murcia et al.'s model has five components: discourse competence, actional competence, sociocultural competence, linguistic competence, and strategic competence. It aims to generate detailed content for curriculum design.
This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
This chapter discusses sentence patterns and analysis. It covers how words are linked together in sentences, methods for analyzing sentences into components, and ways to represent analyses. Tree diagrams and rewrite rules are presented as tools to represent constituent structure. Different types of phrases and their structure are explained using X-bar theory. Complex sentences involving embedding and recursion are also discussed. Finally, thematic roles of verbs are defined as part of analyzing syntax-meaning relationships.
This document discusses various genres and skills of written language as well as methods for assessing writing abilities. It describes four levels of writing performance from imitative to extensive writing. It also outlines micro and macro writing skills. The document then provides examples of assessment tasks that can evaluate skills from imitative to responsive writing abilities. These include spelling tests, picture tasks, and paragraph construction. It discusses issues in assessing more advanced responsive and extensive writing and methods for scoring such as holistic, primary trait, and analytic scoring. Lastly, it discusses providing feedback during the writing process.
The document provides guidance on how to teach listening skills. It discusses the importance of developing bottom-up and top-down listening approaches. It also outlines various pre-, while-, and post-listening activities teachers can use, including activating schemata, note-taking, dictation, and discussion. The goal is to help students understand the main ideas, specific details, and inferences from what they hear.
The document provides techniques for teaching English. It describes several activities including acrostics, where students generate words starting with each letter of a topic word. Another activity is "add to the picture" where students take turns adding objects to a drawing on the whiteboard and describing what they added. A third activity involves hiding story cards around the classroom and having students put the story back in order. The document provides detailed instructions for implementing these and several other classroom language activities.
This document discusses key aspects of teaching listening skills to language learners. It defines listening as an active process where learners try to understand spoken words and attach meaning. While listening was once seen as a passive skill, it is actually an active process of constructing meaning from sounds. Effective listening requires language knowledge as well as socio-cultural and strategic competence. Studies show that both first language listening ability and second language proficiency contribute to comprehension, with proficiency being a stronger predictor. The document also discusses using top-down and bottom-up skills in listening, and outlines the stages of pre-listening, while-listening, and post-listening activities.
1. The document outlines a detailed English lesson plan for 7th grade students focusing on writing essays.
2. It includes objectives, subject matter, learning activities such as a video to motivate students about writing and group activities.
3. The lesson teaches students to identify the three parts of an essay and applies a cause-and-effect relationship from a poem to writing.
CLASSROOM ACTIVITIES IN COMMUNICATIVE LANGUAGE TEACHINGDavid Barona
This document discusses activities for teaching communicative language skills in the classroom. It contrasts activities focused on fluency versus accuracy. Fluency activities require meaningful student interaction and negotiation of meaning, while accuracy activities focus on language forms out of context. The document also discusses information gap activities to promote authentic communication as students obtain information from each other. It emphasizes the importance of pair and group work to increase student talking time. Both mechanical, meaningful, and communicative practice activities are examined. The use of authentic materials to expose students to real language use and culture is also presented.
Repetition is defined as repeating something that has already been said or written, or the recurrence of an action or event. The document discusses how repetition can be used effectively in teaching by helping students remember new vocabulary, grammar rules, and dialogues, but it requires using varied methods to avoid becoming boring. Some effective ways to incorporate repetition into class include short reviews at the beginning and end of lessons, using flashcards, and having students repeat dialogues with fewer written prompts over time. While repetition can aid learning if done strategically, it depends on the teacher's implementation and ensuring students confirm their understanding rather than just repeating through rote learning.
This document outlines a training session on lesson planning using the PPP (Present, Practice, Produce) format. It includes an introduction, group discussion on lesson planning, a lecture covering language skills and methodology, the PPP format and its reasoning, key lesson plan elements, and a lesson planning activity where participants create and peer review lesson plans. The goal is to prepare participants to create effective lesson plans using the PPP format and consider important elements like objectives, materials, and assessments.
The document discusses the importance of teaching intonation patterns at the secondary level. It defines intonation as the pattern of changing pitch in speech and identifies its main functions as conveying grammatical information and attitude. The document outlines the main types of intonation patterns - falling and rising intonation - and their uses in statements, questions, exclamations and imperatives. It concludes by providing suggestions for effectively teaching intonation, such as ensuring students understand stress patterns and modeling correct intonation.
This document discusses different types of language tests and testing, including proficiency tests, achievement tests, diagnostic tests, placement tests, direct and indirect testing, discrete point and integrative testing, norm-referenced and criterion-referenced testing, objective and subjective testing, and computer adaptive testing. It provides details on the purpose and characteristics of each type of test.
The document provides learning materials for a language lesson, including:
- Greeting and introducing expressions to practice with examples
- Steps for accepting and canceling appointments, offering sympathy and condolence
- Grammar lessons on reflexive and emphasizing pronouns, simple past tense, and expressions using "used to"
- Sample dialogs modeling the target language functions
This document provides tips and techniques for improving English speaking skills. It recommends practicing speaking English regularly, using simple words and sentences, finding opportunities to interact with others in English such as reading aloud, and not being afraid of making mistakes. It also suggests picking 10 new words per day, learning phrases and sentences, practicing speaking out loud, keeping a daily journal, and getting a dictionary. Fears of speaking English are also addressed.
Asking for, giving and denying information expressionsArif Kurniawan
This document provides examples of expressions for asking for information, giving information, and denying information in Indonesian. It includes sample dialogs and questions about asking when an outdoor activity will be held and who will participate. The document instructs students to practice making their own 5 turn dialog on the topic of asking for, giving, and denying information.
The document discusses various aspects of communication. It begins by explaining research that found people can still read jumbled words as long as the first and last letters are in the right place, demonstrating the incredible ability of the human mind. It then discusses nonverbal communication such as body language, facial expressions, and tone of voice. The document also emphasizes the importance of listening skills like clarifying, reflective listening, showing empathy, and encouragement. Finally, it addresses verbal communication and provides tips for using "I" messages to communicate feelings assertively.
The document provides marking criteria for evaluating students' reading aloud skills in primary school. It evaluates students on pronunciation, fluency, use of tone/pace/volume, and stress/intonation. Higher scores are given for clear pronunciation, fluent expressive reading with variation, and appropriate use of stress/intonation to convey meaning. Lower scores are given for issues like mispronunciation, slow/jerky reading, and inappropriate stress/intonation.
This document provides guidance on developing effective presentation skills. It discusses speaking to an audience, maintaining an appropriate voice, pace, and clarity. Specific tips include varying tone and volume for emphasis, choosing words carefully, speaking slowly to allow understanding, and practicing to improve habits like maintaining eye contact and clear enunciation. Mastering these techniques involves focusing on one skill at a time through practice speaking to gradually build confidence.
Here are expanded responses for the topics:
T-shirts:
Yes, I like wearing t-shirts. T-shirts are comfortable and casual to wear. I have a large collection of t-shirts in different styles and colors. In the summer, I enjoy wearing t-shirts most days because they keep me cool in the hot weather. I often wear t-shirts when exercising or lounging around at home as well. Some of my favorite t-shirts have designs or logos from my favorite movies or bands.
Keys:
No, I don't think it's a good idea to leave your house keys with a neighbor. There are several reasons for this. Firstly, it's a security risk if
This document provides an overview of the content covered in Chapter 3, including listening, speaking, reading and writing activities related to making, accepting, and declining invitations and appointments. The chapter focuses on responding to expressions of invitation and instruction, as well as using expressions to make and cancel invitations and appointments. Sample dialogs are provided to demonstrate inviting someone and making an appointment, and activities involve completing dialogs, identifying structures, and role playing invitations and appointments.
Used to, get used to be used to and would slideshare Terry Gonigle
This document summarizes the differences between three similar but distinct expressions in English: "used to", "be used to", and "get used to".
"Used to" refers to habitual actions or states that occurred in the past but no longer occur. "Be used to" means to be accustomed to something that occurs regularly in the present. "Get used to" describes the process of becoming accustomed to something new. The document provides examples and explanations of the grammar and meanings of each expression.
The document provides marking criteria for evaluating students' reading aloud skills in Primary 3. It assesses pronunciation, fluency, use of tone/pace/volume, and stress/intonation. Higher scores are given for clear pronunciation, fluent expressive reading with appropriate variation, and correct stress/intonation to convey meaning. Lower scores mean more mistakes in pronunciation and reading that is slow, hesitant with little expression or awareness of purpose/audience.
The document describes the author's experience moving from LA to Surabaya, Indonesia, where she found that some locals spoke very loudly and close to her face, which was considered rude in her home culture. She outlines possible ways to address this issue: politely asking for more space, casually ending a conversation, or avoiding unwanted interactions while politely asking for space if needed. The author concludes that avoiding unwanted interactions while also being able to politely ask for space is the best approach, as it avoids major consequences.
The document provides guidance on how to start a conversation in English, including appropriate greetings for different situations. It discusses formal greetings like "good morning" that are used for business meetings and introductions. More informal greetings include "hi", "hey", and "what's up". After greetings, conversations can move to introductions or polite questions about how the other person is doing. Small talk topics that help practice English include discussing movies, weather, or hobbies. Examples of small talk conversations are provided.
This document discusses adverbs of quantity and their usage. It provides examples of how adverbs of quantity can be used in different positions within sentences, such as before adjectives, adverbs, verbs, and nouns. Specific adverbs of quantity like very, quite, too, enough, and nearly are examined. The document also questions if any of the reader's habits are unhealthy and includes vocabulary and reading exercises.
The document is a design document for a "Happiness Quest" activity. It prompts the student to complete three happiness quests from a list, which included acts of kindness, gratitude, and character strengths activities.
The student chose acts that involved spending quality time with family, listening to positive affirmations, and resolving a family conflict through communication and apology.
The student then analyzed the positive effects of each quest, including strengthened family relationships and increased focus, motivation, and peace of mind.
Finally, the student created a plan to continue practicing the quest activities using the PERMA model of well-being. The plan focused on positive emotions, engagement, relationships, and finding meaning through creative outlets like writing and
The Care for the Caregiver presentation is an overview for caregivers helping loved ones with dementia and Alzheimer's. Speaker, Natalie McFarland is a Registered Nurse and leads a memory support program designed to enhance the lives of residents and promote brain health.
Communication skills & effective listeningRasha Khaled
Communication training tips:
1. Definition of communication.
2. Functions of communication.
3. Communication process.
4. Types of communication.
5. Praverbal communication.
6. Direction of communication & Network types.
7. Definition of Grapevine & how to reduce consequences of rumors.
8. Ways of Communication.
9. Definition of LISTENING & levels of listening.
10. Empathic listening & its skills.
11. Barriers to effective Listening.
12. Johari window.
13. Benefits & Fears associated with self-disclosure.
14. How to achieve Effective Listening.
15. Communication Goals.
This document discusses communication and Schulz von Thun's four ears model of communication. The model proposes that every message has four aspects: 1) the fact aspect, which conveys information and data; 2) the self-revelation aspect, which reveals something about the sender; 3) the relationship aspect, which conveys the relationship between sender and receiver; and 4) the appeal aspect, which is the intent to influence or effect the receiver. The document provides examples of messages and how they could be interpreted through the different ears or aspects. It also discusses potential misinterpretations that can occur due to the self-concepts of the sender and receiver.
The document provides objectives and content for a lesson on assimilation, reductions, and pragmatics. The key points are:
1) Students will learn about sound changes involving assimilation, such as "s+y" becoming "shy", and practice discriminating between words with and without assimilation.
2) Common reductions involving "to" and "have" will be taught, such as "going to" becoming "gonna". Students will practice reductions and learn other examples like "wanna", "hafta", etc.
3) The lesson will cover pragmatics of making requests using different levels of formality and potential responses. Role plays are used to practice requesting and answering questions.
Kristine apple r. limpin narrative reportEducation
Mary the Queen College of Pampanga was established in 2003 and started with business-related courses, eventually expanding to offer additional programs like education, information systems, and hospitality management. The college aims to provide accessible, high-quality education focused on academic excellence and character formation based on Catholic values and the virtues of Mary, the mother of Jesus.
The document provides instructions for teaching grade 3 pupils about flat keys over the course of an hour-long lesson. It details the lesson objectives, subject matter, materials, and step-by-step procedures for identifying flat keys, discussing their properties, and labeling them on the musical staff. The procedures include placing flats in the staff in the correct order according to the key signature, finding the key names using solfege syllables, and determining where do is located for each flat key.
This document discusses the placement of flats in the musical staff. It explains that flats are placed on lines B, E, A, D, G, and C as more flats are added. The steps for placing each flat are also outlined. The document then lists the key names associated with each number of flats, such as F major having one flat on B. It provides instructions for finding do in any flat key by locating the note corresponding to the key name.
The Department of Education (DepEd) and the Maritime Industry Authority (MARINA) signed a memorandum of agreement to offer a maritime specialization track in Senior High School. This will help provide qualified students for further maritime studies and careers. The agreement will see DepEd and MARINA work together on curriculum development that meets international standards, allowing graduates to take certification assessments. Officials hope this will increase the number of qualified Filipino seafarers and officers. Enrollment numbers for the first year of the Senior High School program have exceeded targets nationally and in Central Luzon, indicating trust in the K to 12 reform. Some 200 schools will soon benefit from a new cloud-based learning system that provides online resources even in
The document summarizes key landforms and features of the Earth's surface. It states that 25% of the Earth's surface is land, with the remaining 75% being water, including 70% oceans and seas and 5% inland water. Some minor landforms described include valleys, peninsulas, deltas, capes, canyons, cliffs, isthmuses, fjords, deserts, tundra, and volcanoes.
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.
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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
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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
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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 Setup Warehouse & Location in Odoo 17 InventoryCeline George
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Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.
1. Identification
Identification and Selection without
Retention
Identification and Guided Selection with
Short term Retention
Identification and Guided Selection with
Long -term Retention
2. Selection
at least two different conversations
going on at the same time.
No one can listen (or pay close
attention) to both of them
simultaneously.
Usually you choose one or the other
and attend to it.
3. • Most of the time, this choice is
done automatically, without a
conscious decision. Psychologists
call this process selection.
4. • Selection is the process of "tuning
in" to the stimulus you will
perceive, and depends heavily on
your background, your attitude,
your age, and your interests
5. "Hey mom; I think I'm going to
droput of school!""Ok hon. Just don't
forget that dinner is at seven
tonight."
•Doesn't this sound familiar to you?
•Don't we all do this at one time or
another? We hear! We hear
thevoice! We hear the sound! But
are we really listening?
6. • A simple way of describing it is
that we listen to what we want to
hear.
• One source of selection arises
simply from our own information-
processing capacity. Most of us
read at a fairly rapid rate -
7. Caller : Hello, can I speak to Annie
Wan?
Operator: Yes, you can speak to
me.
Caller: No, I want to speak to Annie
Wan!
Operator: You are talking to
someone! Who is this?
Caller: I’m Sum Wan. And I need to
talk to Annie Wan! It’s Urgent.
8. Operator: I know you are someone
and you want to talk to anyone! But
what’s this urgent matter about?
Caller : Well just tell my sister
Annie Wan that our brother Noe
Wan now, was involved in an
accident Noe Wan get injured and
Noe Wan is being sent in the
Hospital, right now, Avery Wan is on
his way to the hospital.
Operator: Look if no one is injured
and no one was sent to the hospital
9. From the accident that is not an
urgent matter! You may find it
hilarious but I don’t have time for
this!
Caller: You are so rude! Who are
you?
Operator: I am Saw Lee.
Caller: Yes you should be sorry.
Now Give me your name.
10. 3 Types of Retention
• short-term
• short-term with rehearsal
• long-term
11. Short-term Retention
when we don't need to keep the
information very long. Many social
conversations only utilize the short-
term listening because there is no
reason to retain the information.
15. Short-term with
rehearsal listening
• keeping information by rehearsing
it.
• occurs when you keep something
in your mind consciously by
repeating it to yourself.
20. important to know that
long-term memory
• Association- . If you can associate
new data with data already in
long-term memory, storage of the
new data will be facilitated
24. The phone rings and Darren answers it. Listen
as Darren talks to the lady on the phone and his
wife who is in the bathtub.
Darren: Carol... telephone...
Carol: Who is it?
Darren: I don't know. Wait a sec... (to the
person on the phone) May I ask who's calling,
please? (pause) Carol... it's Susan.
Carol: Oh, I'm in the bathtub. Can you ask her if
it's important?
25. Darren: Sorry Susan, Carol can't come to
the phone right now. Is there something I
can help you with? (pause) Oh, I see. (to
Carol) Carol... she wants to know if the party
is tonight or tomorrow night.
Carol: Tell her it's tomorrow night at 8:00 at
Jill's house. Tell her to bring a dessert if she
wants.
Darren: (to Susan) She said it's tomorrow
night at 8:00 at Jill's house. She said you
could bring a dessert if you want. (pause)
Sure, no problem. Have a good evening.
'Bye.
26. • Things to know...
Get the phone = answer the phone.
Wait a sec = wait a second. Another way
to tell someone to wait.
(Someone) can't come to the phone right
now. This is a polite way to tell
someone the person they would like to
talk is busy. It would be a little rude or
embarrassing to say someone is in the
bathroom (unless it's a very close
friend.)
Tell her to bring a dessert. Often when
there is a party, people bring food to
share.
27. Choose the best answer. Check your
answers below.
1. Who answers the telephone?
a. Darren
b. Carol
c. Susan
2. Where is Carol?
a. at work
b. in the kitchen
c. in the bathroom
3. What is a polite way to say someone can't
talk?
a. Carol is in the bathtub.
b. Carol doesn't want to talk to you.
c. Carol can't come to the phone right now.
29. • Types of Listening Activities
1. No Overt Response
The learners do not have to do anything in
response to the listening; however,
facial expression and body language
often show if they are following or not.
• Stories.
Tell a joke or real-life anecdote, retell a
well-known story, read a story from a
book; or play a recording of a story. If
the story is well-chosen, learners are
likely to be motivated to attend and
understand in order to enjoy it.
31. 2. Short Responses
•Obeying instructions.
•Learners perform actions, or draw
shapes or pictures, in response to
instructions.
•Ticking off items
•A list, text or picture is provided:
listeners mark or tick off words/
components as they hear them
within a spoken description, story or
simple list of items.
34. • Cloze
The listening text has occasional brief
gaps, represented by silence or some
kind of buzz. Learners write down what
they think might be the
missing word. Note that if the text is
recorded, the gaps have to be mush
more widely spaced than in a reading
one; otherwise there is not enough time
to listen, understand, think of the
answer, and write. If you are speaking
the text yourself, then you can more
easily adapt the pace of your speech to
the speed of leaner responses.
35. • Skimming and scanning
A not-too-long listening text is given,
improvised or recorded. Learners are
asked to identify some general topic or
information (skimming),or
certain limited information
(scanning) and note the
answer(s). Written questions inviting
brief answers may be provided in
advance; or a grid, with certain entries
missing: or a picture or diagram to be
altered or completed.
36. 3.Longer Responses.
•Answering questions
One or more questions demanding fairly
full responses are given in advance, to
which the listening text provides
the answer(s). Because of the relative
length of the answers demanded, they
are most conveniently given in writing.
•Note-taking.
Learners take brief notes from a short
lecture or talk.
37. • Paraphrasing and translating.
Learners rewrite the listening text in
different words : either in the same
language (paraphrase) or in another
(translation).
• Summarizing.
Learners write a brief summary of the
content of the listening passage.
• Long gap-filling.
A long gap is left, at the beginning,
middle or end of a text; learners guess
and write down, or say, what they think
might be missing.
38. • Extended Responses
Here, the listening is only a ‘jump
off point’ for extended reading, writing or
speaking: in other words, these are
‘combined skills’ activities.
• Problem-solving.
A problem is described orally; learners
discuss how to deal with it, and/or write
down a suggested solution.
39. • Interpretation.
An extract from a piece of dialogue or
monologue is provided with no previous
information; the listeners try to guess
from the words, kinds of voices, tone
and any other evidence what is
going on. At a more sophisticated level,
a piece of literature that is suitable for
reading aloud (some poetry, for
example) can be discussed and
analyzed.
--- most high school seniors can read at least 400 words per minute, and some can read even more rapidly. This means that we can assimilate data from language at a rapid rate. However, when you listen to a lecture, you are receiving information at a much slower rate: most speakers talk at a rate of 90 to 120 words per minute. "Top Forty" announcers can usually go 150 words per minute. This large discrepancy between your ability to take in or assimilate new information and the rate that it actually gets to you can lead to problems.
In general, listening research shows that we don't retain information very well; in fact, sometimes we do it rather poorly. Note-taking improves listening somewhat, depending on the short-term ability of the listener. One reason why these efficiencies are so low is that most listeners do not take responsibility for their role in the communication process. Just as speaking demands responsible preparation and ethical approaches to the task, listening also has responsibilities.
Listening Exercise: Choose a short audio track that presents information that may be easily summarized, like a news report. Breaking News English offers some excellent audio tracks for different levels, like this one for example on bilingualism. Have students summarize the main points in one or two sentences. It is important to clarify that students aren’t expected to deliver details, like numbers, names or statistics but rather express the main point in a concise manner.
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