Pronunciation the implications of segmental and suprasegmental phonology us...dannicklevy
This document discusses various aspects of teaching pronunciation to English language learners. It covers the teacher's role in helping students hear and produce sounds correctly, providing feedback, and assessing progress. It also addresses why pronunciation is important for communication, challenges of teaching it, and how to plan integrated, remedial, and practice lessons focusing on segmental and suprasegmental phonology. The document provides examples of coursebook materials and discusses techniques like drills, use of phonetic symbols, and the importance of teaching pronunciation in context rather than in isolation.
The document provides guidance for teachers on motivating students and responding to mistakes. It suggests that students are motivated by personal achievement and being part of a learning group. Teachers should show honest appreciation rather than exaggerated praise, and respond to mistakes by explaining their perspective instead of criticizing. The goal is to encourage students to take risks without fear of judgment. A teacher also needs to be fair and not show preference for any one student. While some factors are outside a teacher's control, like family issues interfering with concentration, the best approach is to give students opportunities to contribute without forcing them.
This document lists suffixes that can be added to verbs to form nouns, including -ion, -ment, -ence, and -ice. It also provides examples of verbs that can be used as nouns by adding these suffixes, such as achieve/achievement, appreciate/appreciation, and pretend/pretense. The list demonstrates how to form nouns from verbs for purposes like expanding one's vocabulary.
The document is a partial English language test asking students to complete sentences with noun forms of verbs. It contains 8 sentences with blanks to be filled in with words like "appreciation", "impressions", "advice", "interference", and "preference" based on verbs provided in a box. The sentences ask about showing appreciation, first impressions, best gifts received, measuring customer satisfaction, reactions to news, past encouragement, radio interference, and color preference.
Students in a class survey are asked how well they are adjusting to life in Britain based on factors like the weather, food, host family, school, time difference, public transport, currency, and understanding native speakers. For each factor, students write the name and arrival date of classmates who are used to it, still getting used to it, not used to it yet, can't get used to it, or will never get used to it.
This document discusses ways to talk about how accustomed or accustomed one is to a new situation. It provides examples of phrases to use when a situation is new and unfamiliar, becoming more familiar over time, difficult to adapt to, or something one doesn't believe they can ever adapt to or get used to. Phrases include "I'm used to it now", "I'm getting used to it", "I can't get used to it", and "I'll never get used to it".
The document appears to be a progress meter showing the completion percentage of a task. It indicates no progress has been made so far, with the meter at 0% and a label of "No progress".
Helena is an 18-year-old Slovakian student who has never traveled abroad or met an English native speaker. She finds everything about being in England challenging from the fast talking people and constant rain to the long bus rides and expensive costs. In contrast, Alex is a 20-year-old Austrian student who has been studying at the same school for two weeks previously and has visited England before. While she still dislikes the weather, Alex is getting used to understanding native English speakers and tolerates the bus rides, and is starting to enjoy some of the local food.
The document describes a variety of events that could happen to someone, including both positive events like having a baby or winning the lottery, and negative events like failing an exam, getting a computer virus, or waking up feeling unwell after drinking too much. The list touches on personal, financial, academic, technological, extraterrestrial, and national topics in a generally lighthearted tone by juxtaposing very good and very bad hypothetical scenarios.
Student A asks Student B why they weren't at a party, but Student B insists they were at the party. When Student A asks if Student B said they were at a barbecue instead of the party, Student B reiterates they were at the party. Again when asked about someone else being at the party, Student B simply states they were at the party.
This document is an adapted reading about the city of Brighton in England. It contains questions and answers about Brighton that have been divided into sections for three students - Student A, B, and C. The questions cover topics like what people can be seen doing on the promenade, how many language schools there are, where the schools organize visits, festivals that happen in May, places to go shopping, the names of the two piers, and more. The students are asked to find answers to targeted questions by asking the other students, without showing their own text.
This document provides role-playing scenarios for a job seeker calling a newspaper about an open office administrator position. It includes sample questions the job seeker could ask to learn more about the position and company, as well as language the hiring manager could use to provide information and schedule an interview if the candidate seems qualified. The goal is to practice effective communication skills for initial phone inquiries about employment opportunities.
This document appears to be a worksheet from a teacher's resource CD for a pre-intermediate global English textbook. The worksheet involves having students guess various sports based on clues. It includes a grid with 12 boxes that are likely meant for students to write their guesses.
The observed lesson was a general English class focused on communication skills. The teacher used a video to introduce the topic of sports and students wrote questions to get to know each other. Students then participated in a timed activity where they asked and answered each other's questions. The teacher monitored without interrupting to allow students to practice speaking fluency. Students were later put into groups of three to do an information gap activity about sports adapted from an activity designed for more students. The teacher monitored and helped with language. The lesson provided opportunities for students to speak and engaged them with personalized discussions about their interests and experiences with different sports.
Pronunciation the implications of segmental and suprasegmental phonology us...dannicklevy
This document discusses various aspects of teaching pronunciation to English language learners. It covers the teacher's role in helping students hear and produce sounds correctly, providing feedback, and assessing progress. It also addresses why pronunciation is important for communication, challenges of teaching it, and how to plan integrated, remedial, and practice lessons focusing on segmental and suprasegmental phonology. The document provides examples of coursebook materials and discusses techniques like drills, use of phonetic symbols, and the importance of teaching pronunciation in context rather than in isolation.
The document provides guidance for teachers on motivating students and responding to mistakes. It suggests that students are motivated by personal achievement and being part of a learning group. Teachers should show honest appreciation rather than exaggerated praise, and respond to mistakes by explaining their perspective instead of criticizing. The goal is to encourage students to take risks without fear of judgment. A teacher also needs to be fair and not show preference for any one student. While some factors are outside a teacher's control, like family issues interfering with concentration, the best approach is to give students opportunities to contribute without forcing them.
This document lists suffixes that can be added to verbs to form nouns, including -ion, -ment, -ence, and -ice. It also provides examples of verbs that can be used as nouns by adding these suffixes, such as achieve/achievement, appreciate/appreciation, and pretend/pretense. The list demonstrates how to form nouns from verbs for purposes like expanding one's vocabulary.
The document is a partial English language test asking students to complete sentences with noun forms of verbs. It contains 8 sentences with blanks to be filled in with words like "appreciation", "impressions", "advice", "interference", and "preference" based on verbs provided in a box. The sentences ask about showing appreciation, first impressions, best gifts received, measuring customer satisfaction, reactions to news, past encouragement, radio interference, and color preference.
Students in a class survey are asked how well they are adjusting to life in Britain based on factors like the weather, food, host family, school, time difference, public transport, currency, and understanding native speakers. For each factor, students write the name and arrival date of classmates who are used to it, still getting used to it, not used to it yet, can't get used to it, or will never get used to it.
This document discusses ways to talk about how accustomed or accustomed one is to a new situation. It provides examples of phrases to use when a situation is new and unfamiliar, becoming more familiar over time, difficult to adapt to, or something one doesn't believe they can ever adapt to or get used to. Phrases include "I'm used to it now", "I'm getting used to it", "I can't get used to it", and "I'll never get used to it".
The document appears to be a progress meter showing the completion percentage of a task. It indicates no progress has been made so far, with the meter at 0% and a label of "No progress".
Helena is an 18-year-old Slovakian student who has never traveled abroad or met an English native speaker. She finds everything about being in England challenging from the fast talking people and constant rain to the long bus rides and expensive costs. In contrast, Alex is a 20-year-old Austrian student who has been studying at the same school for two weeks previously and has visited England before. While she still dislikes the weather, Alex is getting used to understanding native English speakers and tolerates the bus rides, and is starting to enjoy some of the local food.
The document describes a variety of events that could happen to someone, including both positive events like having a baby or winning the lottery, and negative events like failing an exam, getting a computer virus, or waking up feeling unwell after drinking too much. The list touches on personal, financial, academic, technological, extraterrestrial, and national topics in a generally lighthearted tone by juxtaposing very good and very bad hypothetical scenarios.
Student A asks Student B why they weren't at a party, but Student B insists they were at the party. When Student A asks if Student B said they were at a barbecue instead of the party, Student B reiterates they were at the party. Again when asked about someone else being at the party, Student B simply states they were at the party.
This document is an adapted reading about the city of Brighton in England. It contains questions and answers about Brighton that have been divided into sections for three students - Student A, B, and C. The questions cover topics like what people can be seen doing on the promenade, how many language schools there are, where the schools organize visits, festivals that happen in May, places to go shopping, the names of the two piers, and more. The students are asked to find answers to targeted questions by asking the other students, without showing their own text.
This document provides role-playing scenarios for a job seeker calling a newspaper about an open office administrator position. It includes sample questions the job seeker could ask to learn more about the position and company, as well as language the hiring manager could use to provide information and schedule an interview if the candidate seems qualified. The goal is to practice effective communication skills for initial phone inquiries about employment opportunities.
This document appears to be a worksheet from a teacher's resource CD for a pre-intermediate global English textbook. The worksheet involves having students guess various sports based on clues. It includes a grid with 12 boxes that are likely meant for students to write their guesses.
The observed lesson was a general English class focused on communication skills. The teacher used a video to introduce the topic of sports and students wrote questions to get to know each other. Students then participated in a timed activity where they asked and answered each other's questions. The teacher monitored without interrupting to allow students to practice speaking fluency. Students were later put into groups of three to do an information gap activity about sports adapted from an activity designed for more students. The teacher monitored and helped with language. The lesson provided opportunities for students to speak and engaged them with personalized discussions about their interests and experiences with different sports.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Website: https://pecb.com/
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Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)