Tina completed the first TOEIC test online and reviewed answers, focusing on unfamiliar vocabulary like "inquiries", "laundromat", and "salute". She looked up new words in the Longman dictionary and made a list. Her goal was to retake the listening section after reviewing to improve comprehension.
This document outlines the structure and procedures of formal debate. It discusses the roles of each speaker, including presenting arguments, rebuttals, and summaries. Formal debates have strict rules and involve arguing a motion using logic over shouting. Speakers must make their points within time limits and accept questions from other participants to defend their arguments. The goal is a structured competition of ideas, with both sides aiming to logically prove their resolution is the stronger position.
This document discusses the basics of debate, including:
1) Debate involves a formal discussion on a particular topic where opposing arguments are presented. There are typically two sides: affirmative and negative.
2) There are several types of debates, including Lincoln-Douglas debates involving one speaker from each side, rebuttal debates with multiple speakers from each side presenting and rebutting arguments, and modified rebuttal debates.
3) Elements of a debate include constructive speeches to present arguments, interpellation which allows opposing questions, and rebuttals to summarize and defend positions. Propositions state the topic, and roles include moderator, timekeeper, jury, audience, affirmative and negative sides.
This document outlines the traditional Oregon-Oxford debate format. It consists of two sides, affirmative and negative, that present arguments for and against a given proposition. Each speaker has a constructive speech and rebuttal period, with opportunities for interpellation between. A moderator enforces debate rules to keep things orderly. The debate follows a structured back-and-forth between sides, with set time limits for each speaker and phase of the debate.
This document provides information about British parliamentary debate style. It outlines the typical structure, including the roles of prime minister, leader of the opposition, and whips. It also describes conventions like points of information and protected time. Scoring guidelines, expectations for attire, and tips for planning debates are also included.
This document provides information about formal debate structure and processes. It discusses the key parts of an argument including the introduction, discussion, and conclusion. The introduction aims to arouse audience interest, explain the proposition, and state the issues being debated. The discussion includes the opposing affirmative and negative sides addressing the necessity, beneficiality, and practicability of the proposition. The conclusion summarizes each team's arguments and defenses. It also outlines the speaker roles and speech formats for the 1A, 1N, 2A, 2N, and 3A, 3N speakers.
The Asian Parliamentary Format is mainly used in Asian English debate competitions. There are two teams, the government and opposition, each consisting of three speakers. The debate begins and ends with speeches from the government team. Each speaker has 7 minutes for their initial speech, and 4 minutes for rebuttal. Points of information can be raised during speeches from the opposing team in the form of short questions or comments, which the active speaker can accept or reject. The roles of each speaker include defining and setting up the debate, presenting and defending their team's arguments and position, rebutting the other team's arguments, and summarizing the key points of the debate to convince the judges.
This document provides an introduction to the format of British parliamentary debate. It outlines the key components of a parliamentary debate, including the motions or topics that are debated, the order and roles of the eight speakers (prime minister, leader of opposition, etc.), and how debates are evaluated. The main points covered are: (1) Debates involve four teams of two debaters each who are assigned to support or oppose a motion. (2) Speakers present arguments in a set order, with specific roles like defining the motion or rebutting opponents. (3) Points of information can be offered to other speakers. (4) Debates are evaluated based on the strength of arguments rather than speaking ability.
Oxford – Oregon Debate (How to's and tips) Carmela Yasay
The document outlines the traditional format for debates, including the roles of the affirmative and negative sides in proving or disproving the debate proposition. It also details the structure of speeches and interpellations, as well as guidelines and best practices for participants. Key aspects include three speakers from each side, with constructive and rebuttal speeches of limited time periods, and interpellations between speeches where participants can ask questions.
This document outlines the structure and procedures of formal debate. It discusses the roles of each speaker, including presenting arguments, rebuttals, and summaries. Formal debates have strict rules and involve arguing a motion using logic over shouting. Speakers must make their points within time limits and accept questions from other participants to defend their arguments. The goal is a structured competition of ideas, with both sides aiming to logically prove their resolution is the stronger position.
This document discusses the basics of debate, including:
1) Debate involves a formal discussion on a particular topic where opposing arguments are presented. There are typically two sides: affirmative and negative.
2) There are several types of debates, including Lincoln-Douglas debates involving one speaker from each side, rebuttal debates with multiple speakers from each side presenting and rebutting arguments, and modified rebuttal debates.
3) Elements of a debate include constructive speeches to present arguments, interpellation which allows opposing questions, and rebuttals to summarize and defend positions. Propositions state the topic, and roles include moderator, timekeeper, jury, audience, affirmative and negative sides.
This document outlines the traditional Oregon-Oxford debate format. It consists of two sides, affirmative and negative, that present arguments for and against a given proposition. Each speaker has a constructive speech and rebuttal period, with opportunities for interpellation between. A moderator enforces debate rules to keep things orderly. The debate follows a structured back-and-forth between sides, with set time limits for each speaker and phase of the debate.
This document provides information about British parliamentary debate style. It outlines the typical structure, including the roles of prime minister, leader of the opposition, and whips. It also describes conventions like points of information and protected time. Scoring guidelines, expectations for attire, and tips for planning debates are also included.
This document provides information about formal debate structure and processes. It discusses the key parts of an argument including the introduction, discussion, and conclusion. The introduction aims to arouse audience interest, explain the proposition, and state the issues being debated. The discussion includes the opposing affirmative and negative sides addressing the necessity, beneficiality, and practicability of the proposition. The conclusion summarizes each team's arguments and defenses. It also outlines the speaker roles and speech formats for the 1A, 1N, 2A, 2N, and 3A, 3N speakers.
The Asian Parliamentary Format is mainly used in Asian English debate competitions. There are two teams, the government and opposition, each consisting of three speakers. The debate begins and ends with speeches from the government team. Each speaker has 7 minutes for their initial speech, and 4 minutes for rebuttal. Points of information can be raised during speeches from the opposing team in the form of short questions or comments, which the active speaker can accept or reject. The roles of each speaker include defining and setting up the debate, presenting and defending their team's arguments and position, rebutting the other team's arguments, and summarizing the key points of the debate to convince the judges.
This document provides an introduction to the format of British parliamentary debate. It outlines the key components of a parliamentary debate, including the motions or topics that are debated, the order and roles of the eight speakers (prime minister, leader of opposition, etc.), and how debates are evaluated. The main points covered are: (1) Debates involve four teams of two debaters each who are assigned to support or oppose a motion. (2) Speakers present arguments in a set order, with specific roles like defining the motion or rebutting opponents. (3) Points of information can be offered to other speakers. (4) Debates are evaluated based on the strength of arguments rather than speaking ability.
Oxford – Oregon Debate (How to's and tips) Carmela Yasay
The document outlines the traditional format for debates, including the roles of the affirmative and negative sides in proving or disproving the debate proposition. It also details the structure of speeches and interpellations, as well as guidelines and best practices for participants. Key aspects include three speakers from each side, with constructive and rebuttal speeches of limited time periods, and interpellations between speeches where participants can ask questions.
This document outlines the content and structure of a workshop on debating. It discusses key concepts in debating like claims, evidence, reasoning, and fallacies. It also explains the British Parliamentary debate format and the typical order and roles of speakers. Students will participate in exercises to practice skills like developing arguments, analyzing resolutions, and engaging in mini debates. The overall goal is to provide foundational knowledge and training to support a debate academy project.
Here is a sample argument constructed deductively for the given motion:
Motion: That Xavier School should abolish its haircut policy
Conclusion: Xavier School should abolish its strict haircut policy.
Support 1: The haircut policy infringes on students' personal freedom of expression. By dictating hairstyles, the school is limiting students' individuality and right to self-expression through their appearance.
Support 2: Strict grooming policies do not contribute to students' academic performance or development. There is no evidence that hair length or style impacts a student's ability to learn.
Support 3: Many other schools have moved away from rigid dress codes and allow students more freedom with their personal appearance without issues.
This document outlines the format and rules for an Oxford-style debate. It discusses the traditional debate structure used in various settings which involves two opposing sides - affirmative and negative. Each side has three speakers who give constructive speeches and rebuttals. The debate is moderated and judged based on evidence, delivery, responses to questions, and rebuttals. Specific guidelines are provided around constructing arguments, asking and answering questions during the debate, and providing rebuttals.
The document provides an overview of the basics of Asian parliamentary debate, including:
1) It describes the structure of teams and timing of speeches.
2) It outlines the types of motions that can be debated and rules for defining and challenging motions.
3) It explains the roles and responsibilities of speakers on the government and opposition teams.
4) It discusses the importance of matter (arguments, rebuttals, points of information), manner (presentation style), and method (speech organization and team coordination) in effective debating.
Debate involves advocating for either the affirmative or negative side of a proposition through structured speeches and cross-examination. A debate typically includes a constructive speech to build a case, a rebuttal to respond to the opponent's arguments, and a period of cross-examination where each side can ask questions. Common debate styles like the Lincoln-Douglas format allocate specific times for each part of the debate and determine the order of speeches between the two sides.
This document outlines the rules and guidelines for a debate using the Oxford-Oregon format on the proposition of adopting a parliamentary form of government. It details the structure of the debate with three speakers on each side, the allotted time limits, judging criteria, and tips for constructive speeches, cross-examination, and rebuttals. The roles of the moderator and timer are also defined.
This document outlines a workshop on doable debates in the ESL/EFL classroom. It discusses the benefits of debates for improving language skills, critical thinking, and social skills. It provides guidance on debate structure, topics, judging criteria, potential fallacies to avoid, sample worksheets, and a debate schedule. Suggested readings on teaching debate to English learners are also included.
The document outlines the traditional format for debates. It describes the structure, including the order of speeches between the affirmative and negative sides. Each side has three speakers who give constructive speeches and responses. The debate is judged based on evidence, delivery, responses to questions, and rebuttals. Logical fallacies that should be avoided in arguments are also defined.
This document provides information about debating, including the benefits of debating, qualities of good debaters, different debate formats, how debates are judged, and the roles and responsibilities of speakers in various debate styles. Specifically, it outlines the elements that make up the matter, manner, and method components of a debate. It also describes the roles of government and opposition speakers in Asian and Australian parliamentary debates. The document aims to educate readers on the structure and components of effective debating.
This document provides an overview of basic debating skills. It explains that a debate involves arguing for or against a topic using strict rules of conduct and sophisticated arguing techniques. A topic defines what will be debated, with an affirmative team arguing for the topic and a negative team arguing against it. Each debating team has three speakers with specified roles, such as defining the topic, presenting arguments, rebutting the opposing team's arguments, and summarizing their team's position. Speakers are evaluated on the substance of their arguments, how well they are organized and presented, and their public speaking mannerisms. The goal is to build a persuasive case using clear logic and examples while following proper debating protocols.
Rules and guidelines on debate competitionCarla Faner
This document outlines the rules and guidelines for a debate using the Oxford-Oregon format between two teams arguing whether a parliamentary form of government should be adopted. It specifies there will be three speakers on each side, the issues being debated, time limits, criteria for judging, and tips for the constructive speeches, interrogation periods, and rebuttals. The roles of the moderator and timer are also defined.
The document discusses the key elements of a debate. It defines a debate as a structured argument between two sides on a particular topic or resolution. The main points covered include:
- The roles of the affirmative and negative sides in supporting or opposing the resolution.
- Guidelines for participants on research, constructing speeches, rebuttals, and the psychological aspects of debating.
- Tips on public speaking skills like style, tone, volume and eye contact.
- Procedures for moderating a debate such as announcing the topic, assigning sides, and timekeeping.
- Resources for further information on rules, strategies and the elements of an effective debate.
This document provides guidance on how to structure an effective debate. It discusses establishing an opinion or resolution, building a case with reasons and evidence, organizing the presentation of one's opinion, refuting the other side's arguments, and strategies for the concluding rebuttal. Key components include outlining an introduction, multiple main points supported by explanations and examples, and a conclusion that recaps one's overall position. The document also provides an example debate format and guidelines for judges to evaluate the logic, speaking style, and organization of each team.
Asian parliamentary debate: Format, Roles of speaker, victory hacks.anubhavgarg1234
All the intricacies of the APD explained in one PPT comprehensively and concisely including success tips for workshops, seminars, and introductory sessions.
The document outlines the roles and responsibilities of speakers in a debate seminar. It discusses the structure of the debate, including defining the motion, outlining arguments for and against the motion, rebutting the opposing team's arguments, and summarizing the key issues. Each speaker has a specific role, such as the first speaker introducing their team's position, definition, and arguments, while later speakers rebut arguments and reinforce their team's overall case. Good arguments provide a clear assertion, reasoning, evidence, and link back to the motion. Rebuttals should explain why the opposing team's arguments are weak rather than just making accusations. Adjudicators will assess the debate based on the substance of arguments, presentation style, and adherence
Combining from many sources specially the ones I get from English Debate Society of Universitas Bakrie, here's the Debate 101 presentation that I usually used in my coaching or teaching activities.
This document discusses key details about the University of California, Los Angeles (UCLA). It provides information on UCLA's location in Los Angeles, its nickname of Bruins, and the average student budget. Additionally, it outlines different schools and colleges at UCLA, admissions requirements for freshman and transfer students, rival universities, sports programs, Greek life, available majors and degrees, extracurricular activities, and quick facts.
The document provides an analysis of the symbolism in the films Rashomon and The 400 Blows. In Rashomon, the heavy rain symbolizes the collapse of humanity throughout the film. The three characters represent different aspects of humanity based on Freud's structural psychology. In The 400 Blows, the recurring symbol of "imprisonment" represents how the main character feels restricted by his family and suppressed by society. Scenes of the character in narrow spaces highlight his lack of freedom. By the end, though he escapes, the film suggests that true freedom remains elusive.
The document outlines the requirements for a final presentation, including a short description of the design process, an actor analysis, a system map, a description of interactions and time sequences, a touch point specification, and an environmental profile. The presentation should be in slide format and can include video sketches. It provides guidance on the key elements and information to include in the final presentation.
This document outlines the content and structure of a workshop on debating. It discusses key concepts in debating like claims, evidence, reasoning, and fallacies. It also explains the British Parliamentary debate format and the typical order and roles of speakers. Students will participate in exercises to practice skills like developing arguments, analyzing resolutions, and engaging in mini debates. The overall goal is to provide foundational knowledge and training to support a debate academy project.
Here is a sample argument constructed deductively for the given motion:
Motion: That Xavier School should abolish its haircut policy
Conclusion: Xavier School should abolish its strict haircut policy.
Support 1: The haircut policy infringes on students' personal freedom of expression. By dictating hairstyles, the school is limiting students' individuality and right to self-expression through their appearance.
Support 2: Strict grooming policies do not contribute to students' academic performance or development. There is no evidence that hair length or style impacts a student's ability to learn.
Support 3: Many other schools have moved away from rigid dress codes and allow students more freedom with their personal appearance without issues.
This document outlines the format and rules for an Oxford-style debate. It discusses the traditional debate structure used in various settings which involves two opposing sides - affirmative and negative. Each side has three speakers who give constructive speeches and rebuttals. The debate is moderated and judged based on evidence, delivery, responses to questions, and rebuttals. Specific guidelines are provided around constructing arguments, asking and answering questions during the debate, and providing rebuttals.
The document provides an overview of the basics of Asian parliamentary debate, including:
1) It describes the structure of teams and timing of speeches.
2) It outlines the types of motions that can be debated and rules for defining and challenging motions.
3) It explains the roles and responsibilities of speakers on the government and opposition teams.
4) It discusses the importance of matter (arguments, rebuttals, points of information), manner (presentation style), and method (speech organization and team coordination) in effective debating.
Debate involves advocating for either the affirmative or negative side of a proposition through structured speeches and cross-examination. A debate typically includes a constructive speech to build a case, a rebuttal to respond to the opponent's arguments, and a period of cross-examination where each side can ask questions. Common debate styles like the Lincoln-Douglas format allocate specific times for each part of the debate and determine the order of speeches between the two sides.
This document outlines the rules and guidelines for a debate using the Oxford-Oregon format on the proposition of adopting a parliamentary form of government. It details the structure of the debate with three speakers on each side, the allotted time limits, judging criteria, and tips for constructive speeches, cross-examination, and rebuttals. The roles of the moderator and timer are also defined.
This document outlines a workshop on doable debates in the ESL/EFL classroom. It discusses the benefits of debates for improving language skills, critical thinking, and social skills. It provides guidance on debate structure, topics, judging criteria, potential fallacies to avoid, sample worksheets, and a debate schedule. Suggested readings on teaching debate to English learners are also included.
The document outlines the traditional format for debates. It describes the structure, including the order of speeches between the affirmative and negative sides. Each side has three speakers who give constructive speeches and responses. The debate is judged based on evidence, delivery, responses to questions, and rebuttals. Logical fallacies that should be avoided in arguments are also defined.
This document provides information about debating, including the benefits of debating, qualities of good debaters, different debate formats, how debates are judged, and the roles and responsibilities of speakers in various debate styles. Specifically, it outlines the elements that make up the matter, manner, and method components of a debate. It also describes the roles of government and opposition speakers in Asian and Australian parliamentary debates. The document aims to educate readers on the structure and components of effective debating.
This document provides an overview of basic debating skills. It explains that a debate involves arguing for or against a topic using strict rules of conduct and sophisticated arguing techniques. A topic defines what will be debated, with an affirmative team arguing for the topic and a negative team arguing against it. Each debating team has three speakers with specified roles, such as defining the topic, presenting arguments, rebutting the opposing team's arguments, and summarizing their team's position. Speakers are evaluated on the substance of their arguments, how well they are organized and presented, and their public speaking mannerisms. The goal is to build a persuasive case using clear logic and examples while following proper debating protocols.
Rules and guidelines on debate competitionCarla Faner
This document outlines the rules and guidelines for a debate using the Oxford-Oregon format between two teams arguing whether a parliamentary form of government should be adopted. It specifies there will be three speakers on each side, the issues being debated, time limits, criteria for judging, and tips for the constructive speeches, interrogation periods, and rebuttals. The roles of the moderator and timer are also defined.
The document discusses the key elements of a debate. It defines a debate as a structured argument between two sides on a particular topic or resolution. The main points covered include:
- The roles of the affirmative and negative sides in supporting or opposing the resolution.
- Guidelines for participants on research, constructing speeches, rebuttals, and the psychological aspects of debating.
- Tips on public speaking skills like style, tone, volume and eye contact.
- Procedures for moderating a debate such as announcing the topic, assigning sides, and timekeeping.
- Resources for further information on rules, strategies and the elements of an effective debate.
This document provides guidance on how to structure an effective debate. It discusses establishing an opinion or resolution, building a case with reasons and evidence, organizing the presentation of one's opinion, refuting the other side's arguments, and strategies for the concluding rebuttal. Key components include outlining an introduction, multiple main points supported by explanations and examples, and a conclusion that recaps one's overall position. The document also provides an example debate format and guidelines for judges to evaluate the logic, speaking style, and organization of each team.
Asian parliamentary debate: Format, Roles of speaker, victory hacks.anubhavgarg1234
All the intricacies of the APD explained in one PPT comprehensively and concisely including success tips for workshops, seminars, and introductory sessions.
The document outlines the roles and responsibilities of speakers in a debate seminar. It discusses the structure of the debate, including defining the motion, outlining arguments for and against the motion, rebutting the opposing team's arguments, and summarizing the key issues. Each speaker has a specific role, such as the first speaker introducing their team's position, definition, and arguments, while later speakers rebut arguments and reinforce their team's overall case. Good arguments provide a clear assertion, reasoning, evidence, and link back to the motion. Rebuttals should explain why the opposing team's arguments are weak rather than just making accusations. Adjudicators will assess the debate based on the substance of arguments, presentation style, and adherence
Combining from many sources specially the ones I get from English Debate Society of Universitas Bakrie, here's the Debate 101 presentation that I usually used in my coaching or teaching activities.
This document discusses key details about the University of California, Los Angeles (UCLA). It provides information on UCLA's location in Los Angeles, its nickname of Bruins, and the average student budget. Additionally, it outlines different schools and colleges at UCLA, admissions requirements for freshman and transfer students, rival universities, sports programs, Greek life, available majors and degrees, extracurricular activities, and quick facts.
The document provides an analysis of the symbolism in the films Rashomon and The 400 Blows. In Rashomon, the heavy rain symbolizes the collapse of humanity throughout the film. The three characters represent different aspects of humanity based on Freud's structural psychology. In The 400 Blows, the recurring symbol of "imprisonment" represents how the main character feels restricted by his family and suppressed by society. Scenes of the character in narrow spaces highlight his lack of freedom. By the end, though he escapes, the film suggests that true freedom remains elusive.
The document outlines the requirements for a final presentation, including a short description of the design process, an actor analysis, a system map, a description of interactions and time sequences, a touch point specification, and an environmental profile. The presentation should be in slide format and can include video sketches. It provides guidance on the key elements and information to include in the final presentation.
The document discusses the International Committee of the Red Cross and the Taiwan Red Cross. It then describes the speaker's summer job as a water safety guard for the Taiwan Red Cross. The key responsibilities are supervising swimmer safety and performing rescues. The training involves swimming long distances each day for a month and practicing rescue techniques in rivers and oceans. The presentation aims to promote the humanitarian mission and principles of the Red Cross.
The document summarizes a night out at a club with friends. It describes different areas of the club, including the dance floor, bar, and VIP boxes. It mentions chatting and taking pictures with friends, as well as meeting strangers at the bar. Towards the end of the night, many people are drunk and the narrator warns about having too much to drink.
This document discusses analytical tools used in design and sustainability. It describes tools such as motivation matrices, which profile actors involved in co-producing a product-service system. Cultural probes are used to understand users, and personas synthesize insights from interpreting probe responses. Overall, the tools aim to understand relationships between actors and socio-cultural contexts involved in product-service systems.
Do students have the right to cut class in college final draft4Y2Fly
This document discusses whether college students should have the right to cut classes. It presents several arguments in favor of allowing students to make their own choices about class attendance. It argues that letting students cut classes allows them to learn about trade-offs when they must choose between academic and other commitments. It also claims that students will value and be more engaged with classes they have the option not to attend. Finally, it suggests that students in college need opportunities to make their own decisions and be responsible for the consequences as they learn to balance their studies and other parts of their lives.
This document summarizes the experiences and learning of a student who completed an extensive reading project at their university. They read several English novels, including The Magic Finger by Roald Dahl, Alice in Wonderland by Lewis Carroll, and Esio Trot by Roald Dahl. The student saw improvement in their reading comprehension and fluency. They now have confidence reading English novels from start to finish. The student found the books interesting and easy to focus on, which helped them finish each one. They hope to continue reading novels in their original English language as a new habit.
Quickflix, an Australian online DVD rental company, is considering expanding into India. India represents a large potential market with a growing middle class. However, entering India also presents challenges such as regulatory inefficiencies, infrastructure issues, and piracy. The report analyzes factors related to conducting business in India such as the political system, foreign investment policies, trade blocs, and economic history to help inform Quickflix's entry strategy into the Indian market.
Swan Jet Adventures is a commercial boating company in Perth that offers adrenaline jet boat rides on the Swan River. Their profit has increased in the past year but brand awareness remains low. Their target market is people aged 21-40 interested in outdoor and water activities. Their main competitor is West Coast Jet, which offers jet boat tours in Fremantle. Swan Jet aims to grow customer numbers by 50% through marketing strategies like SEO, social media, and increasing distribution channels.
The Impact of 3D films on the motion picture industryPatrick Gallagher
This document analyzes the impact of 3D technology on the North American motion picture industry from 2001-2010. It finds that the implementation of 3D films in 2008 led to short-run increases in both demand and prices as consumers were attracted to the new experience. In the long-run, 3D films became a larger trend, shifting production towards more expensive 3D formats and requiring cinemas to upgrade equipment. While this increased costs and potentially reduced the quantity of films supplied slightly, it also led to further price increases. The growth of 3D has largely benefited the industry by attracting more moviegoers and generating higher revenues.
The LIfe 2.0 project is a EU funded project to create services to support elderly people's independent life. The project has been presented at the Innovation X conference in Aalborg, DK by Nicola Morelli and Anelia Mitzeva
This document summarizes a student's self-paced English learning project over the course of a semester. It includes an evaluation of the whole project, describing the materials and activities used for learning including BBC podcasts, TED talks, movies, and writing weekly reports. It reflects on challenges faced and improvements made to the learning process over time, with a goal of improving English skills and scoring well on a TOEIC test by the end of the project.
This document presents LeapFrog Enterprises' expansion strategy into Latin America. It provides an overview of LeapFrog, discusses stakeholders in the potential expansion, and outlines strategic issues to consider. The strategic gap analysis identifies opportunities for LeapFrog in Latin American markets for English language and LeapPad products. The document analyzes countries like Chile, Argentina, Costa Rica and Colombia before presenting strategic alternatives and a timeline for implementation.
The worksheet provides vocabulary and comprehension exercises related to the talk, addressing topics like Chinese English education policies, comparisons of British and American education systems, and discussion questions about English learning trends
The document discusses English skills and their assessment. It introduces English as a West Germanic language originating in England. It then covers the four main English skills - listening, speaking, reading and writing. For each skill, it outlines strategies and considerations for developing proficiency. The document also examines major international English assessment systems like IELTS, TOEFL and Cambridge exams, detailing their levels and abbreviations.
this topic discuss many sides of the English language and difficulties that face foreign students in learning the language by the means of technologies tools.
Ppt e module on logical foundation of english languageUttamParekar
This document provides an introduction and summary of a lecture given by Dr. Uttam B. Parekar on the adherence of the English language to logic and facts, and its freedom from strict grammatical rules. The lecture discusses the historical development of English from Roman colonization through various invasions and migrations. It argues that the English language respects the logic of facts through its vocabulary from various languages, tenses, simplified grammar structures, and respect for grammatical unity in long sentences. The language also allows freedom in the use of prepositions, conjunctions, adverbs, and innovative verbs.
This document introduces an oral English class, outlining its goals, learning activities, evaluation system, and programs. The class aims to help students improve their English communication skills through daily activities like watching news and films in English, and weekly programs like speeches, debates and drama. Students will be evaluated based on their homework, oral exam, weekly performance, and participation. The goal is for students to gain confidence in English and realize their dreams through improved language abilities.
Can we develop TV drama corpus-informed English vocabulary materials for elem...Hiroya Tanaka
Presented at The 2nd Joint International Methodology Research Colloquium hosted by Okinawa JALT (Japan Association for Language Teaching) , Corpus SIG, Korea Association of Teachers of English (KATE), Korea, & Methodology SIG, Kansai Chapter,
Language Education and Technology (LET), Japan
This document is a self-paced English learning project report submitted by Tzu-Chia Chiu, a student in the Department of Business Administration at National Central University. In the report, Chiu evaluates her whole English learning project this semester. She began studying business English but found commencement speeches on the American Rhetoric website more interesting. Chiu learned many valuable lessons from the speeches about life attitudes. While managing her own study schedule was challenging at times, especially when her mental health issues flared up, Chiu ultimately gained confidence and passion for further learning beyond graduation.
These two men were born into aristocratic families and had a sense of nobility. They respected each other despite realizing that democracy had become prevalent. Boeldieus died maintaining the dignity and morality of the aristocracy. His death symbolized the end of the aristocratic era. Rauffenstein simply did his duty and treated Boeldieus sincerely.
The document introduces the author's hometown of Sanxia, Taiwan. It describes how Sanxia is located outside of Taipei near NCU and accessible by freeway and bus. It highlights two famous temples in Sanxia - Zushi Temple from 1767 known for its rock sculptures and columns, and Sanxia Old Street, the longest preserved old street in Taiwan built in Baroque architecture. It also recommends two local desserts - the hard to find authentic golden horn dessert and the author's favorite tofu pudding made with mountain spring water.
The document introduces the author's hometown of Sanxia, Taiwan. It describes how Sanxia is located outside of Taipei near NCU and accessible by freeway and bus. It highlights two famous temples in Sanxia - Zushi Temple from 1767 known for its rock sculptures and columns, and Sanxia Old Street, the longest preserved old street in Taiwan built in Baroque architecture. It also recommends two local desserts - the hard to find authentic golden horn dessert and the author's favorite tofu pudding made with mountain spring water.
The Alishan National Scenic Area is a 415 square kilometer mountain resort and nature preserve located in Chiayi County, Taiwan, ranging from low elevations of 24°C in the summer and 16°C in the winter to high elevations of 14°C in the summer and 5°C in the winter. It contains 25 mountain peaks over 2000 meters including its highest point of Da Ta Shan at 2663 meters, and is known for attractions like Fenqihu Lake, aiyu jelly, and the Fenqihubento boxed lunch.
This short story describes a badminton match between two university departments. It summarizes that the match was close, with the red team initially trailing but coming back to tie the score at 20-20. Both teams were trying their best and getting sweaty in the intense competition. However, the ending is not revealed as the witness had to leave before the conclusion of the match.
The document discusses the roles of Achilles and Joan of Arc as heroes. Achilles achieved goals that others could not due to his innate abilities and skills as a warrior. Joan of Arc is also considered a heroine as she did what she could for her country, even though women were not allowed to be warriors at the time. The document questions whether Joan of Arc truly received messages from God, but acknowledges she had the courage to follow her beliefs and insist on saving her country, despite being afraid of dying. Both figures are presented as heroes who accomplished remarkable feats.
Egypt is located in North Africa with part in southwest Asia. It has large areas of Sahara desert and is crossed by the Nile River. Some of Egypt's most famous landmarks include the Giza pyramids built during the fourth and fifth dynasties, including the largest Great Pyramid of Giza constructed for the Pharaoh Khufu. Other sites are the Temples of Abu Simbel built by Ramesses II and featuring the solar phenomenon changing dates twice a year. The author provided pictures from a trip to Egypt showing sites along the Red Sea, temples along the Nile River, and obelisks.
Sanxia is a town located 23km outside of Taipei known for its annual "Killing of Lord Pig" festival held each January. It is home to Zushi Temple, built in 1767 with the largest number of rock columns after undergoing reconstruction from war and earthquakes. Sanxia also has a 260m long old street with Baroque architecture and traditional markets selling handmade delicacies like golden horn dessert and tapioca tofu pudding made with mountain spring water.
This document discusses the pipa, a Chinese musical instrument. It notes that the author's major instrument is the pipa and they come from Qui Nhon Junior High School Chinese Classical Orchestra. It then provides brief histories of different styles of pipa from Tang and Ming dynasties and lists the author's favorite pipa song and some reference materials about the pipa.
The author chose to study at National Central University because they have a renowned Earth Science college. While the campus is located in a suburban area far from downtown, it has a beautiful atmosphere focused on culture and academics. During their four years at the university, the author hopes to learn extensively through major courses, general education classes, physical education, and electives. They also want to learn from the good professors and scholars by having long talks to help guide their future path.
The document introduces several popular tourist destinations in Indonesia beyond Bali. It describes Borobudur Temple and Prambanan Temple in Central Java, known for their Buddhist and Hindu architecture and statues. It also mentions the Sultan's Palace in Yogyakarta, the mountain town of Brastagi in North Sumatra known for hiking, and the volcanic Lake Kelimutu in Flores with its striking multi-colored lakes. Additionally, it provides an overview of traditional Indonesian foods like gudeg, pempek, batagor, and Padang rice that visitors should try, as well as shopping for batik cloth.
This documentary film about Dr. Wen uses an indirect style to tell the story of Wen's family life and his work as a doctor. Scenes from home videos show Wen's family but also suggest his sadness over the death of his son Felix. The shaky camera work aims to present events in a natural, unstaged way. The film compares Wen's late son Felix with another boy, Sebastian, highlighting their different fates - one choosing suicide, the other trying to survive. Through close-ups of Wen discussing Felix's death, the camera aims to convey Wen's intense emotions of sadness over his loss.
The film Ladri di biciclette (The Bicycle Thief) depicts the strong bond between a father and son in post-World War 2 Italy as they search for the father's stolen bicycle, which he needs for work. The film uses long shots and close-ups to emphasize the affection between them and the father's growing sense of helplessness. It provides a realistic and unembellished portrayal of the social and economic difficulties facing ordinary people at the time. While it doesn't rely on overt cinematic techniques, it uses camerawork and the actors' performances to convey strong emotions. The film criticizes aspects of the society that led to problems like poverty and wealth disparity.
1) The document discusses and compares several Chinese films, including "My Dad and Mom" which depicts a funeral procession in the snow, and emphasizes the sadness of the scene.
2) It notes how the film "Hero" uses different colors dramatically in each scene and was an expensive production, but discusses some ideological issues with the film.
3) The author prefers "My Dad and Mom" for its use of contrast between past and present, and its touching romance over the film "Keep Calm".
The 400 Blows uses contradictions and conflicts to draw attention to the imprisonment felt by the main character, a boy. Through shots that make the viewer feel confined, such as looking up at the Paris tower from below, the film shows the boy's mind and spirit being imprisoned. As the film continues, the boy's space is constantly compressed, through punishments at school, a cramped home, and ultimately being sent to an asylum. The ending contrasts the boy's gloomy mood with lively music, highlighting the lack of space afforded to the boy as a child.
This film uses contrasting elements and cinematography techniques to portray humanity. In the beginning, a series of shots capture the mistress' facial expressions as she gets ready with heavy makeup like a black widow waiting for prey. Her appearances are accompanied by strange music. The farmer sees the city woman not just as a beautiful fantasy but as a poisonous threat. The film expresses the dizzying effect of a man crashing on a woman through accelerated film and close-up lighting. It relies on the actors' superb performances and exaggerated facial expressions to convey emotion without words. Changes in lighting are used to distinguish between good and evil on characters' faces. The director portrays the wife and mistress in opposing ways to make the story more moving
The film "Rear Window" uses subtle techniques like editing and camera work to build suspense without relying on dialogue. It does not directly explain the main character Jeff's backstory or injury, but uses objects and photos to introduce him. By limiting the camera to only what Jeff can see from his apartment window, the audience is trapped alongside him, left to speculate about the neighbors and feel nervous about what might happen. The differences in lighting also draw attention to significant events. Through this voyeuristic perspective, the film examines the lack of trust and communication between the neighbors confined in their apartments.
These two men were born into aristocratic families and had a different mindset from others due to their upbringing. They respected each other due to their shared noble backgrounds, although they recognized that democracy had become popular. Boeldieus would choose high-quality equipment on missions to show his refined tastes, and his death symbolized the end of the aristocratic era. The film portrayed war in a unique way, showing only older and wounded soldiers in prison camps to depict war as an "illusion" rather than a bloody battle, and using music and scenes of escape to convey an anti-war message.
The document is a portfolio from Wan-Jhen Shiao's first semester practical English writing course in 1999. It contains 5 pieces of writing: an email of appreciation, a love letter, a resume, meeting minutes, and a memo. The portfolio demonstrates Shiao's English writing skills through various formats and includes her name, student ID number, and the course instructor's name.
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!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
1. Self-paced English Learning Project Report<br />Submitted by<br />Ting-Yu Tsai (Tina)<br />Department of Information Management<br />Student ID # 964003003<br />Prepared for<br />Ms. Grace Liu<br />National Central University<br />June 12, 2011<br />Table of Contents<br />Self-paced English Learning Syllabus……………………3<br />Revised Syllabus………………………………………….6<br />Revised Syllabus version 2……………………………….9<br />Self-paced Learning Weekly Report<br />Weekly Report 1………………………………...……….…...12<br />Weekly Report 2………………………………...…………....14<br />Weekly Report 3………………………………...…………....16<br />Weekly Report 4………………………………...…………....18<br />Weekly Report 5………………………………...…………....20<br />Weekly Report 6………………………………...…………....22<br />Weekly Report 7………………………………...…………....24<br />Weekly Report 8………………………………...…………....26<br />Weekly Report 9………………………………...…………....28<br />Weekly Report 10………………………………...………......30<br />Final Evaluation…………………………………...…….32<br />Self-paced English Learning Syllabus<br />Self-paced English Learning SyllabusInstructor: Grace LiuStudent: Tina TsaiGoals: 1. To get 900 points in the TOEIC test2. To improve my speaking, listening, and reading abilities.Objectives:Speaking:To express myself fluently without much obvious searching for expressions.Listening: To improve Top-down Processing and Bottom-up Processing skillsReading: To improve reading rateTo practice the skill of “guessing meaning from context” Materials used: 1. BBC Learning English2. Longman Preparation Series for the New TOEIC Test: Advanced Course3. American Rhetoric 4. Book in Reading Corner: “Harry Potter and the Sorcerer’s Stone” 5. Longman Dictionary (or other English-English dictionaries) Activities:Listening: (use mp3 player)Do the Listening Part of “Longman Preparation Series for the New TOEIC Test: Advanced Course”Listen to “6 Minute English” on “BBC Learning English”Listen to or Watch videos of “Online Speech Bank” on “American Rhetoric”Reading:Read “Harry Potter” in Reading CornerRead articles on “BBC Learning English” Read articles on “American Rhetoric”Do the Practice Tests of “Longman Preparation Series for the New TOEIC Test: Advanced Course”Speaking:Repeat after the audio files when listening them on “BBC Learning English” and Summarize them.Repeat after CD when listening to the “Longman Preparation Series for the New TOEIC Test: Advanced Course” and Summarize them.Repeat after the video when watching them on “American Rhetoric”Attend Toastmasters and deliver speechesSchedule:MonTueWedThuFriWeekend“Longman Preparation Series for the New TOEIC Test: Advanced Course”American Rhetoric OR Rehearsal speechBBC Learning English (Prepare for the speech)Toastmasters meetingEvery week: “Harry Potter and the Sorcerer’s Stone” Week 63/28 ~ 4/3TOEIC test #1 on 線上自學測驗平台Correct answers and do the listening part againWeek 74/4 ~ 4/10Adjust self-paced English learning syllabusChoose 1 speech from American Rhetoric (check the list behind)Reading Corner: “Harry Potter and the Sorcerer’s Stone” (p.1~16)Week 84/11 ~ 4/17Listening part in “Longman…” (point 1 of the list behind)Choose 1 speech from American Rhetoric (check the list behind)BBC Learning English (check the list behind)Reading Corner: “Harry Potter and the Sorcerer’s Stone” (p.18~57)Week 94/18 ~ 4/24Prepare for the speechListening part in “Longman…”(point 2 of the list behind)Choose 1 speech from American Rhetoric (check the list behind)BBC Learning English (check the list behind)Reading Corner: “Harry Potter and the Sorcerer’s Stone” (p.58~97)Week 104/25 ~ 5/1Rehearsal the speechLongman Practice Test One & correct answersReading Corner: “Harry Potter and the Sorcerer’s Stone” (p.98~137)Week 115/2 ~ 5/8Listening part in “Longman…” (point 2 of the list behind)American Rhetoric or BBC Learning EnglishReading Corner: “Harry Potter and the Sorcerer’s Stone” (p.138~177)Week 125/9 ~ 5/15Midterm Exam Choose 1 speech from American Rhetoric (check the list behind)BBC Learning English (check the list behind)Week 135/16 ~ 5/22Prepare for the speechListening part in “Longman…”(point 3 of the list behind)Choose 1 speech from American Rhetoric(check the list behind)BBC Learning English (check the list behind)Reading Corner: “Harry Potter and the Sorcerer’s Stone ”(p.178~217)Week 145/23 ~ 5/29Rehearsal the speechLongman Practice Test Two & correct answersReading Corner: “Harry Potter and the Sorcerer’s Stone” (p.218~257)Week 155/30 ~ 6/5Redo TOEIC test #1 on 線上自學測驗平台Listening part in “Longman…”(point 3 of the list behind)American Rhetoric or BBC Learning EnglishReading Corner: “Harry Potter and the Sorcerer’s Stone”(p.258~end)<br />Revised Syllabus (red color for correct ones, compared with I)<br />Self-paced English Learning SyllabusInstructor: Grace LiuStudent: Tina TsaiGoals: 1. To get 900 points in the TOEIC test2. To improve my speaking, listening, and reading abilities.Objectives:Speaking: (B1 B2)To express myself fluently without much obvious searching for expressions.Listening: (B2 C1)To improve Top-down Processing and Bottom-up Processing skillsReading: (B2 C1)To improve reading rateTo practice the skill of “guessing meaning from context” Materials used: 1. BBC Learning English2. Longman Preparation Series for the New TOEIC Test: Advanced Course3. American Rhetoric 4. Novel in Reading Corner: “Harry Potter and the Sorcerer’s Stone” 5. Longman Dictionary (or other English-English dictionaries) Activities:Listening: (use mp3 player)Do the Listening Part of “Longman Preparation Series for the New TOEIC Test: Advanced Course”Listen to “6 Minute English” on “BBC Learning English”Listen to or Watch videos of “Online Speech Bank” on “American Rhetoric”Do the Practice Tests of “Longman Preparation Series for the New TOEIC Test: Advanced Course”Reading:Read “Harry Potter” in Reading CornerRead articles on “BBC Learning English” Read articles on “American Rhetoric”Do the Practice Tests of “Longman Preparation Series for the New TOEIC Test: Advanced Course”Speaking:Repeat after the audio files when listening them on “BBC Learning English” and Summarize them.Repeat after CD when listening to the “Longman Preparation Series for the New TOEIC Test: Advanced Course” and Summarize them.Repeat after the video when watching them on “American Rhetoric”Attend Toastmasters and deliver speechesSchedule:MonTueWedThuFriWeekend“Longman Preparation Series for the New TOEIC Test: Advanced Course”American Rhetoric OR Rehearsal speechBBC Learning English (Prepare for the speech)Toastmasters meetingEvery week: “Harry Potter and the Sorcerer’s Stone” Week 63/28 ~ 4/3TOEIC test #1 on 線上自學測驗平台Correct answers and do the listening part againWeek 74/4 ~ 4/10Adjust self-paced English learning syllabus1 speech from American Rhetoric (check the list behind)Reading Corner: “Harry Potter and the Sorcerer’s Stone” (p.1~16)Week 84/11 ~ 4/17Listening part in “Longman…” (point 1 of the list behind)1 speech from American Rhetoric (check the list behind)BBC Learning English (check the list behind)Reading Corner: “Harry Potter and the Sorcerer’s Stone” (p.18~57)Week 94/18 ~ 4/24Prepare for the speechListening part in “Longman…”(point 2 of the list behind)1 speech from American Rhetoric (check the list behind)BBC Learning English (check the list behind)Reading Corner: “Harry Potter and the Sorcerer’s Stone” (p.58~97)Week 104/25 ~ 5/1Rehearsal the speechLongman Practice Test One & correct answersReading Corner: “Harry Potter and the Sorcerer’s Stone” (p.98~137)Week 115/2 ~ 5/8Listening part in “Longman…” (point 2 of the list behind)American Rhetoric or BBC Learning EnglishReading Corner: “Harry Potter and the Sorcerer’s Stone” (p.138~177)Week 125/9 ~ 5/15Midterm Exam 1 speech from American Rhetoric (check the list behind)BBC Learning English (check the list behind)Week 135/16 ~ 5/22Prepare for the speechListening part in “Longman…”(point 3 of the list behind)1 speech from American Rhetoric(check the list behind)BBC Learning English (check the list behind)Reading Corner: “Harry Potter and the Sorcerer’s Stone ”(p.178~217)Week 145/23 ~ 5/29Rehearsal the speechLongman Practice Test Two & correct answersReading Corner: “Harry Potter and the Sorcerer’s Stone” (p.218~257)Week 155/30 ~ 6/5Redo TOEIC test #1 on 線上自學測驗平台Listening part in “Longman…”(point 3 of the list behind)American Rhetoric or BBC Learning EnglishReading Corner: “Harry Potter and the Sorcerer’s Stone”(p.258~end)<br />Revised Syllabus version 2 (Corrected: red color compared with I, blue color compared with II)<br />Self-paced English Learning SyllabusInstructor: Grace LiuStudent: Tina TsaiGoals: 1. To get 900 points in the TOEIC test2. To improve my speaking, listening, and reading abilities.Objectives:Speaking: (B1 B2)To express myself fluently without much obvious searching for expressions.Listening: (B2 C1)To improve Top-down Processing and Bottom-up Processing skillsReading: (B2 C1)To improve reading rateTo practice the skill of “guessing meaning from context” Materials used: 1. BBC Learning English2. Longman Preparation Series for the New TOEIC Test: Advanced Course3. American Rhetoric 4. Novel in Reading Corner: “Harry Potter and the Sorcerer’s Stone” 5. Longman Dictionary (or other English-English dictionaries) Activities:Listening: (use mp3 player)Do the Listening Part of “Longman Preparation Series for the New TOEIC Test: Advanced Course”Listen to “6 Minute English” and “English Makeover“ on BBC Learning English”Listen to or Watch videos of “Online Speech Bank” on “American Rhetoric”Do the Practice Tests of “Longman Preparation Series for the New TOEIC Test: Advanced Course”Reading:Read “Harry Potter” in Reading CornerRead articles on “BBC Learning English” Read articles on “American Rhetoric”Do the Practice Tests of “Longman Preparation Series for the New TOEIC Test: Advanced Course”Speaking:Repeat after the audio files when listening them on “BBC Learning English” and Summarize them.Repeat after CD when listening to the “Longman Preparation Series for the New TOEIC Test: Advanced Course” and Summarize them.Repeat after the video when watching them on “American Rhetoric”Attend Toastmasters and deliver speechesSchedule:MonTueWedThuFriWeekend“Longman Preparation Series for the New TOEIC Test: Advanced Course”American Rhetoric OR Rehearsal speechBBC Learning English (Prepare for the speech)Toastmasters meetingEvery week: “Harry Potter and the Sorcerer’s Stone” Week 63/28 ~ 4/3TOEIC test #1 on 線上自學測驗平台Correct answers and do the listening part againWeek 74/4 ~ 4/10Adjust self-paced English learning syllabus1 speech from American Rhetoric (check the list behind)Reading Corner: “Harry Potter and the Sorcerer’s Stone” (p.1~16)Week 84/11 ~ 4/17Listening part in “Longman…” (point 1 of the list behind)1 speech from American Rhetoric (check the list behind)BBC Learning English (check the list behind)Reading Corner: “Harry Potter and the Sorcerer’s Stone” (p.18~57)Week 94/18 ~ 4/24Listening part in “Longman…”(point 2 of the list behind)1 speech from American Rhetoric (check the list behind)BBC Learning English (check the list behind)Reading Corner: “Harry Potter and the Sorcerer’s Stone” (p.58~97)Week 104/25 ~ 5/1Longman Practice Test One & correct answersReading Corner: “Harry Potter and the Sorcerer’s Stone” (p.98~137)Week 115/2 ~ 5/8BBC Learning English (English Makeover “Program 1”)Reading Corner: “Harry Potter and the Sorcerer’s Stone” (p.138~177)Prepare for A2 speechWeek 125/9 ~ 5/15Midterm Exam 1 speech from American Rhetoric (check the list behind)BBC Learning English (English Makeover “Program 2)Do some rehearsals on A2 speechWeek 135/16 ~ 5/22Prepare for A3 speech 1 speech from American Rhetoric(check the list behind)BBC Learning English (English Makeover “Program 2)Reading Corner: “Harry Potter and the Sorcerer’s Stone ”(p.178~217)Week 145/23 ~ 5/29BBC Learning English (English Makeover “Program 3)Reading Corner: “Harry Potter and the Sorcerer’s Stone” (p.218~257)Do some rehearsals on A3 speechWeek 155/30 ~ 6/5Redo TOEIC test #1 on 線上自學測驗平台American Rhetoric or BBC Learning English (English Makeover “Program 4)Reading Corner: “Harry Potter and the Sorcerer’s Stone”(p.258~end)<br />Weekly report<br />Self-paced Learning Weekly Report Worksheet <br />Worksheet No. _1__ Week _____6______<br />Major ____資管四__________ Name____Tina Tsai_蔡婷羽________<br />Material(s) used: Please write down the name(s) of the magazine, the DVD, or other materials you used.<br /> 1) TOEIC test #1 on 線上自學測驗平台<br />2) Longman Online Dictionary<br />Summary of the things you learned/activities you did this week (e.g. new vocabulary, phrases, sentences, plot of the movie, etc.)<br />By doing the test, I’ve learned some words that I don’t know or I am not familiar with. So I check them on the dictionary and make a list:<br />make enquiries<br />enquiry [countable] a question you ask in order to get information. <br />I don't know who sent the gift, but I'll make some inquiries.<br />pick-up<br />[countable] especially American EnglishTTC a small truck with low sides that is used for carrying goods.<br />Laundromat American English: it’s the same as launderette British English. <br />[countable] a place where you can go to wash your clothes in machines that work when you put coins in them.<br />salute(v.) [intransitive and transitive]PM to move your right hand to your head, especially in order to show respect to an officer in the army, navy etc.<br />The men jumped to their feet and saluted.<br />take a flight v.s get a fright<br />make a fortune [countable] a very large amount of money<br />He made a fortune selling property in Spain.<br />Q:Can I get you some coffee? A:Yes, please with one sugar packet.<br />tavern [countable] a pub where you can also stay the night.<br />plate [countable usually singular] the place where the person hitting the ball stands.<br />flat especially British English a place for people to live that consists of a set of rooms that are part of a larger building [= apartment]<br />feel at home to feel comfortable in a place or with a person<br />refund [countable] an amount of money that is given back to you if you are not satisfied with the goods or services that you have paid for.<br />eligible(adj.) someone who is eligible for something is able or allowed to do it, for example because they are the right age.<br />endorse(v.) to express formal support or approval for someone or something.<br />be accustomed to (doing) something to be familiar with something and accept it as normal<br />Reflection <br />本週由於有兩科期中考,所以我排定的進度是在線上自學測驗平台上做第一回題目並訂正,完成後再重新做一次聽力部分,要求自己聽懂題目的每個字。藉由這樣子的步驟,我發現了幾個在做聽力部分時要注意的地方:<br />發音相似的單字:如上述第5點flight與fright,發音相似、意義大不同。<br />過度解讀圖片,自己把題目想太難:在做第一部分看圖時,常常會被選項、聽不懂的單字誤導,臨時更改最初選的答案,結果往往是錯的。<br />聽到關鍵字就以為是答案:這個情況最常發生在第三、第四部分,聽一段短文時,有時耐心不足會漏聽,造成寫答案時選擇有關鍵字的選項。<br />在做題目時也感覺到真的不能小看平時的工夫,舉例來說,有次因為要準備Toastmasters裡“Word Of the Day”這個session,學到了“Be my guest”這個片語的用法(意即:請用,別客氣)。在做本回‵測驗時聽到這個片語時,真的相當興奮!也激發了我繼續學習、記錄生活中的meaningful chunks的動力!<br />另外,在做閱讀測驗時也發現到老師上課教的“In other words skill”,其中的“To give the word its context”概念,也可以應用在做題目上。不管是在看題目或是選項時,發現有不懂的單字,慢慢訓練自己從前後文猜出它的意思,這也是未來幾週閱讀部分要注意的重點之一。<br />Self-paced Learning Weekly Report Worksheet <br />Worksheet No. 2 Week 7 (4/4~4/10) <br />Major 資管四 Name Tina Tsai蔡婷羽 <br />Material(s) used: <br /> 1) Harry Potter novel : “Harry Potter and the Sorcerer’s Stone”<br />2) Longman Dictionary<br />Summary of the things you learned/activities you did this week <br />There is so much I’d like to write here that I just pick up some interesting and useful ones:<br />peck sb. on the cheek: to kiss sb. quickly and lightly.<br />gazed open-mouthed<br />gaze (v.): to look at someone or something for a long time, giving all your attention, often without realizing you are doing so.<br />eye (v.): to look at someone or something carefully, especially because you do not trust them or because you want something.<br />knock sb. to the ground: to hit sb. very hard.<br />hug sb. in the middle<br />Bonfire Night: on November 5th, when people in Britain light fireworks and burn a guy on a large outdoor fire.<br />lose one’s head: to become unable to behave calmly or sensibly.<br />how in heaven’s name: used when asking a surprised and angry question.<br />Where in heaven’s name have you been?<br />of all places: used to emphasize that your statement is true of one particular person, thing, or place more than any other.<br />come in handy: be useful.<br />Reflection <br />The schedule of this week is: (: done and check : not done and reasons)<br /> Adjust Self-paced English Learning Syllabus.<br /> Choose one speech from “American Rhetoric.”<br /> Read the novel: “Harry Potter and the Sorcerer’s Stone”.<br /> Adjust Self-paced English Learning Syllabus & Read the novel:<br />After discussing my syllabus with Grace, I adjusted it a little bit, including correcting the errors in grammar, checking my CEF levels in four abilities (listening, speaking, reading, and writing) and most importantly, showing more details about know-how and what I’m going to use in the following weeks.<br />I’ve learned that making my syllabus more specific is the key point to be a great self-paced learner. So I change my plan by focusing on reading one novel: “Harry Potter and the Sorcerer’s Stone”. I believe a plan which has a good beginning will have a good end.<br />Currently, I’m trying to keep these in mind and encourage myself to keep working. But there was something difficult which I met this week:<br /> Choose one speech from “American Rhetoric”:<br />“Time management is important!” I’ve already known this very well. But there was something I forgot: spring break is coming! This week I decided to watch one speech to improve my ability of presenting speeches, but things were not like that in real situation. In the end, I didn’t finish it. <br />A proverb goes, “A man of words and not of deeds is like a garden full of weeds.” I ask myself to be a garden full of beautiful flowers! Cheer up!<br />Self-paced Learning Weekly Report Worksheet <br />Worksheet No. 3 Week 8 (4/11~4/17) <br />Major 資管四 Name Tina Tsai蔡婷羽 <br />Material(s) used: <br /> 1) Listening part in “Longman Preparation Series for the New TOEIC Test: Advanced Course” <br />2) 1 speech on American Rhetoric <br /> (J. K. Rowling: Harvard University Commencement Speech)<br />3) 6 Minute English on BBC Learning English (“Top international universities”)<br />4) Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p.18~57)<br />5) Longman Dictionary<br />Summary of the things you learned/activities you did this week <br />I’ve found several meaningful chunks and words, and I choose ten of them listing behind:<br />From Harry Potter<br />Harry’s heart gives a leap.<br />knickerbocker glory (n.): a dessert consisting of ice cream, fruit, and cream in a tall glass<br />He could see a tiny ray of hope.<br />ray (n.) a straight narrow beam of light from the sun or moon.<br />He didn’t belong to the library!<br />Things began to get out of hand.<br />get out of hand: if a situation or person gets out of hand, they become impossible to control any longer.<br />From Listening part of “Longman…”<br />cutting-edge (adj.): the newest and most exciting stage in the development of something.<br />say a few words = make a short speech.<br />refrain (v.): to not do something that you want to do.<br /> Please refrain from smoking in the area.<br />From 6 Minute English & American Rhetoric<br />Anglophone (n.): somebody who speaks English as their first language.<br />a lively social scene<br />Reflection <br />The schedule of this week is: (: done and check : not done and reasons)<br /> Listening part in “Longman…” (point 1 on the syllabus).<br /> 1 speech on American Rhetoric <br /> (J. K. Rowling: Harvard University Commencement Speech)<br /> 6 Minute English on BBC Learning English (“Top international universities”)<br /> Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p.18~57)<br />This week I spend more time doing self-paced learning than last week. There is something interesting I’ve found out: my listening ability is not as poor as I thought:<br />That is, when I did the listening part in “Longman Preparation Series for the New TOEIC Test: Advanced Course” for the second times (I’ve done it before when preparing my first TOEIC test), the problems I used to have no longer existed, and I could get the main idea at once. That probably means I’m moving to the upper level, I hope so. By the way, when listening, I will keep asking myself “If I were in this kind of situation, what should I say?” Doing these practices will let my brain stay in an “active mode”.<br /> When I read the Harry Potter’s novel, I also learn some words that I’ve never heard before, like “bronze” and “brass”, or “broomstick” and “goblin”. And I also have a fun time when I come back to read the Chinese edition. For instance, “Leaky Cauldron” in Chinese edition is 破釜酒吧, and “Daily Prophet” is 預言家日報. Translator is not an easy job!<br />Last, writing weekly reports in English is so hard!! Every time it takes me a very long time to finish it.<br />Self-paced Learning Weekly Report Worksheet <br />Worksheet No. 4 Week 9 (4/18~4/24) <br />Major 資管四 Name Tina Tsai蔡婷羽 <br />Material(s) used: <br /> 1) Listening part in “Longman Preparation Series for the New TOEIC Test: Advanced Course” <br />2) 1 speech on American Rhetoric <br /> (Drew Gilpin Faust: Harvard University Baccalaureate Address 2008)<br />3) 6 Minute English on BBC Learning English (“Tea drinking in the UK”)<br />4) Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p.58~97)<br />5) Longman Dictionary<br />Summary of the things you learned/activities you did this week <br />The following parts are some of the interesting words I found when doing self-paced learning:<br />From Harry Potter<br />crinkle (v.): you move your face so that small lines appear on it.<br /> The beetle eyes were crinkled in a smile.<br />gasp (n.): when you take in a breath suddenly in a way that can be heard, especially because you are surprised or in pain.<br /> gave a gasp of horror<br />rant (v.): to talk or complain in a loud excited and rather confused way because you feel strongly about something.<br /> She stopped to draw a deep breath and then went ranting on.<br />He threw a dirty look at Dursleys.<br />He cast a sideways look at Harry under his bushy eyebrows.<br /> bushy (adj.): hair or fur grows thickly.<br />ye (pronoun): “you” in old use, used especially to more than one person.<br />I’m all of a flutter.<br /> flutter (n.): a feeling of being nervous, confused, or exciting.<br />From 6 Minute English <br />institution (n.): something that is strongly linked with a group.<br /> people link drinking tea with the British.<br />What could be less British than a cup of tea, when we think of tea as a very British institution really.<br />antiseptic (n.): substance used to kill bacteria and prevent illness.<br />ruling classes: the social society that decides upon and sets that society’s political policy.<br />Reflection <br />The schedule of this week is: (: done and check : not done and reasons)<br /> Listening part in “Longman Preparation Series for the New TOEIC Test: Advanced Course” <br /> 1 speech on American Rhetoric <br /> (Drew Gilpin Faust: Harvard University Baccalaureate Address 2008)<br /> 6 Minute English on BBC Learning English (“Tea drinking in the UK”)<br /> Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p. 58~97)<br />This week I had a sense of accomplishment when doing the self-paced learning. In the Reading part, at the very beginning I could read 10 pages of Harry Potter’s novel in an hour. But now I can read at least 20 pages in only one hour! That’s very exciting and makes me keep going! <br />When I read the speech from Drew Gilpin Faust, I’ve learned a lot and felt very touching. In the speech Mrs. Faust noticed, “You are worried because you want to have both a meaningful life and a successful one.” And that’s the situation I’m in! I’m worried because I want my life is successful, meaningful and most importantly-happy, but I’m not sure how these goals can fit together. So I keep being worried, anxious and being afraid of making decisions about my future.<br />However, Mrs. Faust also had some suggestions, “You won’t know till you try. If you don’t pursue what you think will be most meaningful, you will regret it.” “Go where you want to be and then circle back to where you have to be.” When I read this, I could find nothing to describe how I felt. Maybe it’s just like I could see a tiny ray of hope. The words really touched my heart, and they also motivated me to write them down in my weekly report. This is an unforgettable experience during my self-paced learning time! I’m very thankful about all of these, and you-Grace! Thank you<br />Self-paced Learning Weekly Report Worksheet <br />Worksheet No. 5 Week 10 (4/25~5/1) <br />Major 資管四 Name Tina Tsai蔡婷羽 <br />Material(s) used: <br /> 1) Listening Practice Test One <br />2) Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p.98~137)<br />3) Longman Dictionary<br />Summary of the things you learned/activities you did this week <br />The following parts are some of the words used in different ways:<br />pick-me-up (n. informal): a drink or medicine that makes you feel happier and gives you more energy.<br />dead (adv.): used to emphasize. (= completely or exactly)<br /> Owls are dead useful.<br />Curious indeed how these things happen.<br />rubbish (n. informal): an idea, statement is silly or wrong and does not deserve serious attention.<br /> Don’t talk rubbish!<br />talk somebody into doing something = to persuade somebody to do something<br /> Aunt Petunia had talked Dudley into sitting next to Harry.<br />with a nasty grin on his face.<br />nasty (adj.): extremely unkind, unpleasant.<br />grin (n.): a wide smile.<br />with an air of great surprise = seem surprised<br />keep your hair on: (BrE) to tell somebody to keep calm and not get annoyed.<br />Reflection <br />The schedule of this week is: (: done and check : not done and reasons)<br /> Listening Practice Test One <br /> Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p.98~137)<br />This week I met a problem: Should I change my goal “TOEIC score 850 to 900”? I come up with this idea because I think that my TOEIC score is high enough, or maybe all of it is just my imagination? I can’t decide what to do next<br />The other thing is that: I’ve attended the lecture: 英語面試技巧. There were 2 speakers from Estee Lauder. The lecture was divides into 3 parts: Before the Interview, During the Interview, and After the Interview. <br />In the first part, the speakers asked us to study about the company and the industry it belongs to. And always care about what to wear. The first impression is very important!<br />Then they told us some tips to prepare questions that might be asked in an interview, for example: the way to improve vocabulary about industries, be specific when answering questions, and some basic questions we always met.<br />Last part is After an Interview. It included writing a thank-you letter, sending your homework or assignment as soon as possible, etc. <br />I’ve learned one thing from the lecture, and that is though English is very important, the purpose of an English interview is not to depress yourself but to be sure that you can speak in English, use this language. They told us, “Language is just a tool. The most important part is Interview! So don’t be so nervous! Always remember Plan, Prepare, Practice, Perform and Feedback.” I believe keep practicing, be courageous and be myself is the concept of preparing an interview!<br />Self-paced Learning Weekly Report Worksheet <br />Worksheet No. 6 Week 11 (5/2~5/8) <br />Major 資管四 Name Tina Tsai蔡婷羽 <br />Material(s) used: <br /> 1) English Makeover on BBC Learning English (“Program 1”)<br />2) Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p.138~177)<br />3) Longman Dictionary<br />4) Storynory HYPERLINK quot;
http://storynory.com/quot;
http://storynory.com/<br /> 5) Prepare for A2 speech<br />Summary of the things you learned/activities you did this week <br />Today’s learner is Sora Hong from South Korea, I list the problems she has and solutions she can try:<br />Question: I have problem with the sounds /r/ and /l/. The pronunciation is different in Korean.<br />Solution: If you have problems with the sounds /r/ and /l/, think about lip shape. For /r/, as in rice, push your lips forward and make them rounder. For /l/ as in lice, make your lips like a smile. You might want to practice the sounds in front of a mirror.<br />Question: Specially in the kitchen the ingredient is really hard to know because specially<br />pastry I never heard the name before.<br />Solution: If you want to learn vocabulary for your subject- cookery, architecture or medicine – keep your eyes open. Notice the English all around you. For cookery terms, look at lists of ingredients on packets or in books. If you’re in an English-speaking country, notice the signs in supermarkets. You could keep a notebook and write down new words.<br />Reflection <br />The schedule of this week is: (: done and check : not done and reasons)<br /> English Makeover on BBC Learning English <br /> Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p.138~177)<br />This week is the second midterm check. Remember the problem I met last week: Should I change my goal TOEIC score 850 to 900? After having the midterm check with Grace, I finally decided to change my goal to “To prepare TOEIC Speaking Test”. Also, I thought the program,“6 Minute English”, was too easy for me, I changed it to “Better Speaking” or “English Makeover”. Because of its clear script, I decided to work on “English Makeover”. <br />This week I found that I successfully did all the works of self-paced learning! That was really some great news! It made me keep on working!<br />Next week I’m going to deliver a speech in Toastmasters, so I have to find some ideas. The topic of this speech project is “Story Telling”. That means I have to find a well-known story, maybe some fairy tales, and tell everybody in my own style. In the next weekly report (weekly report 7) I will explain how I prepare and what I have learned from that. <br />During my adventure of finding ideas, I found a website called “Storynory” (http://storynory.com/). It contains many kinds of audio stories for kids. It’s very useful, so I recommend it to you who are reading my report right now!<br />Self-paced Learning Weekly Report Worksheet <br />Worksheet No. 7 Week 12 (5/9~5/15) <br />Major 資管四 Name Tina Tsai蔡婷羽 <br />Material(s) used: <br /> 1) English Makeover on BBC Learning English (“Program 2”)<br />2) Storynory HYPERLINK quot;
http://storynory.com/quot;
http://storynory.com/<br />3) Longman Dictionary<br />4) Do some rehearsals on A2 speech<br />Summary of the things you learned/activities you did this week <br />The following parts are some words and sentences used in different ways I’ve never thought:<br />There are some things you can’t share without ending up liking each other.<br />It was worth a try.<br />Her eyes were wide.<br />icicle (n. C.): a long thin pointed piece of ice hanging from a roof or other surface.<br />maroon (n.): a dark brownish red color.<br />a snow fight<br />He looked and looked until a distant noise brought him back to his senses.<br />Harry’s heart did a somersault.<br />hocus-pocus (n. U.): a method or belief that you think is based on false ideas.<br />forget-me-not (n. C.): a small plant with pale blue flowers.<br />I’m going to see what section he was in.<br />There’s no point beating around the bush.<br />It was driving them nuts.<br />Reflection <br />The schedule of this week is: (: done and check : not done and reasons)<br /> English Makeover on BBC Learning English (“Program 2”) <br /> Storynory HYPERLINK quot;
http://storynory.com/quot;
http://storynory.com/<br />Last week I changed my goal into “To prepare TOEIC Speaking Test”. From now on, I decide to focus on my skills of speaking interaction and speaking production. The material used to improve speaking interaction skill is “English Makeover”: on the other hand, I practice the speaking production skill by delivering speeches in Toastmasters.<br />Because “Tina’s Speech Show” was on this Tuesday, I changed “American Rhetoric” into “Storyory” to get more chance to practice. At first, I got a big problem about how to have my own style when telling a story. Stories, especially fairy tales, were already well-known by everyone. To make it fresh, being creative is an important issue. I kept trying to figure out how to express till I found a Chinese fairy tale called “Gu Dong Is Coming!”. This was one of my favorite stories in my childhood. Until now, I still remember the feeling I had when my mother told me this old story. With this experience I could easily get into the emotion I wanted to express to the audiences. And that’s what my own style is! <br />I’ve learned that the tips we need to tell an impressive story are not only the skills we present (e.g. vocal variety, body movement, eye contact, etc.) but passion. I can say without passion I won’t be able to find my own way! I believe doing self-paced English learning is just the same! Passion is a kind of energy that keeps us being ourselves!<br />Self-paced Learning Weekly Report Worksheet <br />Worksheet No. 8 Week 13 (5/16~5/22) <br />Major 資管四 Name Tina Tsai蔡婷羽 <br />Material(s) used: <br /> 1) English Makeover on BBC Learning English (“Program 2”)<br />2) Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p.178~217)<br />3) 1 speech from American Rhetoric <br /> (Steve Jobs: Commencement Address at Stanford University)<br />4) Longman Dictionary <br />5) Prepare for A3 speech<br />Summary of the things you learned/activities you did this week <br />Today’s learner is Amanda But from Hong Kong. I list the problems she has and solutions she can try:<br />Question: All sometimes I feel quite nervous when I talk to a native English speaker, especially my manager because sometimes I feel I don’t know the English style I’m speaking is correct or is a lot of mistakes.<br />Solution: If you worry about speaking English and get nervous, build up your confidence by chatting with your friends in the language. Have plenty of relaxed chats about and find out what really interests them.<br />Question: I have some problems with grammar because I always confuse when to use singular or when to use plurals. Also, I have problems with long sentences. As long as I'm learning English I always make the short sentences longer than I expected, and that makes the meaning very confused.<br />Solution: When you write, perhaps you’re not sure about the best way to link<br />sentences. Study texts, perhaps texts related to your work such as business letters or reports. Notice the kind of sentences used. Are they mostly long or short? What kind of connecting words are used to join the sentences together? Take them apart and see if you can put them back together again.<br />Reflection <br />The schedule of this week is: (: done and check : not done and reasons)<br /> English Makeover on BBC Learning English (“Program 2”) <br /> Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p.178~217)<br /> 1 speech from American Rhetoric <br />(Steve Jobs: Commencement Address at Stanford University)<br /> Prepare for A3 speech<br />Last week I learned that passion is a kind of energy that keeps us working and being ourselves! And this week I realized that this is also the reason, the motivation to keep me being on the stage. The reason why I love delivering speeches is that I love stages. When standing on it, I feel like at home!<br />Preparing speeches is fun, too. This time I choose a topic based on my own experience: “What’s the Next Step?” I got this idea during self-paced English learning journey. To audience, I want to show them the phenomenon why most of the college students in Taiwan choose to study in graduate schools. Then, tell them what I’ve learned during this semester: how to choose our own future. Like Steve Jobs, in Commencement Address at Stanford University, said, “Don’t be trapped by dogma-which is living with the results of other people’s thinking. Don’t let the noise of other’s opinions drawn out your own voice.” We choose our life for ourselves. It is you, not anyone else, that choose life for yourself. Like doing self-paced learning, we choose it only for ourselves, and we continue working on it!<br />Self-paced Learning Weekly Report Worksheet <br />Worksheet No. 9 Week 14 (5/23~5/29) <br />Major 資管四 Name Tina Tsai蔡婷羽 <br />Material(s) used: <br /> 1) English Makeover on BBC Learning English (“Program 3”)<br />2) Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p.218~257)<br />3) Longman Dictionary <br />4) Do some rehearsals on A3 speech<br />Summary of the things you learned/activities you did this week <br />Today’s learner is Hawo Shafat from Somalia. I list the problems she has and solutions she can try:<br />Question: My worries about speaking English – choosing the correct pronouns and getting the speed of speech right.<br />Solution: In general in English it’s ‘he’ or ‘she’ for people and ‘it’ for things. But what about animals? Well. That depends on your feelings. Your own beloved pet might seem more like a person – so use ‘he’ or ‘she’. But if you don’t know the animal you’re more likely to use ‘it’.<br />Solution: Perhaps you find that people don’t understand you because you speak English too fast and get the rhythm wrong. Take more breaths and pause more. Think about what you are saying and separate different ideas.<br />Reflection <br />The schedule of this week is: (: done and check : not done and reasons)<br /> English Makeover on BBC Learning English (“Program 3”) <br /> Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p.218~257)<br /> Do some rehearsals on A3 speech <br />Last week I finally caught up on delay in English Makeover (“Program 2”), and this week I kept working on “Program 3”. English Makeover really gives me useful tips when speaking English. Also, every speaker has their own accent, which makes me feel challenging. The most important part is giving me a sense of accomplishment!<br />By the way, this week I used some of the skills Grace had taught us in self-paced learning class. I still wrote scripts when preparing the speech. But then I tried to write outlines, read the outlines, and adjust them to make them easier to remember.<br />I never forget what Grace told us in the class. She said, “To speak fluently doesn’t mean that you have to talk very fast.” “When you’re nervous, don’t forget you are the only person who knows you’re nervous. Whatever you say is fresh to the audiences.” Steve Wallace also mentioned, “Silence is gold.” “Expect to be nervous! It’s natural.” Words they said give me power and confidence. During this time, I realize for any person, including me, who is eager to improve presentation skills, all they can do is take every chance to speak! It’s not an ability that you can get from reading books!<br />Self-paced Learning Weekly Report Worksheet <br />Worksheet No. 10 Week 15 (5/30~6/5) <br />Major 資管四 Name Tina Tsai蔡婷羽 <br />Material(s) used: <br /> 1) English Makeover on BBC Learning English (“Program 4”)<br />2) Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p.258~end)<br />3) Longman Dictionary <br />4) Redo TOEIC test #1 on 線上自學測驗平台<br />Summary of the things you learned/activities you did this week <br />Today’s learner is Johnnie Lourenco from Portugal. I list the problems he has and solutions he can try:<br />Question: After many years in London, my spoken English is O.K but I worry about writing, particularly spelling and grammar.<br />Solution: If you want to improve your writing, the first step is to read more. Read things related to your writing needs and notice the language. Get an idea of the vocabulary and style. Then buy yourself a writing textbook and carefully work through it.<br />Solution: And about English spelling: to help you remember, split words into syllables, for example IN-DE-PEN-DENT – independent. Look for patterns, such as I before E except after C, as in thief. And group words according to sound and spelling – right, light, night and sight all follow the same spelling pattern.<br />Reflection <br />The schedule of this week is: (: done and check : not done and reasons)<br /> English Makeover on BBC Learning English (“Program 4”) <br /> Harry Potter novel : “Harry Potter and the Sorcerer’s Stone” (p.258~end)<br /> Redo TOEIC test #1 on 線上自學測驗平台<br />This week is the last week of self-paced English learning program. During these ten weeks, I already get used to writing weekly reports every Sunday afternoon. I feel a little bit reluctant to part with all these things. I never thought that writing in English could have lots of fun till I finished ten weekly reports!<br />Last week of self-paced learning program also means that I have to redo TOEIC test #1. The score is not so different from the first time. But I found that when doing listening part, I could easily make out what is going on in the conversation. I could do it faster than before! Good news, I thought!<br />Next Thursday is my turn to do my oral presentation. I would like to share what I learned, especially the speaking part. I really feel that self-paced learning gives me an attitude, a kind of passion to motivate myself to pursue what I love (what I always want to do but fail in the end). I want to share these feelings to other partners who are also in the self-paced learning journey. And I choose my topic: “Take It Easy!” In my journey, I met this situation for many times: when trying to do self-paced learning, I could not concentrate on it. I would be reluctant to do it and think about other things, like my homework, what’s going to eat for dinner, etc. But I changed my mind and began to take it easy, tried not to put too much pressure on myself. It really worked!! Not only in self-paced learning, but my daily life, taking things easy can help me feel better and look on the bright side of life!<br />Final Evaluation<br />In this part I would like to share how I feel after doing self-paced English learning this semester. I divide it into 3 parts: Listening, Reading, and Speaking.<br />Listening<br />At first I used “6 Minute English” to practice till I met with Grace for Midterm Check. After week 5, I change it to “English Makeover”. By using it, I hear different accents, like people from Korea and Hong Kong, etc. I find that although these people have lived in England for many years, they still have problems using English, maybe grammar or spelling. Learning English is a long journey!<br />When I’m listening to these audio files, I will do Top-down Processing at first time, then Bottom-up Processing, and finally I summarize them. I use the same way when listening to “American Rhetoric”. It’s a little bit difficult for me. Maybe next time I can try to mimic the way those well-known people deliver their speeches.<br />Reading<br />In high school time, I had to read English novels for homework and tests. Therefore I have lots of English novels at home. I read English novels just for tests, not for my own interest.<br />In self-paced learning class, I decide to challenge myself, so I choose the world-famous novel: “Harry Potter and the Sorcerer’s Stone” for light reading. After reading for several weeks, something happens! I find that my reading rate improves. Now I can read 20 pages per hour (10 pages per hour at first)! That really surprises me! Knowing how to read is very important. The useful skills I use are Extensive reading, Predicting, and the most unforgettable ones, Skimming and Scanning. Post-reading skills are also worth learning: copy some expressions and meaningful chunks in my notebook. Last, “Harry Potter” series are no doubt wonderful novels!<br />Speaking<br />Though I’ve joined Toastmasters for almost three years, this semester I have some different experience about delivering speeches on the stage. <br />This semester I attend several lectures: “英語面試技巧” by managers from ESTEE LAUDER and “Conference Presentation” by Steve Wallace. <br />I will never forget what the managers said, “Language is just a tool. The most important part is Interview! So don’t be so nervous! Always remember Plan, Prepare, Practice, Perform and Feedback.”<br />What Steve Wallace taught us really inspire me a lot! He mentioned: “Speaking is not an ability that you can get from reading books. Imagine your success in your mind. Expect to be nervous, it’s natural! …etc.” I learned a lot, especially the skill of writing outlines (Grace also told us in class. Thank you, Grace). I immediately use these skills when preparing my speeches in Toastmasters. The result, I don’t know how to describe it, is surprisingly fantastic! With this successful experience, I have a great sense of accomplishment and confidence. And I will share all these experiences and resources with all who wants to get well on their presentations!<br />Things I learn from self-paced English learning are not only those listening, speaking skills but also the following two things:<br />First is Courage. During my self-paced learning journey, I change my goal from “To get TOEIC 900” to “To take TOEIC Speaking Test”. It needs courage to make this decision. Once I change my goal, that means I have to change the whole materials and methods I’m going to use. And it will take me lots of time. But I also know that “You won’t know till you try”. So, I tell myself once I make up my mind, just do it!<br />Second is Attitude. In class Grace always encourages us to attend many activities about self-paced learning held by Language Center. Motivated by Grace, I realize that if I want to use English well, I have to take every chance to practice, as Steve Wallace said, it was not an ability that I could get from reading books. Face challenges and do it myself!<br />In the end, I want to say thank you to our lovely Grace. Grace really inspires me a lot in many ways. In fact, I felt a little depressed when delivering speeches in Toastmasters. After attending Grace’s class, all of it disappears! I won’t forget what I’ve learned in this class and two feelings: courage and attitude which I figure out. The road is still long, so I must keep going!<br />