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The document describes the most common occupations in El Salvador. It includes an agenda for an activity that involves students watching a video about different jobs. The activity has students work in pairs to ask each other questions about what people do in different occupations and where they work based on pictures from a PowerPoint presentation. Examples of common occupations mentioned include doctor, teacher, secretary, nurse, mechanic, baker, lawyer, cook, and driver.
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E10 may2 2011
This document provides guidance for a class on vocal expression, presentation skills, and writing cause and effect paragraphs. It includes the following:
- Instructions on practicing vocal expression and inflection with sample sentences.
- Directions for doing practice presentations in groups, with feedback from peers.
- An explanation of how to write effective topic sentences for cause and effect paragraphs, with examples.
- Time for students to write and revise their own cause and effect paragraphs in class.
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The document discusses principles for personalizing and segmenting instructional content:
1. Use conversational rather than formal language by employing active voice, second person, and contractions.
2. Include on-screen pedagogical agents to guide learning through coaching, examples, and explanations.
3. Allow the author's voice to enhance the content by including their perspective without bias.
It also discusses segmenting lessons into bite-sized portions and pre-training learners on key concepts before instruction. Research shows these techniques improve learning outcomes.
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This document provides guidance for a seminar skills week focusing on leadership. It includes discussions of defining leadership, important leadership elements and examples. Students are asked to consider leadership qualities and skills in breakout groups. Two case studies on Tesco and Enterprise are provided for groups to analyze and present on the key elements of leadership shown. Details are also given for an assessed seminar the following week on disruptive businesses, asking students to evaluate Uber, AirBnB and Netflix in this respect. Groups will prepare by summarizing information from one case study each and then discuss characteristics of disruptive innovation.
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E10 may2 2011
This document provides guidance for a class on vocal expression, presentation skills, and writing cause and effect paragraphs. It includes the following:
- Instructions on practicing vocal expression and inflection with sample sentences.
- Directions for doing practice presentations in groups, with feedback from peers.
- An explanation of how to write effective topic sentences for cause and effect paragraphs, with examples.
- Time for students to write and revise their own cause and effect paragraphs in class.
Clark ch 8 and 9
The document discusses principles for personalizing and segmenting instructional content:
1. Use conversational rather than formal language by employing active voice, second person, and contractions.
2. Include on-screen pedagogical agents to guide learning through coaching, examples, and explanations.
3. Allow the author's voice to enhance the content by including their perspective without bias.
It also discusses segmenting lessons into bite-sized portions and pre-training learners on key concepts before instruction. Research shows these techniques improve learning outcomes.
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This document provides guidance for a seminar skills week focusing on leadership. It includes discussions of defining leadership, important leadership elements and examples. Students are asked to consider leadership qualities and skills in breakout groups. Two case studies on Tesco and Enterprise are provided for groups to analyze and present on the key elements of leadership shown. Details are also given for an assessed seminar the following week on disruptive businesses, asking students to evaluate Uber, AirBnB and Netflix in this respect. Groups will prepare by summarizing information from one case study each and then discuss characteristics of disruptive innovation.
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Presentation 2
The most common occupations in El Salvador include secretary, mechanic, teacher, doctor, nurse, baker, lawyer, cook, and driver. Students watched a video about various occupations and then worked in pairs to describe pictures showing different jobs, asking each other questions like "What does he/she do?" and "Where does he/she work?". The purpose of the activity was to learn about typical professions in El Salvador.
Presentation 2
The most common occupations in El Salvador include secretary, mechanic, teacher, doctor, nurse, baker, lawyer, cook, and driver. Students watched a video about various occupations and discussed what jobs were shown. They then looked at pictures from a PowerPoint presentation and described in pairs the occupations depicted, using language functions like "What does he/she do?" and "Where does he/she work?". The purpose of the activity was to describe the most common jobs in El Salvador.
Presentation ok
This document describes common occupations in El Salvador. It includes an agenda for a lesson that has students recall prior knowledge, participate in warm-up activities to review occupations, and watch two videos related to professions while answering questions. The lesson highlights farmers, teachers, doctors, nurses, engineers and mechanics as some of the most prevalent jobs in El Salvador. Students are asked to match occupations to sample job duties and identify the occupations portrayed in images.
Presentaciòn (good)
This document describes the most common occupations in El Salvador. It includes a list of activities for students to learn about different jobs, including watching a video and answering questions about what various people do for work and where they work. The most common occupations mentioned are teacher, doctor, musician, pilot, mechanic, secretary, architect, firefighter, soccer player, and writer. The purpose is to familiarize students with typical professions in El Salvador.
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- Section C relates to remembering techniques and trying to understand idiomatic expressions and guessing meanings from contexts.
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Presentation 2
The most common occupations in El Salvador include secretary, mechanic, teacher, doctor, nurse, baker, lawyer, cook, and driver. Students watched a video about various occupations and then worked in pairs to describe pictures showing different jobs, asking each other questions like "What does he/she do?" and "Where does he/she work?". The purpose of the activity was to learn about typical professions in El Salvador.
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Presentation 2(2)
- 1. Topic: Professionsand Occupations Purpose: To describe themostcommonoccupations in El Salvador
- 2. Agenda 1. Recalling Previous knowledge 2. Warm-up 3. Activity # 1:Pre-watching a video 4. Activity # 2:Post-watching a video 5. Wrap-up
- 4. Work in pairs
- 5. Ask each other the following questions about the PPT.-What are the occupations that we have looked at the PPT?
- 7. Activity #2:Post watching video(Withsound) Discussquestions and answersaboutthe video : Whatdoes he /she do? He/sheis _________. Wheredoes he / shework? He/sheworks in an office. He /sheworks at the hospital. Exercises.
- 9. What do they do? They are mechanics.
- 10. Wheredoes he/shework? He/sheworks in an office. He/sheworks at thebank.
- 12. What do they do? They are mechanics.
- 13. Wheredoes he/shework? He/sheworks in an office. He/sheworks at thebank.
- 14. Wrap -up Whatdidyoulearnedfromthisactivity? Whatwassomethingdifficultforyoutounderstand? Can youlistthemostcommonoccupations in our country?