1. The document provides instructions for a CAP speaking practice activity where students take turns speaking for 2 minutes on assigned topics without interruption from their partner.
2. Students are instructed to provide feedback on their partner's speaking using a rubric to score comprehensibility, variety of vocabulary, and elaboration and to write a comment to help their partner improve.
3. The document includes examples of topics that students will speak about, such as visiting a city or their perspective on their city as a teen, as well as prompts to help them plan what to say.
MusicPromoToday: Deck the Halls with Music Marketing Tips MusicPromoToday
FACT: About 20 percent of all music sales take place in the last six weeks of the year!
In this article, MusicPromoToday shares insightful ideas, tips and music marketing strategies to make a profit during the most wonderful time of the year - Christmas time!
MusicPromoToday: Deck the Halls with Music Marketing Tips MusicPromoToday
FACT: About 20 percent of all music sales take place in the last six weeks of the year!
In this article, MusicPromoToday shares insightful ideas, tips and music marketing strategies to make a profit during the most wonderful time of the year - Christmas time!
This is a PowerPoint Presentation about Noah Guthrie, a bluesy-pop YouTube sensation, more commonly known for his cover of LMFAO's "Sexy and I Know It".
This is my questionnaire result and analysis for my A2 music video where i will be creating a music video to the Indie Pop song Spark by Fitz And The Tantrums.
The Edison Research / Country Radio Broadcasters Survey 2009Edison Research
This presentation was originally given at the Country Radio Seminar in Nashville, on March 6th 2009. Data was taken from a national online study of Country Radio fans, recruited from the databases of those stations, and represents the attitudes and opinions of those listeners.
Use this "thermometer" to keep your whole class in the target language by lowering the score when you hear English and raising it when you hear quality Spanish and your students redeem themselves. Turn it into a grade by recording the last number your class lands on for the day or activity.
Targeted Grading Rubrics for Self or Peer AssessmentAmy Lenord
These rubrics isolate specific criteria such as "task completion" and unwrap that criteria so that the world language instructor can focus students' attention on how to improve their performances in specific areas. These are for use evaluating daily practice and not for use on formal / summative assessments. They are excellent tools for training students what your expectations are in a world language class.
"Moving Students from Novice to Intermediate High"Becky Searls
A presentation I gave with three colleagues from Upper Arlington High School about how help students progress from novice to intermediate high language proficiency. Specific model tasks were provided for authentic, engaging speaking (interpersonal/presentational mode) and reading (interpretive mode) activities to use with students as well as how they align to the ACTFL (American Council on the Teaching of Foreign Languages) standards. Links to technology resources to facilitate all modes of communication provided on last two slides.
Interpersonal conversation practice for students to coach their use of the Preterite tense. Students should ask and respond to each other's questions until the slide changes and they have a new prompt. Slides automatically change every 1:30.
Interpersonal conversation practice for language students. Each slide has a different topic. Students should ask each other as many questions as possible before the slide changes and the topic is different. Slides change automatically every minute.
This is a PowerPoint Presentation about Noah Guthrie, a bluesy-pop YouTube sensation, more commonly known for his cover of LMFAO's "Sexy and I Know It".
This is my questionnaire result and analysis for my A2 music video where i will be creating a music video to the Indie Pop song Spark by Fitz And The Tantrums.
The Edison Research / Country Radio Broadcasters Survey 2009Edison Research
This presentation was originally given at the Country Radio Seminar in Nashville, on March 6th 2009. Data was taken from a national online study of Country Radio fans, recruited from the databases of those stations, and represents the attitudes and opinions of those listeners.
Use this "thermometer" to keep your whole class in the target language by lowering the score when you hear English and raising it when you hear quality Spanish and your students redeem themselves. Turn it into a grade by recording the last number your class lands on for the day or activity.
Targeted Grading Rubrics for Self or Peer AssessmentAmy Lenord
These rubrics isolate specific criteria such as "task completion" and unwrap that criteria so that the world language instructor can focus students' attention on how to improve their performances in specific areas. These are for use evaluating daily practice and not for use on formal / summative assessments. They are excellent tools for training students what your expectations are in a world language class.
"Moving Students from Novice to Intermediate High"Becky Searls
A presentation I gave with three colleagues from Upper Arlington High School about how help students progress from novice to intermediate high language proficiency. Specific model tasks were provided for authentic, engaging speaking (interpersonal/presentational mode) and reading (interpretive mode) activities to use with students as well as how they align to the ACTFL (American Council on the Teaching of Foreign Languages) standards. Links to technology resources to facilitate all modes of communication provided on last two slides.
Interpersonal conversation practice for students to coach their use of the Preterite tense. Students should ask and respond to each other's questions until the slide changes and they have a new prompt. Slides automatically change every 1:30.
Interpersonal conversation practice for language students. Each slide has a different topic. Students should ask each other as many questions as possible before the slide changes and the topic is different. Slides change automatically every minute.
This is a group case study presentation that I did with two of my classmates, Jeanne and Wael for our ETAP501 course. Our presentation got 9.8/10 by professor Wilcox's evaluation.
Cómo es tu familia Guided Writing PracticeAmy Lenord
The scaffolding I used to get my students to learn to write Spanish sentences for the first time by listening to me talk about my own family and using what I said as a model for what they needed to write.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Instructions:
1. These are not conversations, rather CAP
simulations. You speak by yourself for 2
minutes on the topic.
2. Take turns speaking with your partner. If you
go the first time, he/she will go the second
time.
3. The first slide you will see represents your
planning time. You will have 2 minutes on this
slide to plan out what you want to say. You
may write as you plan.
4. The second slide you see will represent your
speaking time and it will change with your
time is up.
3. Giving
Feedback
As you listen to your partner,
you will be giving him
feedback.
Take out a sheet of paper and
fold it into 4 sections.
In each section copy what you
see here
Each time your partner has a
turn, listen and mark his score.
Finish by writing a comment to
help him improve.
Give him the paper when the
activity is done.
Topic:
Comprehensibility:
0 1 2 3 4
Variety of Vocabulary:
0 1 2 3 4
Elaboration:
0 1 2 3 4
Comments:
5. Planning Time
Topic:
You and a friend are talking about cities you
have visited. Tell him/her about a time you
visited a city other than the one you live in.
Planning Questions:
-Where did you go?
-What did you do?
-How did you get around?
-What problems did you have?
-What did you think about that city overall?
6. SPEAKING TIME!
Topic:
You and a friend are talking about cities you
have visited. Tell him/her about a time you
visited a city other than the one you live in.
Planning Questions:
-Where did you go?
-What did you do?
-How did you get around?
-What problems did you have?
-What did you think about that city overall?
7. Planning Time
Topic: The Teen Perspective
The Dallas Morning News wants to know what
teens think of the DFW metroplex and has called
you to complete phone survey.
Planning Questions:
-What do you like about DFW?
-What don’t you like about DFW?
-What changes would you recommend?
-Why is this a good area for teens?
-What does this city need to be better for teens?
8. SPEAKING TIME!
Topic: The Teen Perspective
The Dallas Morning News wants to know what teens
think of the DFW metroplex and has called you to
complete phone survey.
Planning Questions:
-What do you like about DFW?
-What don’t you like about DFW?
-What changes would you recommend?
-Why is this a good area for teens?
-What does this city need to be better for teens?
9. Planning Time
Topic:
You had a HORRIBLE day yesterday and want
to tell your best friend all about it.
Planning Questions:
-What happened?
-Where did you go?
-What did you do?
-What went wrong?
-What did you do about the problems you
had?
10. SPEAKING TIME!
Topic:
You had a HORRIBLE day yesterday and want
to tell your best friend all about it.
Planning Questions:
-What happened?
-Where did you go?
-What did you do?
-What went wrong?
-What did you do about the problems you
had?
11. Planning Time
Topic:
You and a friend are talking about cities you have
visited. Tell him/her about a time you visited a city
other than the one you live in.
Planning Questions:
-Where did you go?
-What did you do?
-How did you get around?
-What problems did you have?
-What did you think about that city overall?
12. SPEAKING TIME!
Topic:
You and a friend are talking about cities you have
visited. Tell him/her about a time you visited a city
other than the one you live in.
Planning Questions:
-Where did you go?
-What did you do?
-How did you get around?
-What problems did you have?
-What did you think about that city overall?
13. Planning Time
Topic: The Teen Perspective
The Dallas Morning News wants to know what teens
think of the DFW metroplex and has called you to
complete phone survey.
Planning Questions:
-What do you like about DFW?
-What don’t you like about DFW?
-What changes would you recommend?
-Why is this a good area for teens?
-What does this city need to be better for teens?
14. SPEAKING TIME!
Topic: The Teen Perspective
The Dallas Morning News wants to know what teens
think of the DFW metroplex and has called you to
complete phone survey.
Planning Questions:
-What do you like about DFW?
-What don’t you like about DFW?
-What changes would you recommend?
-Why is this a good area for teens?
-What does this city need to be better for teens?
15. Planning Time
Topic:
You had a HORRIBLE day yesterday and want to tell
your best friend all about it.
Planning Questions:
-What happened?
-Where did you go?
-What did you do?
-What went wrong?
-What did you do about the problems you had?
16. SPEAKING TIME!
Topic:
You had a HORRIBLE day yesterday and want
to tell your best friend all about it.
Planning Questions:
-What happened?
-Where did you go?
-What did you do?
-What went wrong?
-What did you do about the problems you
had?
17. Planning Time
Topic: The Fall Break (Las vacaciones del otoño)
Finally a break after all this time, but what did you do
with your week off? Tell me all about your vacation
activities during the Fall Break.
DON’T include Thanksgiving Day here.
Planning Questions:
-What did you do?
-Where did you go?
-Who did you spend time with?
-Why?
-Did you have fun? (¿Te divertiste?) (Me divertí…)
18. SPEAKING TIME!
Topic: The Fall Break (Las vacaciones del otoño)
Finally a break after all this time, but what did you
do with your week off? Tell me all about your
vacation activities during the Fall Break.
DON’T include Thanksgiving Day here.
Planning Questions:
-What did you do?
-Where did you go?
-Who did you spend time with?
-Why?
-Did you have fun? (¿Te divertiste?) (Me divertí…)
19. Planning Time
Topic: Thanksgiving Day Celebration
(Celebraciones del Día de Acción de Gracias)
Now that Thanksgiving is over tell me about how you
celebrated the day.
Planning Questions:
-What happened?
-Where did you go?
-What did you do?
-What did you eat?
-What did you do after the festivities? (celebraciones)
Helpful Vocab:
Turkey = Pavo Pie = Pastel Pumpkin = Calabaza
Mashed Potatoes = Puré de papás Sweet Potatoes = Ñames
20. SPEAKING TIME!
Topic: Thanksgiving Day Celebration
(Celebraciones del Día de Acción de Gracias)
Now that Thanksgiving is over tell me about how you
celebrated the day.
Planning Questions:
-What happened?
-Where did you go?
-What did you do?
-What did you eat?
-What did you do after the festivities? (celebraciones)
Helpful Vocab:
Turkey = Pavo Pie = Pastel Pumpkin = Calabaza
Mashed Potatoes = Puré de papás
Sweet Potatoes = Ñames
21. Planning Time
Topic: BLACK FRIDAY (VIERNES NEGRO)
Black Friday is an American phenomenon due to the
sequence of our holidays, Thanksgiving to Christmas.
Since many Latin Americans probably don’t
understand what it is, explain it and how you
participated if you did.
Planning Questions:
-What is Black Friday?
-Did you go shopping on Black Friday?
-Why? Why not?
-Where did you go?
-What did you buy? -Who did you buy it for?
22. SPEAKING TIME!
Topic: BLACK FRIDAY (VIERNES NEGRO)
Black Friday is an American phenomenon due to
the sequence of our holidays, Thanksgiving to
Christmas. Since many Latin Americans probably
don’t understand what it is, explain it and how you
participated if you did.
Planning Questions:
-What is Black Friday?
-Did you go shopping on Black Friday?
-Why? Why not?
-Where did you go?
-What did you buy? -Who did you buy it for?
23. Planning Time
Topic: The Fall Break (Las vacaciones del otoño)
Finally a break after all this time, but what did you do with
your week off? Tell me all about your vacation activities
during the Fall Break.
DON’T include Thanksgiving Day here.
Planning Questions:
-What did you do?
-Where did you go?
-Who did you spend time with?
-Why?
-Did you have fun? (¿Te divertiste?) (Me divertí…)
24. SPEAKING TIME!
Topic: The Fall Break (Las vacaciones del otoño)
Finally a break after all this time, but what did you do
with your week off? Tell me all about your vacation
activities during the Fall Break.
DON’T include Thanksgiving Day here.
Planning Questions:
-What did you do?
-Where did you go?
-Who did you spend time with?
-Why?
-Did you have fun? (¿Te divertiste?) (Me divertí…)
25. Planning Time
Topic: Thanksgiving Day Celebration
(Celebraciones del Día de Acción de Gracias)
Now that Thanksgiving is over tell me about how you
celebrated the day.
Planning Questions:
-What happened?
-Where did you go?
-What did you do?
-What did you eat?
-What did you do after the festivities? (celebraciones)
Helpful Vocab:
Turkey = Pavo Pie = Pastel Pumpkin = Calabaza
Mashed Potatoes = Puré de papás Sweet Potatoes =
Ñames
26. SPEAKING TIME!
Topic: Thanksgiving Day Celebration
(Celebraciones del Día de Acción de Gracias)
Now that Thanksgiving is over tell me about how you
celebrated the day.
Planning Questions:
-What happened?
-Where did you go?
-What did you do?
-What did you eat?
-What did you do after the festivities? (celebraciones)
Helpful Vocab:
Turkey = Pavo Pie = Pastel Pumpkin = Calabaza
Mashed Potatoes = Puré de papás Sweet Potatoes =
Ñames
27. Planning Time
Topic: BLACK FRIDAY (VIERNES NEGRO)
Black Friday is an American phenomenon due to the
sequence of our holidays, Thanksgiving to Christmas. Since
many Latin Americans probably don’t understand what it is,
explain it and how you participated if you did.
Planning Questions:
-What is Black Friday?
-Did you go shopping on Black Friday?
-Why? Why not?
-Where did you go?
-What did you buy? -Who did you buy it for?
28. SPEAKING TIME!
Topic: BLACK FRIDAY (VIERNES NEGRO)
Black Friday is an American phenomenon due to the
sequence of our holidays, Thanksgiving to Christmas.
Since many Latin Americans probably don’t
understand what it is, explain it and how you
participated if you did.
Planning Questions:
-What is Black Friday?
-Did you go shopping on Black Friday?
-Why? Why not?
-Where did you go?
-What did you buy? -Who did you buy it for?
Editor's Notes
This is a good time to remind students about the CAP speaking format.
If you use the handout, hide this slide before you run the presentation.
Now, partner your students up on the lab and ask them to discuss who is partner A and B.
Once you click to continue, the slide show will run itself continuously.