Alice, Brian, Carol and David need to cross a bridge within 17 minutes. The bridge will collapse if more than two people are on it at a time. Alice can cross in 1 minute, Brian in 2 minutes, Carol in 5 minutes, and David in 10 minutes. They must use a single torch to cross as it is dark. The group works out a plan to get all four people across the bridge safely within the 17 minute timeframe.
The document provides marking criteria for evaluating students' reading aloud skills in primary school. It evaluates students on pronunciation, fluency, use of tone/pace/volume, and stress/intonation. Higher scores are given for clear pronunciation, fluent expressive reading with variation, and appropriate use of stress/intonation to convey meaning. Lower scores are given for issues like mispronunciation, slow/jerky reading, and inappropriate stress/intonation.
This document discusses strategies for teaching spoken English. It provides examples of phrases and "chunks" that students can use to make their conversations sound more natural and fluent. These include inverse translations, gambits for expressing opinions, phrases for checking understanding and agreeing/disagreeing, and language for exam speaking. The document also presents techniques for encouraging students to recycle and reuse these phrases in discussions, such as grab cards, bingo, and dictations. The goal is to help students develop an inventory of reliable phrases that allow them to focus on communicating meaning over searching for individual words.
Week 2 focused on studying grammar topics like the past simple and present perfect tenses. Students practiced their listening, speaking, and presentation skills. They discussed leadership qualities and how to start a movement. Objectives included looking at typical quick responses, indirect questions, and pronunciation of "ed" endings. Students also role played a job interview and gave mini presentations on their work or studies.
This document discusses various aspects of politeness and formality in English communication. It provides examples of polite and impolite requests, emphasizes the importance of saying "please" and using "can" or "could" to make requests sound polite. It also discusses the use of "sorry" to preface requests, offers strategies for responding to questions diplomatically, and contrasts formal written English with more informal spoken English. Formal written English uses techniques like the passive voice and avoiding first-person pronouns to achieve an impersonal tone.
This document provides information on how to master conversational English, including learning outcomes, ways to learn, vocabulary, slang words, phrases and fillers. The main ways to learn discussed are choosing a topic of interest, script writing, understanding non-verbal cues and vocabulary. Examples of slang words and their meanings are given, such as "zonked" meaning tired. Common English phrases and their uses are also explained. The overall goal is to become fluent in English and understand native English speakers.
This document provides tips and techniques for improving English speaking skills. It recommends practicing speaking English regularly, using simple words and sentences, finding opportunities to interact with others in English such as reading aloud, and not being afraid of making mistakes. It also suggests picking 10 new words per day, learning phrases and sentences, practicing speaking out loud, keeping a daily journal, and getting a dictionary. Fears of speaking English are also addressed.
Does writing and speaking in English scare you? Are you always worried about grammatical accuracy of your letters and emails? Improve your grammar through internet in just ten steps for INR350/- only. Subscribe to our e-Learning program ‘Improve English Grammar in 10 Lessons.’
This document provides guidance on developing fluency in spoken English. It emphasizes that English should be learned as a spoken language first by focusing on idea units, which are groups of words that convey a single idea, rather than full sentences. Reading practice material aloud is key to training the speech organs and gaining familiarity with English pronunciation. Mastering the sounds of individual letters and common letter combinations allows for more natural pronunciation in speech. The overall message is that spoken English requires a different approach than written English, with a focus on fluid delivery of ideas rather than grammatically correct sentences.
The document provides marking criteria for evaluating students' reading aloud skills in primary school. It evaluates students on pronunciation, fluency, use of tone/pace/volume, and stress/intonation. Higher scores are given for clear pronunciation, fluent expressive reading with variation, and appropriate use of stress/intonation to convey meaning. Lower scores are given for issues like mispronunciation, slow/jerky reading, and inappropriate stress/intonation.
This document discusses strategies for teaching spoken English. It provides examples of phrases and "chunks" that students can use to make their conversations sound more natural and fluent. These include inverse translations, gambits for expressing opinions, phrases for checking understanding and agreeing/disagreeing, and language for exam speaking. The document also presents techniques for encouraging students to recycle and reuse these phrases in discussions, such as grab cards, bingo, and dictations. The goal is to help students develop an inventory of reliable phrases that allow them to focus on communicating meaning over searching for individual words.
Week 2 focused on studying grammar topics like the past simple and present perfect tenses. Students practiced their listening, speaking, and presentation skills. They discussed leadership qualities and how to start a movement. Objectives included looking at typical quick responses, indirect questions, and pronunciation of "ed" endings. Students also role played a job interview and gave mini presentations on their work or studies.
This document discusses various aspects of politeness and formality in English communication. It provides examples of polite and impolite requests, emphasizes the importance of saying "please" and using "can" or "could" to make requests sound polite. It also discusses the use of "sorry" to preface requests, offers strategies for responding to questions diplomatically, and contrasts formal written English with more informal spoken English. Formal written English uses techniques like the passive voice and avoiding first-person pronouns to achieve an impersonal tone.
This document provides information on how to master conversational English, including learning outcomes, ways to learn, vocabulary, slang words, phrases and fillers. The main ways to learn discussed are choosing a topic of interest, script writing, understanding non-verbal cues and vocabulary. Examples of slang words and their meanings are given, such as "zonked" meaning tired. Common English phrases and their uses are also explained. The overall goal is to become fluent in English and understand native English speakers.
This document provides tips and techniques for improving English speaking skills. It recommends practicing speaking English regularly, using simple words and sentences, finding opportunities to interact with others in English such as reading aloud, and not being afraid of making mistakes. It also suggests picking 10 new words per day, learning phrases and sentences, practicing speaking out loud, keeping a daily journal, and getting a dictionary. Fears of speaking English are also addressed.
Does writing and speaking in English scare you? Are you always worried about grammatical accuracy of your letters and emails? Improve your grammar through internet in just ten steps for INR350/- only. Subscribe to our e-Learning program ‘Improve English Grammar in 10 Lessons.’
This document provides guidance on developing fluency in spoken English. It emphasizes that English should be learned as a spoken language first by focusing on idea units, which are groups of words that convey a single idea, rather than full sentences. Reading practice material aloud is key to training the speech organs and gaining familiarity with English pronunciation. Mastering the sounds of individual letters and common letter combinations allows for more natural pronunciation in speech. The overall message is that spoken English requires a different approach than written English, with a focus on fluid delivery of ideas rather than grammatically correct sentences.
This document outlines topics and techniques for learning spoken English, including suggestions for activities like "Last Letter, First Letter" word games. It discusses common difficulties with English like pronunciation, idioms and public speaking. Tips are provided for overcoming fear of speaking English, such as accepting corrections, practicing vocabulary in phrases, and using English as much as possible. The document introduces the teacher, Richard Chamberlain, and explains the course will focus on listening, speaking, reading and writing skills through repetition and active participation.
This slide hopefully will be useful for those who will be planning to take TOEFL test as their preparation. It gives you much information about language skills namely Listening comprehension, Structure and Reading comprehension. it also includes some valuable tips tricks of understanding TOEFL question formats and practices.
This document provides information about explaining in English interpersonal interactions. It defines explaining as clarifying statements or reasons for conduct to make things clear and easy to understand. The document lists expressions, phrases, and idioms used for explaining, including "I mean", "in other words", and "do you see what I mean?". It provides tips for improving explanations, such as focusing on clear thinking, using examples, and paying attention to the listener. Sample dialogues demonstrate explaining a question and using the idiom "do you see what I mean?". The document concludes with references used to compile the information.
This document provides guidance and examples for conducting stimulus-based conversations in English exams. It outlines the format, marking scheme, and expectations for both examiners and students. Examiners are expected to lead students into conversational topics through additional prompts rather than monologues. Their role is to test students' ability to converse in English rather than how much they know. Four student examples are provided and assessed and range from 5-10 marks based on personal response, clarity of expression, and engagement. The best student provided developed personal responses without prompting.
The document provides information about the Long Talk section of the TOEFL test. It discusses the topics, procedures, and types of questions in the Long Talk. The conversations are typically about school or current events and last 30-90 seconds. Test takers must summarize the main ideas and recall important details from the conversations. The document also provides examples of conversations and questions to demonstrate the Long Talk format.
This document discusses polite questions and requests. It begins by reviewing different types of questions such as open, closed, direct, and indirect questions. It then discusses what makes a direct question polite by adding phrases like "excuse me" or changing "can" to "could." Indirect questions are made polite through introductory phrases. The document contrasts questions and requests, noting that requests usually involve an action while questions elicit information. It reviews direct, conventionally indirect, and non-conventionally indirect request strategies and factors like social status that influence request wording.
This document provides guidance and language for students to practice discussion skills. It includes:
- Instructions to work in groups and decide on various discussion topics.
- Language for giving opinions, agreeing, disagreeing, and interrupting in discussions.
- Examples of discussing topics formally in an academic seminar versus informally with friends.
- Practice activities where students take turns speaking and interrupting each other on various topics to improve discussion skills.
This document provides a series of prompts for paired-choice responses on various topics. Some of the prompts ask the respondent to choose between two options and provide reasons and examples to support their choice. Other prompts ask the respondent to agree or disagree with a statement and again provide supporting details. The prompts cover topics such as education priorities for TV, preferences for foreign or domestic films, the benefits of in-person vs. online study, the usefulness of inventions, spending habits, art education funding, cell phone policies, course attendance structure, indoor vs. outdoor activities, leadership preferences, information sources, physical education requirements, views on zoos, risk tolerance, class size, transportation methods, and perceptions of historical challenges faced by grandparents.
The document provides sample responses to speaking tasks that ask for personal preferences, experiences, opinions, and descriptions with varying levels of detail. It includes prompts about favorite activities, music, movies, most challenging experiences, important childhood events, holidays celebrated in one's country, what three items one would bring to a deserted island, something one would like to learn, a good role model for youth, a received gift, good advice received, a meal for a visitor, and how one would feel if ordered to do something unwanted. It emphasizes the need to provide reasons, examples, and details in responses as requested. Sample answers of varying quality are provided.
This document provides information about rising and falling intonation patterns in English. It discusses how intonation is used to convey meaning and emotion. There are two main intonation patterns: falling intonation, where the voice falls at the end of a sentence, and rising intonation, where the voice rises at the end. The document outlines when each pattern is used, such as for statements versus questions. It also provides examples of intonation used for different types of sentences and question tags. Sample dialogues are included to practice applying intonation.
This document provides an overview and study tips for the SAT exam. It discusses the three main sections - Writing, Multiple Choice, and Critical Reading. For the Writing section, it outlines the essay and multiple choice questions, recommended time strategies, and tips on developing a thesis, using examples, and concluding. Sample essay questions and responses are also provided. The Multiple Choice section contains three types of questions and common mistakes to avoid. Finally, the Critical Reading section involves sentence completion and reading comprehension questions, with strategies for determining word meanings, analyzing passages, and comparing dual passages. Key advice includes preparing vocabulary, underlining important details, and avoiding extreme answer choices.
The document discusses advice and advisory texts. It provides guidance on how to write influential advisory texts, including using an authoritative yet friendly tone, structuring advice clearly, being encouraging, offering choices, and motivating the audience to actively engage. Key features of advisory texts are titles that grab attention, paragraphs that motivate readers and benefit them, and conclusions that encourage action.
The document provides techniques for making small talk, including using echo questions that repeat parts of what the other person said, echo words that repeat key words, showing attention through expressions like "really" and "wow", and asking follow-up questions with "wh-" words. It includes examples of mini-dialogues that demonstrate these techniques and exercises for students to practice them, such as taking turns asking questions on topics and keeping a conversation going.
This document provides guidance and sample answers for the IELTS speaking part 1 exam. It discusses that part 1 consists of short questions about personal topics that can be answered in 1 sentence with a reason. It provides examples of common questions, sample answers, and advice like being honest if you don't know an answer. Positive and negative sample answers are given for questions about work, home, neighbors, numbers, transportation, sports and writing.
Cambridge English Exams: The Writing Paper (IH Bydgoszcz Cambridge Training D...Sandy Millin
Activities to help teachers prepare students for the writing paper of the Cambridge First and Cambridge Advanced exams.
For all links please see: http://sandymillin.wordpress.com/examwriting
AGREE AND DISAGREE TO SUGGESTIONS COURTEOUSLYWenkLee1
The document provides guidance on having discussions where people express opinions and discuss likes and dislikes. It encourages agreeing and disagreeing with suggestions in a courteous manner. It provides examples of agreeing and disagreeing with different topics. It also gives language for stating opinions, agreeing, partially agreeing, and disagreeing with opinions.
Requests are asking someone to do something like lending something, doing a chore, or doing something for someone. There are different kinds of requests like hearer-oriented, speaker-oriented, and speaker- and hearer-oriented. A request has an attention getter, head act which is the actual request, and sometimes supportive moves. Requests can threaten face and place a burden on the recipient so speakers use strategies like suggestions, grammatical downgraders, and supportive moves to minimize the burden. How requests are made depends on social and situational factors.
This document contains information about an English language course taught at Ibn Zohr University in Morocco. It outlines the course content which includes functional English topics like greetings, introductions, asking and giving opinions, agreeing and disagreeing, asking for and giving advice, and making requests and offers. Examples of agreeing, disagreeing, asking for advice, and giving advice are provided. Students are instructed to practice these conversation skills by discussing topics and asking one another for advice on sample problems.
Today's lesson introduces new vocabulary words including cruel, pleased, and afraid. The lesson goals are to learn new vocabulary, practice asking "Can you?" in speaking, write about skills and abilities, learn how to say "I'm sorry", and work on pronunciation of "Can" and "Can't". Students will learn vocabulary words, practice speaking and writing skills, and improve pronunciation.
This document provides 75 potential topics for the TOEFL ibt Speaking section. The topics cover a wide range of subjects including personal interests and experiences, opinions on various issues, and descriptions of people, places, objects and events. Some example topics are favorite pet, future plans, favorite subject in school, qualities of a good teacher, preferred mode of transportation, and memorable challenge overcome.
This document discusses the importance of communication and provides tips for effective communication. It notes that communication is an essential skill that can be improved with study and practice. The three main parts of a conversation are ethos, pathos, and logos. Body language accounts for 55% of received messages while tone of voice accounts for 38% and words account for 7%. There are different personality styles in communication such as direct vs indirect and task-oriented vs people-oriented. Understanding these differences and adapting one's communication style is important. Other tips provided include asking questions, being a good listener, preparing, and managing intensity.
This document outlines topics and techniques for learning spoken English, including suggestions for activities like "Last Letter, First Letter" word games. It discusses common difficulties with English like pronunciation, idioms and public speaking. Tips are provided for overcoming fear of speaking English, such as accepting corrections, practicing vocabulary in phrases, and using English as much as possible. The document introduces the teacher, Richard Chamberlain, and explains the course will focus on listening, speaking, reading and writing skills through repetition and active participation.
This slide hopefully will be useful for those who will be planning to take TOEFL test as their preparation. It gives you much information about language skills namely Listening comprehension, Structure and Reading comprehension. it also includes some valuable tips tricks of understanding TOEFL question formats and practices.
This document provides information about explaining in English interpersonal interactions. It defines explaining as clarifying statements or reasons for conduct to make things clear and easy to understand. The document lists expressions, phrases, and idioms used for explaining, including "I mean", "in other words", and "do you see what I mean?". It provides tips for improving explanations, such as focusing on clear thinking, using examples, and paying attention to the listener. Sample dialogues demonstrate explaining a question and using the idiom "do you see what I mean?". The document concludes with references used to compile the information.
This document provides guidance and examples for conducting stimulus-based conversations in English exams. It outlines the format, marking scheme, and expectations for both examiners and students. Examiners are expected to lead students into conversational topics through additional prompts rather than monologues. Their role is to test students' ability to converse in English rather than how much they know. Four student examples are provided and assessed and range from 5-10 marks based on personal response, clarity of expression, and engagement. The best student provided developed personal responses without prompting.
The document provides information about the Long Talk section of the TOEFL test. It discusses the topics, procedures, and types of questions in the Long Talk. The conversations are typically about school or current events and last 30-90 seconds. Test takers must summarize the main ideas and recall important details from the conversations. The document also provides examples of conversations and questions to demonstrate the Long Talk format.
This document discusses polite questions and requests. It begins by reviewing different types of questions such as open, closed, direct, and indirect questions. It then discusses what makes a direct question polite by adding phrases like "excuse me" or changing "can" to "could." Indirect questions are made polite through introductory phrases. The document contrasts questions and requests, noting that requests usually involve an action while questions elicit information. It reviews direct, conventionally indirect, and non-conventionally indirect request strategies and factors like social status that influence request wording.
This document provides guidance and language for students to practice discussion skills. It includes:
- Instructions to work in groups and decide on various discussion topics.
- Language for giving opinions, agreeing, disagreeing, and interrupting in discussions.
- Examples of discussing topics formally in an academic seminar versus informally with friends.
- Practice activities where students take turns speaking and interrupting each other on various topics to improve discussion skills.
This document provides a series of prompts for paired-choice responses on various topics. Some of the prompts ask the respondent to choose between two options and provide reasons and examples to support their choice. Other prompts ask the respondent to agree or disagree with a statement and again provide supporting details. The prompts cover topics such as education priorities for TV, preferences for foreign or domestic films, the benefits of in-person vs. online study, the usefulness of inventions, spending habits, art education funding, cell phone policies, course attendance structure, indoor vs. outdoor activities, leadership preferences, information sources, physical education requirements, views on zoos, risk tolerance, class size, transportation methods, and perceptions of historical challenges faced by grandparents.
The document provides sample responses to speaking tasks that ask for personal preferences, experiences, opinions, and descriptions with varying levels of detail. It includes prompts about favorite activities, music, movies, most challenging experiences, important childhood events, holidays celebrated in one's country, what three items one would bring to a deserted island, something one would like to learn, a good role model for youth, a received gift, good advice received, a meal for a visitor, and how one would feel if ordered to do something unwanted. It emphasizes the need to provide reasons, examples, and details in responses as requested. Sample answers of varying quality are provided.
This document provides information about rising and falling intonation patterns in English. It discusses how intonation is used to convey meaning and emotion. There are two main intonation patterns: falling intonation, where the voice falls at the end of a sentence, and rising intonation, where the voice rises at the end. The document outlines when each pattern is used, such as for statements versus questions. It also provides examples of intonation used for different types of sentences and question tags. Sample dialogues are included to practice applying intonation.
This document provides an overview and study tips for the SAT exam. It discusses the three main sections - Writing, Multiple Choice, and Critical Reading. For the Writing section, it outlines the essay and multiple choice questions, recommended time strategies, and tips on developing a thesis, using examples, and concluding. Sample essay questions and responses are also provided. The Multiple Choice section contains three types of questions and common mistakes to avoid. Finally, the Critical Reading section involves sentence completion and reading comprehension questions, with strategies for determining word meanings, analyzing passages, and comparing dual passages. Key advice includes preparing vocabulary, underlining important details, and avoiding extreme answer choices.
The document discusses advice and advisory texts. It provides guidance on how to write influential advisory texts, including using an authoritative yet friendly tone, structuring advice clearly, being encouraging, offering choices, and motivating the audience to actively engage. Key features of advisory texts are titles that grab attention, paragraphs that motivate readers and benefit them, and conclusions that encourage action.
The document provides techniques for making small talk, including using echo questions that repeat parts of what the other person said, echo words that repeat key words, showing attention through expressions like "really" and "wow", and asking follow-up questions with "wh-" words. It includes examples of mini-dialogues that demonstrate these techniques and exercises for students to practice them, such as taking turns asking questions on topics and keeping a conversation going.
This document provides guidance and sample answers for the IELTS speaking part 1 exam. It discusses that part 1 consists of short questions about personal topics that can be answered in 1 sentence with a reason. It provides examples of common questions, sample answers, and advice like being honest if you don't know an answer. Positive and negative sample answers are given for questions about work, home, neighbors, numbers, transportation, sports and writing.
Cambridge English Exams: The Writing Paper (IH Bydgoszcz Cambridge Training D...Sandy Millin
Activities to help teachers prepare students for the writing paper of the Cambridge First and Cambridge Advanced exams.
For all links please see: http://sandymillin.wordpress.com/examwriting
AGREE AND DISAGREE TO SUGGESTIONS COURTEOUSLYWenkLee1
The document provides guidance on having discussions where people express opinions and discuss likes and dislikes. It encourages agreeing and disagreeing with suggestions in a courteous manner. It provides examples of agreeing and disagreeing with different topics. It also gives language for stating opinions, agreeing, partially agreeing, and disagreeing with opinions.
Requests are asking someone to do something like lending something, doing a chore, or doing something for someone. There are different kinds of requests like hearer-oriented, speaker-oriented, and speaker- and hearer-oriented. A request has an attention getter, head act which is the actual request, and sometimes supportive moves. Requests can threaten face and place a burden on the recipient so speakers use strategies like suggestions, grammatical downgraders, and supportive moves to minimize the burden. How requests are made depends on social and situational factors.
This document contains information about an English language course taught at Ibn Zohr University in Morocco. It outlines the course content which includes functional English topics like greetings, introductions, asking and giving opinions, agreeing and disagreeing, asking for and giving advice, and making requests and offers. Examples of agreeing, disagreeing, asking for advice, and giving advice are provided. Students are instructed to practice these conversation skills by discussing topics and asking one another for advice on sample problems.
Today's lesson introduces new vocabulary words including cruel, pleased, and afraid. The lesson goals are to learn new vocabulary, practice asking "Can you?" in speaking, write about skills and abilities, learn how to say "I'm sorry", and work on pronunciation of "Can" and "Can't". Students will learn vocabulary words, practice speaking and writing skills, and improve pronunciation.
This document provides 75 potential topics for the TOEFL ibt Speaking section. The topics cover a wide range of subjects including personal interests and experiences, opinions on various issues, and descriptions of people, places, objects and events. Some example topics are favorite pet, future plans, favorite subject in school, qualities of a good teacher, preferred mode of transportation, and memorable challenge overcome.
This document discusses the importance of communication and provides tips for effective communication. It notes that communication is an essential skill that can be improved with study and practice. The three main parts of a conversation are ethos, pathos, and logos. Body language accounts for 55% of received messages while tone of voice accounts for 38% and words account for 7%. There are different personality styles in communication such as direct vs indirect and task-oriented vs people-oriented. Understanding these differences and adapting one's communication style is important. Other tips provided include asking questions, being a good listener, preparing, and managing intensity.
This document provides information on healthy communication styles and conflict resolution. It discusses assertive, aggressive, and passive communication styles. Assertiveness is described as the most effective style, where one stands up for their rights while respecting others. Aggressive communication involves manipulation, while passive avoids confrontation. Constructive communication techniques like "I" messages, clarity, reflective listening, and respect are outlined. Destructive techniques like blaming and name-calling are also defined. The document promotes resolving conflicts through collaboration and finding win-win solutions.
The document provides etiquette advice for having conversations and discussions with others in various situations. It discusses how to politely disagree with others, topics to avoid or discuss when talking to people from different countries or cultures, how to respectfully interact with disabled individuals, how to discreetly address embarrassing situations, how to respond to inappropriate questions, and how to defend a friend if they are verbally attacked when not present.
This document discusses various aspects of corporate etiquette and communication etiquette. It covers topics like what corporate etiquette is, the benefits of etiquette, email etiquette, phone etiquette, meeting etiquette, business card etiquette, dining etiquette, handshake etiquette, dressing etiquette, common courtesy expressions, phrases for greetings, steps for introductions, the role of body language in etiquette, and behaviors to follow and avoid regarding etiquette. It also provides guidance on communication etiquette including paying attention, showing you are listening, providing feedback, deferring judgment, and responding appropriately. It outlines do's and don'ts of non-verbal etiquette and components of body language that affect etiquette like posture
The document provides tips for effective public speaking and presentations. It discusses the importance of structure, content, and clear packaging in a presentation. It offers guidance on voice quality, body language, eye contact, gestures, listening skills, handling questions, timing, visual aids, and dealing with distractions or disruptions. The overall document offers a comprehensive overview of best practices and strategies for successful oral presentations.
The document provides tips for developing and delivering an effective presentation by addressing nerves, verbal and nonverbal communication, and presentation structure. It discusses reducing tension before speaking through breathing and stretching exercises. Proper verbal techniques include clear enunciation, voice variation, and avoiding mumbling. Nonverbal best practices include maintaining eye contact, using gestures, and being aware of body language. The document also outlines organizing a presentation through introducing the topic, presenting main points in a logical order, and concluding by summarizing key information.
The document is a lab manual for an advanced English communication skills course at Megha Institute of Engineering and Technology for Women in Hyderabad, India from 2011-2012. The manual covers topics like functional English, vocabulary building, group discussions, interview skills, resume writing, reading comprehension, and technical report writing. It provides general tips for conversations, examples of conversation starters, and tips for starting and keeping conversations going. It also discusses the importance of body language in communication and some key parts of non-verbal communication like facial expressions and gestures.
Seek first to understand, Then Be Understoodmrsabercrombie
The document discusses effective communication skills, particularly listening skills. It describes 5 poor communication styles: spacing out, pretend listening, selective listening, word listening, and self-centered listening. Self-centered listening includes advising, judging, and probing others. The goal is unselfish listening where one is genuinely interested in understanding the other person. Effective communication also relies on non-verbal cues like body language, tone of voice, and eye contact. "I-statements" are recommended over "you-statements" to avoid placing blame when providing feedback or resolving issues. Overall, the document emphasizes the importance of listening to understand others before seeking to be understood, and effective communication is key to leadership.
This document provides tips and strategies for effective cross-cultural communication. It discusses understanding cultural differences in nonverbal communication like gestures and expressions. The main part then gives ten tips for cross-cultural communication, such as speaking slowly and clearly, taking turns to talk, writing things down, avoiding slang, and maintaining cultural etiquette. The conclusion emphasizes that understanding cultural differences can minimize misunderstandings and maximize knowledge.
1) The document outlines 10 steps for effective listening: face the speaker and maintain eye contact; be attentive but relaxed; keep an open mind without judging; listen to the words and picture what is being said; don't interrupt and don't impose solutions; wait for pauses to ask clarifying questions; ask questions only to ensure understanding; try to feel what the speaker is feeling; give regular feedback; pay attention to nonverbal cues.
2) Key aspects of effective listening include making eye contact, focusing without distraction, listening without judgment, concentrating on what is said, waiting for pauses before asking questions, and showing empathy through understanding the speaker's feelings.
3) Nonverbal cues provide much information, so
The document provides guidance on developing strong speaking skills in English. It discusses that speaking is an interactive process that involves producing and receiving information. Some common learner problems are difficulty sustaining conversations, frequent misunderstandings, and lack of vocabulary. Reasons for poor speaking include lack of emphasis on speaking in curriculum, teachers' limited English, and limited practice opportunities. Tips are provided for classroom speaking activities, role plays, and developing confidence in speaking.
The document provides guidance and activities for improving English speaking skills. It discusses the importance of speaking proficiency, strategies for practice, and characteristics of conversational speaking. Activities include observing turn-taking behaviors, developing conversational strategies, and trying different practice methods like joining conversations, recording oneself, and exchanging voice messages with native speakers. The overall goal is to help learners improve accuracy, fluency, and comfort with spoken English.
This document illustrates importance of listening skills in business success. It first explains types of failures in Listening Skills and later on details "10 commandments of Listening". Ms. Parul Raj
Associate Professor
JIMS Rohini
The document discusses various aspects of communication including its importance, elements, process, barriers, listening skills, verbal communication skills like speaking, and non-verbal communication skills like body language. It emphasizes that communication is crucial, provides tips for effective listening and speaking, and explains how body language conveys different meanings.
1) There is a difference between hearing and listening - hearing is perceiving sound passively while listening requires conscious concentration and processing of meaning.
2) Most people tend to be "hard of listening" rather than "hard of hearing" as listening requires effort to avoid distractions and focus on understanding the message.
3) Effective listening involves eliminating distractions, understanding different perspectives, withholding judgment, reinforcing the message, and providing feedback to show attentiveness.
The document discusses various aspects of communication. It begins by explaining research that found people can still read jumbled words as long as the first and last letters are in the right place, demonstrating the incredible ability of the human mind. It then discusses nonverbal communication such as body language, facial expressions, and tone of voice. The document also emphasizes the importance of listening skills like clarifying, reflective listening, showing empathy, and encouragement. Finally, it addresses verbal communication and provides tips for using "I" messages to communicate feelings assertively.
This document provides content for an English chapter, including listening, speaking, reading and writing activities. The listening section includes expressions of regret, plans/intentions, predicting/speculating. Speaking covers using these expressions and doing a book review. Reading involves review texts and advertisements. Writing includes a review text and creating pamphlets/advertisements. Several dialogues are provided to practice the target language functions. Questions assess comprehension of the dialogues and teach the associated vocabulary and expressions.
This document discusses the importance of making disciples who make disciples based on the models of Jesus and Paul. It notes that while many churches believe in and teach discipleship, few actually implement disciple-making processes like intentional relationships and accountability. The document cites examples of churches that grew when they shifted from a program-based to a relationship-based discipleship approach and created clear spiritual pathways expecting life transformation. It encourages pastors to invest in discipling relationships above all other activities.
It is common to refer to the process of maturing as a disciple as spiritual formation. Here, based upon work by Greg Ogden, I give a four stage process for growing into maturity, and fruitfulness, as a follower of King Jesus.
Jesus expected a process of change, growth and development in the life of his followers. Many writers suggest a three or four stage process. A four stage process is outlined here, along with personal challenge / application.
Disciple-Making, according to Greg Ogden requires at least tow major factors: Internalisation and Multiplication. This presentation adds to his ideas with some scripture and illustrative ideas challenging followers of Christ to become, and make, disciples in his image.
Name someone...who has impacted your life.
Disiple-making is a deliberate act requiring discipline and dedication
“Discipleship is all about living the life together rather than just one structured meeting each week” Chan
This document provides a summary of the New Testament story in four hours. It is divided into three time periods in the life of Jesus: 1) His first 30 years before ministry, 2) His three years of public ministry in and around Israel, and 3) His crucifixion, resurrection, and ascension. The first section focuses on Jesus' birth and early life, including key details from the nativity story presented in the gospels of Matthew and Luke.
This document provides an overview and summary of key events and people in the Old Testament from Eden to Israel entering the Promised Land. It discusses 4 main moves: 1) From Eden to Israel; 2) From Israel to Egypt; 3) 40 years in the wilderness; 4) Entering the Promised Land. Key points covered include Creation, the Fall, Noah, Abraham, Joseph in Egypt, Moses and the Exodus, receiving the 10 Commandments at Mt. Sinai, and Joshua leading the people into Canaan.
The document provides guidance on discipleship and disciple-making. It begins by defining a disciple as someone who is following Jesus, being changed by Jesus, and committed to Jesus' mission. It then discusses the importance of discipleship, noting that disciples are meant to be world-changers and that one-on-one discipleship is the most effective method, replicating itself over time. The document concludes by outlining models of discipleship, including sharing the gospel, connecting with others, helping them minister, and ultimately making them disciples who can repeat the process.
The document summarizes the biblical story of Babel in Genesis 11, where all humanity spoke one language but decided to build a tower to make themselves famous. God responded by confusing their languages, scattering them across the earth and enforcing his command to spread out. It also discusses the origins of different ethnicities and races. The next section introduces Abraham, called at age 75 to leave Haran and given promises by God of land, descendants and blessing through his offspring. The covenant with Abraham sets the agenda for the rest of the Bible by being fulfilled through Christ.
The document outlines key events in the biblical story of humanity's origins and early history:
1. God creates the universe and places the first man and woman in the Garden of Eden.
2. Adam and Eve rebel against God and are banished from the Garden, introducing sin and brokenness into the world.
3. As sin and death spread, God brings a flood to wipe out most of humanity while saving Noah, his family, and two of every kind of animal on an ark.
This document provides an overview of the upcoming "The Old Testament Story" learning and development series starting on September 2nd. It outlines the 4 main movements of the Old Testament story from Eden to Israel, Israel in the promised land, Israel to exile and return. Key details include the main people, events, and sections covered within the 11 most important books that make up 95% of the Old Testament narrative.
2. Crossing the Bridge
Alice, Brian, Carol and David
have to cross a bridge in 17
minutes. The bridge will
collapse if there are more
than two people on it at the
same time. It is dark and it is
too impossible to cross the
bridge without a torch. There
is only one torch.
3. Alice can cross the bridge in 1 minute. The
others are wounded or injured to varying
degrees which means that it takes:
Brian 2 minutes to cross the bridge;
Carol 5 minutes to cross the bridge;
David 10 minutes to cross the bridge.
If there is more than one person on the
bridge, the bridge can only be crossed at the
speed of the slowest person. How can they
cross the bridge in 17 minutes?
4. 2
Alice(1 min) and Brian(2 min) cross the
bridge.
Alice(1 min) takes the torch back to the 3
other side.
Carol(5 min) and David(10 min) cross
the bridge. 13
Brian(2 min) takes the torch back to the
other side 15
Alice(1 min) and Brian(2 min) cross the
bridge.
17
6. 10
How many words do you
need to know in order to
understand 25% of what
native English speakers
say and write?
7. The Oxford English Corpus (OEC) is a collection of texts
(books, newspapers, magazines,base form of speeches etc.)
Lemma = A ‘lemma’ is the blogs, emails, a word; for
that showsthe lemma ‘climb’ includes the different
example how the English language is used in real situations.
It keeps track of all the words native English speakers use in
speaking & writing. It tells us the and climbed
word forms climbs, climbing, number of words that
English speakers currently use.
8. Laggard - a person or thing that does
not keep up with others
Endobenthic (english) - Living within
the sediment of a lake or sea floor;
infauna. Also called endobiontic
Pomology - the branch of botany that
studies the cultivation of fruit.
9. Think of the 90% level.
According to this chart, you only need to know
10 Native speakers what native
words to understand 25% of use just
speakers say and write.
You 7000 words for understand 50%
need to know 100 words to 90% of
of what native speakers say & write, and 1000
what they 75% of and words used
words to understand say all the write
in common, every day English.
10. Today’s Puzzle
You are driving in your car – it is a two-
seater sports car. You pass a bus stop and
see three people standing there waiting for
the bus:
11. Beforewho looks as if she is about to
1. An old lady you tell me what a
and is in urgentand decide
Think need of medical attention.
die silly game this is and wonder
why we aren’t learning
2. An old friend who once saved your life.
yourman (or woman)– know
answer that for many
English, you should
3. The perfect
you
yearsmust been dreaming of meeting
you have explain what
this was used by a
multinational company as
choicetheir job interview
part of
you make (in
Who do you offer a ride to –
good – it poses an
process English)
knowing that there can only be
one ethical/moral dilemma
passenger in your car?
12. The winning candidate – out
of 200 applicants- gave this
answer:
I would stop, give the car
keys to my friend and
ask him to give the old
lady a lift to the nearest
hospital – I would
remain at the bus stop
with the person of my
dreams
17. What bad listening habits
have you picked up over
the years?
Judgmental listening –
jumping to conclusions
about the speaker
Selective listening – only
hearing what you want to
hear.
18. Impatient listening –
finishing other people’s
sentences, interrupting them
Egocentric listening –
thinking about what you’ll say
as others are talking
Patronizing listening –
pretending to listen, but really
off in your own world.
Stubborn listening –
listening, but not open-your
mind is already made up.
19. Can you relate to any of
these common pitfalls?
Your ability to move
past them will have a
profound impact on
your relationships, your
ability to communicate
effectively in English
and also your
effectiveness in
leadership.
21. Learning to Listen
If you want to become
a great listener, you’ll
need to work on two
things:
- Showing empathy
- Asking good
questions
22. Show Empathy
em•pa•thy - [Gk. empatheia]
The action of understanding,
being aware of, being
sensitive
…experiencing the feelings,
thoughts, and experience of
another without having the
feelings, thoughts, and
experience fully explained
23. Empathy is about
entering into another
person’s situation.
It involves
understanding how
others feel and
showing that you
genuinely care.
24. Good listeners are
great at this. They
might;
- Nod
- Show concern in their
faces
- Give an occasional
“hmmm,”
- Display real interest
in what you’re saying.
25. When we listen
empathetically to others,
they tend to become
receptive to what we have
to say in return. They see
that we’re not focused on
advancing our agenda or
“winning” the
conversation.
26. Empathy Role Play
– in pairs, for the whole class
We (the whole class) shall
- Two plays
be commenting on your
– in the of English and also
use first you have to
demonstrate a lack of care, even
your ability to show
anger with the person concerned
empathy and listen well to
– in the second you have to show
another person
empathy towards them
1. Person A who’s pet rabbit has
just died – person B is comforting
them
27. 2. Person A has forgotten to do their
assignment for Richard – person B is
trying to encourage them that it will
not be too bad when they tell him
3. Person A has a bad stomach
ache (from eating too many chilies
– person B is comforting them
28. “People don’t
care how much
you know until
they know how
much you care.”
Do the people you listen to know
how much you care about them?
Do they share openly with you?
29. You have just met a
famous person and
want to keep their
attention whilst other
people are competing to
take them away from
you.
Name your chosen
person and give three
questions you might
ask them to ensure they
stay and talk to you.
31. Ask Good Questions
Which doctor would you
prefer?
One who barges through the
door and immediately begin
trying to sell you the latest
and greatest drug on the
market?
One who asks questions first
– then gives a diagnosis
32. Any good doctor knows that
you never give a prescription
without first making a
diagnosis.
Doctors take the time to look
into your eyes, listen to your
heartbeat, ask where it hurts,
etc.
Then they draw a conclusion,
make a diagnosis and give
you a prescription.
33. Have you learned to
poke and prod (like a
doctor examining you)
during your
conversations with
others? Or, do you make
assumptions and jump
to conclusions?
34. Many Christian’s (esp.
leaders) believe they’re
supposed to have
answers, not questions.
Asking good questions
doesn’t make you weak;
good questions help you
connect with people and
understand where they’re
really coming from. It’s a
sign of strength.
35. Are you a good listener?
Attitudes
5 = Almost Always
3 = Occasionally
1 = Almost Never
an opinion or general feeling about something
36. 1 Do you like to listen
to other people talk?
2 Do you encourage
other people to talk?
3 Do you listen, even if
you do not like the
person who is
talking?
37. 4 Do you listen equally
well whether the
person is man or
woman, black or
white, young or old?
5 Do you listen equally
well to friend,
acquaintance and
stranger?
38. Actions
5 = Almost Always
3 = Occasionally
1 = Almost Never
When talking or listening to
someone...
39. When talking or listening
to someone......
6. Do you put what you
have been doing out of
sight and out of mind?
7. Do you look at the
speaker?
8. Do you try to ignore
the distractions around
you?
40. When talking or listening to someone...
9. Do you smile, nod your head and
otherwise encourage the speaker to
talk?
10. Do you think about what is being
said?
41. Comprehension
5 = Almost Always
3 = Occasionally
1 = Almost Never
To grasp of the meaning of something
42. 11 Do you try to
understand what the
speaker means?
12 Do you try to
understand why the
speaker is trying to
communicate
13 Do you let the
speaker finish what
they are trying to
say?
43. 14 If the speaker
hesitates do you
encourage him to
go on?
15 Do you restate
what is said to
check your
understanding?
44. Evaluation
5 = Almost Always
3 = Occasionally
1 = Almost Never
The act of considering or examining something in order
to judge its value, quality, importance, extent, or
condition
45. 16 Do you withhold
judgment about
ideas until the
speaker has
finished?
17 Do you listen,
regardless of the
manner of
speaking and
choice of the
words?
46. 18 Do you listen, even though you
anticipate what the speaker is going
to say?
19 Do you question the speaker in order
to get a full explanation of ideas?
20 Do you ask the speaker to define
technical or unfamiliar words he
uses?
47. Scoring Guide
Less than 50
Do you pay attention to
anyone?
Is it worth including you in a
team?
48. 50-70
Danger exists of losing
contact with people. You
need to work a little harder
and pay attention to areas
highlighted
49. Over 70
You are a good listener.
One challenge would be to
let your partner or a close
friend complete the form
for you - how do you score
then?
51. The key to understanding the humour in this cartoon
is the word ‘spirit’. ‘Spirit’ is an example of a
‘homonym’: a word which has the same spelling and
a pronunciation as another word, but with a different
meaning. In this case, ‘spirit’ can mean ‘a ghost-like
spirit’ or a ‘hard type of alcohol’, for example,
whiskey or vodka.
55. GETTING PERSONAL
Think about your own listening ability.
On a scale of one to ten (ten being the
strongest), how would you rate yourself
as a listener? If you are really brave, have
a friend fill it out for you!
I display empathy and show genuine
interest in others.
1 2 3 4 5 6 7 8 9 10
<poor excellent>
56. My body language shows
attentiveness.
1 2 3 4 5 6 7 8 9 10
<poor excellent>
I seek to understand before being
understood.
1 2 3 4 5 6 7 8 9 10
<poor excellent>
57. I ask relevant questions and engage in
others’ thoughts.
1 2 3 4 5 6 7 8 9 10
<poor excellent>
I am open; I avoid judging others or
interrupting them.
1 2 3 4 5 6 7 8 9 10
<poor excellent>