This document contains a series of dialogues and activities related to practicing conversational English. Activity 1 presents common conversation topics. Activity 2 provides incomplete dialogues and multiple choice responses to complete them. Activity 3 instructs students to write a comic dialogue based on a provided comic. Activity 4 asks students to choose and present a conversation to the class from a list of sample dialogues covering topics like ordering food, making a plane reservation, being robbed, and picking out a gift. The document provides practice and instruction for students to improve their conversational English skills through dialogue activities.
Conversation is a form of communication; however, it is usually more spontaneous and less formal. We enter conversations for purposes of pleasant engagement in order to meet new people, to find out information and to enjoy social interactions. As far as types of conversation, they vary anywhere from intellectual conversations and information exchanges to friendly debate and witty banter.
Conversation is a form of communication; however, it is usually more spontaneous and less formal. We enter conversations for purposes of pleasant engagement in order to meet new people, to find out information and to enjoy social interactions. As far as types of conversation, they vary anywhere from intellectual conversations and information exchanges to friendly debate and witty banter.
To Make This House A Home | 2020 | Life Of A Dying Poet | Visit Now.JacobDennis15
Door-image
There’s nothing,
that I can say,
to make you not go.
To make you come back,
To make this house a home.
But I’ll live,
I’ll break my back,
I’ll live by the tracks,
I’ll gain all I lack.
To make myself a man.
excuse he loves his name to Scott jerk know any chance to have tremendous showed a flexibility to see a huge amount of lecturing someone would you choose this particular technique probably because he's asking on the droid unable to charge the bar high and %uh to be made into a split power position need to drive the far right up I'll she showed us good three scale here yeah he's a serious way so case desman my this sale up secular second man up a do
dapatkan contoh-contoh soal listening TOEFL PBT untuk membantu anda dalam dan persiapkan diri dalam mengikuti tes TOEFL PBT sehingga hasil tes TOEFL PBT bisa mencapai target yang diinginkan
To Make This House A Home | 2020 | Life Of A Dying Poet | Visit Now.JacobDennis15
Door-image
There’s nothing,
that I can say,
to make you not go.
To make you come back,
To make this house a home.
But I’ll live,
I’ll break my back,
I’ll live by the tracks,
I’ll gain all I lack.
To make myself a man.
excuse he loves his name to Scott jerk know any chance to have tremendous showed a flexibility to see a huge amount of lecturing someone would you choose this particular technique probably because he's asking on the droid unable to charge the bar high and %uh to be made into a split power position need to drive the far right up I'll she showed us good three scale here yeah he's a serious way so case desman my this sale up secular second man up a do
dapatkan contoh-contoh soal listening TOEFL PBT untuk membantu anda dalam dan persiapkan diri dalam mengikuti tes TOEFL PBT sehingga hasil tes TOEFL PBT bisa mencapai target yang diinginkan
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
4. Activity 2: DIALOGUE COMPLETION
1.
Doctor: Take this medicine for a week and you'll start to feel better.
Patient: ---------------
Doctor: Are you sure? It's the best on the market.
Patient: Yes I am. Can you please prescribe another one?
A) What shall i do if unexpected side effects arise?
B) What is the ideal dosage for my weight?
C) But I've used it before and it did not help at all.
Read the dialogues and choose the most appropriate options to complete the dialogues.
2.
Jake: How did you like the movie you saw last night?
Karen: I can't say it was the worst I've ever seen.
Jake: ---------------
Karen: Certainly not. Do not waste your time.
A) What do you mean by saying it depends?
B) I knew I could always count on you.
C) Then you wouldn't recommend it, would you?
3.
Father: What? You crashed the car again?
Son: ---------------
Father: I'm sure it wasn't. This is the third accident you have had
this year.
Son: You're very angry now, dad. We had better talk about this
later on.
A) I do apologize. I promise it won't happen again.
B) Was the car in good condition?
C) But it wasn't my fault. You've got to believe me.
4.
Tom: ---------------
Mary: Are you kidding? We are in June.
Tom: So what? What's wrong with June?
Mary: The right time to trim your roses is the beginning of winter,
when they lose their flowers.
A) Are you going to plant those roses in your garden in June or July?
B) Can you help me prune the roses in the garden at the weekend?
C) I didn't know your brother knew so much about gardening.
5. ACTIVITY 3: COMIC DIALOGUE
According to the comic given by Teacher write a
short dialogue between the characters.
6. ACTIVITY 4: SMALL TALKS
Choose a conversation and present it to the whole class.
Listening practical English conversations: http://www.agendaweb.org/listening/practical-english-conversations.html
7. A: I'd like to order dinner.
B: What would you like?
A: I'd like to order a bottle of champagne, lobster tail, and
filet mignon, medium rare.
B: I'm sorry. We're currently out of filet mignon. May I
suggest the porterhouse instead?
A: I'd prefer the filet, but the porterhouse will do.
B: And may I suggest chocolate-covered strawberries with
the champagne?
A: Normally, I would take you up on that suggestion, but
just the champagne will do for tonight.
B: Okay, no strawberries. Room service will be charged to
your amenities account. Is that all right?
A: That's fine.
B: It will be up shortly. Enjoy your food, sir.
1. At Hotel: Talking to room service
http://www.eslfast.com/robot/topics/hotel/hotel06.htm
8. A: May I get you anything to drink?
B: Yes, please. May I get a glass of lemonade?
A: Would you like an appetizer?
B: May I get an order of barbeque wings?
A: Sure, would you like anything else?
B: That'll be fine for now, thank you.
A: Tell me when you want to order the rest of your food.
B: Excuse me. I'm ready to order.
A: What would you like?
B: Let me have the baby-back ribs.
A: Sure, will there be anything else that I can get you?
B: That will be it for now.
2. Restaurant: Ordering food and drinks.
http://www.eslfast.com/robot/topics/restaurant/restaurant04.htm
9. A: What can I help you with today?
B: I would like to make a deposit.
A: Will that be cash or check?
B: I'm depositing a check.
A: Could you sign the back of the check, please?
B: All right. Here you go.
A: Would you like any cash back?
B: That would be great.
A: How much would you like?
B: I would like $150.
A: Here is your $150.
B: Thanks for everything.
3. At the bank: cashing a check
http://www.eslfast.com/robot/topics/bank/bank08.htm
10. A: Are you feeling OK?
B: My stomach is bothering me.
A: What have you been eating?
B: I had a ham sandwich with mayonnaise for lunch.
A: Maybe the food had something wrong with it.
B: It could be bad food, but I didn't feel so well
yesterday, either.
A: Have you been under a lot of pressure lately?
B: I haven't been under any more stress than usual.
A: Perhaps you have caught that bug that is going
around.
B: I feel like maybe I am coming down with the flu
4. Health: A stomachache
http://www.eslfast.com/robot/topics/health/health04.htm
11. A: Could you help me make a plane reservation?
B: I would be happy to help you. Where do you plan on going?
A: I am going to go to Hawaii.
B: For that destination, you may leave from Los Angeles or Burbank Airport.
Which would you prefer?
A: I think that I would rather leave from Los Angeles Airport.
B: Would you prefer a morning or afternoon departure?
A: I need to leave in the morning.
B: Fine. On your return flight, do you have a preference as to morning or
afternoon?
A: I would prefer to return in the afternoon.
B: I have booked you on your flight at a great rate. Here are your tickets.
5. Travel: Making a plane reservation
http://www.eslfast.com/robot/topics/travel/travel02.htm
12. A: Is everything all right?
B: Not at all.
A: What's the problem?
B: Someone just robbed me.
A: What do you mean?
B: This guy just robbed me right on the street.
A: He didn't hurt you, did he?
B: I'm okay. He just stole my things.
A: I'm so sorry.
B: I have to file a report at the police station.
A: Let me take you.
B: I would like that.
6. Crime: Being robbed
http://www.eslfast.com/robot/topics/crime/crime03.htm
13. A: Can you help me pick out a gift for my daughter?
B: She might like a laptop computer.
A: That sounds like a good idea.
B: Might I suggest a Mac?
A: How much?
B: Well, a 15-inch Pro is $2,100.
A: That sounds great. I'll take it.
B: Great. How would you like to pay for it?
A: Here's my VISA.
B: Let me ring you up. Okay, sign here, please.
A: Everything I need is in this box?
B: It'll take her only a few minutes to get online.
A: Thank you for your help.
B: So long. Thank you for shopping here.
7. At a Shopping: Looking for a perfect gif
http://www.eslfast.com/robot/topics/shop/1shop08.htm