The document discusses the importance of learning phonetics for English language learners, especially for those whose native language is quite different from English. It notes that while the English alphabet only has 26 letters, there are actually 44 possible pronunciation combinations. Learning the International Phonetic Alphabet (IPA) will allow learners to properly pronounce English words without assistance by dividing sounds into vowels, diphthongs, and consonants. The goal is for learners to be able to pronounce new English words independently.
1. The document outlines a literacy lesson plan taught by Maria Angala to students at Jefferson Academy in Washington DC.
2. The lesson focuses on teaching students about word structure, specifically blends and digraphs. Students practice identifying, spelling, and using these words in sentences.
3. The objectives are for students to demonstrate telling word structure by presenting words in segmented form, and pronouncing letter sounds with 80% accuracy.
The document outlines a 1-hour English lesson plan for 7th grade students focusing on greetings and farewells. The lesson aims to teach students how to answer greetings and say farewells in real situations. It includes 4 activities: introducing greetings and farewells, showing flashcards with greeting situations, writing common greetings on the board for pronunciation practice, and having students create greeting situations with partners. The lesson aims to improve students' listening, speaking, writing and pronunciation of greetings and farewells.
The document outlines the common structure of a presentation, including introducing yourself and the topic, presenting the main body of the presentation using ordering points and examples, summarizing or concluding, inviting questions, and thanking the audience. It provides example phrases and transitions to introduce each part of the presentation and connect the different sections.
1. The document outlines a lesson plan for teaching phonics and word structure to elementary students. It includes objectives, activities, and homework assignments.
2. Students will learn about blends and digraphs, and how to segment and blend sounds in words. They will practice identifying these structures in words.
3. The lesson includes a progress check to measure students' ability to spell high-frequency words and phonetic words correctly over time, in order to track their improvement.
This document provides information about teaching pronunciation to English language learners. It discusses the importance of teaching phonemic symbols, phonetic alphabets, and diphthongs. Specifically, it defines diphthongs as sounds produced from two vowels paired together, lists the 8 most common diphthongs in English with examples, and explains how diphthongs can appear in initial, medial, or final positions in words. It also discusses the schwa sound and how it is used in unstressed syllables and function words. Finally, it notes that teachers should be aware of pronunciation challenges faced by students from different language backgrounds but should stay loyal to their own pronunciation.
This document provides strategies for teaching pronunciation of certain English sounds. It focuses on the sounds /θ/, /s/-/ʃ/, and /s/-/z/. For each sound, it outlines exercises using stories, pictures, maps and games to help students practice distinguishing and producing the sounds in different words. The goal is to help students recognize and pronounce the sounds through interactive activities with partners and groups.
This document provides tips and advice for learning Japanese at different levels, from beginner to advanced. It recommends mastering hiragana and katakana characters through mnemonics and frequent practice. For beginners, it suggests using flashcards and asking colleagues for help. More advanced learners should upgrade study materials and immerse themselves in Japanese through media, friends and daily practice. Both private lessons and Japanese classes are recommended, and the JLPT test levels are introduced. Overall it emphasizes making mistakes to improve, practicing writing, and using technology and websites to enhance the learning process.
The document discusses the importance of learning phonetics for English language learners, especially for those whose native language is quite different from English. It notes that while the English alphabet only has 26 letters, there are actually 44 possible pronunciation combinations. Learning the International Phonetic Alphabet (IPA) will allow learners to properly pronounce English words without assistance by dividing sounds into vowels, diphthongs, and consonants. The goal is for learners to be able to pronounce new English words independently.
1. The document outlines a literacy lesson plan taught by Maria Angala to students at Jefferson Academy in Washington DC.
2. The lesson focuses on teaching students about word structure, specifically blends and digraphs. Students practice identifying, spelling, and using these words in sentences.
3. The objectives are for students to demonstrate telling word structure by presenting words in segmented form, and pronouncing letter sounds with 80% accuracy.
The document outlines a 1-hour English lesson plan for 7th grade students focusing on greetings and farewells. The lesson aims to teach students how to answer greetings and say farewells in real situations. It includes 4 activities: introducing greetings and farewells, showing flashcards with greeting situations, writing common greetings on the board for pronunciation practice, and having students create greeting situations with partners. The lesson aims to improve students' listening, speaking, writing and pronunciation of greetings and farewells.
The document outlines the common structure of a presentation, including introducing yourself and the topic, presenting the main body of the presentation using ordering points and examples, summarizing or concluding, inviting questions, and thanking the audience. It provides example phrases and transitions to introduce each part of the presentation and connect the different sections.
1. The document outlines a lesson plan for teaching phonics and word structure to elementary students. It includes objectives, activities, and homework assignments.
2. Students will learn about blends and digraphs, and how to segment and blend sounds in words. They will practice identifying these structures in words.
3. The lesson includes a progress check to measure students' ability to spell high-frequency words and phonetic words correctly over time, in order to track their improvement.
This document provides information about teaching pronunciation to English language learners. It discusses the importance of teaching phonemic symbols, phonetic alphabets, and diphthongs. Specifically, it defines diphthongs as sounds produced from two vowels paired together, lists the 8 most common diphthongs in English with examples, and explains how diphthongs can appear in initial, medial, or final positions in words. It also discusses the schwa sound and how it is used in unstressed syllables and function words. Finally, it notes that teachers should be aware of pronunciation challenges faced by students from different language backgrounds but should stay loyal to their own pronunciation.
This document provides strategies for teaching pronunciation of certain English sounds. It focuses on the sounds /θ/, /s/-/ʃ/, and /s/-/z/. For each sound, it outlines exercises using stories, pictures, maps and games to help students practice distinguishing and producing the sounds in different words. The goal is to help students recognize and pronounce the sounds through interactive activities with partners and groups.
This document provides tips and advice for learning Japanese at different levels, from beginner to advanced. It recommends mastering hiragana and katakana characters through mnemonics and frequent practice. For beginners, it suggests using flashcards and asking colleagues for help. More advanced learners should upgrade study materials and immerse themselves in Japanese through media, friends and daily practice. Both private lessons and Japanese classes are recommended, and the JLPT test levels are introduced. Overall it emphasizes making mistakes to improve, practicing writing, and using technology and websites to enhance the learning process.
This lesson plan is for a 4th grade Spanish class of 35 beginner level students. The lesson aims to develop listening, speaking, reading and writing skills related to food vocabulary such as soup, bread, meat and rice. The plan includes greeting the students, watching videos on food preferences, doing listening and worksheet activities, and playing a memory game to review the vocabulary. Scaffolding strategies such as repetition and modeling are incorporated throughout the lesson.
The document provides guidance for teachers on using English in their classes, suggesting they can incorporate English when teaching lessons, managing class activities, and having casual conversations with students to help students learn English in a natural way. It offers examples of expressions for different classroom situations and recommends keeping explanations simple so students understand.
The first in a four part series on classroom management from elt-training.com. You can find a free voiced over presentation of these slides on the site
3rd term communicative project march 28th 2014yourclassathome
Students are instructed to prepare and present a 10-minute classroom session to teach their classmates 20-30 new English vocabulary words on a specific topic. Presentations should creatively explain the new words using methods like videos and PowerPoints rather than just listing definitions. Presentations will be evaluated on techniques, organization, content quality, and English proficiency. Students must submit their vocabulary lists as soon as possible.
The document provides instructions for students to choose from one of four language learning projects: 1) Learn a Spanish pop song by memorizing lyrics, translating them, and creating a presentation; 2) Create a Spanish worksheet that teaches grammar concepts through math-style problems; 3) Watch a short Spanish-language film or TV show with subtitles and create a vocabulary list and reflection; or 4) Read a fairy tale in Spanish and English, make a vocabulary list, and compare phrases. For each project, detailed steps are provided to guide students through the activity and reflection.
Through an English course, the speaker realized they need to focus on listening skills such as understanding adjectives, the importance of English sounds, and pronunciation. To develop their language ability, the speaker plans to take an English proficiency certificate, work with native speakers, and coordinate cross-curricular projects. The speaker discovered many online resources for grammar, vocabulary, listening, pronunciation, writing and speaking practice that they plan to utilize after finishing the course.
This document provides a lesson plan for a class teaching English to primary school students in Argentina. The lesson focuses on the present continuous tense. The goals are for students to identify and use the target structure, incorporate previous vocabulary, and develop writing skills. The plan includes presentation, practice, and closure stages. Students will read a short text, answer questions, identify vocabulary in the text, and write a continuation of the story using the present continuous tense. The teacher aims to actively engage students and help them through potential difficulties with the foreign language.
This document provides a lesson plan for a class teaching English to primary school students in Argentina. The lesson focuses on the present continuous tense. The goals are for students to identify and use the target structure, incorporate previous vocabulary, and develop writing skills. The plan includes presentation, practice, and closure stages. Students will read a short text, answer questions, identify vocabulary in the text, and write a continuation of the story using the present continuous tense. The teacher aims to actively engage students and help them through potential difficulties with understanding.
The document provides classroom language and commands for students to learn in both English and Spanish. It includes common phrases used by teachers such as "Sit up!", "Pay attention!", and directions for activities like "Open your book". Students are asked to practice the commands by matching them to their Spanish translations and ordering classroom language questions from most to least common. The goal is for students to understand and follow the typical instructions and exchanges used in the classroom.
Pronunciation in primary school english classesJuditalaez
This document discusses the importance of teaching pronunciation in primary English classes and provides activities to work on pronunciation with children. It begins by explaining that pupils must understand spoken English and be able to make themselves understood, and pronunciation is one of the most difficult aspects of the language. Several activities are then described, including using videos, bingo, minimal pairs, tongue twisters, Jolly Phonics, and a telephone game. The document concludes that unlike grammar and vocabulary, pronunciation is not usually specifically taught but is important for understanding, and there are many resources available to work on pronunciation skills.
This document discusses cognates, which are words that share common spelling and pronunciation in two languages. It provides examples of English-Spanish cognates like "doctor" and "hospital". Cognates can help students begin to bridge the language gap. However, there are also false cognates that have different meanings, like "embarrassed" and "rope". The document suggests making a list of cognates from lessons and having students find new ones. It also recommends presenting false cognates and having bilingual students explain them. Teachers should write cognates in two columns using different colors and have students continue adding to the cognate poster.
The document outlines a lesson plan for introducing common Spanish greetings across different Spanish-speaking nations over the course of a week. On Monday, the teacher introduces greetings found in the textbook. On Tuesday, students practice the greetings by listening to native speakers on a language learning website. On Wednesday, students practice greetings with classmates, speaking only Spanish. On Thursday, students review greetings and match them to times of day. On Friday, there is an oral test on greetings using a recorder, followed by a worksheet. Materials include a textbook, computers, a language learning website, recorder, flash cards, and worksheet.
The Audio Lingual Method (ALM) was developed in the 1950s-1960s and is based on behaviorist theory. It focuses on repetition of dialogs and drilling of grammatical patterns to form language habits. Errors are avoided, and the students' native language is not to interfere. The teacher acts as a model for students to imitate accurately and quickly through drills like chain drills. However, ALM relies too heavily on repetition which can bore students and prevent creative language use.
There are two main reasons why learners of English face a serious risk of not making progress at an advanced level: [1] They know enough English already to communicate at a basic level so lack motivation to learn more; [2] The vocabulary and grammar they don't know is rare, so they won't encounter it frequently through everyday use. To continue making progress, learners must devote more time to structured independent study of English through activities like reading, writing, using dictionaries, chatting online, and consciously pushing themselves to use new vocabulary and grammar when speaking and writing. Mistakes made during experimentation are an important part of the learning process. Learners are responsible for driving their own learning beyond what is covered in class
The document discusses pre-teaching vocabulary at lower levels. It recommends reserving part of the whiteboard each class for new words. Key vocabulary that will be used in the lesson should be introduced at the beginning, using visuals, repetition, and translation to help students understand. This pre-teaching of vocabulary is a small change that can make lessons more efficient and help reduce students' anxiety, especially at elementary levels. Research also supports pre-teaching vocabulary to aid comprehension.
This document provides information to help students get started in their Spanish 1 course through NC Virtual Public Schools, including the course schedule, required live classes, grade calculations, teacher contact information, and other resources. Assignments are broken into categories that make up 10-20% of the final grade each. Students are expected to spend 1.5-2 hours per day on coursework. Late work will be deducted by 10-50 points depending on how late it is submitted. The Culture Café tab provides extra credit opportunities to learn about Spanish culture.
Students will work in groups to create a 6-minute TV show about the entertainment world using vocabulary, expressions, and grammar structures from English III. Each group must include discussions of free time activities, travel, life experiences, and healthy lifestyles. Group members must interact at least eight times with segments lasting at least 15 seconds each. Language use is the primary focus, so groups must speak clearly and loudly while avoiding background music that obscures voices.
Breaking The Myth Use Of Mt Disal Daniel BonattiDaniel Bonatti
This document discusses using a student's mother tongue (MT) in the language classroom. It argues that excluding MT is counterproductive and presents disadvantages like lack of understanding. The root cause of banning MT was the Direct Method from 1900, but it fails to recognize differences from MT acquisition. The document advocates judicious use of MT through translation, jokes, stories and other activities to build confidence and clarify meaning without overusing MT. Teachers should plan appropriately to integrate MT in a way that helps students learn.
The document provides guidance on making effective presentations. It discusses the importance of preparation, including planning the content, structure, visual aids, and handling questions. When giving the presentation, speakers should use simple language, maintain eye contact with the audience, and practice to manage nerves. The introduction should attract attention and the conclusion should summarize key points. Preparation, practice, and good delivery are essential to engage audiences and communicate messages clearly.
This lesson plan is for a 4th grade Spanish class of 35 beginner level students. The lesson aims to develop listening, speaking, reading and writing skills related to food vocabulary such as soup, bread, meat and rice. The plan includes greeting the students, watching videos on food preferences, doing listening and worksheet activities, and playing a memory game to review the vocabulary. Scaffolding strategies such as repetition and modeling are incorporated throughout the lesson.
The document provides guidance for teachers on using English in their classes, suggesting they can incorporate English when teaching lessons, managing class activities, and having casual conversations with students to help students learn English in a natural way. It offers examples of expressions for different classroom situations and recommends keeping explanations simple so students understand.
The first in a four part series on classroom management from elt-training.com. You can find a free voiced over presentation of these slides on the site
3rd term communicative project march 28th 2014yourclassathome
Students are instructed to prepare and present a 10-minute classroom session to teach their classmates 20-30 new English vocabulary words on a specific topic. Presentations should creatively explain the new words using methods like videos and PowerPoints rather than just listing definitions. Presentations will be evaluated on techniques, organization, content quality, and English proficiency. Students must submit their vocabulary lists as soon as possible.
The document provides instructions for students to choose from one of four language learning projects: 1) Learn a Spanish pop song by memorizing lyrics, translating them, and creating a presentation; 2) Create a Spanish worksheet that teaches grammar concepts through math-style problems; 3) Watch a short Spanish-language film or TV show with subtitles and create a vocabulary list and reflection; or 4) Read a fairy tale in Spanish and English, make a vocabulary list, and compare phrases. For each project, detailed steps are provided to guide students through the activity and reflection.
Through an English course, the speaker realized they need to focus on listening skills such as understanding adjectives, the importance of English sounds, and pronunciation. To develop their language ability, the speaker plans to take an English proficiency certificate, work with native speakers, and coordinate cross-curricular projects. The speaker discovered many online resources for grammar, vocabulary, listening, pronunciation, writing and speaking practice that they plan to utilize after finishing the course.
This document provides a lesson plan for a class teaching English to primary school students in Argentina. The lesson focuses on the present continuous tense. The goals are for students to identify and use the target structure, incorporate previous vocabulary, and develop writing skills. The plan includes presentation, practice, and closure stages. Students will read a short text, answer questions, identify vocabulary in the text, and write a continuation of the story using the present continuous tense. The teacher aims to actively engage students and help them through potential difficulties with the foreign language.
This document provides a lesson plan for a class teaching English to primary school students in Argentina. The lesson focuses on the present continuous tense. The goals are for students to identify and use the target structure, incorporate previous vocabulary, and develop writing skills. The plan includes presentation, practice, and closure stages. Students will read a short text, answer questions, identify vocabulary in the text, and write a continuation of the story using the present continuous tense. The teacher aims to actively engage students and help them through potential difficulties with understanding.
The document provides classroom language and commands for students to learn in both English and Spanish. It includes common phrases used by teachers such as "Sit up!", "Pay attention!", and directions for activities like "Open your book". Students are asked to practice the commands by matching them to their Spanish translations and ordering classroom language questions from most to least common. The goal is for students to understand and follow the typical instructions and exchanges used in the classroom.
Pronunciation in primary school english classesJuditalaez
This document discusses the importance of teaching pronunciation in primary English classes and provides activities to work on pronunciation with children. It begins by explaining that pupils must understand spoken English and be able to make themselves understood, and pronunciation is one of the most difficult aspects of the language. Several activities are then described, including using videos, bingo, minimal pairs, tongue twisters, Jolly Phonics, and a telephone game. The document concludes that unlike grammar and vocabulary, pronunciation is not usually specifically taught but is important for understanding, and there are many resources available to work on pronunciation skills.
This document discusses cognates, which are words that share common spelling and pronunciation in two languages. It provides examples of English-Spanish cognates like "doctor" and "hospital". Cognates can help students begin to bridge the language gap. However, there are also false cognates that have different meanings, like "embarrassed" and "rope". The document suggests making a list of cognates from lessons and having students find new ones. It also recommends presenting false cognates and having bilingual students explain them. Teachers should write cognates in two columns using different colors and have students continue adding to the cognate poster.
The document outlines a lesson plan for introducing common Spanish greetings across different Spanish-speaking nations over the course of a week. On Monday, the teacher introduces greetings found in the textbook. On Tuesday, students practice the greetings by listening to native speakers on a language learning website. On Wednesday, students practice greetings with classmates, speaking only Spanish. On Thursday, students review greetings and match them to times of day. On Friday, there is an oral test on greetings using a recorder, followed by a worksheet. Materials include a textbook, computers, a language learning website, recorder, flash cards, and worksheet.
The Audio Lingual Method (ALM) was developed in the 1950s-1960s and is based on behaviorist theory. It focuses on repetition of dialogs and drilling of grammatical patterns to form language habits. Errors are avoided, and the students' native language is not to interfere. The teacher acts as a model for students to imitate accurately and quickly through drills like chain drills. However, ALM relies too heavily on repetition which can bore students and prevent creative language use.
There are two main reasons why learners of English face a serious risk of not making progress at an advanced level: [1] They know enough English already to communicate at a basic level so lack motivation to learn more; [2] The vocabulary and grammar they don't know is rare, so they won't encounter it frequently through everyday use. To continue making progress, learners must devote more time to structured independent study of English through activities like reading, writing, using dictionaries, chatting online, and consciously pushing themselves to use new vocabulary and grammar when speaking and writing. Mistakes made during experimentation are an important part of the learning process. Learners are responsible for driving their own learning beyond what is covered in class
The document discusses pre-teaching vocabulary at lower levels. It recommends reserving part of the whiteboard each class for new words. Key vocabulary that will be used in the lesson should be introduced at the beginning, using visuals, repetition, and translation to help students understand. This pre-teaching of vocabulary is a small change that can make lessons more efficient and help reduce students' anxiety, especially at elementary levels. Research also supports pre-teaching vocabulary to aid comprehension.
This document provides information to help students get started in their Spanish 1 course through NC Virtual Public Schools, including the course schedule, required live classes, grade calculations, teacher contact information, and other resources. Assignments are broken into categories that make up 10-20% of the final grade each. Students are expected to spend 1.5-2 hours per day on coursework. Late work will be deducted by 10-50 points depending on how late it is submitted. The Culture Café tab provides extra credit opportunities to learn about Spanish culture.
Students will work in groups to create a 6-minute TV show about the entertainment world using vocabulary, expressions, and grammar structures from English III. Each group must include discussions of free time activities, travel, life experiences, and healthy lifestyles. Group members must interact at least eight times with segments lasting at least 15 seconds each. Language use is the primary focus, so groups must speak clearly and loudly while avoiding background music that obscures voices.
Breaking The Myth Use Of Mt Disal Daniel BonattiDaniel Bonatti
This document discusses using a student's mother tongue (MT) in the language classroom. It argues that excluding MT is counterproductive and presents disadvantages like lack of understanding. The root cause of banning MT was the Direct Method from 1900, but it fails to recognize differences from MT acquisition. The document advocates judicious use of MT through translation, jokes, stories and other activities to build confidence and clarify meaning without overusing MT. Teachers should plan appropriately to integrate MT in a way that helps students learn.
The document provides guidance on making effective presentations. It discusses the importance of preparation, including planning the content, structure, visual aids, and handling questions. When giving the presentation, speakers should use simple language, maintain eye contact with the audience, and practice to manage nerves. The introduction should attract attention and the conclusion should summarize key points. Preparation, practice, and good delivery are essential to engage audiences and communicate messages clearly.
This document provides teaching notes for a lesson on horror movies. The lesson aims to improve students' speaking and listening skills related to vocabulary about fear and horror movies. It includes activities where students practice describing scary experiences, discuss movie plots and scenes, and complete a vocabulary crossword using words from movie synopses. An optional extension activity asks students to work in groups to write and optionally film a short horror movie synopsis using common horror movie cliches provided. The lesson provides opportunities for students to personalize the topic and practice both understanding and producing language related to horror genres.
How To Motivate Your Students To Speak A LOT Using Halloween SongsMarcia Bonfim
This song-based STEP-BY-STEP LESSON PLAN for ENGLISH language TEACHING features the lyrics extracts for several Halloween Songs by various artists. Students FORM WORDS from the word "Halloween", MATCH videos and song extracts, explain their choices, WRITE a short narrative connecting the videos and using words from the lyrics,
OBS: This lesson plan was made for ONLINE TEACHING, but it can be modified for face-to-face instruction, as well.
Language level: B1-B2
Learner type: All ages
Skills: listening, writing, speaking, reading
Topic: Halloween
Materials: Youtube videos, genially presentation
Duration: about an hour
Downloadable materials: none
Unit 11 English for life Writing (Entry 2) - Course applications.pptxPremLearn
This document outlines the schedule and activities for an English language course. It includes the following:
- A discussion about studying and applying for courses.
- Reading and comprehension exercises about an application form, including vocabulary, tense review, and rewriting sentences.
- Activities like quizzes, reading CVs, ordering information, and grammar questions.
- Writing practice including writing sentences about hopes, dreams, qualifications.
- Present perfect extra practice and homework assignment.
8. Think in English! C1 - Exam practice 8.pdfPaulina611888
This document provides an overview and tips for the different speaking sections of the IELTS exam. It discusses the four parts of the speaking section: Part 1 involves basic introductory questions; Part 2 involves discussing two pictures and giving a one minute response; Part 3 involves a two minute discussion on given topics and prompts; Part 4 is a five minute open discussion. For each part, the document outlines what to expect and provides strategies for organizing responses, focusing on the questions, listening to others, and justifying opinions. It also briefly discusses the listening section Part 2 which involves completing sentences based on a long recording.
Gisela Restivo- Kindergaten- Lesson plan 2Gisela Restivo
The lesson plan summarizes a lesson for a kindergarten class focusing on parts of the face. The lesson will begin with greetings and a warm-up activity introducing characters from Little Red Riding Hood. Students will then watch a video of the story. Next, the teacher will present vocabulary for eyes, nose, ears, and mouth while pointing to a photo of the wolf character. Students will then participate in an activity where they match face parts to a blank wolf outline and practice naming the parts. The lesson will conclude by singing a closing song. The overall goals are for students to learn and demonstrate the targeted vocabulary words.
8. Think in English! B2 - Exam practice 8.pdfPaulina611888
This document provides an overview and tips for the IELTS speaking exam. It discusses the four parts of the exam: Part 1 involves basic personal questions to help ease test takers into the exam. Part 2 requires a one minute response comparing two pictures. Part 3 is a two minute discussion on a topic with a partner. Part 4 is a four minute open discussion on related topics, requiring test takers to support their opinions. The document provides examples of language and structures to use for each part, such as describing skills and situations. It emphasizes the importance of organization, pronunciation, and giving complete answers without hesitation for a strong exam performance.
This document outlines a 4-part social media assignment for Portuguese language students. Part 1 requires students to introduce a friend and discuss their daily routine, interests, and plans using YouTube. Part 2 asks students to add annotations in YouTube noting any mistakes or new vocabulary. Part 3 has students comment on or ask questions about 2 classmates' videos. Part 4 is for students to respond to any feedback received. The assignment aims to develop communication skills at an elementary language level.
This document provides guidance on delivering effective academic talks. It discusses preparing for the talk by knowing the audience and objectives. It emphasizes using techniques like varying tone, pace and volume to engage listeners whose attention may wander. Visual aids should be clearly visible to all, and the presenter should maintain eye contact with the audience while avoiding distracting mannerisms. Nerves are common but can be managed through practice and preparation.
The document provides guidance on developing effective oral presentations. It discusses the importance of oral presentations for business communication as they involve writing, speaking and listening skills. It outlines a three-step process for developing presentations: planning, writing the presentation, and completing the presentation. Key aspects of planning include understanding the audience and purpose, gathering relevant information, and creating an outline. The body of the presentation should clearly organize information and engage the audience. Effective closes restate the main ideas and end strongly. Completing the presentation involves delivery techniques, rehearsal, managing anxiety, and handling questions.
During this lesson, students will practice and perform role-plays based on short stories they have read. The teacher will show a video about acting techniques to help students improve their performances. Students will then revise their scripts, practicing delivery and intonation. They will take turns performing their role-plays in front of the class. At the end, the teacher will elicit student feedback on which activities they preferred and why.
This lesson plan introduces daily routines to 4th grade beginner English students. It includes vocabulary flashcards, a video about a character's daily routine, a worksheet activity where students match pictures to routines, and a speaking game where students say their own routines to build a "spiderweb." The plan focuses on developing listening and speaking skills through visual aids, group work, and an engaging closure activity.
Buzz sessions involve dividing a class into small groups to discuss a topic or question. The presentation outlined the steps to conducting buzz sessions, including forming groups, assigning a discussion question or task, and having groups report back. Buzz sessions allow all students to participate, help develop collaboration skills, and set the groundwork for further discussion. However, they require clear management by the teacher to keep groups focused and on task. The presentation provided examples of using buzz sessions along with other techniques like lectures and group work.
This document provides guidance on delivering an effective informative speech. It discusses that an informative speech should present factual information to help audiences understand and remember the topic. It emphasizes selecting a topic that can be sufficiently covered in 5 minutes and tailoring the content and complexity to the audience. The speech should have an introduction to engage listeners, 3-5 main points organized logically or spatially in the body, and a conclusion summarizing key takeaways. Delivery techniques like vocal variety, eye contact and enthusiasm are also highlighted to engage audiences.
This document provides guidance on delivering an effective informative speech. It discusses that an informative speech should present factual information to help audiences understand and remember the topic. It emphasizes selecting a topic that can be sufficiently covered in 5 minutes and tailoring the content and complexity to the audience. The speech should have an introduction to engage listeners, 3-5 main points organized logically or spatially in the body, and a conclusion summarizing key takeaways. Delivery techniques like eye contact, vocal variation, and enthusiasm are also reviewed to engage audiences visually and auditorily.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Speaking Task for the First Term
1. IES Maestro Diego Llorente English Department
1º Bachillerato School Year 2016-2017
SPEAKING TASK FOR THE FIRST TERM: Record yourself speaking about one of the topics below and
email the video to your teacher.
INSTRUCTIONS:
You can work individually or in pairs, it’s up to you.
If you work individually, your video should be from 1 to 1:30 minutes long.
If you work in pairs, your video should be from 2 to 2:30 minutes long. Both of you must
speak for the same amount of time (more or less).
The video should be submitted before 30th
November 2016.
Send an email including the names of the speaker(s) and the topic you are going to speak
about. Don´t forget to attach the video to this address: englishspoken3@gmail.com
Before recording, have a look at the tips below.
TIPS ON ORAL PRESENTATIONS:
Do:
Prepare what you’re going to say.
Use more formal language.
Use short, simple sentences to express your ideas clearly.
Pause from time to time and don’t speak too quickly. This allows the listener to understand your ideas. Include a
short pause after each idea.
Speak clearly and at the right volume.
Have your notes ready in case you forget anything.
Practise your presentation. Record yourself and listen to your presentation (several times until you’re satisfied
with your own work). If you can’t record yourself, ask a friend to listen to you. Does your friend understand you?
Make your opinions very clear. Use expressions to give your opinion.
Don’t:
Write out the whole presentation and learn every word by heart.
Write out the whole presentation and read it aloud.
Use very informal language.
Only look at your note card. It’s important to look up at your listeners (the camera in this case) when you are
speaking.
Useful language for presentations
a) Explain what your presentation is about at the beginning:
I’m going to talk about ...
I’d like to talk about ...
The main focus of this presentation is ...
b) Use these expressions to order your ideas:
First of all, ...
Firstly, ...
Then, ...
Secondly, ...
Next, ...
Finally, ...
Lastly, ...
To sum up, ...
In conclusion, ...
2. IES Maestro Diego Llorente English Department
1º Bachillerato School Year 2016-2017
c) Use these expressions to add more ideas from the same point of view:
In addition, ...
What’s more, ...
Also, ...
Added to this, ...
d) To introduce the opposite point of view you can use these words and expressions:
However, ...
On the other hand, ...
Then again, ...
VIDEOS
You can watch these videos about giving good presentations:
https://www.youtube.com/watch?v=QKOO99UjsSE
https://www.youtube.com/watch?v=ZBhjyBRFMPY
SPEAKING TOPICS
1. Technological devices you use and how they help you in your daily life.
2. Opinion on social media. Are social networking sites bringing people closer together or
further apart?
3. Your favourite smart phone app.
4. Using the Internet to study English.
5. Could you live without your mobile phone?
6. What’s worse for children: television or the internet?
7. My most vivid memory from the past year.
8. Ban on mobile phones at school: do you agree?
9. Do you know anyone who has been victim of a crime? What happened?
10. What are some things that are legal that you personally think should be illegal?
11. Have you ever been to an English-speaking country?