Teaching grammar exam 2
•Download as PPTX, PDF•
0 likes•71 views
The document outlines the schedule for a microteaching exam on grammar that will take place on Monday, April 29. It lists 5 groups that will each teach a 15 minute grammar lesson using a different approach. Group 1 will teach the first conditional using rule explanations. Group 2 will teach will using examples from a generative situation. Group 3 will teach comparatives using realia. Group 4 will teach the future with going to using a scripted dialogue. Group 5 will teach the passive using an authentic text.
Report
Share
Report
Share
Recommended
Grammar topic for exam 2
Group 1 will teach the first conditional using a rule explanation for 15 minutes. Group 2 will teach will using examples from a generative situation for 15 minutes. Group 3 will teach comparatives using realia for 15 minutes. Group 4 will use a scripted dialogue to teach the future with going to for 15 minutes. Group 5 will teach the passive using an authentic text for 15 minutes. The document provides an agenda for a microteaching exam on Monday April 29 where students will teach various grammar topics using different approaches, each with a 15 minute time limit.
Grammar topics for exam 2
This document outlines the schedule for a second microteaching exam on Monday, April 29th. It lists 5 groups that will each teach a 20 minute lesson on a grammar topic. Group 1 will teach the first conditional using rule explanations. Group 2 will teach use of will using examples from generative situations. Group 3 will teach comparatives using realia. Group 4 will teach future tense using going to through a scripted dialogue. Group 5 will teach the passive using an authentic text. The document instructs students to teach the assigned grammar topic in a meaningful context.
Photograpy storyboard
The storyboard outlines 4 shots for a photography project, including a tracking shot panning left of a drama room with low key lighting in a long shot, a focus pull on ballet shoes panning up a dancer's body to her face, a long shot of a dancer from mid angle that speeds up and fades, and a concluding longshot of a classroom with a teacher teaching and high key lighting.
Poems workshop
An engaging way for secondary students of English as a foreign language to produce their own poems in group, as well as approaching them to literature.
Self report class 4 - primary
The self-report discusses a class teaching pets and their descriptions to students. The teacher had to repeat structures multiple times for the students to use them. Additionally, the class time was shorter than planned due to a break, so some activities could not be finished. While some students sang the hello and goodbye songs at the end, most were too shy. Finally, the teacher started using a traffic light flashcard system to control noise levels and turn-taking in this talkative class.
Self report class 4 - primary
This self-report discusses a class teaching vocabulary about pets. The teacher summarized that they need to improve repeating structures for the students to practice. Additionally, class time is short at only 30 minutes, so activities are not always finished. The students also have trouble singing hello and goodbye songs due to shyness. Finally, the class is talkative so the teacher started using a traffic light system with color codes for voice levels to control noise and ensure turns are respected during activities.
Self report class 4 - primary
During a class on pets and their descriptions, the teacher had to repeatedly encourage students to use vocabulary and structures demonstrated. Not enough time was allotted for all activities, as there were only 30 minutes of instruction within the 40 minute class. Some students were shy about singing hello and goodbye songs. To manage noise levels, the teacher started using a traffic light flashcard system to signal appropriate voice volumes, which helped students call attention to those not respecting turn-taking.
Self report class 4 - primary
The teacher summarized their self-review of teaching a class about pets and their descriptions. They felt they needed to improve repeating vocabulary and structures for the students to use. Additionally, class time was too short to complete all the planned activities. While some students sang the hello and goodbye songs, most were too shy. Finally, the teacher started using a traffic light flashcard system to control noise levels and turn-taking in this talkative class.
Recommended
Grammar topic for exam 2
Group 1 will teach the first conditional using a rule explanation for 15 minutes. Group 2 will teach will using examples from a generative situation for 15 minutes. Group 3 will teach comparatives using realia for 15 minutes. Group 4 will use a scripted dialogue to teach the future with going to for 15 minutes. Group 5 will teach the passive using an authentic text for 15 minutes. The document provides an agenda for a microteaching exam on Monday April 29 where students will teach various grammar topics using different approaches, each with a 15 minute time limit.
Grammar topics for exam 2
This document outlines the schedule for a second microteaching exam on Monday, April 29th. It lists 5 groups that will each teach a 20 minute lesson on a grammar topic. Group 1 will teach the first conditional using rule explanations. Group 2 will teach use of will using examples from generative situations. Group 3 will teach comparatives using realia. Group 4 will teach future tense using going to through a scripted dialogue. Group 5 will teach the passive using an authentic text. The document instructs students to teach the assigned grammar topic in a meaningful context.
Photograpy storyboard
The storyboard outlines 4 shots for a photography project, including a tracking shot panning left of a drama room with low key lighting in a long shot, a focus pull on ballet shoes panning up a dancer's body to her face, a long shot of a dancer from mid angle that speeds up and fades, and a concluding longshot of a classroom with a teacher teaching and high key lighting.
Poems workshop
An engaging way for secondary students of English as a foreign language to produce their own poems in group, as well as approaching them to literature.
Self report class 4 - primary
The self-report discusses a class teaching pets and their descriptions to students. The teacher had to repeat structures multiple times for the students to use them. Additionally, the class time was shorter than planned due to a break, so some activities could not be finished. While some students sang the hello and goodbye songs at the end, most were too shy. Finally, the teacher started using a traffic light flashcard system to control noise levels and turn-taking in this talkative class.
Self report class 4 - primary
This self-report discusses a class teaching vocabulary about pets. The teacher summarized that they need to improve repeating structures for the students to practice. Additionally, class time is short at only 30 minutes, so activities are not always finished. The students also have trouble singing hello and goodbye songs due to shyness. Finally, the class is talkative so the teacher started using a traffic light system with color codes for voice levels to control noise and ensure turns are respected during activities.
Self report class 4 - primary
During a class on pets and their descriptions, the teacher had to repeatedly encourage students to use vocabulary and structures demonstrated. Not enough time was allotted for all activities, as there were only 30 minutes of instruction within the 40 minute class. Some students were shy about singing hello and goodbye songs. To manage noise levels, the teacher started using a traffic light flashcard system to signal appropriate voice volumes, which helped students call attention to those not respecting turn-taking.
Self report class 4 - primary
The teacher summarized their self-review of teaching a class about pets and their descriptions. They felt they needed to improve repeating vocabulary and structures for the students to use. Additionally, class time was too short to complete all the planned activities. While some students sang the hello and goodbye songs, most were too shy. Finally, the teacher started using a traffic light flashcard system to control noise levels and turn-taking in this talkative class.
strategies MCQ MATCH FORMS.pptx
This document provides tips for three types of IELTS Listening questions:
1) Form completion - Predict required information and be careful of traps while listening.
2) Multiple choice (MCQs) - Highlight key words in questions and consider synonyms for options. Listen for meaning not exact words.
3) Matching - Read options and questions beforehand to consider synonyms. Listen carefully to identify the speaker and option for each question.
ielts listening short answers notes tables sentennces comp.pptx
This document provides strategies and examples for the different types of questions on the IELTS Listening test:
Short answer questions require listening for specific words or numbers. Note/table completion involves filling in missing information under headings. Sentence completion involves identifying the missing words to complete sentences.
For each question type, pre-listening strategies are described such as understanding instructions, predicting answers, and identifying key words. While listening, signposts in the recording should be noted to know when to move to the next question. After listening, answers can be checked for spelling and grammar. Follow-up activities with audio scripts can help locate answers and identify signaling of answers.
ielts listening short answers note table matching.pptx
The document provides strategies for different types of IELTS listening questions:
Short answer questions involve predicting possible answers and listening for answers in the given order. Note/table completion questions involve understanding the context and identifying missing information types from headings. Matching questions involve identifying key words in answers, focusing on relevant speakers, and matching answers in the given audio order. Pre-listening strategies for all question types include understanding instructions, predicting answers, and identifying signposting language to find relevant information.
course introduction idioma V.pptx
This document outlines the class agenda for an academic foreign language course. The course will study the evolution of the Industrial Revolution from 1784 and its impact on country development, communities, and careers. Students will analyze perspectives on these impacts and whether fields of study resulted from the Industrial Revolution. The methodology will use CLIL, PBL, and skill-integrated learning. Course requirements include advance preparation, active participation, and use of English in mostly productive activities. Evaluation will be based on partial exams, assignments, and a final project. Tutoring is available on Tuesdays and Thursdays.
writing the overview.pptx
The document provides guidance on writing an overview for a diagram or graph for an IELTS writing task. It explains that an overview is a short summary of the main trends, and the process involves identifying key information from the graph like axes and elements. An effective overview uses generalizing language and phrases instead of specific details, keeps to 20-40 words, and refers to elements of the graph without direct reproduction of numbers or percentages from the original.
Describing data and making approximations.pptx
The document provides information and examples for describing data trends in IELTS writing tasks, including useful phrases for describing increases and decreases. It discusses noun phrase + verb + adverb structures like "The price of oil rose sharply" and "There was a sharp rise in the price of oil". Grammar structures A and B are presented for describing changes, noting that structure B does not always require an adjective. Examples are given showing how the verb and adverb can be reformulated while expressing the same idea. The document concludes by recommending an activity on making approximations and to bring a line chart to the next class.
IELTS writing introduction.pptx
The document summarizes the key differences between the IELTS academic writing and general training writing tests.
The academic writing test contains two tasks - Task 1 requires describing facts and figures from graphs/charts/tables and explaining a process or diagram. Task 2 involves writing a discursive essay in response to a topic. The general training test also has two tasks - Task 1 involves writing a letter responding to an everyday situation, and Task 2 is a discursive essay on a topic of general interest.
Both tests have a 60 minute time limit with specific time allotted and word counts for each task. Task 1 focuses on identifying key information and trends or following letter writing conventions. Task 2 focuses on presenting a clear
Questions tips and key.pptx
This document provides an overview and tips for different question types on the IELTS Reading test, including multiple choice questions, short answer questions, summary completion questions, matching paragraph information questions, and matching features questions. For each question type, it describes the task, required skills, common problems, and tips for answering the questions successfully. The key tips emphasized are scanning the passage efficiently, paraphrasing language, understanding implied meaning rather than just keywords, and carefully checking instructions for answer format and allowed words.
true false not given intro and tips.pptx
This document provides guidance on True/False/Not Given and Yes/No/Not Given questions in the IELTS reading test. It explains that true/false questions focus on recognising facts in factual texts, while yes/no questions focus on opinions/views in discursive or argumentative texts. It emphasizes that statements will be paraphrased and not direct quotes from the text. Answers should be true if the text directly supports the statement, false if it contradicts it, and not given if the information is not included. Tips are provided to understand question meanings, paraphrase statements, match meaning not just words, and consider answers come in the stated order.
Quantifiers.pptx
The document discusses the use of quantifiers such as countable and uncountable nouns to express quantities in English. It provides examples of quantifiers used for large quantities like "a lot of" and "many", small quantities like "a few" and "a little", and quantifiers that do not indicate a specific amount like "some" and "any". The document also covers quantifiers for sufficient quantities like "enough" and "plenty", zero quantities with "no", and informal expressions of quantity.
Matching headings ielts question type.pptx
This document provides strategies for the IELTS matching headings question type. It discusses reading the headings first to understand the main ideas and mark keywords. Similarities and differences between headings should be noted. When reading the paragraphs, focus on the first and last sentences to identify the main idea before choosing the most suitable heading. An alternative strategy is to read the paragraphs first, generate your own headings, and then match those to the given options. Both approaches require understanding the main ideas rather than specific details to correctly match headings to paragraphs.
scan reading for notes, tables, diag flow.pptx
This document provides guidance on completing note, table, diagram and flow-chart questions for the IELTS reading test. It outlines a two-step process: 1) read the instructions and underline key words to identify what information is needed, and 2) scan the passage quickly to locate the relevant sections that may contain synonyms or paraphrased versions of the key words. It notes that answers can typically be found within 1-2 paragraphs for diagrams and flowcharts, and within 3-4 paragraphs or longer sections for tables and notes. Accuracy of grammar is important for note and summary completion questions.
modifying comparisons.ppt
This document discusses different ways to express comparison in English using comparative and superlative adjectives and adverbs. It provides examples of how to modify comparisons using terms like "as", "than", "much/a lot/far" and "slightly/a little/a bit". It also covers expressions used to indicate the degree of difference between things being compared, such as "by far", "exactly/more or less/roughly the same", and "one of the most". The document concludes by providing exercises to practice comparative structures and recommending additional resources on the topic.
IELTS Reading Test intro.pptx
The document provides information about the IELTS Reading Test, including its purpose, format, question types, and skills assessed. The test contains three sections of increasing difficulty and covers everyday topics, work-related topics, and longer general interest texts. It assesses understanding of main ideas and specific details through multiple choice, true/false, matching, and short answer questions. Test takers must transfer their answers during the allotted time and spelling and grammar affect scoring.
introduction to ielts and course.pptx
The document provides an introduction to the IELTS exam and a course to help students prepare. IELTS is the International English Language Testing System recognized by over 11,000 institutions for work, study, and immigration purposes. The exam tests Listening, Reading, Writing, and Speaking skills. The course aims to familiarize students with the exam structure, apply effective test strategies, and improve students' band scores through practice. Requirements include an online placement test, attending workshops and webinars, and using printed materials. Students will be assessed through practice tests, assignments, and a final exam mimicking the real IELTS.
Telling the time.pptx
The document contains information about telling time in English using terms like quarter past, twenty-five to, and half past. It provides 5 examples of times expressed in this way along with 3 multiple choice answers for each. The second half contains a train timetable showing departure and arrival times for red, blue, and yellow trains at 4 stations. It includes 3 questions about departure and arrival times based on the timetable.
IDIOMA EXTRANJERO I INTRO.pptx
This document outlines the syllabus for a foreign language course. The course aims to help students develop proficiency in the language through communicative, skills-based, learner-centered, and task-based approaches. Students will be evaluated through formative and ongoing assessments that monitor learning and provide feedback. Evaluation will include quizzes, oral reports, workshops, and co-evaluations. The course scope and sequence and requirements are also outlined, including weekly activities, active participation, use of English in class, attending workshops and labs, meeting deadlines, and use of shared course materials.
IDIOMA EXTRANJERO I INTRO.pptx
This document outlines the syllabus for a foreign language course. The course uses communicative, skills-based, learner-centered, and task-based approaches. Students will develop their ability to introduce themselves, talk about activities and preferences, reflect on decision making, and describe ideas and surroundings. Evaluation is ongoing and formative, considering exercises that create real-life situations. The grading breakdown includes four quizzes worth 50% total, and weekly assignments worth 50% total. Course requirements include weekly graded activities, active participation, using only English in class, attending workshops and labs, not using translators, meeting deadlines, and accessing materials online.
Competency-based interviews.pptx
A competency-based interview focuses on evaluating a candidate's demonstrated skills, abilities, and motivation through real-life examples of past experiences. Interviewers ask candidates to describe specific situations and how they handled tasks, challenges, problems, and results. Candidates should structure their answers using the STAR technique: Situation, Task, Action, Result. Competency-based interviews assess skills like teamwork, responsibility, problem-solving, and openness to change. Interview questions are typically phrased to start with "tell me about a time when..." and candidates should provide concrete evidence from their experiences to demonstrate competencies.
Ludacris - Runaway Love.pptx
The song "Runaway Love" by Ludacris featuring Mary J. Blige describes various social problems present in society such as poverty, homelessness, drug abuse, and crime. Students are asked to identify social issues that exist in their own cities or hometowns and choose one problem to present on in detail, explaining what it is, who it affects, where it occurs, and why it happens. They are also instructed to think about how their future careers could help address social problems and present an oral report on the topic without reading directly from notes.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
More Related Content
More from Alexander Benito
strategies MCQ MATCH FORMS.pptx
This document provides tips for three types of IELTS Listening questions:
1) Form completion - Predict required information and be careful of traps while listening.
2) Multiple choice (MCQs) - Highlight key words in questions and consider synonyms for options. Listen for meaning not exact words.
3) Matching - Read options and questions beforehand to consider synonyms. Listen carefully to identify the speaker and option for each question.
ielts listening short answers notes tables sentennces comp.pptx
This document provides strategies and examples for the different types of questions on the IELTS Listening test:
Short answer questions require listening for specific words or numbers. Note/table completion involves filling in missing information under headings. Sentence completion involves identifying the missing words to complete sentences.
For each question type, pre-listening strategies are described such as understanding instructions, predicting answers, and identifying key words. While listening, signposts in the recording should be noted to know when to move to the next question. After listening, answers can be checked for spelling and grammar. Follow-up activities with audio scripts can help locate answers and identify signaling of answers.
ielts listening short answers note table matching.pptx
The document provides strategies for different types of IELTS listening questions:
Short answer questions involve predicting possible answers and listening for answers in the given order. Note/table completion questions involve understanding the context and identifying missing information types from headings. Matching questions involve identifying key words in answers, focusing on relevant speakers, and matching answers in the given audio order. Pre-listening strategies for all question types include understanding instructions, predicting answers, and identifying signposting language to find relevant information.
course introduction idioma V.pptx
This document outlines the class agenda for an academic foreign language course. The course will study the evolution of the Industrial Revolution from 1784 and its impact on country development, communities, and careers. Students will analyze perspectives on these impacts and whether fields of study resulted from the Industrial Revolution. The methodology will use CLIL, PBL, and skill-integrated learning. Course requirements include advance preparation, active participation, and use of English in mostly productive activities. Evaluation will be based on partial exams, assignments, and a final project. Tutoring is available on Tuesdays and Thursdays.
writing the overview.pptx
The document provides guidance on writing an overview for a diagram or graph for an IELTS writing task. It explains that an overview is a short summary of the main trends, and the process involves identifying key information from the graph like axes and elements. An effective overview uses generalizing language and phrases instead of specific details, keeps to 20-40 words, and refers to elements of the graph without direct reproduction of numbers or percentages from the original.
Describing data and making approximations.pptx
The document provides information and examples for describing data trends in IELTS writing tasks, including useful phrases for describing increases and decreases. It discusses noun phrase + verb + adverb structures like "The price of oil rose sharply" and "There was a sharp rise in the price of oil". Grammar structures A and B are presented for describing changes, noting that structure B does not always require an adjective. Examples are given showing how the verb and adverb can be reformulated while expressing the same idea. The document concludes by recommending an activity on making approximations and to bring a line chart to the next class.
IELTS writing introduction.pptx
The document summarizes the key differences between the IELTS academic writing and general training writing tests.
The academic writing test contains two tasks - Task 1 requires describing facts and figures from graphs/charts/tables and explaining a process or diagram. Task 2 involves writing a discursive essay in response to a topic. The general training test also has two tasks - Task 1 involves writing a letter responding to an everyday situation, and Task 2 is a discursive essay on a topic of general interest.
Both tests have a 60 minute time limit with specific time allotted and word counts for each task. Task 1 focuses on identifying key information and trends or following letter writing conventions. Task 2 focuses on presenting a clear
Questions tips and key.pptx
This document provides an overview and tips for different question types on the IELTS Reading test, including multiple choice questions, short answer questions, summary completion questions, matching paragraph information questions, and matching features questions. For each question type, it describes the task, required skills, common problems, and tips for answering the questions successfully. The key tips emphasized are scanning the passage efficiently, paraphrasing language, understanding implied meaning rather than just keywords, and carefully checking instructions for answer format and allowed words.
true false not given intro and tips.pptx
This document provides guidance on True/False/Not Given and Yes/No/Not Given questions in the IELTS reading test. It explains that true/false questions focus on recognising facts in factual texts, while yes/no questions focus on opinions/views in discursive or argumentative texts. It emphasizes that statements will be paraphrased and not direct quotes from the text. Answers should be true if the text directly supports the statement, false if it contradicts it, and not given if the information is not included. Tips are provided to understand question meanings, paraphrase statements, match meaning not just words, and consider answers come in the stated order.
Quantifiers.pptx
The document discusses the use of quantifiers such as countable and uncountable nouns to express quantities in English. It provides examples of quantifiers used for large quantities like "a lot of" and "many", small quantities like "a few" and "a little", and quantifiers that do not indicate a specific amount like "some" and "any". The document also covers quantifiers for sufficient quantities like "enough" and "plenty", zero quantities with "no", and informal expressions of quantity.
Matching headings ielts question type.pptx
This document provides strategies for the IELTS matching headings question type. It discusses reading the headings first to understand the main ideas and mark keywords. Similarities and differences between headings should be noted. When reading the paragraphs, focus on the first and last sentences to identify the main idea before choosing the most suitable heading. An alternative strategy is to read the paragraphs first, generate your own headings, and then match those to the given options. Both approaches require understanding the main ideas rather than specific details to correctly match headings to paragraphs.
scan reading for notes, tables, diag flow.pptx
This document provides guidance on completing note, table, diagram and flow-chart questions for the IELTS reading test. It outlines a two-step process: 1) read the instructions and underline key words to identify what information is needed, and 2) scan the passage quickly to locate the relevant sections that may contain synonyms or paraphrased versions of the key words. It notes that answers can typically be found within 1-2 paragraphs for diagrams and flowcharts, and within 3-4 paragraphs or longer sections for tables and notes. Accuracy of grammar is important for note and summary completion questions.
modifying comparisons.ppt
This document discusses different ways to express comparison in English using comparative and superlative adjectives and adverbs. It provides examples of how to modify comparisons using terms like "as", "than", "much/a lot/far" and "slightly/a little/a bit". It also covers expressions used to indicate the degree of difference between things being compared, such as "by far", "exactly/more or less/roughly the same", and "one of the most". The document concludes by providing exercises to practice comparative structures and recommending additional resources on the topic.
IELTS Reading Test intro.pptx
The document provides information about the IELTS Reading Test, including its purpose, format, question types, and skills assessed. The test contains three sections of increasing difficulty and covers everyday topics, work-related topics, and longer general interest texts. It assesses understanding of main ideas and specific details through multiple choice, true/false, matching, and short answer questions. Test takers must transfer their answers during the allotted time and spelling and grammar affect scoring.
introduction to ielts and course.pptx
The document provides an introduction to the IELTS exam and a course to help students prepare. IELTS is the International English Language Testing System recognized by over 11,000 institutions for work, study, and immigration purposes. The exam tests Listening, Reading, Writing, and Speaking skills. The course aims to familiarize students with the exam structure, apply effective test strategies, and improve students' band scores through practice. Requirements include an online placement test, attending workshops and webinars, and using printed materials. Students will be assessed through practice tests, assignments, and a final exam mimicking the real IELTS.
Telling the time.pptx
The document contains information about telling time in English using terms like quarter past, twenty-five to, and half past. It provides 5 examples of times expressed in this way along with 3 multiple choice answers for each. The second half contains a train timetable showing departure and arrival times for red, blue, and yellow trains at 4 stations. It includes 3 questions about departure and arrival times based on the timetable.
IDIOMA EXTRANJERO I INTRO.pptx
This document outlines the syllabus for a foreign language course. The course aims to help students develop proficiency in the language through communicative, skills-based, learner-centered, and task-based approaches. Students will be evaluated through formative and ongoing assessments that monitor learning and provide feedback. Evaluation will include quizzes, oral reports, workshops, and co-evaluations. The course scope and sequence and requirements are also outlined, including weekly activities, active participation, use of English in class, attending workshops and labs, meeting deadlines, and use of shared course materials.
IDIOMA EXTRANJERO I INTRO.pptx
This document outlines the syllabus for a foreign language course. The course uses communicative, skills-based, learner-centered, and task-based approaches. Students will develop their ability to introduce themselves, talk about activities and preferences, reflect on decision making, and describe ideas and surroundings. Evaluation is ongoing and formative, considering exercises that create real-life situations. The grading breakdown includes four quizzes worth 50% total, and weekly assignments worth 50% total. Course requirements include weekly graded activities, active participation, using only English in class, attending workshops and labs, not using translators, meeting deadlines, and accessing materials online.
Competency-based interviews.pptx
A competency-based interview focuses on evaluating a candidate's demonstrated skills, abilities, and motivation through real-life examples of past experiences. Interviewers ask candidates to describe specific situations and how they handled tasks, challenges, problems, and results. Candidates should structure their answers using the STAR technique: Situation, Task, Action, Result. Competency-based interviews assess skills like teamwork, responsibility, problem-solving, and openness to change. Interview questions are typically phrased to start with "tell me about a time when..." and candidates should provide concrete evidence from their experiences to demonstrate competencies.
Ludacris - Runaway Love.pptx
The song "Runaway Love" by Ludacris featuring Mary J. Blige describes various social problems present in society such as poverty, homelessness, drug abuse, and crime. Students are asked to identify social issues that exist in their own cities or hometowns and choose one problem to present on in detail, explaining what it is, who it affects, where it occurs, and why it happens. They are also instructed to think about how their future careers could help address social problems and present an oral report on the topic without reading directly from notes.
More from Alexander Benito (20)
ielts listening short answers notes tables sentennces comp.pptx
ielts listening short answers notes tables sentennces comp.pptx
ielts listening short answers note table matching.pptx
ielts listening short answers note table matching.pptx
Recently uploaded
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdBBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcclinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience Wahiba Chair Training & Consulting
Wahiba Chair's Talk at the 2024 Learning Ideas Conference. Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
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
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
How to Create a More Engaging and Human Online Learning Experience
How to Create a More Engaging and Human Online Learning Experience
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Teaching grammar exam 2
- 1. SECOND EXAM MICROTEACHING: GRAMMAR MONDAY, APRIL 29 GROUPS APPROACH Topic for microteaching TIMING 1. Fernanda Infante TEACHING GRAMMAR FROM RULES Using a rule explanation to teach the first conditional 15 min 2. Karen Barajas y Yuliana Arias TEACHING GRAMMAR FROM EXAMPLES Teaching will using a generative situation 15 min 3. Brayan Merchan Teaching comparatives using realia 15 min 4. Jhoan Sebastian Gómez TEACHING GRAMMAR FROM TEXTS Using a scripted dialogue to teach the future with going to 15 min 5. Andrés Romero y Juan Camilo Fonseca Using an authentic text to teach the passive 15 min