Would you like your students to be more engaged and active in their learning? These strategies will create a student-centered learning environment, get your students speaking, and help them learn and review key vocabulary for your units.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Wakefield has her Masters in TESOL from Grand Canyon University in Phoenix, Arizona. She taught ESL for 27 years in the Glendale Union High School District, and she was also the ESL Department Chair. She has served on Department of Education Committees rewriting ESL Standards and adapting state language testing. She was the ESL Teacher of the Year for Arizona in 2006. She has taught and written curriculum for universities, and conducted professional development for secondary ESL teachers. Lisa has traveled to Kazakhstan to work with English teachers; she taught English in China and Switzerland. She enjoys hiking, crossfit, and reading. Lisa is married and has two children.
► Find the webinar here: https://youtu.be/NnOg29bmCeY
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
This document provides guidance for students on drafting and revising academic papers. It discusses establishing a purpose, using the writing process, developing a central thesis with supporting evidence, organizing ideas, addressing common writing challenges, and setting goals for improvement. Key points include developing an expert voice, choosing precise vocabulary, varying sentence structures, and maintaining proper conventions. Cause-effect transition words are also listed to help explain relationships between ideas.
This document outlines a lesson plan for teaching future simple tense to students of English. It includes objectives like identifying the importance of using future simple tense in writing and speaking. It defines future simple tense using will and be going to, and provides examples of its use in positive and negative sentences as well as wh- questions. Students are assigned to create a presentation using future simple tense and include examples of their future goals, then evaluate each other using a rubric.
The document discusses language features that can make communication in meetings more effective. Some key points include:
- Using tentative language like "would", "could", or "might" instead of definitive statements.
- Presenting suggestions as questions rather than statements to sound more open.
- Adding "n't" to make suggestions more negotiable.
- Using stress and qualifiers to soften messages and make positions more flexible.
Negative statements are the opposite of affirmative statements and are used to express opposing ideas. Examples of negative statements include "My guests are not arriving now" which is the opposite of the affirmative statement "My guests are arriving now." Questions are sentences or phrases used to find out information, with examples including interrogative sentences like "What time is it?" This document provides an overview of how to form negative statements and questions in various tenses like present indefinite, past indefinite, present continuous, present perfect, and future tenses by using helping verbs and changing the form of the main verb.
This document provides an overview of the GCSE revision session on answering exam questions about language analysis and comparing presentations. It outlines the key exam questions, provides examples of how to answer questions about identifying language features and comparing how they are used for different purposes, and guides students to practice these skills by writing their own answers within time limits. Learning objectives are to understand how to answer questions on language features and comparing presentations using evidence from the provided texts. Students are shown how to select relevant words from information sheets and find examples in texts to discuss in their answers.
This document discusses different types of clauses used with embedded questions. It explains that question words like when, why, and what can introduce embedded questions and these become noun clauses. Auxiliary verbs are not used in noun clauses. Noun clauses with if or whether can be used to change yes/no questions. If implies a yes/no answer while whether implies choices. Examples are given of questions changed to noun clauses using if or whether.
The document introduces a unit on expressing certainty and using indirect speech to speculate about unusual events. It includes an activity where students classify expressions of certainty and answers questions about modal verbs and indirect speech. Another activity has students change direct speech statements into indirect speech.
Would you like your students to be more engaged and active in their learning? These strategies will create a student-centered learning environment, get your students speaking, and help them learn and review key vocabulary for your units.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Lisa Wakefield has her Masters in TESOL from Grand Canyon University in Phoenix, Arizona. She taught ESL for 27 years in the Glendale Union High School District, and she was also the ESL Department Chair. She has served on Department of Education Committees rewriting ESL Standards and adapting state language testing. She was the ESL Teacher of the Year for Arizona in 2006. She has taught and written curriculum for universities, and conducted professional development for secondary ESL teachers. Lisa has traveled to Kazakhstan to work with English teachers; she taught English in China and Switzerland. She enjoys hiking, crossfit, and reading. Lisa is married and has two children.
► Find the webinar here: https://youtu.be/NnOg29bmCeY
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
This document provides guidance for students on drafting and revising academic papers. It discusses establishing a purpose, using the writing process, developing a central thesis with supporting evidence, organizing ideas, addressing common writing challenges, and setting goals for improvement. Key points include developing an expert voice, choosing precise vocabulary, varying sentence structures, and maintaining proper conventions. Cause-effect transition words are also listed to help explain relationships between ideas.
This document outlines a lesson plan for teaching future simple tense to students of English. It includes objectives like identifying the importance of using future simple tense in writing and speaking. It defines future simple tense using will and be going to, and provides examples of its use in positive and negative sentences as well as wh- questions. Students are assigned to create a presentation using future simple tense and include examples of their future goals, then evaluate each other using a rubric.
The document discusses language features that can make communication in meetings more effective. Some key points include:
- Using tentative language like "would", "could", or "might" instead of definitive statements.
- Presenting suggestions as questions rather than statements to sound more open.
- Adding "n't" to make suggestions more negotiable.
- Using stress and qualifiers to soften messages and make positions more flexible.
Negative statements are the opposite of affirmative statements and are used to express opposing ideas. Examples of negative statements include "My guests are not arriving now" which is the opposite of the affirmative statement "My guests are arriving now." Questions are sentences or phrases used to find out information, with examples including interrogative sentences like "What time is it?" This document provides an overview of how to form negative statements and questions in various tenses like present indefinite, past indefinite, present continuous, present perfect, and future tenses by using helping verbs and changing the form of the main verb.
This document provides an overview of the GCSE revision session on answering exam questions about language analysis and comparing presentations. It outlines the key exam questions, provides examples of how to answer questions about identifying language features and comparing how they are used for different purposes, and guides students to practice these skills by writing their own answers within time limits. Learning objectives are to understand how to answer questions on language features and comparing presentations using evidence from the provided texts. Students are shown how to select relevant words from information sheets and find examples in texts to discuss in their answers.
This document discusses different types of clauses used with embedded questions. It explains that question words like when, why, and what can introduce embedded questions and these become noun clauses. Auxiliary verbs are not used in noun clauses. Noun clauses with if or whether can be used to change yes/no questions. If implies a yes/no answer while whether implies choices. Examples are given of questions changed to noun clauses using if or whether.
The document introduces a unit on expressing certainty and using indirect speech to speculate about unusual events. It includes an activity where students classify expressions of certainty and answers questions about modal verbs and indirect speech. Another activity has students change direct speech statements into indirect speech.
This document provides guidance and techniques for taking an exam called the PAHANG TRIAL 2013. It discusses:
- Section A introduces remembering to apply all answering techniques learned.
- Section B notes grammar items commonly tested include tenses, articles, subject-verb agreement, and others. Students are advised to understand passages and look for clues about tenses.
- Section C relates to remembering techniques and trying to understand idiomatic expressions and guessing meanings from contexts.
The document defines listening as receiving, constructing meaning from, and responding to spoken and nonverbal messages. It identifies key aspects of effective listening as attending, understanding, remembering, critically evaluating, and responding. It also outlines different types of listening including appreciative, discriminative, comprehensive, critical-evaluative, and empathic listening. Finally, it lists 10 steps to effective listening such as maintaining eye contact, keeping an open mind, asking clarifying questions, and paying attention to nonverbal cues.
The document discusses improving English skills and provides tips for doing so. It recommends setting goals and checking your level before taking a course. Courses should focus on speaking skills like pronunciation, fluency, and communication as well as writing skills like using proper grammar and punctuation. The document also provides strategies for learning reading, listening, writing and speaking skills through activities like reading aloud, discussions, presentations and using dictionaries. Regular practice is important for improving pronunciation and overcoming common mistakes made by Egyptian learners.
Brittany's presentation discussed sentence fragments, which are incomplete sentences lacking either a subject or a predicate. She explained that a complete sentence requires a subject, a verb, and a complete thought. Brittany provided examples of fragments and how to identify them, as well as examples of how to correct fragments by adding the missing subject or predicate to form a complete sentence.
This document provides test-taking strategies for students in 3 sentences or less:
Consider whether questions are explicitly stated or require deeper thinking, think critically about question types and keywords, and predict answers before evaluating choices to eliminate incorrect options. Specific strategies are outlined like considering context, using evidence from texts, and reviewing work before submitting.
The document discusses traditional and modern methods for studying English. The traditional method involves listening to teachers, reading grammar books, and studying word lists, while the modern method emphasizes interacting with the language through conversations, message boards, and noting word stress and intonation. It also provides suggestions for practicing the four skills of reading, writing, listening, and speaking, such as reading interesting materials, interacting on message boards, and watching TED talks with subtitles. The document encourages not being shy about practicing speaking and asking questions.
The Speaking section in TOEFL® iBT comes right after the 10-minute break. It measures the test taker’s ability to communicate in English orally. The six tasks in the Speaking section are divided into two types – independent speaking tasks (2 tasks) and integrated speaking tasks (4 tasks). Systematically improve your pronunciation. You should pay attention to the words’ stresses, intonation patterns and pauses. You should sound as naturally as possible. http://i-courses.org
This document provides a preview of a unit on expressing certainty and using indirect speech to speculate about unusual events. It includes activities where students classify expressions of certainty and answer questions about modal verbs and indirect speech. Students are asked to change direct speech sentences into indirect speech using the proper modal verb conjugations.
This document provides guidance on conducting user interviews. It discusses preparing for interviews by brainstorming topics and questions, practicing being an interviewer, and troubleshooting challenges. The document recommends starting with introductions and icebreakers, listening more than talking, and allowing participants to discuss topics in-depth. It suggests facilitating interviews in-person for most insight, and provides tips on analyzing interviews by looking for themes in needs, behaviors, and language. The goal is to understand users' perspectives to inform product design.
This document provides tips for improving speaking skills. It recommends starting with speaking clearly on a topic for 20 seconds and repeating to speak more clearly. It then suggests developing flow by focusing on pace and pausing to replace filler words. Exercises are provided to speak on a single word for 60 seconds and to practice a favorite topic. The document advises choosing a mastery topic and adding sub-topics to develop more depth of knowledge. It also recommends emulating the speaking styles of professional speakers and practicing skills daily to improve.
This document contains an English for Work needs analysis for a student. It collects information about the student's name, country of origin, job, reasons for taking the class, current English skills, and interests in potential topics. The skills section asks the student to self-assess their abilities in various speaking, writing, listening and reading goals. Finally, the topics section lists potential subject areas and has the student indicate their level of interest through checks and stars.
Autism:Technology & Communication - Part 2, Univ. of Redlands, 11.15.14SCAAC-N
This document discusses strategies for teaching language to individuals with autism using augmentative and alternative communication (AAC) systems. It recommends using a learner's strengths like visual processing to teach language. Modeling language using aided input by selecting words on an AAC system while speaking is emphasized. Functional communication like requesting should be prioritized over teaching vocabulary. Early goals include directing actions of others and expanding requests using core words and actions.
This unit teaches students how to use optional and required relative pronouns to discuss lifestyle changes. It also teaches how to use comparative expressions like "as if", "as though", "as", "the way", and "like" to discuss personal changes. The document provides examples of these grammar structures and vocabulary related to topics like fitness, food, nature, and technology. It also includes exercises for students to practice using these grammar forms and vocabulary in context.
My first proper powerpoint use - Oral advicerAjmalSultany
This is the first ever proper powerpoint presentation that i did as part of a job interview for the position of Oral communication advisor at Brunel University, West London.
I think i have moved on a little from those day... ;)
Question tags are short questions added to the end of statements to confirm if something is true or encourage a reply. A positive statement is followed by a negative question tag, while a negative statement uses a positive question tag. Question tags are formed using an auxiliary or modal verb matching the tense of the statement.
The document provides tips for managing fear and anxiety before, during, and after presentations. It recommends preparing well in advance by researching the topic, creating clear and simple content, and practicing. During the presentation, it suggests paying attention to clothing, voice, volume, movement, and using body language that is friendly, inspiring, and avoids coming across as aggressive, uncertain, or dishonest. It also advises being ready for questions and providing a conclusion. After the presentation, it mentions thanking references and collecting slides.
This document provides examples of persuasive writing techniques that can be used when writing for exams, including guilt, rhetorical questions, imagery, personal pronouns, emotive language, repetition, stressing a point, the rule of three, provocative language, and statistics. It encourages the use of alliteration, facts, opinions, rhetorical questions, emotive language, statistics, threats, and short sentences to persuade the reader.
This document summarizes Eddie Sobenes' lecture on teaching speaking. Some key points include:
- Speaking requires creativity, flexibility and improvisation skills compared to just reading aloud.
- Scaffolding is used to build students' speaking abilities through filling in blanks and role plays.
- Both formal and informal assessments are important for evaluating students' speaking progress.
- Authentic, real-world English differs from textbook English in its use of slang, grammar and flexibility.
- An additive approach to language teaching moves students from single words to conversations.
This document provides guidance on preparing for the IELTS speaking test. It describes the structure and scoring of the test, which consists of three parts: Part 1 involves basic interview questions lasting 4-5 minutes; Part 2 requires a 1-2 minute individual response to a prompt card; Part 3 is a 4-5 minute two-way discussion on an abstract topic related to Part 2. The document offers sample questions, topics, and advice on how to effectively prepare responses, including practicing answering questions and recording oneself to improve fluency, coherence, vocabulary and grammar.
This document provides guidance and techniques for taking an exam called the PAHANG TRIAL 2013. It discusses:
- Section A introduces remembering to apply all answering techniques learned.
- Section B notes grammar items commonly tested include tenses, articles, subject-verb agreement, and others. Students are advised to understand passages and look for clues about tenses.
- Section C relates to remembering techniques and trying to understand idiomatic expressions and guessing meanings from contexts.
The document defines listening as receiving, constructing meaning from, and responding to spoken and nonverbal messages. It identifies key aspects of effective listening as attending, understanding, remembering, critically evaluating, and responding. It also outlines different types of listening including appreciative, discriminative, comprehensive, critical-evaluative, and empathic listening. Finally, it lists 10 steps to effective listening such as maintaining eye contact, keeping an open mind, asking clarifying questions, and paying attention to nonverbal cues.
The document discusses improving English skills and provides tips for doing so. It recommends setting goals and checking your level before taking a course. Courses should focus on speaking skills like pronunciation, fluency, and communication as well as writing skills like using proper grammar and punctuation. The document also provides strategies for learning reading, listening, writing and speaking skills through activities like reading aloud, discussions, presentations and using dictionaries. Regular practice is important for improving pronunciation and overcoming common mistakes made by Egyptian learners.
Brittany's presentation discussed sentence fragments, which are incomplete sentences lacking either a subject or a predicate. She explained that a complete sentence requires a subject, a verb, and a complete thought. Brittany provided examples of fragments and how to identify them, as well as examples of how to correct fragments by adding the missing subject or predicate to form a complete sentence.
This document provides test-taking strategies for students in 3 sentences or less:
Consider whether questions are explicitly stated or require deeper thinking, think critically about question types and keywords, and predict answers before evaluating choices to eliminate incorrect options. Specific strategies are outlined like considering context, using evidence from texts, and reviewing work before submitting.
The document discusses traditional and modern methods for studying English. The traditional method involves listening to teachers, reading grammar books, and studying word lists, while the modern method emphasizes interacting with the language through conversations, message boards, and noting word stress and intonation. It also provides suggestions for practicing the four skills of reading, writing, listening, and speaking, such as reading interesting materials, interacting on message boards, and watching TED talks with subtitles. The document encourages not being shy about practicing speaking and asking questions.
The Speaking section in TOEFL® iBT comes right after the 10-minute break. It measures the test taker’s ability to communicate in English orally. The six tasks in the Speaking section are divided into two types – independent speaking tasks (2 tasks) and integrated speaking tasks (4 tasks). Systematically improve your pronunciation. You should pay attention to the words’ stresses, intonation patterns and pauses. You should sound as naturally as possible. http://i-courses.org
This document provides a preview of a unit on expressing certainty and using indirect speech to speculate about unusual events. It includes activities where students classify expressions of certainty and answer questions about modal verbs and indirect speech. Students are asked to change direct speech sentences into indirect speech using the proper modal verb conjugations.
This document provides guidance on conducting user interviews. It discusses preparing for interviews by brainstorming topics and questions, practicing being an interviewer, and troubleshooting challenges. The document recommends starting with introductions and icebreakers, listening more than talking, and allowing participants to discuss topics in-depth. It suggests facilitating interviews in-person for most insight, and provides tips on analyzing interviews by looking for themes in needs, behaviors, and language. The goal is to understand users' perspectives to inform product design.
This document provides tips for improving speaking skills. It recommends starting with speaking clearly on a topic for 20 seconds and repeating to speak more clearly. It then suggests developing flow by focusing on pace and pausing to replace filler words. Exercises are provided to speak on a single word for 60 seconds and to practice a favorite topic. The document advises choosing a mastery topic and adding sub-topics to develop more depth of knowledge. It also recommends emulating the speaking styles of professional speakers and practicing skills daily to improve.
This document contains an English for Work needs analysis for a student. It collects information about the student's name, country of origin, job, reasons for taking the class, current English skills, and interests in potential topics. The skills section asks the student to self-assess their abilities in various speaking, writing, listening and reading goals. Finally, the topics section lists potential subject areas and has the student indicate their level of interest through checks and stars.
Autism:Technology & Communication - Part 2, Univ. of Redlands, 11.15.14SCAAC-N
This document discusses strategies for teaching language to individuals with autism using augmentative and alternative communication (AAC) systems. It recommends using a learner's strengths like visual processing to teach language. Modeling language using aided input by selecting words on an AAC system while speaking is emphasized. Functional communication like requesting should be prioritized over teaching vocabulary. Early goals include directing actions of others and expanding requests using core words and actions.
This unit teaches students how to use optional and required relative pronouns to discuss lifestyle changes. It also teaches how to use comparative expressions like "as if", "as though", "as", "the way", and "like" to discuss personal changes. The document provides examples of these grammar structures and vocabulary related to topics like fitness, food, nature, and technology. It also includes exercises for students to practice using these grammar forms and vocabulary in context.
My first proper powerpoint use - Oral advicerAjmalSultany
This is the first ever proper powerpoint presentation that i did as part of a job interview for the position of Oral communication advisor at Brunel University, West London.
I think i have moved on a little from those day... ;)
Question tags are short questions added to the end of statements to confirm if something is true or encourage a reply. A positive statement is followed by a negative question tag, while a negative statement uses a positive question tag. Question tags are formed using an auxiliary or modal verb matching the tense of the statement.
The document provides tips for managing fear and anxiety before, during, and after presentations. It recommends preparing well in advance by researching the topic, creating clear and simple content, and practicing. During the presentation, it suggests paying attention to clothing, voice, volume, movement, and using body language that is friendly, inspiring, and avoids coming across as aggressive, uncertain, or dishonest. It also advises being ready for questions and providing a conclusion. After the presentation, it mentions thanking references and collecting slides.
This document provides examples of persuasive writing techniques that can be used when writing for exams, including guilt, rhetorical questions, imagery, personal pronouns, emotive language, repetition, stressing a point, the rule of three, provocative language, and statistics. It encourages the use of alliteration, facts, opinions, rhetorical questions, emotive language, statistics, threats, and short sentences to persuade the reader.
This document summarizes Eddie Sobenes' lecture on teaching speaking. Some key points include:
- Speaking requires creativity, flexibility and improvisation skills compared to just reading aloud.
- Scaffolding is used to build students' speaking abilities through filling in blanks and role plays.
- Both formal and informal assessments are important for evaluating students' speaking progress.
- Authentic, real-world English differs from textbook English in its use of slang, grammar and flexibility.
- An additive approach to language teaching moves students from single words to conversations.
This document provides guidance on preparing for the IELTS speaking test. It describes the structure and scoring of the test, which consists of three parts: Part 1 involves basic interview questions lasting 4-5 minutes; Part 2 requires a 1-2 minute individual response to a prompt card; Part 3 is a 4-5 minute two-way discussion on an abstract topic related to Part 2. The document offers sample questions, topics, and advice on how to effectively prepare responses, including practicing answering questions and recording oneself to improve fluency, coherence, vocabulary and grammar.
The document provides information about the TOEFL speaking section. It takes 20 minutes and consists of 6 questions that assess delivery, use of English, response to the question, and ability to summarize information from readings and lectures. The tasks include speaking independently about experiences, preferences, or opinions; reading a passage and responding to a related conversation; and summarizing a lecture on an academic topic while providing examples. Raters evaluate clarity, grammar, vocabulary, question response, and summarization skills.
This document discusses various methods for assessing speaking ability, including imitative, intensive, responsive, interactive, and extensive speaking tasks. It provides examples and descriptions of assessment tasks like word repetition, picture description, role plays, interviews, presentations and story retelling. Scoring methods are outlined for tasks like repetition, read-alouds, interviews and presentations. The document emphasizes specifying assessment criteria and eliciting optimal speaking outputs for reliable evaluation.
2013/10/22
A talk I gave on how to prepare TOEFL, invited by NCTU Language Teaching and Research Center.
How I prepared my TOEFL (scored 112), and how you can prepare it.
This document provides materials for an IELTS speaking strategies and practice session over two days. On day one, it introduces speaking frames and tips for each part of the IELTS interview. It includes practice questions and feedback on responses for part one of the interview focusing on topics like home, family, and work. Day two focuses on part two of the interview, providing strategies for developing longer responses on topics and memorable ways to begin responses. Sample topics and questions are provided along with feedback.
The document provides an overview of the Speaking section of the TOEFL exam. It discusses the different types of questions: Independent tasks which require personal responses, and Integrated tasks which require listening to or reading a passage first. Responses are scored holistically based on delivery, language use, and topic development. Sample questions are provided to illustrate the different task types.
This document provides tips for achieving better speaking skills for the IELTS exam. It outlines 12 general interview tips, such as being formal, giving full answers, and maintaining good posture. It then walks through the different parts of the IELTS speaking exam, offering guidance on greeting the examiner, answering questions about yourself, describing a book, and discussing whether it's better to live in the city or countryside. It encourages practicing regularly by coming up with topics, questions, and answers and checking your fluency, pronunciation, and grammar. The document concludes by wishing students good luck on the exam.
The document contains information about biology, including what biology is and why knowledge of biology is important. It also includes biology riddles and questions about favorite and least favorite parts of studying biology. The rest of the document appears to be in a foreign language and contains classroom materials like discussion questions, assignments, and presentations.
English Language - Spoken Interaction Part 2Goh Bang Rui
Link to part 1 of Spoken interaction
https://www.youtube.com/watch?v=H1RbChWPd58
Subscribe to my channel for more upcoming education videos.
bit.ly/gohbangrui
These slides are used to explain the idea of part 2 of Spoken Interaction of oral examination for O Level English Language Examination in Singapore. Students are introduced to the concept of Spoken Interaction which consists of 20 marks or 67% of the Oral Examination. Students are expected to carry out a conversation based on the given picture after given 10 minutes to practise reading as well as using the picture as stimulus. They are then expected to answer given prompts and provide well-developed responses related to the theme given in the picture.
The video is divided into three sections.
1. Introduction
2. Why conversations break down (02:55)
3. 10 tips from examiners (09:48)
4. Practices (13:30)
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my Youtube channel if you like what you are watching.
Thank you
This document provides tips for improving test-taking skills in three key areas: preparation, attitude, and skills. It emphasizes the importance of preparation, including studying well in advance, understanding test format and logistics, and getting clarification from professors. It stresses maintaining a positive attitude and approaching tests with confidence. Finally, it details specific skills for different question types like multiple choice, true/false, and essays to help maximize performance.
English basics for intermediate learners lesson 11SkimaTalk
This document is an English lesson for intermediate learners about talking about one's childhood. It includes exercises to practice useful phrases for describing what students liked to do as kids, their interests and abilities. Students roleplay conversations using the phrases, discussing what they liked to do, sports they played, books they read and comparing childhood experiences. The final exercise has students ask and answer questions about each other's childhoods.
- The class will cover grammar, punctuation, and usage as well as simple and compound sentences.
- Students will be sorted into Hogwarts houses and can earn house points by participating, turning work in on time, and more.
- Academic dishonesty like plagiarism will not be tolerated and can result in failing grades or administrative action.
- Examples of simple, compound, and complex sentences are provided along with conjunctions that can link clauses.
- Criteria for evaluating films like storyline, casting, and special effects are discussed in preparation for an upcoming essay.
1. Please introduce yourself to the class. Should be 20.docxgasciognecaren
1.
Please
introduce yourself
to the class. Should be
200-300 words
in a paragraph form.
This discussion does not
require a response to a classmate
. You have the option to comment or give feedback to any posting.
Don’t hold back or be shy, and remember to
NOT
fill it with purely academic information.
Tells us
3 INTERESTING
things about yourself.
Part of the learning in the online world is being able to get to know each other through our personal lives and activities.
There is no right or wrong way to write this — it is your bio!
Note:
Please do use proper netiquette when posting anything within our course. That means, not using texting slang, all caps, emoticons. Always be polite and courteous in all course communications.
Here are some questions / suggestions that might assist you in your thinking:
1.
Always
include your name
2. Favorite childhood memory / family / pet(s)
3. Tell about your hobbies / jobs
4. Why you decided to go to nursing school / study habits
5. Favorite foods (describe) / favorite TV show or movie / favorite music / favorite holiday / favorite vacation
6. What do you want us to know about you?
7. Who are your role models and why?
8. What language do you speak at home? In public?
9. What frightens you? Why?
2.
Perceptions of Aging
The threaded discussion will provide the student with the opportunity to explore different topics, share what he/she is learning with classmates, and gain clarity about the content. This assignment reflects student centered independent learning.
The student will:
• Apply critical thinking through participation of selected topics
• Engage in thoughtful discourse with peers
• Incorporate topic discussion into clinical judgment and decision making within the setting
Directions:
Part 1:
• The original post must be at least
200 – 300 words
in length
•
Describe
what you feel is a typically older adult.
• What are some of the
typical characteristics
you would expect to observe?
• What are your thoughts about aging for your parents and/or yourself?
• Share an experience you have had with an older adult (
give examples
). It can be positive, negative, challenging, or humorous. What did you learn from this experience?
Part 2:
•
Post one response
to the original post of any classmate
• Your response should be
50+ words
• Posting should ask for clarification, challenge respectfully ideas, or describe a situation that illustrates the points being made. Simply agreeing or disagreeing with a post is
NOT
adequate.
.
The document provides an overview of the IELTS speaking test structure and assessment criteria. It discusses the three parts of the test: Part 1 involves basic questions about oneself; Part 2 requires a 1-2 minute individual response to a given topic; Part 3 is a two-way discussion. It also outlines sample questions, tips for Part 1, and the four criteria examined: fluency, coherence, lexical resource, and grammatical accuracy.
The oral exam will evaluate students' knowledge, presentation skills, and ability to communicate through couple presentations. Students will be assigned one of five options: presenting a solution to a new problem, describing relevant experience and training, role-playing a situation from class, critiquing a video scenario, or making a phone call in English. Students should prepare by completing all assignments and exercises, and should listen carefully to questions during the exam.
This document provides guidance for learning new English words by writing definitions, parts of speech, example sentences, related words, and word families. It explains that students will be quizzed on 3-4 words by writing sentences that follow a given rule, such as beginning each sentence with "Today", to demonstrate understanding beyond just memorization. Correct usage and grammar will earn points while misunderstanding words or making errors will lose points. The goal is to help students learn new vocabulary in a practical way.
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
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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 ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. TASK 1 Independent Speaking Question
Speak about a Familiar Topic
You will speak about a person, place,
object or event.
• Who is your childhood hero?
• Talk about a pleasant and memorable
event that happened while you were in school.
Explain why this event brings back fond memories.
Your answer does not have to be
true. Respond fast and be
creative!
Practice your speaking speed at
about 100 words per 45
seconds.
PREPARATION TIME: 15 seconds
RESPONSE TIME: 45 seconds
Task 1 Sample Questions
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3. TASK 2 Independent Speaking Question
Make a Choice from Two
You will make a choice between two
things, then support your choice.
• Do you agree or disagree with the following statement?
Use details and examples to explain your answer.
Snakes should never be kept as pets.
• Do you prefer to watch a movie or read a book? Use
details and examples to support your explanation.
Your answer does not have to be
true. Respond fast and be creative!
PREPARATION TIME: 15 seconds
RESPONSE TIME: 45 seconds
Task 2 Sample Questions
A B
• Option A or Option B
• Agree or Disagree
Task 2 Question Types:
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4. TASK 3 Integrated Speaking Task with Reading & Writing
Explain a Campus Situation
You will read a text, usually a campus policy. Hear
two people discussing it, then you will be asked
to restate what you read and heard.
The woman expresses her opinion about the
announcement. State her opinion and explain the
reasons that she gives for holding that opinion.
Do NOT add your own opinions,
just restate what you read and
heard.
READ TIME: 45-50 seconds
PREPARATION TIME: 30 seconds
RESPONSE TIME: 60 seconds
Task 3 Sample Question
1. Read a text: usually
about a campus situation.
2. Listen to a recording: two
people discussing the topic,
usually with opposite opinions.
3. Question: Summarize and
explain the opinion of one side.
StudyQB.com
5. TASK 4 Integrated Speaking Task with Reading & Writing
Explain a Lecture
You will read a short text, usually about a term or a
concept. Hear a recording of a professor giving a
lecture, with a student asking and/or answering
questions. Then you will explain it.
Explain Establishing shots and how the example used
by the professor illustrates the concept.
The recording of the lecture is
more important than the passage.
It contains key information to
answer the question well.
READ TIME: 45-50 seconds
PREPARATION TIME: 30 seconds
RESPONSE TIME: 60 seconds
Task 4 Sample Question
1. Read a text: usually from a
textbook, explaining a term or a
concept.
2. Listen to a recording: usually it
is a professor giving a lecture on
the topic, with a student asking
and/or answering questions.
3. Question: Explain the term or
concept discussed in the lecture.
6. TASK 5 Integrated Speaking Task with Listening Only
Problem and Solution
You will listen to a dialogue about a problem one
person is having, and two possible solutions to fix
that problem. You will describe the problem and
explain which solution your prefer.
Briefly summarize the problem the speakers are discussing.
Then, state which of the two solutions you recommend.
Explain the reasons for your recommendation.
Task 5 Sample Question
1. Listen to a dialogue about
one person having a problem
and the other person offering
possible solutions.
2. Describe the problem,
choose a solution, and explain
why you prefer it.
PREPARATION TIME: 20 seconds
RESPONSE TIME: 60 seconds
StudyQB.com
7. TASK 6 Integrated Speaking Task with Listening Only
Lecture
You will listen to a lecture and summarize it.
• Using the main point and examples from the
lecture, describe three different types of cultural
diffusion.
• Using the main point and examples from the
lecture, describe two types of canyons.
PREPARATION TIME: 20 seconds
RESPONSE TIME: 60 seconds
Task 6 Sample Questions
1. Listen to a lecture.
2. Summarize the lecture.
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