Unit 1: Communication
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This document provides Spanish translations and definitions for various types of communication and communication-related words. It also lists Spanish translations for phrases involving saying, speaking, telling, communicating, and the five senses. The document is from a 11th grade Spanish class and was created by teacher Danitza Lazcano F. for Unit 1 on communication.
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Supporters of bilingual education today imply that students like me miss a great deal by not being taught in their family’s language. What they seem not to recognize is that, as a socially disadvantaged child, I considered Spanish to be a private language. What I needed to learn in school was that I had the right — and the obligation — to speak the public language of los gringos.° The odd truth is that my first-grade classmates could have become bilingual, in the conventional sense of that word, more easily than I. Had they been taught (as upper-middle-class children are often taught early) a second language like Spanish or French, they could have regarded it simply as that: another public language. In my case such bilingualism could not have been so quickly achieved. What I did not believe was that I could speak a single public language.
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Without question, it would have pleased me to hear my teachers address me in Spanish when I entered the classroom. I would have felt much less afraid. I would have trusted them and responded with ease. But I would have delayed — for how long postponed? — having to learn the language of public society. I would have evaded — and for how long could I have afforded to delay? — learning the great lesson of school, that I had a public identity.
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Journal entry addresses most questions and ideas in the writing prompt in a reflective manner.
Journal entry addresses some of the questions and ideas in the writing prompt, but may not be reflective.
Very few questions and ideas from the writing prompt are addressed, and the journal is not reflective in nature.
Format
The proper format has been followed for all of the entries. It is written in paragraph form and is double spaced following MLA or APA format. The paper addresses all talking points and is 2 pages long.
The proper format has been followed for most of the entries. It is written in paragraph form and is double spaced following MLA or APA format. The paper addresses most talking points and is 1.5-2 pages long.
The proper format has been followed for few of the entries. The paper addresses some talking points and is less than 1.5 pages. long.
The proper format has not been followed for any of the entries. Bullets and single spacing are used. The paper does not address several of the main talking points and is 1 page or less.
Mechanics
All or almost all of my entries use correct spelling and grammar.
Most of my entries use correct spelling and grammar.
Few of my entries use correct spelling and grammar.
None of my entries use correct spelling and grammar.
Completion
All entries are present, in order, and together.
All entries are present, but are either not together or in order.
All entries are not present, but they are together or in order.
All entries are not present, nor are they together or in order.
SLA #3
While finishing up this course, I do not feel as comfortable with my second language as I was hoping I would. I love the language and think it is absolutely beautiful, and as I have stated in the past I truly believe I would like to continue to learn how to better communicate in French.
With this being said I feel my self-esteem is low at the amount I have accomplished thus far, but still very high with the hope that I can push myself enough to at least learn a small amount of the language enough to carry on a small conversation if ever needed. My self-efficacy is pretty much right in the middle on a low to high scale. I completed many tasks, but my overall goals were not all completely achieved. Although I did not expect to be able to carry on a complete conversation within a four week class, I would have liked to be able to know a couple complete sentences. I know individual words, but they do not flow well enough to make a complete sentence someone can understand. Which brings me to my willingness to communicate, which I would have to say .
Ni 1 b2 topic 1
The document contains a questionnaire about an English language learning course. It includes questions about the student's experience learning English such as how long they have studied, what exams they have taken, if they have visited English-speaking countries, and how they practice English. It also asks about their goals for the course and preferences for focusing on skills like listening, speaking, reading or writing. Additional sections provide a reading passage about challenges children faced learning English in their classroom and discuss theories about acquiring versus learning a new language.
Third session
This document provides an outline for an English language lesson plan titled "Third Session". It includes the following sections: a 5-minute warm-up to review the previous session; pronunciation exercises focusing on /s/ vs /z/ sounds and tongue twisters; a grammar section on past simple vs past continuous tenses; a reading on multicultural English followed by discussion questions; a listening activity about endangered languages and a bingo game; speaking activities like small group discussions and a role play of a doctor's visit; and final tasks including creating a digital poster or short presentation. The lesson plan aims to develop students' English skills through interactive exercises and topics about language, culture and multiculturalism.
Bicentenario poject
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2. Take advantage of cognates - words that are similar in your target language and in English. Many languages share words due to common roots. Cognates provide an easy way to learn a significant vocabulary.
3. Use technology to immerse yourself in the language daily without traveling abroad. Websites, radio, shows, and blogs can provide virtual immersion through listening, reading, watching, and limited interaction.
12 rules-to-learn-languages-in-record-time
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2. Take advantage of cognates - words that are similar in your target language and in English.
3. Use technology like radio stations, YouTube, movies to immerse yourself without traveling abroad.
4. Start speaking on Skype with a native speaker for cheap lessons, even if you only know a few words.
5. Many free resources exist like Duolingo, BBC languages, and language exchange meetups.
6. Adults can be better language learn
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Data Analysis and Comparison
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Transactional and Interactional Language
This document discusses the differences between transactional and interactional language. Transactional language is used to send messages with clear objectives, such as asking for a refund or making a complaint. It has a clear purpose. Interactional language is used to establish and maintain social relationships through shorter turns, simpler language, and conversations that do not necessarily have measurable results. The document provides examples of situations that would use each type of language. It then describes an activity where students will perform short skits using the correct language based on different situations, and the rubric for evaluating the performances. Students are also given a quiz to determine whether different situations call for transactional or interactional language, and an assignment to provide examples of each.
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world_languages_2011
This document provides information about language learning opportunities at Lindsay Thurber Comprehensive High School in Red Deer, Alberta. It lists the languages offered which include French, German, Japanese, and Spanish. It then discusses reasons students learn a second language such as academic, personal interest/relationships, and career reasons. Finally, it outlines some of the benefits of being multilingual such as being more critical thinkers, creative problem solers, and having greater understanding and compassion for other cultures.
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Reading Aloud Rubric Evaluation 2020
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Introduction to objective, scope and outcome the subject
Chapter 2
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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.
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Chapter 6
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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
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
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- 2. say something important say something interesting say what you think say yes speak English very well speak fast speak in a room full of people speak in public speak loudly speak to my friend speak to my mother on the phone speak two languages speak very quietly speak your mind tell a joke tell a lie tell a story tell him what to do tell me what you want tell somebody about your family tell somebody about your vacation tell somebody about yourself tell the truth tell them what you’re thinking Communicating (Translation Only) change somebody’s mind chat to friends and family on Facebook discuss politics
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