This document provides an overview of progress and next steps for an English language learning project called CulturePlex. It summarizes work completed so far, including scenario translations, vocabulary development, textbook comparisons, and examination of language proficiency standards. It outlines upcoming tasks like developing additional pop-ups and grammar content for early levels of English learning. Comparative charts are included that analyze similarities and differences between the CulturePlex materials and a commercial English textbook series at various proficiency levels. The document aims to coordinate continuing work on expanding and strengthening the CulturePlex English learning resources.
Accessibility hierarchy boston university (2) - lx400-7b-lguniv-1Laureen Davison
This document discusses language universals and markedness. It describes research showing that properties of human languages tend to occur in implicational hierarchies, such that if a language has one property, it will also have others higher in the hierarchy. For example, languages with basic color term for blue also have terms for other colors like red and green. Studies of question formation in second language English found learners obeyed these implicational hierarchies, providing evidence that interlanguages behave like natural languages.
This document provides tips and techniques for learning English effectively from the Jinning Education Center. It recommends writing a daily journal, reading books, rewriting class notes, watching TV and listening to the radio, keeping a vocabulary notebook, speaking English with friends, and thinking positively. It emphasizes that learning should be an active process involving different parts of the brain through various activities like guessing meanings from context and checking definitions.
This document provides techniques for effectively learning English, including keeping a journal, reading books, rewriting class notes, watching TV/movies, keeping a vocabulary notebook, and speaking English with friends. It emphasizes taking an active approach to learning, such as guessing meanings from context while reading instead of looking up every word. A positive mindset is also important, saying "my English is improving" rather than focusing on current limitations. The goal is to make English learning fun and enjoyable.
This document contains notes from several seminar topics on English grammar concepts. It discusses parts of speech, verbs, clauses, noun phrases, adjectives, adverbs, prepositions, coordination, subordination, and other grammatical terms. Examples are provided to illustrate different grammar concepts.
The document provides tips for effectively learning English. It recommends keeping a journal to practice writing skills; reading books to improve vocabulary through context; rewriting class notes to reinforce learning; watching TV, movies and listening to the radio to develop listening comprehension; and maintaining a vocabulary notebook to actively learn new words. It also suggests speaking English with friends to practice conversational skills and maintaining a positive mindset to stay motivated in learning. The tips emphasize using active and engaging techniques beyond just studying from a textbook to more effectively learn and improve English language abilities.
Demystifying Mandarin - Learn Chinese by Hutong SchoolHutong School
Jan Wostyn, Director International Relations of Hutong School, will give you a bird's eye view of the fascinating Chinese language, zooming in on different aspects of a language which many Westerners believe to be the hardest language in the world, until they actually get started, and discover the surprisingly simplicity of Chinese compared to most European languages.
www.hutong-school.com
1. Teaching vocabulary is important for supporting content area learning and literacy. Explicit vocabulary instruction is needed as vocabulary differs across income groups.
2. Less effective vocabulary instruction includes memorizing definitions without using words in context. More effective strategies include wide reading, using interesting words, playing with words, and returning student language with richer vocabulary.
3. Explicit instruction in morphology helps students analyze word structure and meanings. Techniques include word sorts, word chains, and root word trees. Context clues and reference tools also aid word understanding.
1) The document discusses two contrasting approaches to teaching foreign languages - a comprehensible input approach that focuses on meaningful input and minimizes explicit grammar instruction, and a skill-acquisition approach that emphasizes explicit grammar explanation and structured practice.
2) It explores the debate around whether consciously learned language can become subconsciously acquired and debates the relative merits of implicit versus explicit instruction.
3) The key message is that there is no consensus on the best approach and teachers need to select an eclectic approach that suits their context and beliefs while aiming to maximize meaningful input and opportunities for oral practice.
Accessibility hierarchy boston university (2) - lx400-7b-lguniv-1Laureen Davison
This document discusses language universals and markedness. It describes research showing that properties of human languages tend to occur in implicational hierarchies, such that if a language has one property, it will also have others higher in the hierarchy. For example, languages with basic color term for blue also have terms for other colors like red and green. Studies of question formation in second language English found learners obeyed these implicational hierarchies, providing evidence that interlanguages behave like natural languages.
This document provides tips and techniques for learning English effectively from the Jinning Education Center. It recommends writing a daily journal, reading books, rewriting class notes, watching TV and listening to the radio, keeping a vocabulary notebook, speaking English with friends, and thinking positively. It emphasizes that learning should be an active process involving different parts of the brain through various activities like guessing meanings from context and checking definitions.
This document provides techniques for effectively learning English, including keeping a journal, reading books, rewriting class notes, watching TV/movies, keeping a vocabulary notebook, and speaking English with friends. It emphasizes taking an active approach to learning, such as guessing meanings from context while reading instead of looking up every word. A positive mindset is also important, saying "my English is improving" rather than focusing on current limitations. The goal is to make English learning fun and enjoyable.
This document contains notes from several seminar topics on English grammar concepts. It discusses parts of speech, verbs, clauses, noun phrases, adjectives, adverbs, prepositions, coordination, subordination, and other grammatical terms. Examples are provided to illustrate different grammar concepts.
The document provides tips for effectively learning English. It recommends keeping a journal to practice writing skills; reading books to improve vocabulary through context; rewriting class notes to reinforce learning; watching TV, movies and listening to the radio to develop listening comprehension; and maintaining a vocabulary notebook to actively learn new words. It also suggests speaking English with friends to practice conversational skills and maintaining a positive mindset to stay motivated in learning. The tips emphasize using active and engaging techniques beyond just studying from a textbook to more effectively learn and improve English language abilities.
Demystifying Mandarin - Learn Chinese by Hutong SchoolHutong School
Jan Wostyn, Director International Relations of Hutong School, will give you a bird's eye view of the fascinating Chinese language, zooming in on different aspects of a language which many Westerners believe to be the hardest language in the world, until they actually get started, and discover the surprisingly simplicity of Chinese compared to most European languages.
www.hutong-school.com
1. Teaching vocabulary is important for supporting content area learning and literacy. Explicit vocabulary instruction is needed as vocabulary differs across income groups.
2. Less effective vocabulary instruction includes memorizing definitions without using words in context. More effective strategies include wide reading, using interesting words, playing with words, and returning student language with richer vocabulary.
3. Explicit instruction in morphology helps students analyze word structure and meanings. Techniques include word sorts, word chains, and root word trees. Context clues and reference tools also aid word understanding.
1) The document discusses two contrasting approaches to teaching foreign languages - a comprehensible input approach that focuses on meaningful input and minimizes explicit grammar instruction, and a skill-acquisition approach that emphasizes explicit grammar explanation and structured practice.
2) It explores the debate around whether consciously learned language can become subconsciously acquired and debates the relative merits of implicit versus explicit instruction.
3) The key message is that there is no consensus on the best approach and teachers need to select an eclectic approach that suits their context and beliefs while aiming to maximize meaningful input and opportunities for oral practice.
Macroza is a Spain-based company with over 50 years of experience manufacturing portable electric wall chasing machines. Their wall chasing machines make embedding wires, conduits, and pipes in walls and partition walls easy, clean, and fast due to their exclusive design and outstanding performance. Macroza machines are ideal for professionals in electrical, plumbing, heating, and air conditioning industries as they ease the difficult work of wall chasing. Present in over 25 countries worldwide, Macroza is the leading brand in wall chasing due to their specialization which allows them to produce machines that save time and costs for construction projects.
The document discusses some of the limitations of relational databases for representing highly connected data and the challenges they present for humanists working with such data. It introduces three tools - django-qbe, django-descriptors, and Sylva - that aim to address these issues. Sylva is a graph database that allows for flexible schemas, objects and relations without tables, and collaborative work. It allows schemas to be modified at any time and generates forms from schemas.
This document discusses developing a digital geography of Hispanic Baroque art through analyzing cultural communities, semantic maps, cultural areas, diversity, and flows of artworks. It describes collecting data on over 100,000 topics related to Hispanic Baroque artworks from the 16th to 19th centuries. Clustering and visualization techniques are used to analyze cultural communities and semantic relationships between descriptors. Cultural areas are examined across time periods and territories. Diversity is analyzed by cultural area, creator, and search terms. Flows of artworks and cultural transfers are also mapped across regions over time. Further work is needed to enrich descriptors, improve similarity measures, extend semantic maps longitudinally, and apply formal concept analysis.
This document discusses developing a digital geography of Hispanic Baroque art through semantic mapping and network analysis. It outlines conceptual problems in relating art to geography. The methodology involves storing semantic data on artworks, descriptors, and creators. Cultural communities, semantic maps, cultural areas, diversity, and flows will be analyzed through clustering, visualizations, and similarity measures. This will provide new insights into the transmission and organization of Hispanic Baroque art across territories over time.
The VL3 project aims to improve foreign language learning through a virtual assistant. It takes a multidisciplinary approach combining linguistics, second language acquisition, pedagogy, and natural language processing. The VL3 includes a web interface and mobile app to allow language learners to interact with a virtual assistant in the target language. It uses grammars, conversation scenarios and goals, and error feedback to facilitate communicative competence.
Este documento presenta información biográfica sobre Lorenzo Mendoza Giménez, un empresario y filántropo venezolano. Describe su educación en ingeniería y administración de empresas. También detalla algunas de las obras filantrópicas realizadas a través de la Fundación Empresas Polar, como donaciones a la salud, educación y premios a científicos. Mendoza se considera apolítico y se enfoca en crear empleos a través de su empresa. Rechaza la idea de entregar sus empresas al gobi
El documento describe el municipio de Maracaibo, Venezuela. Maracaibo es el municipio más poblado del estado Zulia y su capital es la ciudad de Maracaibo. El documento detalla la historia, evolución, estructura organizativa y programas de la alcaldía de Maracaibo, incluyendo programas en áreas como seguridad, aseo urbano, salud, educación, vivienda y más. Además, proporciona información sobre los alcaldes electos de Maracaibo desde 1989.
The document provides an overview of progress made on developing content for the Spanish and English virtual language assistants in June. For Spanish, grammar charts and scenarios were updated for levels A1 and A2. Scenarios for level B1 were started. For English, pop-ups, grammars, vocabulary, and potential new scenarios were developed for level A1. Textbook comparisons were also conducted to identify concepts not yet included.
This document outlines a project to build a graph database of information from preliminaries (front matter) of 17th century Spanish literature, including people, places, dates and institutions. The goals are to better understand the historical social networks that influenced early modern Spanish publication. It describes preliminaries, the process of identifying works and acquiring data in three periods defined by royal favorites, and constructing the database. Progress so far includes over 100 works and 300 instances from the first period of 1599-1618. The database will enable quantitative analysis of cultural production and networks during this time.
Dr. Glearning (July 2012, CulturePlex Lab)cultureplex
The document discusses Dr. Glearning, a platform that creates educational mobile games. It allows professors to design courses using various activity types on a web-based editor. Students can then access these courses through a mobile app to learn through gameplay. The goal is to address differences in how professors and students view learning by utilizing popular digital tools students already use for a new teaching experience.
El documento discute conceptos básicos de macroeconomía como el PIB y la renta nacional. Explica que el PIB es una medida útil pero limitada del bienestar de un país, ya que no considera factores como la distribución de la renta o el impacto ambiental. También distingue entre microeconomía, que analiza las decisiones de agentes individuales, y macroeconomía, que estudia la economía en su conjunto usando variables agregadas como el PIB total.
This document provides an overview and market assessment for cloud services (IaaS) in India. It outlines the following key points:
- The Indian cloud market is growing rapidly across SaaS, PaaS, and IaaS segments, with IaaS expected to generate the most revenue by 2016. Private cloud is also expected to dominate over public cloud.
- The current size of the Indian IaaS market is $47.2 million in 2012, accounting for 5.1% of the Asia market and 0.5% globally. The market is forecast to grow at 150% annually through 2013.
- Major drivers for cloud adoption in India include competitive pricing compared to public cloud options abroad
This webinar discusses developing students' English conversation skills. It begins by looking at common reasons students are reluctant to speak, like fear of mistakes. The webinar then examines characteristics of effective conversations, such as turn-taking and using intonation to convey meaning. Finally, it introduces a 3-step model for teaching conversations: 1) Awareness activities expose students to native speaker conversations. 2) Bridge activities like role-plays apply conversation skills. 3) Communication activities encourage students to have open conversations. The webinar aims to help participants understand conversations better and develop action plans for their classrooms.
Common Pronunciation Errors Made by KoreansSangjin Han
This document summarizes common English pronunciation errors made by Korean students. It outlines that Korean has a different phonetic spectrum than English, with some missing consonant and vowel sounds. Korean also has weak variation in prosody, sounding very flat and lacking stress or rhythm. Additionally, Korean has a segmental sound system where each character represents one syllable. The document provides examples of pronunciation errors and exercises to illustrate these differences between the Korean and English sound systems.
This document provides an introduction to linguistics and language. It defines key linguistics concepts like language, grammar, and linguistic competence. It explains that grammar is the mental system underlying language that encompasses sounds, words, meaning and structure. Grammar has universal properties across languages like sound systems and constraints on word order, but also language-specific properties that can change over time. Grammatical knowledge is largely subconscious for native speakers.
This document provides an introduction to linguistics and language. It defines language as the study of how language is used, acquired, changes over time, and is represented in the brain. Key components of grammar are identified as phonetics, phonology, morphology, syntax and semantics. Characteristics of grammar discussed include generality, parity, universality, mutability, and inaccessibility. Linguistic competence is investigated by focusing on the mental system of grammar.
This document outlines the mid-term contents for NB1 which will cover grammar, vocabulary, pronunciation and speaking topics. Some of the key grammar topics include the present simple tense, pronouns, questions forms, prepositions and adverbs of frequency. Vocabulary will cover personal information, common objects, feelings and jobs. Pronunciation and speaking sections will focus on greetings, introductions, describing routines and asking for information.
This document outlines the agenda for the second class of a pedagogical grammar course, including reviewing definitions of grammar, exploring direct and indirect approaches to teaching grammar to English language learners, and assigning self-study pages in the book and workbook on parts of speech, verb tenses, articles, and other grammar topics. Homework involves independently studying assigned sections in the book and workbook.
Macroza is a Spain-based company with over 50 years of experience manufacturing portable electric wall chasing machines. Their wall chasing machines make embedding wires, conduits, and pipes in walls and partition walls easy, clean, and fast due to their exclusive design and outstanding performance. Macroza machines are ideal for professionals in electrical, plumbing, heating, and air conditioning industries as they ease the difficult work of wall chasing. Present in over 25 countries worldwide, Macroza is the leading brand in wall chasing due to their specialization which allows them to produce machines that save time and costs for construction projects.
The document discusses some of the limitations of relational databases for representing highly connected data and the challenges they present for humanists working with such data. It introduces three tools - django-qbe, django-descriptors, and Sylva - that aim to address these issues. Sylva is a graph database that allows for flexible schemas, objects and relations without tables, and collaborative work. It allows schemas to be modified at any time and generates forms from schemas.
This document discusses developing a digital geography of Hispanic Baroque art through analyzing cultural communities, semantic maps, cultural areas, diversity, and flows of artworks. It describes collecting data on over 100,000 topics related to Hispanic Baroque artworks from the 16th to 19th centuries. Clustering and visualization techniques are used to analyze cultural communities and semantic relationships between descriptors. Cultural areas are examined across time periods and territories. Diversity is analyzed by cultural area, creator, and search terms. Flows of artworks and cultural transfers are also mapped across regions over time. Further work is needed to enrich descriptors, improve similarity measures, extend semantic maps longitudinally, and apply formal concept analysis.
This document discusses developing a digital geography of Hispanic Baroque art through semantic mapping and network analysis. It outlines conceptual problems in relating art to geography. The methodology involves storing semantic data on artworks, descriptors, and creators. Cultural communities, semantic maps, cultural areas, diversity, and flows will be analyzed through clustering, visualizations, and similarity measures. This will provide new insights into the transmission and organization of Hispanic Baroque art across territories over time.
The VL3 project aims to improve foreign language learning through a virtual assistant. It takes a multidisciplinary approach combining linguistics, second language acquisition, pedagogy, and natural language processing. The VL3 includes a web interface and mobile app to allow language learners to interact with a virtual assistant in the target language. It uses grammars, conversation scenarios and goals, and error feedback to facilitate communicative competence.
Este documento presenta información biográfica sobre Lorenzo Mendoza Giménez, un empresario y filántropo venezolano. Describe su educación en ingeniería y administración de empresas. También detalla algunas de las obras filantrópicas realizadas a través de la Fundación Empresas Polar, como donaciones a la salud, educación y premios a científicos. Mendoza se considera apolítico y se enfoca en crear empleos a través de su empresa. Rechaza la idea de entregar sus empresas al gobi
El documento describe el municipio de Maracaibo, Venezuela. Maracaibo es el municipio más poblado del estado Zulia y su capital es la ciudad de Maracaibo. El documento detalla la historia, evolución, estructura organizativa y programas de la alcaldía de Maracaibo, incluyendo programas en áreas como seguridad, aseo urbano, salud, educación, vivienda y más. Además, proporciona información sobre los alcaldes electos de Maracaibo desde 1989.
The document provides an overview of progress made on developing content for the Spanish and English virtual language assistants in June. For Spanish, grammar charts and scenarios were updated for levels A1 and A2. Scenarios for level B1 were started. For English, pop-ups, grammars, vocabulary, and potential new scenarios were developed for level A1. Textbook comparisons were also conducted to identify concepts not yet included.
This document outlines a project to build a graph database of information from preliminaries (front matter) of 17th century Spanish literature, including people, places, dates and institutions. The goals are to better understand the historical social networks that influenced early modern Spanish publication. It describes preliminaries, the process of identifying works and acquiring data in three periods defined by royal favorites, and constructing the database. Progress so far includes over 100 works and 300 instances from the first period of 1599-1618. The database will enable quantitative analysis of cultural production and networks during this time.
Dr. Glearning (July 2012, CulturePlex Lab)cultureplex
The document discusses Dr. Glearning, a platform that creates educational mobile games. It allows professors to design courses using various activity types on a web-based editor. Students can then access these courses through a mobile app to learn through gameplay. The goal is to address differences in how professors and students view learning by utilizing popular digital tools students already use for a new teaching experience.
El documento discute conceptos básicos de macroeconomía como el PIB y la renta nacional. Explica que el PIB es una medida útil pero limitada del bienestar de un país, ya que no considera factores como la distribución de la renta o el impacto ambiental. También distingue entre microeconomía, que analiza las decisiones de agentes individuales, y macroeconomía, que estudia la economía en su conjunto usando variables agregadas como el PIB total.
This document provides an overview and market assessment for cloud services (IaaS) in India. It outlines the following key points:
- The Indian cloud market is growing rapidly across SaaS, PaaS, and IaaS segments, with IaaS expected to generate the most revenue by 2016. Private cloud is also expected to dominate over public cloud.
- The current size of the Indian IaaS market is $47.2 million in 2012, accounting for 5.1% of the Asia market and 0.5% globally. The market is forecast to grow at 150% annually through 2013.
- Major drivers for cloud adoption in India include competitive pricing compared to public cloud options abroad
This webinar discusses developing students' English conversation skills. It begins by looking at common reasons students are reluctant to speak, like fear of mistakes. The webinar then examines characteristics of effective conversations, such as turn-taking and using intonation to convey meaning. Finally, it introduces a 3-step model for teaching conversations: 1) Awareness activities expose students to native speaker conversations. 2) Bridge activities like role-plays apply conversation skills. 3) Communication activities encourage students to have open conversations. The webinar aims to help participants understand conversations better and develop action plans for their classrooms.
Common Pronunciation Errors Made by KoreansSangjin Han
This document summarizes common English pronunciation errors made by Korean students. It outlines that Korean has a different phonetic spectrum than English, with some missing consonant and vowel sounds. Korean also has weak variation in prosody, sounding very flat and lacking stress or rhythm. Additionally, Korean has a segmental sound system where each character represents one syllable. The document provides examples of pronunciation errors and exercises to illustrate these differences between the Korean and English sound systems.
This document provides an introduction to linguistics and language. It defines key linguistics concepts like language, grammar, and linguistic competence. It explains that grammar is the mental system underlying language that encompasses sounds, words, meaning and structure. Grammar has universal properties across languages like sound systems and constraints on word order, but also language-specific properties that can change over time. Grammatical knowledge is largely subconscious for native speakers.
This document provides an introduction to linguistics and language. It defines language as the study of how language is used, acquired, changes over time, and is represented in the brain. Key components of grammar are identified as phonetics, phonology, morphology, syntax and semantics. Characteristics of grammar discussed include generality, parity, universality, mutability, and inaccessibility. Linguistic competence is investigated by focusing on the mental system of grammar.
This document outlines the mid-term contents for NB1 which will cover grammar, vocabulary, pronunciation and speaking topics. Some of the key grammar topics include the present simple tense, pronouns, questions forms, prepositions and adverbs of frequency. Vocabulary will cover personal information, common objects, feelings and jobs. Pronunciation and speaking sections will focus on greetings, introductions, describing routines and asking for information.
This document outlines the agenda for the second class of a pedagogical grammar course, including reviewing definitions of grammar, exploring direct and indirect approaches to teaching grammar to English language learners, and assigning self-study pages in the book and workbook on parts of speech, verb tenses, articles, and other grammar topics. Homework involves independently studying assigned sections in the book and workbook.
Ell 615 final presentation shuning zhangShuningZhang3
This document discusses the impact of a Chinese speaking English language learner's first language on producing correct English sentences. It notes two main types of differences between Chinese and English grammar that can cause difficulties: principles that exist in English but not Chinese, and principles that are different between the languages. The findings section provides examples of morphological and syntactic differences like article usage, grammatical inflections, conjunctions, prepositions and word order. It recommends addressing these differences through practice to develop new habits for structures that don't exist in the first language and changing habits for structures that are different.
This document provides information about languages spoken in Nigeria and Wales. It discusses:
- The main languages spoken in Nigeria including Yoruba, Igbo, and Hausa.
- Phonetic differences between certain sounds in different languages like ɒ, ɔ, and o.
- Features of the Welsh language including unusual place names and unique consonant sounds like ll and ch.
- Linguistic terminology like phonology, which is the study of how sounds function in a language.
The document discusses various differences between human languages and perspectives on the relationship between language and thought. It covers topics like word order, question formation, treatment of time, use of tones, spatial language, and politeness conventions. The document suggests that major differences exist and questions whether all languages can truly be considered basically the same.
The document provides tips for effectively learning English. It recommends taking an active approach to learning, such as writing journals in English, reading books and guessing meanings of unfamiliar words, rewriting class notes, watching English television and movies, and keeping a vocabulary notebook. It also stresses the importance of speaking English regularly with friends and maintaining a positive mindset to continue improving one's English skills over time.
This document provides an introduction to linguistics. It discusses several key topics:
- What is known when someone knows a language, including knowledge of a language's sound system, words, sentences, and creativity.
- The difference between competence (linguistic knowledge) and performance (language use).
- What grammar is and the difference between descriptive and prescriptive grammars.
- Dialects, standards, and differences between dialects.
- Language universals and the development of grammar in children.
There are different types of sentences that can use passive voice and infinitives. The passive voice rearranges the active sentence to make the subject receive the action. For example, "You are loved by me" instead of "I love you". Infinitives are the base form of the verb and can be used after modal verbs like "must" or "should" or to express purpose like "to be loved". Both passive voice and infinitives add flexibility and variety to sentences.
There are different types of sentences that can use passive voice and infinitives. The passive voice rearranges the active sentence to make the subject receive the action. For example, "You are loved by me" instead of "I love you". Infinitives are the base form of the verb and can be used after modal verbs like "must" or "should" or to express purpose like "to be loved". Both passive voice and infinitives add flexibility and variety to sentences.
There are different types of sentences that can use passive voice and infinitives. The passive voice rearranges the active sentence to make the subject receive the action. For example, "You are loved by me" instead of "I love you". Infinitives are the base form of the verb and can be used after modal verbs like "must" or "should" or to express purpose like "to be loved". Both passive voice and infinitives add flexibility and variety to sentence structures.
Ena121 & 131 grammar lecture 1 word classes & clause elementsElisabeth Wulff Sahlén
This document provides an agenda and information for language skills and practical English grammar courses. It introduces the instructor and covers topics like introductions, roll call, word classes including nouns, verbs, adjectives and adverbs. Students are instructed to review clause elements like subjects and verbs on their own before the first seminar. The document also includes information about course content, materials, assessments, and miscellaneous course details.
Understanding the errors of arabic speaking ell’sanbray723
This document discusses common errors made by Arabic speaking English language learners and strategies to address them. Key differences between Arabic and English include direction of writing, vowels, capitalization, and punctuation. Common errors include lack of capitalization and punctuation, vowel confusion, incorrect sentence structure and verb placement, improper use of articles, and issues with spelling, plurals, prepositions and verb tense agreement. Suggested strategies include explicitly teaching vowels, increasing reading exposure and practice with sentence structure rules, comparing translations, looking at spelling patterns, and using intonation to demonstrate punctuation.
The document discusses challenges with pronunciation for foreign language learners and offers advice. It notes that as people grow older, the "boxes" in our brain for native language sounds get stronger, making it difficult to form new boxes for foreign sounds. When hearing an unfamiliar sound, the brain puts it in the closest existing box. The document recommends listening carefully to the sounds of the target language when practicing, and choosing a clear model of English to learn based on where one lives and communicates. It outlines the basic sounds of English, differences between sounds and phonemes, and challenges with connecting words smoothly in longer utterances.
Stylistics introduction, Definitions of StylisticsAngel Ortega
This document defines stylistics and discusses its branches. Stylistics is the analysis of linguistic variation in actual language use. It examines how the same content can be expressed differently and analyzes styles across texts. Stylistics considers the natural properties of language that ensure intended effects. The document also distinguishes between spoken and written language at the phonetic, lexical, and syntactic levels, and categorizes words as common, formal, technical, and slang.
This document summarizes several recently published articles in applied linguistics and TESOL journals. It discusses articles that explore using background music to encourage small group discussions, teaching phrasal verbs through conceptual metaphors, raising awareness of noun groups in academic writing, using mingles to practice language forms and collect information, factors that lead to exceptional outcomes in second language pronunciation acquisition, and analyzing the authenticity of textbook conversation topics. The document provides high level overviews and examples from each article.
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.
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 ...
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. What’s been done:
• Scenarios translations from Spanish to English
• Additional relevant vocabulary
• Close examination of English Next textbooks by Hueber, and other
sources
• Charts comparing A1, A2, and B1 of VL3 and English Next
• Examination of the Common European Framework of Reference for
Languages (CEFR)
• Chart outlining what the CEFR expects at each level A1-C2
• Dr. Glearning work shop
• Dr. Glearning activities for A1 and A2
• Pop-ups for A1 and A2
• English grammars started
4. A1 Comparison Chart
Key:
• Subjects that are missing from VL3 but are present in English Next
• Subjects that are present in VL3 but not in English Next
• Vocabulary present in both VL3 and English Next but are found in different sections within A1
• Grammar present in both VL3 and English Next but are found in different sections within A1
• Subjects in both VL3 and English Next but are found in different sections of A2 or B1
VL3 English Next A1 Textbook
Context 1: Vocabulary • Greetings and leave-taking Unit 1: Vocabulary • Greetings and leave takings
Hello, how • Expressions of courtesy My • Expressions of courtesy
are you? • Introducing yourself and others English • Introducing yourself and others
• Saying where you are from and asking others • Saying where you are from and asking others
• Say and ask where people live
class Grammar • Simple present of verb to be
• “How are you?” and responses • Personal pronouns ( I, my, you, your, we, our)
• People around us (friend, person, etc.) • Contractions (I’m)
• Questions and short answers
• Singular and plural nouns (student students, etc.)
Grammar • Simple present form of the verb to be and to live Unit 2: Vocabulary • “How are you?” and responses
• Question words (who, what, where…) and short Friends • Say and ask where people live
answers • Say and ask what people do
and
• Contractions (I’m) • How to ask for help
colleagues • Say what people can do/are able to do
• Numbers 1-20
• Pronounciation of vowels a, e, i, o, and u
Grammar • Simple present
• The verb to be able (can)
• Verbal expression: to be able to/can
• Articles (a, an)
• More pronouns (she, her, he, his, they, their)
• Verbs in 3rd person singular
Context 2: Vocabulary • Activities in the classroom Unit 3: Vocabulary • Food and drink
What do • Days of the week A matter • Colours
you have • Daily activities of taste • Numbers 1-100
to do • Days of the week
today? • Say what you like and what you don’t like to
eat/drink
5. A2 Comparison Chart
Key:
• Subjects that are missing from VL3 but are present in English Next
• Subjects that are present in VL3 but not in English Next
• Vocabulary present in both VL3 and English Next but are found in different sections within A2
• Grammar present in both VL3 and English Next but are found in different sections within A2
• Subjects in both VL3 and English Next but are found in different sections of A1 or B1
VL3 English Next A2 Textbook
Context 1: Vocabulary • Members of the family Unit 1: Vocabulary • Spell your name
The family • Descriptive adjectives with the verb to be Old friends • Describing appearance and personal
and new characteristics, nationality, etc.
• Hobbies and interests, family and work life
• Paying compliments to people
Grammar • Questions with to be and to do (“Is she…?” “Does
he…?”)
• Present progressive with learning
• Conditional expression: would like (to)
Grammar • Practice with the present and future tenses Unit 2: Vocabulary • Travel experience and airport words
• Brief introduction to comparative adjectives Destinations • Countries and places to travel
• Going on holiday
• Making accommodations
• Numbers (flight numbers etc.)
Grammar • Present perfect with “ever” and “never”
• Simple preterit
• Simple conditional and contractions (I’d like
a(n)/to…)
• Adverbs of manner (the light blue suitcase, the
hard plastic binder…)
Context 2: Vocabulary • More on the family Unit 3: Vocabulary • Food and drink, ordering food
Things Food for • Recommend and describe restaurants
from the friends • Quantities and numbers (a bottle of, 2 cups of…)
past • Reading recipes, making shopping lists
• Going to a party
Grammar • “some” vs. “any”
• “much” vs. “many”
• “a lot” vs. “a few”
• Imperatives from recipe (add 2 tsps…)
6. CEFR
Examination of the Common European
Framework of Reference for Languages
(CEFR)
Chart outlining what the CEFR expects at
each level A1-C2
o Detailed outline of what is expected of
a language learner in
understanding/comprehension;
speaking/production; and
reading/writing, at each of the 6
levels
7. CEFR Comparison Chart
Main • To promote plurilingualism, better communication, and closer cooperation between European countries, so that it may not only assist with education,
Goals of culture and science, but also trade and industry
the CEFR • To ensure that a standard of teaching languages is met in all European nations so that all people may have equal access to effective means of acquiring
knowledge of the languages required for everyday like
• To prevent discrimination and marginalization of those lacking the necessary communication skills, and to promote tolerance and acceptance amongst
Europeans
• To understand that language learning is a life-long task
A1 • Can understand, recognize and use familiar everyday expressions and very basic phrases concerning him/herself, their family and immediate concrete surroundings
when people speak slowly and clearly
Comprehension • Can link words or groups of words with very basic linear connectors like ‘and’ or ‘then’
• Can follow speech which is very slow and carefully articulated, with long pauses for him/her to assimilate meaning
and • Can understand instructions addressed carefully and slowly to him/her and follow short, simple directions
Understanding • Can ask people for things, and give people things
• Can handle numbers, quantities, cost and time
• Can indicate time by such phrases as next week, last Friday, in November, three o’clock
• Can introduce him/herself and others and use basic greeting and leave-taking expressions
• Can ask how people are
• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help; communication is totally dependent on repetition, rephrasing
and repair
Production and • Can ask and answer simple questions about personal details such as where he/she lives, people he/she knows and things he/she has
Speaking • Can produce simple mainly isolated phrases about people and places
• Can manage very short, isolated, mainly pre-packaged utterances, with much pausing to search for expressions, to articulate less familiar words, and to repair
communication
• Shows only limited control of a few simple grammatical structures and sentence patterns in a memorized repertoire
• Can understand and write familiar names, words and very simple sentences, in common, everyday situations
• Can fill in forms with personal details, for example entering name, date of birth, age, nationality and address on a hotel registration form
Reading and • Can read and understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required
Writing • Can read and follow short, simple written directions (e.g. to go from X to Y)
• Can ask for or pass on personal details in written form
• Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire
A2 • Can understand sentences and frequently used vocabulary and expressions related to areas of most immediate relevance
• Can deal with practical everyday demands such as travel, lodgings, eating and shopping
• Can give and follow simple directions and instructions, e.g. explain how to get somewhere
Comprehension • Can catch the main point in short, clear, simple messages and announcements
• Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated
and • Can understand enough to manage simple, routine tasks without undue effort, asking for repetition when he/she does not understand
Understanding • Can make and respond to suggestions
• Can ask for and provide everyday goods and services
• Can give and receive information about quantities, numbers, prices, etc.
• Can make simple purchases by stating what is wanted and asking the price
• Can use simple everyday polite forms of greeting and address
• Can establish social contact: greetings and farewells; introductions; giving thanks
Production and • Can make and respond to invitations, suggestions and apologies
Speaking • Can ask and answer questions and exchange ideas and information on familiar topics in predictable everyday situations
• Can order a meal
• Can ask for and provide personal information
8. Pop-Ups
A1 - Context 1: Hello, how are you?
Machine: Hello! How are you?
Pop-up: Greet the avatar! Tell her how you are today. Try “I’m good” or “I am fine, thanks.” Then, ask her how
she is!
Student: Hi/hello! I am fine, how are you?
Machine: Good, thanks. What’s your name?
Pop-up: Tell the avatar your name! Try “My name is…”/ “My name’s…”
Student: My name is David.
Machine: It’s nice to meet you, David! I’m Lauren.
Pop-up: Use an expression of courtesy. Try “It’s great to meet you” or “I’m pleased to meet you”
Student: It is a pleasure to meet you, Lauren.
Machine: What is your last name, David? My last name is Turner.
Pop-up: Tell the avatar your last name! For example: “My last name is Smith”
Student: My last name is Perez.
Machine: Where are you from, David Perez?
Pop-up: Tell the avatar where you are from in a full sentence. Then ask where she is from in return. For
example: “I am from Belgium. Where are you from?”
Student: I am from Columbia. Where are you from?
Machine: I come from the United States, but I live in Canada. Where do you live?
Pop-up: Tell the avatar where you live. Start with “I live in…”
Student: I live in Canada too.
Machine: Very interesting! See you later.
Pop-up: Use a leave-taking expression. Try “Goodbye” or “See you later”
Student: See you later/goodbye.
9. Dr. Glearning
Activity Description A1 Context 1: Hello, how are you?
In this course you will learn about expressions of courtesy and common
greetings, and find out where others are from.
To be or not to be I'm from Germany but Laura _______ from Germany. She ____ from France.
Quiz (10 activities) •Is / are
•Isn’t / is
•Am / ’m
e)Am / is
Who am I? Hello, I am ___________ and I am president of ___________ .
Visual (10 activities) •Celine Dion / Canada
•Gandhi / India
d)Barack Obama / The United States
10. Dr. Glearning
Activity Description A2 Context 2: What do you have to do today?
In this course you will learn to use the verb 'to have' with activities of
daily life.
I have to… Mr. and Mrs. Smith have to ...
Linguistic (10 _ _ _ _ _ _ _ _ _ _ (go shopping)
activities)
Wants and Needs Carmen has to write an exam in 2 days. She ...
Quiz (10 activities) •Needs to eat
•Wants to go shopping
•Wants to go to the doctor
e)Needs to study
11. Dr. Glearning
Activity Description A1 context 3: Life and Times
Learn about professions and careers, personal and physical characteristics, and
telling time.
What do You See? Joanna works in a courthouse. She is a ...
Linguistic (10 activities) _ _ _ _ _ _ (lawyer)
Telling Time Look at the pictures. What time is it?
Visual (10 activities) •12 noon
•7 am
•5:15 in the afternoon
•8 pm
Attributes Describe the physical trait: Helen will never change her hair. She is forever ...
Linguistic (10 activities) _ _ _ _ _ _ (blonde)
12.
13. On the Agenda
• Continue with pop-ups for B1
• Continue to add vocabulary
• Begin grammar for each context
• Revise existing Dr. Glearning activities and create new
ones