The person eats breakfast at 7am at home including cereal and cocoa. They usually eat lunch at school with items like bread, butter, cheese or ham and tomatoes while drinking milk. Dinner is typically at 4pm at home with family and consists of potatoes, fish and salad, followed by orange juice. Dessert on weekends is often apple pie.
O documento fornece orientações de estudo para uma prova, incluindo revisar anotações, exercícios e capítulos estudados no primeiro bimestre, e realizar atividades de um roteiro com atenção, embora elas não devam ser a única fonte de estudo.
Professor John Kermaschuk will hold final office hours on Wednesday, June 20th and Thursday, June 21st from 4-6pm in Room 110 to discuss student grades, but warns that he rarely changes grades once submitted to the university. If not in Room 110, he can be found in his office in Room 209 during those times.
Wednesday (groups f,e,g) final project datesFEP_John
The document provides final project dates for three groups - Group F, Group E, and Group G - for a class taught by Professor John Kermas. The project is due on Wednesday, June 13th with Groups F and E presenting and Group G also having a deadline on that date.
The document provides final project dates for different groups in a class. Group B has their final project due on Friday, June 15th. No other details are given about assignment or requirements for other groups. The professor for the class is listed as John Kermas.
Tuesday (groups b,h,d) final project datesFEP_John
The document provides final project dates for different groups in a class taught by Professor John Kermas. Group B has their final project due on Tuesday, June 12th. No other details are given about assignment or requirements for other groups.
The document provides final project dates for groups E, F, and G in Professor John Kermas' class. Group F has their final project due on Monday, June 11th. Groups E and G do not have dates listed.
Final Project - Freshman English Program-Spring 2012-page 1FEP_John
This document provides instructions for a final project in a freshman English program at Soongsil University. Students will demonstrate their language skills through a 5-6 minute conversation with a partner. They will discuss one of three provided situations related to topics covered during the semester like shopping, giving advice, and directions. The situations involve forgetting an anniversary gift, needing date ideas, or catching up with an old friend. Students can use language and expressions from the semester in their conversation.
The person eats breakfast at 7am at home including cereal and cocoa. They usually eat lunch at school with items like bread, butter, cheese or ham and tomatoes while drinking milk. Dinner is typically at 4pm at home with family and consists of potatoes, fish and salad, followed by orange juice. Dessert on weekends is often apple pie.
O documento fornece orientações de estudo para uma prova, incluindo revisar anotações, exercícios e capítulos estudados no primeiro bimestre, e realizar atividades de um roteiro com atenção, embora elas não devam ser a única fonte de estudo.
Professor John Kermaschuk will hold final office hours on Wednesday, June 20th and Thursday, June 21st from 4-6pm in Room 110 to discuss student grades, but warns that he rarely changes grades once submitted to the university. If not in Room 110, he can be found in his office in Room 209 during those times.
Wednesday (groups f,e,g) final project datesFEP_John
The document provides final project dates for three groups - Group F, Group E, and Group G - for a class taught by Professor John Kermas. The project is due on Wednesday, June 13th with Groups F and E presenting and Group G also having a deadline on that date.
The document provides final project dates for different groups in a class. Group B has their final project due on Friday, June 15th. No other details are given about assignment or requirements for other groups. The professor for the class is listed as John Kermas.
Tuesday (groups b,h,d) final project datesFEP_John
The document provides final project dates for different groups in a class taught by Professor John Kermas. Group B has their final project due on Tuesday, June 12th. No other details are given about assignment or requirements for other groups.
The document provides final project dates for groups E, F, and G in Professor John Kermas' class. Group F has their final project due on Monday, June 11th. Groups E and G do not have dates listed.
Final Project - Freshman English Program-Spring 2012-page 1FEP_John
This document provides instructions for a final project in a freshman English program at Soongsil University. Students will demonstrate their language skills through a 5-6 minute conversation with a partner. They will discuss one of three provided situations related to topics covered during the semester like shopping, giving advice, and directions. The situations involve forgetting an anniversary gift, needing date ideas, or catching up with an old friend. Students can use language and expressions from the semester in their conversation.
Final Project - Freshman English Program-Spring 2012-page 2FEP_John
This document outlines the grading breakdown and helpful tips for a natural speaking assessment. The grading breakdown lists the criteria being assessed, which include natural speaking, showing interest/enthusiasm, participation, use of textbook language and grammar, body language/eye contact, and pronunciation. These criteria together make up 25% of the total grade. The helpful tips section then provides advice on how to get a high score by preparing well, cooperating with a partner, using class material, and demonstrating enthusiasm, as well as how to get a low or failing score by not preparing, ignoring a partner, or not attending.
Conversations Tools provides instruction and practice for English language learners in units 7 through 11. These units cover a range of topics including health, education, relationships, and careers. Students will improve their English communication skills through interactive exercises and roleplays on everyday situations.
The document outlines 6 rules for writing effective paragraphs: 1) Indent the first sentence of each paragraph by 5 spaces, 2) Capitalize the first letter and proper nouns, 3) End each sentence with proper punctuation, 4) Ensure subject-verb agreement, 5) Keep all sentences focused on the main idea related to the topic sentence, 6) Do not start new sentences on new lines.
Final Writing Test - Foundations of Freshman English Writing FEP_John
This document appears to be about a final writing test for a freshman English class. The test likely evaluates students' writing skills and knowledge learned in the course. It serves as an assessment of students' proficiency in writing and mastery of concepts taught in Foundations of Freshman English Writing before completing the class.
Week 12 - Class 1 - Around Town - Describing PlacesFEP_John
The document describes an exercise where students provide relative clauses to describe different types of businesses and locations. It then prompts students to name and describe interesting places to visit in Korea, including islands, small towns, cities, mountains, lakes, areas, streets, and stores, noting what type of place it is and what makes it special.
Week 11 - Class 2 - Giving advice board gameFEP_John
The class focused on giving advice through a board game. Students were split into small groups and each group was given different relationship scenarios they had to discuss and provide advice. The goal was to practice thoughtful consideration of others' situations and perspectives when offering recommendations. Groups then shared their discussions and advice with the whole class.
The document outlines an expert advice column where a situation is presented and the expert provides advice. Examples of situations include a friend who is always late, having too much stress, a difficult major, and wanting to buy a computer without money. The expert would then respond with suggestions beginning with "maybe you should", "why don't you", or "you'd better" to offer advice on the situation.
Students were practicing giving advice in scrambled conversations where they had to determine the issue and provide a suggested solution without knowing what the other person was going to say. The exercise aimed to help students learn to listen carefully, think quickly on their feet, and provide thoughtful advice in a responsive manner similar to real conversations.
This document discusses conversation tools for units 1 through 5. It covers topics that will help students improve their conversational English skills, including introducing oneself, asking and answering questions, agreeing and disagreeing, and making plans and suggestions. The goal is to provide students with practical conversation strategies and vocabulary to communicate more effectively in everyday English conversations.
The document summarizes the content covered in the first 6 weeks (Units 1-5) of an English language course. It includes introductions to meeting people and discussing family, daily life, work, and having fun. Key activities and exercises are mentioned to practice vocabulary, conversation tools, and language functions for each unit.
This document provides instructions for a midterm English speaking project at SoongSil University. Students will work in pairs to do a role play conversation based on one of four situations: meeting at a social event, sharing family photos, waiting at the airport, or reconnecting with a middle school friend. They must choose a situation, prepare dialog by the scheduled date, and conduct the role play without copying other groups. The goal is to demonstrate speaking ability in English using topics they have studied over the semester.
Week 5 - Class 2 - Job Interview - QuestionsFEP_John
The document provides sample questions for a job interview from both the interviewer and interviewee perspective. The interviewer questions focus on gaining information about the candidate's experience, skills, strengths, weaknesses and motivations. The interviewee questions seek details about the company, job role, training programs, location, team structure, benefits and opportunities for growth.
Week 5 - Class 2 - Benefits vs. QualificationsFEP_John
The document discusses the difference between benefits and qualifications for a job. Benefits are things received from employment, like medical insurance or vacation time. Qualifications are prerequisites needed to be considered for a job, such as work experience, education, licenses or certificates. The document then lists 19 potential job factors and asks the reader to identify which are benefits or qualifications.
Week 5 - Class 1 - What's My Job-InstructionsFEP_John
This document provides instructions for a game where one person looks at a job picture without showing the others. The others take turns asking yes or no questions to guess the job, with the viewer only answering positively, negatively, or sometimes. The question askers place a +, -, or +/- after their question based on the answer. If someone guesses the job, they should wait for their turn to state their guess. The goal is to correctly guess the jobs for points.
This class focused on how to answer common job interview questions. Students learned strategies for responding to questions about their background, skills, and work experience in a positive light. They also practiced sample answers to typical questions like "What are your greatest strengths?" and "Where do you see yourself in 5 years?" to help prepare for upcoming job interviews.
The document provides examples of conversations where one person asks another how often they watch movies or go to the movie theater. It then gives examples of questions and responses about how frequently someone does an activity, such as play tennis, using phrases like "once a week/month/year" or "always, usually, sometimes, hardly ever, never" between the subject and verb.
Final Project - Freshman English Program-Spring 2012-page 2FEP_John
This document outlines the grading breakdown and helpful tips for a natural speaking assessment. The grading breakdown lists the criteria being assessed, which include natural speaking, showing interest/enthusiasm, participation, use of textbook language and grammar, body language/eye contact, and pronunciation. These criteria together make up 25% of the total grade. The helpful tips section then provides advice on how to get a high score by preparing well, cooperating with a partner, using class material, and demonstrating enthusiasm, as well as how to get a low or failing score by not preparing, ignoring a partner, or not attending.
Conversations Tools provides instruction and practice for English language learners in units 7 through 11. These units cover a range of topics including health, education, relationships, and careers. Students will improve their English communication skills through interactive exercises and roleplays on everyday situations.
The document outlines 6 rules for writing effective paragraphs: 1) Indent the first sentence of each paragraph by 5 spaces, 2) Capitalize the first letter and proper nouns, 3) End each sentence with proper punctuation, 4) Ensure subject-verb agreement, 5) Keep all sentences focused on the main idea related to the topic sentence, 6) Do not start new sentences on new lines.
Final Writing Test - Foundations of Freshman English Writing FEP_John
This document appears to be about a final writing test for a freshman English class. The test likely evaluates students' writing skills and knowledge learned in the course. It serves as an assessment of students' proficiency in writing and mastery of concepts taught in Foundations of Freshman English Writing before completing the class.
Week 12 - Class 1 - Around Town - Describing PlacesFEP_John
The document describes an exercise where students provide relative clauses to describe different types of businesses and locations. It then prompts students to name and describe interesting places to visit in Korea, including islands, small towns, cities, mountains, lakes, areas, streets, and stores, noting what type of place it is and what makes it special.
Week 11 - Class 2 - Giving advice board gameFEP_John
The class focused on giving advice through a board game. Students were split into small groups and each group was given different relationship scenarios they had to discuss and provide advice. The goal was to practice thoughtful consideration of others' situations and perspectives when offering recommendations. Groups then shared their discussions and advice with the whole class.
The document outlines an expert advice column where a situation is presented and the expert provides advice. Examples of situations include a friend who is always late, having too much stress, a difficult major, and wanting to buy a computer without money. The expert would then respond with suggestions beginning with "maybe you should", "why don't you", or "you'd better" to offer advice on the situation.
Students were practicing giving advice in scrambled conversations where they had to determine the issue and provide a suggested solution without knowing what the other person was going to say. The exercise aimed to help students learn to listen carefully, think quickly on their feet, and provide thoughtful advice in a responsive manner similar to real conversations.
This document discusses conversation tools for units 1 through 5. It covers topics that will help students improve their conversational English skills, including introducing oneself, asking and answering questions, agreeing and disagreeing, and making plans and suggestions. The goal is to provide students with practical conversation strategies and vocabulary to communicate more effectively in everyday English conversations.
The document summarizes the content covered in the first 6 weeks (Units 1-5) of an English language course. It includes introductions to meeting people and discussing family, daily life, work, and having fun. Key activities and exercises are mentioned to practice vocabulary, conversation tools, and language functions for each unit.
This document provides instructions for a midterm English speaking project at SoongSil University. Students will work in pairs to do a role play conversation based on one of four situations: meeting at a social event, sharing family photos, waiting at the airport, or reconnecting with a middle school friend. They must choose a situation, prepare dialog by the scheduled date, and conduct the role play without copying other groups. The goal is to demonstrate speaking ability in English using topics they have studied over the semester.
Week 5 - Class 2 - Job Interview - QuestionsFEP_John
The document provides sample questions for a job interview from both the interviewer and interviewee perspective. The interviewer questions focus on gaining information about the candidate's experience, skills, strengths, weaknesses and motivations. The interviewee questions seek details about the company, job role, training programs, location, team structure, benefits and opportunities for growth.
Week 5 - Class 2 - Benefits vs. QualificationsFEP_John
The document discusses the difference between benefits and qualifications for a job. Benefits are things received from employment, like medical insurance or vacation time. Qualifications are prerequisites needed to be considered for a job, such as work experience, education, licenses or certificates. The document then lists 19 potential job factors and asks the reader to identify which are benefits or qualifications.
Week 5 - Class 1 - What's My Job-InstructionsFEP_John
This document provides instructions for a game where one person looks at a job picture without showing the others. The others take turns asking yes or no questions to guess the job, with the viewer only answering positively, negatively, or sometimes. The question askers place a +, -, or +/- after their question based on the answer. If someone guesses the job, they should wait for their turn to state their guess. The goal is to correctly guess the jobs for points.
This class focused on how to answer common job interview questions. Students learned strategies for responding to questions about their background, skills, and work experience in a positive light. They also practiced sample answers to typical questions like "What are your greatest strengths?" and "Where do you see yourself in 5 years?" to help prepare for upcoming job interviews.
The document provides examples of conversations where one person asks another how often they watch movies or go to the movie theater. It then gives examples of questions and responses about how frequently someone does an activity, such as play tennis, using phrases like "once a week/month/year" or "always, usually, sometimes, hardly ever, never" between the subject and verb.