The document provides learning objectives and content for a lesson on globalization, outsourcing, and the passive voice. It includes definitions and examples of key terms related to globalization and outsourcing. It also explains how to form passive sentences and provides exercises for students to practice identifying and transforming active and passive voice sentences.
B畉n 畛c th畛 c畛a s叩ch "Master the art of NEC" d湛ng 畛 ph叩t tri畛n ton di畛n tr棚n 4 k挑 nng trong ti畉ng Anh v畛i nhi畛u chuy棚n 畛 b畛 tr畛 v畛i h畛 th畛ng b鱈 k鱈p a d畉ng.
For more information please visit: www.facebook.com/iloveambrosia
This document contains materials for an Academic Interactions class including:
- Conversation starters on various topics like law, business, and engineering to spark class discussions.
- Instructions and samples for a listening and note-taking activity involving a conversation between classmates.
- An introduction to the 5Rs note-taking strategy of record, reduce, recite, review, and reflect.
- Upcoming homework assignments including a Chapter 2 test and setting up the first tutoring conversation session.
The passage discusses reading comprehension questions on standardized tests. It notes that questions test the ability to analyze passages from various disciplines and may be based on implied rather than explicit information. Questions generally fall into categories regarding the main idea, supporting ideas, inferences, specific details, or applying information to other contexts. The passage provides examples and explanations of each question type to help readers understand what skills will be tested.
This document provides guidance on negotiating skills. It discusses preparing for negotiations, listening to other perspectives, and using positive body language. Students work in groups to develop a classroom contract and present it, negotiating with others to come to an agreed upon version. Key points of successful negotiations include preparing, setting time limits, listening respectfully to others, acknowledging different opinions, and employing effective body language.
The document provides information about a lesson on fiscal health and sales. It discusses key objectives like understanding financial vocabulary and practicing reading, listening, and report writing skills. It includes a reading passage on checking a business's financial health and exercises like matching products to selling methods, defining financial terms, and answering multiple choice questions about a report. The lesson aims to help students improve essential business English skills.
The document provides information about a lesson on supply chain management. It includes learning objectives, definitions of key terms, exercises matching terms and definitions, and a listening activity about the supply chain process for bottled water. The key points are:
1) The lesson covers supply chain management processes and using passive voice to describe processes.
2) An example supply chain for bottled water is described, from production to transportation to retail.
3) Exercises help to familiarize students with supply chain terminology and concepts.
This document provides an overview of a lesson on cultural awareness. The lesson teaches students to use cultural awareness vocabulary, compare work cultures through listening and speaking, prepare a cultural awareness training course, and identify conditional sentence structures. Key learning objectives covered include comparing the work culture of the UK and Asia, and understanding zero, first, and second conditionals. The lesson contains discussions, readings, exercises and activities to help students learn.
This document provides an overview of a facilitator's guide for a business communication course offered by Aptech Training Ltd. FZE. It includes 30 units covering topics like emailing, telephoning, presentations, meetings, negotiations, team dynamics, and career development. The guide provides learning objectives for each unit and notes for facilitators on how to deliver the content. It also includes a table of contents, copyright information, and notes for facilitators on using the materials.
This document provides an overview of key points from a previous lesson on advertising vocabulary and modals, outlines the learning objectives of the current lesson on branding and the product life cycle, and presents sample logos and definitions for students to identify brands and define marketing terminology. The lesson will cover understanding the product life cycle stages, using related vocabulary, and describing line graphs. Students are asked to identify logos of well-known brands and define marketing concepts both individually and with partners.
The document discusses raising capital for a business. It covers learning objectives which include speaking about factors involved in raising capital and identifying key features from a text. The document contains exercises where students discuss quotes about borrowing money, learn new vocabulary words, complete sentences using vocabulary words, and discuss experiences persuading others.
This document provides a lesson on telephone skills. It includes dialogues practicing common telephoning phrases like "hang on", "put through", and "call back". It also has exercises where learners fill in blanks in phone conversations, discuss vocabulary, and role play typical customer service calls about order issues or complaints. The goal is for learners to gain experience handling inquiries, checking order status, and addressing delivery problems over the phone.
The document provides guidance on writing reports and executive summaries. It discusses key elements of reports such as clearly defining the scope and purpose, using concise language, and ensuring all information is essential. Recommendations should be based on evidence from the report. The document also outlines the typical structure of reports and executive summaries, including introducing conclusions and recommendations in the end. Readers are provided exercises to identify components of reports and practice writing an executive summary.
The document provides guidance on preparing and delivering presentations. It discusses the importance of structure, signposting language to guide the audience, and linking language to show logical connections. Examples of signposting and linking words are provided, and exercises have the reader practice identifying and using these words correctly. The goal is to help readers understand how to effectively summarize previous points, preview upcoming sections, and make their presentations coherent and easy to follow.
This document discusses entrepreneurship and successful entrepreneurs. It provides discussion questions about what makes people successful and how success is measured. It then lists several famous entrepreneurs like Richard Branson and Bill Gates and the companies they are associated with. The document aims to help students identify qualities of successful entrepreneurs and consider if entrepreneurship is possible within an organization.
The document discusses preparing for and conducting effective meetings. It provides guidance on setting objectives and agendas, inviting participants, preparing materials, facilitating discussions, assigning action items, and following up after meetings. Vocabulary and grammar points related to meetings, such as reporting verbs, are also covered. Sample exercises and a meeting simulation activity are included to help readers practice key concepts.
This document provides a lesson on public relations (PR). It begins with learning objectives which state that PR involves communicating information about companies and individuals to improve their image through methods like press releases and campaigns. It then gives a brief introduction to PR. The document provides exercises on PR vocabulary, listening to a lecture about the differences between PR and advertising, and using modal verbs to discuss obligation. It concludes with a reading comprehension activity about designing a PR campaign.
This document provides information about different management styles. It begins with learning objectives for the lesson and describes identifying management styles through a true/false questionnaire about one's own manager. Key terms related to management styles are defined. Examples of defining relative clauses are given using when, where, and whose. Listening exercises have participants explain management style terms used by speakers. Reading comprehension questions check understanding of a text on good and bad manager traits. The document concludes with exercises practicing defining relative clauses and discussing suitable management styles for different situations.
This document introduces a lesson on business English and critical thinking. It outlines learning objectives such as prioritizing personal goals, understanding career-related vocabulary, and using critical thinking skills. Exercises are included to practice matching collocations, expressing opinions, and setting SMART goals. The lesson emphasizes open-minded thinking and effective communication for business contexts.
The document discusses the history and development of chocolate over centuries. It details how cocoa beans were first used by Mesoamerican cultures before being introduced to Europe, where it became popular in drinks and confections. The document also notes that modern chocolate production methods were established in the 19th century to allow chocolate to be consumed on a larger scale.
The document discusses attending conferences and trade fairs. It provides learning objectives about talking about conferences and trade fairs, giving indirect advice, and assessing decision making factors. It includes activities where learners discuss benefits of attending conferences and trade fairs, build vocabulary about related terms, read about how to get the most from such events, and listen to a discussion between colleagues choosing a hotel. The lesson aims to help learners discuss and prepare for conferences and trade fairs and give indirect advice.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise has also been shown to increase gray matter volume in the brain and reduce risks for conditions like Alzheimer's and dementia.
This document provides an overview of the key learning objectives and content covered in an English language lesson on advertising. The lesson covers vocabulary related to advertising, the use of modal verbs to make deductions about past and present advertisements, ignoring unknown words while reading about marketing strategies, and a listening activity about the advertising approaches used by Amul, a popular dairy brand in India. At the end of the lesson, students will be able to discuss advertising methods, use modals to analyze advertisements, understand texts with unfamiliar vocabulary, and evaluate the role of advertising for Amul.
This document provides information about English language lessons on listening, speaking, reading, grammar, and vocabulary. It includes summaries and questions about a reading passage on the sharing economy. There are also exercises to practice using clauses, phrases, connectors between clauses, and grammar structures like tense.
Sydney Larson proposes using a structured format for answering interview questions that includes situation, task, action, and result. She gives an example where she had six weeks to get her company compliant with regulations to meet an investor requirement and tens of millions of dollars were at stake. She created a project plan, got buy-in from employees, followed up to ensure they were on track, and met the deadline, securing the needed funding.
This document discusses techniques for improving sentence clarity and combining sentences effectively. It addresses common clarity issues like misplaced modifiers, dangling modifiers, and passive voice. It provides examples of each and explains how to identify and correct them. The document also discusses combining sentences by omitting unnecessary repetition, creating adjectives, and using connectors. Examples are given of rewriting wordy sentences into clearer, more concise sentences through various combining techniques.
This document provides guidance on developing strong presentation skills. It discusses structuring the main body of a presentation clearly with separate sections and logical transitions. Specific techniques are outlined to make presentations more powerful and dramatic, including repetition, rhetorical questions, and softening language. Useful expressions are examined, such as business terms, "road signs" to guide the audience, and verbs for addressing issues. The overall aim is to convey a message effectively and prove it through an interesting, well-structured presentation.
The document summarizes a lesson about corporate culture. It defines corporate culture as the shared values, attitudes, standards and beliefs that characterize members of an organization. It includes exercises matching descriptions of corporate culture to definitions and identifying defining relative clauses. Listeners hear four people discuss the culture of their workplaces, including whether they are male-dominated, isolated, colorful, intense or competitive environments.
Today's class covered reviewing vocabulary, language structures, and ethics/leadership concepts. Students practiced these areas in exercises and were instructed to prepare a 3-5 minute silly presentation on a topic of their choice to present to the class. The document provided context on the structure and content being reviewed in the business English class.
1.The objective of this question is to help you understand how t.docxelliotkimberlee
油
1.The objective of this question is to help you understand how the critical ecosystem services are impacted by economic activity and some things we can do to solve those problems.
To a great extent, Economics is about connecting the dots (finding relationships between seemingly unrelated things). 油
For now, Earth is the only place we can live. Our ability to live on this planet is supported by the many Ecosystems active on the planet. Our behavior disrupts those Ecosystems and all the Ecosystem Services. Those disrupted Ecosystem Services in turn have impacts on the people and economies of the global north and global south. 油It is very important that you develop a good understanding of the interaction of our behavior and the environmental and economic consequences of that behavior. This question is part of the topic called Intro to some key concepts of Economics.
油Pick 5 Ecosystem Services from the list in slide13of the topic called Intro to some key concepts of Economics.
For each of your 5 ecosystem services, please explain how each is supposed to work. This is key to answering the entire question, so please focus on this. Google can help with this!
For each of your 5 ecosystem services, please thoroughly explain at least one human behavior that has disrupted of the operation of the service. Please be thorough.油
油For each of your 5 Ecosystem Services, explain how the disruptions to the Ecosystem Service impact the two different parts of the world (the global north nations and global south nations).More specifically, explain how the lives of the people and the national economies are impacted.
For each of your 5 ecosystem services, thoroughly explain 3things that we should start doing right now to repair or at least stop the damage to the 5 Ecosystem Services you selected. 油Be sure you explain how each of your recommendations would actually lead to solution of the problem. Remember, you need 3 recommendations for each of your ecosystem services.油
油2.The objective of this question is to help you:油
understand the real issues of scarcity of resources and the choices we must make.
Understand the issues of rational behavior as it applies to a real life problem
Understand utility concepts as they are applied to the Keystone Pipeline Project.
Understand some of the basics of the theory of consumer behavior.
Understand the concepts of marginal analysis as applied to the Keystone Pipeline project.油
油Planet Earth is our only home for the time being. As global populations grow and our resources dwindle, we should worry more about the issues of SCARCITYAND CHOICE. 油All parts of this question are part of the topic called Intro to some key concepts of Economics.油
油i. There are 17 Rare Earth Elements. Pick any 5of them, and for EACH of the 5, explain in detail why they are so critical to us. Use Google to look the up.
Include in your answer:
a. what it used for,
b. why are those resources so critical?油
c. Where in the world the r.
Here are revised versions of the sentences using "only" in a more precise location:
1. The clerk reviewed the statement for the purpose of checking only for errors.
2. All the students must know only the absolutely basic fundamentals of grammar.
3. The politician tried to only make his influence felt among the citizens.
4. The bank teller asked the customer to only endorse the check on the back.
5. The governors assistant gave only a speech on the subject of the resources of Texas.
6. The patient was to only take his medicine at regular intervals of time.
This document provides an overview of key points from a previous lesson on advertising vocabulary and modals, outlines the learning objectives of the current lesson on branding and the product life cycle, and presents sample logos and definitions for students to identify brands and define marketing terminology. The lesson will cover understanding the product life cycle stages, using related vocabulary, and describing line graphs. Students are asked to identify logos of well-known brands and define marketing concepts both individually and with partners.
The document discusses raising capital for a business. It covers learning objectives which include speaking about factors involved in raising capital and identifying key features from a text. The document contains exercises where students discuss quotes about borrowing money, learn new vocabulary words, complete sentences using vocabulary words, and discuss experiences persuading others.
This document provides a lesson on telephone skills. It includes dialogues practicing common telephoning phrases like "hang on", "put through", and "call back". It also has exercises where learners fill in blanks in phone conversations, discuss vocabulary, and role play typical customer service calls about order issues or complaints. The goal is for learners to gain experience handling inquiries, checking order status, and addressing delivery problems over the phone.
The document provides guidance on writing reports and executive summaries. It discusses key elements of reports such as clearly defining the scope and purpose, using concise language, and ensuring all information is essential. Recommendations should be based on evidence from the report. The document also outlines the typical structure of reports and executive summaries, including introducing conclusions and recommendations in the end. Readers are provided exercises to identify components of reports and practice writing an executive summary.
The document provides guidance on preparing and delivering presentations. It discusses the importance of structure, signposting language to guide the audience, and linking language to show logical connections. Examples of signposting and linking words are provided, and exercises have the reader practice identifying and using these words correctly. The goal is to help readers understand how to effectively summarize previous points, preview upcoming sections, and make their presentations coherent and easy to follow.
This document discusses entrepreneurship and successful entrepreneurs. It provides discussion questions about what makes people successful and how success is measured. It then lists several famous entrepreneurs like Richard Branson and Bill Gates and the companies they are associated with. The document aims to help students identify qualities of successful entrepreneurs and consider if entrepreneurship is possible within an organization.
The document discusses preparing for and conducting effective meetings. It provides guidance on setting objectives and agendas, inviting participants, preparing materials, facilitating discussions, assigning action items, and following up after meetings. Vocabulary and grammar points related to meetings, such as reporting verbs, are also covered. Sample exercises and a meeting simulation activity are included to help readers practice key concepts.
This document provides a lesson on public relations (PR). It begins with learning objectives which state that PR involves communicating information about companies and individuals to improve their image through methods like press releases and campaigns. It then gives a brief introduction to PR. The document provides exercises on PR vocabulary, listening to a lecture about the differences between PR and advertising, and using modal verbs to discuss obligation. It concludes with a reading comprehension activity about designing a PR campaign.
This document provides information about different management styles. It begins with learning objectives for the lesson and describes identifying management styles through a true/false questionnaire about one's own manager. Key terms related to management styles are defined. Examples of defining relative clauses are given using when, where, and whose. Listening exercises have participants explain management style terms used by speakers. Reading comprehension questions check understanding of a text on good and bad manager traits. The document concludes with exercises practicing defining relative clauses and discussing suitable management styles for different situations.
This document introduces a lesson on business English and critical thinking. It outlines learning objectives such as prioritizing personal goals, understanding career-related vocabulary, and using critical thinking skills. Exercises are included to practice matching collocations, expressing opinions, and setting SMART goals. The lesson emphasizes open-minded thinking and effective communication for business contexts.
The document discusses the history and development of chocolate over centuries. It details how cocoa beans were first used by Mesoamerican cultures before being introduced to Europe, where it became popular in drinks and confections. The document also notes that modern chocolate production methods were established in the 19th century to allow chocolate to be consumed on a larger scale.
The document discusses attending conferences and trade fairs. It provides learning objectives about talking about conferences and trade fairs, giving indirect advice, and assessing decision making factors. It includes activities where learners discuss benefits of attending conferences and trade fairs, build vocabulary about related terms, read about how to get the most from such events, and listen to a discussion between colleagues choosing a hotel. The lesson aims to help learners discuss and prepare for conferences and trade fairs and give indirect advice.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise has also been shown to increase gray matter volume in the brain and reduce risks for conditions like Alzheimer's and dementia.
This document provides an overview of the key learning objectives and content covered in an English language lesson on advertising. The lesson covers vocabulary related to advertising, the use of modal verbs to make deductions about past and present advertisements, ignoring unknown words while reading about marketing strategies, and a listening activity about the advertising approaches used by Amul, a popular dairy brand in India. At the end of the lesson, students will be able to discuss advertising methods, use modals to analyze advertisements, understand texts with unfamiliar vocabulary, and evaluate the role of advertising for Amul.
This document provides information about English language lessons on listening, speaking, reading, grammar, and vocabulary. It includes summaries and questions about a reading passage on the sharing economy. There are also exercises to practice using clauses, phrases, connectors between clauses, and grammar structures like tense.
Sydney Larson proposes using a structured format for answering interview questions that includes situation, task, action, and result. She gives an example where she had six weeks to get her company compliant with regulations to meet an investor requirement and tens of millions of dollars were at stake. She created a project plan, got buy-in from employees, followed up to ensure they were on track, and met the deadline, securing the needed funding.
This document discusses techniques for improving sentence clarity and combining sentences effectively. It addresses common clarity issues like misplaced modifiers, dangling modifiers, and passive voice. It provides examples of each and explains how to identify and correct them. The document also discusses combining sentences by omitting unnecessary repetition, creating adjectives, and using connectors. Examples are given of rewriting wordy sentences into clearer, more concise sentences through various combining techniques.
This document provides guidance on developing strong presentation skills. It discusses structuring the main body of a presentation clearly with separate sections and logical transitions. Specific techniques are outlined to make presentations more powerful and dramatic, including repetition, rhetorical questions, and softening language. Useful expressions are examined, such as business terms, "road signs" to guide the audience, and verbs for addressing issues. The overall aim is to convey a message effectively and prove it through an interesting, well-structured presentation.
The document summarizes a lesson about corporate culture. It defines corporate culture as the shared values, attitudes, standards and beliefs that characterize members of an organization. It includes exercises matching descriptions of corporate culture to definitions and identifying defining relative clauses. Listeners hear four people discuss the culture of their workplaces, including whether they are male-dominated, isolated, colorful, intense or competitive environments.
Today's class covered reviewing vocabulary, language structures, and ethics/leadership concepts. Students practiced these areas in exercises and were instructed to prepare a 3-5 minute silly presentation on a topic of their choice to present to the class. The document provided context on the structure and content being reviewed in the business English class.
1.The objective of this question is to help you understand how t.docxelliotkimberlee
油
1.The objective of this question is to help you understand how the critical ecosystem services are impacted by economic activity and some things we can do to solve those problems.
To a great extent, Economics is about connecting the dots (finding relationships between seemingly unrelated things). 油
For now, Earth is the only place we can live. Our ability to live on this planet is supported by the many Ecosystems active on the planet. Our behavior disrupts those Ecosystems and all the Ecosystem Services. Those disrupted Ecosystem Services in turn have impacts on the people and economies of the global north and global south. 油It is very important that you develop a good understanding of the interaction of our behavior and the environmental and economic consequences of that behavior. This question is part of the topic called Intro to some key concepts of Economics.
油Pick 5 Ecosystem Services from the list in slide13of the topic called Intro to some key concepts of Economics.
For each of your 5 ecosystem services, please explain how each is supposed to work. This is key to answering the entire question, so please focus on this. Google can help with this!
For each of your 5 ecosystem services, please thoroughly explain at least one human behavior that has disrupted of the operation of the service. Please be thorough.油
油For each of your 5 Ecosystem Services, explain how the disruptions to the Ecosystem Service impact the two different parts of the world (the global north nations and global south nations).More specifically, explain how the lives of the people and the national economies are impacted.
For each of your 5 ecosystem services, thoroughly explain 3things that we should start doing right now to repair or at least stop the damage to the 5 Ecosystem Services you selected. 油Be sure you explain how each of your recommendations would actually lead to solution of the problem. Remember, you need 3 recommendations for each of your ecosystem services.油
油2.The objective of this question is to help you:油
understand the real issues of scarcity of resources and the choices we must make.
Understand the issues of rational behavior as it applies to a real life problem
Understand utility concepts as they are applied to the Keystone Pipeline Project.
Understand some of the basics of the theory of consumer behavior.
Understand the concepts of marginal analysis as applied to the Keystone Pipeline project.油
油Planet Earth is our only home for the time being. As global populations grow and our resources dwindle, we should worry more about the issues of SCARCITYAND CHOICE. 油All parts of this question are part of the topic called Intro to some key concepts of Economics.油
油i. There are 17 Rare Earth Elements. Pick any 5of them, and for EACH of the 5, explain in detail why they are so critical to us. Use Google to look the up.
Include in your answer:
a. what it used for,
b. why are those resources so critical?油
c. Where in the world the r.
Here are revised versions of the sentences using "only" in a more precise location:
1. The clerk reviewed the statement for the purpose of checking only for errors.
2. All the students must know only the absolutely basic fundamentals of grammar.
3. The politician tried to only make his influence felt among the citizens.
4. The bank teller asked the customer to only endorse the check on the back.
5. The governors assistant gave only a speech on the subject of the resources of Texas.
6. The patient was to only take his medicine at regular intervals of time.
This document discusses revising and proofreading business messages. It covers improving content and structure through revising by adding, cutting, and recasting content. It also covers correcting grammar, spelling, punctuation, format, and mechanics through proofreading. Specific techniques for revising include eliminating flabby wording, limiting long introductions, dropping unnecessary fillers, and removing redundant words. Proofreading involves carefully checking for errors in spelling, grammar, punctuation, names, numbers, and format. It is best to allow adequate time and read documents multiple times when proofreading complex documents.
This document contains three quizzes that test vocabulary in the context of reading comprehension:
1. The first quiz contains 10 fill-in-the-blank questions that must be completed using words related to speculating, evidence, volume, research, merge, assertion, dates, decline, books, and patience.
2. The second quiz matches 10 vocabulary words with their meanings, relating to overwhelmed, hinder, awareness, compensate, challenging, outright, elusive, stimulating, engrossed, and channel.
3. The third quiz contains 12 multiple choice questions testing words like portable, gases, current, viable, regulated, expectations, emerged, regulate, phasing, concerns, rights, and em
This document provides information about a Grade 5 English module titled "Make a Stand". It includes an introductory message welcoming learners and outlining how to use the self-learning module. It then discusses the importance of forests and how to conserve them. Several activities are included where learners rate their agreement with statements and share their opinions on issues. The document emphasizes collecting information to make an informed stand and believing in the topics they discuss. It provides tips on voice opinions while knowing right from wrong. Various assessments are included to check learners' understanding.
The document provides instructions for writing a memo report by analyzing one's own writing. It describes how to format the report, write an introduction, report findings about writing concepts like being concise and precise, and how to address noticeable errors. It includes examples and requirements for writing about weaknesses found and how to discuss strengths if no weaknesses are found. The conclusion should restate a major weakness or goal, or what surprised the author most about the analysis.
The document provides information on constructing effective paragraphs, including the typical parts of a paragraph (topic, topic sentence, supporting details, and terminator) and how to narrow topics. It also discusses techniques for establishing coherence in paragraphs through transition words and phrases. Examples are given of different types of paragraphs such as compare/contrast, cause/effect, definition, and narrative. Exercises are included for practicing paragraph structure.
Short Essay On Power Of Positive ThinkingAmanda Dahya
油
This document discusses relational database management systems (RDBMS). It defines key terms like data, information, input data, output data, and data processing. It describes the main components of an RDBMS including the database, database management system software, end users, and system analysts. It also covers different data models used in databases, specifically mentioning the network data model, hierarchical data model, and relational data model. The document provides a brief overview of these concepts at a high level.
EL Sec 4 Writing Task 2 Agree - Disagree.pptxAgung Putra
油
This presentation likely focuses on helping students understand and practice the "Agree-Disagree" essay format, which is a common writing task in examinations and assessments. Heres what the presentation might typically include:
Introduction to Agree-Disagree Essays: Explanation of what an agree-disagree essay is and its purpose in academic writing.
Structure of the Essay:
Introduction: Presenting the topic and stating the writer's position clearly.
Body Paragraphs:
Paragraphs supporting the agreed viewpoint with relevant arguments and evidence.
Possible counterarguments to show the ability to consider multiple perspectives.
Conclusion: Summarizing the main points and restating the position taken.
Tips for Writing: Strategies for effectively articulating agreement or disagreement, including how to use transition words, examples, and strong evidence to support claims.
Sample Topics: List of potential essay questions that require students to agree or disagree, allowing for practice and application.
Practice Activities: Exercises or prompts for students to write their own agree-disagree essays, potentially paired with peer review tips.
Common Mistakes to Avoid: Guidance on pitfalls students often encounter, such as vague arguments or lack of structure.
Humans, especially children, have an amazing capability to learn l (2).docxpauline234567
油
Humans, especially children, have an amazing capability to learn language. Within the first year of life, children will have learned many of the necessary concepts to have functional language, although it will still take years to develop fully. But are humans unique in their ability to acquire language? As you know, as a graduate student I was chosen to work with Dr. Roger Fouts at the Chimpanzee and Human Communication Institute (CHCI), a sanctuary for chimpanzees used in ape language research and home to world renowned Washoe, the first nonhuman to acquire a human language. Four of the chimpanzees, Washoe, Moja, Tatu and Dar were immersed in American Sign Language (ASL), and they learned to communicate by using signs in their daily interactions. Loulis, Washoe's adopted son was not cross-fostered. He acquired his signs from Washoe and the three other chimpanzees. He was the first non-human to learn a human language from other non-humans. Thus, Loulis observed the other chimpanzees using the signs of ASL around him, like CHASE and TICKLE during play interactions. Washoe would even mold his hand into signs like MORE for new food. By observing and researching how Washoe and her family learn and use the signs of ASL, we have gained a better understanding of the patterns of language development that bridge species barriers. In addition to our use of language, we have also seen that our emotions and social bonds are very similar to chimpanzees. Read the attached excerpt from "Next of Kin" by Dr. Roger Fouts & Stephen Tukel Mills and answer the following questions:
1.油 What was Washoe doing in the tree that day that "left Harre shaken"?
2.油 What did Washoe do that deaf human children also do?油 (Give five examples)
3.油 What were some behaviors Washoe exhibited that proved she hadn't been trained?油 (Give four examples)
4.油 Explain how a language study like this can change a person's view of the world.油
Attachments
excerpt 2 Next of Kin.pdf
(1.28 MB)
Wk10 Discussions
1.
Please respond to the following:
揃 Discuss whether the term "corporate entrepreneurship" is an oxymoron. Can corporationsespecially large onesbe innovative? Support your answer with examples.
揃 Use the Internet to find an example of two corporate innovationsone brought about through autonomous strategic behavior and one developed through induced strategic behavior. Which innovation seems to hold the most promise for commercial success, and why?
2.
揃 There is often talk in the recent news about increasing tariffs on some imports. Watch your instructor's video,油
Incidence of a Tariff, to prepare for this week's discussion.
揃 Start your discussion by responding to these questions:油
. When the United States puts tariffs on imports, who do you think ultimately pays these tariffs? Is it the foreign companies selling the import, American consumers, or both? Explain your answer.
. Is it good or bad for American consumers when the United States puts tariffs on .
This document discusses different types of sentence structures and linking words. It covers simple, compound, complex, and compound-complex sentences. It also discusses four types of linking words - for contrast, cause and effect, adding related information. The document provides examples of each sentence structure and linking words. It encourages practicing creating different sentence structures with subordinating conjunctions, relative clauses, and noun phrases.
Today's class covered reviewing vocabulary, language structures, ethics/leadership concepts, and presentations. Students worked on exercises to practice vocabulary like innovation terms and adjective combinations. They reviewed passive voice and tense usage. The listening exercise provided tips for giving presentations, such as thinking about the audience and using techniques like quotations, images, and questions. Students then prepared short, silly presentations to present to the class.
This document provides an overview of marketing concepts like the marketing mix and Boston Matrix. It discusses how the marketing mix involves the four Ps - product, price, place, and promotion. The Boston Matrix categorizes products into stars, cash cows, question marks, and dogs based on their market share and market growth. The document also examines Maggi noodles as a case study, detailing its origins and success in India through targeting mothers and children. Key learning objectives are explained at the start and end.
The document discusses teamwork and team building. It covers the following key points:
- The importance of teamwork to organizations and some issues involved in team building.
- Learning objectives including explaining the importance of teamwork, discussing team building issues, and identifying points of view in discussions.
- A discussion activity asking about experiences working in teams, roles and contributions to past teams, and strengths of team members.
- A matching activity connecting beginnings and ends of famous sayings about teamwork.
This document provides guidance on making telephone calls in English. It begins by explaining that making phone calls in English can be difficult for many and provides tips to improve telephone skills, such as learning common phrasal verbs. The document then provides exercises to practice matching phrasal verbs to definitions, roleplaying phone conversations, and leaving voicemail messages. It concludes by testing the reader's knowledge of appropriate and inappropriate phrases to use in a business phone call context.
This document provides guidance on writing effective emails for business purposes. It discusses the importance of using clear and concise subject lines, keeping emails brief while still providing all necessary information, carefully re-reading emails for errors or unclear language, and choosing an appropriate formal or informal style depending on the recipient and context. Examples are provided of both good and poor email language, and learners are asked to practice evaluating and rewriting sample emails based on the guidance. The overall aim is to help learners communicate professionally and effectively via email.
This document provides an overview of a lesson on working days and roles within companies. The lesson objectives are to speak about one's working day, name key roles in a company, and write about one's working day. It includes activities where learners introduce themselves and their jobs, discuss typical roles like CEO, manager, and engineer, and write a sample text about a typical working day. The document also covers present simple and present continuous tenses and includes exercises to practice using them correctly when discussing daily work activities.
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1. Recap
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Recap
In the previous lesson you learnt to:
Further practise telephoning phrasal verbs
Check the status of an order on the telephone
Complain about a delivery on the telephone
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3. At the end of this lesson you will be able to:
Analyse the impact of globalisation and outsourcing and use
appropriate vocabulary to give their opinions on the issues
Identify active and passive sentences and understand how to
form passive sentences
Understand the role of the passive voice in describing
processes
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Learning Objectives
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4. What do you understand by the terms globalisation and outsourcing?
Share some specific examples with your group.
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Globalisation and Outsourcing
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5. Reading Skills
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Skim Reading
Read the following short text quickly (skim the text) and see whether
the ideas you discussed were mentioned.
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6. Reading Skills
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Skim Reading
Identify the information quickly and write the relevant paragraph number in the
table below.
Topic Paragraph no.
future growth 4
social networking sites ....
outsourcing ....
countries being interdependent ....
aims and objectives ....
global warming and other crises ....
Growth in infrastructure and technology ....
world class brands and services ....
job cuts and testing times ....
social, cultural and political exchanges ....For Aptech Centre Use Only
7. Reading Skills
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Skim Reading
Answers
Topic Paragraph no.
future growth 4
social networking sites 2
outsourcing 3
countries being interdependent 4
aims and objectives 1
global warming and other crises 2
Growth in infrastructure and technology 1
world class brands and services 2
job cuts and testing times 3
social, cultural and political exchanges 1For Aptech Centre Use Only
8. Read the sentences which present some key globalisation vocabulary in context. Choose
the definition of the highlighted words from the list below.
a. abundant wealth
b. just beginning to exist or be noticed
c. to use an event or a situation to help you to achieve something or to get an advantage
d. the use of something such as fuel or energy, or the amount that people use
e. relating to a country's money and to the systems that a country uses for controlling its
money supply
f. the process of combining with other things in a single larger unit or system
g. never having happened or existed before
h. move faster
i. the situation of being successful and having a lot of money
j. Very great
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Globalisation Vocabulary
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9. Answers
a. abundant wealth - affluence
b. just beginning to exist or be noticed - emerging
c. to use an event or a situation to help you to achieve something or to get an advantage -
capitalise
d. the use of something such as fuel or energy, or the amount that people use -
consumption
e. relating to a country's money and to the systems that a country uses for controlling its
money supply - Monetary
f. the process of combining with other things in a single larger unit or system - integration
g. never having happened or existed before - unprecedented
h. move faster - accelerating
i. the situation of being successful and having a lot of money - prosperity
j. Very great - profound
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Globalisation Vocabulary
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10. Grammar
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Active and Passive
Read these sentences from the text.
Globalisation is described as the increase in economy
The effect of globalisation can be seen in the dynamism
ideas, views, opinions and thoughts are exchanged
The verbs in these sentences are all in the passive voice. This means that the
subject of the sentence received rather than performed the action.
In the above examples, the subjects are underlined.
The agent (person who thing who performed the action) is not stated because it
is understood, for example, globalisation is described by people in general or
people who speak about globalisation.For Aptech Centre Use Only
11. Grammar
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Active and Passive
The passive voice is formed as follows:
It is important to remember that the passive voice is NOT a tense.
We can make passive sentences in any tense just as we can make active
sentences in any tense.
Verb to be in the
relevant tense
Past
Participle
Subject (by + agent)+ +
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12. Change this sentence into the tense given.
It is the verb to be that changes, not the main verb, which stays in the past participle.
Present Simple: Kites are made in this factory.
Present Continuous: _____________________________________________________
Present Perfect: ________________________________________________________
Past Simple: ___________________________________________________________
Past Continuous: ________________________________________________________
Past Perfect: ___________________________________________________________
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Exercise
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13. Answers
Present Simple: Kites are made in this factory.
Present Continuous: _____________________________________________________
Present Perfect: ________________________________________________________
Past Simple: ___________________________________________________________
Past Continuous: ________________________________________________________
Past Perfect: ___________________________________________________________
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Exercise
Kites are being made in this factory.
Kites have been made in this factory.
Kites were made in this factory.
Kites were being made in this factory.
Kites had been made in this factory.
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14. A. Decide whether these sentences are in the active voice or passive voice. Write A or
P next to each one.
1. The courtyard was built by Mr Shami.
2. The dog is always chasing the cat.
3. The report has been finalized.
4. Isabel was allowed to take the copies home.
5. The preparations for the wedding are being handled by Rima.
6. Heart disease is considered the leading cause of death in the United States.
7. The noise of the screeching car frightened the children.
8. The letters are written in French by Simone and translated into English by Rita.
9. She had spoken about the missing objects in her last conversation.
10. Someone stole Judys purse last night.
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Exercise
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15. A. Answers
1. The courtyard was built by Mr Shami. P
2. The dog is always chasing the cat. A
3. The report has been finalized. P
4. Isabel was allowed to take the copies home. P
5. The preparations for the wedding are being handled by Rima. P
6. Heart disease is considered the leading cause of death in the United States. P
7. The noise of the screeching car frightened the children. A
8. The letters are written in French by Simone and translated into English by Rita. P
9. She had spoken about the missing objects in her last conversation. A
10. Someone stole Judys purse last night. A
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Exercise
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16. B. Read the sentences again and write down which tense each sentence is in.
1. __________________________________________
2. __________________________________________
3. __________________________________________
4. __________________________________________
5. __________________________________________
6. __________________________________________
7. __________________________________________
8. __________________________________________
9. __________________________________________
10. __________________________________________
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Exercise
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17. B. Answers
1. __________________________________________
2. __________________________________________
3. __________________________________________
4. __________________________________________
5. __________________________________________
6. __________________________________________
7. __________________________________________
8. __________________________________________
9. __________________________________________
10. __________________________________________
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Exercise
Past Simple
Present Continuous
Present Continuous
Past Simple
Present Continuous
Present Simple
Past Simple
Present Simple
Past Perfect
Past Simple
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18. C. Now change the sentences from exercise 21.3.2 A from active to passive or from
passive to active. Do not change the tense.
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
6. _______________________________________________________________
7. _______________________________________________________________
8. _______________________________________________________________
9. _______________________________________________________________
10. _______________________________________________________________
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Exercise
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19. C. Answers
1. _______________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _______________________________________________________________
5. _______________________________________________________________
6. _______________________________________________________________
7. _______________________________________________________________
8. _______________________________________________________________
9. _______________________________________________________________
10. _______________________________________________________________
19息 Aptech Training Ltd. FZE
Exercise
Mr Shami built the courtyard.
The cat is always being chased by the dog.
Someone has finalized the report.
They allowed Isabel to take the copies home.
Rima is handling the preparations for the wedding.
People consider heart disease the leading cause of death in the United States.
The children were frightened by the noise of the screeching car.
Simone writes the letters in French and Rita translates them into English.
The missing objects were spoken about in her last conversation.
Judys purse was stolen last night.For Aptech Centre Use Only
20. Reading Skills
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Describing Processes
Read the description of the process of tea production. Underline TEN
examples of the passive voice.
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21. Listening Skills
Business Process Outsourcing has been a source of opportunity and
prosperity for many people in countries like India.
You are going to listen to interviews with three people who work in BPO
industries.
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Lifestyle Changes of a BPO Worker
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22. Listening Skills
Before you listen, predict whether their lives have changed for the better
or worse since joining the industry.
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Listening
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23. Listening Skills
Who ? (Write Su for Suzanne, Jo for Joanne or Ri for Richard)
1. Still does some work for a previous employer ___________
2. Thinks people dont know much about the BPO industry ___________
3. Has found their current job allows them time to study ___________
4. Has managed to buy their own house ___________
5. Feels they have got more freedom now ___________
6. Believes people should take every chance they get ___________
7. Feels that there are many similarities between jobs ___________
8. Talks about job security ___________
9. Found it difficult to manage financially in their previous job ___________
10. Emphasises the professionalism of the industry ___________
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While Listening
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24. Listening Skills
Answers
1. Still does some work for a previous employer ___________
2. Thinks people dont know much about the BPO industry ___________
3. Has found their current job allows them time to study ___________
4. Has managed to buy their own house ___________
5. Feels they have got more freedom now ___________
6. Believes people should take every chance they get ___________
7. Feels that there are many similarities between jobs ___________
8. Talks about job security ___________
9. Found it difficult to manage financially in their previous job ___________
10. Emphasises the professionalism of the industry ___________
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While Listening
Jo
Jo
Jo
Su
Su
Su
Su
Ri, Su
Ri
Ri
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25. Listening Skills
Would you like to work in the BPO industry? Why? Why not?
If you or anyone you know is already working in the industry, share your
experiences with the group.
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Post Listening
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Test Your Knowledge
1. Which of the following are passive sentences?
Sr. no. Statement
1 The letter is being written by John.
2 Someone will finish the work by 5.00 PM.
3 The work will be finished by 5.00 PM today.
4 John is writing the letter.
5 The bills used to be paid by Tom.
6 Tom used to pay the bills.
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Test Your Knowledge
1. Answers
Sr. no. Statement
1 The letter is being written by John.
2 Someone will finish the work by 5.00 PM.
3 The work will be finished by 5.00 PM today.
4 John is writing the letter.
5 The bills used to be paid by Tom.
6 Tom used to pay the bills.
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Test Your Knowledge
2. Are these sentences true or false?
Sr. no. Statement
1 A passive sentence can only be in the present or past tenses.
2 In passive sentences we need some form of the verb to be.
3 In passive sentences it is not necessary to say who performed the action.
4 In active sentences the subject receives rather than performs the action.
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Test Your Knowledge
2. Answers
Sr. no. Statement
1 A passive sentence can only be in the present or past tenses. FALSE
2 In passive sentences we need some form of the verb to be. TRUE
3 In passive sentences it is not necessary to say who performed the action. TRUE
4 In active sentences the subject receives rather than performs the action. FALSE
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30. 30息 Aptech Training Ltd. FZE
In a Nutshell
In this lesson you learnt to:
Analyse the impact of globalisation and outsourcing and use appropriate
vocabulary to give their opinion on the issues
Identify active and passive sentences and understand how to form passive
sentences
Understand the role of the passive voice in describing processes
For Aptech Centre Use Only