The document outlines a lesson plan for a speaking and listening class about food and drink. It includes various activities like playing food-related games, discussing food preferences, listening to conversations about restaurant meals, role playing ordering food at a cafe, and practicing grammar related to quantities. It allocates time periods for each activity and provides instructions and materials to support completing the tasks.
The document provides exercises for practicing conversational English related to food, meals, and ordering at a restaurant. It includes dialogues about food preferences, a word search game with food items, identifying foods as breakfast/lunch/snacks, choosing preferred foods, making sentences with provided words, and completing dialogues to order food from a sample menu.
The document discusses eating habits related to fast food. It provides instructions for a vocabulary game involving fast food terms. It then lists responses from several people around the world about how often they eat fast food and what foods they like. The responses include occasionally eating fast food due to cravings or convenience, not being a big fan of fast food due to digestive issues, only eating it once a month or less, and usually only once a week when too busy to cook.
During this English lesson you will learn what fast food is and how to buy and order fast food at three of most common takeaways in the UK. The lesson shows several examples of how to order at a fast food restaurant.
5 Ways To Manage Your Diet For Diabetes., I can advise you to follow my steps because I know what works and what doesnt. Before I really begin I must also say that I have been brought up by great parents who taught me to eat everything
Students from Spain, Germany, Holland, and Poland worked on a cultural exchange project comparing aspects of their lifestyles and traditions. They discussed typical meals and festivals in their countries. Some key findings were that breakfast habits differed between northern and southern Europe, while Christmas and New Year's traditions had both similarities and differences. The students learned about traditional recipes from each other's home countries.
The document discusses the use of modal verbs and short responses in English to agree or disagree with statements. It provides examples of affirmative and negative sentences and the corresponding responses using "so", "too", "neither" and "either". It also discusses using "would" and "will" when ordering food in a restaurant. The document aims to help practice modal verbs and short responses through examples and exercises.
The document provides vocabulary and grammar lessons to help students order meals, plan parties with menus and seating, discuss healthy diets and food quantities, talk about special occasion foods from different cultures, and discuss slowing down the pace of life through locally sourced "slow food". Exercises include filling in menus, conversations, questions and answers about food and quantities.
The document discusses the use of modal verbs like "would" and "will" to make polite requests in a restaurant setting. It provides examples of using "I'd like" and "I'll have" when ordering food and drinks. The document also covers agreeing or disagreeing with statements using "so" and "too" or "neither" and "either". It includes practice examples of completing sentences with these short responses.
This document provides vocabulary and etiquette guidance for dining out at restaurants. It includes terms like waiter, chef, menu sections, cutlery and bills. Dishes like steamed vegetables and fried eggs are mentioned. Phrases for good manners, complaints and interactions with waiters are outlined, such as asking questions, suggesting dishes and apologizing for issues. The document advises being polite and using "please" and "thank you" during meals.
The document provides instructions for an oral interview assessment for a Spanish language course. It outlines 5 topics that must be discussed in answers: making suggestions, food vocabulary, comparatives, modal perfects, and superlatives. It also lists vocabulary about people in one's life that could come up. The interview will consist of 7 random questions from a list of 15 provided. Rules specify the student must answer independently without notes and be direct yet avoid very short answers. Sample interview questions include describing one's personality, who encouraged becoming a chef, preferred work environment, strengths/weaknesses working in a team, and suggestions for handling customer complaints.
The document discusses various topics related to food and cooking, including different cooking methods, a cake recipe, common cooking equipment, ordering food at a restaurant, and food vocabulary. It provides instructions for baking a cake, lists the ingredients and steps. It also includes examples of ordering food at a restaurant, with one person acting as the waiter and another as the customer ordering lunch.
This document discusses upselling techniques for food and beverage attendants. It defines upselling and identifies common objections attendants have for not upselling. The document then provides reasons to overcome these objections and lists different upselling question techniques like trigger questions, alternative questions, and approval questions. Examples are provided for each technique. The document concludes with practicing role plays of sample attendant and customer interactions and a review of the session objectives to be able to promote products positively and increase revenue through upselling skills.
The document discusses modal verbs used for offering and requesting in service situations such as restaurants and cafes. For offering, "would like" and "can/may" are commonly used questions, such as "Would you like something to drink?" or "Can I get you anything?". For requesting, "could I" is the most polite form, like "Could I have the fish please?". "Would like" can also be used in requests, for example "I would like a beer please."
Chloe Simpson's SMART goal was to have an overall better diet by trying new foods and being more open to different food options. Her goal was specific, measurable, attainable, realistic and timely. She wanted to push herself out of her comfort zone of a limited diet for the health benefits of variety. Over four weeks, she tried 15 new foods, from vegetables and sauces to restaurant meals. While not liking everything, she was proud of giving new options a chance and felt she succeeded in expanding her diet.
The document provides instructions for making tomato soup for 14-year-olds. It outlines 5 steps: 1) gathering ingredients, 2) preparing kitchen equipment, 3) starting cooking by washing and slicing tomatoes then mixing ingredients, 4) waiting for the soup to boil, and 5) serving the soup in bowls with parsley. It includes a quick quiz to test remembering the correct order of steps.
The document provides instructions for making tomato soup for 14-year-olds. It outlines 5 steps: 1) gathering ingredients, 2) preparing kitchen equipment, 3) starting cooking by washing and slicing tomatoes then mixing ingredients, 4) waiting for the soup to boil, and 5) serving the soup in bowls with parsley. It includes a quick quiz to test remembering the correct order of steps.
Here is a 50-word essay about what I like and don't like:
I like coffee in the morning to wake me up. I also like listening to music to relax. However, I don't like spicy food because it's too hot. I don't enjoy running long distances as it makes me tired. Overall, I prefer sweet desserts over salty snacks and enjoying time with friends over being alone.
This document contains a lesson plan on cooking and table manners. It includes recipes for students to put in order, questions about cooking Moroccan food, and a true/false quiz on table manners in English-speaking countries. The quiz covers topics like which hand to hold your fork in, making noise while eating, asking others to pass food, using phones at the table, and more. After taking the quiz, students are asked to compare answers with partners and discuss if table manners are changing in their country.
Moving Still presentation by Jubeda AktharJubedaakthar
油
Jubeda Akthar proposes writing an article about her experience developing multiple food allergies that now severely limit what she can eat and have negatively impacted her life physically, mentally, and emotionally. She is allergic to wheat, lactose intolerant, allergic to most fruit proteins, nuts, and seafood. As a result of her limited diet, she experiences tiredness, weakness, vitamin deficiencies, and hair loss. For her article, she wants to convey the extreme challenge of managing her food allergies. She analyzes Bon Appetit magazine as a potential outlet, noting its use of bright, vibrant colors in highly stylized food photography with simple white backgrounds that draws attention to the food and makes it
The document provides an overview of the philosophy and policies of Peacefood Caf辿, a vegan restaurant. It discusses the important role of front-of-house staff in promoting compassionate vegan values to customers. Specific expectations for dress code, hygiene, and job duties are outlined for host/hostess and server positions. Hosts are responsible for greeting customers and seating them with water and menus, while servers take orders, interpret menu items, and sell customers on vegan options through their product knowledge.
The document discusses polite language for offering and requesting things using modal verbs.
For offering, it recommends using "would like" as in "Would you like something to drink?" or asking generally with "What would you like?". It also suggests using "can" or the more formal "may" as in "Can I offer you a complimentary drink?".
For requesting, it advises using "could I..." politely as in "Could I have the fish please?". It also mentions using "would like" as in "I would like a beer please" or adding extra politeness with "I'd love a glass of wine, thanks!".
ordering food in a restaurant modal verbs 'would like' & 'can'Baonga2010
油
The document provides information about ordering food in a restaurant, including a sample dialogue and menu. It outlines the objectives of familiarizing students with restaurant vocabulary like starters and main courses, as well as the use of modal verbs like "can" and "would like" to make requests. The lesson involves students reading the dialogue, noting the language used, and then role playing ordering a meal with a partner using the provided menu.
This document summarizes a "not-so-secret" supper club in the Bay Area that has been operating for over 13 years. The chef, Philip Gelb, hosts small, unique dinner events with changing menus and does not accept walk-ins. Gelb has now written a book called "Vegan Underground: Improvisations on World Cuisines" that shares his approach to fusing different cuisines without cultural boundaries.
Simone Shifnadel is an executive chef and founder of Zenbelly Catering. She will be releasing her new cookbook titled "The Zenbelly Cookbook" in August 2014. The cookbook bridges paleo and gourmet cuisine with over 100 gluten-free recipes. Shifnadel discusses her culinary background, cooking style, and hopes for inspiring home cooks with her book. She provides tips for eating well on a budget, including shopping at farmers markets and buying less expensive cuts of meat. Shifnadel also offers advice for busy people, such as roasting extra chicken or vegetables to use for multiple meals.
reflectls_l1u4 presentation to study at basicswasfasipra
油
The document **reflectls_l1u4.pdf** appears to serve as a comprehensive resource for reflective learning, specifically addressing the content of Session 1, Unit 4. Reflective learning is a vital approach in education and professional development, designed to foster deeper understanding by encouraging individuals to analyze their experiences, connect them with theoretical knowledge, and apply the insights gained to practical situations. This document likely begins with an overview of Unit 4's objectives, which may include understanding the principles of reflective practice, developing self-awareness, and honing skills such as critical thinking and problem-solving. By placing reflective learning at the forefront, the document emphasizes the importance of introspection in achieving personal and professional growth. Reflective practices are often tied to transformative learning, where the act of examining one's experiences leads to significant shifts in perspectives and behaviors. Unit 4 likely builds on previous sessions, providing a structured pathway to deeper exploration of the topic. The introduction may articulate the significance of reflective learning within the broader curriculum, explaining its role in bridging the gap between theoretical concepts and practical applications. It may define reflective learning and its core components, such as critical reflection, emotional awareness, and metacognition. These concepts are instrumental in helping learners engage actively with their own learning processes. The document might also provide a brief historical context, citing influential theories or models of reflection, such as those proposed by Kolb, Sch旦n, or Gibbs, which highlight the iterative nature of learning through experience, reflection, and action. This context helps set the stage for the practical tools and strategies discussed later in the unit. Furthermore, the introduction likely includes a roadmap of the content, outlining how the unit progresses from foundational concepts to hands-on activities and assessment methods. As readers delve into the main content, they may encounter a detailed explanation of reflective learning theories. The document might explore Kolb's experiential learning cycle, which emphasizes a cyclical process involving concrete experiences, reflective observation, abstract conceptualization, and active experimentation. Alternatively, it might incorporate Sch旦ns concept of reflection-in-action and reflection-on-action, encouraging learners to reflect both during and after their activities. The inclusion of these frameworks not only provides theoretical grounding but also equips learners with practical tools for organizing their thoughts and actions. Visual aids such as diagrams or flowcharts may accompany these explanations to enhance understanding and retention as well as .
The document provides vocabulary and grammar lessons to help students order meals, plan parties with menus and seating, discuss healthy diets and food quantities, talk about special occasion foods from different cultures, and discuss slowing down the pace of life through locally sourced "slow food". Exercises include filling in menus, conversations, questions and answers about food and quantities.
The document discusses the use of modal verbs like "would" and "will" to make polite requests in a restaurant setting. It provides examples of using "I'd like" and "I'll have" when ordering food and drinks. The document also covers agreeing or disagreeing with statements using "so" and "too" or "neither" and "either". It includes practice examples of completing sentences with these short responses.
This document provides vocabulary and etiquette guidance for dining out at restaurants. It includes terms like waiter, chef, menu sections, cutlery and bills. Dishes like steamed vegetables and fried eggs are mentioned. Phrases for good manners, complaints and interactions with waiters are outlined, such as asking questions, suggesting dishes and apologizing for issues. The document advises being polite and using "please" and "thank you" during meals.
The document provides instructions for an oral interview assessment for a Spanish language course. It outlines 5 topics that must be discussed in answers: making suggestions, food vocabulary, comparatives, modal perfects, and superlatives. It also lists vocabulary about people in one's life that could come up. The interview will consist of 7 random questions from a list of 15 provided. Rules specify the student must answer independently without notes and be direct yet avoid very short answers. Sample interview questions include describing one's personality, who encouraged becoming a chef, preferred work environment, strengths/weaknesses working in a team, and suggestions for handling customer complaints.
The document discusses various topics related to food and cooking, including different cooking methods, a cake recipe, common cooking equipment, ordering food at a restaurant, and food vocabulary. It provides instructions for baking a cake, lists the ingredients and steps. It also includes examples of ordering food at a restaurant, with one person acting as the waiter and another as the customer ordering lunch.
This document discusses upselling techniques for food and beverage attendants. It defines upselling and identifies common objections attendants have for not upselling. The document then provides reasons to overcome these objections and lists different upselling question techniques like trigger questions, alternative questions, and approval questions. Examples are provided for each technique. The document concludes with practicing role plays of sample attendant and customer interactions and a review of the session objectives to be able to promote products positively and increase revenue through upselling skills.
The document discusses modal verbs used for offering and requesting in service situations such as restaurants and cafes. For offering, "would like" and "can/may" are commonly used questions, such as "Would you like something to drink?" or "Can I get you anything?". For requesting, "could I" is the most polite form, like "Could I have the fish please?". "Would like" can also be used in requests, for example "I would like a beer please."
Chloe Simpson's SMART goal was to have an overall better diet by trying new foods and being more open to different food options. Her goal was specific, measurable, attainable, realistic and timely. She wanted to push herself out of her comfort zone of a limited diet for the health benefits of variety. Over four weeks, she tried 15 new foods, from vegetables and sauces to restaurant meals. While not liking everything, she was proud of giving new options a chance and felt she succeeded in expanding her diet.
The document provides instructions for making tomato soup for 14-year-olds. It outlines 5 steps: 1) gathering ingredients, 2) preparing kitchen equipment, 3) starting cooking by washing and slicing tomatoes then mixing ingredients, 4) waiting for the soup to boil, and 5) serving the soup in bowls with parsley. It includes a quick quiz to test remembering the correct order of steps.
The document provides instructions for making tomato soup for 14-year-olds. It outlines 5 steps: 1) gathering ingredients, 2) preparing kitchen equipment, 3) starting cooking by washing and slicing tomatoes then mixing ingredients, 4) waiting for the soup to boil, and 5) serving the soup in bowls with parsley. It includes a quick quiz to test remembering the correct order of steps.
Here is a 50-word essay about what I like and don't like:
I like coffee in the morning to wake me up. I also like listening to music to relax. However, I don't like spicy food because it's too hot. I don't enjoy running long distances as it makes me tired. Overall, I prefer sweet desserts over salty snacks and enjoying time with friends over being alone.
This document contains a lesson plan on cooking and table manners. It includes recipes for students to put in order, questions about cooking Moroccan food, and a true/false quiz on table manners in English-speaking countries. The quiz covers topics like which hand to hold your fork in, making noise while eating, asking others to pass food, using phones at the table, and more. After taking the quiz, students are asked to compare answers with partners and discuss if table manners are changing in their country.
Moving Still presentation by Jubeda AktharJubedaakthar
油
Jubeda Akthar proposes writing an article about her experience developing multiple food allergies that now severely limit what she can eat and have negatively impacted her life physically, mentally, and emotionally. She is allergic to wheat, lactose intolerant, allergic to most fruit proteins, nuts, and seafood. As a result of her limited diet, she experiences tiredness, weakness, vitamin deficiencies, and hair loss. For her article, she wants to convey the extreme challenge of managing her food allergies. She analyzes Bon Appetit magazine as a potential outlet, noting its use of bright, vibrant colors in highly stylized food photography with simple white backgrounds that draws attention to the food and makes it
The document provides an overview of the philosophy and policies of Peacefood Caf辿, a vegan restaurant. It discusses the important role of front-of-house staff in promoting compassionate vegan values to customers. Specific expectations for dress code, hygiene, and job duties are outlined for host/hostess and server positions. Hosts are responsible for greeting customers and seating them with water and menus, while servers take orders, interpret menu items, and sell customers on vegan options through their product knowledge.
The document discusses polite language for offering and requesting things using modal verbs.
For offering, it recommends using "would like" as in "Would you like something to drink?" or asking generally with "What would you like?". It also suggests using "can" or the more formal "may" as in "Can I offer you a complimentary drink?".
For requesting, it advises using "could I..." politely as in "Could I have the fish please?". It also mentions using "would like" as in "I would like a beer please" or adding extra politeness with "I'd love a glass of wine, thanks!".
ordering food in a restaurant modal verbs 'would like' & 'can'Baonga2010
油
The document provides information about ordering food in a restaurant, including a sample dialogue and menu. It outlines the objectives of familiarizing students with restaurant vocabulary like starters and main courses, as well as the use of modal verbs like "can" and "would like" to make requests. The lesson involves students reading the dialogue, noting the language used, and then role playing ordering a meal with a partner using the provided menu.
This document summarizes a "not-so-secret" supper club in the Bay Area that has been operating for over 13 years. The chef, Philip Gelb, hosts small, unique dinner events with changing menus and does not accept walk-ins. Gelb has now written a book called "Vegan Underground: Improvisations on World Cuisines" that shares his approach to fusing different cuisines without cultural boundaries.
Simone Shifnadel is an executive chef and founder of Zenbelly Catering. She will be releasing her new cookbook titled "The Zenbelly Cookbook" in August 2014. The cookbook bridges paleo and gourmet cuisine with over 100 gluten-free recipes. Shifnadel discusses her culinary background, cooking style, and hopes for inspiring home cooks with her book. She provides tips for eating well on a budget, including shopping at farmers markets and buying less expensive cuts of meat. Shifnadel also offers advice for busy people, such as roasting extra chicken or vegetables to use for multiple meals.
reflectls_l1u4 presentation to study at basicswasfasipra
油
The document **reflectls_l1u4.pdf** appears to serve as a comprehensive resource for reflective learning, specifically addressing the content of Session 1, Unit 4. Reflective learning is a vital approach in education and professional development, designed to foster deeper understanding by encouraging individuals to analyze their experiences, connect them with theoretical knowledge, and apply the insights gained to practical situations. This document likely begins with an overview of Unit 4's objectives, which may include understanding the principles of reflective practice, developing self-awareness, and honing skills such as critical thinking and problem-solving. By placing reflective learning at the forefront, the document emphasizes the importance of introspection in achieving personal and professional growth. Reflective practices are often tied to transformative learning, where the act of examining one's experiences leads to significant shifts in perspectives and behaviors. Unit 4 likely builds on previous sessions, providing a structured pathway to deeper exploration of the topic. The introduction may articulate the significance of reflective learning within the broader curriculum, explaining its role in bridging the gap between theoretical concepts and practical applications. It may define reflective learning and its core components, such as critical reflection, emotional awareness, and metacognition. These concepts are instrumental in helping learners engage actively with their own learning processes. The document might also provide a brief historical context, citing influential theories or models of reflection, such as those proposed by Kolb, Sch旦n, or Gibbs, which highlight the iterative nature of learning through experience, reflection, and action. This context helps set the stage for the practical tools and strategies discussed later in the unit. Furthermore, the introduction likely includes a roadmap of the content, outlining how the unit progresses from foundational concepts to hands-on activities and assessment methods. As readers delve into the main content, they may encounter a detailed explanation of reflective learning theories. The document might explore Kolb's experiential learning cycle, which emphasizes a cyclical process involving concrete experiences, reflective observation, abstract conceptualization, and active experimentation. Alternatively, it might incorporate Sch旦ns concept of reflection-in-action and reflection-on-action, encouraging learners to reflect both during and after their activities. The inclusion of these frameworks not only provides theoretical grounding but also equips learners with practical tools for organizing their thoughts and actions. Visual aids such as diagrams or flowcharts may accompany these explanations to enhance understanding and retention as well as .
How to Manage Putaway Rule in Odoo 17 InventoryCeline George
油
Inventory management is a critical aspect of any business involved in manufacturing or selling products.
Odoo 17 offers a robust inventory management system that can handle complex operations and optimize warehouse efficiency.
Database population in Odoo 18 - Odoo slidesCeline George
油
In this slide, well discuss the database population in Odoo 18. In Odoo, performance analysis of the source code is more important. Database population is one of the methods used to analyze the performance of our code.
Computer Application in Business (commerce)Sudar Sudar
油
The main objectives
1. To introduce the concept of computer and its various parts. 2. To explain the concept of data base management system and Management information system.
3. To provide insight about networking and basics of internet
Recall various terms of computer and its part
Understand the meaning of software, operating system, programming language and its features
Comparing Data Vs Information and its management system Understanding about various concepts of management information system
Explain about networking and elements based on internet
1. Recall the various concepts relating to computer and its various parts
2 Understand the meaning of softwares, operating system etc
3 Understanding the meaning and utility of database management system
4 Evaluate the various aspects of management information system
5 Generating more ideas regarding the use of internet for business purpose
Prelims of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
APM People Interest Network Conference 2025
-Autonomy, Teams and Tension: Projects under stress
-Tim Lyons
-The neurological levels of
team-working: Harmony and tensions
With a background in projects spanning more than 40 years, Tim Lyons specialised in the delivery of large, complex, multi-disciplinary programmes for clients including Crossrail, Network Rail, ExxonMobil, Siemens and in patent development. His first career was in broadcasting, where he designed and built commercial radio station studios in Manchester, Cardiff and Bristol, also working as a presenter and programme producer. Tim now writes and presents extensively on matters relating to the human and neurological aspects of projects, including communication, ethics and coaching. He holds a Masters degree in NLP, is an NLP Master Practitioner and International Coach. He is the Deputy Lead for APMs People Interest Network.
Session | The Neurological Levels of Team-working: Harmony and Tensions
Understanding how teams really work at conscious and unconscious levels is critical to a harmonious workplace. This session uncovers what those levels are, how to use them to detect and avoid tensions and how to smooth the management of change by checking you have considered all of them.
How to Configure Flexible Working Schedule in Odoo 18 EmployeeCeline George
油
In this slide, well discuss on how to configure flexible working schedule in Odoo 18 Employee module. In Odoo 18, the Employee module offers powerful tools to configure and manage flexible working schedules tailored to your organization's needs.
How to Configure Restaurants in Odoo 17 Point of SaleCeline George
油
Odoo, a versatile and integrated business management software, excels with its robust Point of Sale (POS) module. This guide delves into the intricacies of configuring restaurants in Odoo 17 POS, unlocking numerous possibilities for streamlined operations and enhanced customer experiences.
Blind Spots in AI and Formulation Science Knowledge Pyramid (Updated Perspect...Ajaz Hussain
油
This presentation delves into the systemic blind spots within pharmaceutical science and regulatory systems, emphasizing the significance of "inactive ingredients" and their influence on therapeutic equivalence. These blind spots, indicative of normalized systemic failures, go beyond mere chance occurrences and are ingrained deeply enough to compromise decision-making processes and erode trust.
Historical instances like the 1938 FD&C Act and the Generic Drug Scandals underscore how crisis-triggered reforms often fail to address the fundamental issues, perpetuating inefficiencies and hazards.
The narrative advocates a shift from reactive crisis management to proactive, adaptable systems prioritizing continuous enhancement. Key hurdles involve challenging outdated assumptions regarding bioavailability, inadequately funded research ventures, and the impact of vague language in regulatory frameworks.
The rise of large language models (LLMs) presents promising solutions, albeit with accompanying risks necessitating thorough validation and seamless integration.
Tackling these blind spots demands a holistic approach, embracing adaptive learning and a steadfast commitment to self-improvement. By nurturing curiosity, refining regulatory terminology, and judiciously harnessing new technologies, the pharmaceutical sector can progress towards better public health service delivery and ensure the safety, efficacy, and real-world impact of drug products.
Computer Network Unit IV - Lecture Notes - Network LayerMurugan146644
油
Title:
Lecture Notes - Unit IV - The Network Layer
Description:
Welcome to the comprehensive guide on Computer Network concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in Computer Network. PDF content is prepared from the text book Computer Network by Andrew S. Tenanbaum
Key Topics Covered:
Main Topic : The Network Layer
Sub-Topic : Network Layer Design Issues (Store and forward packet switching , service provided to the transport layer, implementation of connection less service, implementation of connection oriented service, Comparision of virtual circuit and datagram subnet), Routing algorithms (Shortest path routing, Flooding , Distance Vector routing algorithm, Link state routing algorithm , hierarchical routing algorithm, broadcast routing, multicast routing algorithm)
Other Link :
1.Introduction to computer network - /slideshow/lecture-notes-introduction-to-computer-network/274183454
2. Physical Layer - /slideshow/lecture-notes-unit-ii-the-physical-layer/274747125
3. Data Link Layer Part 1 : /slideshow/lecture-notes-unit-iii-the-datalink-layer/275288798
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in Computer Network principles for academic.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in Computer Network
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the authors understanding in the field of Computer Network
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APMs Thames Valley Regional Network and also speaks to members of APMs PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMOs within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.
Mate, a short story by Kate Grenville.pptxLiny Jenifer
油
A powerpoint presentation on the short story Mate by Kate Greenville. This presentation provides information on Kate Greenville, a character list, plot summary and critical analysis of the short story.
Finals of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
6. CHIEF CHEF
2013 ~ 2014 Text here
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2014 ~ 2016Text here
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2016 ~ 2019 Text here
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CHIEF CHEF
2013 ~ 2014 Text here
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Presentation that is beautifully
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2014 ~ 2016Text here
Get a modern PowerPoint
Presentation that is beautifully
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2016 ~ 2019 Text here
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CHIEF CHEF
2013 ~ 2014
Text here
You can simply
impress your audience
and add a unique zing.
2014 ~ 2016Text here
Get a modern PowerPoint
Presentation that is beautifully
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2016 ~ 2019 Text here
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Name Here Name Here
Name Here
Vocabulary
7. CHIEF CHEF
2013 ~ 2014 Text here
Get a modern PowerPoint
Presentation that is beautifully
designed.
2014 ~ 2016Text here
Get a modern PowerPoint
Presentation that is beautifully
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2016 ~ 2019 Text here
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Presentation that is
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CHIEF CHEF
2013 ~ 2014 Text here
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Presentation that is beautifully
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2014 ~ 2016Text here
Get a modern PowerPoint
Presentation that is beautifully
designed.
2016 ~ 2019 Text here
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CHIEF CHEF
2013 ~ 2014
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and add a unique zing.
2014 ~ 2016Text here
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Presentation that is beautifully
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2016 ~ 2019 Text here
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Name Here Name Here
Name Here
Vocabulary
chicken
lamb
turkey
hot dog
fish
octopus
shrimp
salmon
grapes
mangoes
strawberries
apples
corn
peas
potatoes
spinach
bread
pasta
rice
cereal
8. Conversation 1
Jefri : Bob, do you want to get something to eat?
Bobby : Sure, Im tired of studying.
Jeffri : So am I. So, what do you think of Nasi Pecel?
Bobby : I love it, but Im not really in the mood for it today.
Jeffri : Yeah, Im not either, I guess. Its a bit spicy.
Bobby : Do you like Ayam Lodho?
Jeffri : Yeah, I like it a lot.
Bobby : So do I. And I know a great restaurant near here.
Its called Ayam Lodho Pak Yusuf.
Jeffri : Oh, Ive always wanted to go there.
9. Content Here
Content Here
Content Here
Lets focus on these! So, too, neither, either
Positive statement
I like Javanese food a lot. So do I. / I do, too.
Really? I dont like it very much.
Im crazy about Italian food. So am I. / I am, too.
Oh, Im not.
I can eat really spicy food. So can I. / I can, too.
Really? I cant.
Negative statement
I dont like salty food. Neither do I. / I dont either.
Oh, I like it a lot.
Im not in the mood for Nasi
Pecel.
Neither am i. / Im not either.
Really? I am.
I cant eat cheese. Neither can i. / I cant either.
Oh, I love it!
10. Lets Practice!
Neither am I / Im not either
So can I / I can, too
So do I / I do, too
Neither can I / I cant either
Neither do I / I dont either
So am I / I am, too
So am I / I am, too
Neither do I / I dont either
So do I / I do, too
Neither can I / I cant either
12. How to order foods/drinks
02
Using would and will
13. Conversation 2
Server : May I take your order?
Customer : Yes. Id like the spicy fish and rice.
Server : All right. And would you like a salad?
Customer : Yes, Ill have a mixed green salad.
Server : OK. What kind of dressing would you like?
We have cheese and olive oil.
Customer : Cheese, please.
Server : And would you like anything to drink?
Customer : Yes, Id like a large iced tea, please.
14. Lets focus on these!
Would and will for requests
What would you like? Id like the fish and rice.
Ill have a small salad.
What kind of dressing would you like? Id like cheese, please.
Ill have olive oil.
What would you like to drink? I'd like an iced tea.
Ill have coffee.
Would you like anything else? Yes, please. Id like some water.
No, thank you. Thatll be all.
Contractions
Ill = I will
Id = I would
18. 1. What is your favorite food/drink?
2. What is the food/drink you dont like?
3. What kinds of food do you enjoy eating?
4. Do you prefer junk food to healthy food?
5. Are there any foods you absolutely refuse to eat? Why?
6. Do you prefer eat at home or at restaurants? Why?
7. Do you do diet? Why or why not?
8. Is there unhealthy food you love to eat? Why or why not?
9. Do you like to cook food at home? Why or why not?
10. What kinds of food can you cook?
Related vocabularies:
Eat: Makan Fried: digoreng
Drink: Minum Stir fried: tumis/oseng
Enjoy: Menikmati Boiled: direbus
Prefer: Lebih suka Steamed: dikukus
Health: Kesehatan Hungry: lapar
Healthy: Menyehatkan Feel full: merasa kenyang
19. Chapter 9 - At Cicis farm (page 80-92)
Livestock / la vst k/
肘 hewan ternak
Rabbit / r脱b t/
肘 kelinci Bird /b rd/
burung
Duck /d k/
bebek Chicken / t k n/
肘 肘 ayam
Cat /k脱t/ kucing Butterflies / b trfla s/
肘 kupu-kupu
Fish /f /
肘 ikan Bee(s) /bi s/
lebah
Frog(s) /fr s/
鼻 katak
20. Examples:
I have a cat. (Saya punya seekor kucing.)
I have a bird. (Saya punya seekor burung)
I have a duck. (Saya punya seekor bebek)
I have a rabbit. (.)
I have nine fish. (.)
I have eight chickens. (.)
I have three ducks. (.)
21. Lets exercise!
Joshua, Made, and Bagas are in the park.
They see bird, butterflies, bees,
and frogs. They see fish and ducks
in the pond.