The document outlines lessons from a language and culture class. Lesson 4 focuses on talking about different cooking methods. Students work in groups to list popular Colombian snacks and identify how they are cooked and their ingredients. They complete a chart with this information for snacks from different countries. The lesson also includes a video on cooking terms in English and an activity where students research snacks from a selected city or country, describing the snacks' origins, ingredients, and cooking methods.
one student from the 1st team stands with their back to the screen/board,
Team members have to make that student guess the item.
Teams have 2 minutes to guess as many images/items as possible.
For an added challenge - write more taboo words on the board (The teams are not alowed to use gestures or any part of the word)
Images to spark discustion on influencial images and influencial people. These images are a part of a lesson plan designed and shared by ELT Sparks. You can find the full lesson plan here: www.eltsparks.wordpress.com
Educational technology refers to using technology appropriately to facilitate learning and improve performance. Social media and tools like Instagram and Kahoot can be used in the EFL classroom to engage visual learners, build digital literacy skills, and stimulate discussion. Instagram allows for collaboration, research, and discussion on a familiar platform. Some potential issues with Instagram include privacy concerns and keeping separate accounts for educational use. Kahoot is an engaging game-based learning platform that can be used on individual devices or shared displays, and includes new features like jumbled questions. Overall, technology should be used as a tool to promote learning rather than as an end in itself.
This document provides instructions for students to introduce themselves on Instagram. Students are asked to create an Instagram account, tag a photo with their class number and student number, and write a 4 sentence caption describing themselves and their photo, which should be related to a hobby, interest, person or place they love.
30 best Creative, Design & Marketing QuotesMike Hendrixen
油
30 Creative, Design & Marketing Wisdom, Quotes and Sayings. All photos (c): www.pimgeerts.nl
Featuring quotes from Seth Godin, Albert Einstein, Jim Stengel, Charles Darwin, Mark Zuckerberg, Steve Jobs and Benjamin Franklin.
The document outlines the writing process which includes brainstorming ideas without worrying about structure, planning by organizing similar ideas and removing irrelevant ones, doing a fast first draft by writing points quickly without full sentences, drafting the piece by writing in pencil with margins for notes, improving the draft by editing for content, grammar, and flow, and finally presenting the polished work in a neat format.
This document provides a review and scoring rubric for a speaking exam covering 6 units: introducing yourself, jobs, daily life, life story, connecting pictures, and evaluating stories. It includes example questions for the daily life and story evaluation sections. Scores are provided out of 30 total points across the 6 units, which make up 15% of the student's grade. Sample responses are given for 2 of the story evaluation examples.
This short document provides prompts to help visualize and experience an imaginary place through the senses of sight, hearing, smell, taste and touch, as well as noting any emotions felt. The reader is asked to imagine being in a place and use their senses to experience it fully.
This document provides instructions and questions for interviewing students at JJU university about their reasons for learning English and their preferred learning styles. Students are asked to interview 2 other students on campus, with roles for camera person, interviewer and translator. The interviews should ask why they learn English, if it's important, and their favorite ways to learn. Their findings will be shared back in class.
Abstract:
This presentation will consider the most effective ways to incorporate music into the EFL classroom and transform your lessons into chart topping hits. It will feature several playlists highlighting the power of music to assist language learning.
Using the presenters own experience, it will explore the potential of using music to stimulate and encourage learners to produce meaningful communication. Furthermore, the ideas and activities presented will show you how to integrate music as a rich and essential resource for the EFL classroom.
Finally, the presenter will express how music can improve and strengthen your lessons. By skillfully implementing music into lesson planning it can create a harmonious atmosphere - effectively bringing colour, meaning and rhythm to any class. Therefore, making the learning experience more memorable for you and your students.
The document provides questions about a YouTube video and prompts discussion about zoos. It asks the learner to watch a video about a main character, answer questions about where he is at the beginning and how he feels, where he is going, how he gets there, and what his paradise is. It also prompts learners to discuss the positives and negatives of zoos by dividing them into groups and listing reasons why zoos could be considered good or bad.
This document contains pictures of different occupations with questions about where each person works, lives, and what they do. The occupations pictured include an actor on a movie set in New York, a flight attendant on a plane from Dubai, an office worker in an office in London, a doctor in a hospital in Germany, a pilot on a plane from Hong Kong, a nurse in a hospital in South Africa, a singer in a studio in Denmark, an artist in a studio in Scotland, a homemaker in her home in Tokyo, and a waiter working in a restaurant in Germany.
Introduction lesson.
Students prepare 5 selfie photos to introduce themselves to their peers.
1. Students sit in a horse shoe
2. Divide the class into 2
3. One half sits in the center and the other half sit facing their partner
4. Set a timer to 3 minute
5. Students talk about their photos while their partner listens and writes key words to remind them of what they heard. That student must ask a follow up question for every photo.
6. When the timer sounds the speaker moves one space clockwise.
7. continue until each student has spoken to 6 students.
8. Follow up - Students report about one of the students they listened to. other students listen and guess who the student is.
9. Finish with a little error correction
Language focus - Follow up questions.
This document discusses different genres of television shows but does not provide much detail about any particular genre. It lists genre names like drama, comedy, news, and sports but does not define the genres or give examples. The document is brief and lacks substantive information about TV genres.
This document lists several common phobias and their descriptions in a table with two columns, one for the name of the phobia and one providing a short description or picture of what is feared. It includes cynophobia (fear of dogs), hemophobia (fear of blood), acrophobia (fear of heights), arachnophobia (fear of spiders), claustrophobia (fear of confined spaces), and coulrophobia (fear of clowns).
1. Choose a picture
2. Imagine you are in that place
3. What can you see, hear, smell, taste and feel?
4. What are your emotions?
Tell the story to another team.
Can that team guess the picture you chose.
These slides are for a storytelling and retelling activity.
In pairs, using their smartphone or tablet, students choose a picture board that appeals to them. They then have to make a story connecting all pictures.
The pair of students split up and retell their story to other students how have to try and identify which picture came 1st, 2nd, 3rd and so on.
The final stage of this activity is for the students to try and retell one of the stories they listened to.
This activity develops fluency and listening skills
This document outlines three parts for a speaking assessment. Part 1 asks the speaker to introduce themselves using conditionals and reflective pronouns, discussing their personality, qualities, reactions, happiness, and dreams. Part 2 requires introducing something Korean using relative pronouns for food, customs, festivals, or places. Part 3 has the speaker talk about someone inspiring, familiar, or famous using relative pronouns, bringing a photo of a different person than a prior assignment.
This document provides examples of using relative pronouns such as who, which, whose, where, and when to combine sentences about people, animals, things, places, and times. For each relative pronoun, it gives two example sentences showing how the pronoun can join two sentences concisely. It then provides instructions to research a celebrity online and record an Audiboo presentation about the celebrity using the relative pronouns and grammar studied.
This document provides tips for doing well on a speaking test, including maintaining eye contact, having a clear and fluent voice, good pronunciation, and focusing on the content. It outlines three sample questions that could be asked, with time limits for each: comparing communication methods, using verb-preposition-gerund structures, and responding to hypothetical "if" scenarios. Scoring focuses on enthusiasm, pronunciation, natural speech, and addressing the content of the questions.
This document outlines the objectives and breakdown for a midterm review in an English class. It includes details about an upcoming speaking test, with a breakdown of the scoring criteria. It also provides information about two projects - a video about a garage sale and giving advice to a younger self - that make up 30% of the midterm grade. Sample test questions are provided for a role play conversation about items in a garage sale and giving advice about various problems.
An artist is having their first exhibition in Jeonju and needs to submit one photo. They are asking for help choosing the best photo out of their options. The document instructs the reader to look at all the photos and ask their partner questions about each one to determine the best selection.
Jeonju University is holding a photography competition. The document provides discussion questions about images, including taking turns saying positive and negative things about an image and discussing which statements are true. It also asks what assumptions could be made about a person's job or personality if certain images were hanging in their house.
The document provides information and instructions for a workshop on creative teaching techniques. It includes objectives like introducing the topic, watching a lesson, and discussing alternatives. It also covers defining creativity in teaching, using authentic materials from stories to videos, and presenting various classroom activities centered around pictures books, interviews, YouTube clips and comics. Literature and website references are listed for further resources. The overall aim is to reflect on creative practices and encourage students' creative abilities.
This document provides an overview of the contents and resources included in a new teacher methodology book. It summarizes that the book covers essential teacher knowledge like reflections and professional development, and offers sections on topics like language learning theory, teaching techniques, classroom management, and teaching young learners. It also directs teachers to additional online resources like training videos, recorded webinars, and useful websites for educators.
This document provides a review and scoring rubric for a speaking exam covering 6 units: introducing yourself, jobs, daily life, life story, connecting pictures, and evaluating stories. It includes example questions for the daily life and story evaluation sections. Scores are provided out of 30 total points across the 6 units, which make up 15% of the student's grade. Sample responses are given for 2 of the story evaluation examples.
This short document provides prompts to help visualize and experience an imaginary place through the senses of sight, hearing, smell, taste and touch, as well as noting any emotions felt. The reader is asked to imagine being in a place and use their senses to experience it fully.
This document provides instructions and questions for interviewing students at JJU university about their reasons for learning English and their preferred learning styles. Students are asked to interview 2 other students on campus, with roles for camera person, interviewer and translator. The interviews should ask why they learn English, if it's important, and their favorite ways to learn. Their findings will be shared back in class.
Abstract:
This presentation will consider the most effective ways to incorporate music into the EFL classroom and transform your lessons into chart topping hits. It will feature several playlists highlighting the power of music to assist language learning.
Using the presenters own experience, it will explore the potential of using music to stimulate and encourage learners to produce meaningful communication. Furthermore, the ideas and activities presented will show you how to integrate music as a rich and essential resource for the EFL classroom.
Finally, the presenter will express how music can improve and strengthen your lessons. By skillfully implementing music into lesson planning it can create a harmonious atmosphere - effectively bringing colour, meaning and rhythm to any class. Therefore, making the learning experience more memorable for you and your students.
The document provides questions about a YouTube video and prompts discussion about zoos. It asks the learner to watch a video about a main character, answer questions about where he is at the beginning and how he feels, where he is going, how he gets there, and what his paradise is. It also prompts learners to discuss the positives and negatives of zoos by dividing them into groups and listing reasons why zoos could be considered good or bad.
This document contains pictures of different occupations with questions about where each person works, lives, and what they do. The occupations pictured include an actor on a movie set in New York, a flight attendant on a plane from Dubai, an office worker in an office in London, a doctor in a hospital in Germany, a pilot on a plane from Hong Kong, a nurse in a hospital in South Africa, a singer in a studio in Denmark, an artist in a studio in Scotland, a homemaker in her home in Tokyo, and a waiter working in a restaurant in Germany.
Introduction lesson.
Students prepare 5 selfie photos to introduce themselves to their peers.
1. Students sit in a horse shoe
2. Divide the class into 2
3. One half sits in the center and the other half sit facing their partner
4. Set a timer to 3 minute
5. Students talk about their photos while their partner listens and writes key words to remind them of what they heard. That student must ask a follow up question for every photo.
6. When the timer sounds the speaker moves one space clockwise.
7. continue until each student has spoken to 6 students.
8. Follow up - Students report about one of the students they listened to. other students listen and guess who the student is.
9. Finish with a little error correction
Language focus - Follow up questions.
This document discusses different genres of television shows but does not provide much detail about any particular genre. It lists genre names like drama, comedy, news, and sports but does not define the genres or give examples. The document is brief and lacks substantive information about TV genres.
This document lists several common phobias and their descriptions in a table with two columns, one for the name of the phobia and one providing a short description or picture of what is feared. It includes cynophobia (fear of dogs), hemophobia (fear of blood), acrophobia (fear of heights), arachnophobia (fear of spiders), claustrophobia (fear of confined spaces), and coulrophobia (fear of clowns).
1. Choose a picture
2. Imagine you are in that place
3. What can you see, hear, smell, taste and feel?
4. What are your emotions?
Tell the story to another team.
Can that team guess the picture you chose.
These slides are for a storytelling and retelling activity.
In pairs, using their smartphone or tablet, students choose a picture board that appeals to them. They then have to make a story connecting all pictures.
The pair of students split up and retell their story to other students how have to try and identify which picture came 1st, 2nd, 3rd and so on.
The final stage of this activity is for the students to try and retell one of the stories they listened to.
This activity develops fluency and listening skills
This document outlines three parts for a speaking assessment. Part 1 asks the speaker to introduce themselves using conditionals and reflective pronouns, discussing their personality, qualities, reactions, happiness, and dreams. Part 2 requires introducing something Korean using relative pronouns for food, customs, festivals, or places. Part 3 has the speaker talk about someone inspiring, familiar, or famous using relative pronouns, bringing a photo of a different person than a prior assignment.
This document provides examples of using relative pronouns such as who, which, whose, where, and when to combine sentences about people, animals, things, places, and times. For each relative pronoun, it gives two example sentences showing how the pronoun can join two sentences concisely. It then provides instructions to research a celebrity online and record an Audiboo presentation about the celebrity using the relative pronouns and grammar studied.
This document provides tips for doing well on a speaking test, including maintaining eye contact, having a clear and fluent voice, good pronunciation, and focusing on the content. It outlines three sample questions that could be asked, with time limits for each: comparing communication methods, using verb-preposition-gerund structures, and responding to hypothetical "if" scenarios. Scoring focuses on enthusiasm, pronunciation, natural speech, and addressing the content of the questions.
This document outlines the objectives and breakdown for a midterm review in an English class. It includes details about an upcoming speaking test, with a breakdown of the scoring criteria. It also provides information about two projects - a video about a garage sale and giving advice to a younger self - that make up 30% of the midterm grade. Sample test questions are provided for a role play conversation about items in a garage sale and giving advice about various problems.
An artist is having their first exhibition in Jeonju and needs to submit one photo. They are asking for help choosing the best photo out of their options. The document instructs the reader to look at all the photos and ask their partner questions about each one to determine the best selection.
Jeonju University is holding a photography competition. The document provides discussion questions about images, including taking turns saying positive and negative things about an image and discussing which statements are true. It also asks what assumptions could be made about a person's job or personality if certain images were hanging in their house.
The document provides information and instructions for a workshop on creative teaching techniques. It includes objectives like introducing the topic, watching a lesson, and discussing alternatives. It also covers defining creativity in teaching, using authentic materials from stories to videos, and presenting various classroom activities centered around pictures books, interviews, YouTube clips and comics. Literature and website references are listed for further resources. The overall aim is to reflect on creative practices and encourage students' creative abilities.
This document provides an overview of the contents and resources included in a new teacher methodology book. It summarizes that the book covers essential teacher knowledge like reflections and professional development, and offers sections on topics like language learning theory, teaching techniques, classroom management, and teaching young learners. It also directs teachers to additional online resources like training videos, recorded webinars, and useful websites for educators.
Mate, a short story by Kate Grenvile.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.
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.
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.
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.
QuickBooks Desktop to QuickBooks Online How to Make the MoveTechSoup
油
If you use QuickBooks Desktop and are stressing about moving to QuickBooks Online, in this webinar, get your questions answered and learn tips and tricks to make the process easier for you.
Key Questions:
* When is the best time to make the shift to QuickBooks Online?
* Will my current version of QuickBooks Desktop stop working?
* I have a really old version of QuickBooks. What should I do?
* I run my payroll in QuickBooks Desktop now. How is that affected?
*Does it bring over all my historical data? Are there things that don't come over?
* What are the main differences between QuickBooks Desktop and QuickBooks Online?
* And more
APM People Interest Network Conference 2025
- Autonomy, Teams and Tension
- Oliver Randall & David Bovis
- Own Your Autonomy
Oliver Randall
Consultant, Tribe365
Oliver is a career project professional since 2011 and started volunteering with APM in 2016 and has since chaired the People Interest Network and the North East Regional Network. Oliver has been consulting in culture, leadership and behaviours since 2019 and co-developed HPTM速an off the shelf high performance framework for teams and organisations and is currently working with SAS (Stellenbosch Academy for Sport) developing the culture, leadership and behaviours framework for future elite sportspeople whilst also holding down work as a project manager in the NHS at North Tees and Hartlepool Foundation Trust.
David Bovis
Consultant, Duxinaroe
A Leadership and Culture Change expert, David is the originator of BTFA and The Dux Model.
With a Masters in Applied Neuroscience from the Institute of Organisational Neuroscience, he is widely regarded as the Go-To expert in the field, recognised as an inspiring keynote speaker and change strategist.
He has an industrial engineering background, majoring in TPS / Lean. David worked his way up from his apprenticeship to earn his seat at the C-suite table. His career spans several industries, including Automotive, Aerospace, Defence, Space, Heavy Industries and Elec-Mech / polymer contract manufacture.
Published in Londons Evening Standard quarterly business supplement, James Caans Your business Magazine, Quality World, the Lean Management Journal and Cambridge Universities PMA, he works as comfortably with leaders from FTSE and Fortune 100 companies as he does owner-managers in SMEs. He is passionate about helping leaders understand the neurological root cause of a high-performance culture and sustainable change, in business.
Session | Own Your Autonomy The Importance of Autonomy in Project Management
#OwnYourAutonomy is aiming to be a global APM initiative to position everyone to take a more conscious role in their decision making process leading to increased outcomes for everyone and contribute to a world in which all projects succeed.
We want everyone to join the journey.
#OwnYourAutonomy is the culmination of 3 years of collaborative exploration within the Leadership Focus Group which is part of the APM People Interest Network. The work has been pulled together using the 5 HPTM速 Systems and the BTFA neuroscience leadership programme.
https://www.linkedin.com/showcase/apm-people-network/about/
Digital Tools with AI for e-Content Development.pptxDr. Sarita Anand
油
This ppt is useful for not only for B.Ed., M.Ed., M.A. (Education) or any other PG level students or Ph.D. scholars but also for the school, college and university teachers who are interested to prepare an e-content with AI for their students and others.
2. 1. CHOOSE A COUNTRY
(FASTEST - FIRST SERVED)
2. SEARCH ONLINE FOR FOOD & DRINK / COUNTRY IMAGES
(save slide show on your phone)
3. SEARCH ONLINE FOR INFORMATION ABOUT THE
COUNTRY (climate / geography / traditional & popular
foods and drinks etc.)
4. COLLECT & COMPLETE THE WORKSHEET
PRESENT YOUR THEME 1:30mins
IMPORTANT DESCRIBE YOUR FOOD & TALK
ABOUT THE REGION