This document provides guidance on developing effective speaking lesson plans. It begins by explaining that an organized teacher with well-structured lesson plans can best motivate students and provide useful language practice. It then outlines the key steps in creating a lesson plan, including determining the topic, developing objectives and activities, and providing feedback. Various classroom activities are proposed to develop students' speaking skills through discussion, role plays, interviews and other interactive exercises. The document concludes by emphasizing the importance of teaching speaking and providing a rich communicative environment for students to practice.
1. The document discusses teaching speaking skills and provides characteristics of spoken language, principles for designing speaking activities, using group work, and common types of activities.
2. Some key characteristics of spoken language mentioned are its spontaneity, time constraints, and inclusion of false starts and repetitions.
3. Successful speaking tasks encourage maximum foreign language use, even participation, high motivation, accommodate different proficiency levels, and promote cooperation.
The document discusses strategies for teaching speaking skills. It begins by defining speaking and its importance for language learners. It then outlines three key areas of knowledge for speaking: mechanics, functions, and social/cultural rules. The document recommends using a balanced approach combining language input, structured output, and communicative output. It provides examples of activities for each, such as information gap activities, jigsaw activities, role plays and discussions. The overall goal is to provide authentic practice opportunities to help students communicate effectively.
The document discusses teaching pronunciation to children learning English as a foreign language. It emphasizes that pronunciation is important for intelligible communication and outlines factors to consider, such as a child's age and mother tongue. The document recommends using conscious-raising techniques like minimal pairs, tongue twisters, and stories to help children notice pronunciation patterns. The goal is to make children aware of sounds, stress, and intonation in English.
Anyone wanting to enhance their speaking skills, this slide presentation is meant for you.
In this presentation meaning of speaking has also been given as well as the strategies on how it could be developed.
This document discusses teaching speaking skills to ESL learners. It defines speaking as building and sharing meaning through verbal and non-verbal communication. Speaking is viewed as the most demanding of language skills to develop. The document recommends that teachers aim to develop students' communicative competence through functional oral exercises. It also provides strategies for teaching speaking such as creating a comfortable environment, encouraging students, choosing engaging topics, and using a variety of hands-on activities like role plays and games to improve fluency. The conclusion states that students will speak actively if teachers encourage them and provide many opportunities for practice.
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
This document discusses teaching grammar through a topic-based curriculum. It recommends introducing grammar structures according to what students need to communicate about everyday topics like meeting people or describing family. Basic grammar like verb tenses are taught within lessons about activities in the past or future. Teachers can incorporate grammar like imperatives when following a recipe or the past tense for recounting vacations. The goal is to present grammar in a meaningful context to increase student motivation and participation.
This document provides an overview of materials development for language teaching. It defines instructional materials and their roles in the classroom. It discusses trends in materials moving from teacher-created to publisher-driven. Principles of effective materials include achieving impact, relevance, and authentic language use. Factors like learners and context influence materials. Frameworks illustrate how goals, syllabus, and materials work together. The document outlines processes for designing, developing, and disseminating materials, as well as guidelines like curriculum mapping and scriptwriting.
This document discusses the communicative language teaching (CLT) approach. The goals of CLT are to become communicatively competent, use language appropriately in social contexts, and manage the process of relating meaning to others. According to CLT, the learner's role is to negotiate their learning between themselves, the process, and the object of learning. The teacher facilitates and participates independently. Common classroom activities include information gap activities, jigsaw activities, and pair and group work with an emphasis on developing fluency. While CLT has advantages like enhanced student interest, it also has disadvantages like difficulties for lower proficiency students and lack of explicit grammar instruction.
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITIONzana mohd
The document discusses first and second language acquisition. It defines first language acquisition as the process of learning one's native language from birth. Key stages include cooing, babbling, one-word, two-word, and telegraphic speech. Caregiver speech assists infants through techniques like exaggerated intonation. Second language acquisition refers to learning additional languages and can be more difficult for adults due to critical period effects. Motivation, input/output, and teaching methods like task-based learning impact the process.
1) Many language learners view speaking ability as the most important skill and measure of knowing a language.
2) To develop students' communicative efficiency, instructors provide authentic speaking practice and feedback on mechanics, functions, and socio-cultural norms while balancing accuracy and fluency.
3) Instructors give students language input through various means and provide opportunities for structured and communicative output to help students produce grammatically correct language appropriate to contexts.
The document provides an analysis of Section 2 of the TOEFL test, which assesses grammar. It discusses the test's purpose, date of application, practical considerations like administration and scoring, test construction, sample questions, analysis of grammar points and question types covered, reliabilities, validity, strengths, and concludes that the TOEFL is the most reliable standardized test for measuring non-native English speakers' university-level abilities.
The document discusses various approaches to teaching grammar, including deductive and inductive methods. It defines descriptive and prescriptive grammar, and explains that the most effective way to teach grammar is through an inductive approach that focuses on meaning and uses reading and writing activities. The PPP (presentation, practice, production) model is presented as a widely used framework for teaching grammar lessons, with the goal of students producing the target grammar through contextual examples and exercises.
Teaching writing
Of the 4 skills, writing is arguably the most problematic for learners and often the most challenging
for teachers. Writing is not easy particularly when compared with speaking, where
reformulations, body language, clues from listeners can do much to compensate for a lack of
precision or inaccuracies when communicating messages. Time is also a factor – writing may be
relegated to homework tasks as there is often a feeling that writing in class uses up time which can
be more usefully spent on other activities. However, as this workshop aims to show, developing
good writing skills is conducive to the development of other language skills including
communication skills.
This document outlines a lesson plan for an English class on responding to initial greetings. The plan covers: learning objectives focused on understanding and expressing greetings; sample greetings like "How are you?"; a discussion-based teaching method; and an assessment of students' ability to greet others orally. Students will discuss and present greetings, be evaluated on pronunciation during speaking, and demonstrate greeting each other in groups. The goal is for students to correctly respond to and express basic greetings.
This document discusses types of errors made by English language learners and strategies for providing feedback on errors in student writing. It divides mistakes into slips, errors, and attempts. Common error types include issues with nouns, verbs, subject-verb agreement, word choice, and sentence structure. The document emphasizes that mistakes are a normal part of language learning and provides tips for deciding which errors to address, such as errors that impede comprehension or common patterns. It also discusses using direct and indirect feedback, and strategies to help students develop vocabulary, grammar, style, independence, and self-editing skills.
This lesson plan aims to develop secondary students' global listening abilities over 40 minutes. It begins with a warm-up discussion to assess their current skills. The teacher then presents strategies for global listening through examples and explanations. Students practice global listening through short controlled exercises identifying people, labeling diagrams, and answering questions about stories. Guided exercises require students to add to family trees and continue stories. Free activities challenge advanced students to create their own continuation of stories. The plan provides structured listening practice to build students' global comprehension skills.
Common characteristics of an effective English language teacheralidincerbey
This document discusses the characteristics of an effective English language teacher. It identifies four main characteristics: socio-affective skills, pedagogical knowledge, subject-matter knowledge, and personality characteristics. For each characteristic, it provides suggestions on how teachers can demonstrate and improve in that area, such as being enthusiastic, establishing positive student relationships, having strong classroom management skills, using the target language, and having reasonable expectations. The conclusion states that while studies vary in their definitions, they commonly agree that effective teachers should demonstrate abilities in all four of these key characteristics.
This document discusses different approaches to teaching grammar, including deductive and inductive approaches. It emphasizes that the primary learning experience comes from students practicing language themselves, rather than just listening to explanations. Effective grammar teaching balances presentation with practice activities like drills, exercises, elicited dialogues, and games to allow restricted and authentic output. Clarification can involve short teacher explanations, guided discovery through questioning, or self-directed discovery.
The document is about a group of students visiting a museum. It provides vocabulary words that will be used in the text, such as "fossil" and "museum." It then gives a conversation between some students and their teacher about which galleries the students plan to visit. One student plans to draw a dinosaur, another to look at fossils, and two girls plan to see a blue whale and take photos. Their teacher tells them to meet back at 1pm. The document provides instructions for an activity where students role play as visitors to the museum and choose which gallery they will visit.
This document provides an introduction and overview for an English learning module on overcoming challenges for Quarter III. It discusses how Asian and African literary pieces reveal how people in those regions respond to the challenges of modernity. The module contains 4 lessons examining the temperaments and psyche of Koreans, Burmese, Arabians/Israelites, and South Africans based on their literature. It introduces focus questions, lesson objectives, and assessments to help students learn about the character and responses to modernity reflected in Asian and African works.
Roca, a popular name in the world of sanitary products has emerged as a trusted brand in recent years owing to its high-end product range. With an array of products at its disposal, Roca offers tailor-made solutions that can suit the need of every bathroom. The durability of all its products is ensured by the fine-quality construction and the global presence in over 135 counties speaks volumes about their credibility too. The revolutionary technology used in Roca has made it a world leader in bathroom products and its innovative designs have made their own mark.
Article published in the Journal of Building Survey, Appraisal & Valuation of...Michael Vaughan
This document provides an overview of compulsory purchase valuation principles under UK law. It summarizes that compulsory purchase law originated in the 19th century and allows the government to acquire private land for public projects. It discusses the core valuation rules, including that compensation aims to put owners in the same financial position as if their land had not been taken, and that the valuation date is usually the date of possession. It also summarizes the "no scheme rule" that compensation cannot include increases due solely to the public project, and outlines the six statutory rules governing compensation assessments, particularly rules 2 and 6 relating to market value and disturbance compensation.
The document provides information about shopping in Italy, Florence, and for watches online. It discusses the weather in Sicily in early October, tips for safe online shopping, boutique and chain stores in Florence, factors to consider when buying a luxury watch such as price and market trends, and recommends buying a discounted pre-owned watch over a fake brand new one. Website URLs are provided for Italian, Florence, and online watch shopping.
Speak! How to talk in public and not wreck your voice (Ignite OSCON 2014)Florian Haas
The document is a collection of links to Flickr images on various topics including a buzzing sound, a tuba, vibration and resonance, Olympic gymnastics, coffee, water, and speakers on a stage. It also contains links unrelated to the main topics and mentions that the information provided is not medical advice and to consult qualified professionals for persistent voice issues. It concludes by thanking the reader for listening and providing a link to find the author on Google+.
This document contains a list of photo credits attributed to various photographers including James Marvin Phelps, crsan, sk8geek, evilpeacock, Josh Puetz, the waving cat, AMagill, jurvetson, Play Among Friends, and worldaroundtrip. It ends by encouraging the reader to create their own presentation on SlideShare.
Hacking Wireless Networks by Mandeep Singh JadonOWASP Delhi
This document provides an overview of hacking wireless networks. It begins with introductions and defines common wireless networking terms. It then covers sniffing wireless traffic, bypassing security measures like hidden SSIDs and MAC filtering through spoofing. Authentication methods like WEP, WPA, and WPS are explained as well as techniques for cracking their encryption. The document concludes with security best practices for wireless networks.
This document discusses using Gliricidia sepium (kakawate) leaves to prevent Aedes aegypti mosquitoes. Kakawate is a medium-sized tree that is thought to repel mosquitoes due to its smell. The objective is to prove that kakawate leaves can kill mosquitoes. It hypothesizes that kakawate kills mosquitoes because of the smell. The significance is that using kakawate leaves can help prevent dengue by killing many mosquitoes.
Global trade-development-week-emea-summit-16pgs-010914Jenn See
This document provides information about the Global Trade Development Week event taking place from October 27-29, 2014 in Dubai, UAE. The event will include over 600 participants from 90 nations, a trade expo with 120 speakers, and various summits focused on topics like free trade, trade finance, customs compliance, and real estate. It lists sponsors and partners supporting the event and provides the schedule of activities, which includes workshops, receptions and a gala dinner. The Minister of Economy for the UAE welcomes participants and emphasizes the strategic location and open business environment in Dubai.
This presentation was created for EDL 520 - Instructional Leadership course under University of Phoenix. It features 3 motivation theories: Behavioral, SocioCultural, and Humanistic. Enjoy!
Lifestyle Holidays Vacation Club is one of the leading vacation clubs in the industry because of the elevated vacation experiences that this company provides. Those interested in receiving unmatched value in their holiday experiences should contact Lifestyle Holidays Vacation Club today for membership information. http://lifestyleholidaysvacationclub.biz/
DIVAs is an Android app created by Aseem Jakhar that contains intentional security vulnerabilities for developers to find and address. It has issues like insecure logging, data storage, input validation, and access control. Analyzing the app requires tools like Genymotion, Dex2jar, JD-GUI, APKTOOL and commands like adb, jadx, and sqlite3 to interact with the app and diagnose the vulnerabilities.
The document discusses GE's involvement in and leadership of the Industrial Internet. It highlights several of GE's recent announcements and partnerships to advance manufacturing productivity through digital technologies and analytics. These include the launch of its Brilliant Manufacturing Suite in partnership with Cisco, and a strategic alliance with PTC to create digital twins of industrial assets that generate continuous insights to optimize performance.
The document discusses quality assurance and software testing. It defines quality assurance as activities designed to ensure production meets requirements and standards. Software quality assurance means monitoring processes to ensure quality. Key components of quality assurance are software testing, quality control, and software configuration management. Software testing investigates quality by providing stakeholders information about the product under test.
[Webinar] - How we improved the language competency level of 40000+ new hiresTaraSpan
In this webinar we have talked about how we enabled major ITeS sector firms to make fresh campus recruited engineers job ready through our innovative training methodology.In the webinar, we have touched upon:
The methodology, the delivery process and framework we follow
How we generate the training content
How we measure the program success – the metrics
The highlights of the program we have delivered
The value proposition TaraSpan brings in
The document provides information about shopping in Italy, Florence, and for watches online. It discusses the weather in Sicily in early October, tips for safe online shopping, boutique and chain stores in Florence, factors to consider when buying a luxury watch such as price and market trends, and recommends buying a discounted pre-owned watch over a fake brand new one. Website URLs are provided for Italian, Florence, and online watch shopping.
The document discusses developing effective speaking lesson plans. It emphasizes that lesson plans should motivate students and provide language practice opportunities. The document outlines steps to create lesson plans such as determining topics, objectives, and activities. It then discusses various classroom activities to develop speaking skills, including discussions, role plays, interviews and more. Suggestions are provided for teachers such as reducing speaking time and providing feedback.
This document discusses strategies for teaching speaking skills to English language learners. It begins with an introduction to the importance of speaking practice and interactive language teaching. Several in-class activities are then described that encourage student interaction and oral production, including discussions, role-plays, brainstorming, story completion, and picture description. Suggestions are provided for teachers to maximize student speaking time and reduce correction of errors during activities. The goal is to create a rich environment where students have many opportunities to communicate in the target language.
This document discusses teaching speaking skills to English language learners. It emphasizes using communicative language teaching methods to provide real-life, authentic activities that promote oral language. Some suggested activities to improve speaking include discussions, role plays, simulations, brainstorming, storytelling, interviews, and reporting on news or daily experiences. The goal is to create a classroom environment where students can communicate meaningfully and build confidence in using the target language.
This document discusses teaching speaking skills to English language learners. It emphasizes using communicative language teaching methods to provide real-life, authentic activities that promote oral language. Some suggested activities to improve speaking include discussions, role plays, simulations, brainstorming, storytelling, interviews, and reporting on news or daily experiences. The goal is to create a classroom environment where students can communicate meaningfully and build confidence in using the target language.
This document discusses techniques for teaching speaking skills to intermediate English language learners. It begins by defining speaking and explaining why teaching speaking is important for language learning. The document then outlines what teaching speaking involves, such as producing sounds and stress patterns, selecting appropriate words, and organizing thoughts.
Several activities for promoting speaking are presented, including discussions, role-plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, reporting, playing cards, picture narrating, picture describing, and finding differences. Examples are provided for each activity. The document concludes by assigning specific students to present sample lessons on speaking techniques.
The document provides guidance for activities and techniques to promote speaking skills in English language learners. It recommends that teachers create a communicative classroom where students can engage in authentic tasks that require real-life communication, such as group discussions, role plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, class reporting, playing cards, picture sequencing/narrating, picture describing, and finding differences in pictures. The document also provides suggestions for teachers, such as providing opportunities for student speaking time, reducing corrections, involving speaking practice both in and out of class, and diagnosing individual student difficulties.
- First Part: Despite its importance, teaching speaking has long been undervalued, often taught through repetition of drills or memorization of dialogues.
- Second Part: To effectively teach speaking, teachers should create a classroom environment with real-life communication, authentic activities, and meaningful tasks. Some activities that promote speaking are discussions, role-plays, simulations, interviews, and storytelling.
- Third Part: When teaching speaking, teachers should provide maximum opportunities for student speaking practice and reduce their own speaking time, while giving positive feedback and not overly correcting pronunciation mistakes. A variety of in-class and out-of-class speaking activities can help improve students' skills.
The document describes a classroom activity where students role play conversations about different professions using flashcards. Students take turns asking and guessing each other's professions. The activity aims to improve students' use of verbs like "to be" in questions and answers about jobs. It encourages students to interact, learn new vocabulary, and build confidence speaking in English.
This document discusses the differences between learner independence and learner autonomy and provides suggestions for how teachers can promote learner autonomy in the classroom. It explains that learner autonomy means that students take responsibility for their own learning by deciding what they need to do and how they learn best, whereas independence is just being able to work alone. Some strategies suggested are setting S.M.A.R.T. goals, giving students choices in tasks, demonstrating learning activities that can be done at home, and encouraging students to set their own tasks and rewards.
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT NAME .docxrhetttrevannion
TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT
NAME:
Tavonnia Evans SUBJECT:
English
STATE STANDARD:
ESSENTIAL KNOWLEDGE AND SKILLS
LEARNING OBJECTIVE(S): The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. The student will have an in-depth, respectful conversation with one partner about a recent reading selection through carefully listening, reacting correctly, and tailoring communication to the audience. In addition, the student will be able to communicate effectively with others in a variety of settings, including personal conversations, group settings, and formal lectures. This activity will help students learn how to communicate effectively, whether listening to or talking with others. This will also help them to build relationships and critical skills for modern life.
ASSESSMENT/PERFORMANCE MEASURE:
Following their discussions with their partners, students will review their notes and compose a brief written response in which they reflect on their experiences in discussing the books they chose for themselves with a peer.
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting? Are students in pairs, groups, stations, floors, library, or science lab?
The setting is the classroom.
Materials needed include a Paper handout containing questions, a pencil, and paper.
The first portion of the lesson will consist of the instructor providing direct teaching, followed by students reading their independently chosen texts, working in pairs, and then working alone to write their reflections.
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the concept being taught?
Vocabulary –notetaking, audience
Academic language: Guided conversation starters:
· What book did you choose?
· Which text made you decide to use it?
· What does the bulk of the book cover?
· Just who is the kind of reader who would like the book?
FOCUS ACTIVITY
What activity will students engage in that will pique their interest in the upcoming lesson? Think of this like a preview for an upcoming movie – something that ignites curiosity
After presenting a brief, humorous sequence from a cartoon movie in which two characters are nasty to one other, I will lead a class discussion about how the characters may have spoken more politely. One of you will be chosen to respectfully summarize the cartoon character's message (García, 2019).
CONNECTION TO PRIOR LEARNING
This is what you
say to students about what they have already learned and how it prepares them for what they are about to learn; review what they have learned to prepare them for the upcoming lesson.
Teachers and administrators sho.
This document discusses different instructional methods and techniques for teaching, including centers, community circles, debates, and dramatic activities. It emphasizes that students learn differently and teachers should use various methods beyond textbooks and worksheets. Specifically, it provides details on using centers and learning stations, community circles to build classroom community, debates to improve critical thinking, and dramatic activities to help students learn by taking on roles. The document stresses giving students opportunities to learn in different ways.
This document discusses potential challenges that may arise in an English classroom and provides suggestions for how to address each one in 3 sentences or less:
1) If students are at different levels, teachers can divide them and apply different activities based on their abilities, use the same material with varying difficulty, and have advanced students help others.
2) For a large class, teachers should be accessible, use active learning techniques like group work, and leverage technology to communicate and assign work.
3) When students use their native language, teachers should explain benefits of English practice, establish norms for English use, and respond only in English to encourage its use.
This document discusses teaching speaking skills to young English language learners. It defines speaking as a process of building and sharing information verbally and non-verbally in different contexts. Young learners can talk about what they are doing, tell stories of past events, and argue different opinions. The document outlines 13 activities to practice speaking skills, such as discussions, role-plays, interviews, and describing pictures. The goal of teaching speaking is communicative efficiency - teaching students to produce sounds correctly, use stress and intonation, organize thoughts logically, and speak fluently in social settings.
This document discusses effective classroom management and student motivation. It provides guidance on creating lesson plans that consider different learning styles and effective classroom management strategies. Some key points discussed include the importance of clear expectations and consistency, engaging all students, and focusing attention on the entire class. Motivation is identified as a major challenge, and strategies to motivate students include using pair/group work, competition, catering to skills/talents, integrating technology, seating arrangements, role-plays, songs, and realia. The document emphasizes understanding motivation, variety, and focusing on students' goals.
The document provides guidance on using pairwork and groupwork in the communicative classroom. It recommends regularly changing partners to keep students engaged. Groups should be no larger than 3 students so everyone has a chance to speak. The teacher can make activities competitive by keeping score to motivate students. Error correction should be done anonymously when possible to avoid embarrassment and encourage risk-taking.
This document provides guidance for teachers on building relationships with students and creating an effective classroom environment. It discusses establishing trust between teachers and students by showing personal interest, sharing some personal information, and being tactful during corrections. It also recommends encouraging student participation by making topics student-centered, acknowledging contributions, and using engaging activities like role plays. The document outlines strategies for communicating with parents, setting high expectations, encouraging questioning, and managing common classroom issues like students talking in their native language or finishing work early.
This document summarizes key points from chapters in a book about differentiation. It discusses differentiation strategies such as flexible grouping, learning centers, exit questions to group students, and allowing students to test out of chapters to do independent projects. It also covers creating a welcoming classroom environment that fosters respect and acceptance, and managing a differentiated classroom through clear expectations and procedures. The author reflects on taking inspiration from examples and starting with small differentiation strategies before implementing more complex approaches.
This unit plan summarizes a unit about great cities for 8th grade students. The unit will focus on famous cities around the world like Mexico City, Calgary, Mecca, and Tokyo. It is designed to be taught over 15 lessons using a student-centered approach. The goals are for students to be able to discuss different aspects of cities, talk about their experiences using the present perfect tense, read texts about various cities, and write their own city diaries. The teacher aims to engage students through group work, peer discussions, using technology like videos, and calling on students for participation.
How to Show Sample Data in Tree and Kanban View in Odoo 17Celine George
In Odoo 17, sample data serves as a valuable resource for users seeking to familiarize themselves with the functionalities and capabilities of the software prior to integrating their own information. In this slide we are going to discuss about how to show sample data to a tree view and a kanban view.
(T.L.E.) Agriculture: Essentials of GardeningMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏.𝟎)-𝐅𝐢𝐧𝐚𝐥𝐬
Lesson Outcome:
-Students will understand the basics of gardening, including the importance of soil, water, and sunlight for plant growth. They will learn to identify and use essential gardening tools, plant seeds, and seedlings properly, and manage common garden pests using eco-friendly methods.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
Principles of Roods Approach!!!!!!!.pptxibtesaam huma
Principles of Rood’s Approach
Treatment technique used in physiotherapy for neurological patients which aids them to recover and improve quality of life
Facilitatory techniques
Inhibitory techniques
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
Webinar Innovative assessments for SOcial Emotional SkillsEduSkills OECD
Presentations by Adriano Linzarini and Daniel Catarino da Silva of the OECD Rethinking Assessment of Social and Emotional Skills project from the OECD webinar "Innovations in measuring social and emotional skills and what AI will bring next" on 5 July 2024
Beyond the Advance Presentation for By the Book 9John Rodzvilla
In June 2020, L.L. McKinney, a Black author of young adult novels, began the #publishingpaidme hashtag to create a discussion on how the publishing industry treats Black authors: “what they’re paid. What the marketing is. How the books are treated. How one Black book not reaching its parameters casts a shadow on all Black books and all Black authors, and that’s not the same for our white counterparts.” (Grady 2020) McKinney’s call resulted in an online discussion across 65,000 tweets between authors of all races and the creation of a Google spreadsheet that collected information on over 2,000 titles.
While the conversation was originally meant to discuss the ethical value of book publishing, it became an economic assessment by authors of how publishers treated authors of color and women authors without a full analysis of the data collected. This paper would present the data collected from relevant tweets and the Google database to show not only the range of advances among participating authors split out by their race, gender, sexual orientation and the genre of their work, but also the publishers’ treatment of their titles in terms of deal announcements and pre-pub attention in industry publications. The paper is based on a multi-year project of cleaning and evaluating the collected data to assess what it reveals about the habits and strategies of American publishers in acquiring and promoting titles from a diverse group of authors across the literary, non-fiction, children’s, mystery, romance, and SFF genres.
Ardra Nakshatra (आर्द्रा): Understanding its Effects and RemediesAstro Pathshala
Ardra Nakshatra, the sixth Nakshatra in Vedic astrology, spans from 6°40' to 20° in the Gemini zodiac sign. Governed by Rahu, the north lunar node, Ardra translates to "the moist one" or "the star of sorrow." Symbolized by a teardrop, it represents the transformational power of storms, bringing both destruction and renewal.
About Astro Pathshala
Astro Pathshala is a renowned astrology institute offering comprehensive astrology courses and personalized astrological consultations for over 20 years. Founded by Gurudev Sunil Vashist ji, Astro Pathshala has been a beacon of knowledge and guidance in the field of Vedic astrology. With a team of experienced astrologers, the institute provides in-depth courses that cover various aspects of astrology, including Nakshatras, planetary influences, and remedies. Whether you are a beginner seeking to learn astrology or someone looking for expert astrological advice, Astro Pathshala is dedicated to helping you navigate life's challenges and unlock your full potential through the ancient wisdom of Vedic astrology.
For more information about their courses and consultations, visit Astro Pathshala.
AI Risk Management: ISO/IEC 42001, the EU AI Act, and ISO/IEC 23894PECB
As artificial intelligence continues to evolve, understanding the complexities and regulations regarding AI risk management is more crucial than ever.
Amongst others, the webinar covers:
• ISO/IEC 42001 standard, which provides guidelines for establishing, implementing, maintaining, and continually improving AI management systems within organizations
• insights into the European Union's landmark legislative proposal aimed at regulating AI
• framework and methodologies prescribed by ISO/IEC 23894 for identifying, assessing, and mitigating risks associated with AI systems
Presenters:
Miriama Podskubova - Attorney at Law
Miriama is a seasoned lawyer with over a decade of experience. She specializes in commercial law, focusing on transactions, venture capital investments, IT, digital law, and cybersecurity, areas she was drawn to through her legal practice. Alongside preparing contract and project documentation, she ensures the correct interpretation and application of European legal regulations in these fields. Beyond client projects, she frequently speaks at conferences on cybersecurity, online privacy protection, and the increasingly pertinent topic of AI regulation. As a registered advocate of Slovak bar, certified data privacy professional in the European Union (CIPP/e) and a member of the international association ELA, she helps both tech-focused startups and entrepreneurs, as well as international chains, to properly set up their business operations.
Callum Wright - Founder and Lead Consultant Founder and Lead Consultant
Callum Wright is a seasoned cybersecurity, privacy and AI governance expert. With over a decade of experience, he has dedicated his career to protecting digital assets, ensuring data privacy, and establishing ethical AI governance frameworks. His diverse background includes significant roles in security architecture, AI governance, risk consulting, and privacy management across various industries, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: June 26, 2024
Tags: ISO/IEC 42001, Artificial Intelligence, EU AI Act, ISO/IEC 23894
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Find out more about ISO training and certification services
Training: ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
1. DEVELOPING SPEAKING
LESSON PLANS
PANPACIFIC UNIVERSITY NORTH PHILIPPINES
URDANETA CITY
INSTITUTE OF GRADUATE SCHOOL
Lecturer:
MARLY IBARRA VILLACRUSIS
Professor:
DR. MA. MARTHA MANNETTE A. MADRID
2. An effective lesson plan is
the backbone of our repertoire as a
teacher. We want a lesson that motivates
our pupils, provides useful and
necessary language practice and helps
students practice their English skills. The
more organized a teacher is, the more
effective the lesson and writing daily
lesson plans is a huge part of being
an organized teacher.
4. Before you can create
an effective lesson you first need
to determine your main topic for
the lesson. Anything that students
need to learn to communicate
effectively in English can be the
main topic of the lesson.
5. The next step is developing a
direction towards attaining the objectives. You
need to decide on how to teach the content
according to the levels and needs of the
learners. You also need to control how you use
your time in the classroom. Effective teachers
must plan for the productive use of classroom
time. The more effective English lesson plan
will incorporate student activities. This is where
the students practice the main topic of the
lesson and use what they learned.
6. Finally, there should be some kind of
feedback to determine if the lesson has
deficiencies. Feedback will assist the
teacher in finding out if the students have
met the lesson plan objectives.
Evaluations can range from the formal
such as quizzes to the informal like one-
on-one evaluation.
10. DISCUSSION
This is said to be next to lecture. The leader
provides the group with the information
needed for effective decision making and
helps all persons in the study group to
participate in the discussion. It is effective
when students go beyond the yes and no
answers. Good discussions starters can be
WHY, HOW, EXPLAIN and EXPLAIN
FURTHER.
12. 1. Circle Response – in a circular seating arrangement. The
leader asks a question or requests an opinion from each
person in the group. This can be a great learner’s attention
catcher to get participation from all.
2. Small Group Discussion- Divide the class into groups. Ask
the learners to discuss specific questions in their small
groups. Each group should designate a leader and a
secretary. Have them report a summary of their discussion to
the larger group.
3. Discussion with Listening Teams- Small groups are
selected to listen to a presentation from a particular point of
view. Discussion by the entire group should follow.
4. Lyrics Study – Provide lyrics of a song and discuss those in
light of the study material. Obviously, the song chosen should
be related to the lesson.
13. 5. Problem solving – Formal discussion approach that
facilitates the systematic treatment of a problem that is
significant to the group. The discussion should center on how
to solve the problem presented.
6. Remembering – Ask the class to retell a story they have
just read. Then discuss what they remembered and what they
forgot.
7. Word Association- Say one word based on the lesson
discussed. Have the students respond with the first word that
pops into their minds. Upon hearing the word, discuss that
word.
8. Word Study- Give each small group a word to examine in
the lesson, then discuss their findings.
14. ROLE PLAY
Students pretend they are in various
contexts and have a variety of social roles. In
role play activities, the teacher gives
information to the learners. This is also a
form of a dialogue. Students may be asked to
play different roles in the form of drama. This
exercise will encourage the students to speak
in real life situation. This is an improvise
scenario based on the story’s lesson.
15. SIMULATIONS
Very similar to role plays but what
makes it different from role plays is
that they are more elaborate.
Students can bring items to the class
to create a realistic environment.
16. INFORMATION GAP
Students are supposed to be working
in pairs. One student will have the
information that other partner does
not have and the partners will share
the information.
17. BRAINSTORMING
Is asking the learners to say out loud different ideas
they can think of about a topic, word or thing. This is
the technique for generating new and useful ideas. It
promotes creative thinking. It can be a problem
solving method in which group members are led to
suggest as many solutions as they can. The good
characteristics of brainstorming is that the students
are not criticized for their ideas so students will be
open to sharing new ideas.
18. STORYTELLING
Is the art of telling and retelling what
happened in real or imaginary events.
Students can briefly summarize a tale or
story they heard from somebody
beforehand or may create their own
stories to tell their classmates. This
fosters creative thinking.
19. INTERVIEWS
This is a method where facts and
opinions are shared by a resource person
in response to questions. Conducting
interviews with people gives students a
chance to practice their speaking ability
not only in class but also outside and
helps becoming socialized.
20. STORY COMPLETION
For this activity, a teacher starts to tell a
story, but after a few sentences, he/she
stops narrating. Then, each student
starts to narrate from the point where
the previous one stopped.
21. CLASS REPORTING
Before coming to class, students are asked to
read a newspaper or magazine and, in class,
they report to their friends what they find as
the most interesting news. Students can also
talk about whether they have experienced
anything worth telling their friends in their daily
lives before class.
22. PLAYING CARDS
In this game, students should form
groups of four. Each suit will represent a
topic.
For instance:
• Diamonds: Earning money
• Hearts: Love and relationships
• Spades: An unforgettable memory
• Clubs: Best teacher
24. PICTURE DESCRIBING
For this activity students can form groups and
each group is given a different picture.•
Students discuss the picture with their groups,
then a spokesperson for each group describes
the picture to the whole class.• This activity
fosters the creativity and imagination of the
learners as well as their public speaking skills.
25. FIND THE DIFFERENCE
For this activity students can work in
pairs and each couple is given two
different pictures, for example, picture of
boys playing football and another picture
of girls playing tennis.• Students in pairs
discuss the similarities and/or differences
in the pictures.
27. • Provide maximum opportunity to students to speak the target
language by providing a rich environment that contains
collaborative work, authentic materials and tasks, and shared
knowledge.
• Try to involve each student in every speaking activity; for this
aim, practice different ways of student participation.
• Reduce teacher speaking time in class while increasing
student speaking time. Step back and observe students.
• Indicate positive signs when commenting on a students’
response.
• Ask eliciting questions such as "What do you mean? How did
you reach that conclusion?" in order to prompt students to
speak more.
• Provide written feedback like "Your presentation was really
great. It was a good job. I really appreciated your efforts in
preparing the materials and efficient use of your voice…"
28. • Do not correct student’s pronunciation mistakes very
often while they are speaking. Correction should not
distract student from his or her speech.
• Involve speaking activities not only in class but also
out of class; contact parents and other people who can
help.
• Circulate around classroom to ensure that students
are on the right track and see whether they need your
help while they work in groups or pairs.
• Provide the vocabulary beforehand that students
need in speaking activities.
• Diagnose problems faced by students who have
difficulty in expressing themselves in the target
language and provide more opportunities to practice
the spoken language.
29. CONCLUSION:
Teaching speaking is a very important part of
English language learning. The ability to communicate in a
English language clearly and efficiently contributes to the
success of the learner in school and success later in
every phase of life. Therefore, it is essential that language
teachers’ pay great attention to teaching speaking. Rather
than leading students to pure memorization, providing a
rich environment where meaningful communication takes
place is desired. With this aim, various speaking activities
such as those listed above can contribute a great deal to
students in developing basic interactive skills necessary
for life. These activities make students more active in the
learning process and at the same time make their learning
more meaningful and fun for them.