...Lesson Plan |NAME |LEVEL of Students |DATE/LESSON | Teaching topic: | | | | | | | | | |I can give personal information | | |A2 |21.9.2015 | | Aim(s)/objective(s): • To be able to understand and complete a variety of basic personal information forms • To be able to respond to questions in order to provide basic personal information (including spelling) • To be able to ask questions in order to obtain basic personal information from others LESSON PROCEDURE | | | | | | |Activity |Time |Inter- |Procedure (steps) | | | | |action | | | | | | | | ...
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...Unlock your verbal edge for success Dr. J. Michael Bennett with Paul R. Scheele Million Dollar Vocabulary Million Dollar Vocabulary Playbook The course manual is for your personal use only and is to be used with the six audio recordings from the Million Dollar Vocabulary Personal Learning Course. All worldwide rights are reserved and exclusively owned by Learning Strategies Corporation. No part of this publication may be reproduced or distributed in part or in whole in any form or by any means, or stored in a database or retrieval system, without the prior written permission of Learning Strategies Corporation. Copyright 1999 by Learning Strategies Corporation “Paraliminal,” “Natural Brilliance,” “PhotoReading,” “EasyLearn,” “Personal Celebration,” and “Accelements” are exclusive trademarks of Learning Strategies Corporation worldwide. “Spring Forest Qigong” is a registered trademark of Chunyi Lin. “Diamond Feng Shui” and the Diamond Feng Shui Diamond are trademarks of Marie Vyncke-Diamond. ISBN 13: 978-0-925480-64-4 ISBN 10: 0-925480-64-9 FIRST EDITION June 1999 Printed in the United States of America For coaching and additional support, visit our online Discussion Forum at www.LearningStrategies.com Learning Strategies Corporation Innovating ways for you to experience your potential 2000 Plymouth Road Minnetonka, Minnesota 55305-2335 USA Toll-Free 1-888-800-2688 • 1-952-767-9800 Fax 1-952-475-2373 Mail@LearningStrategies.com www.LearningStrategies.com v042507 ...
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...VOCABULARY WORDS 1. Extemporaneous - composed, performed, or uttered on the spur of the moment; provided, made, or put to use as an expedient. 2. Camouflage - concealment by means of disguise. 3. Fidget - uneasiness or restlessness as shown by nervous movements. 4. Remorse - a gnawing distress arising from a sense of guilt for past wrongs. 5. Blunder - to make a mistake through stupidity, ignorance, or carelessness. 6. Demeanor - behavior toward others. 7. Visible - capable of being seen. 8. Preoccupied - already occupied. 9. Bewilder - to cause to lose one's bearings. 10. Oppressive - overwhelming or depressing to the spirit or senses. 11. Cowed - It means that you can see that this person is overloaded in some manner. 12. Mimicked – to copy or exaggerate in order to make fun of. 13. Stealthy - given to acting in secret and to concealing one's intentions. 14. Sentiment - a subjective response to a person, thing, or situation. 15. Stern - given to exacting standards of discipline and self-restraint. 16. Faith - belief and trust in and loyalty to God. 17. Clutter - an unorganized collection or mixture of various things. 18. Stake - a legal right to participation in the advantages, profits...
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...Effortless English What is the most important English skill? What skill must you have to communicate well? Obviously, number 1 is Fluency. What is fluency? Fluency is the ability to speak (and understand) English quickly and easily... WITHOUT translation. Fluency means you can talk easily with native speakers-- they easily understand you, and you easily understand them. In fact, you speak and understand instantly. Fluency is your most important English goal. The research is clear-- there is only ONE way to get fluency. You do not get fluency by reading textbooks. You do not get fluency by going to English schools. You do not get fluency by studying grammar rules. The Key To Excellent Speaking Listening Is The Key To get English fluency, you must have a lot of understandable repetitive listening. That is the ONLY way. To be a FANTASTIC English speaker, you must learn English with your ears, not with your eyes. In other words, you must listen. Your ears are the key to excellent speaking. What kind of listening is best? Well, it must be understandable and must be repetitive. Both of those words are important-- Understandable and Repetitive. If you don't understand, you learn nothing. You will not improve. That's why listening to English TV does not help you. You don't understand most of it. It is too difficult. It is too fast. Its obvious right? If you do not understand, you will not improve. So, the best listening material is EASY. That’s right, you should listen mostly...
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...Bibliography on Vocabulary Development in EFL Learners Supatranut Singhanuwananon 5506040111 Vocabulary Development in EFL Learners: Optimizing Lexical Competence Vocabulary teaching and learning in English language teaching (ELT) had been long considered unimportant until the light started to gleam gradually on the field in the 1980s to the 1990s (Nation, 2011; Henriksen, 1999). It has become widely known that slow vocabulary development blocks learners’ ability to comprehend L2 content through reading and listening (August, Carlo, Dressler, and Snow, 2005). Studies also show that because EFL learners have very much fewer productive vocabulary than receptive vocabulary, they often encounter difficulties in language production (Zhong, 2011). As an EFL learner myself, I have experienced such problems as well. Oftentimes, my vocabulary limitations interfere with my communication in L2. Therefore, it kindles my personal interest in studies of L2 vocabulary development. Because vocabulary has become one of the key elements in ELT and ELL, through decades, many research have been conducted to identify how vocabulary is learned and developed, and what factors that impede or boost learners’ lexical competence. Hence, this study attempts to respond to the research questions as follow: 1. What are existing vocabulary learning strategies that EFL learners use? 2. What are factors that affect vocabulary development in EFL learners? 3. What are effective vocabulary learning strategies...
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...CHECK YOUR ENGLISH VOCABULARY FOR I E L T S Rawdon Wyatt A & C Black Ⴇ London First edition published 2001 by Peter Collin Publishing, reprinted 2002 This second edition published in Great Britain 2004 by Bloomsbury Publishing Plc Reprinted 2005, 2007 by A & C Black Publishers Ltd 38 Soho Square, London W1D 3HB © Rawdon Wyatt 2004 All rights reserved. No part of this publication may be reproduced in any form without the permission of the publishers. British Library Cataloguing in Publication Data A CIP entry for this book is available from the British Library ISBN: 978 0 7136 7604 4 eISBN-13: 978-1-4081-0157-5 Text typeset by A & C Black Printed in the UK by Caligraving Ltd This book is produced using paper that is made from wood grown in managed, sustainable forests. It is natural, renewable and recyclable. The logging and manufacturing processes conform to the environmental regulations of the country of origin. ii Introduction This workbook has been written for students who are planning to sit either the general training or the academic modules of the IELTS exam. It covers some of the main vocabulary points that you will need for, or come across in, the listening, reading, writing and speaking sections of the exam. We hope that you find the modules in this book useful and that the vocabulary you acquire will help you to achieve the grade you want in the IELTS. Good luck! about this workbook About this workbook Structure...
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...expected to: | | | Writing a letter of application | Key idea of the lesson | Ss' books – laptop –data show –handouts. | Resources | Resume – cv- letter of application | Key vocabulary | - reacting to questions all over the session.Ppt. activities. | Assessment tools. | | | | Engaging starter :word game | ( 7) M. | Objective : Familiarize Ss with the topic of the lesson. Activity :sscircle the odd word out then form sentences out of the words.. | | Main activities: | ( 5) M. | -T elicits objectives of the lesson. | 20 ) M. | Powerpoint presentation of the content language. | ( 23) M. | - Ss do their own writings. | | -T does around to provide help and support. | | Final Plenary : | ( 5 ) M. | Ss summarize what they have learned | Homework:Ss | Lesson planning scheme Mrs. alya Date Unit ‘’ ‘’ Lesson ‘ ‘ p. Learning objectives (not more than 3) New language: Vocab. Structures: Language functions: Teaching Aids: Engaging starter: (may not be related to the topic of your lesson. e.g. puzzle) Warm up: (content should be related to your lesson) Exercise (activity A): Presentation: in brief describe the procedures you follow to help your ss carryout this activity). Practice: what ss will do and in what strategy(e.gss are going to work in pairs to Exercise B Presentation: Practice: Plenary: that’s the way you close your lesson(hot seat)...
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...A report or account is any informational work (usually of writing, speech, television, or film) made with the specific intention of relaying information or recounting certain events in a widely presentable form.[1] Written reports are documents which present focused, salient content to a specific audience. Reports are often used to display the result of an experiment, investigation, or inquiry. The audience may be public or private, an individual or the public in general. Reports are used in government, business, education, science, and other fields. Reports use features such as graphics, images, voice, or specialized vocabulary in order to persuade that specific audience to undertake an action. One of the most common formats for presenting reports is IMRAD: Introduction, Methods, Results and Discussion. This structure is standard for the genre because it mirrors the traditional publication of scientific research and summons the ethos and credibility of that discipline. Reports are not required to follow this pattern, and may use alternative patterns like the problem-solution format. Additional elements often used to persuade readers include: headings to indicate topics, to more complex formats including charts, tables, figures, pictures, tables of contents, abstracts,and nouns summaries, appendices, footnotes, hyperlinks, and references. Some examples of reports are: scientific reports,[2] recommendation reports, white papers, annual reports, auditor's reports, workplace...
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... 4 1.2 How important is vocabulary? 7 1.3 How is vocabulary learned? 8 1.4 How words are remembered? 10 1.5 Why do we forget words? 15 1.6 What makes a word difficult? 16 1.7 Psychological and linguistic factors which determine the process of T.V. 17 II Practical part 2.1 Techniques of teaching 19 2.2 Stages on Teaching English Vocabulary 23 2.3 Ideas for teaching vocabulary 23 2.4 Plan of a lesson 27 Conclusion 32 List of literature 33 Introduction Teaching English vocabulary is important. Just as important as teaching grammar and pronunciation...
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...to the weather and that winter is coming the outdoor activities will be done first and then the indoor trips. 活动主题 (Topics) and活动地点 (Places): 1. At the zoo: Learn about the different animals in English and describing them. Vocabulary: 1. Zoo 2. Animal 3. Elephant 4. Giraffe 5. Zebra 6. Lion 7. Tiger 8. Panda 9. Snake 10. Birds 11. Fish 12. Seal 13. Hippo 14. Crocodile 15. Camera 16. Aquarium 17. Big 18. Small 19. Fat 20. Skinny 21. Beautiful 22. Ugly Phrases: 1. What´s that animal? 2. It´s a ….. 3. It´s a big/small (name of the animal). Motions: 1. Stand up 2. Sit down 3. Clap 4. Walk 5. Point to the… 6. Be quiet The Foreign teacher will introduce him or herself and will ask the students to do the same thing. (10 minutes) We will work on learning the new vocabulary with flash cards. (20 minutes) After everyone has learned the words we will line up in pairs and start walking through the zoo. Stopping at each cage reviewing the names of the animals and asking questions (70 minutes) Play a game to review the different animals in the zoo. (15 minutes) Before the end of the activity everyone will review the vocabulary words with handouts. (10 minutes) Material: 1. Name Tags 2. Flag with logo 3. 2 stuffed animal hats, 1 for Foreign Teacher and 1 for Chinese Teacher 4. Paper animal hats for the children 5. Whistle for the...
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...Dear Mrs. Altland: In this letter, I will be completely honest. I am nervous to be in a class I never thought I’d be in. But I am more excited to be able to learn about the strategic way technical professionals recruit their employees. Brief questions that concern me are: Will this teach us problem solving by probing into life skills and study skills? Different learning styles, improving motivation and self-esteem, dealing with adversity and failure and creating life change is going to be the most challenging thing to me in the real world. Honestly because culture is different everywhere. As of this present day, I have quite a bit of trials that I fear may challenge me too much or prolong me from attaining my goal to graduate. As of October 2, 2014, I am fearful of this Ebola epidemic. Maybe off topic, but these are my present-day challenges. I intended to move into my apartment in Dallas, however, I am hesitant in doing so. Amongst other worries, I do not always have transportation. I ride the public transits every other day. It has been quite a burden, having to walk anywhere and everywhere I need to go, jobs hardly hiring me because of the dependability concern. But no matter the circumstance, I have a strong heart and never been a quitter. My past academic history will show how serious I take my classes, whether it may be elementary or college. I am fairly new to Texas and a complete stranger to their curriculum. In California, it was not required for us to take any courses...
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...Cultural Differences: A Lesson in Tolerance Approximately Two - Three Weeks of Instruction Stage 1 – Desired Results Quarter 4 Rhetorical Approach Standards – Grade 7: V1.1 (identify figurative language), RC 2.4 (compare original text to summary), RC 2.6 (relate author’s evidence to claim), LRA 3.5 (identify recurring themes), WA 2.2 (response to literature) Big Ideas & Understanding(s): Essential Question(s): We are authors of own identity. 1. How would I describe the people in my community? Students will understand that… Stereotypes change over time; individuals must resist stereotyping. Individuals should consider themselves members of fluid or changeable groups. An extended metaphor can be a powerful way to structure an argument. 2. What are some different ways that I define my own identity? 3. How can a metaphor be extended to tell an entire narrative? 4. How can cultural differences within the United States strengthen us as a country? Student will know… Students will be able to… Comparisons (extended metaphors) are powerful ways to structure an argument 1.Trace the author’s argument in an article How different figures of speech can function in an argument or narrative: alliteration, onomatopoeia, simile, metaphor, personification, and imagery Background information on Ellis Island, and/or immigration, depending on visual texts chosen How to write a different type of Response to Literature…one modeled after the...
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...safely), rule of the road, license (a card with student’s name and self-drawn picture), ticket (mark placed on license by the police officer when the student moves in an unsafe fashion), license suspended (result of receiving 3 tickets). After handing out the licenses, the students spread out and begin to move according to the cue called out by the police officer. Cues = speed limit 30 mph (walk), bumpy road ahead (skip), narrow road ahead (gallop), school crossing (walk in slow motion), road construction (leap over the potholes or hoops on the floor), flat tire (hop), interstate drive (run). Driving area can be reduced to increase bad driving conditions. Knowledge & Skill Student Expectations (K.8) Reading/vocabulary development. The student develops an extensive vocabulary. (C) identify words that name persons, places, or things and words that name actions (K-1). (K.9) Reading/comprehension. The students uses a variety of strategies to comprehend selections read aloud. (A) use prior knowledge to anticipate meaning and make sense of text (K-3). (K.12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. (B) establish purposes for reading or...
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...are important to an appropriate audience. Concepts/Skills/Ideas Explain the details and facts about stories and support their information with evidence from text. Identify clues while making adjustments and corrections. Incorporate their ideas with brainstorming. Describe similarities and differences about characters or text. Distinguish between persuasive and influence of actions using academic language. Also practice use of language in writing and while speaking. Assessment Students will choose a book weekly and draw predictions, facts and details about the story. Students will be given assignments where they identify the plot, setting and description of main characters. Identify fiction or non fiction. Vocabulary words will be reviewed every week using different constance, vowel and spelling. Spelling Quizzes will be given on those group of words. Class groups will share ideas together and plan a first draft on an important topic. Create a paper called “Hamburger” where you don’t leave the reader hungry. Before publishing, students will revise and edit their papers. Individually report in their journal daily regarding a topic of interest to them or short...
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...Oxford Advanced Learner's Dictionary ... CrackStation's Password Cracking Dictionary (Pay what you want!) https://crackstation.net/buy-crackstation-wordlist-password-cracking-dictionary.htm The list contains every wordlist, dictionary, and password database leak that I could find on the internet (and I spent a LOT of time looking). It also contains every ... WPA / WPA2 Word List Dictionaries | WirelessHack www.wirelesshack.org/wpa-wpa2-word-list-dictionaries.html Oct 8, 2014 - Here are some dictionaries that can be used with Backtrack or Kali Linux. They are plain Wordlist dictionaries used to brute force WPA/WPA2 ... Words Starting With E - English Vocabulary Word List | Learner's ... learnersdictionary.com/3000-words/alpha/e Learner's Dictionary Logo · Learner's Dictionary ... Learner's Dictionary. 3,000 Core Vocabulary ... Other Merriam-Webster Dictionaries. Webster's Unabridged ... Word List Downloads - Hashcat hashcat.net › hashcat Forum › Misc › User Contributions Jun 4, 2012 - I have seen occasional requests on the forums for word lists so I thought I would post the best ones in one place. If you know of a better site ... SCOWL (And Friends) wordlist.aspell.net/ Premade dictionaries are available for Hunspell, Aspell, and as plain wordlists. If none of those dictionaries are suitable for your needs a simple web app is ... Dictionaries + Wordlists - G0tmi1k https://blog.g0tmi1k.com/2011/06/dictionaries-wordlists/ Jun 3, 2011 - In general, it's said that using...
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