This document provides a review and practice for comparatives and superlatives. It reviews the rules for forming comparatives and superlatives based on the number of syllables in an adjective. It also discusses using quantifier words like "very", "quite", or "slightly" to indicate differences. The document includes discussion questions and a practice activity involving question tags.
The document outlines the parts and structure of an English speaking test. It is divided into 3 main parts. Part 1 involves stating personal information like name, ID number. Part 2 has questions about background, education, free time activities, hobbies, and family. Part 3 involves describing pictures, jobs, activities and timetables, and asking follow up questions to their partner about the topics.
The document provides guidance on the format and content of the KET (Key English Test) speaking exam. It is divided into two parts:
Part 1 involves interaction between the examiner and student, where the examiner will ask personal questions and questions requiring longer responses about topics like hobbies and plans.
Part 2 simulates a situation where the student has a conversation with their partner by asking and answering questions provided by the examiner about a place, activity, event, object or person. Examples of question structures and a sample dialogue are provided.
The document provides guidance on how to write an opinion essay. It instructs writers to plan their essay with an introductory paragraph stating their opinion, and two body paragraphs providing reasons to support their opinion. It also includes a concluding paragraph to summarize the main ideas and repeat the opinion. The document then lists vocabulary words that can be used to state opinions and provide reasons. Finally, it provides an example opinion essay arguing that the teenage years are not the best years of one's life.
Part 3 and 4 of the FCE Speaking Test last about 3 and 4 minutes respectively. In Part 3, candidates are given visuals and instructions to discuss different forms of transportation for a hypothetical holiday. They must talk about each option and decide on the best one. Part 3 tests a candidate's ability to discuss, express opinions, agree/disagree, and speculate. Part 4 involves the examiner in a discussion on the same topic, testing a candidate's ability to express and justify opinions and agree/disagree.
The document summarizes the four tasks that are part of the oral exam for the Unified State Exam in English for Russian students.
Task 1 involves reading a short text aloud within 1.5 minutes without prior preparation. Task 2 requires examining an advertisement and asking 5 questions about key details within 1.5 minutes.
Task 3 has students choose one of three photos and describe it within 2 minutes based on when it was taken, what is in it, what is happening, why it was taken, and why they chose to show their friend.
Task 4 asks students to compare two photos within 2 minutes by describing them, noting similarities and differences, choosing which they prefer, and explaining their choice. They are
The document provides a list of potential questions that may be asked in Part 1 of the FCE Speaking Test. Part 1 involves answering basic personal information questions from the examiner. The questions cover topics like hobbies, work/education, likes/dislikes, family/friends, holidays, sports, and future plans. Sample questions are provided under each topic to help examinees prepare for the types of introductory questions that may be asked.
This document discusses three admirable qualities - intelligence, strength, and beauty. For each quality:
1) A definition is provided
2) Several examples are given as "proof" of how the person possesses that quality
3) A conclusion reiterates that the person possesses that quality.
Overall, the document concludes that the person is intelligent, strong, and beautiful, and that they are "pretty fucking great."
This document provides guidance for Part 2 of the test, which consists of 30 items asking questions with 3 possible responses to choose from. It outlines the types of questions that may be asked, including information questions and yes/no questions. It then provides examples of common question words like who, what, when, where, why, and whose, along with sample questions and responses for each. The document emphasizes focusing only on the audio, trying to determine the question type, and answering quickly while choosing from the 3 responses.
This document outlines the structure and tasks for a PET speaking exam. It consists of 4 parts: 1) personal questions about the candidate's life, 2) a communication activity where candidates discuss pictures and come to an agreement, 3) describing pictures individually, and 4) discussing the pictures together. The document provides sample questions, tasks, and language functions to help candidates perform well on each part of the exam.
This document outlines the structure and scoring rubric for a PET speaking exam. It consists of 4 parts: 1) personal questions, 2) a communication activity with decision making, 3) discussion of photographs, and 4) further discussion of the topics from part 3. The exam evaluates candidates on their ability to discuss personal topics, make suggestions, agree/disagree, compare/contrast photos, and express opinions in a natural conversation. Useful language for each part is provided to help candidates perform well.
This document provides guidance on how to write an opinion essay. It states that an opinion essay should have an introduction paragraph that introduces the topic and states your opinion, and then two body paragraphs that each provide a reason to support your opinion. It should conclude by summarizing the main ideas and restating your opinion. The document also provides vocabulary and phrases that can be used when stating opinions, providing reasons, adding ideas, and concluding the essay.
This document provides tips for preparing for the 3rd level oral exam. It outlines 3 parts to the exam: 1) Finding similarities and differences between two pictures by asking questions; 2) Summarizing a text and giving your opinion on the topic; 3) Discussing personal experiences by asking and answering questions on selected subjects. For each part, it lists example questions and responses. It also provides guidance on how to structure responses, such as starting with an objective summary of the text before giving an opinion. Participants are advised to avoid direct statements and instead use language that explains the perspective of the author or invites the other person's viewpoint.
The document provides information about Part 2 of the FCE Speaking exam, which involves comparing two photos. It outlines that in this part, students should focus on comparing the photos, noting both similarities and differences, rather than just describing each photo individually. The document then lists 37 phrases that students can use to effectively compare and contrast the photos within the one minute time limit, such as "Both...and...", "whereas...", and "unlike...". Mastering these comparative language structures is essential for doing well on this section of the exam.
The document provides guidance for the PET (Preliminary English Test) speaking exam, which consists of 4 parts:
Part 1 involves short introductory questions with the examiner, followed by a longer answer to a question about hobbies or interests.
Part 2 is a simulated situation where candidates discuss options based on a prompt from the examiner.
Part 3 involves each candidate describing a photograph individually within 1 minute.
Part 4 has candidates converse together on a topic related to the photographs, such as family activities versus time with friends. Strategies are provided for effective participation and keeping the discussion engaging.
This document discusses 5 active reading strategies to improve comprehension: 1) Question what you read, 2) Visualize, 3) Predict, 4) Connect, and 5) Respond. It provides examples of how to apply each strategy when reading, such as asking questions about characters and events, creating mental images, anticipating what might happen next, relating the text to personal experiences, and reflecting on themes, tones and meanings. The strategies are meant to encourage thoughtful, engaged reading rather than just passive consumption of text.
Useful expressions for pet speaking part 2Tâm Trần
This document provides useful expressions for discussing pet-related decisions and preferences. It includes phrases for suggesting options, asking for opinions, agreeing, disagreeing, expressing preferences, and concluding decisions. Some example phrases are "I think we should...", "Why don't we...", "Yes, I agree.", "No, I don't think so because...", "I prefer..." and "So we think he'd like..." to discuss, agree on, and decide the best options for pets.
The document provides instructions for an oral expression and interaction exam with multiple parts. In part 1, candidates will look at and ask each other questions about a photo to find similarities and differences. In part 2, they will explain their individual texts to each other and discuss the topics. In part 3, candidates will take turns asking and answering questions provided by the examiners on related topics. The exam evaluates candidates on cooperating with their partner, expressing themselves fluently and with appropriate language for their level.
This document contains an English exercise with multiple sections:
1) A passage with 7 sentences containing 5 errors to find and correct.
2) The same 7 sentences with the errors corrected to discuss with a partner.
3) Several discussion questions about differences between male and female brains and gender roles.
4) Instructions to read a text, complete a test, compare results with a partner, and discuss using polite disagreement language.
This document contains exercises from a job skills workbook. It includes questions about personal qualities, entrepreneurs, a survey to assess entrepreneurial mindset, and exercises practicing the differences between "forget" and "leave" in American and British English. For the entrepreneur section, it asks the reader to identify qualities successful entrepreneurs possess or don't possess and to consider if they think they could become an entrepreneur or millionaire. It also includes a scoring key to interpret results from the entrepreneurial mindset survey.
The document discusses jobs and careers. It asks questions about the most sought-after jobs in Korea, the most difficult jobs, and what kind of job one would like after university. It also discusses millionaires and how some people became billionaires. Finally, it prompts considering the qualities that are important, not important, good or bad to have for three potential future jobs and whether one possesses those qualities.
This document contains lesson plans and exercises for an English language course unit on making plans and using future forms. It includes instructions to read a text and answer questions on being a planner or procrastinator, match phrases with definitions, discuss topics, listen for omitted topics, fill in blanks, and choose the best sentence using future forms like "going to", "will", and "might". It also contains sample conversations to fill in rule blanks and discuss future plans with a partner.
The document provides guidance on effective presentation skills. It discusses introducing the topic and main points at the beginning, having three main parts - introduction, body, and conclusion, and using "signposting" or transition words. It recommends speaking more clearly to an audience than friends, using techniques like repetition, rhetorical questions, and contrasts. Nonverbal skills like eye contact, gestures, and enthusiasm are also emphasized. Presenters should get feedback on keeping the topic interesting, including enough detail, grabbing attention, organization, and visual aids.
This document discusses gender stereotypes and differences between how men and women think. It includes a quiz about women's thoughts on various topics like dating, exercise, diets, and careers. Students are asked to make guesses about the quiz answers and then check their responses against the answers on page 158. They're also prompted to consider how men's answers may differ and whether any of the female responses were surprising.
The document discusses dream jobs and ambitions. It prompts the reader to think about what job they dreamed of as a child and if they will achieve that dream. It then provides examples of different jobs and asks the reader which they would choose and why. It also includes exercises comparing the reader's life as a child to their life now, prompting them to discuss activities like sports, TV shows, pets and music using phrases like "used to" or "would" to talk about past habits and preferences.
1. The document provides discussion questions about describing oneself as practical, types of problems one is good or bad at solving, and what superpower one would want.
2. It also reviews comparatives and superlatives and includes a blank exercise to fill in rules about their forms.
3. Further discussion questions are provided about funny TV shows, which campus is more fun, large meals, interesting people known, and whether a longer or more exciting life is preferred.
This document provides materials for an IELTS speaking strategies and practice session over two days. On day one, it introduces speaking frames and tips for each part of the IELTS interview. It includes practice questions and feedback on responses for part one of the interview focusing on topics like home, family, and work. Day two focuses on part two of the interview, providing strategies for developing longer responses on topics and memorable ways to begin responses. Sample topics and questions are provided along with feedback.
The document provides an overview of the structure and content of a book for learning vocabulary for the PET exam, outlining the topics and exam practice activities covered in each of the 20 units. It describes the layout of each unit, the listening activities on the accompanying audio CD, and offers advice on how to effectively use the book to learn vocabulary and prepare for the PET exam.
The document provides revision tips for the English paper 2 comprehension exam. It outlines different types of questions students may encounter like factual, inferential, and in-your-own-words questions. It emphasizes the importance of using evidence from the passage to infer answers rather than lifting directly. Examples of comprehension questions are provided to demonstrate how to correctly answer in full sentences using information and conclusions drawn from the passage. Tips are given on highlighting key points, using correct language and staying within the word limit.
The document provides instructions and tasks for practicing active listening skills. It includes exercises where students work in pairs or groups to have conversations and give feedback on how well their partner demonstrates active listening through body language, eye contact, and verbal responses. Some exercises involve watching a video discussion and answering questions, sorting common responses into categories, coming up with responses to sample conversations, and matching questions to common topics of discussion. One task instructs one student to observe and analyze how well their partners engage in active listening during their conversation.
This document provides guidance on preparing for the IELTS speaking test. It describes the structure and scoring of the test, which consists of three parts: Part 1 involves basic interview questions lasting 4-5 minutes; Part 2 requires a 1-2 minute individual response to a prompt card; Part 3 is a 4-5 minute two-way discussion on an abstract topic related to Part 2. The document offers sample questions, topics, and advice on how to effectively prepare responses, including practicing answering questions and recording oneself to improve fluency, coherence, vocabulary and grammar.
ISHRM School System Demonstration Teaching Slides 1 of 2
I got this one prepared prior to my demo teaching schedule until the academic coordinator of the school asked me to present a different topic, see the other one entitled Research: Meaning and Characteristics. Your emails, please, for copies.
IELTS SPEAKING PART 1 - CLASS 29 I2 (29.10.23).pptxNguynV429873
The document provides guidance on Part 1 of the IELTS Speaking exam. It states that in Part 1, the examiner will ask 4-6 questions about the test taker's personal information like home, family, work, studies and interests. The questions are meant to establish a conversation and assess everyday English usage. It provides tips for answers in Part 1, such as keeping responses between 2-3 lines long and ending confidently. Sample questions are also given on common topics that may be asked about like work, home, family, hobbies, food and weather.
This document provides tips and guidance for the IELTS Speaking test. It discusses the three parts of the test - Part 1 involves an interview with 10 questions, Part 2 is a short presentation based on a cue card, and Part 3 is a discussion. The document provides sample questions and answers for Part 1, as well as topics and guidance for Parts 2 and 3, including how to structure responses. It emphasizes speaking clearly and concisely, using a variety of tenses, and demonstrating vocabulary. The goal is to help test takers understand what is expected and feel prepared for the test.
Day 5 - From Discourse to Social Contexts.pptxDivaMaulida2
The document discusses how context affects language use and meaning. It provides examples of how social contexts like relationships and settings influence the type of discourse used. It then defines pragmatics as the study of how context influences meaning. The rest of the document discusses various pragmatic markers like discourse markers, stance markers, hedges, and interjections which provide cues about speakers' intentions and attitudes. It provides examples and functions of each marker.
This document outlines the structure and scoring rubric for a PET speaking exam. It consists of 4 parts: 1) personal questions about the candidate's life, 2) a communication activity where candidates discuss pictures and come to an agreement, 3) individual discussion of pictures, and 4) further discussion between candidates about the pictures. The document provides sample questions, language functions, and tips to score well on each section by fully engaging with the other candidate and examiner.
The document provides information about the IELTS speaking test. It is divided into 3 parts that last 11-14 minutes total. Part 1 is an introduction and interview lasting 4-5 minutes. Part 2 is a 1-2 minute individual speech on a given topic with 1 minute of preparation. Part 3 is a 4-5 minute discussion related to the Part 2 topic. Performance is assessed on fluency, vocabulary, grammar, pronunciation. Sample Part 1 questions are provided about personal topics. Guidelines are given for the individual speech in Part 2.
The document provides information about the IELTS speaking test, which has three parts. Part 1 involves basic questions about oneself. Part 2 requires a 1-2 minute descriptive response about an event or topic. Part 3 is a discussion on a topic related to Part 2. The document offers tips for each part, such as taking notes for Part 2, using the PREP method to structure responses, and being prepared to answer general questions for Part 3. Overall strategies include practicing with a timer, avoiding memorization, and speaking clearly.
To and Fro with To, For, and From, Lesson 7 of Misused and Misunderstood WordsMichele Snider
This lesson is designed to teach intermediate to advanced English Language Learners to differentiate the uses of to, for, and from.This is the seventh lesson of the SkimaTalk course Misused and Misunderstood Words. Written by Michele W. Snider, SkimaTalk teacher and author of My Virtual English dot com.
TOEFL Speaking Strategies and Practice 1Briana Songer
This document outlines strategies and practice for the TOEFL speaking section. It discusses using a 3-part structure and general to specific outlines when responding. Students are given examples of these frames to practice. The document also introduces mapping techniques to help organize thoughts when listening and speaking. Students do exercises practicing the frames and mapping recent conversations and announcements. Their responses are recorded and reviewed using a rubric. The goal is to help students improve their TOEFL speaking skills through structured outlines and organizational mapping strategies.
The document provides guidance on how to structure the main part of a persuasive speech using the metaphor of a burger. It explains that the introduction is the top bun, the main arguments or reasons for the speaker's position are the "yummy bits" in the middle, and the conclusion is the bottom bun. It also introduces the S.E.E. model for developing each main argument: S is for Statement of the argument, E is for Explanation to provide more details and context, and E is for Example to illustrate the argument. The document works through using this structure to develop one argument for the example topic of the speech being that the five-day school week is too long.
IELTS Speaking - Part 1 - Explanation - Useful TipsIELTSBackup
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30 incredibly useful phrases for speaking part 2Booksknot
The document provides a list of 30 phrases that can be useful for IELTS Speaking Part 2 to help structure responses and keep the conversation flowing. Some of the phrases include "actually...", "anyway...", "first of all...", "for a number of reasons", "on the other hand...", and "overall..." which can be used to introduce opinions, provide structure, contrast ideas, and conclude responses. It encourages test takers to study and practice using these phrases to improve organization and avoid hesitation during the speaking exam.
Similar to Speakout Intermediate 2nd Ed. Unit 5 day 2 (20)
Speakout Upper Intermediate 2nd ed. Unit 6 day 2sasknic
This document contains a grammar review of using the future perfect and future continuous tenses. It then provides writing prompts about envisioning one's life 10 years in the future and opinions on whether someone sees the glass as half full or half empty. It continues with a reading quiz about longevity and living to over 101 years old, including questions about diet, lifestyle habits, and goals and hopes for living a long life.
Speakout Upper Intermediate 2nd ed. Unit 6 day 1sasknic
This document discusses various topics related to age, including:
- The advantages and disadvantages of different ages from 10 to 65 years old
- Whether it is good to look young for your age as a university student or when older
- When someone is considered in their prime or elderly in Korea
- If age discrimination is a problem and if different generations think or act differently
- Whether the saying "youth is a state of mind" is agreed with
Speakout Upper Intermediate 2nd Ed Unit 2(1)sasknic
This document discusses issues related to roommates and privacy. It asks questions about the reader's living situation, annoying habits of themselves or others, and habits they find most annoying in roommates. It then provides information on surveillance and privacy in South Korea, including rankings on internet freedom and press freedom. It notes the large number of government CCTV cameras and asks how this information makes the reader feel and why. Finally, it provides discussion questions and listening exercises related to surveillance technology and opinions on the topic.
Speakout Upper Internmediate 2nd Ed Unit 1(2)sasknic
This document contains vocabulary review questions about personality traits and preferences. It then has sections about feelings and personality, including a quiz, and about discussing great experiences and a video about the top 50 things to do before you die. It prompts discussion of similarities and differences in personality, a matching activity about experiences, and explaining choices.
This document provides information about a College English I course focusing on listening and speaking skills. It includes the contact information for the professor, Nicola Sarjeant, as well as an overview of what will be covered in the course. Students will participate in discussions, improve their grammar, vocabulary, and presentation skills. They will also complete online homework and have midterm and final exams. The textbook for the course is also listed. The document outlines the attendance policy and other course policies. It provides sample conversation questions and prompts students to practice their conversation skills.
This document provides information about an Advanced College English I course focusing on listening and speaking skills. It outlines the course objectives, assignments, grading criteria, textbook, attendance policy, and introduces icebreaker activities for the first class. The course aims to improve students' listening, speaking, grammar, vocabulary and presentation skills through daily homework, group discussions, and individual presentations. Students will be graded based on participation, online homework, a listening and speaking project, an oral assessment, and midterm and final exams. The textbook is Speakout Upper Intermediate and regular attendance is expected.
It is important to prepare before traveling to a new country like China. You should get necessary vaccinations, apply for a visa, research cultural customs and etiquette, learn some basic phrases in the local language, and check on any safety advisories. Leaving preparations to the last minute can result in problems like being denied entry or facing health issues. When giving a presentation, it is best to grab the audience's attention at the start through techniques like telling a short story, quoting someone famous, sharing an interesting statistic, asking a question, drawing an analogy, or using a physical prop.
The document discusses Howard Steele's upcoming wedding on Saturday and previews that it will be the "worst week" of his life. It introduces Howard as a publisher who is engaged to his beautiful fiancée Mel. Some key events that are foreshadowed to occur during the week include Howard letting his coworker Eve look at Mel's engagement ring, and Eve doing something that causes problems for Howard related to the ring before the wedding. The document also provides vocabulary related to weddings and asks questions to predict what may happen during Howard's worst week.
The document discusses leaving items on public transportation and what to do if you find a lost item. It asks questions about honesty in Korea and leaving personal items unattended in public spaces. It also discusses charities and providing polite requests in a board game by taking turns rolling dice and making accurate requests based on the space landed on.
The document discusses favors and requests, including asking for help carrying heavy bags or doing homework, asking for directions when lost, saving seats for friends in class, lending and borrowing money from friends, and what to do if a loan is not repaid. It provides conversation practice on making polite requests using phrases like "Would you mind" and suggesting responses like "No problem" instead of "Yes". Students are instructed to use polite language when agreeing to or declining a request, and providing a reason for declining. An example mime guessing game is described to practice making and responding to requests.
The document provides guidance and examples for an English language lesson on everyday activities and the word "get". It includes prompts for discussion and filling in blanks with "get" in different contexts. It also discusses public speaking compared to casual conversation and gives tips on pacing, emphasis and clarity. Finally, it outlines an activity where students prepare and deliver a short presentation about their daily routine.
This document contains sample questions and activities for an English language learning class about everyday routines and activities. It includes questions about morning and weekend routines, afternoon and evening activities, experiences on public transportation or with pets, and an activity where students take turns asking and answering true or false questions about themselves to practice conversational skills.
This document provides a midterm review and discussion questions for English class. It reviews vocabulary, collocations, and sentences from Units 1-3 and 5-6 of the textbook. It then provides discussion questions about free time activities, sports preferences, housework responsibilities, fashion preferences, and shopping habits. Students are asked to describe themselves and their ideal partner. They are also asked about their favorite foods and a recipe they enjoy.
This document provides a midterm review and discussion questions for English class. It is divided into sections reviewing vocabulary, grammar, and conversation topics. The vocabulary section defines words related to hobbies, food, impressions, and other daily topics. The grammar section focuses on sentences and sentence structure. The discussion questions ask about free time activities, preferences for individual versus team sports, housework responsibilities, fashion preferences, and shopping habits. It also includes questions about food likes and cooking abilities.
This document contains a review of units 5 and 6 from an English language learning textbook. It includes fill-in-the-blank questions about personality traits and preferences. It also has questions about studies, daily routines, food preferences and cooking abilities. The document provides instruction for grammar and pronunciation exercises related to cooking verbs and foods. It asks questions about trying easy baked spaghetti and French toast.
This document contains a lesson plan on cooking and table manners. It includes recipes for students to put in order, questions about cooking Moroccan food, and a true/false quiz on table manners in English-speaking countries. The quiz covers topics like which hand to hold your fork in, making noise while eating, asking others to pass food, using phones at the table, and more. After taking the quiz, students are asked to compare answers with partners and discuss if table manners are changing in their country.
This document contains sample questions, activities, and instructions for teaching English grammar concepts related to expressing past habits and states that have changed. Some key points:
- It provides examples of using phrases like "used to" and "would" to talk about past habits or states that no longer exist (e.g. "I used to read books every day").
- Students are instructed to ask follow-up questions to elicit more details from responses.
- An activity involves students discussing and reaching agreement on hypothetical business ideas, giving each other feedback.
- Grammatical structures covered include using "did...use to" in questions and expressions like "I didn't use to get along with my sisters."
The document provides questions and activities about personality for a job interview. It asks the reader to describe their personality, what are their good and bad points, and their experiences in job interviews. It suggests smiling and having a good sense of humor can help make a good first impression and stand out. The document also includes a personality quiz and descriptions of the types of personalities people may have based on their quiz scores, such as being confident but pushy or energetic and charming. It asks the reader to consider which description fits them best and to think of friends and family that match the other descriptions.
This document discusses personality traits and how they relate to first impressions of others. It provides a list of eight personality adjectives like "kind", "generous", and "shy" and asks the reader to reflect on which words describe themselves and which don't. The document then discusses using simple present and present continuous tenses to talk about personality traits, habits, schedules and temporary situations. It provides examples of filling in blanks and practicing conversations about what personality traits someone is like and what they usually or might currently be doing.
The document discusses various topics related to school activities and well-being. It asks questions about physical education classes in middle and high school, as well as other non-academic school activities. It also discusses ways for people to reduce stress and whether schools help with mental well-being or stress reduction. The document then covers vocabulary words and their definitions, and includes a fill-in-the-blank activity using those words. It concludes with sections about the benefits of yoga in schools, presenting skills including circling and emphasizing key words, and giving feedback on presentations.
This is an introduction to Google Productivity Tools for office and personal use in a Your Skill Boost Masterclass by the Excellence Foundation for South Sudan on Saturday 13 and Sunday 14 July 2024. The PDF talks about various Google services like Google search, Google maps, Android OS, YouTube, and desktop applications.
Topics to be Covered
Beginning of Pedagogy
What is Pedagogy?
Definition of Pedagogy
Features of Pedagogy
What Is Pedagogy In Teaching?
What Is Teacher Pedagogy?
What Is The Pedagogy Approach?
What are Pedagogy Approaches?
Teaching and Learning Pedagogical approaches?
Importance of Pedagogy in Teaching & Learning
Role of Pedagogy in Effective Learning
Pedagogy Impact on Learner
Pedagogical Skills
10 Innovative Learning Strategies For Modern Pedagogy
Types of Pedagogy
APM event held on 9 July in Bristol.
Speaker: Roy Millard
The SWWE Regional Network were very pleased to welcome back to Bristol Roy Millard, of APM’s Assurance Interest Group on 9 July 2024, to talk about project reviews and hopefully answer all your questions.
Roy outlined his extensive career and his experience in setting up the APM’s Assurance Specific Interest Group, as they were known then.
Using Mentimeter, he asked a number of questions of the audience about their experience of project reviews and what they wanted to know.
Roy discussed what a project review was and examined a number of definitions, including APM’s Bok: “Project reviews take place throughout the project life cycle to check the likely or actual achievement of the objectives specified in the project management plan”
Why do we do project reviews? Different stakeholders will have different views about this, but usually it is about providing confidence that the project will deliver the expected outputs and benefits, that it is under control.
There are many types of project reviews, including peer reviews, internal audit, National Audit Office, IPA, etc.
Roy discussed the principles behind the Three Lines of Defence Model:, First line looks at management controls, policies, procedures, Second line at compliance, such as Gate reviews, QA, to check that controls are being followed, and third Line is independent external reviews for the organisations Board, such as Internal Audit or NAO audit.
Factors which affect project reviews include the scope, level of independence, customer of the review, team composition and time.
Project Audits are a special type of project review. They are generally more independent, formal with clear processes and audit trails, with a greater emphasis on compliance. Project reviews are generally more flexible and informal, but should be evidence based and have some level of independence.
Roy looked at 2 examples of where reviews went wrong, London Underground Sub-Surface Upgrade signalling contract, and London’s Garden Bridge. The former had poor 3 lines of defence, no internal audit and weak procurement skills, the latter was a Boris Johnson vanity project with no proper governance due to Johnson’s pressure and interference.
Roy discussed the principles of assurance reviews from APM’s Guide to Integrated Assurance (Free to Members), which include: independence, accountability, risk based, and impact, etc
Human factors are important in project reviews. The skills and knowledge of the review team, building trust with the project team to avoid defensiveness, body language, and team dynamics, which can only be assessed face to face, active listening, flexibility and objectively.
Click here for further content: https://www.apm.org.uk/news/a-beginner-s-guide-to-project-reviews-everything-you-wanted-to-know-but-were-too-afraid-to-ask/
Lecture Notes Unit4 Chapter13 users , roles and privilegesMurugan146644
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : USERS, Roles and Privileges
In Oracle databases, users are individuals or applications that interact with the database. Each user is assigned specific roles, which are collections of privileges that define their access levels and capabilities. Privileges are permissions granted to users or roles, allowing actions like creating tables, executing procedures, or querying data. Properly managing users, roles, and privileges is essential for maintaining security and ensuring that users have appropriate access to database resources, thus supporting effective data management and integrity within the Oracle environment.
Sub-Topic :
Definition of User, User Creation Commands, Grant Command, Deleting a user, Privileges, System privileges and object privileges, Grant Object Privileges, Viewing a users, Revoke Object Privileges, Creation of Role, Granting privileges and roles to role, View the roles of a user , Deleting a role
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
URL for previous slides
chapter 8,9 and 10 : https://www.slideshare.net/slideshow/lecture_notes_unit4_chapter_8_9_10_rdbms-for-the-students-affiliated-by-alagappa-university/270123800
Chapter 11 Sequence: https://www.slideshare.net/slideshow/sequnces-lecture_notes_unit4_chapter11_sequence/270134792
Chapter 12 View : https://www.slideshare.net/slideshow/rdbms-lecture-notes-unit4-chapter12-view/270199683
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa
CERTIFICATE OF APPRECIATION
"NEUROANATOMY"
DURING THE JOINT ONLINE LECTURE SERIES HELD BY
KUTAISI UNIVERSITY (GEORGIA) AND ISTANBUL GELISIM UNIVERSITY (TURKEY)
FROM JUNE 10TH TO JUNE 14TH, 2024
2. Comparatives & Superlatives review
Fill in the blanks
We use ~er / the ~est when the adjective has __ syllable(s)
OR has __ syllable(s) and ends with the letter __.
We use more (less) ~ than / the most(least) ~ when the
adjective has __ or more syllables.
We can use quantifier (modifier) words like __, __ or __ to
show a big difference, and __, __ or __ to show a small
difference.
To emphasize, we can use __.
3. Discuss
[*Fun/funny: fun = enjoyable; funny = makes you laugh]
What do you think is the funniest TV show or movie you have
seen recently? Why?
Which campus is more fun* – Sinchon or Songdo? Why?
*fun is an exception more fun / the most fun; not funner/ the funnest
What’s the biggest meal you’ve ever eaten? How did you feel
afterwards?
Who is the friendliest person you’ve met this semester?
Which subject was harder in high school – math or English?
Why?
Who is the most interesting person you know? Why?
Would you prefer to have a longer life or a more exciting life?
Why?
4. Pre-Listening
What kinds of things did you wonder about when
you were young?
“Why is the sky blue?”
“Why aren’t there any more dinosaurs?”
“Where do babies come from?”
Did you ask your parents these questions?
Which parent, usually?
Were they able to answer you? Why/why not?
Read the book review in 3B on p. 60.
How did the author get the idea for the book?
How did he answer the questions?
5. Question tags
To agree, you must use the same form (positive or
negative) as in the first part (the statement):
e.g. You live in Songdo, don’t you?
Yes, I do (live in Songdo).
You aren’t Japanese, are you?
No, I’m not (Japanese).
To disagree, you must use the same form (positive or
negative) as in the last part (the tag):
e.g. You live in Seoul, don’t you?
[Actually,] No, I don’t (live in Seoul).
You aren’t Korean, are you?
[Actually,] Yes, I am (Korean).
6. Practice
Think about how to complete each of these questions in a
way you think is true for your partner. Then ask each other.
How many did you guess correctly?
1. You like eating fried chicken , don’t you?
2. You don’t like getting up early , do you?
3. You can ________________, can’t you?
4. You can’t _________________, can you?
5. You ______________ last weekend, didn’t you?
6. You haven’t _______________, have you?
7. You used to _______________, didn’t you?
8. You’re going to ______________, aren’t you?
9. Your roommate ________________, _____ he/she?
10. Your hometown ________________, _____ it?