...LISTENING AND SPEAKING IE2 1. Course code: 2. Number of credits: 6 3. Instructor Information Responsible for the course Instructor : E-mail address : Phone number: Consultation/Tutoring hours 4. Pre-requisite: Students must have completed IE1 and achieved at least 23 of the end-of-level test or from 23-34 of the Placement Test to be admitted to this course. 5. Materials: NorthStar 2 – Listening and Speaking (3rd edition) NorthStar 2 – Reading and Writing (3rd edition) Additional Material: Building Skills for the TOEFL® iBT : Beginning (Compass Tests) (Book and CDs) 6. Course objectives: Students who have successfully completed the course are expected to have English proficiency equivalent to iBT TOEFL 35. 7. Course outline: Week Day 1 Day 2 Day 3 1 Unit 1: Offbeat Jobs 1) Focus on the Topic (pp 1-3) 2) Focus on Listening – Parts A, B & C (pp 3-7) AM (L1): Introduction to TOEFL® Listening (pp 170-171) Unit 1(cont’d): 3) Focus on Speaking – Parts A, B & C (pp 8-16) AM (S1): Introduction to TOEFL® Speaking (pp 340-342) Unit 2: Building a Better Community 1) Focus on the Topic (pp 17-19) 2) Focus on Listening – Parts A, B & C (pp 20-23) NB: Pictures on page 19 () Week Day 1 Day 2 Day 3 2 Unit 2(cont’d): 3) Focus on Speaking – Parts A, B & C (pp 24-35) Unit 3: A Penny Saved Is a Penny Earned 1) Focus on the Topic (pp 37-39) 2) Focus on Listening...
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...Chapter 8 Trade and Cash Discounts Section Exercises 8-1, p. 267 1. +400(0.3) = +120 2. +400 - +120 = +280 3. +14.67(20) = +293.40 total cost +293.40(0.2) = +58.68 trade discount 4. 30(6) = 180 one-gallon units 180(+2.18) = +392.40 total cost +392.40(0.18) = +70.63 trade discount 5. +293.40 - +58.68 = +234.72 net price 6. +392.40 - +70.63 = +321.77 7. Net price rate = 100% - 20% = 1 - 0.2 = 0.8 +293.40(0.8) = +234.72 net price Results are the same as Exercise 5. 8. Net price rate = 100% - 18% = 1 - 0.18 = 0.82 +392.40(0.82) = +321.77 Results are the same as Exercise 6. 9. Answers will vary. 10. Net price rate method. The net price can be found using a direct series of calculations. 11. Invoice No. 2501 October 15, 20XX Qty. 15 10 30 Item Notebooks Looseleaf paper Ballpoint pens Unit price List price $1.50 $22.50 0.89 8.90 0.79 23.70 Total list price 55.10 40% trade discount 22.04 Net price $33.06 Notebooks: 15(+1.50) = +22.50 Looseleaf paper: 10(+0.89) = +8.90 Ballpoint pens: 30(+0.79) = +23.70 Total list price = +22.50 + +8.90 + +23.70 = +55.10 40% trade discount = +55.10(0.4) = +22.04 Net price = +55.10 - +22.04 = +33.06 12. Net price rate = 100% - 40% = 1 - 0.4 = 0.6 Net price = +55.10(0.6) = +33.06 13. Net price rate = 100% - 28% = 72% Net price = 72%(+148,287) = 0.72(+148,287) = +106,766.64 8-2, p. 272 1. 100% - 7% = 93% = 0.93 100% - 10% = 90% = 0.9 100% - 5% = 95% = 0.95 0.93(0...
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...Standards Speaking, Listening, Learning: working with children in Key Stages 1 and 2 Professional development materials Primary teachers and headteachers Status: Recommended Date of issue: 04-2004 Ref: DfES 0163-2004 ❚❙❘ Contents DVD – extracts from the video Speaking, Listening, Learning: working with children in Key Stages 1 and 2 (DfES 0628-2003) Introduction Planning meeting Professional development modules 1 Speaking and listening: concepts, skills and knowledge 2 Progression in speaking and listening 3 The role of the teacher in developing effective interaction and identifying and developing language features 4 Organising and managing speaking and listening 5 Speaking and listening: drama Inside front cover 3 5 7 19 35 49 55 This booklet contains suggestions for a planning meeting for embedding speaking and listening across the primary curriculum, and five professional development modules to support the teaching of speaking and listening in primary schools. The planning meeting will require teachers in preparation and follow-up. The professional development modules require time for teachers to read, plan, try out some teaching, watch others teach and discuss. Each module also has a staff meeting lasting between 60 and 75 minutes. Professional development for speaking and listening in mathematics will be available in 2005. © Crown copyright 2004 DfES 0163-2004 Professional development materials 2 Speaking, Listening, Learning: working...
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...FACTORS THAT AFFECTS THE ENGLISH SPEAKING COMPETENCIES OF SELECTED SECOND YEAR COLLEGE STUDENTS OF TOMAS CLAUDIO COLLEGES S.Y. 2016-2017 An Undergraduate Thesis Presented to the Faculty of College of Education and Liberal Arts of Tomas Claudio Colleges Morong, Rizal In partial Fulfillment of the Requirements for the Degree Bachelor of Secondary Education Valerie Dianne S. Alimpolos Nicole Mae C. Barba Erdy T. Picones May 2016 Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction Education is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty, a platform for democratization, and a vehicle for the promotion of cultural and national identity. For everyone, everywhere, education is the road to human progress and the means through which every man; woman and child can realize his or her full potential. Teachers impart their knowledge by transmitting information through communication. Teachers will do a better job if they communicate well with their students. As stated in the 1987 constitution, Article XIV, section 7 which provide that: “For purpose of communication and instruction, the official languages of the Philippines are Filipino, until otherwise provided by law, English” Communication is a complex process, any stage of this process; things may go wrong, making the communication less effective. This constitution conveys that our...
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...No part of this publication may be reproduced without the prior written permission of Pearson Education Ltd. PTE Academic Offline Practice Test Overview PTE Academic PTE Academic is a computer-based test designed to test your English reading, writing, listening and speaking skills. The test takes approximately three hours to complete. This includes an un-timed introduction to the test and one optional scheduled break of up to 10 minutes. There are three timed parts: Part 1: Speaking and Writing Part 2: Reading Part 3: Listening Each part may contain a number of sections. Each section is individually timed. Part Content Intro Introduction Part 1 Speaking and Writing Part 2 Reading Optional Scheduled Break Part 3 Listening Time allowed Not timed 77-93 minutes 32-41 minutes 45-57 minutes Offline Practice Test This PTE Academic Offline Practice Test includes a combination of items covering each of the language skills – speaking, writing, reading and listening – as assessed in the actual test. Most of the content includes items from the online unscored practice test. The table below shows the contents of this Offline Practice Test: Part and section Item types Part 1: Speaking Read aloud Repeat sentence Describe image Re-tell lecture Answer short question Summarize written text Write essay Multiple-choice, choose single answer Multiple-choice, choose multiple answers Re-order paragraphs Reading: Fill in the blanks Reading...
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...language without hesitation and later talks about use of grammatically and phonologically correct language. Alwright (1994) considers it ‘learn by doing approach’ in teaching whereteacher and students both are involved. Speaking takes place in the presence of listener because listener responds to the speaker’s communication. As Byrne (1986) defines, “Oral communication is a two way process between the speaker and the listener and involves the productive skills of speaking and the receptive skills of understanding”. It is considered to be helpful in improving learning as Staab (1992) states, “I believe that oral language is important not only as a vital communication tool that empowers us in our daily lives but also as a valuable way to learn” (7). He considers listening and speaking as oral communication skills. As hestates, “oral communication skills mean both speaking and listening to oral language, both talking and listening are lifelong activities and probably our most important communication tool” (p.6). Both are integrated skills and supports in developing each other. As (Brown, 1994), also asserts that the integration of listening and speaking skills is termed as oral communication skills because listening can be developed indirectly by integrating it to speaking. The literature states that communication is an exchange of ideas between people either orally or in writing. It is also an exchange of meaning and understanding. Meaning is central to communication. Rahman (2010) considers...
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...Grade-level version Preparing Oregon’s Students When Oregon adopted the Common Core in October 2010, our state joined other states in the pursuit of a common, standards-based education for our students, kindergarten through high school. Common standards can increase the likelihood that all students, no matter where they live, are prepared for success in college and the work place. Because skillful reading, writing, language use, and speaking and listening are similar across the states, common standards make sense. They make possible common assessments, common achievement goals for grade level groups, and efficiencies of scale for instructional and professional development materials. Instruction in the Common Core State Standards (CCSS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects—“the Standards”—will prepare Oregon students and students in other CCSS states to be proficient in the four strands of the English language arts (ELA) skills—Reading, Writing, Language, and Speaking and Listening. Utilizing Content Area Expertise Because students need grade-level literacy skills to access full content in school, the emphasis in the Common Core is to learn to read and write in ELA and to develop those skills, specific to the content, in all other classes. The name of the standards reflects this expectation. The Standards for grade 6 and above are predicated on all teachers using their content area expertise to help students...
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...expected to participate in discussions on business- related topics. Course Objectives This course aims to 1. improve the student’s speaking abilities through business-related tasks such as self-introduction, greeting visitors, leaving messages, making and rescheduling appointments, conduct meetings, negotiating, socializing and presenting information. 2. improve the student’s listening comprehension on business-related topics both in-class and outside classes. Teaching Methods and Materials Students are expected to actively participate in classroom activities and discussion on relevant business topics. Activities such as individual, pair (role-play), and group work (simulation) are usually conducted in class. The instruction and class activities throughout the semester are based on the course textbook entitled Business Result by John Hughes and Jon Naunton (2007), Oxford University Press. Ten units are covered during this course: five units before the midterm and another five before the final. In addition to participating in class activities, students are encouraged to (1) practice their listening after class and (2) review their lessons using the interactive workbook CD accompanying the textbook. Course Evaluation 1. Coursework 1.1 Attendance and Participation 10 points 1.2 Assignments 30 points 2. Midterm Examination 2.1 Listening 15 points 40 points Students are to be assessed through their in-class activities. In total 6 activities (5 points each) will be counted...
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...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 to easy English. Most students listen to English that is much too difficult. They don’t understand enough, and so they learn slowly. Listen to easier English, and your speaking will improve faster! Understanding is Only Half The Formula. Understanding is not enough. You must also have a lot of repetition. If you hear a new word only once, you will soon forget it. If you hear it 5 times, you...
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... Standard Statement | Know basic skills in listening, speaking, reading and writing | Descriptor | B1 DL1Say aloud rhymes or sing songs with guidance | Evidence | B1 DL1 E1Able to follow any of the following: * Repeat rhymes after the teacher * Sing along with the teacher * Sing in groups | Activities | Steps : a) Listen to ‘Head and shoulders’ song b) Sing along with the teacher c) Sing in groups | Name : _______________________ Date :_______________ Class : _______________________ Reference : B1 DL1 E1 Instruction : Sing a song. Head and shoulders Head and shoulders, Knees and toes, Knees and toes, Knees and toes Head and shoulders, Knees and toes, Eyes, ears, mouth and nose. (menguasai / tidak menguasai) Skill | Reading | Band | 1 | Standard Statement | Know basic skills in listening, speaking, reading and writing | Descriptor | B1 DB2Identify and distinguish the letters of the alphabet | Evidence | B1 DB2 E1 * Able to recognize and identify the letters A to Z | Activities | Steps :a)Say the given letters | Name : _______________________ Date :_______________ Class : _______________________ Reference : B1 DB2 E1 Instruction : Say the given letters. d f h l b t n s x m o e g z a p i c w k u q r j y v (menguasai / tidak menguasai) Skill | Reading | Band | 1 | Standard Statement | Know basic skills in listening, speaking, reading and writing | Descriptor | B1 DB3Recognize...
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...November November 10, 2013 Listen Up! To: All Staff From: Office Manager Date: Novermber10, 2013 Subject: Active listening and its benefits. As you all may know, I recently attended a conference where I acquired information about active listening and its benefits in the health care workplace. We all know that listening is a process that is learned. As health care providers and professionals it is very crucial to pay close attention to what our patients and fellow colleagues have to say regarding their health. The study of literature concentrating on communication and listening in healthcare agrees with the acceptance that listening is a vital aspect in patient contentment. (Davis, Thompson, & Foley, 2008). To become a more improved active listener you would only need to follow four simple steps. With these four simple steps we can all succeed as better listeners for our patients. The first step is do not interrupt the person who is speaking. Instead of saying something whenever the someone says something we may not agree with, it is best to just listen until he or she is through speaking. While you are listening, without interrupting the patient, you should also watch him or her as they speak. According to "Active Listening Strategies" (2013), " A lot of information can be obtained by watching as well as by listening.” (Look at the person who is speaking.). This way all of the information is given and received without anything being left out. The second step is to be...
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...Go anywhere from here. JAPAN Princeton Economics AustrAliA TOEFL iBT Tips ® United StateS PURDUE U POLITECNICO dI MILANO HONG KONG LAW How to prepare for the TOEFL iBT. www.ets.org/toefl UCLA CANADA ENGINEERING ART FRANCE Teaching YALE Germany MEDICINE U of British ColUmBia MCGILL SINGAPORE UK U OF TOKYO KOREA TOEFL® iBT Tips TOEFL iBT Tips—from ETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Open More Doors with TOEFL® iBT, the Key to Academic Success . . . 4 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The TOEFL® Test—The Key to Academic Success . . . . . . . . . . . . . . . . . 4 TOEFL Scores Open More Doors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 The New TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 What’s New About the TOEFL iBT? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Why Were Changes Made to the TOEFL Test? . . . . . . . . . . . . . . . . . . . . 5 About the TOEFL iBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Format . . . . . . . ...
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...academically fit to enroll for Degree course but have obtained a D in English. * Emphasis on both grammatical rules and the four communicative skills, namely reading, writing, listening and speaking. The students will be faced with the task of studying in a new academic environment and in a language, which may not be their first language or language of instruction. * Serve as an introduction to university, where styles of teaching and learning differ from those at secondary schools as they place more responsibility on the student. * Focus on the skills which the students might need throughout their academic career and beyond. Exit learning outcomes By the end of this course, students should have developed the ability to express themselves fluently and accurately in spoken and written English in the context of university studies and the work environment, by: * Demonstrating understanding of language in print * Knowing how to use a dictionary for vocabulary, spelling and pronunciation * Be able to acknowledge sources through citation and referencing * Demonstrating ability of text mapping * Understanding the purpose of a text and employ relevant reading techniques * Practicing effective writing skills * Demonstrating official and basic academic speaking * Demonstrating academic study skills Learning Resources: The...
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...Communication and Nonverbal Body Language name goes here University of Phoenix Monday, October 10, 2011 Demonstrative Communication and Nonverbal Body Language Parents teach their children to speak so communicating their needs is not difficult. As the children grow into their teenage years, the nonverbal cues they learn are through trial and error. As those teenagers grow into adulthood learning to master the art of verbal and nonverbal cues is a chore. Today people communicate with much more than words. In fact, research shows that the majority of communication is nonverbal (Nonverbal Communication and Body Language, 2011). Demonstrative communication is effective when positively displayed and ineffective when negatively portrayed. Listening is a difficult task for some while maintaining an engaging conversation is difficult for others. Communication is the key to opening the doors of success and victory (Positive Communication Techniques, n.d.). Communication Communication is a process by which information exchanged between individuals through a common system of symbols, signs, or behavior. Communication is an exchange of information via verbal or written messages, and it is the process of sending and receiving messages (Communication, 2011; Cheesebro, O'Connor, and Rios, 2010). Demonstrative Communication Demonstrative communication includes nonverbal and unwritten communication and involves such things as tone of voice, body language, and so forth. Nicky Sutton (2011)...
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...Effective Listening Skills Student Name Course/Number Date Instructor Name Introduction Listening is defined by the International Listening Association as the process of receiving and constructing meaning from verbal or non verbal messages, and then offering a response (Cheesebro, O’Connor, & Rios, 2010). This implies that to offer accurate responses in various situations including during conflict resolution, one must be able to receive the information accurately through effective listening in order to draw meaning and respond to the parties in question appropriately (Shermerhon, Hunt, & Osborn, 2004). It is through effective listening to a party that one is able to grasp the intended meaning and offer a relevant response. Effective listening skills are one of the main determinants of the progress of teaching, informing, and conflict resolution. However, various factors need to be put in place to ensure that listening enhances the quality of communication among the parties involved. It requires effective coordination between the brain and the ear as well as proper concentration by the parties involved. This study presents listening strategies employed in effective conflict resolution. Listening Process The starting point is the absorption of information through the ear which is the transmitting device to the brain as indicated below. Source: Cheesebro, T., O’Connor, L., & Rios, F. (2010). For listening to occur, hearing must first take place. While...
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