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EN01

Personal Development Skills Module

S t u d e n t Autumn Term
Materials
Booklet

2015

Personal Development
Skills Module

Student name: Shayo Karimat Olagunju
Tutor: Emenike Onyido
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EN01

Personal Development Skills Module

Week 1: Lesson 1.1
Task 1: Icebreaker

Find someone who...
!

Stand up and find one person in the class who...

loves to sing: polina

has a pet animal in their own country: adenike enjoys talking to their is going to work friends using Skype really hard this or online messenger: year:mayte me really loves to go shopping: mayar

Iikes to dance: me

can speak more than can cook: pollna
2 languages: sarul

is really excited to be likes English football: thinks England is in Nottingham: marty cold: joseph
Joseph

has studied English for more than 5 years: Muhammad

is worried about writing essays:
Joseph

is feeling homesick: adenike comes from Asia: kim arrived this week: nobody Write down one name in each box. When you have completed the sheet, please sit down.

Task 2: Listen carefully to your teacher’s presentation and take notes. You will need your notes to complete the Module Quiz later.

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Personal Development Skills Module

Task 3: Now you have read the Student handbook for this module try answering these questions.

1) The module code is EN01. What is the module title? assessments pdp of evidence portfolio of evidence
2) What are the module’s aims?
1) to develop an understanding of the module outline, aims and assessments. 2) ask and answer questions about the module handbook.
3) complete the handbook and quiz.
3) How many hours of class will you have for this module each week? six hours
4) How much self-study will you be expected to do every week as part of the module? about 60%
5) How many assessments are there?
5
6) What does the PDP include?
•Your Skills Audit
•Your PDP (consists of four sections)
•Evidence of learning and skills development (copies of individual work completed in class, homework set by your tutor, independent research work, evidence of group work to complete a set task, etc.)
•Short reflective account on your learning and achievement
•References
7) What is plagiarism? Why and how should we avoid it? this could be explained as taking someone else’s work or ideas and acting as if its yours, you could avoid it by trying to be original.

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Personal Development Skills Module

8)When do you hand in your work? you are supposed to hand in your work at the due date. which is the 4th of January
9) What skills would you need in order to complete your assessment? you would need your, eno booklet, cv, pdp, portfolio

Task 4: Homework
Think about today’s lesson and what you have learned about this module. Can you think of any skills and knowledge that would be useful to you this term? Justify your opinion (explain why you think that and give reasons for your stance). in this course we learnt personal skills and i can definitely see this skill helping me this term or in the nearer future because its all about self development and how you can achieve some certain goals you've set for yourself, this skill allows you to stay disciplined and focus in whatever you are doing. another one is communicating skill i am honestly a very shy person but this skill showed me ways around working with team mates in a group work and how to speak up to what you this is right and i defiantly think this skill would be very useful for this term. also we learnt about time management and how to manage your tim adequately, you have to set out what is most important to you and what really doesn't matter that much its about setting out your priorities.

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EN01

Personal Development Skills Module

Week 1: Lesson 1.2
Task 2: Think about the questions you could ask to help you evaluate your learning and to plan for further learning. Work in pairs and make a list of the questions.
1) how can i improve my personal skills?
2) how can i improve my time planning skills ?
3) how i can improve my communicating skills ?
4) how i can develop my determination skills ?
5) how i can improve my social skills ?

Task 3: Brainstorm what each Portfolio section should contain and write down some ideas. 1) each portfolio should be comprehensive.
2) it should be understandable to readers.
3) it should be original.
4) it should have the appropriate references to avoid plagiarism.

Task 4: Write down some ideas about what are effective planning skills. Can you give examples?
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Personal Development Skills Module

1)Analysing and interpreting data and situations
2)Diagnosing problems and identifying relevant causal factors
3)Predicting and forecasting
4)Goal setting and identifying possible courses of action
5)Evaluating and comparing possible courses of action
6)

Communicating

7)Implementing actions and monitoring them.

Task 5: Homework
Complete your Skills Audit to start building your portfolio. Bring the completed Audit to your next EN01 class (session 1.3).

Week 1: Lesson 1.3
Task 1: Use your completed Skills Audit to answer the following questions:
• How do you know you have the skills and qualities that you have identified?
• Check with someone who knows you whether they share your opinion of your skills and qualities? If no one knows you well, tell someone about yourself using the Skills Audit results. i know i have the following skills because when i look back on task i was supposed to achieve i used the following skills listed above , in summary i would say i have been put to the tests and i have found the following skills very useful. and yes my sister agrees i have the some following skills and qualities that i listed. 6 | Page

EN01

Personal Development Skills Module

Task 2: Which one of your personal skills and qualities do you value most?
Complete the table.

Personal skill or quality

Why I value this skill or quality in myself?

How is this relevant to other people?

1

cooking

i feel food is very i cook for people cause important, and being able I'm actually a good cook. to create it is a important.

2

writing

most times its easier for me to write down my feelings rather than talking to someone about it. i feel writers have an open heart so its easy for people to communicate with them from a non judemental aspect.

3

singing

i feel not much people have this talent and if you do then you must be special. i could use this talent to go places in the music industry and entertain people. 4

dancing

i feel not much people have this talent and if you do then you must be special. i could use this talent to go places in the music industry and entertain people. 5

directing/leading

i value this quality because i don't always have to wait for someone to tell me what to do i go with my instincts, which is quicker. some times people need little push in whatever they are doing so it always feels good to be that support system for them. 6

drawing

i feel being able to draw something very beautiful is very special.

i could create art works for people.

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Personal Development Skills Module

7

being fashion forward

i value this skill because i have the ability to know what looks good on someone and what doesn't unlike some people. i could use this skill to help people with choosing their clothes and showing them whats right and wrong. 8

being social

i feel no matter where i am i can still hold a good conversation with any one. people would tend to feel more free and comfortable around you.

9

sports (swimming)

this skill has helped me a lot beside the exercise part of it i have also competed in competitions. i could teach people who don't know haw to swim.

i have the ability to successfully organise events. i could help people who don't have this quality to plan an event.

10 organising

Task 3: Listen carefully to your teacher’s presentation and take notes. You will need your notes to complete the tasks in this lesson.

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Task 4: Can you think of evidence to go under the category ‘other’? Discuss in pairs and then listen and take notes of the examples given by your teacher.

Task 5: In pairs, write a draft description and commentary for a piece of evidence you could include in your Portfolio. Use this template.
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Academic skills development
Tick the evidence you could include:
Type of evidence

Included

Homework sheets

yes

Assessments sheets

yes

Samples of class work

yes

Evidence of independent research

no

Feedback from your tutor

yes

Other evidence

no

Now describe what you did and add a commentary on each piece of evidence to explain why you have included it and what you have learned from the work you have completed. You can type or handwrite the commentary here.

for the homework sheet, assessments sheets i referred to my ppt academic skills. and i got quite a positive feedback from my tutor he showed me what needed more concentration.
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Task 6: For homework, choose a skills’ category from the Skills Audit and select an appropriate piece of evidence from the examples given by your teacher. Write a description and a commentary for your selected evidence.
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Personal Development Skills Module

!
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References
Power, D. J., Gannon, M., McGinnis, M. and Schweiger, D.(1986). Strategic
Management Skills.Reading, MA: Addison-Wesley. http://www.utexas.edu/academic/ctl/assessment/outcomes-collecting.php Week 2: Lesson 2.1
Task 2: Complete this self-description task individually and discuss the results in pairs. The self-description assessment uses "words that describe you" to help you become more aware of yourself and prepare you for studying at university level. The goal is to identify self-descriptive words and to relate them to the characteristics required for studying successfully at higher education level in the UK. It is important that you are honest when doing this assessment, recognising weaknesses and commending strengths. Instructions for the self-description strategy are as follows.
Underline all the words that describe you in the list below. From the list of underlined words, circle fifteen that would make you a good student. From the list of circled words, place an asterisk (*) next to the five that would make you an outstanding student. Select from the word list below. active* accurate

adaptable

aggressive

alert

ambitious

bold*

broad-minded
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Personal Development Skills Module

business-like

calm

capable

careful

cautious

charismatic

cheerful

clear-thinking

clever

competent

competitive

confident

conscientious

considerate

cooperative

creative

curious

determined

discrete

eager

easy-going

efficient

emotional

energetic

fair

firm

flexible

forceful

friendly

flexible

forceful

friendly

good-natured

healthy

helpful

honest

imaginative

independent*

industrious

intelligent

jealous

likeable

logical

loyal

mature *

nervous

obliging

open-minded

optimistic

organized

original

outgoing

outspoken

patient

pleasant

prompt

poised

polite

practical

precise

purposeful

quick

quiet

realistic

relaxed

reliable

resourceful

responsible

self-confident

self-controlled

sensible

sensitive

serious

sincere

sociable

stubborn

tactful

teachable

talkative

thorough

thoughtful

tolerant

trusting

trustworthy

stable

steady

understanding*

versatile

warm

wise

wishful

wholesome

Now list the five outstanding characteristics (those with an * beside them) in order of importance to the study you have decided to do.
1.
understanding
2.
mature
3.
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Personal Development Skills Module

independent
4.
bold
5.
active
Evaluate your use of the self-description strategy.
Have I been honest in my evaluation? Yes √ No ____
Have I underestimated myself? Yes ____ No √
Have I overestimated myself? Yes ____ No √
Now share your results with another student. Discuss and write down at least five changes you would like to make in your personal strengths and weaknesses and justify your choice. Remember to honest.
1) i would like to be more confident in my personal choices.
2)i would like to be able to come to terms with my weaknesses and tackle them.
3)i would like to have a positive mind set to all my work.
4)i would try and not get distracted easily in class.

Task 3: Look at the following comparisons of common confident behaviour with behaviour associated with low self-confidence. Which thoughts or actions do you recognize in yourself and people around you?
Self-Confident

Y/
N

Low Self-Confidence

Y/
N

Doing what you believe to be right, even if others mock or criticize you for it.

no

Governing your behavior based on what other people think.

yes

Being willing to take risks and go the extra mile to achieve better things. no

Staying in your comfort zone, fearing failure and so avoid taking risks.

yes

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Admitting your mistakes, and learning from them.

yes

Working hard to cover up mistakes and hoping that you can fix the problem before anyone notices.

yes

Waiting for others to congratulate you on your accomplishments.

yes

Extolling your own virtues as often as possible to as many people as possible.

yes

Accepting compliments graciously. yes
Dismissing compliments
“Thanks, I really worked hard on offhandedly. “Oh that prospectus that prospectus. I’m pleased you was nothing really, anyone could recognize my efforts.” have done it.”

no

Now share your results with another student. Discuss and write down at least five changes you would like to make to your levels of confidence and justify your choice. Remember to honest.
1) i would like to be much more brave and take more chances than i normal do. 2) i have to learn to appreciate my hard work rather than waiting for people to praise me for it.
3) i have to learn to accept the fact that its not everything i would be able to do and ask for help when i need it.
4) i have to learn to go with my instinct and not act based on what people think about me.
5) i have to learn to do what ever i feel is right no matter what anyone thinks. Task 4: Use this template to create your CV.
CV categories

Information

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Personal Development Skills Module

Name and contact details (postal address, email address, phone number)

shayo karimat olagunju, ng14ee, sayoolagunju@yahoo.co.uk, 07464392081.

Personal Profile/ Statement (summary of who you are and your skills and experience) i have no experience in the following the following but i have skills in cooking,makeup,fashion etc

Key achievements (mention your most important accomplishments to date)

being successful and being the best i can be in everything i do.

Work experience (if any)

no experience.

Education and qualifications

under graduate.

Hobbies and interests

makeup,fashion,music,cooking.

Other information (optional)

no comment.

References (state that they are available on request)

they are.

Task 5: For homework, re-type your CV, ready to be included in your Portfolio of evidence. You could work together with a friend helping each other to create a good
CV

Week 2: Lesson 2.2
Task 2: Answer the questions below to reflect on your EN01 module. Share your responses with another student. This would be an example of adopting Schon’s reflection in-action approach.
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General reflection
1. Am I doing well in my EN01 class? yes I'm doing well.
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2. Have I got a plan or a weekly schedule to keep me on track and motivated? If not, why not? yes i do.
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3. What work have I done for this module already? i have written an essay and worked on a group presentation.
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Today in class
1. What do I expect to do in today’s class? i expect to learn new things
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2. What would help me manage with the tasks in today’s class? if i stay focused in today’s class i should be fine with the task.
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3. If I can use two words to describe the way I feel in today’s class, they will be...
Why did I choose these words? i felt impacted because i learnt new things and i also felt comfortable because the other day i really didn't understand much.
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From today till the end of term
1. If there are three steps that I can take to make things better in the EN01 class, they will be... being more focused in class, hardworking and interactive.
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2. In this module I need help with...

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understanding some really complicated question.
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Task 3: Following the examples in the PPT, turn the badly formulated goals into
SMART goals.
I want to gain weight.

S:i would want to loose about 15 pounds. M: i would measure it by getting on the scale every night before i sleep.
A: to achieve this i would ensure to not eat past 7pm.
R; i would ensure i visit the gym twice in a week
T: my time line to achieve this goal is in
2 and a half months.

I want to save a lot of money.

S: i would like to save about £500 in a month. M: i would try to save about £20 in a week. A; i would try and be transferring £20 to the bank each week.
R: i would set up a scale of preference to help me spend mony wisely.
T: ill achieve my goal of saving £500 in a month.

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I want to get a promotion at work.

Personal Development Skills Module

S: i tend to get promoted to senior manager. M: by the end of the month i would collate how i have excelled at my specific work, and the good i have done so far.
A: i would extended my aspiration to a senior advocate and with that i tend to ask for his help.
R: with my monthly cumulations my boss would know I'm serious.
T: i wish to achieve this in six months.

Task 4: For homework, set the following SMART goal.
I want to complete my study.

S: i tend to complete my studying for my fourth coming final exam.
M: i would ensure to always read 8 hours in a day.
A: i wold ensure to go to the library and leave any distractions behind e.g. my phones. R : with my daily library visits i should be able to remember what i read.
T: i wish to compl this in a months time.

Week 2: Lesson 2.3 (Reflection 1)
Task 1: In order to reflect on your performance this week you need to evaluate your learning. This means considering some difficult questions and being honest in your

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answers. On your own, think about the following questions for a few minutes and try to answer them honestly.
4) What aspect of College life have you found most difficult since arriving here? completing my assignments.
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2) In which Personal Skill (planning skills, reflective skills, goal setting skills, and communication skills) do you feel you are making most progress? What improvements have you made? planing skills: i feel now i have time for the most important things because i have planned for everything.
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3) In which Personal Skill do you feel you are making least progress? What are the specific problems you have? communications skills: i feel i have a problem with communicating with people because I'm more of an introvert.
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4) What do you think you could do to improve some of your Personal Skills at the college? i could work more on my communicating skills and goal setting skills.
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Now walk round the class and ask other students the same questions.
Compare answers.

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Task 2: Discussing difficult experiences during Introduction and Personal Skills weeks. Work in small groups
After discussing some of the difficulties you have had since coming here, think about one particular experience or problem you have had with your studies (any module) that you would like to share with your group.
Examples of such an experience/problem could be writing a particular paragraph, trying to get a book out of the library, referencing things correctly, communicating with others in group work, understanding a tutor, following instructions, etc.
• Outline what the problem is.
• Say how the problem made you feel.
• Discuss what you did or can do in the future to solve the problem.
Discuss

Notes

Outline what the problem is

when i was trying to complete my eno booklet and pdp.

Say how the problem made you feel

frustrated and confused.

Discuss what you did or can do in the future to solve the problem

start doing them earlier better than doing it some days to the due date.

Task 3: Consider working on your Portfolio of Evidence. Complete the work on the following pages:
⦿ The Skills Audit evaluation on p.6
⦿ Subsection b. on p.7
⦿ One entry of your Reflective Journal on p.13
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⦿ For homework complete any outstanding work

References http://www.nwlincs.org/mtlincs/pilotproject/studyskills/strengthweak.htm http://www.muskingum.edu/~cal/database/general/self.html
Buckley, C. What role can PDP play in identity development and confidence building in non-traditional students? Journal of Learning Development in Higher Education
Researching PDP Practice, November 2010 http://www.mindtools.com/selfconf.html http://www.slu.edu/Documents/arts_sciences/EstablishingSMARTGoals.pdf

Week 3: Lesson 3.1
Task 1: Listen carefully to your teacher’s presentation and take notes. You will need your notes to complete the tasks in this lesson.

Task 2: Complete the questionnaire to assess your learning style. Compare your answers with another student.
When you...
Spell

Visual (A)

Tick Auditory (B) Tick Kinaesthetic
(C)

Do you try to see √ the word?

Do you sound out the word or use a phonetic approach?

Tick

Do you write

the word down to find if it feels right?

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Talk

Do you sparingly √ but dislike listening for too long? Do you favour words such as see, picture, and imagine? Concentrate Do you become distracted by untidiness or movement? Do you enjoy listening but are impatient to talk? Do you use words such as hear, tune, and think?



Do you become distracted by sounds or noises? Do you

gesture and use expressive movements? Do you use words such as feel, touch, and hold?


Do you become distracted by activity around you?

Meet someone again

Do you forget names but remember faces or remember where you met?



Do you forget faces but remember names or remember what you talked about?

Contact people on business Do you prefer direct, face-toface, personal meetings? √

Do you prefer the telephone?

Do you like

descriptive scenes or pause to imagine the actions? Do you enjoy dialog and conversation or hear the characters talk?

Do you prefer action stories or are not a keen reader?

Do you prefer √ verbal instructions or talking about it with someone else?



Do you prefer to jump right in and try it?

Read

Do
Do you like to something see new at work demonstrations, diagrams, slides, or posters?

Do you

remember best what you did together?



Do you talk with them while walking or participating in an activity?

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Put something together

Do you look at the directions and the picture?

Need help with a computer application

Do you seek out pictures or diagrams? √

Do you prefer verbal instructions?

Do you call the help desk, ask a neighbour, or growl at the computer? Do you ignore √ the directions and figure it out as you go along? √

Do you keep trying to do it or try it on another computer?

If you chose mostly A’s you have a VISUAL learning style.
If you chose mostly B’s you have an AUDITORY learning style.
If you chose mostly C’s you have a KINAESTHETIC learning style.
This learning styles model suggests that most people can be divided into one of three preferred styles of learning. These three styles are as follows, (and there is no right or wrong learning style):
• Someone with a Visual learning style has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, handouts, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions.
• Someone with an Auditory learning style has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear!
• Someone with a Kinaesthetic learning style has a preference for physical experience - touching, feeling, holding, doing, and practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, handson, and never look at the instructions first!
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People commonly have a main preferred learning style, but this will be part of a blend of all three. Some people have a very strong preference; other people have a more even mixture of two or less commonly, three styles.
Notes

Task 3: We all get 168 hours per week. How do you use yours? Fill in the table below and discuss your answers with another student.
Tasks I have to complete each week
One-off tasks

Regular tasks

prayers

1) prayers
2) jogging
!
3)reading

Tasks I have to complete this week
Urgent but not important

Urgent and important (crises)

call a carpenter to fix my kitchen door

change the light bulb in my room

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Not urgent or important

Important but not urgent

1)do laundry.

1)completing my student booklet.
!
2) go grocery shopping.

2)go shopping

3) start going to the gym

3) buy a small new phone.

Task 4: Complete the Self-Evaluation Planner to help you organise your study time.
Discuss your answers with another student.
Analysis: How well do I spend my time?

Strategy: What I will do to improve.

Do I use my time efficiently? no i don't.

i will need to be more concentrated on my work and work towards not getting distracted easily.

What or who distracts me from study?

my phone distracts me

i guess when I'm working
I'm meant to keep my phone away.

Do I need to plan out my the day. time for:
• the year?

in order for this plan to work out you would need to abide by your daily goals. • the term?
• the week?
• the day?
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Do I waste time getting started? yes i do.

i think i just need to get my priorities straight and do the most important thing. Do I make the most of spare time?

no not really

i think i just need to remind my self that work has to be done.

Do I find time passes and I do not know what has happened?

yes i do.

i think i just need to be aware of time.

Week 3: Lesson 3.2
Task 1: Listen carefully to your teacher’s presentation and take notes. You will need your notes to complete the tasks in this lesson.

Task 2: Complete the task below working in small teams.
You and your companions have just survived the crash of a small plane. Both the pilot and co-pilot were killed in the crash. It is mid-January and you are in Northern
Canada. The daily temperature is 25 below zero, and the night time temperature is
40 below zero. There is snow on the ground and the countryside is wooded with several creeks criss-crossing the area. The nearest town is 20 miles away. You are all dressed in city clothes appropriate for a business meeting. Your group of survivors managed to salvage the following items:
 A ball of steel wool

A small axe

A loaded 45-caliber pistol

Jar of shortening (semi-solid hydrogenated vegetable oil/fat)

Newspapers (one per person)

Cigarette lighter (without fluid)

Extra shirt and pants for each survivor

20 x 20 ft. piece of heavy-duty canvas

A sectional air map made of plastic

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250ml of whiskey

A compass

Family-size chocolate bars (one per person)
 Your task as a group is to list the above 12 items in order of importance for your survival. List the uses for each. You MUST come to agreement as a group.
Notes:
1)newspaper: the paper can be used to start a big fire.
2)250ml of whiskey: this could be used to keep people warm.
3)a compass: to lead the way.
4)a sectional air map made of plastic: to show directions.
5)a loaded 45-caliber pistol: for any wild animal attacks.
6)extra shirt and pants for each survivor: wearing fresh clothes are important too. 7)a small axe: incase of any security scare.
8)jar of shortening: oil keeps warm.
9)20x20 ft. piece of heavy-duty canvas.
10) a ball of steel wool: to create fire.
11) cigarette lighter.
12) family size chocolate bar: to suppress hunger.
Task 3: Come up with some ideas how your teachers can encourage you to learn independently and take responsibility for your own learning. Make notes below.
1) he can give us independent assignments to complete on our own this would make us very self-reliant.
2) he could start a routine whereby he give us group work week to week and assigns group leaders for the various groups and as we all know group leaders tend to work harder that the members, so he could do tis and week by week change the group leaders.
3) he could give each person in the group different and individual things to research on this would encourage one to be very self reliant.

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4) he could set up individual presentation to be presented in class be each student, this would make the student very self-reliant knowing there is no one to help during the presentation.
5) the teacher could encourage the students to join various student unions (clubs) this could enable them to be more brave and confident.

Task 4: Make a list of the factors that motivate you to study. Use the table below.
Intrinsic (my own, individual) motivational factors

Extrinsic (outside, interpersonal) motivational factors

1) something that motivates me to
1) my parents and family definitely study is the fact that i pray to graduate motivate me to study hard. university with a first class upper.
2) another reason being i want to be a very successful person when i am in my various work place

2) for me personally i feel a lot of people don't want other people to succeed, so for me i just feel my haters keep pushing me to be the best i can be. 3) the last reason not being the least is
3) i keep studying hard cause i know at that i want to be able to answer any the end i would impact a lot of peoples pop quiz at any time and not bing dumb lives. founded.

Week 3: Lesson 3.3
Task 2: Now let’s play a game. Follow your teacher’s instructions:

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Everyone in the group will be blindfolded. Your teacher will whisper to each person a number from one to the number of persons in the group. The task is to line up by consecutive numbers without talking. You should begin to move slowly around each other, putting palms up facing outward to protect yourselves from collisions.
Now discuss with a friend what skills and abilities you used to find your place in the number line.
Notes:
i personally just went with my instinct i tried not to over think it to much so i wouldn't get distracted or anything and i was sort of calculating in my mind.

Task 3: The stages and skills involved in critical thinking can be seen as an eight-step stairway to high academic marks. Name each step of this stairway. The

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first one is done for you.

Process - Take in the information (i.e. in what you have read, heard, seen or done). !

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Task 4: Which skills you have talked about until now could be useful for your subject classes? How can these skills be of use to you?

Week 4: Lesson 4.1
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Task 1: Listen carefully to your teacher’s presentation and take notes. You will need your notes to complete the tasks in this lesson.

read the following two sources and decide which one is academic and why. Give a

definition for academic and non-academic source.
Source 1
The Big Question: Is time travel possible, and is there any chance that it will ever take place?
By Steve Connor
Friday, 8 February 2008
Why are we asking this now?
Two Russian mathematicians have suggested that the giant atom-smasher being built at the European centre for nuclear research, Cern, near Geneva, could create the conditions where it might be possible to travel backwards or forwards in time. In essence, Irina Aref'eva and Igor Volovich believe that the Large Hadron Collider at
Cern, which is due to be switched on this year for the first time, might create tiny
"wormholes" in space which could allow some form of limited time travel.
If true, this would mark the first time in human history that a time machine has been created. If travelling back in time is possible at all, it should in theory be only possible to travel back to the point when the first time machine was created and so this would mean that time travellers from the future would be able to visit us. As an article in this week's New Scientist suggests, this year – 2008 – could become "year zero" for time travel. Apart from the practicalities, what's to stop time travel?
The biggest theoretical problem is known as the time-travel paradox. If someone travels back in time and does something to prevent their own existence, then how can time travel be possible? The classic example is the time traveller who kills his grandfather before his own father is conceived. Cosmologists, renowned for their imaginative ingenuity, have come up with a way round this paradox. They have suggested that there is not one universe but many – so many that every possible outcome of any event actually takes place. In this multiple universe, or "multiverse" model, a woman who goes back in time to murder her own granny can get away with it because in the universe next door the granny lives to have the daughter who becomes the murderer's mother.
Where does this leave the time machine in Geneva?

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The science writer and physicist John Gribbin, who explains these things better than most, points to a saying in physics: anything that is not forbidden is compulsory. "So they expect time machines to exist. The snag is that the kind of accidental 'time tunnel' that could be produced by the LHC in Geneva would be a tiny wormhole far smaller than an atom, so nothing would be able to go through it. So there won't be any visitors from the future turning up in Geneva just yet. I'd take it all with a pinch of salt, but it certainly isn't completely crazy." So, not completely crazy, just a bit crazy.
Source 2
Experiencing past and future personal events: Functional neuroimaging evidence on the neural bases of mental time travel
Botzung A. ,Denkova E. , Manning L.
Abstract
Functional MRI was used in healthy subjects to investigate the existence of common neural structures supporting re-experiencing the past and pre-experiencing the future. Past and future events evocation appears to involve highly similar patterns of brain activation including, in particular, the medial prefrontal cortex, posterior regions and the medial temporal lobes. This result seems to support the view of a common neurocognitive system, which would allow humans to mentally travel through time.
Past events recollection was associated with greater amplitude of hippocampal and anterior medial prefrontal hemodynamic responses. This result is discussed in terms of the involvement of the self in the conscious experience of past and future events representations. More generally, our data provide new evidence in favour of the idea that re- and pre-experiencing past and future events may rely on similar cognitive capacities. Keywords: Mental time travel; Autobiographical memory; Pre-experiencing; Eventrelated fMRI; HRF estimation analysis
Tulving’s theory of episodic memory postulates a neurocognitive system defined by both its content (personally experienced events spatially and temporally located) and the specific state of consciousness that accompanies retrieval (autonoetic consciousness; Tulving, 2001; Tulving, 2002). The equal inability of the patient KC to think about any part of his past or his future was observed 20 years ago by Tulving
(1985); Tulving, Schacter, McLachlan, & Moscovitcch, 1988), who also suggested that the episodic memory system supports the ability to mentally travel through time
(Tulving, 2001; Tulving, 2005; Wheeler, Stuss, & Tulving, 1997). The notion of mental time travel (MTT) has been extensively developed by Suddendorf and Corballis
(1997), and refers to human beings’ capacity to both re-experience episodes from one’s personal past, and pre-experience possible events that may occur in the future
(see also Atance & O’Neill, 2001; Suddendorf, 2006; Suddendorf & Busby, 2003;
Tulving, 2001; Wheeler et al., 1997). Despite the distinct temporal orientation
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existing between these two MTT components, various lines of research suggest that they may rely on the same cognitive capacities. Firstly, developmental research has shown that the ability to recall personal events from the past and the ability to predict future events emerge in tandem, between age three to five (e.g. Busby &
Suddendorf, 2005). Secondly, the factors influencing autobiographical recollection phenomenology, such as emotional valence, temporal distance, and visual imagery, seem to have similar effects on the phenomenology associated with projecting oneself into the future (D’Argembeau & Van Der Linden, 2004; D’Argembeau & Van
Der Linden, 2006). A third line of evidence comes from brain-damaged patients who experience difficulties in both recalling experiences from their past, and imagining events that are likely to take place in their personal future (Klein, Loftus, & Kihlstrom,
2002; Tulving, 1985). Finally, some functional neuroimaging data reveal that past and future thinking share common cerebral bases (Okuda et al., 2003; see below).
References
Addis, D. R., Moscovitch, M., Crawley, A. P., & McAndrews, M. P.
(2004). Recollective qualities modulate hippocampal activation during autobiographical memory retrieval. Hippocampus, 14, 752–762.
Addis, D. R., Wong, A. T., & Schacter, D. L. (2007). Remembering the past and imagining the future: Common and distinct neural substrates during event construction and elaboration. Neuropsychologia, 45,
1363–1377.
Atance, C. M., & O’Neill, D. K. (2001). Episodic future thinking. Trends in Cognitive Science, 5, 533–539.
Botzung, A. (2005). Investigating the neural bases of autobiographical memory and planning for the future using functional MRI. Doctoral dissertation. France: University Louis Pasteur.
Brett, M., Anton, J. L., Valabregue, R., & Poline, J. B. (2002). Region of interest analysis using the MarsBar toolbox for SPM99. NeuroImage,
16, S497.
Brunet, E., Sarfati, Y., Hardy-Bayle, M. C., & Decety, J. (2000). A PET investigation of the attributions of intentions with a nonverbal task.

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NeuroImage, 11, 157–166.
Notes

Now give definitions and examples for academic and non-academic texts

Academic text

Examples

academic text: are written by professionals in a given field. They are edited by the authors' peers and often take years to published. Their language is formal and will contain words and terms typical to the field.

news letters, articles,essays, proposals etc. Non-academic text

Examples

non academic text:articles are written for the mass public. They are published quickly and can be written by anyone.
Their language is informal, casual and may contain slang.

blog article, magazines, business cards etc. Task 3: if you timetable looks like this, what do you expect to do in each one of your session? Discuss your ideas with another student and write the answers down.

Monday
9am-10.4
5am

G.07 (40 seats lecture)

1.11 (24 seats)

3.02 (4 seats)

FC005 JJ Lecture
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FC005 DM Seminar
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Tutorial

Lecture a lecture could be described as a summary of key points within a particular subject area, a typical lecture could last for about 45 minutes and involves presentations by an expert in that particular field, a lecture could have at attending 10-20 people.

Seminar a seminar takes within approximately 20 students and you would be expected to do some reading in advance, prepare some materials and discuss some issues in a lot more depth.

Tutorial a tutorial could be described as one on one time of study between a student and a tutor this means of teaching could be used when a student is having difficulties in or at a particular subject.

Task 4: Can you list any difficulties that you might experience during lectures, seminars and tutorials? Suggest strategies for dealing with the difficulties.

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Difficulties in Lectures

Strategies

Specific low-frequency vocabulary

Prepare in advance

Class size

Sit at the front so that you can hear well

Room setting / environment

Wear comfortable clothing

Listening for a long time (lecture length). Practise concentrating for longer periods of time.

Difficulties in Seminars

Strategies

participating in discussions

Practise participating in discussions

making presentations

making presentations

group activities and interacting with peers. Try joining informal study groups and working in teams in class.

Difficulties in Tutorials

Strategies

Communication issues

Practise your communication skills

Tutor’s pronunciation

Find friends who are native speakers, mix with local residents, practise listening Personality class.

Be open and open-minded, discuss any issues. Week 4: Lesson 4.2 (Reflection 2)
Task 1: In order to reflect on your performance this week you need to evaluate your learning. This means considering some difficult questions and being honest in your answers. On your own, think about the following questions for a few minutes and try to answer them honestly.

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1) In which Academic Skill (critical thinking, planning skills, time management, organisational skills, etc.) do you feel you are making most progress? What improvements have you made? time management: i have made a personal time table for myself which allows me stay on track with my work.
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2) In which Academic Skill do you feel you are making least progress?
What are the specific problems you have? teamwork: i have problems communicating with people because I'm a bit shy.
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3) What do you think you could do to improve some of your Academic
Skills at the college? i can set goals for myself to achieve at the end of the session.
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Now walk round the class and ask other students the same questions.
Compare answers. no problems were detected.
!
Task 2: Discussing difficult experiences during your Academic Skills week.
Work in small groups
After discussing some of the difficulties you have had since coming here, think about one particular experience or problem you have had with your studies (any module) that you would like to share with your group.
Examples of such an experience/problem could be writing a particular paragraph, trying to get a book out of the library, referencing things correctly, communicating with others in group work, understanding a tutor, following instructions, etc.
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• Outline what the problem is.
• Say how the problem made you feel.
• Discuss what you did or can do in the future to solve the problem.
Discuss

Notes

Outline what the problem is

getting a presentation done.

Say how the problem made you feel

i felt frustrated and annoyed.

Discuss what you did or can do in the future to solve the problem

i need to get more familiar/practice it more and more, and ask for help if needed. Task 3: Consider working on your Portfolio of Evidence. Complete the work on the following pages:
⦿ Subsection b. on p.17 (consider and compile useful evidence)
⦿ One entry of your Reflective Journal on p.13
⦿ For homework complete any outstanding work

References:
Hmelo-Silver, C. E. Problem-Based Learning: What and How Do Students Learn?
Educational Psychology Review, Vol. 16, No. 3, September 2004 http://www.kent.ac.uk/careers/sk/problem-solving-skills.htm Rose, C.(1987). Accelerated Learning. Cambridge: CUP.
Cottrell, S. (2003). The Study Skills Handbook. Basingstoke: Palgrave Macmillan.
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http://wilderdom.com/games/InitiativeGames.html http://whatedsaid.wordpress.com/2010/06/29/10-ways-to-encourage-students-totake-responsibility-for-their-own-learning/ http://www.the-happy-manager.com/intrinsic-extrinsic-motivation.html http://www.learningforlife.org/exploring-resources/99-720/x09.pdf http://www.open.ac.uk/skillsforstudy/critical-thinking.php http://www.midmich.edu/?gid=2&sid=33&pid=245 http://olinuris.library.cornell.edu/ref/research/skill20.html http://www.videojug.com/interview/lectures-seminars-and-tutorials-2 Week 4: Lesson 4.3
Task 1: Listen carefully to your teacher’s presentation and take notes. You will need your notes to complete the tasks in this lesson.

Task 2: Answer the following questions using your knowledge of ICT and computing.
1) What is hardware? a hardware is described as any physical component of a computer system that contains a circuit board, ics, or other electronics.
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2) What is software? a software is a collection of instructions that enable the user to interact with a computer its hardware, or perform tasks.
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3) What are computer data and who uses data? computer data is information required by the computer to be able to operate it is used to run programs this is the actual executable program data that the computer will execute to run the program such a micro soft word.
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4) How many types of ICT system are there? Can you name them? there three main types and they are: information system, controls system, communication system.
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Task 2: Complete this project working in small groups and present your finding to the class. You will also type up the report to practise your ICT skills. The completion of this project should be done within the ICT skills week.

Scenario:
LIC is considering stocking fairly traded products in its canteen.
Your task is to advise the management team whether this would be a successful and viable option for the company. You will need to ask students and employees whether they know what Fair Trade products are and whether they are prepared to buy them. From this information you will prepare a report including your findings and conclusion. You will then present the report to the management team to make them make an informed decision.
In the course of your research it becomes apparent to you that many people are unable to make a decision because they do not know enough about Fair Trade products. You will need to research and make a short presentation with visual aids to present to staff.

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On completion of your research, you will write a report which will include you findings and conclusions and will advise the management team whether they should proceed with this venture.

The following are good websites for research and reading: http://www.traidcraftshop.org http://www.fairtrade.org.uk http://www.oxfam.org/en/campaigns/trade http://www.wfto.com http://www.adamsmith.org/blog/globalization/unfair-trade-20080225957 Questionnaire (students and employees)
1. What do you know about Fair Trade products?
2. Where do you buy Fair Trade products?
Morrisons

ASDA

Sainsburys

Specialist shop

3. If the canteen offered to sell tea made from Fair Trade teabags, how much more are you prepared to pay?
10pence

20pence

30pence

more than 30pence

4. What other products would you be prepared to buy?
Biscuits

Chocolate

Coffee

fruits

You will need to present your findings and conclusions to your audience. Consider how best to show what you have found out. It will be good to create bar chats and pie charts to present the information you have gathered through the questionnaires.
These should be included in your final report. You can show pictures or make a PPT.

Report structure
Your report should have:
An introduction
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Main body (containing your findings)
Conclusion (including your recommendations to the management team)
Bibliography
Appendices (if necessary)

Notes fair trade could be described as when producers in developing countries are paid a fair price for their work by countries in developed countries . fair trade was created as an alternative way of doing trade. it is based on partnership which means that the interests of farmers and workers are just as important as other commercial considerations.
Consumed in moderation, sugar can provide some of life’s great pleasures and whilst concerns about obesity and health are critically important, few would choose to live without it entirely. in our canteen we would be using fair trade sugar, fruits , vegetables. i have come to the conclusion that in the canteen they use sugar for making things like popcorn, juice, cookie etc. which is widely enjoyed by a lot of people.

in our canteen fruits is highly essential not only is it a healthy meal on its own but we at the ntic canteen use fruits to make fruits shakes, fruit juice fruits,tarts etc

Fair trade standards comprise both minimum social, economic and environmental requirements, which producers must meet to be certified, plus progress requirements that encourage the continuous improvement of develop farmers’ organisations or the situation of estate workers. in our canteen we do not only use vegetables for food vanishing but we implement it in our recipe as we are making the food like, fried rice, salads. etc and this is enjoyed widely by students and staff. i would recommend the use of fair-trade products in the canteen because it creates more revenue for the producers. the outcome of the questionnaire was that a lot of people make use of sugar on a day to day basis. and most people agreed to the use of fair trade fruits and vegetable in the canteen. http://www.fairtrade.org.uk/en/buying-fairtrade/sugar http://www.fairtrade.net.
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Week 5: Lesson 5.1
Task 1: Listen carefully to your teacher’s presentation and take notes. You will need your notes to complete the tasks in this lesson.

Task 2: Answer the following questions using your knowledge of the Internet and email. Discuss your answers with another student.
1) What is the Internet? the internet is a global network which enables people to stay connected and acquire new information.

2) What do you need to connect to the Internet? to connect to the internet you would need a computer, you need a modem or you can subscribe for a data bundle which will enable you access the internet or better still you could set up a wireless fidelity (wifi).

3) What types of Internet connection can you identify? wireless internet connections cables satalite pci modem

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4) What can you do on the Internet? you can get your assignments done, stay connected with your love ones and and carry out different research.

5) What do you do on the Internet? i get my assignments done on the internet, I'm also very active on on social networks like: instagram, snapchat, whatsapp, etc. that enables me to stay connected with whatever is going on around the world.

6) What is a search engine? Give examples. this could be said to be a program that searches and identifies items on a database its used for finding particular sites on the world wide web. examples: google, bing,msn etc.

7) What is email and what are the features of email? this could be said as distribution of messages from one computer user to another or more via a network. features: automatic reply to messages, automatic and retrieval of messages, auto forward and redirection of messages etc.

8) What are the advantages and disadvantages of emailing? advantages:people don't have to be present to receive the email, a carbon copy of an email can be sent to other people, files and images can be attached to an email, emails can be sent any time of the day.

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Task 3: Access your VLE account and find your module materials for this term.
Practice accessing them and opening files and PPT-s.

Task 4: Continue working on your Fair Trade Project. Complete some of the work as
Homework.

Week 5: Lesson 5.2
Task 1: Follow these hyperlinks to practise using Excel:
To see basic Excel functions and commands, follow these links: http://people.usd.edu/~bwjames/tut/excel/ http://people.usd.edu/~bwjames/tut/excel/examples.html http://www.youtube.com/watch?v=xOU_hL2_zBo To see how to create graphs and charts, follow this link: http://www.internet4classrooms.com/excel_create_chart.htm http://www.youtube.com/watch?v=R2yEH2lyzW0
To see how to create a spreadsheet, follow this link: http://www.youtube.com/watch?v=Q-POGqYyUBs http://www.youtube.com/watch?v=8L1OVkw2ZQ8&feature=related
For general help on Excel and to see a site that cover almost everything, follow these links: http://www.free-training-tutorial.com/charts-graphs.html http://www.utexas.edu/its/training/handouts/UTOPIA_ExcelGS/

Task 2: Homework. Finish working on the Fair Trade project. Be ready to present it to the class during your next lesson as part of your reflection session. Remember that all work you have done should be used as evidence for your Portfolio to demonstrate your ICT skills development.
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Week 5: Lesson 5.3 (Reflection 3)
Task 1: Now present your Fair Trade project to the class. Enjoy!

Task 2: In order to reflect on your performance this week you need to evaluate your learning. This means considering some difficult questions and being honest in your answers. On your own, think about the following questions for a few minutes and try to answer them honestly.

4) In which ICT Skill (ICT systems, the Internet, emailing, Excel, PPT) do you feel you are making most progress? What improvements have you made? emailing: i have been able to create an email address
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5) In which ICT Skill do you feel you are making least progress? What are the specific problems you have? excel: this software isn't on my laptop and i don't really have a fresh memory on it so its hard to practice it.
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6) What do you think you could do to improve some of your ICT Skills at the college? i could keep on practicing on them.
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Now walk round the class and ask other students the same questions.
Compare answers. no problems were detected in the class room.
!
Task 3: Discussing difficult experiences during your ICT Skills week.

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Work in small groups
After discussing some of the difficulties you have had since coming here, think about one particular experience or problem you have had with your studies (any module) that you would like to share with your group.
Examples of such an experience/problem could be writing a particular paragraph, trying to get a book out of the library, referencing things correctly, communicating with others in group work, understanding a tutor, following instructions, etc.
• Outline what the problem is.
• Say how the problem made you feel.
• Discuss what you did or can do in the future to solve the problem.
Discuss

Notes

Outline what the problem is

referencing things correctly.

Say how the problem made you feel

i felt a bit confused and frustrated.

Discuss what you did or can do in the future to solve the problem

i would ensure to take note of all the web pages that assisted me in my presentations. Task 4: Consider working on your Portfolio of Evidence. Complete the work on the following pages:
⦿ Subsection c. on p.18 (consider and compile useful evidence)
⦿ One entry of your Reflective Journal on p.13
⦿ For homework complete any outstanding work

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References: http://www.coolnerds.com/Newbies/Hardware/hardware.htm http://www.easycomputertips.com/article-createdocumentsinword.html http://www.bbc.co.uk/schools/gcsebitesize/ict/system/0ictsystemsrev2.shtml http://www.liv.ac.uk/HPC/HTMLF90Course/HTMLF90CourseSlidesnode3.html http://www.comptechdoc.org/basic/basictut/hardwintro.html Massy, W.F. and Zemsky, R. (1995).Using Information Technology to Enhance
Academic Productivity. Available from: http://net.educause.edu/ir/library/html/ nli0004.html http://www.skillsworkshop.org/resources/fairtrade-business-project http://people.usd.edu/~bwjames/tut/excel/ Week 6: Lesson 6.1
Task 1: Listen carefully to your teacher’s presentation and take notes. You will need your notes to complete the tasks in this lesson.

Task 2: Answer the following questions using your knowledge of Maths. Discuss your answers with another student.

1) What is basic Mathematics (Maths)? its the calculation of numbers.

2) What is a mathematical formula? Give examples. it is the procedure you use when you are trying to achieve a mathematical problem e.g. y=mx+c, c=2(pi)r etc.

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3) What is a mathematical equation? Give examples. this is an inequality containing one or more variable . 2a+3=7, 3p-11=9 etc.

4) What are percentages and rations? Give examples.
A ratio: is a way of comparing the amounts of something. e.g. 3:9.
A percent means out of a hundred e.g. 40%.

Now listen to your teacher and look at the examples in the PPT.

Task 3: Follow these hyperlinks to practise using formulae and equations: http://www.gcsemathstutor.com/pdf/number/alg-form-changingsubj01QA-pw.pdf http://www.mash.dept.shef.ac.uk/RearrangingFormulae.html http://www.bbc.co.uk/schools/gcsebitesize/maths/algebra/formulaeact.shtml http://www.mash.dept.shef.ac.uk/Resources/web-formulae2-tom.pdf http://skills.library.leeds.ac.uk/web_based_resources/mathssolutions/video_clips/ algebra/sub_form.html http://www.sosmath.com/algebra/solve/solve0/solve0.html http://www.bbc.co.uk/schools/gcsebitesize/maths/algebra/equationsrev1.shtml http://www.purplemath.com/modules/solvelin.htm http://www.teacherschoice.com.au/maths_library/algebra/alg_21.htm

Task 4: Follow these hyperlinks to practise working with percentages and ratios. http://www.bbc.co.uk/schools/gcsebitesize/maths/number/percentagesact.shtml http://www.bbc.co.uk/apps/ifl/schools/gcsebitesize/maths/quizengine? quiz=percentagesfoundationtest&templateStyle=maths 50 | P a g e

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http://www.bbc.co.uk/skillswise/numbers/fractiondecimalpercentage/percentages/ introduction/ http://www.netcomuk.co.uk/~jenolive/percent1.html http://www.bbc.co.uk/schools/gcsebitesize/maths/number/ratiosact.shtml http://www.bbc.co.uk/apps/ifl/schools/gcsebitesize/maths/quizengine? quiz=ratiotest&templateStyle=maths http://www.bbc.co.uk/skillswise/numbers/wholenumbers/ratioandproportion/ratio/ http://www.math.com/school/subject1/lessons/S1U2L1GL.html http://www.mathsrevision.net/gcse/pages.php?page=35

Week 6: Lesson 6.2
Task 1: Listen carefully to your teacher’s presentation and take notes. You will need your notes to complete the tasks in this lesson.
Task 2: To practise finding the mean, the mode and the median, go to the following websites: http://www.bbc.co.uk/schools/gcsebitesize/maths/data/measuresofaverageact.shtml http://www.bbc.co.uk/apps/ifl/schools/gcsebitesize/maths/quizengine? quiz=measuresofaverage&templateStyle=maths http://www.bbc.co.uk/skillswise/numbers/handlingdata/numericalanalysis/mean/ index.shtml http://www.mathatube.com/mean-median-mode-range-worksheets.html Task 3: What is basic Statistics (stats)? Why do we need Stats skills for our university study? Discuss the question in pairs. statistics is a mathematical science which deals with the collection, analysis, interpretation and presentation of data. it is relevant to many academic disciplines, from the physical and social sciences to humanities and businessrelated disciplines.

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Now listen to your teacher and look at the examples in the PPT.

Task 4: To learn more about basic Statistics, go to the following websites: http://www.stats.gla.ac.uk/steps/glossary/alphabet.html http://www.statsoft.com/textbook/basic-statistics/ http://www.statsoft.com/textbook/structural-equation-modeling/ http://www.statmethods.net/stats/index.html

Week 6: Lesson 6.3
Task 1: Listen carefully to your teacher’s presentation and take notes. You will need your notes to complete the tasks in this lesson.

Task 2: As a student at LIC you will use diagrams very often. Can you think of any occasions when you will need to draw diagrams? you may need to draw a diagram during a presentation maybe you may need to present a graph or pie chat, representing the work.

Task 3: More practice on diagrams. To practise drawing diagrams, follow this link: http://www.diagram.ly/ As BLSS students you will need to draw Business charts and Process diagrams. You can see examples here: http://office.microsoft.com/engb/templates/CT010144349.aspx http://office.microsoft.com/engb/templates/CT010143123.aspx http://www.mash.dept.shef.ac.uk/DiagrammaticRepresentations.html 52 | P a g e

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Task 4: What are graphs? Give examples. this could be described as a diagram showing the relation between variable quantities, typically of two variables, each measured along one pair faxes right angles. Task 5: To learn more about graphs, types of graphs and their use follow these links: http://www.mash.dept.shef.ac.uk/Graphs.html http://www.bbc.co.uk/schools/gcsebitesize/maths/algebra/graphsrev1.shtml http://www.bbc.co.uk/schools/gcsebitesize/maths/algebra/graphshirev1.shtml http://www.mathgoodies.com/lessons/graphs/line.html http://nces.ed.gov/nceskids/help/user_guide/graph/index.asp Task 6: What are charts? Give examples. this could be described as a sheet of information in the form of a table, graph or diagram.

Task 7: To learn more about charts, types of charts and their use follow these links: http://www.bbc.co.uk/skillswise/numbers/handlingdata/graphs_and_charts/ index.shtml http://office.microsoft.com/en-us/excel-help/available-chart-typesHA001034607.aspx http://www.sapdesignguild.org/resources/diagram_guidelines/charts_bk.html

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http://office.microsoft.com/en-us/powerpoint-help/use-charts-and-graphs-in-yourpresentation-HA010108502.aspx

Week 7: Lesson 7.1 (Reflection 4)
Task 1: In order to reflect on your performance this week you need to evaluate your learning. This means considering some difficult questions and being honest in your answers. On your own, think about the following questions for a few minutes and try to answer them honestly.

7) In which Numeracy Skill (Basic Maths, Data handling, percentages and ratios, formulas and equations) do you feel you are making most progress? What improvements have you made? percentages:i have always liked this topic from high school.
!
8) In which Numeracy Skill do you feel you are making least progress?
What are the specific problems you have? formulas and equation:it really difficult for me to remember all the various formulas. !
9) What do you think you could do to improve some of your Numeracy
Skills at the college? i could devote more time into some of the topics i have a difficult time in i could go to some.
!
Now walk round the class and ask other students the same questions.
Compare answers. no difficulties were identified.
!
!
!
!

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Task 2: Discussing difficult experiences during your Numeracy Skills week.
Work in small groups
After discussing some of the difficulties you have had since coming here, think about one particular experience or problem you have had with your studies (any module) that you would like to share with your group.
Examples of such an experience/problem could be writing a particular paragraph, trying to get a book out of the library, referencing things correctly, communicating with others in group work, understanding a tutor, following instructions, etc.
• Outline what the problem is.
• Say how the problem made you feel.
• Discuss what you did or can do in the future to solve the problem.
Discuss

Notes

Outline what the problem is

I've been having problems completing my pdp and booklet because i came late. Say how the problem made you feel

i feel a bit behind in the class and pressured. Discuss what you did or can do in the future to solve the problem

i can take time for myself to complete everything. Task 3: Consider working on your Portfolio of Evidence. Complete the work on the following pages:
⦿ Subsection d. on p.19 (consider and compile useful evidence)
⦿ One entry of your Reflective Journal on p.13
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⦿ For homework complete any outstanding work

References http://www.gcsemathstutor.com/pdf/number/alg-form-changingsubj01QA-pw.pdf http://www.mash.dept.shef.ac.uk/RearrangingFormulae.html http://www.bbc.co.uk/schools/gcsebitesize/maths/algebra/formulaeact.shtml http://www.mash.dept.shef.ac.uk/Resources/web-formulae2-tom.pdf http://skills.library.leeds.ac.uk/web_based_resources/mathssolutions/video_clips/ algebra/sub_form.html http://www.sosmath.com/algebra/solve/solve0/solve0.html http://www.bbc.co.uk/schools/gcsebitesize/maths/algebra/equationsrev1.shtml http://www.purplemath.com/modules/solvelin.htm http://www.teacherschoice.com.au/maths_library/algebra/alg_21.htm http://diagrams.org/index1.html http://www.basic-mathematics.com/basic-math.html http://www.bbc.co.uk/skillswise/numbers/handlingdata/graphs_and_charts/ index.shtml http://office.microsoft.com/en-us/excel-help/available-chart-typesHA001034607.aspx http://www.sapdesignguild.org/resources/diagram_guidelines/charts_bk.html http://office.microsoft.com/en-us/powerpoint-help/use-charts-and-graphs-in-yourpresentation-HA010108502.aspx Week 7: Lesson 7.2
Task 1: Listen carefully to your teacher’s presentation and take notes. You will need your notes to complete the tasks in this lesson.

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Task 2: Answer the following questions to complete the quiz. Use your notes from task 1.
1) What is the name of your LIC programme and what are its key benefits. its called the enhanced university preparation programme. its key benefits are:
1) progress with the best possible start to your university degree and career beyond.
2) maximised engagement with study skills materials throughout your programme.
3) introduction to key concepts and useful learning tools in your first term that will support your success in subsequent term at the university.

2) What modules do you expect to study during your BLSS programme? academic skills

3) What does the phrase ‘credit-bearing module’ mean?

4) List all degree classes in the UK and describe each one.
1)first class honour 70%+: this mark requires sustained excellence throughout the degree and graduates holding such a qualification clearly stand out from their counter-parts. 2)upper second class honours (60-69%): this is the bench mark classification the majority of employers will be looking for candidates to have obtained.
3) lower second class honours (50-59%): this is slightly below the level the majority of firms are looking for; however it is not uncommon for a 2.2 degree grade to do well in their job search.

5) What does it take to achieve a 1st class degree and why should you aim at getting a 1st? this is the highest degree one can acquire when passing out of the university with this degree you can work anywhere you submit your cv to.

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Week 7: Lesson 7.3
Task 2:
Pair A: Work with another student to make a list of what you expected that your study will be like when you arrived to the UK. Share your answers with pair B and check whether there is any difference in expectations. Share your ideas with the class. job related expectations, general educational benefits, maturation and prsonal development skills( development within yourself) competitive environment that encourages high achievements.

Pair B: Work with another student to make a list of what you think is expected of students during their university study in the UK. Share your answers with pair A and check whether there is any difference in expectations. Share your ideas with the class. adequate level of english language skills, enthusiasm for the chosen course, good percentage of attendance, high achievement, ability to pay fees adequately, ability to study independently, participating actively in lectures, seminars and tutorials show mature and responsible attitude to learning.

Task 3: Can you think of any possible problems you may have during your study in the UK? Do you have any particular fears or worries? Work with another student to make a list of these.
1) heavy workload/ too much homework
2) rigid/ narrow curriculum

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3) lack of interaction with staff or classmates
4) writing academically
5) inadequate english language

Task 4: Look at the section c. on pp.11-12 in your PDP Portfolio. The Records of meetings with your LST/class tutor should have been completed by now. Discuss the
Records with another student and identify any differences or similarities. Are there any changes in your personal or academic goals you would like to make? Why / why not? Task 5: Plan an essay titled ‘What are your career goals and potential obstacles to achieving them?’ Use the table provided.

Complete this in note form.

Section

Key Idea

Support

Introduction
Rationale (Why is this topic important)

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Aims
(What your essay hopes to achieve)

Overview
(What you will be discussing) Career goal 1
Reasons for choice

Motivation for achieving Career goal 2
Reasons for choice

Motivation for achieving Obstacle 1
Description of obstacle 60 | P a g e

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Strategy for dealing with it

Obstacle 2
Description of obstacle Strategy for dealing with it

Conclusion
Sum up the topic

Suggest where future reconsideration / review of goals will be necessary N.B. You can use this plan to help you when completing point b. from section 4 in your PDP Portfolio. You can start writing now or complete the task for homework.

Week 8: Lesson 8.1

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Task 2: Work with a partner to discuss what each of the following quotations is trying to express and whether or not you agree with what the writer says.
Which quotation appeals to you the most? Why?

1. In the name of God, stop a moment, cease your work, look around you.
Leo Tolstoy (1828—1910)

2. If history repeats itself, and the unexpected always happens, how incapable must Man be of learning from experience?
George Bernard Shaw (1856—1950)

3. Only the curious will learn and only the resolute overcome the obstacles to learning. The quest quotient has always excited me more than the intelligence quotient. Eugene S. Wilson

4. Learning without thought is labour lost; thought without learning is perilous.
Confucius (551—479 BC)

5. Experience is that marvellous thing that enables you to recognize a mistake when you make it again.
Franklin P. Jones

6. To become aware of the possibility of the search is to be onto something.
Walker Percy

7.

“The least of learning is done in classrooms”
Thomas Merton (1915—1968)

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Task 3: Complete the table with the typical characteristics of dependent and independent learners. Share your answers with another student.
Dependent Learners

Independent learners

they aren't self-reliant.

they are self-reliant.

hey can take decision on their own about their learning. they cannot identify their strengths and weaknesses. can identify their strengths and weaknesses. dosent really set goals for him or herself. sets goals for themselves. they think the teacher is fully responsible they do not believe the teacher is fully for their learning. responsible for their learning

they do not reflect on the progress they are making and reasons.

they reflect on the progress they make.

prefers reading in a group or prefer reading with a person.

prefers reading alone.

Task 4: From the activities you have completed till now, try to draw a mind map on the personal strategies for independent learning that you will address this semester.
Would you regard yourself as an independent learner? If not, how can you achieve this?

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Answer the task questions here:
1) your motivation level needs to be high.
2) set smart goals that you know you would be able to achieve.
3) mange your time effectively.
4) learn from feedback. it could be your teacher or peer.
5) reflect on what you learn.
6) develop your study and research skills.
7) make the best of learning resources available to you.
8) set ground rules for yourself.

Week 8: Lesson 8.2

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Task 2: You have a 2 minute time limit to complete the questions in this test. You may start the timer and begin whenever you choose. Good
Luck!!
Name: olagunju shayo karimat
Following directions is easy
1) Read all of the following directions before you do anything.
2) Print your name, last name first then (your first name) and middle initial (if you have one), at the top of the page.
3) Draw a line through X the word "all" in direction 1.
4) Underline the word "directions" in direction 1.
5) In direction 2, circle the words "your first name."
6) In direction 3, place an "X" in front of the word “through." below
7) Cross out the numbers of the even-numbered directions above.
8) In direction 7, cross out the word "above" and write the word "below" above it.
9) Write "Following directions is easy" under your name at the top of the page. that’s what you think!
10)in direction 9, add the following sentence after the word "page": "That's what you think!"
11) Draw a square in the upper right-hand corner of this page.
12)Draw a triangle in the lower left-hand corner of this page.
13)Place a circle in the centre of the square.
14)Place an "x" in the centre of the triangle.
15)Now that you have read all of the directions as instructed in direction 1, follow directions 2 and 16 only.
16)Please do not give away what this test is about by saying anything or doing anything to alert your classmates. If you have reached this direction, pretend that you are still writing. See how many of your classmates really know how to follow directions.
Task 3: Now look at some tutor feedback comments. Are you able to use these comments – what could you get out of them? If you find them useless, can you identify why and what you need to make them effective – your tutor may be interested to know how you perceived his/her feedback. How do you use your tutors’ comments? 65 | P a g e

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Example comments from tutor feedback

What points could you take from this comment?
(you may enter ‘none’)

If you needed more information, what would it be? none

i would like to know if my approach on the question was good.

I like the theoretical discussion i would know to keep this up. nothing

Excellent use of sources and good referencing

to keep this up.

nothing

POSITIVE STATEMENTS
It is easy to read

Plenty of evidence for and none against with critique

nothing

A good essay

i would try and keep this up. nothing

i would try and improve improve in my referencing skills. nothing

NEGATIVE
STATEMENTS
You could improve the linking between sections and include critique in conclusions. Your work is unstructured. i would try and make my work more understandable for my tutor. i would have liked to know if the whole of my work wasn't properly structured or just some aspect.

Weak conclusions

nothing

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Keep to the point

Personal Development Skills Module

i would try not to drift away from the topic subject. nothing

Task 4: Complete the table below with ideas for exam tips and techniques. Explain why and how they could be helpful.

When?

Exam tips and techniques

Preparing for the exam

when preparing for an exam i usually ensure to take an afternoon nap for about six hours this nap enables me to wake in the midnight and study for the fourth coming exam and when i take the nap its kind of hard for me to go back to bed so i stay up for about four hours studying. 24 hrs before the exam

i always try and ensure not to study too hard prior to the examination date because this works up the brain i try to just stay calm and revise here and there but not everything.

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During the exam

Personal Development Skills Module

i try not to waste too much time on a question because this delays the time given to me and by the time i’m done i go back to the ones i didn't answer and see if i can do it.

Task 5: Try to answer the following questions. Discuss your ideas with another student and share your ideas with the class. To check your answers and get more useful information from the MIND website, follow the hyperlinks.
Can I avoid getting stressed before an exam? yes you can avoid being stressed before an exam but first you have to ensure reading is a day to day thing with you months before the exam doing this would always keep you revised so when the actual exam comes you would be much more calmer than the other students.

How do I minimise exam stress? you have to ensure to keep reading prior to the examination week. so you wouldn't be so panicked when the actual exams come.

What's the best way to revise? for me i would advice to take notes as you are reading.

How can I de-stress? you can de-stress by taking afternoon naps to help keep the body and brain refreshed. What's the best approach to the actual exams? you have to have confidence in yourself but not to much, you have to have read and rested you have to find away to balance out the two.
What are the signs of too much stress?

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you might have head ache or body pain your eyes would probably hurt you due to reading a lot and this might cause one to not concentrate much.

What should I do if things are getting on top of me? you need too do a scale of preference ranging from the most important to the least important tasks.
What can family and friends do to help? they can help you out with quizzes which help in testing how much you know from what you have read.

Task 6: Homework. To find out more about how to manage exam stress, follow these links: http://www.bbc.co.uk/radio1/advice/factfile_az/exams_stress http://www.thestudentroom.co.uk/wiki/Dealing_with_Exam_Stress http://www.humanities.manchester.ac.uk/studyskills/assessment_evaluation/ assessment/exam_stress.html Week 8: Lesson 8.3 (Reflection week 5)
Task 1: In order to reflect on your performance this week you need to evaluate your learning. This means considering some difficult questions and being honest in your answers. On your own, think about the following questions for a few minutes and try to answer them honestly.

1) What new knowledge or skills did you gain this week? i learnt about higher education in the united kingdom and also the qualification you need to pass or get to a certain level in your university programme. 2) Did you experience any specific study- related problems this week? no i did not experience any form of difficulty this week.
3) What do you think you could do to improve your knowledge about UK
HE whilst at the college?
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i would ensure to stay in tune with all my work schedules and try and keep up with my school work.
!
Now walk round the class and ask other students the same questions.
Compare answers.
90% of the students shared the same value as me while the remaining 10% were a bit led back.
!
Task 2: Discussing difficult experiences during your Learning about UK HE week.
Work in small groups
After discussing some of the difficulties you have had since coming here, think about one particular experience or problem you have had with your studies (any module) that you would like to share with your group.
Examples of such an experience/problem could be writing a particular paragraph, trying to get a book out of the library, referencing things correctly, communicating with others in group work, understanding a tutor, following instructions, etc.
• Outline what the problem is.
• Say how the problem made you feel.
• Discuss what you did or can do in the future to solve the problem.
Discuss

Notes

Outline what the problem is

since i’ve come her I've definitely faced some difficulties especially in completing my pdp and student booklet.

Say how the problem made you feel

i felt extremely confused and a bit frustrated. Discuss what you did or can do in the future to solve the problem

i tried to stay focused and determined in my work.

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Task 3: Consider working on your Portfolio of Evidence. Complete the work on the following pages:
⦿ Subsection e. on p.20 (consider and compile useful evidence)
⦿ One entry of your Reflective Journal on p.13
⦿ For homework complete any outstanding work

Week 9: Lesson 9.1
Task 2: Working in pairs, make list of the most important major issues in today’s globalised world. Give reasons for your answers and share your ideas with the whole class. 1) today i would say one of the biggest problems the world is facing is the terrorist attacks that have left some people dead, homeless, traumatised etc.
2) moving to the health sector i would say cancer is a challenge for scientist because the are still trying to find a cure which leaves patients dying.
3) climate change another issue to me should be the fact that the o zone layer i gradually cracking which leaves us very unsafe.
4) another problem is illegal use of drugs, uncontrolled use of hard drugs is a major problem nowadays.
!

Task 3: In pairs, brainstorm ideas to complete the mind map below.

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Issue 1

Issue 4

Key issues in
International
Business

Issue 2

Issue 3

Task 4: Find the words in the list below in the grid. 


Words can go horizontally, vertically and diagonally, backwards or forwards.


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S

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B

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agreeme nt capital
 competit launch
 loss margin


or
 contract customer
 deal investme nt meeting
 merger product
 profit retail
 sales sharehold er stock
 turnover wholesale
 yield Source: www.learn-english-today.com

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Source: www.learn-english-today.com

Week 9: Lesson 9.2 (FC005 ‘Taster’ session 1)

Task 1: Brainstorm ideas to fill in the mind map below. Work with another student to decide what the module FC005 is about. Then make a list of questions you want to ask the guest speaker.

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Content

Aims

FC005

Learning outcomes

(Introduction to
Social Sciences)

Assessment

!

Questions:

!
!
!
!
!
!
!

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Task 2: Listen carefully to the speaker’s presentation and take notes. You will need your notes to complete the set tasks in this lesson.

Week 9: Lesson 9.3 (FC006 ‘Taster’ session 1)

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Task 1: Brainstorm ideas to fill in the mind map below. Work with another student to decide what the module FC006 is about. Then make a list of questions you want to ask the guest speaker.

Content

Aims

FC006

Learning outcomes (Introduction to
Economics)

Assessment

!
Questions:
!
!
!
!
!
!
!
!
!
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Task 2: Listen carefully to the speaker’s presentation and take notes. You will need your notes to complete the set tasks in this lesson.

Week 10: Lesson 10.1 (Workshop for Portfolio building)
Work independently on your Portfolio. Ask your teacher for feedback when you complete some of your work.
Tip: Organise an informal study group with some of your classmates to help each other with ideas and informal peer feedback.

Week 10: Lesson 10.2 (Workshop for Portfolio building)
Work independently on your Portfolio. Ask your teacher for feedback when you complete some of your work.
Tip: Organise an informal study group with some of your classmates to help each other with ideas and informal peer feedback.

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Week 10: Lesson 10.3 (FC005 ‘taster’ session 2)
Task 1: Now compare your Homework answers with another student’s answers.

Task 2: Listen carefully to the speaker’s presentation and take notes. You will need your notes to complete the set tasks in this lesson.

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Week 11: Lesson 11.1 (FC005 ‘taster’ session 2)
Task 1: Now compare your Homework answers with another student’s answers.

Task 2: Listen carefully to the speaker’s presentation and take notes. You will need your notes to complete the set tasks in this lesson.

Week 11: Lesson 11.2 (Reflection 6)
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Task 1: In order to reflect on your performance this week you need to evaluate your learning. This means considering some difficult questions and being honest in your answers. On your own, think about the following questions for a few minutes and try to answer them honestly.

1) What new knowledge or skills did you gain this week?
!
!
!
2) Did you experience any specific study- related problems this week?
!
!
!
3) What do you think you could do to improve your knowledge about your chosen subject whilst at the college?
!
!
!

Now walk round the class and ask other students the same questions.
Compare answers.
!
!
!
!

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Task 2: Discussing difficult experiences during your Subject knowledge and skills week Work in small groups
After discussing some of the difficulties you have had since coming here, think about one particular experience or problem you have had with your studies (any module) that you would like to share with your group.
Examples of such an experience/problem could be writing a particular paragraph, trying to get a book out of the library, referencing things correctly, communicating with others in group work, understanding a tutor, following instructions, etc.
• Outline what the problem is.
• Say how the problem made you feel.
• Discuss what you did or can do in the future to solve the problem.
Discuss

Notes

Outline what the problem is

Say how the problem made you feel

Discuss what you did or can do in the future to solve the problem

Task 3: Consider working on your Portfolio of Evidence. Complete the work on the following pages:
⦿ Subsection f. on p.21 (consider and compile useful evidence)
⦿ One entry of your Reflective Journal on p.13
⦿ For homework complete any outstanding work
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Week 11: Lesson 11.3
Work independently on your Portfolio. Ask your teacher for feedback when you complete some of your work.
Tip: Organise an informal study group with some of your classmates to help each other with ideas and informal peer feedback.

Remember to hand in your completed Portfolio on 5th
January.

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