This document provides a study guide for Unit 2 of a Global Issues class. [1] It lists the unit objectives which are to translate words related to values such as "stand up for" and "respect", discuss one's own values, and demonstrate understanding of other people's values. [2] It assigns students to answer questions from the unit wrap up, choose one topic to write a paragraph on, and provides formatting instructions for submitting the written assignment which is due on May 7, 2012.
The document discusses arranged marriages in Japan called "omiai". It provides tasks for students to complete about omiai, including writing a brief explanation, listing good and bad points, explaining related terms, and stating an opinion. Students are provided references to learn more about omiai and complete the assignment.
The biography discusses the person's life from birth to high school. They were born on August 30, 1963, the same day the US-Soviet hotline was established. Their childhood involved moving schools frequently, but high school years were enjoyable as they joined a band and had their first love, though it ended in heartbreak.
Creativity in the language classroom with Animotomickstout
For EFL instructors looking to help their learners engage with English in creative ways, Internet-based applications offer numerous exciting possibilities to provide learners with authentic reasons for using English. This presentation introduces Animoto, an easy to use web-based application ideal for creating professional looking short videos and demonstrates its efficacy in two different EFL learning contexts.
The document provides formatting guidelines for submitting assignments, including: sending assignments as email attachments with the student's full name and assignment keyword in the subject line and file name, using Times New Roman 12pt font with 2.0 line spacing and 3cm margins, and including a bolded and underlined heading with the student's name and number.
Maximizing Learner Dialogues with Voicethreadmickstout
It describes Voicethread as an online tool that allows for asynchronous and synchronous communication through audio, video and text. The document provides examples of how two professors have used Voicethread projects in their language classes to provide students with authentic audiences, a sense of agency, and opportunities to develop higher-order thinking skills. It also outlines additional benefits of Voicethread projects such as helping students retain information and encouraging lifelong learning.
Kamishibai: a collaborative project for young learners of Englishmickstout
This is the powerpoint used in a workshop given at San Lorenzo Ruiz Academy in Calapan, Philippines as part of the Teachers Helping Teachers (THT) seminars in February 2009.
Furling is not a sport in Ireland: an introduction to web 2.0 for teachersmickstout
This document discusses Web 2.0 tools that can be used for education. It introduces social bookmarking tools like Delicious and Furl that allow teachers to bookmark and organize web links. It also discusses social networking tools like Ning and EFL Classroom 2.0 for creating online communities. Finally, it mentions collaborative tools like Google Docs, Flickr, and Voicethread that allow sharing and annotating documents, photos, and audio comments online.
The Internet: A free and easy teaching toolmickstout
The document discusses internet forums and blogs as teaching tools. It provides definitions and examples of forums, including Yahoo Groups, and describes how to set up a Yahoo Group. Blogs are also discussed, including teacher blogs, student blogs, and blogging communities. Potential dangers of internet communities like viruses and privacy issues are also mentioned. The document aims to provide background information on using internet forums and blogs in education.
Developing projects for the language classroommickstout
1. The document discusses implementing project work in language classrooms and provides models and examples of project types.
2. Two models for implementing projects are presented: agreeing on a theme, determining outcomes, structuring the project process, and presenting the final project. The second model involves generating ideas, developing a visual representation, conducting research, and presenting the project.
3. Types of projects discussed include research, survey, production, and performance projects. An example water diary and social issues project are described.
4. Student reflections on the social issues project indicate they learned about global problems and the importance of helping solve social issues.
The Classic Literature and Social Issues Today Projectmickstout
1. The document describes a project implemented at Kanto International High School that integrates literature studies with exploring social issues. Students read classic literature, researched related social topics, and presented their findings.
2. The project goals were for students to understand literature, discuss related social issues, and find ways to address problems. It combined reading, speaking, and writing skills development.
3. Examples showed students demonstrated understanding of literature and social issues like homelessness in various countries. They reflected on learning about global problems and wanting to help solve issues.
1. Shibaura Institute of Technology 英語総合 1A Unit 4 Culture in Language
Study Guide
Objectives
By the end of this unit you will be able to:
1. Translate the following words and phrases:
None of your business
お前には関係ないだろ!◆全文を表示するには BU-00058 を検索
None of your business.
大きな[余計な]お世話だ。/あんたにゃ関係ないだろ。/ほっといてくれ。/構
わないでください。
That's none of your business, is it?
私の知ったことじゃない、だって。
To see more examples go to: http://eow.alc.co.jp/none+of+your+business/UTF-8/?ref=sa
Reflect on
【句動-1】 〜に反射{はんしゃ}する
・ As the light came, it was reflected on the water. 光が差すにつれ、それが水面に映し出された
。
【句動-2】 〜を熟考{じゅっこう}する、〜のことを思案{しあん}する、〜をよく[つく
づく]考える、〜を(じっくり)検討{けんとう}する◆【SIL】2
・ I need to reflect on the situation before I make a final decision. 最終決定を下す前に、状況をじ
っくり検討する必要がある。
・ It is a time to reflect on what really matters. 何が本当に重要なのか考えるときである。
・ We have reflected upon what matters most to us. 私たちにとって何が一番大事かをよく考えた
。
【句動-3】 〜を回顧{かいこ}する、反省{はんせい}する、省察{せいさつ}する
・ I told him to reflect on what he'd done. 私は彼に「自分がやったことを反省しろ」と言った。
【句動-4】 非難{ひなん}する、中傷{ちゅうしょう}する
当時{とうじ}のことを振り返る
・ reflect on the progress made thus far
これまでの進展{しんてん}[進歩状況{しんぽ じょうきょう}]をよく考える
For more examples go to: http://eow.alc.co.jp/reflect+on/UTF-8/
Remorse
【名】 自責{じせき}の念、深い後悔{こうかい}、後悔{こうかい}、深い反省{はんせ
い}、痛恨{つうこん}の念、良心{りょうしん}の呵責{かしゃく}、激しい後悔{こう
かい}
・ Remorse brought him low. 悔恨[後悔]のあまり彼はがっくり力を落とした。
・ His remorse convinced me of his sincerity. 彼の反省の深さから、私は彼の誠意を信じた。
【レベル】11、【発音】rimo':(r)s、【@】リモース、【分節】re・morse
2. Talk about culture in Japanese, and culture in English