(3038,1,'2020-11-24 20:57:38','2020-11-25 01:57:38','<h1>WHAT YOU NEED TO BE A GOOD ENGLISH TEACHER</h1>\n<div class=\"page\" title=\"Page 2\">\n<div class=\"layoutArea\">\n<div class=\"column\">\n<div class=\"layoutArea\">\n<div class=\"column\">\n\nEnglish teachers have an important job. They teach students how to read and write well, how to understand what they read, how to learn from their peers, and how to have productive and challenging conversations. Being a successful English teacher can be difficult, but there are steps you can take to improve, so that both you and your students get more out of your time in the classroom.\n\n<strong>Part 1</strong>\n<h1>Developing Lesson Plans</h1>\n<div class=\"step_num\"><b class=\"whb\">1- Choose material that will interest your students.</b> While classics like <i>Moby Dick</i> are incredibly important historically and have a lot of literary value, they can be too long, boring, and seemingly irrelevant to hold your students\' interest for long. Instead, assign shorter or more contemporary works, or works that you know your students will enjoy.</div>\n<div class=\"step\">\n\n&nbsp;\n<ul>\n 	<li>Look for literary or academic merit in unlikely places: even a zombie apocalypse novel like Colson Whitehead\'s <i>Zone One</i> deals with challenging and important topics that perfectly complement a classic like Hemingway\'s <i>In Our Time</i> while still remaining relevant to modern audiences.</li>\n</ul>\n<strong>2</strong>- <b class=\"whb\">Assign reasonable amounts of homework.</b> While it may seem nice to have your students read a lengthy novel in a week, this can be an unreasonable expectation. Your students won\'t be able to finish the reading and will skim it, read a summary instead, or not read it at all. Encourage your students to complete their homework and get the most out of their education by assigning smaller amounts of homework that directly relate to the class work.\n<ul>\n 	<li>Your focus should be on creating an in-class environment where you can monitor your student\'s work and progress. If you choose to give homework, it should be brief and relate directly to your in-class assignments and discussions.</li>\n 	<li>Short stories are excellent ways pieces to assign as critical reading. Just because there\'s less to read doesn\'t mean your students can\'t learn key concepts. Find short stories that illustrate what you\'re discussing in class and use them to keep your students engaged.</li>\n</ul>\n<b class=\"whb\">3- Give homework assignments that help students understand the material.</b> Ask students to write a short response to a reading assignment, including an interpretation of or questions about the reading. These assignments should challenge students to think critically and consider important questions, or make connections between class topics.\n<ul>\n 	<li>Don\'t assign busywork. Some assignments like vocabulary sentences and definition work are helpful. However, sending home a reading that isn\'t related to class work just to make sure your students have English homework is stressful and unnecessary. Focus on the quality of the homework you assign rather than the quantity.</li>\n</ul>\n<strong>4</strong>- <b class=\"whb\">Focus on the big-picture understanding.</b> Focus on their general understanding of the topics you teach in addition to skills like vocabulary. Impress upon them the larger significance of what they\'re studying and how this can help them elsewhere in their lives. Teach them how to learn rather than simple facts. This will help them come away from your class with a more lasting understanding of and appreciation for the subject.\n\n<strong>5</strong>- <b class=\"whb\">Order your lessons to make them cohesive.</b> Rather than jumping from topic to topic at will, order your lessons chronologically or thematically. Tie different topics together in your discussions so that your students understand how each topic is related. Help them draw connections and encourage them to consider their ideas in different contexts. What does Whitman\'s relationship with nature have to do with Tennyson\'s, or Hemingway\'s? How are they the same or different, and why?\n<ul>\n 	<li>Ordering your lessons chronologically can make the progression from one topic to the next feel natural — it makes sense to study 18th century writers before 19th century ones. Also consider ordering topics thematically, so that you study the progression of a theme or idea across several texts.</li>\n</ul>\n<div class=\"altblock\">\n<div><strong>Part 2</strong></div>\n</div>\n<h1 class=\"in-block\"><span id=\"Leading-Discussions\" class=\"mw-headline\">Leading Discussions</span></h1>\n<strong>1-</strong> <b class=\"whb\">Know the material well.</b> If you\'ll be discussing a short story, reread it several times to make sure you pick up the smaller details that you might not have noticed the first time. Come up with an interpretation of the work, but remind yourself that yours is not the only possible interpretation. Make sure you\'ll be able to answer common questions students might have about the work.<sup id=\"_ref-4\" class=\"reference trusted\" aria-label=\"Link to Reference 4\"><a href=\"https://www.wikihow.com/Be-a-Good-English-Teacher#_note-4\">[4]</a></sup>\n<ul>\n 	<li>It\'s alright if you don\'t have answers to every question that comes up. Instead of trying to compensate, open the topic up to a discussion from the class so that they can become learning moments for everyone.</li>\n</ul>\n<strong>2-</strong> <b class=\"whb\">Bring in outside material.</b> While the main focus of the discussion should be based in the text itself, it can be helpful to bring in outside material like biographical information about the author, the backstory of the text, or famous or controversial interpretations. Do some research and bring in the most relevant or interesting information you find.\n\n</div>\n<strong>3-</strong> <b class=\"whb\">Know what you want to discuss.</b> Pick out a few key points of the text that you think your students will find most challenging or confusing. Have in mind the specific topics you\'ll want to cover, and come up with a few important points your students should take away from the discussion.\n<ul>\n 	<li>Keep in mind that your students will have questions and interests that you may not be able to anticipate. Your lesson plans should not be set in stone. Responding to what your students want to talk about will create a lively, engaging, productive discussion.</li>\n</ul>\n<strong>4</strong>- <b class=\"whb\">Ask interpretive questions.</b> You should guide your students to interpret the text rather than discuss factual aspects. Ask \"how\" and \"why\" questions rather than \"what\" or yes or no questions. For example, \"What did Ender do to Bonzo Madrid?\" is a very simple question, while \"Why did Ender do it?\" is much more challenging and complex, and \"How do you know?\" demands close reading and attention to the text.\n\n<strong>5-</strong> <b class=\"whb\">Ask specific questions.</b> It can be good to start with broad questions like \"What did you like about this story?\", but only if they are quickly followed by much more specific questions. Broad questions don\'t help students think critically about the text, and they encourage generalizations and assumptions rather than text-based arguments. In contrast, asking specific questions about specific aspects of the text will challenge your students to focus on things they may have missed, construct arguments based in the text, and contend with details that challenge their interpretations\n\n<strong>6-</strong> <b class=\"whb\">Encourage your students to respond to each other.</b> In a discussion, students shouldn\'t talk to you. Rather, they should direct their questions and comments to each other, and you should step in only to keep the discussion moving forward. They will learn best if they work together to build their own ideas and interpretations — they won\'t get much out of the conversation if you simply tell them what you think. Remember, you\'re helping them learn, and a large part of that is teaching them how best to learn.\n<ul>\n 	<li>Break your students up into small groups and have them discuss topics amongst themselves. Then, have each group talk about what they discussed with the whole class. Try having each group act as an authority on a certain area and lead the class in a discussion about that topic.</li>\n 	<li>If your students will listen to and respect each other, encourage them to jump into the discussion without raising their hands and waiting to be called on. This will create a more responsive, quickly-moving, and engaging conversation that can sustain itself without you. If your students talk over each other or if a few students monopolize the discussion, have the person who just spoke choose the next person to talk, or find another way to allocate speaking time without having to do it yourself.</li>\n</ul>\n<b class=\"whb\">7- Challenge your students\' ideas, and encourage them to do the same.</b> You shouldn\'t disagree with everything they say, but ask them to support their claims with textual evidence, and encourage other students to come up with different interpretations. Putting pressure on students\' ideas makes them think harder to come up with convincing arguments. It also helps them develop the skills to speak persuasively and debate with their peers.\n<ul>\n 	<li>Debates and arguments help a discussion become lively, engaging, and interesting. If these debates start to get personal, or if students might offend each other, think about turning the conversation back to the text. You should challenge students\' interpretations of the text, not the students themselves.</li>\n</ul>\n<div class=\"altblock\">\n<div><strong>Part 3</strong></div>\n</div>\n<h3 class=\"in-block\"><span id=\"Knowing-Your-Material\" class=\"mw-headline\">Knowing Your Material</span></h3>\n<strong>1-</strong> <b class=\"whb\">Read regularly.</b> Read many kinds of literature including books, magazines, newspapers and poetry.Reading is the best way to confront challenging topics, pick up vocabulary and writing techniques, and discover new material to bring to the classroom. Depending on the grade you teach, you should be familiar with the most important works in literary history. And you should always be able to give reading suggestions to your students.\n<ul>\n 	<li>As well as reading important literature, read for fun. Remember why you love reading, and encourage your students to do the same.</li>\n 	<li>Be aware of current trends in reading material, and try out the things you think your students might be reading. This will help you better understand their interests and relate to them outside the classroom, which will make you a more effective teacheroverall.</li>\n</ul>\n<strong>2-</strong> <b class=\"whb\">Expand your vocabulary.</b> Make a point of looking up new words that you come across in your reading. Study your favorite words and begin to amass a large vocabulary. Challenge yourself to think about words you don\'t know. Guess at their etymology, and use similar words to figure out their meaning. Don\'t be afraid to look up words that you\'re unsure about, and encourage your students to do the same.\n<ul>\n 	<li>At the same time, teach your students that the mark of a good writer isn\'t just whipping out two-dollar words and using them to sound sophisticated. Teach your students the difference between using a word to draw a historical comparison, or using an alliterative word, and using a word to impress someone with your learning. There are more and less useful ways of wielding words.</li>\n 	<li>Never talk down to your students for not knowing or understanding a word. Let them know, \"It\'s alright, that\'s a difficult word.\" Then, use a synonym, provide them with context clues, or help them look it up so that they become familiar with a more advanced vocabulary.</li>\n</ul>\n<strong>3-</strong> <b class=\"whb\">Practice your handwriting.</b> Students need to be able to read your handwriting so that they can understand notes you take on the whiteboard or feedback you give on an essay. Write letters or keep a journal to keep your handwriting alive and healthy, and always focus on readability rather than the speed of your writing.\n\n<strong>4-</strong> <b class=\"whb\">Develop your English language skills.</b> Make sure you have a firm grasp of spelling, punctuation, and grammar. You don\'t want to find yourself teaching your students mistaken or wrong information. Use reference books and the Internet as sources for grammar and punctuation rules, and don\'t be afraid to look up topics you\'re not sure about.\n\n</div>\n<div class=\"altblock\">\n<div><strong>Part 4</strong></div>\n</div>\n<h3 class=\"in-block\"><span id=\"Developing-Your-Skills-in-the-Classroom\" class=\"mw-headline\">Developing Your Skills in the Classroom</span></h3>\n1- <b class=\"whb\">Become comfortable speaking in front of your class.</b> Learn to be confident, to stand in front of your students and speak well. Practice reading aloud to get comfortable speaking loudly and clearly and to make sure you won\'t stumble when you do it in front of your class. Practice good public speaking skills so that you can perform well in the classroom.<sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>\n\n2- <b class=\"whb\">Encourage your students.</b> Pay attention to your students and give their ideas your full consideration.<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"><a href=\"https://www.wikihow.com/Be-a-Good-English-Teacher#_note-9\">[9]</a> </sup>Work on building a rapport early on in the school year. Treat them as intelligent and worthy people, and respect them academically and otherwise. Try getting to know one thing each student is passionate about outside the classroom. Then, encourage them to pursue their interests and curiosities, and challenge them in and out of the classroom. When you give them attention and respect, you\'ll find that they perform well so as to be worthy of it.\n\n3- <b class=\"whb\">Be available outside of class.</b> Encourage your students to drop by at lunch or after school. This can make a huge difference for students who may be struggling or who want to pursue a discussion further. Being available for them encourages them to foster a genuine interest in the material, and it\'s a display of your respect and desire to help them learn\n\n4-\n<div class=\"column\">\n\n&nbsp;\n\n</div>\n</div>\n</div>\n</div>\n</div>','Unit 5','','inherit','closed','closed','','335-autosave-v1','','','2020-11-24 20:57:38','2020-11-25 01:57:38','',335,'https://tesoll.com/335-autosave-v1/',0,'revision','',0),(3040,1,'2020-11-24 20:42:37','2020-11-25 01:42:37','WHAT YOU NEED TO BE A GOOD ENGLISH TEACHER\r\n<div class=\"page\" title=\"Page 2\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\nEnglish teachers have an important job. They teach students how to read and write well, how to understand what they read, how to learn from their peers, and how to have productive and challenging conversations. Being a successful English teacher can be difficult, but there are steps you can take to improve, so that both you and your students get more out of your time in the classroom.\r\n<h1>Developing Lesson Plans</h1>\r\n<div class=\"step_num\"><b class=\"whb\">1- Choose material that will interest your students.</b> While classics like <i>Moby Dick</i> are incredibly important historically and have a lot of literary value, they can be too long, boring, and seemingly irrelevant to hold your students\' interest for long. Instead, assign shorter or more contemporary works, or works that you know your students will enjoy.</div>\r\n<div class=\"step\">\r\n\r\n&nbsp;\r\n<ul>\r\n 	<li>Look for literary or academic merit in unlikely places: even a zombie apocalypse novel like Colson Whitehead\'s <i>Zone One</i> deals with challenging and important topics that perfectly complement a classic like Hemingway\'s <i>In Our Time</i> while still remaining relevant to modern audiences.</li>\r\n</ul>\r\n<strong>2</strong>- <b class=\"whb\">Assign reasonable amounts of homework.</b> While it may seem nice to have your students read a lengthy novel in a week, this can be an unreasonable expectation. Your students won\'t be able to finish the reading and will skim it, read a summary instead, or not read it at all. Encourage your students to complete their homework and get the most out of their education by assigning smaller amounts of homework that directly relate to the class work.\r\n<ul>\r\n 	<li>Your focus should be on creating an in-class environment where you can monitor your student\'s work and progress. If you choose to give homework, it should be brief and relate directly to your in-class assignments and discussions.</li>\r\n 	<li>Short stories are excellent ways pieces to assign as critical reading. Just because there\'s less to read doesn\'t mean your students can\'t learn key concepts. Find short stories that illustrate what you\'re discussing in class and use them to keep your students engaged.</li>\r\n</ul>\r\n<b class=\"whb\">3- Give homework assignments that help students understand the material.</b> Ask students to write a short response to a reading assignment, including an interpretation of or questions about the reading. These assignments should challenge students to think critically and consider important questions, or make connections between class topics.<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup>\r\n<ul>\r\n 	<li>Don\'t assign busywork. Some assignments like vocabulary sentences and definition work are helpful. However, sending home a reading that isn\'t related to class work just to make sure your students have English homework is stressful and unnecessary. Focus on the quality of the homework you assign rather than the quantity.</li>\r\n</ul>\r\n<strong>4</strong>- <b class=\"whb\">Focus on the big-picture understanding.</b> Focus on their general understanding of the topics you teach in addition to skills like vocabulary. Impress upon them the larger significance of what they\'re studying and how this can help them elsewhere in their lives. Teach them how to learn rather than simple facts. This will help them come away from your class with a more lasting understanding of and appreciation for the subject.\r\n\r\n<strong>5</strong>- <b class=\"whb\">Order your lessons to make them cohesive.</b> Rather than jumping from topic to topic at will, order your lessons chronologically or thematically. Tie different topics together in your discussions so that your students understand how each topic is related. Help them draw connections and encourage them to consider their ideas in different contexts. What does Whitman\'s relationship with nature have to do with Tennyson\'s, or Hemingway\'s? How are they the same or different, and why?\r\n<ul>\r\n 	<li>Ordering your lessons chronologically can make the progression from one topic to the next feel natural — it makes sense to study 18th century writers before 19th century ones. Also consider ordering topics thematically, so that you study the progression of a theme or idea across several texts.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 5','','inherit','closed','closed','','335-revision-v1','','','2020-11-24 20:42:37','2020-11-25 01:42:37','',335,'https://tesoll.com/335-revision-v1/',0,'revision','',0),(3041,1,'2020-11-24 20:55:34','2020-11-25 01:55:34','<h1>WHAT YOU NEED TO BE A GOOD ENGLISH TEACHER</h1>\r\n<div class=\"page\" title=\"Page 2\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\nEnglish teachers have an important job. They teach students how to read and write well, how to understand what they read, how to learn from their peers, and how to have productive and challenging conversations. Being a successful English teacher can be difficult, but there are steps you can take to improve, so that both you and your students get more out of your time in the classroom.\r\n\r\n<strong>Part 1</strong>\r\n<h1>Developing Lesson Plans</h1>\r\n<div class=\"step_num\"><b class=\"whb\">1- Choose material that will interest your students.</b> While classics like <i>Moby Dick</i> are incredibly important historically and have a lot of literary value, they can be too long, boring, and seemingly irrelevant to hold your students\' interest for long. Instead, assign shorter or more contemporary works, or works that you know your students will enjoy.</div>\r\n<div class=\"step\">\r\n\r\n&nbsp;\r\n<ul>\r\n 	<li>Look for literary or academic merit in unlikely places: even a zombie apocalypse novel like Colson Whitehead\'s <i>Zone One</i> deals with challenging and important topics that perfectly complement a classic like Hemingway\'s <i>In Our Time</i> while still remaining relevant to modern audiences.</li>\r\n</ul>\r\n<strong>2</strong>- <b class=\"whb\">Assign reasonable amounts of homework.</b> While it may seem nice to have your students read a lengthy novel in a week, this can be an unreasonable expectation. Your students won\'t be able to finish the reading and will skim it, read a summary instead, or not read it at all. Encourage your students to complete their homework and get the most out of their education by assigning smaller amounts of homework that directly relate to the class work.\r\n<ul>\r\n 	<li>Your focus should be on creating an in-class environment where you can monitor your student\'s work and progress. If you choose to give homework, it should be brief and relate directly to your in-class assignments and discussions.</li>\r\n 	<li>Short stories are excellent ways pieces to assign as critical reading. Just because there\'s less to read doesn\'t mean your students can\'t learn key concepts. Find short stories that illustrate what you\'re discussing in class and use them to keep your students engaged.</li>\r\n</ul>\r\n<b class=\"whb\">3- Give homework assignments that help students understand the material.</b> Ask students to write a short response to a reading assignment, including an interpretation of or questions about the reading. These assignments should challenge students to think critically and consider important questions, or make connections between class topics.\r\n<ul>\r\n 	<li>Don\'t assign busywork. Some assignments like vocabulary sentences and definition work are helpful. However, sending home a reading that isn\'t related to class work just to make sure your students have English homework is stressful and unnecessary. Focus on the quality of the homework you assign rather than the quantity.</li>\r\n</ul>\r\n<strong>4</strong>- <b class=\"whb\">Focus on the big-picture understanding.</b> Focus on their general understanding of the topics you teach in addition to skills like vocabulary. Impress upon them the larger significance of what they\'re studying and how this can help them elsewhere in their lives. Teach them how to learn rather than simple facts. This will help them come away from your class with a more lasting understanding of and appreciation for the subject.\r\n\r\n<strong>5</strong>- <b class=\"whb\">Order your lessons to make them cohesive.</b> Rather than jumping from topic to topic at will, order your lessons chronologically or thematically. Tie different topics together in your discussions so that your students understand how each topic is related. Help them draw connections and encourage them to consider their ideas in different contexts. What does Whitman\'s relationship with nature have to do with Tennyson\'s, or Hemingway\'s? How are they the same or different, and why?\r\n<ul>\r\n 	<li>Ordering your lessons chronologically can make the progression from one topic to the next feel natural — it makes sense to study 18th century writers before 19th century ones. Also consider ordering topics thematically, so that you study the progression of a theme or idea across several texts.</li>\r\n</ul>\r\n<div class=\"altblock\">\r\n<div><strong>Part 2</strong></div>\r\n</div>\r\n<h1 class=\"in-block\"><span id=\"Leading-Discussions\" class=\"mw-headline\">Leading Discussions</span></h1>\r\n<strong>1-</strong> <b class=\"whb\">Know the material well.</b> If you\'ll be discussing a short story, reread it several times to make sure you pick up the smaller details that you might not have noticed the first time. Come up with an interpretation of the work, but remind yourself that yours is not the only possible interpretation. Make sure you\'ll be able to answer common questions students might have about the work.<sup id=\"_ref-4\" class=\"reference trusted\" aria-label=\"Link to Reference 4\"><a href=\"https://www.wikihow.com/Be-a-Good-English-Teacher#_note-4\">[4]</a></sup>\r\n<ul>\r\n 	<li>It\'s alright if you don\'t have answers to every question that comes up. Instead of trying to compensate, open the topic up to a discussion from the class so that they can become learning moments for everyone.</li>\r\n</ul>\r\n<strong>2-</strong> <b class=\"whb\">Bring in outside material.</b> While the main focus of the discussion should be based in the text itself, it can be helpful to bring in outside material like biographical information about the author, the backstory of the text, or famous or controversial interpretations. Do some research and bring in the most relevant or interesting information you find.\r\n\r\n</div>\r\n<strong>3-</strong> <b class=\"whb\">Know what you want to discuss.</b> Pick out a few key points of the text that you think your students will find most challenging or confusing. Have in mind the specific topics you\'ll want to cover, and come up with a few important points your students should take away from the discussion.\r\n<ul>\r\n 	<li>Keep in mind that your students will have questions and interests that you may not be able to anticipate. Your lesson plans should not be set in stone. Responding to what your students want to talk about will create a lively, engaging, productive discussion.</li>\r\n</ul>\r\n<strong>4</strong>- <b class=\"whb\">Ask interpretive questions.</b> You should guide your students to interpret the text rather than discuss factual aspects. Ask \"how\" and \"why\" questions rather than \"what\" or yes or no questions. For example, \"What did Ender do to Bonzo Madrid?\" is a very simple question, while \"Why did Ender do it?\" is much more challenging and complex, and \"How do you know?\" demands close reading and attention to the text.\r\n\r\n<strong>5-</strong> <b class=\"whb\">Ask specific questions.</b> It can be good to start with broad questions like \"What did you like about this story?\", but only if they are quickly followed by much more specific questions. Broad questions don\'t help students think critically about the text, and they encourage generalizations and assumptions rather than text-based arguments. In contrast, asking specific questions about specific aspects of the text will challenge your students to focus on things they may have missed, construct arguments based in the text, and contend with details that challenge their interpretations\r\n\r\n<strong>6-</strong> <b class=\"whb\">Encourage your students to respond to each other.</b> In a discussion, students shouldn\'t talk to you. Rather, they should direct their questions and comments to each other, and you should step in only to keep the discussion moving forward. They will learn best if they work together to build their own ideas and interpretations — they won\'t get much out of the conversation if you simply tell them what you think. Remember, you\'re helping them learn, and a large part of that is teaching them how best to learn.\r\n<ul>\r\n 	<li>Break your students up into small groups and have them discuss topics amongst themselves. Then, have each group talk about what they discussed with the whole class. Try having each group act as an authority on a certain area and lead the class in a discussion about that topic.</li>\r\n 	<li>If your students will listen to and respect each other, encourage them to jump into the discussion without raising their hands and waiting to be called on. This will create a more responsive, quickly-moving, and engaging conversation that can sustain itself without you. If your students talk over each other or if a few students monopolize the discussion, have the person who just spoke choose the next person to talk, or find another way to allocate speaking time without having to do it yourself.</li>\r\n</ul>\r\n<b class=\"whb\">7- Challenge your students\' ideas, and encourage them to do the same.</b> You shouldn\'t disagree with everything they say, but ask them to support their claims with textual evidence, and encourage other students to come up with different interpretations. Putting pressure on students\' ideas makes them think harder to come up with convincing arguments. It also helps them develop the skills to speak persuasively and debate with their peers.\r\n<ul>\r\n 	<li>Debates and arguments help a discussion become lively, engaging, and interesting. If these debates start to get personal, or if students might offend each other, think about turning the conversation back to the text. You should challenge students\' interpretations of the text, not the students themselves.</li>\r\n</ul>\r\n<div class=\"altblock\">\r\n<div><strong>Part 3</strong></div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Knowing-Your-Material\" class=\"mw-headline\">Knowing Your Material</span></h3>\r\n<strong>1-</strong> <b class=\"whb\">Read regularly.</b> Read many kinds of literature including books, magazines, newspapers and poetry.<sup id=\"_ref-6\" class=\"reference\" aria-label=\"Link to Reference 6\"> </sup>Reading is the best way to confront challenging topics, pick up vocabulary and writing techniques, and discover new material to bring to the classroom. Depending on the grade you teach, you should be familiar with the most important works in literary history. And you should always be able to give reading suggestions to your students.\r\n<ul>\r\n 	<li>As well as reading important literature, read for fun. Remember why you love reading, and encourage your students to do the same.</li>\r\n 	<li>Be aware of current trends in reading material, and try out the things you think your students might be reading. This will help you better understand their interests and relate to them outside the classroom, which will make you a more effective teacheroverall.</li>\r\n</ul>\r\n<strong>2-</strong> <b class=\"whb\">Expand your vocabulary.</b> Make a point of looking up new words that you come across in your reading. Study your favorite words and begin to amass a large vocabulary. Challenge yourself to think about words you don\'t know. Guess at their etymology, and use similar words to figure out their meaning. Don\'t be afraid to look up words that you\'re unsure about, and encourage your students to do the same.<sup id=\"_ref-7\" class=\"reference\" aria-label=\"Link to Reference 7\"></sup>\r\n<ul>\r\n 	<li>At the same time, teach your students that the mark of a good writer isn\'t just whipping out two-dollar words and using them to sound sophisticated. Teach your students the difference between using a word to draw a historical comparison, or using an alliterative word, and using a word to impress someone with your learning. There are more and less useful ways of wielding words.</li>\r\n 	<li>Never talk down to your students for not knowing or understanding a word. Let them know, \"It\'s alright, that\'s a difficult word.\" Then, use a synonym, provide them with context clues, or help them look it up so that they become familiar with a more advanced vocabulary.</li>\r\n</ul>\r\n<strong>3-</strong> <b class=\"whb\">Practice your handwriting.</b> Students need to be able to read your handwriting so that they can understand notes you take on the whiteboard or feedback you give on an essay. Write letters or keep a journal to keep your handwriting alive and healthy, and always focus on readability rather than the speed of your writing.\r\n\r\n<strong>4-</strong> <b class=\"whb\">Develop your English language skills.</b> Make sure you have a firm grasp of spelling, punctuation, and grammar. You don\'t want to find yourself teaching your students mistaken or wrong information. Use reference books and the Internet as sources for grammar and punctuation rules, and don\'t be afraid to look up topics you\'re not sure about.\r\n\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>','Unit 5','','inherit','closed','closed','','335-revision-v1','','','2020-11-24 20:55:34','2020-11-25 01:55:34','',335,'https://tesoll.com/335-revision-v1/',0,'revision','',0),(3044,1,'2020-11-24 21:51:25','2020-11-25 02:51:25','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL- Four Language Skills</h1>\n<h1 id=\"section_0\" class=\"title_lg\">- Teach Reading Skills</h1>\nReading is the first step into a better life. Without basic reading skills, we can’t get jobs in most fields or negotiate contracts like leases. Unfortunately, today’s hyper-visual culture makes reading less appealing to children and adults. However, you shouldn’t just throw your hands up in defeat. With a few handy tricks, you can teach reading skills to children and adult learners.\n<div class=\"step\">\n\n<b class=\"whb\">1- Find out their learning styles.</b> You need to figure this out before you can teach reading skills. Most students learn by seeing (visual learners), hearing (auditory learners), or doing (kinesthetic learners).<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>Talk to your principal or school guidance counselor about which tests you can give them.\n<ul>\n 	<li>Teach visual learners with outlines, diagrams, and illustrated handouts.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup></li>\n 	<li>Teach auditory learners through audio books, oral reports, and rhyming games.<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup></li>\n 	<li>Teach kinesthetic learners through role-playing activities, games, and field trips.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\n 	<li>If you\'re a school teacher or are teaching more than one child, it\'s important to balance these approaches to appeal to different types of learners.</li>\n</ul>\n<div class=\"step\">\n\n<b class=\"whb\">2- Determine their likes and dislikes.</b> One of the best ways to help kids get excited about reading is to choose material that already interests them. During the first week of school, talk to your students about their likes. You can ask about favorite movies, characters, or songs. Then you can tailor the reading material towards their interests.\n<ul>\n 	<li>For example, maybe several kids say that they love monkeys. <i>Curious George</i>would be a great place to start!</li>\n 	<li>Maybe your kids are into magic. <i>Harry Potter and the Sorcerer’s Stone</i> is a good choice for young readers.</li>\n</ul>\n<b class=\"whb\">3- Start with easy material.</b> For very young readers, try titles along the lines of Dr. Seuss books or first-reader skill level. Literary devices like rhyming or alliteration also appeal to young readers. Look for books that are richly illustrated with engaging pictures so that students can connect words and images.<sup id=\"_ref-5\" class=\"reference trusted\" aria-label=\"Link to Reference 5\"><a href=\"https://www.wikihow.com/Teach-Reading-Skills#_note-5\">[5]</a></sup> In addition to Dr. Seuss, some good examples include:\n<ul>\n 	<li><i>The Cat from Hunger Mountain</i> by Ed Young.</li>\n 	<li><i>Little Red</i> by Bethan Woollvin.</li>\n 	<li><i>Freedom in Congo Square</i> by Carole Boston Weatherford.</li>\n</ul>\n<b class=\"whb\">4- Read to them.</b> As you read, angle the book so that your students can see the text and the illustrations. Make connections between the texts and the images. Before you turn the page, ask students engaging questions, such as:\n<ul>\n 	<li>What do you think Little Red Riding Hood will do next?</li>\n 	<li>Why do you think Dr. Seuss made the Lorax speak for the trees?</li>\n 	<li>If you were one of the billy goats, what would you do?</li>\n</ul>\n<b class=\"whb\">5- Assign written responses.</b> Writing can build grammar, stamina, and a love for reading.<sup id=\"_ref-6\" class=\"reference trusted\" aria-label=\"Link to Reference 6\"><a href=\"https://www.wikihow.com/Teach-Reading-Skills#_note-6\">[6]</a></sup> At the beginning of class, have students write a short paragraph that summarizes their homework assignment or what they read in class yesterday. To make the response a bit more enjoyable, ask them to also write about what they liked about the reading and what they disliked. Other ideas for assignments include:\n<ul>\n 	<li>Writing a letter to the main character.</li>\n 	<li>Converting the plot of the book into a news story.</li>\n 	<li>Writing an interview with the main character.</li>\n</ul>\n<h3 class=\"in-block\"><span id=\"Making-Reading-Fun\" class=\"mw-headline\">Making Reading Fun</span></h3>\n1- <b class=\"whb\">Introduce the book in a fun way.</b> You could play a game related to the book, watch a clip from a movie, or do an artistic project. Choose any fun way to get your student(s) excited about the book. Some books may be easy to match with an activity, such as one that\'s already been made into a movie, while others may take some thought.\n<ul>\n 	<li>For example, you could show them a clip from the movie <i>Bridge to Terabithia</i> before assigning the book.</li>\n 	<li>Similarly, you could introduce a <i>Sherlock Holmes</i> book by playing a mystery game.</li>\n</ul>\n2- <b class=\"whb\">Assign some of your favorites.</b> Pick out books that really grabbed your attention as a child or teenager. Enthusiasm is contagious. If your students see you getting excited about the reading material, they’re more likely to take an interest. Some timeless examples include:\n<ul>\n 	<li>Beverly Cleary’s books about Ramona Quimby</li>\n 	<li>Carolyn Keene’s Nancy Drew series</li>\n 	<li>Sir Arthur Conan Doyle’s books about Sherlock Holmes</li>\n</ul>\n3- <b class=\"whb\">Play audio books.</b> Check out the school library or your local public library for books on tape or CD. Look for free downloadable versions of classics at Librivox.org. Audio books can fire up interest in reading. The right narrator can add an element of drama that a student might miss from text alone. Some good examples are:\n<ul>\n 	<li><i>The Sorrows of Young Werther</i> by Johann Wolfgang von Goethe, narrated by Rob de Lorenzo</li>\n 	<li><i>The Odyssey</i> by Homer, narrated by Ian McKellen</li>\n 	<li>“Sonnet XIX” by William Shakespeare, narrated by Patrick Stewart</li>\n</ul>\n4- <b class=\"whb\">Make connections to the outside world.</b> Students will more likely engage with the material if they can see how it relates to the real world. Think of a variety of interesting activities that could make this connection. You could:<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"></sup>\n<ul>\n 	<li>Have students connect the reading to something in their lives. For example, you could ask them if they know a stubborn person like the narrator in <i>Green Eggs and Ham</i>.</li>\n 	<li>Assign students to act out scenes or from their reading.</li>\n 	<li>Plan a field trip on a related topic or theme to their assigned reading.</li>\n</ul>\n5- <b class=\"whb\">Hold contests.</b> Sometimes the best motivation is competition. Keep a weekly book quota to help students stay on track. Give them small prizes for the books they read.\n<ul>\n 	<li>For example, you could give each student a ticket for each book they read. Set up a list of rewards they could redeem their tickets for, such as extra credit points or 15 minutes on the computer.</li>\n</ul>\n6- <b class=\"whb\">Play solo or group games.</b> Search websites like PBS Kids or RIF.org to find fun games appropriate for your students’ reading levels. Look for games that you can either print out. If you can only find computer games, try making a paper-based adaptation. Some examples are:\n<ul>\n 	<li>Matching pictures to words or phrases that describe them.</li>\n 	<li>Writing a chain story. Break the class up into groups. Give each group an opening sentence. Each student builds on the previous sentence until they have a complete story.</li>\n 	<li>Playing a modified “Go Fish” game. The rules are the same as the traditional game. However, in this game, students match words, rather than pictures.</li>\n</ul>\n&nbsp;\n\n<b class=\"whb\">Start with easy material.</b> For very young readers, try titles along the lines of Dr. Seuss books or first-reader skill level. Literary devices like rhyming or alliteration also appeal to young readers. Look for books that are richly illustrated with engaging pictures so that students can connect words and images.<sup id=\"_ref-5\" class=\"reference trusted\" aria-label=\"Link to Reference 5\"></sup>In addition to Dr. Seuss, some good examples include:\n<ul>\n 	<li><i>The Cat from Hunger Mountain</i> by Ed Young.</li>\n 	<li><i>Little Red</i> by Bethan Woollvin.</li>\n 	<li><i>Freedom in Congo Square</i> by Carole Boston Weatherford.</li>\n</ul>\n</div>\n</div>','Unit 6','','inherit','closed','closed','','341-autosave-v1','','','2020-11-24 21:51:25','2020-11-25 02:51:25','',341,'https://tesoll.com/341-autosave-v1/',0,'revision','',0),(3046,1,'2020-11-24 21:39:15','2020-11-25 02:39:15','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL- Four Language Skills</h1>\r\n<h1 id=\"section_0\" class=\"title_lg\">Teach Reading Skills</h1>\r\nReading is the first step into a better life. Without basic reading skills, we can’t get jobs in most fields or negotiate contracts like leases. Unfortunately, today’s hyper-visual culture makes reading less appealing to children and adults. However, you shouldn’t just throw your hands up in defeat. With a few handy tricks, you can teach reading skills to children and adult learners.\r\n<div class=\"step\"><b class=\"whb\">1- Find out their learning styles.</b> You need to figure this out before you can teach reading skills. Most students learn by seeing (visual learners), hearing (auditory learners), or doing (kinesthetic learners).<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>Talk to your principal or school guidance counselor about which tests you can give them.\r\n<ul>\r\n 	<li>Teach visual learners with outlines, diagrams, and illustrated handouts.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup></li>\r\n 	<li>Teach auditory learners through audio books, oral reports, and rhyming games.<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup></li>\r\n 	<li>Teach kinesthetic learners through role-playing activities, games, and field trips.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\r\n 	<li>If you\'re a school teacher or are teaching more than one child, it\'s important to balance these approaches to appeal to different types of learners.</li>\r\n</ul>\r\n</div>','Unit 6','','inherit','closed','closed','','341-revision-v1','','','2020-11-24 21:39:15','2020-11-25 02:39:15','',341,'https://tesoll.com/341-revision-v1/',0,'revision','',0),(3047,1,'2020-11-24 21:40:37','2020-11-25 02:40:37','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL- Four Language Skills</h1>\r\n<h1 id=\"section_0\" class=\"title_lg\">- Teach Reading Skills</h1>\r\nReading is the first step into a better life. Without basic reading skills, we can’t get jobs in most fields or negotiate contracts like leases. Unfortunately, today’s hyper-visual culture makes reading less appealing to children and adults. However, you shouldn’t just throw your hands up in defeat. With a few handy tricks, you can teach reading skills to children and adult learners.\r\n<div class=\"step\">\r\n\r\n<b class=\"whb\">1- Find out their learning styles.</b> You need to figure this out before you can teach reading skills. Most students learn by seeing (visual learners), hearing (auditory learners), or doing (kinesthetic learners).<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>Talk to your principal or school guidance counselor about which tests you can give them.\r\n<ul>\r\n 	<li>Teach visual learners with outlines, diagrams, and illustrated handouts.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup></li>\r\n 	<li>Teach auditory learners through audio books, oral reports, and rhyming games.<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup></li>\r\n 	<li>Teach kinesthetic learners through role-playing activities, games, and field trips.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\r\n 	<li>If you\'re a school teacher or are teaching more than one child, it\'s important to balance these approaches to appeal to different types of learners.</li>\r\n</ul>\r\n<div class=\"step\"><b class=\"whb\">2- Determine their likes and dislikes.</b> One of the best ways to help kids get excited about reading is to choose material that already interests them. During the first week of school, talk to your students about their likes. You can ask about favorite movies, characters, or songs. Then you can tailor the reading material towards their interests.\r\n<ul>\r\n 	<li>For example, maybe several kids say that they love monkeys. <i>Curious George</i>would be a great place to start!</li>\r\n 	<li>Maybe your kids are into magic. <i>Harry Potter and the Sorcerer’s Stone</i> is a good choice for young readers.</li>\r\n</ul>\r\n</div>\r\n</div>','Unit 6','','inherit','closed','closed','','341-revision-v1','','','2020-11-24 21:40:37','2020-11-25 02:40:37','',341,'https://tesoll.com/341-revision-v1/',0,'revision','',0),(3049,1,'2020-11-24 21:53:27','2020-11-25 02:53:27','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL- Four Language Skills</h1>\r\n<h1 id=\"section_0\" class=\"title_lg\">- Teach Reading Skills</h1>\r\nReading is the first step into a better life. Without basic reading skills, we can’t get jobs in most fields or negotiate contracts like leases. Unfortunately, today’s hyper-visual culture makes reading less appealing to children and adults. However, you shouldn’t just throw your hands up in defeat. With a few handy tricks, you can teach reading skills to children and adult learners.\r\n<div class=\"step\">\r\n\r\n<b class=\"whb\">1- Find out their learning styles.</b> You need to figure this out before you can teach reading skills. Most students learn by seeing (visual learners), hearing (auditory learners), or doing (kinesthetic learners).<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>Talk to your principal or school guidance counselor about which tests you can give them.\r\n<ul>\r\n 	<li>Teach visual learners with outlines, diagrams, and illustrated handouts.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup></li>\r\n 	<li>Teach auditory learners through audio books, oral reports, and rhyming games.<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup></li>\r\n 	<li>Teach kinesthetic learners through role-playing activities, games, and field trips.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\r\n 	<li>If you\'re a school teacher or are teaching more than one child, it\'s important to balance these approaches to appeal to different types of learners.</li>\r\n</ul>\r\n<div class=\"step\">\r\n\r\n<b class=\"whb\">2- Determine their likes and dislikes.</b> One of the best ways to help kids get excited about reading is to choose material that already interests them. During the first week of school, talk to your students about their likes. You can ask about favorite movies, characters, or songs. Then you can tailor the reading material towards their interests.\r\n<ul>\r\n 	<li>For example, maybe several kids say that they love monkeys. <i>Curious George</i>would be a great place to start!</li>\r\n 	<li>Maybe your kids are into magic. <i>Harry Potter and the Sorcerer’s Stone</i> is a good choice for young readers.</li>\r\n</ul>\r\n<b class=\"whb\">3- Start with easy material.</b> For very young readers, try titles along the lines of Dr. Seuss books or first-reader skill level. Literary devices like rhyming or alliteration also appeal to young readers. Look for books that are richly illustrated with engaging pictures so that students can connect words and images.<sup id=\"_ref-5\" class=\"reference trusted\" aria-label=\"Link to Reference 5\"></sup> In addition to Dr. Seuss, some good examples include:\r\n<ul>\r\n 	<li><i>The Cat from Hunger Mountain</i> by Ed Young.</li>\r\n 	<li><i>Little Red</i> by Bethan Woollvin.</li>\r\n 	<li><i>Freedom in Congo Square</i> by Carole Boston Weatherford.</li>\r\n</ul>\r\n<b class=\"whb\">4- Read to them.</b> As you read, angle the book so that your students can see the text and the illustrations. Make connections between the texts and the images. Before you turn the page, ask students engaging questions, such as:\r\n<ul>\r\n 	<li>What do you think Little Red Riding Hood will do next?</li>\r\n 	<li>Why do you think Dr. Seuss made the Lorax speak for the trees?</li>\r\n 	<li>If you were one of the billy goats, what would you do?</li>\r\n</ul>\r\n<b class=\"whb\">5- Assign written responses.</b> Writing can build grammar, stamina, and a love for reading.<sup id=\"_ref-6\" class=\"reference trusted\" aria-label=\"Link to Reference 6\"></sup> At the beginning of class, have students write a short paragraph that summarizes their homework assignment or what they read in class yesterday. To make the response a bit more enjoyable, ask them to also write about what they liked about the reading and what they disliked. Other ideas for assignments include:\r\n<ul>\r\n 	<li>Writing a letter to the main character.</li>\r\n 	<li>Converting the plot of the book into a news story.</li>\r\n 	<li>Writing an interview with the main character.</li>\r\n</ul>\r\n<h3 class=\"in-block\"><span id=\"Making-Reading-Fun\" class=\"mw-headline\">Making Reading Fun</span></h3>\r\n1- <b class=\"whb\">Introduce the book in a fun way.</b> You could play a game related to the book, watch a clip from a movie, or do an artistic project. Choose any fun way to get your student(s) excited about the book. Some books may be easy to match with an activity, such as one that\'s already been made into a movie, while others may take some thought.\r\n<ul>\r\n 	<li>For example, you could show them a clip from the movie <i>Bridge to Terabithia</i> before assigning the book.</li>\r\n 	<li>Similarly, you could introduce a <i>Sherlock Holmes</i> book by playing a mystery game.</li>\r\n</ul>\r\n2- <b class=\"whb\">Assign some of your favorites.</b> Pick out books that really grabbed your attention as a child or teenager. Enthusiasm is contagious. If your students see you getting excited about the reading material, they’re more likely to take an interest. Some timeless examples include:\r\n<ul>\r\n 	<li>Beverly Cleary’s books about Ramona Quimby</li>\r\n 	<li>Carolyn Keene’s Nancy Drew series</li>\r\n 	<li>Sir Arthur Conan Doyle’s books about Sherlock Holmes</li>\r\n</ul>\r\n3- <b class=\"whb\">Play audio books.</b> Check out the school library or your local public library for books on tape or CD. Look for free downloadable versions of classics at Librivox.org. Audio books can fire up interest in reading. The right narrator can add an element of drama that a student might miss from text alone. Some good examples are:\r\n<ul>\r\n 	<li><i>The Sorrows of Young Werther</i> by Johann Wolfgang von Goethe, narrated by Rob de Lorenzo</li>\r\n 	<li><i>The Odyssey</i> by Homer, narrated by Ian McKellen</li>\r\n 	<li>“Sonnet XIX” by William Shakespeare, narrated by Patrick Stewart</li>\r\n</ul>\r\n4- <b class=\"whb\">Make connections to the outside world.</b> Students will more likely engage with the material if they can see how it relates to the real world. Think of a variety of interesting activities that could make this connection. You could:<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"></sup>\r\n<ul>\r\n 	<li>Have students connect the reading to something in their lives. For example, you could ask them if they know a stubborn person like the narrator in <i>Green Eggs and Ham</i>.</li>\r\n 	<li>Assign students to act out scenes or from their reading.</li>\r\n 	<li>Plan a field trip on a related topic or theme to their assigned reading.</li>\r\n</ul>\r\n5- <b class=\"whb\">Hold contests.</b> Sometimes the best motivation is competition. Keep a weekly book quota to help students stay on track. Give them small prizes for the books they read.\r\n<ul>\r\n 	<li>For example, you could give each student a ticket for each book they read. Set up a list of rewards they could redeem their tickets for, such as extra credit points or 15 minutes on the computer.</li>\r\n</ul>\r\n6- <b class=\"whb\">Play solo or group games.</b> Search websites like PBS Kids or RIF.org to find fun games appropriate for your students’ reading levels. Look for games that you can either print out. If you can only find computer games, try making a paper-based adaptation. Some examples are:\r\n<ul>\r\n 	<li>Matching pictures to words or phrases that describe them.</li>\r\n 	<li>Writing a chain story. Break the class up into groups. Give each group an opening sentence. Each student builds on the previous sentence until they have a complete story.</li>\r\n 	<li>Playing a modified “Go Fish” game. The rules are the same as the traditional game. However, in this game, students match words, rather than pictures.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n</div>\r\n</div>','Unit 6','','inherit','closed','closed','','341-revision-v1','','','2020-11-24 21:53:27','2020-11-25 02:53:27','',341,'https://tesoll.com/341-revision-v1/',0,'revision','',0),(3048,1,'2020-11-24 21:52:37','2020-11-25 02:52:37','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL- Four Language Skills</h1>\r\n<h1 id=\"section_0\" class=\"title_lg\">- Teach Reading Skills</h1>\r\nReading is the first step into a better life. Without basic reading skills, we can’t get jobs in most fields or negotiate contracts like leases. Unfortunately, today’s hyper-visual culture makes reading less appealing to children and adults. However, you shouldn’t just throw your hands up in defeat. With a few handy tricks, you can teach reading skills to children and adult learners.\r\n<div class=\"step\">\r\n\r\n<b class=\"whb\">1- Find out their learning styles.</b> You need to figure this out before you can teach reading skills. Most students learn by seeing (visual learners), hearing (auditory learners), or doing (kinesthetic learners).<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>Talk to your principal or school guidance counselor about which tests you can give them.\r\n<ul>\r\n 	<li>Teach visual learners with outlines, diagrams, and illustrated handouts.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup></li>\r\n 	<li>Teach auditory learners through audio books, oral reports, and rhyming games.<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup></li>\r\n 	<li>Teach kinesthetic learners through role-playing activities, games, and field trips.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\r\n 	<li>If you\'re a school teacher or are teaching more than one child, it\'s important to balance these approaches to appeal to different types of learners.</li>\r\n</ul>\r\n<div class=\"step\">\r\n\r\n<b class=\"whb\">2- Determine their likes and dislikes.</b> One of the best ways to help kids get excited about reading is to choose material that already interests them. During the first week of school, talk to your students about their likes. You can ask about favorite movies, characters, or songs. Then you can tailor the reading material towards their interests.\r\n<ul>\r\n 	<li>For example, maybe several kids say that they love monkeys. <i>Curious George</i>would be a great place to start!</li>\r\n 	<li>Maybe your kids are into magic. <i>Harry Potter and the Sorcerer’s Stone</i> is a good choice for young readers.</li>\r\n</ul>\r\n<b class=\"whb\">3- Start with easy material.</b> For very young readers, try titles along the lines of Dr. Seuss books or first-reader skill level. Literary devices like rhyming or alliteration also appeal to young readers. Look for books that are richly illustrated with engaging pictures so that students can connect words and images.<sup id=\"_ref-5\" class=\"reference trusted\" aria-label=\"Link to Reference 5\"><a href=\"https://www.wikihow.com/Teach-Reading-Skills#_note-5\">[5]</a></sup> In addition to Dr. Seuss, some good examples include:\r\n<ul>\r\n 	<li><i>The Cat from Hunger Mountain</i> by Ed Young.</li>\r\n 	<li><i>Little Red</i> by Bethan Woollvin.</li>\r\n 	<li><i>Freedom in Congo Square</i> by Carole Boston Weatherford.</li>\r\n</ul>\r\n<b class=\"whb\">4- Read to them.</b> As you read, angle the book so that your students can see the text and the illustrations. Make connections between the texts and the images. Before you turn the page, ask students engaging questions, such as:\r\n<ul>\r\n 	<li>What do you think Little Red Riding Hood will do next?</li>\r\n 	<li>Why do you think Dr. Seuss made the Lorax speak for the trees?</li>\r\n 	<li>If you were one of the billy goats, what would you do?</li>\r\n</ul>\r\n<b class=\"whb\">5- Assign written responses.</b> Writing can build grammar, stamina, and a love for reading.<sup id=\"_ref-6\" class=\"reference trusted\" aria-label=\"Link to Reference 6\"><a href=\"https://www.wikihow.com/Teach-Reading-Skills#_note-6\">[6]</a></sup> At the beginning of class, have students write a short paragraph that summarizes their homework assignment or what they read in class yesterday. To make the response a bit more enjoyable, ask them to also write about what they liked about the reading and what they disliked. Other ideas for assignments include:\r\n<ul>\r\n 	<li>Writing a letter to the main character.</li>\r\n 	<li>Converting the plot of the book into a news story.</li>\r\n 	<li>Writing an interview with the main character.</li>\r\n</ul>\r\n<h3 class=\"in-block\"><span id=\"Making-Reading-Fun\" class=\"mw-headline\">Making Reading Fun</span></h3>\r\n1- <b class=\"whb\">Introduce the book in a fun way.</b> You could play a game related to the book, watch a clip from a movie, or do an artistic project. Choose any fun way to get your student(s) excited about the book. Some books may be easy to match with an activity, such as one that\'s already been made into a movie, while others may take some thought.\r\n<ul>\r\n 	<li>For example, you could show them a clip from the movie <i>Bridge to Terabithia</i> before assigning the book.</li>\r\n 	<li>Similarly, you could introduce a <i>Sherlock Holmes</i> book by playing a mystery game.</li>\r\n</ul>\r\n2- <b class=\"whb\">Assign some of your favorites.</b> Pick out books that really grabbed your attention as a child or teenager. Enthusiasm is contagious. If your students see you getting excited about the reading material, they’re more likely to take an interest. Some timeless examples include:\r\n<ul>\r\n 	<li>Beverly Cleary’s books about Ramona Quimby</li>\r\n 	<li>Carolyn Keene’s Nancy Drew series</li>\r\n 	<li>Sir Arthur Conan Doyle’s books about Sherlock Holmes</li>\r\n</ul>\r\n3- <b class=\"whb\">Play audio books.</b> Check out the school library or your local public library for books on tape or CD. Look for free downloadable versions of classics at Librivox.org. Audio books can fire up interest in reading. The right narrator can add an element of drama that a student might miss from text alone. Some good examples are:\r\n<ul>\r\n 	<li><i>The Sorrows of Young Werther</i> by Johann Wolfgang von Goethe, narrated by Rob de Lorenzo</li>\r\n 	<li><i>The Odyssey</i> by Homer, narrated by Ian McKellen</li>\r\n 	<li>“Sonnet XIX” by William Shakespeare, narrated by Patrick Stewart</li>\r\n</ul>\r\n4- <b class=\"whb\">Make connections to the outside world.</b> Students will more likely engage with the material if they can see how it relates to the real world. Think of a variety of interesting activities that could make this connection. You could:<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"></sup>\r\n<ul>\r\n 	<li>Have students connect the reading to something in their lives. For example, you could ask them if they know a stubborn person like the narrator in <i>Green Eggs and Ham</i>.</li>\r\n 	<li>Assign students to act out scenes or from their reading.</li>\r\n 	<li>Plan a field trip on a related topic or theme to their assigned reading.</li>\r\n</ul>\r\n5- <b class=\"whb\">Hold contests.</b> Sometimes the best motivation is competition. Keep a weekly book quota to help students stay on track. Give them small prizes for the books they read.\r\n<ul>\r\n 	<li>For example, you could give each student a ticket for each book they read. Set up a list of rewards they could redeem their tickets for, such as extra credit points or 15 minutes on the computer.</li>\r\n</ul>\r\n6- <b class=\"whb\">Play solo or group games.</b> Search websites like PBS Kids or RIF.org to find fun games appropriate for your students’ reading levels. Look for games that you can either print out. If you can only find computer games, try making a paper-based adaptation. Some examples are:\r\n<ul>\r\n 	<li>Matching pictures to words or phrases that describe them.</li>\r\n 	<li>Writing a chain story. Break the class up into groups. Give each group an opening sentence. Each student builds on the previous sentence until they have a complete story.</li>\r\n 	<li>Playing a modified “Go Fish” game. The rules are the same as the traditional game. However, in this game, students match words, rather than pictures.</li>\r\n</ul>\r\n<strong>Important notes:</strong>\r\n\r\n<b class=\"whb\">Start with easy material.</b> For very young readers, try titles along the lines of Dr. Seuss books or first-reader skill level. Literary devices like rhyming or alliteration also appeal to young readers. Look for books that are richly illustrated with engaging pictures so that students can connect words and images.\r\n\r\n</div>\r\n</div>','Unit 6','','inherit','closed','closed','','341-revision-v1','','','2020-11-24 21:52:37','2020-11-25 02:52:37','',341,'https://tesoll.com/341-revision-v1/',0,'revision','',0),(3053,1,'2020-11-24 22:44:03','2020-11-25 03:44:03','<h1 id=\"section_0\" class=\"title_lg\" style=\"text-align: center;\">Teach Effectively</h1>\r\n<h1>Using Clear Communication</h1>\r\nYou probably became a teacher because you care about young people and want to help them learn. That\'s great! But sometimes you might wonder if you could teach more effectively. You can do this by using clear communication and offering helpful explanations. Another great way to be effective is to help students engage with the material by using discussions and other activities. Finally, you can help students learn by offering them direct and constructive feedback. When you use these methods, you can adapt them so that they apply to the age group you teach.\r\n\r\n1- <b class=\"whb\">Explain learning objectives.</b> Learning objectives help students understand why they are learning the material they are. As the teacher, you already know what you want students to achieve by the end of a lesson or the end of the term. Share that information with your students so you can all be on the same page.<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"></sup>\r\n<ul>\r\n 	<li>For elementary school kids, you might say, “Multiplication is a way for us to add faster. Won\'t that be great to be able to do math super fast?\"</li>\r\n 	<li>Learning objectives for a college course might include, “Students should be able to articulate all of the long-term effects of World War II on the United States by the end of the term.”</li>\r\n</ul>\r\n2- <b class=\"whb\">Provide detailed information on assignments.</b> Help your students succeed by giving them clear guidelines. Don\'t just say, “Write a paper on World War II.” Instead, state what the paper should analyze, how long it should be, and what types of sources should be used.\r\n<ul>\r\n 	<li>You can use examples to help explain assignments, especially to students who aren\'t yet proficient in reading. For example, say, “We are going to make a poster of the solar system. You can cut out circles to represent the different planets. See how I\'ve done that here?”</li>\r\n</ul>\r\n3- <b class=\"whb\">Respond promptly to questions.</b> When a student asks a question, it\'s important to give them a clear and thoughtful answer. Don\'t brush them off, take a moment to answer them then and there. If a student raises their hand to ask a question during class, take a moment to pause and help them out. Chances are, if someone is confused, other students might be, too.\r\n<ul>\r\n 	<li>For younger kids, you might say, \"Sue, that\'s an interesting question! Thanks for asking. Let\'s all take a minute to think about that.\"</li>\r\n 	<li>Set aside time each day to answer emails from your students. Sometimes they might not have realized they have a question until after class is over.</li>\r\n 	<li>Be honest if you don\'t know the answer. Just say, \"That\'s a great question. I\'m not sure of the answer, but I\'ll look into it and get back to you.\"</li>\r\n</ul>\r\n4- <b class=\"whb\">Write a thorough syllabus for high school and college students.</b> The syllabus is a great way for you to lay out the course themes, objectives, schedule, and expectations. Before the semester begins, make sure that you put some effort into making your syllabus clear and thorough. Remember to include key components such as:\r\n<ul>\r\n 	<li>Your contact information.</li>\r\n 	<li>Required books or resources.</li>\r\n 	<li>Graded components.</li>\r\n 	<li>Course schedule.</li>\r\n 	<li>Any school policies and procedures.</li>\r\n</ul>\r\n<h1>Helping Students Engage with Material</h1>\r\n1- <b class=\"whb\">Facilitate class discussions with thought-provoking questions.</b> Students can learn a lot from actively participating in class. One way that you can encourage participation is by having constructive class discussions. Ask open-ended questions so that students have to give more than a yes or no answer. Don\'t ask questions with a set answer in mind. Discussions should help students explore different ideas.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup>\r\n<ul>\r\n 	<li>Younger kids can start to learn critical thinking by answering questions. You could try, \"What are some ways to show kindness?\" You\'ll get lots of different answers!</li>\r\n 	<li>For example, you could ask, “Why is it so important that we take steps to protect the environment?”</li>\r\n 	<li>You could also try, “Do you think the U.S. should get involved in trying to solve problems in other countries? Why or why not?”</li>\r\n</ul>\r\n2- <b class=\"whb\">Try in-class activities.</b> In addition to discussion, you can try lots of other ways to help students get involved in class. Anything that gets the students doing something new for a few minutes is good. You can easily adjust activities according to the subject you teach. For almost any subject, you could try short in-class writing assignments. This will give students a break from listening to you talk and give them some time to learn more actively.\r\n<ul>\r\n 	<li>Say, “Okay, everyone spend 5 minutes writing about what you think the key points of today\'s topic. When you\'re done, we\'ll share our thoughts as a large group.” <sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"><a href=\"https://www.wikihow.com/Teach-Effectively#_note-3\">[3]</a></sup></li>\r\n 	<li>Ask students to relate the topic to their own lives. For example, “Write a paragraph about what kinds of things your family does to help the environment.”</li>\r\n 	<li>Try Stand Up Sit Down. For example, if you are trying to teach the difference between proper nouns and common nouns, you can have students stand up if the word you say is a proper noun and sit down if it is a common noun. You can apply this to many subjects, including math. Try having students stand up if a number is prime and sit down if it is not.</li>\r\n</ul>\r\n3- <b class=\"whb\">Use activities that require interaction with other students.</b> Working together can help students see material in a new way. It can also make things more fun! In addition to assigning group projects, you can find other creative ways to help students interact with one another.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"><a href=\"https://www.wikihow.com/Teach-Effectively#_note-4\">[4]</a></sup>\r\n<ul>\r\n 	<li>Try Think-Pair-Share. Give students a question, and give them a few minutes to think about their answer. Then, have them pair up and share their answers with each other. Finally, have each pair share their answers with the whole class. This works great with high school and college students.</li>\r\n 	<li>Play a matching game. Hand out a note card with a word or phrase on it and have students get up and find their match. You can do this with rhyming words, synonyms, problems/solutions, or anything that you want! Elementary school kids can have lots of fun with this one.</li>\r\n</ul>\r\n4- <b class=\"whb\">Take a field trip.</b> Getting out of the classroom is a great way to help students connect to material! Field trips are a great way to bring some excitement to the topic you\'re teaching. Make sure that the field trip clearly relates to what you are teaching. For example, if you\'ve been learning about environmental issues, take students to a self-sustaining farm.<sup id=\"_ref-5\" class=\"reference\" aria-label=\"Link to Reference 5\"><a href=\"https://www.wikihow.com/Teach-Effectively#_note-5\">[5]</a></sup>\r\n<ul>\r\n 	<li>If you\'ve been teaching about the solar system, take a trip to a planetarium.</li>\r\n 	<li>Make sure to follow all school policies when you\'re planning a field trip.</li>\r\n</ul>\r\n5- <b class=\"whb\">Encourage debate if you are teaching high school or college courses.</b> For high school and college students, constructive debates are a great way for students to connect with the material. During discussions, encourage students to share opposing viewpoints. For example, if you are talking about whether or not peaceful protests are constructive, have students clearly explain their viewpoints.<sup id=\"_ref-6\" class=\"reference\" aria-label=\"Link to Reference 6\"></sup>\r\n<ul>\r\n 	<li>Make sure that students remain civil. No name calling, raised voices, or insults! If things start to get heated, wrap up the debate. Say, \"We obviously have lots of strong feelings on this. To wrap up, take 5 minutes to write down what you feel are the key points on this issue.\"</li>\r\n</ul>\r\n<h1>Giving Constructive Feedback</h1>\r\n1- <b class=\"whb\">Tell students what they are doing right and what they are doing wrong.</b> Don\'t just mark papers and assignments with a grade. Instead, write comments that will help students improve. Write something that they are doing right, such as, “You did a nice job providing specific examples from the readings.<sup id=\"_ref-7\" class=\"reference\" aria-label=\"Link to Reference 7\"></sup>\r\n<ul>\r\n 	<li>If you have a critique, state it clearly. For example, “Make sure to write a clear thesis statement in your introduction.”</li>\r\n 	<li>Try using a feedback sandwich to avoid sounding to harsh. Two positive statements are the \"bread\" that sandwich a critique. You could write, \"Your organization looks great! You could elaborate on the ideas in your conclusion. Overall, your writing is improving.\"</li>\r\n 	<li>Younger students will benefit from feedback, too. Try telling a kindergartner, \"I love how you\'ve been sharing with your friends. Next time, try hanging on to your scissors yourself so that you have plenty of time to work on the project.\"</li>\r\n</ul>\r\n2- <b class=\"whb\">Provide feedback in a timely manner.</b> Try to return assignments within a week. If you take much longer than that, students might have already moved on from the topic of the assignment. That means they might not pay much attention to feedback.<sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>\r\n<ul>\r\n 	<li>If you see a young child breaking a rule, address it right away. They might have forgotten the incident if you wait until the end of the day.</li>\r\n 	<li>Avoid grading burn out by grading only about 10 papers at a time. Then it\'s time to give your brain a little break!</li>\r\n</ul>\r\n3- <b class=\"whb\">Give concrete examples to help students understand the issue.</b> Don\'t just tell students what they\'ve done wrong. Show them how they could do better! For example, you could say, “I understand the chronological approach you\'ve taken in this paper. However, let\'s look at an outline of a thematic essay. See how that allows you to more clearly connect different themes?<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"></sup>\r\n<ul>\r\n 	<li>You could do the same with a math problem. “Here\'s an example of how to correctly use this formula. See, X should be used as the first variable in the equation.</li>\r\n</ul>\r\n4- <b class=\"whb\">Offer written and verbal feedback.</b> Written feedback is important for all assignments, projects, and papers. This gives students a chance to refer to your comments when they are doing their next assignment. Remember to make it clear and constructive. Oral feedback is important to use during class, because it gives students instant feedback. It will help them to get a better understanding of how to constructively participate.\r\n<ul>\r\n 	<li>For example, if a student answers a question, you can say something like, “That\'s a really interesting way to look at it. Thanks for sharing.”<sup id=\"_ref-10\" class=\"reference\" aria-label=\"Link to Reference 10\"><a href=\"https://www.wikihow.com/Teach-Effectively#_note-10\">[10]</a></sup></li>\r\n 	<li>You can also give verbal feedback when a student asks for help. If they want to know how they can improve, you can say, “I\'ve noticed a lot of spelling and grammatical issues in your papers. Your points would be much more clear and effective if you would take the time to edit carefully.”</li>\r\n</ul>\r\n<div class=\"description user_content student-version enhanced\">\r\n\r\n&nbsp;\r\n\r\n</div>','Unit 7','','inherit','closed','closed','','347-revision-v1','','','2020-11-24 22:44:03','2020-11-25 03:44:03','',347,'https://tesoll.com/347-revision-v1/',0,'revision','',0),(3054,1,'2020-11-24 22:51:06','2020-11-25 03:51:06','<h1 class=\"page-title\">TESOL- Teaching Conversation</h1>\nConversational English can be difficult for anyone to learn, so teaching it can be a challenge! The main goals in a conversational English class are to encourage learners to build vocabulary and practice speaking as much as possible. You can also introduce fun activities that engage your students in learning English.\n<div class=\"altblock\">\n<div>Part 1</div>\n</div>\n<h3 class=\"in-block\"><span id=\"Establishing-a-Structure-for-Conversation-Class\" class=\"mw-headline\">Establishing a Structure for Conversation Class</span></h3>\n1- <b class=\"whb\">Establish conversational rules and guidelines before getting started.</b> Talk with your students during your first class to come up with a set of guidelines for your classes. You can suggest rules, but you can also ask your students to make suggestions. Everyone should agree to these guidelines, and you can keep them posted in the classroom.<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-1\">[1]</a></sup>\n<ul>\n 	<li>Prepare a few ahead of time that you can write on the board, which will help the conversation along.</li>\n 	<li>For instance, some guidelines could be \"Be courteous to each other; no name-calling\" and \"Let everyone have a turn.\"</li>\n</ul>\n2- <b class=\"whb\">Emphasize meaning over correctness in class at first.</b> When you first start out, let the students know that your main focus will be to get meaning across. Correctness is important, but if everyone can understand what the person is saying, that\'s more important. In practice, this may mean that you don\'t stop the conversation just because someone\'s syntax was off.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-2\">[2]</a></sup>\n<ul>\n 	<li>While students will be concerned about correctness, let them know that even native speakers don\'t say things correctly all the time in conversation.</li>\n</ul>\n3- <b class=\"whb\">Work on the day’s vocabulary at the beginning of each class.</b> If you have novice or intermediate speakers, they may need help with the words to speak about certain topics. For instance, if you want to talk about the weather one day, start by introducing words that students can use to discuss it, such as \"rainy,\" \"cloudy,\" \"sunny,\" and \"windy.\"<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-3\">[3]</a></sup>\n<ul>\n 	<li>Write these on the board for the students to see or hand out a sheet with the words on it.</li>\n</ul>\n4- <b class=\"whb\">Match the discussion topics to your students’ levels.</b> Make sure you know what level your students speak at. You don\'t want to introduce a complex topic to beginning speakers; they don\'t have the skills yet to talk about it. Instead, stick to topics that are interesting but simple enough for your students to grasp.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup>\n<ul>\n 	<li>Ask your students about topics they are interested in. You could even give a survey to your students in your first class to both establish their speaking level and ask for topic ideas.</li>\n 	<li>For other simple topics, try conversing about food, talking about their families, or discussing what they did over the weekend.</li>\n</ul>\n5- <b class=\"whb\">Avoid controversial topics when you can.</b> Typically, you want to keep your class smooth and easy-going so that everyone feels welcome and included. For that reason, you may want to stay away from hot-button topics like politics, religion, and topics that may have a sexual nature.<sup id=\"_ref-5\" class=\"reference\" aria-label=\"Link to Reference 5\"></sup>\n<ul>\n 	<li>However, if these topics do come up and you feel comfortable with it, allow things to take their natural course. Just ensure that the students stay respectful of each other and allow each person to have their say.</li>\n</ul>\n6- <b class=\"whb\">Allow student-led discussion once your students are at the intermediate level.</b> If your students are already decent speakers, they may be willing to step up and take the lead when it comes to topics. You could even ask 1 student each week to come up with a list of topics. Doing so ensures you get topics they\'re interested in!<sup id=\"_ref-6\" class=\"reference\" aria-label=\"Link to Reference 6\"></sup>\n<ul>\n 	<li>Encourage them to come up with a few vocabulary words and a list of questions to help keep the conversation going. Let them know that it\'s their job to get the conversation going not necessarily speak for a certain amount of time.</li>\n 	<li>You could also encourage them to lead the discussion, as that will help build confidence and conversation skills.</li>\n</ul>\n7- <b class=\"whb\">Ask open-ended questions to encourage conversation.</b> Asking \"Yes\" or \"No\" (closed-ended questions) requires students to understand what you\'re asking but not to answer fluently. Open-ended questions, or ones that require an answer beyond \"Yes\" or \"No,\" ask students to formulate a response, which helps with conversation skills.<sup id=\"_ref-7\" class=\"reference trusted\" aria-label=\"Link to Reference 7\"></sup>\n<ul>\n 	<li>Plus, open-ended questions help move the conversation along.</li>\n 	<li>For instance, instead of saying, \"Does this topic make you feel sad?\" you could ask, \"How does this topic make you feel?\"</li>\n 	<li>Instead of \"Do you like movies?\" you could say, \"Can you tell me about your favorite movie?\"</li>\n</ul>\n8- <b class=\"whb\">Let the conversation branch off into unexpected directions if your students are engaged.</b>. While you\'ll likely establish a topic, you don\'t need to stick to it rigidly. The goal is to get the students talking to each other so if the conversation veers off in another direction, let it go, as long as the students are still enthusiastically engaged.<sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>\n<ul>\n 	<li>If the conversation gets heated or some of your students start to look uncomfortable, you may want to rein it back in to your original topic. You could say something like, \"Let\'s switch gears a little bit and give this topic a break. Why don\'t we go back to what we were talking about earlier? June, I think you may have had something more to say about that.\"</li>\n</ul>\n<div class=\"altblock\">\n<div>Part 2</div>\n</div>\n<h3 class=\"in-block\"><span id=\"Using-Fun-Activities\" class=\"mw-headline\">Using Fun Activities</span></h3>\n1- <b class=\"whb\">Divide the group into pairs and give them a conversation topic and outline.</b>Novice speakers often don\'t know where to begin. Give them a short script to jumpstart the conversation, then have them take it from there. Try picking a specific theme or topic to focus on. You can write the script on the board or simply hand it out to them on a sheet of paper.<sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"></sup>\n<ul>\n 	<li>For example, you could choose the topic of \"weather\" and give your students this script to start:\n<ul>\n 	<li>Student A: Hi, what do you think about the weather today?</li>\n 	<li>Student B: It\'s ____ (good, bad, okay). I ____(hate, love, like) ___ (cloudy, sunny, rainy, windy, etc.) weather. What\'s your favorite kind of weather?</li>\n 	<li>Student A: I like ____ (sunny, cloudy, rainy, etc.) weather.</li>\n</ul>\n</li>\n 	<li>Ask the students at the end what they learned from their partners.</li>\n</ul>\n2- <b class=\"whb\">Let the students discuss 2 related pictures to practice comparison speech.</b> Put the pictures up where all the students can easily see them or pass out copies to everyone in the room. If you have a projector, use that to put the pictures up. Ask the students to discuss the differences between the pictures.<sup id=\"_ref-10\" class=\"reference\" aria-label=\"Link to Reference 10\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-10\">[10]</a></sup>\n<ul>\n 	<li>For example, you could ask students to compare an urban setting with a rural one or a desert with a lake. You could have students compare a messy bedroom versus a neat one.</li>\n 	<li>You could also do this in pairs.</li>\n</ul>\n3-\n<h1 class=\"page-title\">TESOL- Teaching Conversation Activities- Assignment I</h1>\n<strong>Conversation Activities Guideline</strong>\n\n<strong> </strong>\n\n<em>A Practical Approach to Conversation Activities &amp; Conversation Workshops\nTeaching English to Speakers of Other Languages</em>\n\n&nbsp;\n\n<strong><u>A) Designing Conversation Activities</u></strong>\n\n<strong><u>1. Designing Conversation Activities:</u></strong>\n\nThis practical approach is an introduction to design Conversation Activities that can be used in Conversation Workshops &amp; Group Classes of more than two people.  The idea is straightforward and to the point. To have a conversation we need a Subject. Once a topic is selected, we then need to know a few parameters to design a Conversation Lesson.  Following are important points to be considered in a conversation class.\n\n<strong><u>2. The Number of Participants/ Students.</u></strong>\n\nBased on the number of participants an activity can change its time duration, the flow of conversation, participation of students, time sharing of each student, and even the presented material.\n\n<strong><u>3. The Level of Students &amp; their basic knowledge in the selected language.</u></strong>\n\nStudents’ language levels will make a significant impact on the selection of a conversation activity, and its presentation. Lower levels tend to be at ease with basic vocabularies (i.e., greeting, shopping, etc.,) intermediate levels would prefer more challenging vocabularies such as daily conversation on tabloids/ journals, and advanced level students would prefer professional topics within the academic contexts. Depending on the selected vocabularies each subject can be presented at various levels from beginners to the advanced. Depending on their levels, use of material can also be modified. For instance, beginners tend to understand a conversation much better when they hear it &amp; see it; hence the use of video or YouTube programs can be advantageous.  On the other hand, advanced students may further benefit from reading an article in a newspaper, or listening to the news on the radio, and discussing the topics in the class. A class with multiple levels of students is best to be corrected for their levels or avoided, but if you were in such a class, the suggestion is to carry on with the intermediate level.\n\n<strong><u>4. Average Age of Students.</u></strong>\n\nDepending on the students’ age, to grasp students’ full attention class activities can be modified &amp; tuned to the subjects that would be more appropriate for their age.\n\n5. <strong><u>Knowledge of Professional &amp; Educational Background &amp; Interests.</u></strong>\n\nTo plan and present a relevant Conversation Activity in class, knowledge of students’ interests is essential.  They can then practice and learn vocabularies that they will be facing in their work or studies.  When a Chef, a Waiter, and a Pilot are in the same class, your best activity would be the ones dealing with Food/ Menu and its process of serving in a plane. This way they can all relate to the subject. Although it’s not always easy to link the subjects, as teachers, we do our best in using our imaginations.\n\n<strong><u>6. Knowledge of Student’s First Language/ Mother Tongue &amp; Cultural Background.</u></strong>\n\nStudents often have different language backgrounds. As mother tongues can be different while learning a new language, they can all have slightly different accents. Knowledge of their original language will assist teachers in improvements &amp; corrections of students’ accents. Spanish speaking students have the habit of reading &amp; sounding “LL” as “Y”, reading “J” sometimes as “Y” and sometimes as “KH.” “RR” often is read as “L.”  In Japanese “R” is read as “L” so “Radio” would sound like “Ladio.” In Portuguese “R” is read as “H” and that can make “Rock &amp; Roll” to sound like “Hock &amp; Hole.” In Arabic, the words “CH” and “P” or “G” such as in “Gabriel” or “J” such as “Julie” (<em>French</em>) do not exist. Arabic sounds such as “Gh,” “Kh” &amp; “Dh” do not exist in English. These can explain some of the accent related issues. A professional teacher can significantly benefit from this knowledge and guide students in the right directions of accent correction.  In addition to the above, knowledge of cultural background can assist in selecting conversation activities that would not be offensive or disrespectful in certain cultures. Cultural knowledge can also serve in classroom management and understanding the interactions of some students.  In certain cultures, taping on the shoulder as a sign of good work &amp; encouragement is acceptable. In some other cultures touching is incredibly awkward, unprofessional, and sometimes even rude. For instance, in most parts of Asia women do not shake hands with men and politely keep a certain personal distance.\n\n<strong><u>7. Time Duration Specified for the Conversation Activity.</u></strong>\n\nNow that we have the necessary information, we need to know how much class time is designated to the Conversation Activities. Some classes are exclusively conversation classes, and some others are full Grammar Lesson classes with some short periods selected for communication. In general, a Conversation Activity should not last more than 45 minutes. When an exclusive Conversation Workshop class can last one to two hours, then each class may have 3 to 4 Conversation Activities.\n\n<strong><u>8. The environment of Practice (Native or non-Native area/ Classroom, Online, or Phone)</u></strong>\n\nA native speaking environment is always a preferred place to learn a language and practice conversation. However, due to their jobs, school, or other obligations, most people cannot travel. Teachers can facilitate this matter by providing a simulation place within the classroom or online. The material used in a native environment is slightly different than the non-native classes. To learn about shopping, in a native speaking country, a class can take a field trip right to the market, the mall, or a bazaar, while in a non-native area all must be conducted in a classroom or online using videos and role-plays.\n\n9. <strong><u>Methods Used in a Class (Par-Time, Intensive, Immersion, CLT, Audiolingual, etc.)</u></strong>\n\nA conversation activity must also consider the methodologies applicable to a particular class. As you are aware, TPRS, Montessori, CLT, Audiolingual, Berlitz, Immersion, and Intensive teaching approach all differ in their styles of activities and homework follow-ups.\n\n<strong><u>10. Available Material (Audio-Visual Material, Computers, Books, and Journals, etc.)</u></strong>\n\nBased on the availability of proper lighting, computers, Wi-Fi, CD Players, TV &amp; DVD Players, in-class network connections, available books and journals, and all other material that might be needed for a particular activity, the class presentations can and will vary. For online use, one must consider if students have full Internet access or should activities be downloadable for offline usage. Assuming the activity is about Cars and Types of Cars and their special gears, teachers must present the class with pictures, articles, website links, YouTube videos, or any other tool that can assist students through conversation.\n\n<strong><u>11. Goals, Terminal Objectives, and Enabling Objectives of Each Activity.</u></strong><em> (</em><em>Vocabulary Use, Accent corrections, Pronunciation, Listening, Speaking, Particular Subject practice and education, fluency in the use of grammar in conversation, cultural familiarity, etc.)</em>\n\n&nbsp;\n\nThe overall goal of Conversation Activity must be clear. If you aim to improve your students Pronunciations &amp; Fluency in a certain topic (i.e., Fishing, Cooking, etc.), you must then clearly identify this goal.\n\n<strong><u>12. The Enabling Objectives.</u></strong> (<em>Using the learned vocabulary and grammar to make a phone call, to reserve a flight ticket, to buy a concert ticket, to order food from the menu in a restaurant, etc</em><em>.)</em>\n\nOnce the goal is clear, you would try to achieve it through presenting Reading Subjects, related Vocabularies, related Listening Activity and Speaking episodes within the class. All these steps are parts of Enabling Objectives. Enabling Objectives are the baby steps taken to achieve a greater goal in a Terminal Objective.\n\n<strong><u>13. Conversation Activity, Direction, and Guide</u></strong>.\n\nAs a teacher, you can plan the class setup, start, follow through, pace, timing, vocabularies, the grammar used, and an instructional step by step guide in what you want to do in a class. This is broadly known as Lesson Plan but here we need it like a Conversation Lesson Plan, also called a Conversation Activity.  A Lesson Plan should have an introduction, objectives (enabling objectives), goal (terminal objectives), Topic of activity (Subject), and a guide on how to complete it. It will then follow with Vocabulary introduction, and any other related Reading, Listening or Videos. Once the material is transferred to students, it’s now the time to start the actual conversation or activity.\n\nB<u>) Conversation Activity Assignment:</u>\n\nAfter going over the attached samples of conversation activities, <strong><em>Your Assignment is to design 10 Conversation Activities with 30 to 45 minutes’ duration each</em></strong>. By considering the twelve parameters above, your conversation activities would be more aligned with the TESOL Canada Standards of Lesson Plans.\n\nSome attachments are samples of Conversation Activities, and some others are samples of full Grammar Lesson Plans. Although they all seem different, they maintain the uniform pattern of the above parameters through both the activities and the lesson plans.\n\nFor any additional assistance, please email your course coordinator.\n\n<strong>Here are the samples:</strong>\n\n<a href=\"https://tesoll.com/unit/unit-13/unit-13-conversation-sample-1-conversation-activities/\" rel=\"attachment wp-att-375\">unit 13 conversation Sample 1- Conversation Activities</a>\n<h1 class=\"page-title\">Supplemental Conversation Activities- Word Sort</h1>\n<strong>Follow this link to play a fun game!</strong>\n\n<strong><a class=\"external\" href=\"https://grammaropolis.com/games.php\" target=\"_blank\" rel=\"noreferrer noopener\">https://grammaropolis.com<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a></strong>\n<h1 class=\"page-title\">Supplemental Conversation Activities- News Room</h1>\n<strong>Follow this link to play a fun game!</strong>\n\n<strong><a class=\"external\" href=\"http://www.e-learningforkids.org/language-arts/lesson/news-room/\" target=\"_blank\" rel=\"noreferrer noopener\">http://www.e-learningforkids.org/language-arts/<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a></strong>\n<div class=\"assignment-title\">\n<div class=\"title-content\">\n<h1 class=\"title\">Ten Conversation Activities (For Foundation,) and Twelve Conversation Activities (For Diploma)- Assignment I</h1>\n</div>\n<div class=\"assignment-buttons\">Submit Assignment</div>\n</div>\n<ul class=\"student-assignment-overview\">\n 	<li style=\"list-style-type: none;\">\n<ul class=\"student-assignment-overview\">\n 	<li><span class=\"title\">Due</span> <span class=\"value\"><span class=\"date_text\"><span class=\"display_date\">Jun 1</span> by <span class=\"display_time\">12:59 am</span></span></span></li>\n 	<li><span class=\"title\">Points</span> <span class=\"value\">25</span></li>\n 	<li><span class=\"title\">Submitting</span> <span class=\"value\">a text entry box or a file upload</span></li>\n 	<li><span class=\"title\">File Types</span> <span class=\"value\">pdf, doc, xls, txt, and docx</span></li>\n 	<li><span class=\"title\">Available</span> <span class=\"value\">Jan 6 at 1am - Jan 1, 2020 at 12:59am 12 months</span></li>\n</ul>\n</li>\n</ul>\n<div class=\"clear\"></div>\n<div class=\"clear\"></div>\n<div class=\"clear\"></div>\n<div class=\"description user_content student-version enhanced\">\n\nHello Everyone,\n\nAfter reviewing the attached documents, and samples of conversation activities, your task is to design ten activities of your own. The idea is to come up with new ideas in teaching \"Conversation Workshops -CW\" through \"Conversation Activities- CA.\" Conversation Workshops are generally where students engage in Listening and Speaking activities (supervised and directed by a teacher) to improve their Comprehension, Speaking Fluency, Pronunciation, and their use of Vocabularies &amp; Grammar. Workshops are aimed to complement the Listening and Speaking parts of the Four-Skills teaching method of CLT Communicative Language Teaching approach where the Grammar, Reading, and Writing sections are introduced in a more structured class commonly known as the Grammar Class. The Lesson Plans used in a Grammar Class should typically correspond and relate to the Lesson Plans used on a Conversation Workshop that would refer to the corresponding Grammar Lessons. Lesson Plans for the Conversation Workshops are called \"Conversation Activities.\" Such activities may or may not happen in the same class. Teachers are allowed to take the students on a field trip, use a computer lab, use a basketball court, or any other environment that can influence rapid improvements of students conversation skills. Teachers must surely double check with their school\'s administration on external school activities arrangements. Note that Conversation Activities can also be inserted in specified time periods within a Grammar Class. For example, each activity can be 30 to 45 minutes and start right after a 45 to 60 minutes Grammar and Reading class. Please follow the directions in the attached material, and to get a better idea, please review the samples.\n\nIn addition to the attached material, more samples and ideas can be viewed at <a class=\"external\" href=\"http://www.iteslj.org/\" target=\"_blank\" rel=\"noreferrer noopener\">www.iteslj.org<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a>\n\nYour primary task is to understand the set-up of a conversation activity, and design 10 activities of your own along with material and visual support. (Pictures, maps, video links, etc.) These are very similar to regular 4-skills based Lesson Plans except the Grammar, and the Writing. That means the conversation activities may include Reading, Speaking and Listening. Each activity should be 30-45 minutes.\n\n<em><strong>TESOL Foundation Students need to submit 10 Conversation Activities. </strong></em>\n\n<em><strong>Diploma students need to submit 12 Conversation Activities. </strong></em>\n\nModule #3: Teaching Conversation\n\n<strong>Conversation Activities Guideline</strong>\n\n<em>A Practical Approach to Conversation Activities &amp; Workshops in Teaching English to Speakers of Other Languages.</em>\n\n<strong><u>A) Designing Conversation Activities</u></strong>\n<ol>\n 	<li><strong><u>I) Designing Conversation Activities:</u></strong></li>\n</ol>\nThis practical approach is an introduction to design Conversation Activities that can be used in Conversation Workshops &amp; Group Classes of more than two people.  The idea is straightforward and to the point. To have a conversation we need a Subject. Once a topic is selected, we then need to know a few parameters to design a Conversation Lesson.  Following are important points to be considered in a conversation class.\n<ol>\n 	<li><strong><u>The Number of Participants/ Students.</u></strong></li>\n</ol>\nBased on the number of participants an activity can change its time duration, the flow of conversation, participation of students, time sharing of each student, and even the presented material.\n<ol start=\"2\">\n 	<li><strong><u>The Level of Students &amp; their basic knowledge in the selected language.</u></strong></li>\n</ol>\nStudents’ language levels will make a significant impact on the selection of a conversation activity, and its presentation. Lower levels tend to be at ease with basic vocabularies (i.e., greeting, shopping, etc.,) intermediate levels would prefer more challenging vocabularies such as daily conversation on tabloids/ journals, and advanced level students would prefer professional topics within the academic contexts. Depending on the selected vocabularies each subject can be presented at various levels from beginners to the advanced. Depending on their levels, use of material can also be modified. For instance, beginners tend to understand a conversation much better when they hear it &amp; see it; hence the use of video or YouTube programs can be advantageous.  On the other hand, advanced students may further benefit from reading an article in a newspaper, or listening to the news on the radio, and discussing the topics in the class. A class with multiple levels of students is best to be corrected for their levels or avoided, but if you were in such a class, the suggestion is to carry on with the intermediate level.\n<ol start=\"3\">\n 	<li><strong><u>Average Age of Students.</u></strong></li>\n</ol>\nDepending on the students’ age, to grasp students’ full attention class activities can be modified &amp; tuned to the subjects that would be more appropriate for their age.\n<ol start=\"4\">\n 	<li><strong><u>Knowledge of Professional &amp; Educational Background &amp; Interests.</u></strong></li>\n</ol>\nTo plan and present a relevant Conversation Activity in class, knowledge of students’ interests is essential.  They can then practice and learn vocabularies that they will be facing in their work or studies.  When a Chef, a Waiter, and a Pilot are in the same class, your best activity would be the ones dealing with Food/ Menu and its process of serving in a plane. This way they can all relate to the subject. Although it’s not always easy to link the subjects, as teachers, we do our best in using our imaginations.\n<ol start=\"5\">\n 	<li><strong><u>Knowledge of Student’s First Language/ Mother Tongue &amp; Cultural Background.</u></strong></li>\n</ol>\nStudents often have different language backgrounds. As mother tongues can be different while learning a new language, they can all have slightly different accents. Knowledge of their original language will assist teachers in improvements &amp; corrections of students’ accents. Spanish speaking students have the habit of reading &amp; sounding “LL” as “Y”, reading “J” sometimes as “Y” and sometimes as “KH.” “RR” often is read as “L.”  In Japanese “R” is read as “L” so “Radio” would sound like “Ladio.” In Portuguese “R” is read as “H” and that can make “Rock &amp; Roll” to sound like “Hock &amp; Hole.” In Arabic, the words “CH” and “P” or “G” such as in “Gabriel” or “J” such as “Julie” (<em>French</em>) do not exist. Arabic sounds such as “Gh,” “Kh” &amp; “Dh” do not exist in English. These can explain some of the accent related issues. A professional teacher can significantly benefit from this knowledge and guide students in the right directions of accent correction.  In addition to the above, knowledge of cultural background can assist in selecting conversation activities that would not be offensive or disrespectful in certain cultures. Cultural knowledge can also serve in classroom management and understanding the interactions of some students.  In certain cultures, taping on the shoulder as a sign of good work &amp; encouragement is acceptable. In some other cultures touching is incredibly awkward, unprofessional, and sometimes even rude. For instance, in most parts of Asia women do not shake hands with men and politely keep a certain personal distance.\n<ol start=\"6\">\n 	<li><strong><u>Time Duration Specified for the Conversation Activity.</u></strong></li>\n</ol>\nNow that we have the necessary information, we need to know how much class time is designated to the Conversation Activities. Some classes are exclusively conversation classes, and some others are full Grammar Lesson classes with some short periods selected for communication. In general, a Conversation Activity should not last more than 45 minutes. When an exclusive Conversation Workshop class can last one to two hours, then each class may have 3 to 4 Conversation Activities.\n<ol start=\"7\">\n 	<li><strong><u>The environment of Practice (Native or non-Native area/ Classroom, Online, or Phone)</u></strong></li>\n</ol>\nA native speaking environment is always a preferred place to learn a language and practice conversation. However, due to their jobs, school, or other obligations, most people cannot travel. Teachers can facilitate this matter by providing a simulation place within the classroom or online. The material used in a native environment is slightly different than the non-native classes. To learn about shopping, in a native speaking country, a class can take a field trip right to the market, the mall, or a bazaar, while in a non-native area all must be conducted in a classroom or online using videos and role-plays.\n<ol start=\"8\">\n 	<li><strong><u>Methods Used in a Class (Par-Time, Intensive, Immersion, CLT, Audiolingual, etc.)</u></strong></li>\n</ol>\nA conversation activity must also consider the methodologies applicable to a particular class. As you are aware, TPRS, Montessori, CLT, Audiolingual, Berlitz, Immersion, and Intensive teaching approach all differ in their styles of activities and homework follow-ups.\n<ol start=\"9\">\n 	<li><strong><u>Available Material (Audio-Visual Material, Computers, Books, and Journals, etc.)</u></strong></li>\n</ol>\nBased on the availability of proper lighting, computers, Wi-Fi, CD Players, TV &amp; DVD Players, in-class network connections, available books and journals, and all other material that might be needed for a particular activity, the class presentations can and will vary. For online use, one must consider if students have full Internet access or should activities be downloadable for offline usage. Assuming the activity is about Cars and Types of Cars and their special gears, teachers must present the class with pictures, articles, website links, YouTube videos, or any other tool that can assist students through conversation.\n<ol start=\"10\">\n 	<li><strong><u>Goals, Terminal Objectives, and Enabling Objectives of Each Activity.</u></strong><em> (</em><em>Vocabulary Use, Accent corrections, Pronunciation, Listening, Speaking, Particular Subject practice and education, fluency in the use of grammar in conversation, cultural familiarity, etc.)</em><em>\n</em></li>\n</ol>\nThe overall goal of Conversation Activity must be clear. If you aim to improve your students Pronunciations &amp; Fluency in a certain topic (i.e., Fishing, Cooking, etc.), you must then clearly identify this goal.\n\n&nbsp;\n<ol start=\"11\">\n 	<li><strong><u>The Enabling Objectives.</u></strong> (<em>Using the learned vocabulary and grammar to make a phone call, to reserve a flight ticket, to buy a concert ticket, to order food from the menu in a restaurant, etc</em><em>.)\n</em>Once the goal is clear, you would try to achieve it through presenting Reading Subjects, related Vocabularies, related Listening Activity and Speaking episodes within the class. All these steps are parts of Enabling Objectives. Enabling Objectives are the baby steps taken to achieve a greater goal in a Terminal Objective.</li>\n 	<li><strong><u>Conversation Activity, Direction, and Guide</u></strong>.</li>\n</ol>\nAs a teacher, you can plan the class setup, start, follow through, pace, timing, vocabularies, the grammar used, and an instructional step by step guide in what you want to do in a class. This is broadly known as Lesson Plan but here we need it like a Conversation Lesson Plan, also called a Conversation Activity.  A Lesson Plan should have an introduction, objectives (enabling objectives), goal (terminal objectives), Topic of activity (Subject), and a guide on how to complete it. It will then follow with Vocabulary introduction, and any other related Reading, Listening or Videos. Once the material is transferred to students, it’s now the time to start the actual conversation or activity.\n\n<strong>B<u>) Conversation Activity Assignment:</u></strong>\n\nAfter going over the attached samples of conversation activities, <strong><em>Your Assignment is to design 10 Conversation Activities with 30 to 45 minutes’ duration each</em></strong>. By considering the twelve parameters above, your conversation activities would be more aligned with the TESOL Canada Standards of Lesson Plans.\n\nSome attachments are samples of Conversation Activities, and some others are samples of full Grammar Lesson Plans. Although they all seem different, they maintain the uniform pattern of the above parameters through both the activities and the lesson plans.\n\nFor any additional assistance, please email your course coordinator.\n<p style=\"text-align: center;\">[button url=\"https://tesoll.com/unit/unit-14/?id=251\" class=\"\" bg=\"\" hover_bg=\"\" size=\"0px\" color=\"\" radius=\"0px\" width=\"0px\" height=\"0px\" target=\"_self\"] GO TO UNIT 14 [/button]</p>\n&nbsp;\n\n</div>','Unit 8','','inherit','closed','closed','','374-autosave-v1','','','2020-11-24 22:51:06','2020-11-25 03:51:06','',374,'https://tesoll.com/374-autosave-v1/',0,'revision','',0),(3055,1,'2020-11-24 22:49:52','2020-11-25 03:49:52','<h1 class=\"page-title\">TESOL- Teaching Conversation</h1>\r\nConversational English can be difficult for anyone to learn, so teaching it can be a challenge! The main goals in a conversational English class are to encourage learners to build vocabulary and practice speaking as much as possible. You can also introduce fun activities that engage your students in learning English.\r\n<div class=\"altblock\">\r\n<div>Part 1</div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Establishing-a-Structure-for-Conversation-Class\" class=\"mw-headline\">Establishing a Structure for Conversation Class</span></h3>\r\n1- <b class=\"whb\">Establish conversational rules and guidelines before getting started.</b> Talk with your students during your first class to come up with a set of guidelines for your classes. You can suggest rules, but you can also ask your students to make suggestions. Everyone should agree to these guidelines, and you can keep them posted in the classroom.<sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-1\">[1]</a></sup>\r\n<ul>\r\n 	<li>Prepare a few ahead of time that you can write on the board, which will help the conversation along.</li>\r\n 	<li>For instance, some guidelines could be \"Be courteous to each other; no name-calling\" and \"Let everyone have a turn.\"</li>\r\n</ul>\r\n2- <b class=\"whb\">Emphasize meaning over correctness in class at first.</b> When you first start out, let the students know that your main focus will be to get meaning across. Correctness is important, but if everyone can understand what the person is saying, that\'s more important. In practice, this may mean that you don\'t stop the conversation just because someone\'s syntax was off.<sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-2\">[2]</a></sup>\r\n<ul>\r\n 	<li>While students will be concerned about correctness, let them know that even native speakers don\'t say things correctly all the time in conversation.</li>\r\n</ul>\r\n3- <b class=\"whb\">Work on the day’s vocabulary at the beginning of each class.</b> If you have novice or intermediate speakers, they may need help with the words to speak about certain topics. For instance, if you want to talk about the weather one day, start by introducing words that students can use to discuss it, such as \"rainy,\" \"cloudy,\" \"sunny,\" and \"windy.\"<sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"><a href=\"https://www.wikihow.com/Teach-English-Conversation#_note-3\">[3]</a></sup>\r\n<ul>\r\n 	<li>Write these on the board for the students to see or hand out a sheet with the words on it.</li>\r\n</ul>\r\n4- <b class=\"whb\">Match the discussion topics to your students’ levels.</b> Make sure you know what level your students speak at. You don\'t want to introduce a complex topic to beginning speakers; they don\'t have the skills yet to talk about it. Instead, stick to topics that are interesting but simple enough for your students to grasp.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup>\r\n<ul>\r\n 	<li>Ask your students about topics they are interested in. You could even give a survey to your students in your first class to both establish their speaking level and ask for topic ideas.</li>\r\n 	<li>For other simple topics, try conversing about food, talking about their families, or discussing what they did over the weekend.</li>\r\n</ul>\r\n5- <b class=\"whb\">Avoid controversial topics when you can.</b> Typically, you want to keep your class smooth and easy-going so that everyone feels welcome and included. For that reason, you may want to stay away from hot-button topics like politics, religion, and topics that may have a sexual nature.<sup id=\"_ref-5\" class=\"reference\" aria-label=\"Link to Reference 5\"></sup>\r\n<ul>\r\n 	<li>However, if these topics do come up and you feel comfortable with it, allow things to take their natural course. Just ensure that the students stay respectful of each other and allow each person to have their say.</li>\r\n</ul>\r\n6- <b class=\"whb\">Allow student-led discussion once your students are at the intermediate level.</b> If your students are already decent speakers, they may be willing to step up and take the lead when it comes to topics. You could even ask 1 student each week to come up with a list of topics. Doing so ensures you get topics they\'re interested in!<sup id=\"_ref-6\" class=\"reference\" aria-label=\"Link to Reference 6\"></sup>\r\n<ul>\r\n 	<li>Encourage them to come up with a few vocabulary words and a list of questions to help keep the conversation going. Let them know that it\'s their job to get the conversation going not necessarily speak for a certain amount of time.</li>\r\n 	<li>You could also encourage them to lead the discussion, as that will help build confidence and conversation skills.</li>\r\n</ul>\r\n7- <b class=\"whb\">Ask open-ended questions to encourage conversation.</b> Asking \"Yes\" or \"No\" (closed-ended questions) requires students to understand what you\'re asking but not to answer fluently. Open-ended questions, or ones that require an answer beyond \"Yes\" or \"No,\" ask students to formulate a response, which helps with conversation skills.<sup id=\"_ref-7\" class=\"reference trusted\" aria-label=\"Link to Reference 7\"></sup>\r\n<ul>\r\n 	<li>Plus, open-ended questions help move the conversation along.</li>\r\n 	<li>For instance, instead of saying, \"Does this topic make you feel sad?\" you could ask, \"How does this topic make you feel?\"</li>\r\n 	<li>Instead of \"Do you like movies?\" you could say, \"Can you tell me about your favorite movie?\"</li>\r\n</ul>\r\n8- <b class=\"whb\">Let the conversation branch off into unexpected directions if your students are engaged.</b>. While you\'ll likely establish a topic, you don\'t need to stick to it rigidly. The goal is to get the students talking to each other so if the conversation veers off in another direction, let it go, as long as the students are still enthusiastically engaged.<sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>\r\n<ul>\r\n 	<li>If the conversation gets heated or some of your students start to look uncomfortable, you may want to rein it back in to your original topic. You could say something like, \"Let\'s switch gears a little bit and give this topic a break. Why don\'t we go back to what we were talking about earlier? June, I think you may have had something more to say about that.\"</li>\r\n</ul>\r\n&nbsp;\r\n<h1 class=\"page-title\">TESOL- Teaching Conversation Activities- Assignment I</h1>\r\n<strong>Conversation Activities Guideline</strong>\r\n\r\n<strong> </strong>\r\n\r\n<em>A Practical Approach to Conversation Activities &amp; Conversation Workshops\r\nTeaching English to Speakers of Other Languages</em>\r\n\r\n&nbsp;\r\n\r\n<strong><u>A) Designing Conversation Activities</u></strong>\r\n\r\n<strong><u>1. Designing Conversation Activities:</u></strong>\r\n\r\nThis practical approach is an introduction to design Conversation Activities that can be used in Conversation Workshops &amp; Group Classes of more than two people.  The idea is straightforward and to the point. To have a conversation we need a Subject. Once a topic is selected, we then need to know a few parameters to design a Conversation Lesson.  Following are important points to be considered in a conversation class.\r\n\r\n<strong><u>2. The Number of Participants/ Students.</u></strong>\r\n\r\nBased on the number of participants an activity can change its time duration, the flow of conversation, participation of students, time sharing of each student, and even the presented material.\r\n\r\n<strong><u>3. The Level of Students &amp; their basic knowledge in the selected language.</u></strong>\r\n\r\nStudents’ language levels will make a significant impact on the selection of a conversation activity, and its presentation. Lower levels tend to be at ease with basic vocabularies (i.e., greeting, shopping, etc.,) intermediate levels would prefer more challenging vocabularies such as daily conversation on tabloids/ journals, and advanced level students would prefer professional topics within the academic contexts. Depending on the selected vocabularies each subject can be presented at various levels from beginners to the advanced. Depending on their levels, use of material can also be modified. For instance, beginners tend to understand a conversation much better when they hear it &amp; see it; hence the use of video or YouTube programs can be advantageous.  On the other hand, advanced students may further benefit from reading an article in a newspaper, or listening to the news on the radio, and discussing the topics in the class. A class with multiple levels of students is best to be corrected for their levels or avoided, but if you were in such a class, the suggestion is to carry on with the intermediate level.\r\n\r\n<strong><u>4. Average Age of Students.</u></strong>\r\n\r\nDepending on the students’ age, to grasp students’ full attention class activities can be modified &amp; tuned to the subjects that would be more appropriate for their age.\r\n\r\n5. <strong><u>Knowledge of Professional &amp; Educational Background &amp; Interests.</u></strong>\r\n\r\nTo plan and present a relevant Conversation Activity in class, knowledge of students’ interests is essential.  They can then practice and learn vocabularies that they will be facing in their work or studies.  When a Chef, a Waiter, and a Pilot are in the same class, your best activity would be the ones dealing with Food/ Menu and its process of serving in a plane. This way they can all relate to the subject. Although it’s not always easy to link the subjects, as teachers, we do our best in using our imaginations.\r\n\r\n<strong><u>6. Knowledge of Student’s First Language/ Mother Tongue &amp; Cultural Background.</u></strong>\r\n\r\nStudents often have different language backgrounds. As mother tongues can be different while learning a new language, they can all have slightly different accents. Knowledge of their original language will assist teachers in improvements &amp; corrections of students’ accents. Spanish speaking students have the habit of reading &amp; sounding “LL” as “Y”, reading “J” sometimes as “Y” and sometimes as “KH.” “RR” often is read as “L.”  In Japanese “R” is read as “L” so “Radio” would sound like “Ladio.” In Portuguese “R” is read as “H” and that can make “Rock &amp; Roll” to sound like “Hock &amp; Hole.” In Arabic, the words “CH” and “P” or “G” such as in “Gabriel” or “J” such as “Julie” (<em>French</em>) do not exist. Arabic sounds such as “Gh,” “Kh” &amp; “Dh” do not exist in English. These can explain some of the accent related issues. A professional teacher can significantly benefit from this knowledge and guide students in the right directions of accent correction.  In addition to the above, knowledge of cultural background can assist in selecting conversation activities that would not be offensive or disrespectful in certain cultures. Cultural knowledge can also serve in classroom management and understanding the interactions of some students.  In certain cultures, taping on the shoulder as a sign of good work &amp; encouragement is acceptable. In some other cultures touching is incredibly awkward, unprofessional, and sometimes even rude. For instance, in most parts of Asia women do not shake hands with men and politely keep a certain personal distance.\r\n\r\n<strong><u>7. Time Duration Specified for the Conversation Activity.</u></strong>\r\n\r\nNow that we have the necessary information, we need to know how much class time is designated to the Conversation Activities. Some classes are exclusively conversation classes, and some others are full Grammar Lesson classes with some short periods selected for communication. In general, a Conversation Activity should not last more than 45 minutes. When an exclusive Conversation Workshop class can last one to two hours, then each class may have 3 to 4 Conversation Activities.\r\n\r\n<strong><u>8. The environment of Practice (Native or non-Native area/ Classroom, Online, or Phone)</u></strong>\r\n\r\nA native speaking environment is always a preferred place to learn a language and practice conversation. However, due to their jobs, school, or other obligations, most people cannot travel. Teachers can facilitate this matter by providing a simulation place within the classroom or online. The material used in a native environment is slightly different than the non-native classes. To learn about shopping, in a native speaking country, a class can take a field trip right to the market, the mall, or a bazaar, while in a non-native area all must be conducted in a classroom or online using videos and role-plays.\r\n\r\n9. <strong><u>Methods Used in a Class (Par-Time, Intensive, Immersion, CLT, Audiolingual, etc.)</u></strong>\r\n\r\nA conversation activity must also consider the methodologies applicable to a particular class. As you are aware, TPRS, Montessori, CLT, Audiolingual, Berlitz, Immersion, and Intensive teaching approach all differ in their styles of activities and homework follow-ups.\r\n\r\n<strong><u>10. Available Material (Audio-Visual Material, Computers, Books, and Journals, etc.)</u></strong>\r\n\r\nBased on the availability of proper lighting, computers, Wi-Fi, CD Players, TV &amp; DVD Players, in-class network connections, available books and journals, and all other material that might be needed for a particular activity, the class presentations can and will vary. For online use, one must consider if students have full Internet access or should activities be downloadable for offline usage. Assuming the activity is about Cars and Types of Cars and their special gears, teachers must present the class with pictures, articles, website links, YouTube videos, or any other tool that can assist students through conversation.\r\n\r\n<strong><u>11. Goals, Terminal Objectives, and Enabling Objectives of Each Activity.</u></strong><em> (</em><em>Vocabulary Use, Accent corrections, Pronunciation, Listening, Speaking, Particular Subject practice and education, fluency in the use of grammar in conversation, cultural familiarity, etc.)</em>\r\n\r\n&nbsp;\r\n\r\nThe overall goal of Conversation Activity must be clear. If you aim to improve your students Pronunciations &amp; Fluency in a certain topic (i.e., Fishing, Cooking, etc.), you must then clearly identify this goal.\r\n\r\n<strong><u>12. The Enabling Objectives.</u></strong> (<em>Using the learned vocabulary and grammar to make a phone call, to reserve a flight ticket, to buy a concert ticket, to order food from the menu in a restaurant, etc</em><em>.)</em>\r\n\r\nOnce the goal is clear, you would try to achieve it through presenting Reading Subjects, related Vocabularies, related Listening Activity and Speaking episodes within the class. All these steps are parts of Enabling Objectives. Enabling Objectives are the baby steps taken to achieve a greater goal in a Terminal Objective.\r\n\r\n<strong><u>13. Conversation Activity, Direction, and Guide</u></strong>.\r\n\r\nAs a teacher, you can plan the class setup, start, follow through, pace, timing, vocabularies, the grammar used, and an instructional step by step guide in what you want to do in a class. This is broadly known as Lesson Plan but here we need it like a Conversation Lesson Plan, also called a Conversation Activity.  A Lesson Plan should have an introduction, objectives (enabling objectives), goal (terminal objectives), Topic of activity (Subject), and a guide on how to complete it. It will then follow with Vocabulary introduction, and any other related Reading, Listening or Videos. Once the material is transferred to students, it’s now the time to start the actual conversation or activity.\r\n\r\nB<u>) Conversation Activity Assignment:</u>\r\n\r\nAfter going over the attached samples of conversation activities, <strong><em>Your Assignment is to design 10 Conversation Activities with 30 to 45 minutes’ duration each</em></strong>. By considering the twelve parameters above, your conversation activities would be more aligned with the TESOL Canada Standards of Lesson Plans.\r\n\r\nSome attachments are samples of Conversation Activities, and some others are samples of full Grammar Lesson Plans. Although they all seem different, they maintain the uniform pattern of the above parameters through both the activities and the lesson plans.\r\n\r\nFor any additional assistance, please email your course coordinator.\r\n\r\n<strong>Here are the samples:</strong>\r\n\r\n<a href=\"https://tesoll.com/unit/unit-13/unit-13-conversation-sample-1-conversation-activities/\" rel=\"attachment wp-att-375\">unit 13 conversation Sample 1- Conversation Activities</a>\r\n<h1 class=\"page-title\">Supplemental Conversation Activities- Word Sort</h1>\r\n<strong>Follow this link to play a fun game!</strong>\r\n\r\n<strong><a class=\"external\" href=\"https://grammaropolis.com/games.php\" target=\"_blank\" rel=\"noreferrer noopener\">https://grammaropolis.com<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a></strong>\r\n<h1 class=\"page-title\">Supplemental Conversation Activities- News Room</h1>\r\n<strong>Follow this link to play a fun game!</strong>\r\n\r\n<strong><a class=\"external\" href=\"http://www.e-learningforkids.org/language-arts/lesson/news-room/\" target=\"_blank\" rel=\"noreferrer noopener\">http://www.e-learningforkids.org/language-arts/<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a></strong>\r\n<div class=\"assignment-title\">\r\n<div class=\"title-content\">\r\n<h1 class=\"title\">Ten Conversation Activities (For Foundation,) and Twelve Conversation Activities (For Diploma)- Assignment I</h1>\r\n</div>\r\n<div class=\"assignment-buttons\">Submit Assignment</div>\r\n</div>\r\n<ul class=\"student-assignment-overview\">\r\n 	<li style=\"list-style-type: none;\">\r\n<ul class=\"student-assignment-overview\">\r\n 	<li><span class=\"title\">Due</span> <span class=\"value\"><span class=\"date_text\"><span class=\"display_date\">Jun 1</span> by <span class=\"display_time\">12:59 am</span></span></span></li>\r\n 	<li><span class=\"title\">Points</span> <span class=\"value\">25</span></li>\r\n 	<li><span class=\"title\">Submitting</span> <span class=\"value\">a text entry box or a file upload</span></li>\r\n 	<li><span class=\"title\">File Types</span> <span class=\"value\">pdf, doc, xls, txt, and docx</span></li>\r\n 	<li><span class=\"title\">Available</span> <span class=\"value\">Jan 6 at 1am - Jan 1, 2020 at 12:59am 12 months</span></li>\r\n</ul>\r\n</li>\r\n</ul>\r\n<div class=\"clear\"></div>\r\n<div class=\"clear\"></div>\r\n<div class=\"clear\"></div>\r\n<div class=\"description user_content student-version enhanced\">\r\n\r\nHello Everyone,\r\n\r\nAfter reviewing the attached documents, and samples of conversation activities, your task is to design ten activities of your own. The idea is to come up with new ideas in teaching \"Conversation Workshops -CW\" through \"Conversation Activities- CA.\" Conversation Workshops are generally where students engage in Listening and Speaking activities (supervised and directed by a teacher) to improve their Comprehension, Speaking Fluency, Pronunciation, and their use of Vocabularies &amp; Grammar. Workshops are aimed to complement the Listening and Speaking parts of the Four-Skills teaching method of CLT Communicative Language Teaching approach where the Grammar, Reading, and Writing sections are introduced in a more structured class commonly known as the Grammar Class. The Lesson Plans used in a Grammar Class should typically correspond and relate to the Lesson Plans used on a Conversation Workshop that would refer to the corresponding Grammar Lessons. Lesson Plans for the Conversation Workshops are called \"Conversation Activities.\" Such activities may or may not happen in the same class. Teachers are allowed to take the students on a field trip, use a computer lab, use a basketball court, or any other environment that can influence rapid improvements of students conversation skills. Teachers must surely double check with their school\'s administration on external school activities arrangements. Note that Conversation Activities can also be inserted in specified time periods within a Grammar Class. For example, each activity can be 30 to 45 minutes and start right after a 45 to 60 minutes Grammar and Reading class. Please follow the directions in the attached material, and to get a better idea, please review the samples.\r\n\r\nIn addition to the attached material, more samples and ideas can be viewed at <a class=\"external\" href=\"http://www.iteslj.org/\" target=\"_blank\" rel=\"noreferrer noopener\">www.iteslj.org<span class=\"screenreader-only\"> (Links to an external site.)</span><span class=\"ui-icon ui-icon-extlink ui-icon-inline\" title=\"Links to an external site.\"><span class=\"screenreader-only\">Links to an external site.</span></span></a>\r\n\r\nYour primary task is to understand the set-up of a conversation activity, and design 10 activities of your own along with material and visual support. (Pictures, maps, video links, etc.) These are very similar to regular 4-skills based Lesson Plans except the Grammar, and the Writing. That means the conversation activities may include Reading, Speaking and Listening. Each activity should be 30-45 minutes.\r\n\r\n<em><strong>TESOL Foundation Students need to submit 10 Conversation Activities. </strong></em>\r\n\r\n<em><strong>Diploma students need to submit 12 Conversation Activities. </strong></em>\r\n\r\nModule #3: Teaching Conversation\r\n\r\n<strong>Conversation Activities Guideline</strong>\r\n\r\n<em>A Practical Approach to Conversation Activities &amp; Workshops in Teaching English to Speakers of Other Languages.</em>\r\n\r\n<strong><u>A) Designing Conversation Activities</u></strong>\r\n<ol>\r\n 	<li><strong><u>I) Designing Conversation Activities:</u></strong></li>\r\n</ol>\r\nThis practical approach is an introduction to design Conversation Activities that can be used in Conversation Workshops &amp; Group Classes of more than two people.  The idea is straightforward and to the point. To have a conversation we need a Subject. Once a topic is selected, we then need to know a few parameters to design a Conversation Lesson.  Following are important points to be considered in a conversation class.\r\n<ol>\r\n 	<li><strong><u>The Number of Participants/ Students.</u></strong></li>\r\n</ol>\r\nBased on the number of participants an activity can change its time duration, the flow of conversation, participation of students, time sharing of each student, and even the presented material.\r\n<ol start=\"2\">\r\n 	<li><strong><u>The Level of Students &amp; their basic knowledge in the selected language.</u></strong></li>\r\n</ol>\r\nStudents’ language levels will make a significant impact on the selection of a conversation activity, and its presentation. Lower levels tend to be at ease with basic vocabularies (i.e., greeting, shopping, etc.,) intermediate levels would prefer more challenging vocabularies such as daily conversation on tabloids/ journals, and advanced level students would prefer professional topics within the academic contexts. Depending on the selected vocabularies each subject can be presented at various levels from beginners to the advanced. Depending on their levels, use of material can also be modified. For instance, beginners tend to understand a conversation much better when they hear it &amp; see it; hence the use of video or YouTube programs can be advantageous.  On the other hand, advanced students may further benefit from reading an article in a newspaper, or listening to the news on the radio, and discussing the topics in the class. A class with multiple levels of students is best to be corrected for their levels or avoided, but if you were in such a class, the suggestion is to carry on with the intermediate level.\r\n<ol start=\"3\">\r\n 	<li><strong><u>Average Age of Students.</u></strong></li>\r\n</ol>\r\nDepending on the students’ age, to grasp students’ full attention class activities can be modified &amp; tuned to the subjects that would be more appropriate for their age.\r\n<ol start=\"4\">\r\n 	<li><strong><u>Knowledge of Professional &amp; Educational Background &amp; Interests.</u></strong></li>\r\n</ol>\r\nTo plan and present a relevant Conversation Activity in class, knowledge of students’ interests is essential.  They can then practice and learn vocabularies that they will be facing in their work or studies.  When a Chef, a Waiter, and a Pilot are in the same class, your best activity would be the ones dealing with Food/ Menu and its process of serving in a plane. This way they can all relate to the subject. Although it’s not always easy to link the subjects, as teachers, we do our best in using our imaginations.\r\n<ol start=\"5\">\r\n 	<li><strong><u>Knowledge of Student’s First Language/ Mother Tongue &amp; Cultural Background.</u></strong></li>\r\n</ol>\r\nStudents often have different language backgrounds. As mother tongues can be different while learning a new language, they can all have slightly different accents. Knowledge of their original language will assist teachers in improvements &amp; corrections of students’ accents. Spanish speaking students have the habit of reading &amp; sounding “LL” as “Y”, reading “J” sometimes as “Y” and sometimes as “KH.” “RR” often is read as “L.”  In Japanese “R” is read as “L” so “Radio” would sound like “Ladio.” In Portuguese “R” is read as “H” and that can make “Rock &amp; Roll” to sound like “Hock &amp; Hole.” In Arabic, the words “CH” and “P” or “G” such as in “Gabriel” or “J” such as “Julie” (<em>French</em>) do not exist. Arabic sounds such as “Gh,” “Kh” &amp; “Dh” do not exist in English. These can explain some of the accent related issues. A professional teacher can significantly benefit from this knowledge and guide students in the right directions of accent correction.  In addition to the above, knowledge of cultural background can assist in selecting conversation activities that would not be offensive or disrespectful in certain cultures. Cultural knowledge can also serve in classroom management and understanding the interactions of some students.  In certain cultures, taping on the shoulder as a sign of good work &amp; encouragement is acceptable. In some other cultures touching is incredibly awkward, unprofessional, and sometimes even rude. For instance, in most parts of Asia women do not shake hands with men and politely keep a certain personal distance.\r\n<ol start=\"6\">\r\n 	<li><strong><u>Time Duration Specified for the Conversation Activity.</u></strong></li>\r\n</ol>\r\nNow that we have the necessary information, we need to know how much class time is designated to the Conversation Activities. Some classes are exclusively conversation classes, and some others are full Grammar Lesson classes with some short periods selected for communication. In general, a Conversation Activity should not last more than 45 minutes. When an exclusive Conversation Workshop class can last one to two hours, then each class may have 3 to 4 Conversation Activities.\r\n<ol start=\"7\">\r\n 	<li><strong><u>The environment of Practice (Native or non-Native area/ Classroom, Online, or Phone)</u></strong></li>\r\n</ol>\r\nA native speaking environment is always a preferred place to learn a language and practice conversation. However, due to their jobs, school, or other obligations, most people cannot travel. Teachers can facilitate this matter by providing a simulation place within the classroom or online. The material used in a native environment is slightly different than the non-native classes. To learn about shopping, in a native speaking country, a class can take a field trip right to the market, the mall, or a bazaar, while in a non-native area all must be conducted in a classroom or online using videos and role-plays.\r\n<ol start=\"8\">\r\n 	<li><strong><u>Methods Used in a Class (Par-Time, Intensive, Immersion, CLT, Audiolingual, etc.)</u></strong></li>\r\n</ol>\r\nA conversation activity must also consider the methodologies applicable to a particular class. As you are aware, TPRS, Montessori, CLT, Audiolingual, Berlitz, Immersion, and Intensive teaching approach all differ in their styles of activities and homework follow-ups.\r\n<ol start=\"9\">\r\n 	<li><strong><u>Available Material (Audio-Visual Material, Computers, Books, and Journals, etc.)</u></strong></li>\r\n</ol>\r\nBased on the availability of proper lighting, computers, Wi-Fi, CD Players, TV &amp; DVD Players, in-class network connections, available books and journals, and all other material that might be needed for a particular activity, the class presentations can and will vary. For online use, one must consider if students have full Internet access or should activities be downloadable for offline usage. Assuming the activity is about Cars and Types of Cars and their special gears, teachers must present the class with pictures, articles, website links, YouTube videos, or any other tool that can assist students through conversation.\r\n<ol start=\"10\">\r\n 	<li><strong><u>Goals, Terminal Objectives, and Enabling Objectives of Each Activity.</u></strong><em> (</em><em>Vocabulary Use, Accent corrections, Pronunciation, Listening, Speaking, Particular Subject practice and education, fluency in the use of grammar in conversation, cultural familiarity, etc.)</em><em>\r\n</em></li>\r\n</ol>\r\nThe overall goal of Conversation Activity must be clear. If you aim to improve your students Pronunciations &amp; Fluency in a certain topic (i.e., Fishing, Cooking, etc.), you must then clearly identify this goal.\r\n\r\n&nbsp;\r\n<ol start=\"11\">\r\n 	<li><strong><u>The Enabling Objectives.</u></strong> (<em>Using the learned vocabulary and grammar to make a phone call, to reserve a flight ticket, to buy a concert ticket, to order food from the menu in a restaurant, etc</em><em>.)\r\n</em>Once the goal is clear, you would try to achieve it through presenting Reading Subjects, related Vocabularies, related Listening Activity and Speaking episodes within the class. All these steps are parts of Enabling Objectives. Enabling Objectives are the baby steps taken to achieve a greater goal in a Terminal Objective.</li>\r\n 	<li><strong><u>Conversation Activity, Direction, and Guide</u></strong>.</li>\r\n</ol>\r\nAs a teacher, you can plan the class setup, start, follow through, pace, timing, vocabularies, the grammar used, and an instructional step by step guide in what you want to do in a class. This is broadly known as Lesson Plan but here we need it like a Conversation Lesson Plan, also called a Conversation Activity.  A Lesson Plan should have an introduction, objectives (enabling objectives), goal (terminal objectives), Topic of activity (Subject), and a guide on how to complete it. It will then follow with Vocabulary introduction, and any other related Reading, Listening or Videos. Once the material is transferred to students, it’s now the time to start the actual conversation or activity.\r\n\r\n<strong>B<u>) Conversation Activity Assignment:</u></strong>\r\n\r\nAfter going over the attached samples of conversation activities, <strong><em>Your Assignment is to design 10 Conversation Activities with 30 to 45 minutes’ duration each</em></strong>. By considering the twelve parameters above, your conversation activities would be more aligned with the TESOL Canada Standards of Lesson Plans.\r\n\r\nSome attachments are samples of Conversation Activities, and some others are samples of full Grammar Lesson Plans. Although they all seem different, they maintain the uniform pattern of the above parameters through both the activities and the lesson plans.\r\n\r\nFor any additional assistance, please email your course coordinator.\r\n<p style=\"text-align: center;\">[button url=\"https://tesoll.com/unit/unit-14/?id=251\" class=\"\" bg=\"\" hover_bg=\"\" size=\"0px\" color=\"\" radius=\"0px\" width=\"0px\" height=\"0px\" target=\"_self\"] GO TO UNIT 14 [/button]</p>\r\n&nbsp;\r\n\r\n</div>','Unit 8','','inherit','closed','closed','','374-revision-v1','','','2020-11-24 22:49:52','2020-11-25 03:49:52','',374,'https://tesoll.com/374-revision-v1/',0,'revision','',0);
INSERT INTO `wp_posts` VALUES (3060,1,'2020-11-24 23:25:36','2020-11-25 04:25:36','<div class=\"description user_content student-version enhanced\">\r\n<h1 class=\"page-title\">TESOL- Designing Grammar &amp; Structured Lesson Plans</h1>\r\nDesigning Structured Lesson Plans\r\n\r\n&nbsp;\r\n\r\nIn designing Structured Lesson Plans that would include grammar, vocabularies, reading, and writing, one must consider the following guidelines. Note that the Listening and the Speaking parts are covered in Conversation Activities.\r\n\r\nAttached material are samples of lesson plans. These examples will assist you in designing two lesson plans needed as your assignments.\r\n\r\n<strong><em>This week </em></strong>deals with designing Grammar Lesson Plans, Four-Skills Lesson Plans, and Communicative Approach Methods. This section also includes introduction to MOOC, Online Learning and Teaching, use of Social Media in Teaching, Research introduction on MOOC, instructions on Lesson Plans, and information on Lesson Plan assignments.\r\n\r\n<strong>Lesson Planning</strong>\r\n\r\nThis section deals with the practicalities of classroom teaching from an administrative point of view. The term \"lesson\" is popularly considered to be a unified set of activities that cover periods of class time. These time units are administratively critical\' for teachers because they represent \'\'steps\" along a curriculum before which and after which you can evaluate and prepare the next lesson. Those lessons from the view of your students\' time management, are practical, definite units of effort that serve to provide rhythm to a course of study.\r\n\r\n<em><strong>Major points to consider:</strong></em>\r\n<ul>\r\n 	<li>Age: this will particularly affect topics chosen and the types of learning activity, such as the suitability of games or role-play.</li>\r\n 	<li>Interests: as with age, this may help in the specification of topics and learning activities.</li>\r\n 	<li>The level of proficiency in English: teachers will wish to know this, even where their classes are based on a mixed proficiency principle rather than streamed according to level.</li>\r\n 	<li>Aptitude: this can most usefully be thought of as a specific talent. In this case, for language learning, aptitude can be understood as something that learners might show themselves to be \"good at\" perhaps in contrast to others subjects in a school curriculum.</li>\r\n 	<li>Mother tongue: this may effect, for instance, the treatment of errors or the selection of syllabus items-areas of grammar or vocabulary and so on.</li>\r\n 	<li>Academic and educational level: which help to determine intellectual content, breadth of the topic or depth to which material may be studied.</li>\r\n 	<li>Attitudes and motivation towards learning, teachers, the institution, the target language itself and its speakers.</li>\r\n 	<li>Reasons for learning, if it is possible to state them: With school-age pupils, this may be less significant than with many adult learners, where it is often possible to carry out quite a detailed analysis of needs.</li>\r\n 	<li>Preferred learning style and personality: which will help in the evaluation of the suitability of different methods, affecting methodological choices such as willing acceptance of role play and an interactive classroom environment or a preference for “rote learning” and studying alone, for example?</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<em><strong>We consider the following factors in the Educational Setting:</strong></em>\r\n<ul>\r\n 	<li>The role of English in the country: whether it is a regular means of communication or primarily a subject taught in the school curriculum where, in turn, it may or may not be the first foreign language. Is English spoken in the community outside class or never heard?</li>\r\n 	<li>The role of English in the school and its place in the curriculum.</li>\r\n 	<li>The teachers: their status, their training, mother tongue, attitudes to their job, expectations.</li>\r\n 	<li>Resources available: books and paper, audio-visual material, laboratories, computers, etc.</li>\r\n 	<li>Management, administration and support personnel: their particular roles about teaching staff. Additionally, the position of teacher in the overall system needs to be understood, as does the nature of the hierarchy in any particular institution.</li>\r\n 	<li>The number of pupils to be taught and the size of the classes. The large class problem is a very familiar one in many settings worldwide.</li>\r\n 	<li>Time available for the program, both over a working year and in any week or term.</li>\r\n 	<li>The types of tests used, and ways students are evaluated: assessment procedures may, for example, be formal or informal and subjective. They may also be external, in the form of a national examination, or internal to the institution and the course.</li>\r\n</ul>\r\n<em><strong>With these factors in mind, you should then consider the following essential elements of lesson planning:</strong></em>\r\n<ol>\r\n 	<li>GOAL (S): You should be able to identify an overall purpose or goal that you will attempt to accomplish by the end of the class period: This objective may be quite generalized, but it serves as a unifying theme for you.</li>\r\n 	<li>OBJECTIVES: it is imperative to state explicitly what you want students to gain from the lesson. Explicit statements help you to:</li>\r\n</ol>\r\n<ul>\r\n 	<li>⎯ Be sure that you indeed know what it is you want to accomplish</li>\r\n 	<li>⎯ Preserve the unity of your lesson plan</li>\r\n 	<li>⎯ Predetermine whether or not you are trying to accomplish too much</li>\r\n 	<li>⎯ Evaluate students\' success at the end of, or after, the lesson.</li>\r\n</ul>\r\nObjectives are most clearly captured concerning what students will do. However, many language objectives are not overtly observable and, therefore, you many need to depart from strictly behavioural terms for some objectives. Try to avoid vague statements like \"Students will learn about the passive voice, \" or \" students will practice some listening exercises,” or students will make the reading selection. \" You would be unable to confirm the realization of any of these sorts of loosely stated objectives.\r\n\r\nIn stating objectives, distinguish between terminal goals (final learning outcomes that will be measured and evaluated) and enabling objectives (interim steps that build upon each other and lead to the terminal obj.)\r\n\r\nFor example, the terminal lesson objective may be:\r\n\r\nStudents will successfully request information about airplane arrivals and departures while the Enabling objectives will be:\r\n<ul>\r\n 	<li>⎯ Students will comprehend and produce the following ten new vocabulary items,</li>\r\n 	<li>⎯ students will read and understand airline schedules,</li>\r\n 	<li>⎯ students will produce questions with when, where, and what time.</li>\r\n 	<li>⎯ students will produce appropriate, polite forms of requesting.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<em><strong>MATERIALS AND EQUIPMENT:</strong></em> Decent planning tactics includes knowing what needs to be taken inside the classroom.\r\n<ol>\r\n 	<li><strong>PROCEDURES:</strong> As a very general set of guidelines for planning, one might make sure his/ her plan includes:</li>\r\n</ol>\r\n<ul>\r\n 	<li>An opening statement or activity as a \"warm up.\"</li>\r\n 	<li>A set of activities and techniques in which he/ she has considered appropriate proportions of time for: whole class work, small group and pair work, teacher talk, student talk.</li>\r\n</ul>\r\n<ol start=\"3\">\r\n 	<li><strong>EVALUATION:</strong> lf a lesson has no evaluative component; one can easily make assumptions that are not informed by careful observation or measurement.  Evaluation does not have to be a separate element of lessons such as a test. It can take place in the course of \"regular\" classroom activity, informally, as an assessment that is made after the students have sufficient opportunities for learning. Adjustments can be made lesson plans for the following days.</li>\r\n 	<li><strong>EXTRA-CLASS WORK:</strong> Finding applications or extensions of classroom activity that will help students to do some learning beyond the class hour are essential parts of teaching. Homework in the form of hand -out sheets for written, repetitive exercises that have little to do with \"real-life” must be avoided.</li>\r\n</ol>\r\n<strong><em>Guidelines for Lesson Planning</em></strong>\r\n\r\n&nbsp;\r\n\r\nIf one is given a textbook and told to teach from it, he/ she must identify the requirements of how many chapters or units should be covered. Looking through the chapters one might go through the following sequence:\r\n<ul>\r\n 	<li><em>If the curriculum and the overall plan of the textbook are familiar to you, go </em>over the specific textbook chapter that you will teach. If you are without a manual and are simply following a curriculum set up by yourself, you will find that ESL websites come in extremely handy with tips, lessons, activities, and handouts. Try the following, but keep in mind that links are infinite:</li>\r\n 	<li>aitech.ac. i<em>pi </em>- itesl illinks/T ESL/Lessons</li>\r\n 	<li>aitech.ac.ip/-itesli/links/TESL/Handouts for Classroom Use</li>\r\n 	<li>tefl.net/resourceslhandouts/index .htm</li>\r\n 	<li>comment. edu/HP Ipages/darlingfgranunar.html-ssi</li>\r\n 	<li>comment.edu/HP Images/darlingforiginal.htm</li>\r\n 	<li>englishpage.com</li>\r\n 	<li>oacific.net/-sperling/eslcafe.html</li>\r\n 	<li><em>Determine what the topic and purpose of the lesson will be and write the overall</em></li>\r\n 	<li>Draft out perhaps one to three explicitly stated terminal objectives.</li>\r\n 	<li>Decide which exercises from the textbook shall be done, change, delete, add to, all based on objectives.</li>\r\n 	<li>Draft out a skeletal outline of what the lesson will look like</li>\r\n 	<li>Carefully anticipate step-by-step procedures for carrying out all techniques, especially those that involves changes and additions.</li>\r\n</ul>\r\n&nbsp;\r\n\r\nFor teachers who have never taught before, it can be useful to write a script of the lesson plan. In which the exact anticipated words are written down. Scripting out a lesson plan helps one to be more specific in planning and can often prevent classroom pitfalls. It can also give a sense of security by providing one with something to fall back on when the spontaneous words just can\'t seem to come out right! Of course, scripting an entire lesson is long, but more practical partial scripts should cover:\r\n<ul>\r\n 	<li>Introductions to activities</li>\r\n 	<li>Directions for a task</li>\r\n 	<li>Statements of rules and generalizations</li>\r\n 	<li>Oral testing techniques</li>\r\n 	<li>Conclusions to activities and the class hour/ lesson</li>\r\n</ul>\r\n&nbsp;\r\n\r\nAfter the step-by-step procedures are drafted, look at how the lesson holds together.  Four considerations come into play here:\r\n<ul>\r\n 	<li>Variety: are there enough different activities to keep minds alert and enthusiasm high?</li>\r\n 	<li>Sequence: are all elements of the lesson put together logically, building progressively toward accomplishing the ultimate goal?</li>\r\n 	<li>Pace: Too many short activities are as ineffective as too few long ones! Students should get comfortable with one activity, work at it, and switch before it becomes too easy or tedious.</li>\r\n 	<li>Time: If the planned lesson ends early, have some back-up activity ready to insert and if the lesson isn\'t complete as planned, be ready to end a class gracefully on time and on the next day, continue where it was left off.</li>\r\n</ul>\r\n&nbsp;\r\n\r\nFiguring out in advance how easy or difficult certain techniques will be is something that usually must be learned by experience. Some tasks cause difficulties by themselves; therefore, make the lessons’ directions crystal clear by writing them out in advance. Often, showing what to do is more effective than telling the students what to do and solicit a few examples from the better students. If they have not grasped the exercise, no one else in the class has.\r\n\r\nA lesson plan will aim at the majority of students in the class who compromise the \"average\" ability range. However, the lesson plans should also consider the variations in a classroom. Several steps can be taken to account:\r\n<ul>\r\n 	<li>Design techniques that have easy and demanding aspects or items</li>\r\n 	<li>Solicit responses to easier items from students who are below the norm and to more challenging items from those above the norm</li>\r\n 	<li>Try to design techniques that will involve all students actively</li>\r\n 	<li>Use small group and pair-work time to circulate and give extra attention to those below or above the norm.</li>\r\n</ul>\r\nGive enough consideration in the lesson plan to the balance between student talk and teacher talk. See to it that students have a chance to talk, to produce language and even to initiate their topics and ideas.\r\n\r\nThe final consideration in lesson planning process is a very practical one: what sort of \"note\"· will a teacher carry into the classroom? If one has pages and pages of them, she/ he might get too caught up on detail and never free from spontaneity.  A lesson plan on one page is usually sufficient.\r\n\r\nAdditionally, ask these questions: will your students be taking notes as you teach? What will they follow in their textbooks? What resources will they possess to recall this lesson in the future and understand as clearly as possible?\r\n\r\n&nbsp;\r\n\r\n<strong>Sample Lesson Plan # 1:</strong>\r\n<ul>\r\n 	<li><strong>Class description:</strong></li>\r\n</ul>\r\nThis is an intermediate level pre-university class at the American Language Institute at San Francisco State University. The 16 students in the class range in age from 18 to 25. Their general goals are academically oriented. Their native languages are Japanese, Korean, Mandarin, Indonesian, Thai, and Arabic.\r\n\r\n<strong>Objectives:</strong>\r\n\r\n<em><strong>Terminal objectives:</strong></em>\r\n<ol>\r\n 	<li>Students will develop inner “expectancy rules ” that enable them to predict and anticipate what someone else will say on the phone AND</li>\r\n 	<li>Students will solicit and receive information by requesting it over the telephone.</li>\r\n</ol>\r\n<strong><em>Enabling objectives:</em></strong>\r\n<ol>\r\n 	<li>Students will comprehend a simple phone conversation (played on a tape recorder),</li>\r\n 	<li>In the above conversation, students will identify who the participants are, what they are doing and when,</li>\r\n 	<li>Students will comprehend and produce necessary vocabulary for this topic,</li>\r\n 	<li>Students will understand cultural and linguistic schemata regarding movies, theatres, and arrange to see a movie with someone,</li>\r\n 	<li>Students will infer what a second speaker is saying on the phone by \"eavesdropping\" on one speaker only,</li>\r\n 	<li>Each student will ask someone to go to a movie with him or her and respond appropriately to a corresponding request,</li>\r\n 	<li>Students will get \"live\" movie information over the phone.\r\n<strong> </strong></li>\r\n</ol>\r\n<h3><strong>Materials and equipment:</strong></h3>\r\n<ol>\r\n 	<li>Tape recorder/ CD player with a recorded conversation</li>\r\n 	<li>A telephone (if possible) or toy facsimile</li>\r\n 	<li>Movie advertisements, eight different ones</li>\r\n 	<li>Movie-Guide page for extra-class work</li>\r\n</ol>\r\n&nbsp;\r\n<ul>\r\n 	<li><strong>Procedures:</strong>\r\n<ol>\r\n 	<li>Pre-listening. To point the students\' thinking in the right direction for this lesson, we will start off with the following \"model\" phone conversation on tape. It is very short and easy, well below the student\'s level. There is no question that they will understand it fully; its purpose is to set up a framework for the lesson.</li>\r\n 	<li><strong>Listening to the CD: </strong><u>(Conversation with western accent)</u><u></u></li>\r\n</ol>\r\n</li>\r\n 	<li></li>\r\n</ul>\r\nPhone: ring\r\n\r\nTom: Hullo?\r\n\r\nJack: this is Jack. D\'ya wanna go to the movies?\r\n\r\nTom: Mmm ... when?\r\n\r\nJack: Tonight. I have free passes.\r\n\r\nTom: Uh, Ok, sure. What time?\r\n\r\nJack: Eight o\'clock. I\'ll-I\'ll meet ya there, OK?\r\n\r\nTom: Fine: See ya then.\r\n\r\n&nbsp;\r\n<ol start=\"3\">\r\n 	<li>Whole-class discussion: general questions about the dialogue and vocabulary in the dialogue</li>\r\n 	<li>Schemata-building discussion: Questions about who has been to the movies lately, what movies they saw, if it was any good, who they went with, did they arrange it by phone.</li>\r\n 	<li>Listening activity # I: “My friend Debbie is going to call me in a few minutes. Of course, you won\'t hear her talking to me, but you will hear me, right? I want you to listen carefully and try to figure out two things: A) what does Debbie want to do? And B) When?</li>\r\n</ol>\r\nTeacher: Hullo?\r\n\r\nGap\r\n\r\nT: this is Karen\r\n\r\nGap\r\n\r\nT: Oh, hi Deb! How\'re you?\r\n\r\nGap\r\n\r\nT: The movies? When?\r\n\r\nGap\r\n\r\nT: Urn, OK, this afternoon\'s fine. Whadda ya wanna see?\r\n\r\nGap\r\n\r\nT: Well, I\'ll only go to Batman if it\'s a bargain matinee\r\n\r\nGap\r\n\r\nT: There is? One o\'clock? Great! I\'ll meet you there. Bye!\r\n<ol>\r\n 	<li> Listening Activity #2: \"Now you\'re going to hear the phone call again. This time, try to figure out three things: A) what movie does Debbie suggest? B) Am I willing to pay full price? C) Does Debbie tell me that I will have to pay full price?</li>\r\n 	<li>Listening Activity #3: OK, now you\'re going to hear the phone call one last time, and I would like you to tell me what Debbie might have said. Many different answers are correct.</li>\r\n 	<li>Post-listening activity: Teacher passes out eight different movie ads to eight students. \"OK, everyone with an ad, please get a partner without an ad. One pair group; come up to this phone (if you have two phones, even better). The student with the ad will call the other student and ask him to go to the movies. Be sure to arrange the following things in your phone conversation: What movie? What time? Which theatre?</li>\r\n 	<li>Extra-classwork assignment: Pass out a datebook/movie guide to each student. \"Everyone please choose a cinema from this page. Circle the auditorium and the phone number on your handout, pick a movie there, circle the movie and circle the time next to it. Tonight when you go home, please call the theatre you\'ve chosen. Listen to the recording and find out if \"your\" movie is still playing and if the times are the same.</li>\r\n</ol>\r\n<ul>\r\n 	<li></li>\r\n 	<li><strong>Evaluation:</strong></li>\r\n</ul>\r\nAs pairs work together for the \"post-listening\" activity, T walks around to monitor students and to observe informally whether or not they have accomplished the terminal objective.\r\n\r\n&nbsp;\r\n\r\n<strong>Sample Lesson plan #2 </strong>(less detailed)\r\n\r\n<strong>(Fifty-minute class)</strong>\r\n\r\n<strong> </strong>\r\n\r\nWritten at the corner of the board, before students enter class:\r\n\r\nHow often do you ______________?\r\n\r\nHow often do you ______________?\r\n\r\nAlways=all of the time\r\n\r\nUsually= generally; most of the time\r\n\r\nOften= frequently, much of the time\r\n\r\nSometimes= at times; every now and then\r\n\r\nSeldom= not often, rarely\r\n\r\nNever= not ever, none of the time\r\n<ol>\r\n 	<li>The teacher starts with small talk: weather, shopping, daily activities</li>\r\n 	<li>Students are asked to keep their books closed. The teacher shows the chart on the board</li>\r\n 	<li>To ask questions to various students individually: \"How often do you come to class? ”How often does Susan drive to school?\" \"How often do you cook dinner?\"</li>\r\n 	<li>Some mistakes may occur: \"He never drives to school,\" but the T chooses not to correct, only to repeat the sentence in the correct fashion.</li>\r\n 	<li>After some practice answering the teacher, T shows Ss the list of frequency adverbs on the board.</li>\r\n 	<li>Ss are asked to formulate their questions using \"How often.\" They are instructed to ask three different questions to their classmates.</li>\r\n 	<li>Ss open their books to a certain page with a short written passage and a picture.</li>\r\n 	<li>To ask questions about the image so they can familiarize themselves with the story: \"Who do you see in the picture?\" \"Where is she?\" \"What is she doing?</li>\r\n 	<li>Students are encouraged to ask questions about the picture: \"What\'s that?\"</li>\r\n 	<li>Ask the students to look at some vocabs, in the passage add to write down sentences, or synonyms.</li>\r\n 	<li>To reads the passage aloud twice.</li>\r\n 	<li>T makes right/wrong statements about the passage and Ss are asked to give the answers, correcting the T when the answer is \"wrong.\"</li>\r\n 	<li>Exercise plugging into sentences the right adverb of frequency</li>\r\n 	<li>Tasks Ss to read their sentences and corrects mispronunciation. The class should repeat the word in chorus form.</li>\r\n 	<li>If need be, T re-explains the use of each adverb.</li>\r\n 	<li>Pair Exercise: From two pictures, students must complete the sentences using a frequency adverb. However, first</li>\r\n 	<li>Some vocabularies in the exercise are explained</li>\r\n 	<li>Ss are asked to pair up and use their imagination to fill in the blanks</li>\r\n 	<li>Ss are called to give their responses, comparing them with the other Ss responses and justifying their choice.</li>\r\n 	<li>Next exercise: T gives 6 pictures of people and asks for adjectives of emotion</li>\r\n 	<li>T asks students: \"Are you ever nervous?\" \"Is Susan ever angry?” etc.</li>\r\n 	<li>Students should interview at least five Ss in the class asking them things about themselves. E.g. If they are ever happy, sad, excited, etc.</li>\r\n 	<li>While students are asking questions to each other, the teacher walks around assisting pronunciation, vocabulary, etc.</li>\r\n 	<li>Ask Ss to give the result of their findings</li>\r\n 	<li>T gives homework.</li>\r\n</ol>\r\n<em>(Both Lesson Plans were taken from Teaching by Principles by H. D. Brown)</em>\r\n\r\n<em> </em>\r\n\r\n<strong>Lesson Planning</strong>\r\n\r\nThomas S. C. Farrell\r\n\r\n“Would you tell me, please, which way I ought to go from here?” asked Alice. “That depends a good deal on where you want to get to,” said the Cheshire Cat.\r\n\r\nLewis Carroll (1963). Alice’s Adventures in Wonderland (p. 59). New York: Macmillan.\r\n\r\n&nbsp;\r\n\r\n<strong>INTRODUCTION</strong>\r\n\r\nTeachers may wonder, “which way they ought to go” before they enter a classroom. It usually means that teachers need to plan what they want to do in their classrooms. Most teachers engage in yearly, term, unit, weekly, and daily lesson planning (Yinger, 1980). Yearly and term plans usually involve listing the objectives for a particular program. A unit plan is a series of related lessons around a specific theme such as “The Family.” Planning daily lessons is the end result of a complex planning process that includes the yearly, term, and unit plans. A daily lesson plan is a written description of how students will move toward attaining specific objectives. It describes the teaching behavior that will result in student learning.\r\n\r\nThis chapter addresses the daily planning decisions that English language teachers make before they enter the classroom. Included in this discussion are the interactive and evaluative decisions teachers make during and after the lesson. Richards (1998) stresses the importance of lesson planning for English language teachers: “The success with which a teacher conducts a lesson is often thought to depend on the effectiveness with which the lesson was planned” (p. 103). For this chapter, lesson planning is defined as the daily decisions a teacher makes for the successful outcome of a lesson. This chapter discusses the following issues associated with lesson planning:\r\n<ul>\r\n 	<li>Why plan?</li>\r\n 	<li>Models of lesson planning.</li>\r\n 	<li>How to plan a lesson.</li>\r\n</ul>\r\n<strong>WHY PLAN?</strong>\r\n\r\nLanguage teachers may ask themselves why should they bother writing plans for every lesson. Some teachers write down elaborate daily plans; others do the planning inside their heads. Pre-service teachers say they write daily lesson plans only because a supervisor, cooperating teacher, or school administrator requires them to do so. After they graduate, many teachers give up writing lesson plans. However, not many teachers enter a classroom without some kind of plan. Lesson plans are systematic records of a teacher’s thoughts about what will be covered during a lesson. Richards (1998) suggests that lesson plans help the teacher think about the lesson in advance to “resolve problems and difficulties, to provide a structure for a lesson, to provide a ‘map’ for the teacher to follow, and to provide a record of what has been taught” (p. 103).\r\n\r\nThere are also internal and external reasons for planning lessons (McCutcheon, 1980). Teachers plan for internal reasons in order to feel more confident, to learn the subject matter better, to enable lessons to run more smoothly, and to anticipate problems before they happen. Teachers plan for external reasons in order to satisfy the expectations of the principal or supervisor and to guide a substitute teacher in case the class needs one. Lesson planning is especially important for pre-service teachers because they may feel more of a need to be in control before the lesson begins.\r\n\r\nDaily lesson planning can benefit English teachers in the following ways:\r\n<ul>\r\n 	<li>A plan can help the teacher think about content, materials, sequencing, timing, and activities.</li>\r\n 	<li>A plan provides security (in the form of a map) in the sometimes-unpredictable atmosphere of a classroom.</li>\r\n 	<li>A plan is a log of what has been taught.</li>\r\n 	<li>A plan can help a substitute to smoothly take over a class when the teacher cannot teach. (Purgason, 1991)</li>\r\n</ul>\r\nDaily planning of lessons also benefits students because it takes into account the different backgrounds, interests, learning styles, and abilities of the students in one class.\r\n\r\n<strong>MODELS OF LESSON PLANNING</strong>\r\n\r\nThere are a number of approaches to lesson planning. The dominant model of lesson planning is Tyler’s (1949) rational-linear framework. Tyler’s model has four steps that run sequentially: (1) specify objectives; (2) select learning activities; (3) organize learning activities, and (4) specify methods of evaluation. Tyler’s model is still used widely in spite of evidence that suggests that teachers rarely follow the sequential, linear process outlined in the steps (Borko &amp; Niles, 1987). For example, Taylor (1970) studied what teachers actually did when they planned their lessons and found that they focused mostly on the interests and needs of their students. More important, he found that teachers were not well prepared in teacher-education programs for lesson planning.\r\n\r\nIn response to these findings, Yinger (1980) developed an alternative model in which planning takes place in stages. The first stage consists of “problem conception” in which planning starts with a discovery cycle of the integration of the teacher’s goals, knowledge, and experience. The second stage sees the problem formulated and a solution achieved. The third stage involves implementing the plan along with its evaluation. Yinger sees this process as becoming routine, whereby each planning event is influenced by what went on before and what may happen in the future. He also sees a place for considering each teacher’s experiences as influencing this ongoing process of planning.\r\n\r\nResearch on what English language teachers actually do when planning lessons has shown that many teachers, when they do write lesson plans (Richards &amp; Lockhart, 1994), tend to deviate from the original plan. Also, when English language teachers do write daily lesson plans, they do not state them in terms of behavioral objectives, even though they are taught this method in pre-service teacher education courses (Richards &amp; Lockhart, 1994; Freeman, 1996; Bailey, 1996). Instead, English language teachers, especially more experienced teachers, are more likely to plan their lessons as sequences of activities (Freeman, 1996), teaching routines, or to focus on the need of particular students (Richards &amp; Lockhart, 1994).\r\n\r\nBailey’s (1996, p. 38) study of six experienced English language teachers came up with the following interesting reasons (stated as principles) why teachers deviate from the original lesson plan: (1) “Serve the common good.” Here teachers are willing to deviate from the original lesson plan because one student raised an issue that the teacher perceives to be relevant for the other students. (2) “Teach to the moment.” Sometimes, teachers may completely abandon the lesson plan to discuss some unplanned event because the teacher thinks it is timely for the class. (3) “Further the lesson.” Teachers make a procedural change during the lesson as a means of promoting the progress of the lesson. (4) “Accommodate students’ learning styles.” Teachers may sometimes depart from their lesson plans in order to accommodate their students’ learning styles if the original plan has not accounted for them. (5) “Promote students’ involvement.” Teachers sometimes eliminate some steps in their lesson plans in order to have more student involvement, especially if the students are not responding. (6) “Distribute the wealth.” This last principle has teachers changing lesson plans to encourage quiet students to participate more and to keep the more active students from dominating the class time. These findings show that teacher decision-making is a dynamic process involving teachers making choices before, during, and after each lesson.\r\n\r\nThe question that arises out of these studies is, what kinds of lesson plans should English language teachers write? The next section discusses how to develop, implement, and evaluate a lesson plan.\r\n\r\n<strong>HOW TO PLAN A LESSON DEVELOPING THE PLAN</strong>\r\n\r\nAn effective lesson plan starts with appropriate and clearly written objectives. An objective is a description of a learning outcome. Objectives describe the destination (not the journey) we want our students to reach. Clear, well-written objectives are the first step in daily lesson planning. These objectives help state precisely what we want our students to learn, help guide the selection of appropriate activities, and help provide overall lesson focus and direction. They also give teachers a way to evaluate what their students have learned at the end of the lesson. Clearly written objectives can also be used to focus the students (they know what is expected of them).\r\n\r\nFor English language lessons, Shrum and Glisan (1994) point out that effective objectives “describe what students will be able to do in terms of observable behavior and when using the foreign language” (p. 48). Hence, the language a teacher uses for stating objectives is important. I suggest action verbs be used to identify desired student behavior; these can include action verbs similar to those used in Bloom’s <em>Taxonomy of Thinking Processes </em>(see Appendix B). Vague verbs such as <em>understand</em>, <em>appreciate</em>, <em>enjoy </em>(although these can still be used for certain types of lessons, e.g., English poetry or reading novels), or <em>learn </em>should be avoided because they are difficult to quantify. Action verbs such as <em>identify</em>, <em>present</em>, <em>describe</em>, <em>explain</em>, <em>and demonstrate</em>, <em>list</em>, <em>contrast</em>, and <em>debate </em>are clearer and easier for teachers to design a lesson around. Use of these action verbs also makes it easier for the students to understand what will be expected of them in each lesson.\r\n\r\nAfter writing the lesson objectives, teachers must decide the activities and procedures they will use to ensure the successful attainment of these objectives. Planning at this stage means thinking through the purposes and structures of the activities. This step involves planning the shape of the lesson. To highlight some generic components of a language lesson plan, I use Shrum and Glisan’s (1994) adaptation of the Hunter and Russell (1977) model (Figure 1). They have built in a place for greater student involvement in the lesson.\r\n\r\n<strong>The generic lesson plan has five phases:</strong>\r\n\r\n<em>1. Perspective or opening. </em>The teacher asks the students (or himself or herself) the following questions: What was the previous activity (what was previously learned)? What concepts have they learned? The teacher then gives a preview of the new lesson.\r\n\r\n2. The teacher (<em>a</em>) poses a question to get the students thinking about the coming activity; (<em>b</em>) helps the students to relate the activity to their lives; (<em>c</em>) begins with an attention grabber: an anecdote, a little scene acted out by peer teachers or lay assistants, a picture, or a song, and (<em>d</em>) uses it (the response to the attention grabber) as a lead into the activity.\r\n\r\n<strong><em>3. Instruction/participation.</em></strong> The teacher presents the activity, checks for the students understanding, and encourages active students involvement. Teachers can get students to interact by the use of pair work and/or group work.\r\n\r\n<strong><em>4. Closure</em></strong><em>. </em>For this phase, the teacher checks what the students have learned by asking questions such as “What did you learn?” and “How did you feel about these activities?” The teacher then gives a preview about the possibilities for future lessons.\r\n\r\n<strong><em>5. Follow-up</em></strong><em>. </em>The last phase of the lesson has the teacher using other activities to reinforce some concepts and even to introduce some new ones. The teacher gives the students opportunities to do independent work and can set certain activities or tasks taken from the lesson as homework.\r\n\r\nOf course, teachers can have variations on this generic model. Shrum and Glisan (1994) point out that as time passes in language lessons and as students gain competence, the students “can gradually take on a larger role in choosing the content and even in the structure of the lessons themselves” (pp. 187–188). English language teachers should also realize that language lessons may be different from other content lessons because the same concepts may need to be reinforced time and again using different methods. The following questions may be useful for language teachers to answer before planning their lessons:\r\n<ul>\r\n 	<li>What do you want the students to learn and why?</li>\r\n 	<li>Are all the tasks necessary – worth doing and at the right level?</li>\r\n 	<li>What materials, aids, and so on, will you use and why?</li>\r\n 	<li>What type of interaction will you encourage pair work or group work and why?</li>\r\n 	<li>What instructions will you have to give and how will you give them (written, oral, etc.)?</li>\r\n 	<li>What questions will you ask?</li>\r\n 	<li>How will you monitor student understanding during the different stages of the lesson?</li>\r\n</ul>\r\nAn example of an authentic lesson plan for an English reading class is given in Appendix A. The lesson plan should not be seen as a prescription or “how to,” because each teaching context will be different. After writing the plan, the next step is to implement it by teaching the class.\r\n\r\n<strong>IMPLEMENTING THE PLAN</strong>\r\n\r\nImplementing the lesson plan is the most important (and difficult) phase of the daily lesson planning cycle. In this phase, the lesson plan itself will retreat into the background as the reality of the class takes over. As many experienced teachers know, it is easy to get sidetracked by unplanned events. However, teachers should remember that the original plan was designed with specific intentions in mind and the plan was based on the teacher’s diagnosis of the learning competence of the students. Nonetheless, teachers may need to make certain adjustments to the lesson at the implementation phase. I would suggest two broad reasons for teachers to deviate from their original lesson plan: first, when the lesson is obviously going badly, and the plan is not helping to produce the desired outcome; second, when something happens during an early part of the lesson that necessitates improvisation.\r\n\r\n&nbsp;\r\n\r\nWhen the lesson is not succeeding, teachers should make immediate adjustments to the original plan. This is difficult for beginning teachers because they may not have the necessary experience to recognize that things are going badly. They may also lack sufficient knowledge to develop contingency plans to substitute in such cases. No teacher’s guide can anticipate what problems might occur during a lesson (e.g., out-of-class problems such as interruptions from a visitor); however, they must be dealt with quickly. Teachers can build up this professional knowledge with experience.\r\n\r\nWhen implementing their lesson plan, teachers might try to monitor two important issues, namely, lesson variety and lesson pacing. Variety in lesson delivery and choice of activity will keep the class lively and interested. To vary a lesson, teachers should frequently change the tempo of activities from fast-moving to slow. They can also change the class organization by giving individual tasks, pair work, group work, or full class interaction.\r\n\r\nActivities should also vary in level of difficulty, some easy and others more demanding. The activities should also be of interest to the students, not just to the teacher. Ur (1996, p. 216), however, cautions that varied activities should not be “flung together in random order.” The result of this would be restlessness and disorder. Consequently, Ur (1996) suggests that the harder activities and tasks be placed earlier in the lesson and the quieter activities before lively ones. Teachers may want to try variations of this to see what works best in their particular class.\r\n\r\nPace is linked to the speed at which a lesson progresses, as well as to lesson timing. In order for teachers to develop a sense of pace, Brown (1994) suggests the following guidelines: (1) activities should not be too long or too short; (2) various techniques for delivering the activities should “flow” together; (3) there should be clear transitions between each activity. If teachers remember to work for the benefit of their students rather than their own, then they can avoid falling into the trap of racing through different activities just because they have been written on the lesson plan.\r\n\r\n<strong>EVALUATING THE PLAN</strong>\r\n\r\nThe final part of daily lesson planning happens after the lesson has ended (although Brown [1994] reminds us that evaluation can take place during the lesson too), when the teacher must evaluate the success (or failure) of the lesson. Ur (1996) says it is important to think after teaching a lesson and ask “whether it was a good one or not, and why” (p. 219). This form of reflection, she says, is for self-development. Of course, both “success” and “failure” are relative terms and their definitions will vary according to each individual teacher’s and student’s perspective. Nevertheless, Brown (1994) says that without an evaluative component in the lesson, the teacher has no way of assessing the success of the students or what adjustments to make for the next lesson.\r\n\r\nBrown (1994) defines evaluation in lesson planning as an assessment that is “for- mal or informal, that you make after students have sufficient opportunities for learning” (p. 398). Ur (1996) says that when evaluating a lesson, the first and most important criterion is student learning because that is why we have a lesson in the first place. Even though it may be difficult to judge how much has been learned in a lesson, Ur says that we can still make a good guess. This guess can be based “on our knowledge of the class, the type of activity they were engaged in, and some informal test activities that give feedback on learning” (p. 220).\r\n\r\nUr offers the following criteria for evaluating lesson effectiveness and orders them as follows: (1) the class seemed to be learning the material well; (2) the learners were engaging with the foreign language throughout; (3) the learners were attentive all the time; (4) the learners enjoyed the lesson and were motivated; (5) the learners were active all the time; (6) the lesson went according to plan; (7) the language was used communicatively throughout (p. 220). Readers might wish to reflect on these criteria and reorder them in their own list of priority.\r\n\r\nThe following questions may also be useful for teachers to reflect on after conducting a lesson (answers can be used as a basis for future lesson planning):\r\n<ul>\r\n 	<li>What do you think the students actually learned?</li>\r\n 	<li>What tasks were most successful? Least successful? Why?</li>\r\n 	<li>Did you finish the lesson on time?</li>\r\n 	<li>What changes (if any) will you make in your teaching and why (or why not)?</li>\r\n</ul>\r\nAdditionally, for further clarification of the success of a lesson, teachers can ask their students the following four questions at the end of each class; the answers can assist teachers with future lesson planning (I avoid overly judgmental questions such as “Did you enjoy the lesson?” as these types of questions are highly subjective):\r\n<ul>\r\n 	<li>What do you think today’s lesson was about?</li>\r\n 	<li>What part was easy?</li>\r\n 	<li>What part was difficult?</li>\r\n 	<li>What changes would you suggest the teacher make?</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>CONCLUSION</strong>\r\n\r\nI have focused on the day-to-day lesson planning decisions that face language teachers (both pre-service and in-service). Because we all have different styles of teaching, and therefore planning, the suggestions in this chapter are not meant to be prescriptive. Teachers must allow themselves flexibility to plan in their own way, always keeping in mind the yearly, term, and unit plans. As Bailey (1996) points out, a lesson plan is like a roadmap “which describes where the teacher hopes to go in a lesson, <em>presumably taking the students along</em>” (p. 18; emphasis added.) It is the latter part of this quote that is important for teachers to remember, because they may need to make “in-flight” changes in response to the actuality of the classroom. As Bailey (1996) correctly points out, “In realizing lesson plans, part of a skilled teacher’s logic in use involves managing such departures [from the original lesson plan] to maximize teaching and learning opportunities” (p. 38). Clearly thought-out lesson plans will more likely maintain the attention of students and increase the likelihood that they will be interested. A clear plan will also maximize time and minimize confusion of what is expected of the students, thus making classroom management easier.\r\n\r\n&nbsp;\r\n\r\n</div>\r\n<h1 class=\"page-title\">TESOL- Lesson Plans Warm-up Activities</h1>\r\n&nbsp;\r\n\r\n<strong><em>Warm Ups Activities\r\n</em></strong><em><u>(Not a Conversation Lesson Plan)</u></em>\r\n\r\n(Collected from various sources; see references)\r\n\r\n<strong>1) Think of</strong>\r\n<ol>\r\n 	<li>a) Something you said/did to make someone happy\r\nb) a compliment you received\r\nc) something you said/did that irritated someone\r\nd) something you wish you’d done/said but didn’t</li>\r\n</ol>\r\n<strong>2) Give me a letter</strong>\r\n\r\nCollecting words with that letter on the blackboard/whiteboard; have a close look at the words (teacher closes board). How many can you reproduce on paper in the exact location on the board?\r\n\r\n3) <strong>Finish the sentences as you wish (individually, then discuss in class/with your neighbor)</strong>\r\n<ol>\r\n 	<li>a)  It is a challenge for me to...</li>\r\n 	<li>b)  I’m going to...</li>\r\n 	<li>c)  I’m sure that...</li>\r\n 	<li>d)  Soon I’ll...</li>\r\n 	<li>e)  I know that I can...</li>\r\n 	<li>a)  I always feel good when....</li>\r\n 	<li>b)  The best time of the day is...</li>\r\n 	<li>c)  When I’m 64 I’ll...</li>\r\n 	<li>d)  When you live in Germany, you should never...</li>\r\n 	<li>e)  At midday tomorrow it is fairly certain that...</li>\r\n 	<li>f)  Teachers should try very hard to...</li>\r\n 	<li>g)  I am really fed up with....</li>\r\n 	<li>h)  If I could turn back the clock, I’d</li>\r\n 	<li>i)  What I always dream of is...</li>\r\n 	<li>a)  Being young is...</li>\r\n 	<li>b)  Being old is...</li>\r\n 	<li>c)  Love is...</li>\r\n 	<li>d)  A friend is...</li>\r\n</ol>\r\n<strong>4) How many words can you find?</strong>\r\n\r\nTEACHER’S NAME (<em>on blackboard / whiteboard</em>)\r\n\r\n<strong>5) Associations</strong>\r\n\r\nStart by suggesting an evocative word: ‘storm’, for example. A student says what the word suggests to him/her - it might be ‘dark’. The next student suggests an association with the word ‘dark’, and so on round the class. If there is time, after you have completed a chain of about 15-25 associations, take the final word suggested, write it on the board, and, together with the class, try to reconstruct the entire chain back to the original idea.\r\n\r\n&nbsp;\r\n\r\n<strong>6) Reduce sentence</strong>\r\n<ol>\r\n 	<li>a) ASK a student to come to the board and draw a woman looking at a window ledge three story up – her son is crawling along the ledge</li>\r\n 	<li>b) WRITE on bb: <em>Anne came down the stairs and crossed the courtyard when suddenly she looked up and saw her tiny son in his brown dungarees crawling along the kitchen window ledge: she was just in time to catch him when he fell. (The beautiful and very tall lady was singing a good old song from former times and in doing so she looked flirtatiously at the incredibly handsome man who was sitting across from her at the oak table next to the loo and who was listening to her extremely attentively while drinking a large pint of Lager.)</em></li>\r\n 	<li>c) REDUCE the sentence to one word. In any one go you may take out up to and including three consecutive words!</li>\r\n</ol>\r\n<strong>7) Abstract picture</strong>\r\n\r\nDraw a big rectangle on the board. Draw in the rectangle a variety of squiggles, doodles shapes, and colors. Ask the class what they think the picture represents. Use your imagination, there’s no right or wrong!\r\n\r\n<strong>8) Correcting mistakes</strong>\r\n\r\nWrite grammatically or lexically incorrect sentences on the board and ask students to spot/correct the mistakes.\r\n\r\n<strong>9) How many things can you think of that...?</strong>\r\n<ul>\r\n 	<li>... are small enough to fit into a matchbox?</li>\r\n 	<li>... are bigger than you are?</li>\r\n 	<li>... are round?</li>\r\n 	<li> ...are long and thin?</li>\r\n 	<li>... make a noise?</li>\r\n 	<li> ...people enjoy looking at?</li>\r\n 	<li></li>\r\n</ul>\r\n<strong>10) It was the way she said it.</strong>\r\n\r\n<strong>It was the way she said it</strong>\r\n\r\nTake one word or short sentence and ask the students to say it in as many different ways as possible. Discuss what difference the intonation makes to the meaning in each case, or in what circumstances this intonation might be used\r\n<ul>\r\n 	<li>I love you.  - Oh  - Hello  - Good morning  - Well  - Come here</li>\r\n 	<li>Please  - You  - Yes  - No</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>11)  Jumbled words/sentences</strong>\r\n\r\n12) <strong>Describe your neighbor (requires even number of students!)</strong>\r\n\r\nDivide the class into pairs. Give each student the letter A or B. Tell the students A to close their eyes and put their heads on their arms or desk. Tell the A students that they should now try to describe to their classmate B’s appearance to him or her from memory. B should help by asking questions and commenting.\r\n\r\nIf there is time, reverse roles and student B should try to describe the front and back of the classroom (or the teacher’s appearance).\r\n\r\n<strong>13) New comparisons</strong>\r\n\r\nTeach the class a few ‘as...as’ similes commonly used, then suggest a few adjectives, and ask them to invent their own comparisons.\r\n\r\nConventional similes: as proud as a peacock, as good as gold, as warm as toast, as white as snow, as quick as lightning, as sweet as honey, as cold as ice, as light as a feather\r\n\r\nAdjectives:\r\n<ol>\r\n 	<li>a)  happy, long, short, beautiful, clever, clean, tall, small, rich, strong</li>\r\n 	<li>b)  free, lazy, wise, powerful, innocent, ugly, smooth, faithful, fresh,  colorful</li>\r\n 	<li>c)  juicy, graceful, brilliant, humble, irritable, sly, rotten,  romantic, obstinate, delicious  <strong> </strong></li>\r\n</ol>\r\n<strong>14) What are they talking about?</strong>\r\n\r\nWrite a sentence on the board in inverted commas; this represents a bit of a conversation that has been overheard. The students guess what the person is talking about and anything else they can infer about the situation (what sort of person the speaker is, relationship between speaker and hearer)\r\n\r\nThe students’ solution can be presented through dramatization: the students act through the situation in which the utterance occurred:\r\n<ol>\r\n 	<li>”You idiot! We’ll never get it back now!”</li>\r\n 	<li>“I don’t approve, but if you must, you must.”</li>\r\n 	<li>“I can’t afford to, after what John’s done.”</li>\r\n 	<li>“Found it at last! But it is too late now.”</li>\r\n 	<li>“You can’t? Well, we’ll just have to manage without.”</li>\r\n</ol>\r\n<strong>15) What has just happened?</strong>\r\n\r\nWrite a series of exclamations on the board (not more than ten). In pairs or groups, students choose an exclamation, think of an event which might have caused someone to say it, and write down a brief description of the event, using the present perfect (e.g. “What?” – Someone hasn’t heard what was just said.)\r\n\r\nThen they choose another and do the same again. After two minutes, invite students to read out their sentences without identifying the exclamations that gave rise to them; the rest of the class guesses what the exclamations were.\r\n<table>\r\n<tbody>\r\n<tr>\r\n<td width=\"159\">Oh!</td>\r\n<td width=\"122\">Oh?</td>\r\n<td width=\"143\">Congratulations!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">I’m sorry!</td>\r\n<td width=\"122\">Great!</td>\r\n<td width=\"143\">What?</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">No!</td>\r\n<td width=\"122\">Thanks!</td>\r\n<td width=\"143\">Welcome!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">Never mind!</td>\r\n<td width=\"122\">It’s a deal!</td>\r\n<td width=\"143\">Hello?</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">Goodbye!</td>\r\n<td width=\"122\">Thank goodness!</td>\r\n<td width=\"143\">Yes, of course!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"159\">Ouch!</td>\r\n<td width=\"122\">Bad luck!</td>\r\n<td width=\"143\">Are you serious?</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n&nbsp;\r\n\r\n16) <strong>Spontaneous response</strong>\r\n\r\nTeacher: „I‘ll say something to you. It could be anything. Try to understand the situation or context behind what I’m saying, because you are to say something in response that makes sense and fits in. Don’t just say ’Yes‘ or ‘no‘ or ‘what?‘, because you want to show what you can do in English. I might say, for instance,: ‘Let’s play football‘. You could say in return: ‘That’s a good ides‘ or: ‘But I want to watch TV.’ or: ‘Can’t you see I’m doing my homework.‘ Or: ‘All right. I’ll be ready in five minutes. <em>You know, Peter had an accident; can you carry this bag for me, please; last year, I made a birthday cake for my mother </em>\r\n\r\n&nbsp;\r\n<ul>\r\n 	<li><strong>17) Buzz reading </strong> As warming up activity the students start with a well-known text that they are told to read aloud all at the same time at individual speeds:\r\n<ul>\r\n 	<li><em>Read aloud all at the same time </em></li>\r\n 	<li><em>Read half aloud only, you may cover your ears </em></li>\r\n 	<li><em>Just mutter, and move your lips; I must see your lips moving </em></li>\r\n 	<li><em>Everyone at their own speed/at individual speeds </em></li>\r\n</ul>\r\n</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>18) Total Physical Response</strong>\r\n\r\nIn winter, when tangerines are inexpensive, every student gets one and is asked to do the following:\r\n<ul>\r\n 	<li>Look at the tangerine and marvel at it</li>\r\n 	<li>Take a smell at it.</li>\r\n 	<li>Weigh it in your hands.</li>\r\n 	<li>Throw it in the air and catch it again.</li>\r\n 	<li>Swap with your neighbor.</li>\r\n 	<li>OK, let’s start peeling it: press your thumb into the peel and slowly peel the tangerine</li>\r\n 	<li>Lay the peel on one heap to the right of you.</li>\r\n 	<li>No, to the left of you.</li>\r\n 	<li>Actually, put it in front of you.</li>\r\n 	<li>Peel away the white skin that we don’t like to eat.</li>\r\n 	<li>Now pick the tangerine to pieces, one piece after the other</li>\r\n 	<li>Put the pieces on the table.</li>\r\n 	<li>Arrange the pieces into a star.</li>\r\n 	<li>Now build a circle.</li>\r\n 	<li>Now build a rectangle.</li>\r\n 	<li>Offer one piece to your neighbor. Say, “Here you are”. Say “Thank you” Say: “You’re welcome.”</li>\r\n 	<li>Let’s eat!</li>\r\n</ul>\r\n<strong> </strong>\r\n\r\n<strong>19) We might also include the clothes:</strong>\r\n<ul>\r\n 	<li>Let’s stand up again.</li>\r\n 	<li>Everybody who is wearing socks shake their head.</li>\r\n 	<li>Push down your socks and pull them up again.</li>\r\n 	<li>Everybody who has a belt on, stand on one leg.</li>\r\n 	<li>Everybody who has a cardigan/jacket on, sit down.</li>\r\n 	<li>Does your cardigan/jacket have buttons? Shout „yes“.</li>\r\n 	<li>Does your cardigan/jacket have a zipper instead? Shout „yes“.</li>\r\n 	<li>Then zip it and zip it up again (unbutton it and button it up again).</li>\r\n 	<li>Roll up your sleeves and roll them down again, etc.</li>\r\n 	<li>Everybody walk on the spot and wave your hands</li>\r\n 	<li>Those whose birthday is in May climb on the chair and down again</li>\r\n 	<li>Now: everybody: make five knee-bends</li>\r\n 	<li>Those wearing a turtleneck walk around your classmate</li>\r\n 	<li>Take a deep breath</li>\r\n 	<li>Shake your heads</li>\r\n 	<li>All together: clap your hands and shout out loudly. I’m fit now! Sit down.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>20) What I don’t know or do, but would like to know or do!</strong>\r\n\r\nThe whole class gets up and comes to the front where they are divided into two equal groups each forming a line, which faces each other. The teacher asks words and small phrases in German and the front player of each line has to shout the English equivalent out. Both have then to go to the end of whichever line shouted the correct answer first.  Everybody (including the teacher) jots down a few sentences.\r\n\r\n<strong>21) </strong><strong>Hard sell</strong>\r\n\r\n<em>In pairs, think of arguments to persuade people to buy these objects, e.g. empty coke bottle – You could use it as a vase</em>.\r\n\r\nA snowball, a dirty comb, one sock, a used teabag, a broken plate, cold fish and chips, a clock with no hands, a house with no roof, a bucket with a hole, a piece of string\r\n\r\n<strong>22) Well, do you know your classmates? </strong>\r\n\r\nDo you know your classmates? What do you think, are these statements <strong>right </strong>or <strong>wrong</strong>?\r\n\r\n<strong><em>(Right or wrong answers plus some explanations.)  </em></strong>\r\n<ol>\r\n 	<li>Most students in this class prefer cats to dogs.</li>\r\n 	<li>At least half the class has seen “Borat”.</li>\r\n 	<li>Most students in this class have more than one brother or sister.</li>\r\n 	<li>Most students in this class watch more than 10 hours of TV a week.</li>\r\n 	<li>Most students in this class have more than one Christian name.</li>\r\n 	<li>There is someone in this class who almost always gets up at half past five.</li>\r\n 	<li>At least half the class enjoys going to school.</li>\r\n 	<li>Most students in this class like strawberry flavoured ice cream.</li>\r\n 	<li>Only one person in this class has been to Sweden.</li>\r\n 	<li>No one in this class has ever broken their leg.</li>\r\n 	<li>Most people in this class used to have a teddy bear.</li>\r\n 	<li>Most students in this class believe that learning Latin is useless.</li>\r\n</ol>\r\n<ul>\r\n 	<li>Most students in this class like cats better than dogs.</li>\r\n 	<li>Most students in this class watch more than 10 hours of TV a week.</li>\r\n 	<li>Most students in this class have more than one forename.</li>\r\n 	<li>There is someone in this class who almost always gets up at half past five.</li>\r\n 	<li>At least half the class likes going to school.</li>\r\n 	<li>Most students in this class like chocolate ice-cream.</li>\r\n 	<li>Only one person in this class has been to England.</li>\r\n 	<li>No one in this class has ever broken his leg.</li>\r\n 	<li>Most people in this class had a teddy bear as a child.</li>\r\n</ul>\r\n<strong>23) My world map</strong>\r\n<ul>\r\n 	<li>-  Make A4 or A3 copies of a world map, one per student.</li>\r\n 	<li>-  Make a list of 10-15 nouns to use in the dictation (from concrete to  abstract)</li>\r\n 	<li>-  Students will write words on the map where they think they belong to</li>\r\n 	<li>-  In pairs or threes students finally compare and discuss their placements</li>\r\n 	<li></li>\r\n</ul>\r\n<strong>24) Tongue twisters</strong>\r\n<ol>\r\n 	<li>Give papa a cup of proper coffee in a copper coffee cup.</li>\r\n 	<li>Swan swam over the sea, Swim, swan, swim! Swan swam back again Well swum, swan!</li>\r\n 	<li>Which wristwatches are Swiss wristwatches?</li>\r\n 	<li>She sells seashells by the seashore. The shells she sells are surely seashells. So if she sells shells on the seashore, I\'m sure she sells seashore shells.</li>\r\n</ol>\r\n<strong>25) Letter on the board</strong>\r\n<ol>\r\n 	<li>Ask a student to pick a letter between A and Z (but not X). If the student says S (or whatever), write a large <em>S </em>on the board.</li>\r\n 	<li>Ask the students to give you five nouns that start with <em>S</em>. Write these nouns on the board.</li>\r\n 	<li>Pair the students up (one or more threesome is ok) and ask them to decide who is A and who is B.</li>\r\n 	<li>Tell them that in a minute each A has to choose one of the topics on the board and talk about it to their partner for 30 (60) seconds. Tell them they should not worry about grammatical accuracy. They should say anything that comes to their mind even if it is just odd words and phrases. If A gets stuck, b can prompt with questions and suggestions.</li>\r\n</ol>\r\n<strong>26) Camping trip</strong>\r\n\r\nYou need at least two people who already know how to play the game. Play begins by one person saying \"I\'M GOING ON A CAMPING TRIP AND I\'M GOING TO BRING...(at this point the person talking picks anything s/he would like to bring on the trip. Let\'s use a sleeping bag as an example) A SLEEPING BAG\". The next person says \"I\'M GOING ON A CAMPING TRIP AND I\'M GOING TO BRING...(at this point the person talking picks anything s/he would like to bring on the trip, but it must begin with the letter \"G\", since the last letter of the first person \'camping accessory\' was a \"G\". For example let\'s say the second person wanted to bring a \"GUARDIAN\" they can bring that so everyone says \"OKAY YOU CAN BRING THAT ON OUR CAMPING TRIP\". Say the third person hasn\'t caught on to the game yet and says, \"I\'M GOING ON A CAMPING TRIP AND I\'M GOING TO BRING HOT DOGS\". Everyone should say, \"NO, YOU CAN\'T BRING HOT DOGS\" and play continues to the next player until everyone has caught onto the game.\r\n\r\nVARIATION: Also can be played with a different \'rule\' each time. One player makes up a rule, and then says something like: \"I would take apples but not potatoes\" The other players then try to figure out the rule. It will take several different clues: \"I would take a Corvette but not a Camaro\" \"I would take beer but not Coke\" etc. Once a player thinks they have figured out a rule, they ask the first player whether or not they would take a certain item to verify their idea: \"You would take Fruit Loops but not Corn Flakes, right?\" \"Right\" Play continues until everyone gets the rule figured out. Then someone else picks a rule and a new game begins. The rules can be anything, and are only limited by the creativity of the players. [P.S. the rule in this example was double letters]\r\n\r\n<strong>27) Milling/marketplace</strong>\r\n\r\n<em>Walk around the room. Whenever the music stops, talk with the person next to you about the following </em>matters.\r\n\r\n<strong><u>Beginners</u></strong>\r\n<ul>\r\n 	<li>What do you like best about being in school?</li>\r\n 	<li>How important are clothes for you?</li>\r\n 	<li>Do you believe in aliens?</li>\r\n 	<li>What is your favorite pop singer?</li>\r\n 	<li>What is your dream job?</li>\r\n 	<li>Which famous person would you like to meet? Why?</li>\r\n 	<li>Name three things that make you happy.</li>\r\n 	<li>What is your favorite subject?</li>\r\n 	<li>What makes you really angry?</li>\r\n 	<li>What is the last movie that you saw?</li>\r\n</ul>\r\n<strong><u>Advanced:</u></strong>\r\n<ul>\r\n 	<li>What was or is your favorite book? What is it about? In particular, what do you like about it?</li>\r\n 	<li>What are the disadvantages of being young?</li>\r\n 	<li>What is the best way to improve your English?</li>\r\n 	<li>If you could have lunch with anyone in the world, who would you choose?</li>\r\n 	<li>Would you like to live in America? Why not)?</li>\r\n 	<li>Name three things that make you happy.</li>\r\n 	<li>What are you good at?</li>\r\n 	<li>What gets you really angry?</li>\r\n 	<li>Who was the best teacher that you have ever had &amp; Why?</li>\r\n 	<li>Do you think life was better or worse in the past?</li>\r\n 	<li>Are you an optimist or a pessimist? Give examples.</li>\r\n 	<li>Is there an excuse for crime?</li>\r\n 	<li>What stories have been in the news recently?</li>\r\n 	<li>Tell your partner about a time something good happened to you.</li>\r\n 	<li>Tell your partner about a time something terrible happened to you.</li>\r\n</ul>\r\n&nbsp;\r\n<ul>\r\n 	<li><strong>28) Finding connections</strong></li>\r\n</ul>\r\n<ol>\r\n 	<li>Talk to your classmate and find out what you have in common</li>\r\n 	<li>What do these things have in common? (a wedding and an ant; a snowflake and a coin; the number 25 and the colour purple; name of a student and the President of the United States)</li>\r\n</ol>\r\n<strong>29) Pair work: ordering activity</strong>\r\n\r\nHand out picture story with the respective sequences being jumbled up: Discuss with your classmate what goes where.\r\n\r\n<strong>30) Spot the mistake</strong>\r\n\r\nStudents receive nearly identical pictures and by describing the scenes to each other have to find the differences in the picture.\r\n\r\n<strong>31) Jigsaw puzzle</strong>\r\n\r\nCut the pictures into four pieces. Each student gets on piece. The students must study their piece of picture and then talk to other students and find out who has pieces of the same picture. Finally, they should put all their pieces of picture together to make the whole image.\r\n\r\n<strong>32) Shipwrecked</strong>\r\n\r\n(In groups of 4-5)\r\n\r\nYou are on board a ship that has run aground on a reef. You’ll have to leave the ship and swim ashore to a small island not too far away. It is not possible to take a lot of things with you as you have only got one sack to fill with the items you find most essential. The bag will only hold ten items. Which items?\r\n\r\nTask 1: Discuss which items you want to take and why. Make a list of the ten items and arguments why you find these particular items valuable if you should survive on the desert island for an indefinite period of time, as you have no idea when you will be rescued.\r\n\r\nTask 2: When you have finished your list, your group members must take turns telling the other groups about the chosen items and the reasons why you have chosen them.\r\n\r\nYou can use phrases like: If we have a......, we can....... We must have a ....., because..... so that we.......\r\n\r\nThe other groups can ask questions and be critical about your choice. If the others can accept your choice and your arguments; you’ll get one point. The person with the most points wins.\r\n\r\n&nbsp;\r\n\r\n<strong>33) Stranger on the train</strong>\r\n\r\nThis activity promotes oral fluency practice &amp; specific oral language practice at the same time: Get the students to imagine they are strangers in a train compartment - get them sitting opposite each other in groups of four. Elicit what people usually talk about on the train – the weather, where they are going/coming from etc. Tell them you are going to give them a line to memorize &amp; that it\'s secret – give them out, students memorize &amp; you take them back in. Then explain what they have to do - to say their lines as naturally as they can in the conversation without the others guessing it is their line. So they have to direct the conversation so that they can say their line naturally, without the others noticing. They must have one conversation &amp; not split into two, as the others will miss their lines when they come to say them. The lines you give them could contain a language item that you have recently been looking at or off-the-wall sentences (e.g. My girlfriend sleeps in the garden). When I first started learning Spanish, I had to do this activity &amp; my line was <u>\'Yo tampoco\'</u> (Me neither) - so I had to wait for a negative to say my line. I managed it &amp; felt good about getting my sentence in naturally. At the end of the activity the students then tell each other what they thought were each other’s lines. It\'s an activity that you can use again &amp; again &amp; it\'s lots of fun!\r\n\r\n&nbsp;\r\n<table width=\"500\">\r\n<tbody>\r\n<tr>\r\n<td colspan=\"3\" width=\"500\">Phrases</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">Yes, that’s a good idea.</td>\r\n<td width=\"234\">Now that does sound interesting.</td>\r\n<td width=\"113\">I love it.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">I don’t really know.</td>\r\n<td width=\"234\">Sorry about that.</td>\r\n<td width=\"113\">I hate it.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">No, I don’t think so.</td>\r\n<td width=\"234\">That sounds really good.</td>\r\n<td width=\"113\">OK.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">Me neither.</td>\r\n<td width=\"234\">I see things a little differently.</td>\r\n<td width=\"113\">Would that be a problem?</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">Me too.</td>\r\n<td width=\"234\">Certainly.</td>\r\n<td width=\"113\">For God’s sake!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">What nationality are you?</td>\r\n<td width=\"234\">Fantastic!</td>\r\n<td width=\"113\">Actually, very often.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">I travel a lot. Do you?</td>\r\n<td width=\"234\">It only takes a couple of minutes.</td>\r\n<td width=\"113\">I can’t follow you.</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">Can I help you?</td>\r\n<td width=\"234\">That’s one way of looking at it.</td>\r\n<td width=\"113\">Sounds great!</td>\r\n</tr>\r\n<tr>\r\n<td width=\"153\">No, I don’t think so.</td>\r\n<td width=\"234\">Are you sure?</td>\r\n<td width=\"113\">I can’t believe what you say!</td>\r\n</tr>\r\n</tbody>\r\n</table>\r\n<strong> </strong><strong> </strong>\r\n\r\n<strong>34) Imagination</strong>\r\n<ul>\r\n 	<li>Sit down comfortably and try to relax</li>\r\n 	<li>close your eyes</li>\r\n 	<li>try to breathe calmly and smoothly</li>\r\n 	<li>try to breathe deep into your stomach, then let the air out again</li>\r\n 	<li>take a breath and exhale (several times): in and out, in ...</li>\r\n 	<li>imagine you are opening a door</li>\r\n 	<li>go through that door</li>\r\n 	<li>it is the entrance door of your school</li>\r\n 	<li>forget everything you normally associate with school</li>\r\n 	<li>forget all the feelings you normally have</li>\r\n 	<li>imagine you are entering a beautiful place, the most beautiful you’ve ever  seen</li>\r\n 	<li>it’s a bright, friendly place</li>\r\n 	<li>you meet friends that you like a lot that you enjoy being together with</li>\r\n 	<li>imagine now you are entering a classroom within which you feel good and  safe and comfortable</li>\r\n 	<li>here you can relax, feel safe</li>\r\n 	<li>you see the teacher and you recognize you are actually looking forward to the new lesson, and to all the new things you are going to learn</li>\r\n 	<li>it will be interesting and fun</li>\r\n 	<li>slowly, very slowly come to the here and now</li>\r\n 	<li>open your eyes and settle down to today’s lesson</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>35) Flashlight</strong>\r\n\r\nIf I could do right now what I want to do I would ... (everybody finishes the sentence)\r\n\r\n&nbsp;\r\n\r\n<strong>36) All alone in the Southern Ocean: What would you do?</strong>\r\n\r\n<em>Introduction: </em>The following hypothetical scenario has been designed for students to discuss in small groups. It encourages them to listen to their peers, clarify their thinking, articulate their point of view, challenge other viewpoints and finally reach consensus.\r\nAsk students to consider the scenario in randomly chosen groups of four.\r\n\r\n<em>The Scenario</em>: A large ship is sinking in the Southern Ocean, 150 kilometers south of Hobart. You have managed to board a lifeboat with nine other people, all of whom are strangers to you. Most of these people were not able to reach their cabins to get warm clothing and are in street clothes.\r\n\r\nThe temperature is only 8 degrees, and there are strong winds and high waves. The lifeboat has no motor, so it must be rowed. Even if you attempt to row back to the coast of southern Tasmania, it is likely that you will have to spend several days at sea.\r\n\r\nThe Southern Ocean is foggy with low, heavy clouds. The lifeboat is dangerously overloaded so you must dump 40 kilograms of weight. You must decide by consensus which items you will remove. For safety reasons, you may not suspend any items from the lifeboat. You may not remove any of the people.\r\n\r\nThe items from which you must choose:\r\n\r\nA first aid kit, 4 kilograms 8 oars, each 3 kilograms 4 wetsuits, each 3 kilograms 2 ten-liter containers of water, each 10 kilograms 4 woolen blankets, each 1 kilogram 30 cans of salmon, each 500 grams 5 hooded raincoats, each 1 kilogram A large battery-operated torch, 2 kilograms 2 buckets for bailing, each 1 kilogram A large red cotton sheet, 1 kilogram 5 magazines, each 200 grams\r\n\r\nTotal: 90 kilograms\r\n\r\nYou have twenty minutes to reach consensus. Be prepared to justify your decision.\r\n\r\n<strong>37) Conundrums (riddles, brainteasers, mind-bogglers)</strong>\r\n<ul>\r\n 	<li>Question 1: At what time of day was Adam created?</li>\r\n 	<li>Question 2: What belongs to you, but is mostly used by others?</li>\r\n 	<li>Question 3: A hunter hangs up a small tin can, walks straight away 100 paces, puts on an impenetrable blindfold, turns around 3 times, fires one shot and hits the can. How is this possible?</li>\r\n 	<li>Answer 1: A little before Eve. Answer 2: Your name. Answer 3: He hangs the tin on the end of his rifle.</li>\r\n</ul>\r\n&nbsp;\r\n\r\n<strong>38) Balloon debate</strong>\r\n\r\nYou are a (more or less) well-known person, and at the moment you are in a hot air balloon, which is losing height rapidly and will soon crash because it is overweight; therefore, one after another will have to be thrown out to keep the balloon airborne. Ultimately, only one person will survive. You have to convince the others that you should be allowed to stay in the damaged hot-air balloon.\r\n<h1 class=\"page-title\">TESOL- Lesson Plans Assignments</h1>\r\nDesigning Structured Lesson Plans\r\n\r\n&nbsp;\r\n\r\nIn designing Structured Lesson Plans that would include grammar, vocabularies, reading, and writing, one must consider the following guidelines. Note that the Listening and the Speaking parts are covered in Conversation Activities.\r\n\r\nAttached material are samples of lesson plans. These examples will assist you in designing two lesson plans needed as your assignments.\r\n\r\n<strong><em>This week </em></strong>deals with designing Grammar Lesson Plans, Four-Skills Lesson Plans, and Communicative Approach Methods. This section also includes introduction to MOOC, Online Learning and Teaching, use of Social Media in Teaching, Research introduction on MOOC, instructions on Lesson Plans, and information on Lesson Plan assignments.\r\n\r\nOnce you will complete a review of the following Lesson Plans, Please start designing <strong>Two Grammar Based Structured Lesson Plans</strong> as your <strong>TESOL Assignment II</strong>. You may email or upload your assignments on Canvas.\r\n\r\nBefore you start arranging your Lesson Plan assignments, please review the following pages:\r\n<p style=\"text-align: center;\">[button url=\"https://tesoll.com/unit/unit-15/?id=251\" class=\"\" bg=\"\" hover_bg=\"\" size=\"0px\" color=\"\" radius=\"0px\" width=\"0px\" height=\"0px\" target=\"_self\"] GO TO UNIT 15 [/button]</p>','Unit 9b','','inherit','closed','closed','','404-revision-v1','','','2020-11-24 23:25:36','2020-11-25 04:25:36','',404,'https://tesoll.com/404-revision-v1/',0,'revision','',0),(3655,1,'2020-12-30 00:34:57','2020-12-30 05:34:57','<em><strong>“There\'s nothing more exciting than that conversation you have with a live audience.\r\nIt\'s the best feeling in the world.”</strong></em>\r\n- Liev Schreiber\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/10f9e93b6bc60a009f9934e12b6384f9/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/CuriousIncident.PNG\" alt=\"The Curious Incident of the Dog in the Night-Time set\" width=\"444\" height=\"440\" /></center><center><em>*A Curious Incident of the Dog in the Night-time set on Broadway</em></center><center></center>&nbsp;\r\n\r\nWhat do you think of when you hear the term audience? I’m a huge theatre lover, so the first thing that comes to my mind is sitting in a Broadway theatre. This evokes my senses too – plush red velvet seats, crinkling Playbills, the faint scent of musk from the old theatre and often a kinetic energy buzzing through the building.\r\n\r\nBut a business audience is (usually) a lot different than Broadway. In this module, I will discuss how and why audience is the first place we start when preparing to communicate, and what this means in a business context. Then we’ll talk about the purpose or goals of business communication and lastly, how to select the appropriate channel in which to tell our messages.\r\n\r\nAs I go through these topics, think about how you contextualize the term “audience.” What has it meant for you in practice? What types of audiences have you been a part of and communicated to? What senses does this evoke for you? Feel free to share your thoughts using the following course hashtag <a class=\"twitter-hashtag-button\" href=\"https://twitter.com/intent/tweet?button_hashtag=UBCxBizCom\" target=\"_blank\" rel=\"noopener noreferrer\" data-show-count=\"false\">#UBCxBizCom</a>.\r\n\r\n<strong>By the end of this module, I want you to be able to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Assess an audience and tailor your message to its unique characteristics.</strong></li>\r\n 	<li><strong>Define the purpose of your communication and target action through your words.</strong></li>\r\n 	<li><strong>Select an appropriate medium for conveying the information that addresses both the audience and purpose of the communication.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s begin!\r\n\r\n<hr />\r\n\r\nBefore you start this lesson, please read, watch and listen to the following resources. Think about the theme of the module, the key takeaways and why I’ve asked you to consume this content before we begin.\r\n<ul>\r\n 	<li><strong>Article:</strong> Labossiere, C. (2013, Sep 19). Business writing tips to get results. <em>The Globe and Mail</em>. Retrieved from <a href=\"https://www.theglobeandmail.com/report-on-business/careers/career-advice/business-writing-tips-to-get-results/article14422915/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.theglobeandmail.com/report-on-business/careers/career-advice/business-writing-tips-to-get-results/article14422915/</a>.</li>\r\n 	<li><strong>Website: </strong>Audience Analysis. University of Pittsburgh - Department of Communication. Retrieved on Oct 14, 2017 from <a href=\"http://www.comm.pitt.edu/oral-comm-lab/audience-analysis\" target=\"_blank\" rel=\"noopener noreferrer\">http://www.comm.pitt.edu/oral-comm-lab/audience-analysis</a>.</li>\r\n 	<li><strong>Video (07:13):</strong> Allocca, K. (2011, Nov). Why videos go viral. Retrieved from <a href=\"https://www.ted.com/talks/kevin_allocca_why_videos_go_viral\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.ted.com/talks/kevin_allocca_why_videos_go_viral</a>.</li>\r\n</ul>\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Profiling Your Audience</h2>\r\nEvery choice that you make when you are communicating is directly dependent on who you are speaking with or writing to. In this video, I go over the basics of profiling your audience.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCxCOMM220x-V000100_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Discovering Your Purpose</h2>\r\nIn the business world, we communicate with people because we want something. We are eliciting some form of action. Thinking about what that action is - <strong>why</strong> you are communicating - from the outset of the communication is imperative.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001800_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Choosing Your Channel</h2>\r\nThe last concept we need to discuss in this module is channel. It simply means the platform or medium you use to communicate the message. In other words, the channels you choose are where and how you will deliver your message.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 1</h2>\r\n<p style=\"font-weight: 400;\">As a <b><strong>verified</strong></b> student of this course, you will be presented with content specifically tailored to you. Throughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <i><em>In the Field</em></i> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.</p>\r\n<p style=\"font-weight: 400;\">This <i><em>In the Field</em></i> interview is with Christine Tam, who is the External Communications Manager at Best Buy Canada. In her role, she oversees the creation and execution of public relations campaigns, media relation initiatives and communication strategies on a national level. She’s also the lead spokesperson for the organization and conducts media training in more than 200 stores, as well as manages media opportunities for senior leadership.</p>\r\n<p style=\"font-weight: 400;\">Previously, Christine was the Public Relations Manager at the Rick Hansen Foundation, as well as an online news producer and online reporter at Global News and CTV respectively. Christine holds a Bachelor of Fine Arts from Emily Carr University of Art and Design and a diploma in Broadcast Journalism from the British Columbia Institute of Technology.</p>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001200_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h1>Access the Final Assessment Here:</h1>','Module 1: Analyzing Your Audience.','','inherit','closed','closed','','3581-revision-v1','','','2020-12-30 00:34:57','2020-12-30 05:34:57','',3581,'https://tesoll.com/3581-revision-v1/',0,'revision','',0),(3651,1,'2020-12-30 00:33:52','2020-12-30 05:33:52','<em><strong>“I think the reason he was so good at telling our stories as Canadians is that he was a tremendously good listener. I want to say he was a mirror and he reflected us back to ourselves. But he was more than that; he was a conduit. He allowed our stories as Canadians to just pass right through him and in doing so, he really connected us – to our country, to each other and to ourselves.”</strong></em>\r\n– Jess Milton, Executive Producer of The Vinyl Café on Stuart McLean*\r\n\r\n<center><img src=\"https://courses.edx.org/assets/courseware/v1/2ba4d0b40821dbed5bb0d492a962fd2d/asset-v1:UBCx+COMM220x+2T2020+type@asset+block/Stuart_McLean__cropped_.jpg\" alt=\"Stuart McLean\" width=\"237\" height=\"302\" /></center><center><em>Photo credit by Alana Elliott - originally posted to Flickr as Stuart McLean under <a href=\"https://creativecommons.org/licenses/by/2.0/\" target=\"_blank\" rel=\"noopener noreferrer\">CC BY 2.0.</a></em></center>&nbsp;\r\n\r\nWhy are we devoting an entire module to this topic in a course on business communications? Let me tell you a story…\r\n\r\nIt was a typical Vancouver winter’s night – pouring rain. I was halfway through my articling year at a business law firm in downtown Vancouver and I was miserable. Being a lawyer wasn’t for me. It was an innate instinct, as strong as my distaste for calamari. I’ve spoken about it more extensively <a href=\"http://www.genylawyer.com/gwl82/\" target=\"_blank\" rel=\"noopener noreferrer\">here</a>, but it was a combination of the work, the skill-sets necessary to succeed and the atmosphere at my firm.\r\n\r\nOn this particular (dreary) night, I was tasked with invigilating a paralegal exam for a course that a partner was teaching at a nearby college. It was dark and cold inside the room. It had probably been raining non-stop for the past two weeks (not an exaggeration in Vancouver) and my mood matched the weather.\r\n\r\nI sat down at the front of the room after handing out the exam and I realized that my computer wouldn’t connect with the Wifi, which meant I wouldn’t be able to log-in to the firm’s system and work. It had been a hectic six months and I hadn’t had three hours without a memo to draft or a contract to review in a long time.\r\n\r\nI opened a Word document and stared at the blank screen. It was finally time to focus on writing my essay to Columbia’s Graduate School of Journalism, focus on my dream, which had been pushed aside as I pursued my parents’ dream for me, law school.\r\n\r\nBut what would I write? My undergraduate degree was in creative writing and it was a discipline that always seemed to come naturally to me. But after three years of studying the law, my mind was trapped in legalese. It felt like I’d lost a piece of myself.\r\n\r\nSubconsciously, I was tapping my shoes as I tried to come up with the words to express how badly I wanted to run away to New York, run away from the law and study the art of both advocacy and storytelling – journalism. Tap. Tap. Tap. Shoes have always been an important part of my life. My grandfather owned high-end ladies shoe stores in Calgary, Alberta and some of my earliest memories are visiting him at work and playing dress-up with the intricate pieces of art.\r\n\r\nI was currently wearing a pair of bright pink, patent leather pumps. On the scale of appropriate-to-wear-to-work-at-a-corporate-law-firm to appropriate-to-wear-to-a-sorority-formal, they veered more toward the latter, but I loved them. They expressed who I was – colourful, creative, feminine, in a profession that tried to stifle those traits in me.\r\n\r\nShoes would be my savior! Without wasting another minute, I spent the next three hours writing the story of my pink pumps to the best journalism school in the world. It was either genius, or the stupidest move I could make, but it represented me and I wasn’t going to spend any more time at an institution that repressed who I was. If Columbia didn’t like the essay, they wouldn’t like me. And that would be okay. Finally, the words flowed again.\r\n\r\nAt the end of the three hours, I had my essay (and 30 very un-invigilated exams). On the day when I was supposed to find out whether or not I’d be offered a coveted associate position at my firm, I found out instead I was accepted to Columbia.\r\n\r\nStorytelling can be life-changing.\r\n\r\nIn this module, we’ll discuss how to tap into the powerful act of storytelling in your communications. We’ll learn how to structure stories so they’re poignant and tailor them to business purposes, as well as the art of oral storytelling. As we move through this module, I want you to think about the stories that resonate with you. What are the ones that have stuck with you from childhood until now? What’s your story?\r\n\r\n<strong>By the end of this module, I want you to understand and apply the following principles:</strong>\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Craft a story with a beginning, middle and ending that follows the classic story structure.</strong></li>\r\n 	<li><strong>Employ storytelling techniques in business.</strong></li>\r\n 	<li><strong>Tell stories orally, appropriate to your audience and purpose.</strong></li>\r\n</ul>\r\n</blockquote>\r\nReady? Let\'s begin.\r\n\r\n<hr />\r\n\r\n<h2 class=\"mb-0 h3\">Understanding Story Structure</h2>\r\nThe importance of storytelling cannot be underestimated. In this video, I\'ll go over the standard story structure, which is used in many stories that we all know and love.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V000900_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Using Storytelling in Business</h2>\r\nIt\'s important to think about when stories are appropriate in business situations and when they are not. I discuss this in the following video.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V002900_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">Adapting Stories for Speech</h2>\r\nIn the following video, I discuss a few things that you should consider when using stories in your oral communication.\r\n\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V003500_DTH.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h2 class=\"mb-0 h3\">In the Field Interview 5</h2>\r\nThroughout the Business Communications course, we will be showcasing experts in areas that we are discussing in each module. These <em>In the Field</em> interviews will provide you with real-world examples of how the concepts covered are applied in actual business settings.\r\n\r\nThis <em>In the Field</em> interview is with Mandy Len Catron. Originally from Appalachian Virginia, Mandy now lives in Vancouver, British Columbia. Her writing has appeared in the New York Times, the Washington Post, and The Walrus, as well as literary journals and anthologies.\r\n\r\nShe writes about love and love stories at <a href=\"https://thelovestoryproject.ca/\" target=\"_blank\" rel=\"noopener noreferrer\">The Love Story Project</a>, and she teaches English and creative writing at the University of British Columbia. Her article “To Fall in Love with Anyone, Do This” was one of the most popular articles published by the New York Times in 2015.\r\n<blockquote>\r\n<ul>\r\n 	<li><strong>Ted Talks: </strong><a href=\"https://www.ted.com/speakers/mandy_len_catron/\" target=\"_blank\" rel=\"noopener noreferrer\">https://www.ted.com/speakers/mandy_len_catron/</a></li>\r\n 	<li><strong>Website: </strong><a href=\"http://mandylencatron.com/\" target=\"_blank\" rel=\"noopener noreferrer\">http://mandylencatron.com</a></li>\r\n 	<li><strong>Twitter: </strong><a href=\"https://twitter.com/LenMandy\" target=\"_blank\" rel=\"noopener noreferrer\">https://twitter.com/LenMandy</a></li>\r\n</ul>\r\n</blockquote>\r\n[video width=\"1280\" height=\"720\" mp4=\"https://tesoll.com/wp-content/uploads/2020/12/UBCBUS2B2017-V001600_DTH-2.mp4\"][/video]\r\n\r\n&nbsp;\r\n<h1>Access the Final Assessment Here:</h1>','Module 5: Introduction and Key Takeaways','','inherit','closed','closed','','3619-revision-v1','','','2020-12-30 00:33:52','2020-12-30 05:33:52','',3619,'https://tesoll.com/3619-revision-v1/',0,'revision','',0),(3511,1,'2020-12-29 16:09:37','2020-12-29 21:09:37','<div class=\"page\" title=\"Page 3\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h2><strong>Case Study Three: The Bullies (Bill the Cop)</strong></h2>\r\n<strong>SCENARIO:</strong> You are new professor, just a year or so out of graduate school, at a small liberal arts college with a diverse student population. You teach a small course (15-20 students) that is discussion-\r\nbased. You assess student learning by quizzes, essays, and journal submissions. One of these students is a retired police officer, Bill, who “encourages” his classmates to give him their study notes so, as he puts it, “we can all be on the same page.” You sense he intimidates the other students—by his former profession, which he speaks about frequently, but also his size and demeanor—but they hand over their notes. You ask your department chair how to handle the situation. Your chair says to ignore the case, as the “students need to learn to handle these situations.” You feel conflicted. <strong>What do you do? (minimum 200 words). </strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Case Study Three: The Bullies (Bill the Cop)','','inherit','closed','closed','','3492-revision-v1','','','2020-12-29 16:09:37','2020-12-29 21:09:37','',3492,'https://tesoll.com/3492-revision-v1/',0,'revision','',0),(3512,1,'2020-12-29 16:10:05','2020-12-29 21:10:05','<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h2>Case Study Two: The Chatterers (Chatty Cathy and her BFF Conversational Carl).</h2>\r\n<strong>SCENARIO</strong>: You are lecturing in a course that requires some lecture. You don’t lecture at every class session; you often have class sessions that center around group activities or discussion. You have a friendly approach to your students, and they are comfortable in the course and with you. But on this day, as you do your best to present to students information that they need, you notice Chatty Cathy and her friend Conversational Carl talking, openly and loudly. It is clear by their body language, their laughter, and the words you overhear that they are not discussing course content. You make eye contact, alerting them to the fact that you recognize their discussion and that you want it to stop. They stop talking. A few moments later, they start again; only this time, they are whispering. You verbally ask them to stop. You notice other students looking over at the chatty pair. Even those evil looks do not encourage the two students to stop their banter. They continue to talk and laugh. <strong>Explain how you would handle the situation (minimum 200 words).</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Case Study Two: The Chatterers (Chatty Cathy and her BFF Conversational Carl).','','inherit','closed','closed','','3490-revision-v1','','','2020-12-29 16:10:05','2020-12-29 21:10:05','',3490,'https://tesoll.com/3490-revision-v1/',0,'revision','',0),(3065,1,'2020-11-24 23:27:24','2020-11-25 04:27:24','<h1><span id=\"hs_cos_wrapper_name\" class=\"hs_cos_wrapper hs_cos_wrapper_meta_field hs_cos_wrapper_type_text\" data-hs-cos-general-type=\"meta_field\" data-hs-cos-type=\"text\">What Is a Lesson Plan and How Do You Make One?</span></h1>\r\n<strong>A lesson plan is a teacher’s daily guide for what students need to learn, how it will be taught, and how learning will be measured.</strong>\r\n\r\nLesson plans help teachers be more effective in the classroom by providing a detailed outline to follow each class period.\r\n\r\nThis ensures every bit of class time is spent teaching new concepts and having meaningful discussions — not figuring it out on the fly!\r\n\r\n<strong>The most effective lesson plans have six key parts:</strong>\r\n<ol>\r\n 	<li>Lesson Objectives</li>\r\n 	<li>Related Requirements</li>\r\n 	<li>Lesson Materials</li>\r\n 	<li>Lesson Procedure</li>\r\n 	<li>Assessment Method</li>\r\n 	<li>Lesson Reflection</li>\r\n</ol>\r\n<div class=\"altblock\">\r\n<div><strong>Method 1</strong></div>\r\n</div>\r\n<h3 class=\"in-block sticking\"><span id=\"Creating-the-Basic-Structure\" class=\"mw-headline\">Creating the Basic Structure</span></h3>\r\n1- <b class=\"whb\">Know your objective.</b><sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>At the beginning of every lesson, write your lesson plan goal at the top. It should be incredibly simple. Something like, \"Students will be able to identify different animal body structures that enable eating, breathing, moving, and thriving.\" Basically, it\'s what your students can do after you\'re done with them! If you want to do a bit extra, add <i>how</i> they might do this (through video, games, flashcards, etc.).\r\n<ul>\r\n 	<li>If you\'re working with very young students, you may have more basic aims like \"Improving reading or writing skills.\" It can be skill-based or conceptual. See the related wikiHow on how to write an educational objective for more specific information.</li>\r\n</ul>\r\n2- <b class=\"whb\">Write your overview.</b><sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup>Use broad strokes to outline the big ideas for the class. For example, if your class is about Shakespeare\'s <i>Hamlet</i>, your overview might include covering where in the Shakespearean canon \"Hamlet\" resides; how factual the history described might be; and how themes of desire and subterfuge might relate to current events.\r\n<ul>\r\n 	<li>This depends on the length of your class. We\'ll cover about half a dozen basic steps to any lesson, all of which should be included in your overview. You\'re welcome to have more, however.</li>\r\n</ul>\r\n<b class=\"whb\">3- Plan your timeline.</b><sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup>If there\'s a lot to cover in a fixed amount of time, break your plan into sections that you can speed up or slow down to accommodate changes as they happen. We\'ll use a 1-hour class as an example.\r\n<ul>\r\n 	<li>1:00-1:10: <i>Warm up</i>. Bring class into focus and recap yesterday\'s discussion on great tragedies; relate it to Hamlet.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\r\n 	<li>1:10-1:25: <i>Present information.</i> Discuss Shakespearean history briefly, focusing on his creative period 2 years before and after Hamlet.</li>\r\n 	<li>1:25-1:40: <i>Guided practice</i>. Class discussion regarding major themes in the play.<sup id=\"_ref-5\" class=\"reference trusted\" aria-label=\"Link to Reference 5\"></sup></li>\r\n 	<li>1:40-1:55: <i>Freer practice.</i> Class writes single paragraph describing current event in Shakespearean terms. Individually encourage bright students to write 2 paragraphs, and coach slower students.<sup id=\"_ref-6\" class=\"reference trusted\" aria-label=\"Link to Reference 6\"></sup></li>\r\n 	<li>1:55-2:00: <i>Conclusion.</i> Collect papers, assign homework, dismiss class.</li>\r\n</ul>\r\n<b class=\"whb\">4- Get to know your students.</b> Identify clearly who you are going to educate. What is their learning style (visual, auditory, tactile or a combination)? What might they already know, and where might they be deficient? Focus your plan to fit the overall group of students you have in class, and then make modifications as necessary to account for students with disabilities, those who are struggling or unmotivated, and those who are gifted.\r\n<ul>\r\n 	<li>Odds are you\'ll be working with a pile of extroverts <i>and</i> introverts. Some students will benefit more from working alone while others will thrive in pair work or in groups. Knowing this will help you format activities to different interaction preferences.<sup id=\"_ref-7\" class=\"reference\" aria-label=\"Link to Reference 7\"></sup></li>\r\n 	<li>You\'ll also wind up having a few students that know just about as much as you do on the topic (unfortunately!) and some that, while smart, look at you like you\'re speaking Neptunian. If you know who these kids are, you\'ll know how to pair them up and divide them (to conquer!).</li>\r\n</ul>\r\n<b class=\"whb\">5- Use multiple student interaction patterns.</b><sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>Some students do well on their own, others in pairs, and yet others in big groups. So long as you\'re letting them interact and build off each other, you\'re doing your job. But since each student is different, try to allow opportunities for all types of interactions. Your students (and the cohesion of the class) will be better for it!\r\n<ul>\r\n 	<li>Really, any activity can be manipulated to be done separately, in pairs, or in groups. If you have ideas already mapped out, see if you can revamp them at all to mix it up. It often just encompasses finding more pairs of scissors!</li>\r\n</ul>\r\n<b class=\"whb\">6-Address a variety of learning styles.</b><sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"> </sup>You\'re bound to have some students that can\'t sit through a 25-minute video and others who can\'t be bothered to read a two-page excerpt from a book. Neither is dumber than the other, so do them a service by switching up your activities to utilize every student\'s abilities.\r\n<ul>\r\n 	<li>Every student learns differently.<sup id=\"_ref-10\" class=\"reference\" aria-label=\"Link to Reference 10\"> </sup>Some need to see the info, some need to hear it, and others need to literally get their hands on it. If you\'ve spent a great while talking, stop and let them talk about it. If they\'ve been reading, come up with a hands-on activity to put their knowledge to use. They\'ll get less bored, too!</li>\r\n</ul>\r\n<div class=\"altblock\">\r\n<div><strong>Method 2</strong></div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Planning-Out-the-Stages\" class=\"mw-headline\">Planning Out the Stages</span></h3>\r\n<b class=\"whb\">1- Warm them up.</b> At the beginning of every class, the students\' brains aren\'t primed yet for the content. If someone just started explaining open heart surgery, you\'d probably be all, \"Woah, woah. Slow down. Go back to \"take the scalpel.\"\" Ease them into it. That\'s what the warm up is for -- it not only gauges their knowledge, but it gets them into your groove.<sup id=\"_ref-11\" class=\"reference\" aria-label=\"Link to Reference 11\"></sup>\r\n<ul>\r\n 	<li>The warm up can be a simple game (possibly about vocab on the topic to see where their current knowledge lies (or what they remember from last week!) or it can be questions, a mingle, or pictures used to start a conversation. Whatever it is, get them talking. Get them thinking about the topic (even if you don\'t explicitly say it yet).</li>\r\n</ul>\r\n<b class=\"whb\">2- Present the information.</b> That\'s just about as straightforward as it gets, huh? However your format, you need to start with the information presented. It could be a video, a song, text, or even a concept. It\'s the very core the entire lesson is based on. Without this, the students will go nowhere.\r\n<ul>\r\n 	<li>Depending on your students\' levels, you may have to go pretty bare bones. Think about how far back you need to go. The sentence \"He put the coat on the rack\" makes no sense if you don\'t know what \"coat\" and \"rack\" mean. Give them the very basic concept and let the next lesson (or two) cultivate it.</li>\r\n 	<li>You may find it useful to flat out tell the students what they\'ll be learning. That is, <i>give them your objective</i>. You can\'t make it any clearer than that! That way, they\'ll walk away <i>knowing</i> what they learned that day. No two ways around it!</li>\r\n</ul>\r\n<b class=\"whb\">3- Do a guided practice.</b> Now that the students have received the information, you need to devise an activity that allows them to put it into action. However, it\'s still new to them, so start off with an activity that has training wheels. Think worksheets, matching, or using pictures. You wouldn\'t write an essay before you do a fill-in-the-blank!\r\n<ul>\r\n 	<li>If you have time for two activities, all the better. It\'s a good idea to test their knowledge on two different levels -- for example, writing and speaking (two very different skills). Try to incorporate different activities for students that have different aptitudes.</li>\r\n</ul>\r\n<b class=\"whb\">4- Check their work and assess their progress.</b> After the guided practice, assess your students. Do they seem to understand what you\'ve presented so far? If so, great. You can move on, possibly adding more difficult elements of the concept or practicing harder skills. If they\'re not getting it, go back to the information. How do you need to present it differently?\r\n<ul>\r\n 	<li>If you\'ve been teaching the same group for a while, odds are you know the students who might struggle with certain concepts. If that\'s the case, pair them with stronger students to keep the class going. You don\'t want certain students left behind, but you also don\'t want the class held up, waiting for everyone to get on the same level.</li>\r\n</ul>\r\n<b class=\"whb\">5- Do a freer practice.</b> Now that the students have the basics, allow them to exercise their knowledge on their own. That doesn\'t mean you leave the room! It just means they get to do a more creative endeavor that lets their minds really wrap around the information you\'ve presented to them. How can you let their minds flourish?\r\n<ul>\r\n 	<li>It all depends on the subject at hand and the skills you want to use. It can be anything from a 20-minute puppet making project to a two-week long dalliance with the oversoul in a heated debate on transcendentalism.</li>\r\n</ul>\r\n<div class=\"altblock\">\r\n<div><strong>Method 3</strong></div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Being-Prepared\" class=\"mw-headline\">Being Prepared</span></h3>\r\n<b class=\"whb\">1- If you\'re nervous, script it out.</b> New teachers will find solace in scripting out a lesson. While this takes way more time than a lesson should, if it would help you, do it. It may ease your nerves if you know exactly what questions you want to ask and where you want the conversation to go.\r\n<ul>\r\n 	<li>As you teach, do this less and less. Eventually, you\'ll be able to go in with practically nothing at all. You shouldn\'t be spending more time planning and writing out than you are delivering! Just use this as an initial training device.</li>\r\n</ul>\r\n<b class=\"whb\">2- Allow for wiggle room.</b> You\'ve written out your timeline to the minute, right? Fantastic -- but know that\'s only really for reference. You\'re not going to say, \"Kids! It\'s 1:15! STOP EVERYTHING YOU\'RE DOING.\" That\'s not really how teaching works. While you should try to stick to this plan within reason, you\'ll need to allow yourself some wiggle room.\r\n<ul>\r\n 	<li>If you find yourself running over, know what you can and cannot scratch. What must you cover in order for the children to learn most? What is just fluff and time killers? On the other side of the coin -- if you have time left over, have another activity in your sleeve to pull out if need be.</li>\r\n</ul>\r\n<b class=\"whb\">3- Over-plan the class.</b> Knowing that you have plenty to do is a much better problem than not having enough. Even though you have a timeline, plan on the underside. If something might take 20 minutes, allow it 15. You never know what your students will just whiz through!\r\n<ul>\r\n 	<li>The easiest thing to do is to come up with a quick concluding game or discussion. Throw the students together and have them discuss their opinions or ask questions.</li>\r\n</ul>\r\n<b class=\"whb\">4- Make it so a substitute could understand.</b> On the off chance something happens and you can\'t teach the lesson, you\'ll want to have a plan someone else could understand. The other side of this is if you write it in advance and forget, it\'ll be easier to jog your memory if it\'s clear.\r\n<ul>\r\n 	<li>There are many templates you can find online -- or ask other teachers what format they use. If you stick to one it\'ll be better for your brain, too. The more consistencies, the better!</li>\r\n</ul>\r\n<b class=\"whb\">5- Form a back-up plan.</b> In your teaching career, you\'re going to have days where students whiz through your plan and leave you dumbfounded. You\'ll also have days where tests got moved, half the class showed up, or the video you had planned got eaten by the DVD player. When this day rears its ugly head, you gotta have a back-up plan.<sup id=\"_ref-12\" class=\"reference\" aria-label=\"Link to Reference 12\"><a href=\"https://www.wikihow.com/Make-a-Lesson-Plan#_note-12\">[12]</a></sup>\r\n<ul>\r\n 	<li>Most veteran teachers have a handful of lesson plans under their belt that they can whip out at any time. If you had a particularly successful lesson on Punnett squares, keep that material for later. You can turn it into a different lesson with another class about evolution, natural selection, or genes depending on the next class\' ability. Or you could have a lesson on Beyoncé up your sleeve (think the civil or women\'s rights movement, progression of pop music, or just a music lesson for a Friday afternoon). Whichever.</li>\r\n</ul>','UNIT 9','','publish','open','closed','','unit-9-2','','','2020-11-24 23:48:43','2020-11-25 04:48:43','',0,'https://tesoll.com/?post_type=unit&#038;p=3065',0,'unit','',0),(3066,1,'2020-11-24 23:27:24','2020-11-25 04:27:24','','UNIT 9','','inherit','closed','closed','','3065-revision-v1','','','2020-11-24 23:27:24','2020-11-25 04:27:24','',3065,'https://tesoll.com/3065-revision-v1/',0,'revision','',0),(3067,1,'2020-11-24 23:47:42','2020-11-25 04:47:42','<h1><span id=\"hs_cos_wrapper_name\" class=\"hs_cos_wrapper hs_cos_wrapper_meta_field hs_cos_wrapper_type_text\" data-hs-cos-general-type=\"meta_field\" data-hs-cos-type=\"text\">What Is a Lesson Plan and How Do You Make One?</span></h1>\n<strong>A lesson plan is a teacher’s daily guide for what students need to learn, how it will be taught, and how learning will be measured.</strong>\n\nLesson plans help teachers be more effective in the classroom by providing a detailed outline to follow each class period.\n\nThis ensures every bit of class time is spent teaching new concepts and having meaningful discussions — not figuring it out on the fly!\n\n<strong>The most effective lesson plans have six key parts:</strong>\n<ol>\n 	<li>Lesson Objectives</li>\n 	<li>Related Requirements</li>\n 	<li>Lesson Materials</li>\n 	<li>Lesson Procedure</li>\n 	<li>Assessment Method</li>\n 	<li>Lesson Reflection</li>\n</ol>\n<div class=\"altblock\">\n<div><strong>Method 1</strong></div>\n</div>\n<h3 class=\"in-block sticking\"><span id=\"Creating-the-Basic-Structure\" class=\"mw-headline\">Creating the Basic Structure</span></h3>\n1- <b class=\"whb\">Know your objective.</b><sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>At the beginning of every lesson, write your lesson plan goal at the top. It should be incredibly simple. Something like, \"Students will be able to identify different animal body structures that enable eating, breathing, moving, and thriving.\" Basically, it\'s what your students can do after you\'re done with them! If you want to do a bit extra, add <i>how</i> they might do this (through video, games, flashcards, etc.).\n<ul>\n 	<li>If you\'re working with very young students, you may have more basic aims like \"Improving reading or writing skills.\" It can be skill-based or conceptual. See the related wikiHow on how to write an educational objective for more specific information.</li>\n</ul>\n2- <b class=\"whb\">Write your overview.</b><sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup>Use broad strokes to outline the big ideas for the class. For example, if your class is about Shakespeare\'s <i>Hamlet</i>, your overview might include covering where in the Shakespearean canon \"Hamlet\" resides; how factual the history described might be; and how themes of desire and subterfuge might relate to current events.\n<ul>\n 	<li>This depends on the length of your class. We\'ll cover about half a dozen basic steps to any lesson, all of which should be included in your overview. You\'re welcome to have more, however.</li>\n</ul>\n<b class=\"whb\">3- Plan your timeline.</b><sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup>If there\'s a lot to cover in a fixed amount of time, break your plan into sections that you can speed up or slow down to accommodate changes as they happen. We\'ll use a 1-hour class as an example.\n<ul>\n 	<li>1:00-1:10: <i>Warm up</i>. Bring class into focus and recap yesterday\'s discussion on great tragedies; relate it to Hamlet.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\n 	<li>1:10-1:25: <i>Present information.</i> Discuss Shakespearean history briefly, focusing on his creative period 2 years before and after Hamlet.</li>\n 	<li>1:25-1:40: <i>Guided practice</i>. Class discussion regarding major themes in the play.<sup id=\"_ref-5\" class=\"reference trusted\" aria-label=\"Link to Reference 5\"></sup></li>\n 	<li>1:40-1:55: <i>Freer practice.</i> Class writes single paragraph describing current event in Shakespearean terms. Individually encourage bright students to write 2 paragraphs, and coach slower students.<sup id=\"_ref-6\" class=\"reference trusted\" aria-label=\"Link to Reference 6\"></sup></li>\n 	<li>1:55-2:00: <i>Conclusion.</i> Collect papers, assign homework, dismiss class.</li>\n</ul>\n<b class=\"whb\">4- Get to know your students.</b> Identify clearly who you are going to educate. What is their learning style (visual, auditory, tactile or a combination)? What might they already know, and where might they be deficient? Focus your plan to fit the overall group of students you have in class, and then make modifications as necessary to account for students with disabilities, those who are struggling or unmotivated, and those who are gifted.\n<ul>\n 	<li>Odds are you\'ll be working with a pile of extroverts <i>and</i> introverts. Some students will benefit more from working alone while others will thrive in pair work or in groups. Knowing this will help you format activities to different interaction preferences.<sup id=\"_ref-7\" class=\"reference\" aria-label=\"Link to Reference 7\"></sup></li>\n 	<li>You\'ll also wind up having a few students that know just about as much as you do on the topic (unfortunately!) and some that, while smart, look at you like you\'re speaking Neptunian. If you know who these kids are, you\'ll know how to pair them up and divide them (to conquer!).</li>\n</ul>\n<b class=\"whb\">5- Use multiple student interaction patterns.</b><sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>Some students do well on their own, others in pairs, and yet others in big groups. So long as you\'re letting them interact and build off each other, you\'re doing your job. But since each student is different, try to allow opportunities for all types of interactions. Your students (and the cohesion of the class) will be better for it!\n<ul>\n 	<li>Really, any activity can be manipulated to be done separately, in pairs, or in groups. If you have ideas already mapped out, see if you can revamp them at all to mix it up. It often just encompasses finding more pairs of scissors!</li>\n</ul>\n<b class=\"whb\">6-Address a variety of learning styles.</b><sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"> </sup>You\'re bound to have some students that can\'t sit through a 25-minute video and others who can\'t be bothered to read a two-page excerpt from a book. Neither is dumber than the other, so do them a service by switching up your activities to utilize every student\'s abilities.\n<ul>\n 	<li>Every student learns differently.<sup id=\"_ref-10\" class=\"reference\" aria-label=\"Link to Reference 10\"> </sup>Some need to see the info, some need to hear it, and others need to literally get their hands on it. If you\'ve spent a great while talking, stop and let them talk about it. If they\'ve been reading, come up with a hands-on activity to put their knowledge to use. They\'ll get less bored, too!</li>\n</ul>\n<div class=\"altblock\">\n<div><strong>Method 2</strong></div>\n</div>\n<h3 class=\"in-block\"><span id=\"Planning-Out-the-Stages\" class=\"mw-headline\">Planning Out the Stages</span></h3>\n<b class=\"whb\">1- Warm them up.</b> At the beginning of every class, the students\' brains aren\'t primed yet for the content. If someone just started explaining open heart surgery, you\'d probably be all, \"Woah, woah. Slow down. Go back to \"take the scalpel.\"\" Ease them into it. That\'s what the warm up is for -- it not only gauges their knowledge, but it gets them into your groove.<sup id=\"_ref-11\" class=\"reference\" aria-label=\"Link to Reference 11\"></sup>\n<ul>\n 	<li>The warm up can be a simple game (possibly about vocab on the topic to see where their current knowledge lies (or what they remember from last week!) or it can be questions, a mingle, or pictures used to start a conversation. Whatever it is, get them talking. Get them thinking about the topic (even if you don\'t explicitly say it yet).</li>\n</ul>\n<b class=\"whb\">2- Present the information.</b> That\'s just about as straightforward as it gets, huh? However your format, you need to start with the information presented. It could be a video, a song, text, or even a concept. It\'s the very core the entire lesson is based on. Without this, the students will go nowhere.\n<ul>\n 	<li>Depending on your students\' levels, you may have to go pretty bare bones. Think about how far back you need to go. The sentence \"He put the coat on the rack\" makes no sense if you don\'t know what \"coat\" and \"rack\" mean. Give them the very basic concept and let the next lesson (or two) cultivate it.</li>\n 	<li>You may find it useful to flat out tell the students what they\'ll be learning. That is, <i>give them your objective</i>. You can\'t make it any clearer than that! That way, they\'ll walk away <i>knowing</i> what they learned that day. No two ways around it!</li>\n</ul>\n<b class=\"whb\">3- Do a guided practice.</b> Now that the students have received the information, you need to devise an activity that allows them to put it into action. However, it\'s still new to them, so start off with an activity that has training wheels. Think worksheets, matching, or using pictures. You wouldn\'t write an essay before you do a fill-in-the-blank!\n<ul>\n 	<li>If you have time for two activities, all the better. It\'s a good idea to test their knowledge on two different levels -- for example, writing and speaking (two very different skills). Try to incorporate different activities for students that have different aptitudes.</li>\n</ul>\n<b class=\"whb\">4- Check their work and assess their progress.</b> After the guided practice, assess your students. Do they seem to understand what you\'ve presented so far? If so, great. You can move on, possibly adding more difficult elements of the concept or practicing harder skills. If they\'re not getting it, go back to the information. How do you need to present it differently?\n<ul>\n 	<li>If you\'ve been teaching the same group for a while, odds are you know the students who might struggle with certain concepts. If that\'s the case, pair them with stronger students to keep the class going. You don\'t want certain students left behind, but you also don\'t want the class held up, waiting for everyone to get on the same level.</li>\n</ul>\n<b class=\"whb\">5- Do a freer practice.</b> Now that the students have the basics, allow them to exercise their knowledge on their own. That doesn\'t mean you leave the room! It just means they get to do a more creative endeavor that lets their minds really wrap around the information you\'ve presented to them. How can you let their minds flourish?\n<ul>\n 	<li>It all depends on the subject at hand and the skills you want to use. It can be anything from a 20-minute puppet making project to a two-week long dalliance with the oversoul in a heated debate on transcendentalism.</li>\n</ul>\n<div class=\"altblock\">\n<div><strong>Method 3</strong></div>\n</div>\n<h3 class=\"in-block\"><span id=\"Being-Prepared\" class=\"mw-headline\">Being Prepared</span></h3>\n<b class=\"whb\">1- If you\'re nervous, script it out.</b> New teachers will find solace in scripting out a lesson. While this takes way more time than a lesson should, if it would help you, do it. It may ease your nerves if you know exactly what questions you want to ask and where you want the conversation to go.\n<ul>\n 	<li>As you teach, do this less and less. Eventually, you\'ll be able to go in with practically nothing at all. You shouldn\'t be spending more time planning and writing out than you are delivering! Just use this as an initial training device.</li>\n</ul>\n<b class=\"whb\">2- Allow for wiggle room.</b> You\'ve written out your timeline to the minute, right? Fantastic -- but know that\'s only really for reference. You\'re not going to say, \"Kids! It\'s 1:15! STOP EVERYTHING YOU\'RE DOING.\" That\'s not really how teaching works. While you should try to stick to this plan within reason, you\'ll need to allow yourself some wiggle room.\n<ul>\n 	<li>If you find yourself running over, know what you can and cannot scratch. What must you cover in order for the children to learn most? What is just fluff and time killers? On the other side of the coin -- if you have time left over, have another activity in your sleeve to pull out if need be.</li>\n</ul>','UNIT 9','','inherit','closed','closed','','3065-autosave-v1','','','2020-11-24 23:47:42','2020-11-25 04:47:42','',3065,'https://tesoll.com/3065-autosave-v1/',0,'revision','',0),(3068,1,'2020-11-24 23:33:53','2020-11-25 04:33:53','<h1><span id=\"hs_cos_wrapper_name\" class=\"hs_cos_wrapper hs_cos_wrapper_meta_field hs_cos_wrapper_type_text\" data-hs-cos-general-type=\"meta_field\" data-hs-cos-type=\"text\">What Is a Lesson Plan and How Do You Make One?</span></h1>\r\n<strong>A lesson plan is a teacher’s daily guide for what students need to learn, how it will be taught, and how learning will be measured.</strong>\r\n\r\nLesson plans help teachers be more effective in the classroom by providing a detailed outline to follow each class period.\r\n\r\nThis ensures every bit of class time is spent teaching new concepts and having meaningful discussions — not figuring it out on the fly!\r\n\r\n<strong>The most effective lesson plans have six key parts:</strong>\r\n<ol>\r\n 	<li>Lesson Objectives</li>\r\n 	<li>Related Requirements</li>\r\n 	<li>Lesson Materials</li>\r\n 	<li>Lesson Procedure</li>\r\n 	<li>Assessment Method</li>\r\n 	<li>Lesson Reflection</li>\r\n</ol>\r\n&nbsp;','UNIT 9','','inherit','closed','closed','','3065-revision-v1','','','2020-11-24 23:33:53','2020-11-25 04:33:53','',3065,'https://tesoll.com/3065-revision-v1/',0,'revision','',0),(3069,1,'2020-11-24 23:44:22','2020-11-25 04:44:22','<h1><span id=\"hs_cos_wrapper_name\" class=\"hs_cos_wrapper hs_cos_wrapper_meta_field hs_cos_wrapper_type_text\" data-hs-cos-general-type=\"meta_field\" data-hs-cos-type=\"text\">What Is a Lesson Plan and How Do You Make One?</span></h1>\r\n<strong>A lesson plan is a teacher’s daily guide for what students need to learn, how it will be taught, and how learning will be measured.</strong>\r\n\r\nLesson plans help teachers be more effective in the classroom by providing a detailed outline to follow each class period.\r\n\r\nThis ensures every bit of class time is spent teaching new concepts and having meaningful discussions — not figuring it out on the fly!\r\n\r\n<strong>The most effective lesson plans have six key parts:</strong>\r\n<ol>\r\n 	<li>Lesson Objectives</li>\r\n 	<li>Related Requirements</li>\r\n 	<li>Lesson Materials</li>\r\n 	<li>Lesson Procedure</li>\r\n 	<li>Assessment Method</li>\r\n 	<li>Lesson Reflection</li>\r\n</ol>\r\n<div class=\"altblock\">\r\n<div><strong>Method 1</strong></div>\r\n</div>\r\n<h3 class=\"in-block sticking\"><span id=\"Creating-the-Basic-Structure\" class=\"mw-headline\">Creating the Basic Structure</span></h3>\r\n1- <b class=\"whb\">Know your objective.</b><sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>At the beginning of every lesson, write your lesson plan goal at the top. It should be incredibly simple. Something like, \"Students will be able to identify different animal body structures that enable eating, breathing, moving, and thriving.\" Basically, it\'s what your students can do after you\'re done with them! If you want to do a bit extra, add <i>how</i> they might do this (through video, games, flashcards, etc.).\r\n<ul>\r\n 	<li>If you\'re working with very young students, you may have more basic aims like \"Improving reading or writing skills.\" It can be skill-based or conceptual. See the related wikiHow on how to write an educational objective for more specific information.</li>\r\n</ul>\r\n2- <b class=\"whb\">Write your overview.</b><sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup>Use broad strokes to outline the big ideas for the class. For example, if your class is about Shakespeare\'s <i>Hamlet</i>, your overview might include covering where in the Shakespearean canon \"Hamlet\" resides; how factual the history described might be; and how themes of desire and subterfuge might relate to current events.\r\n<ul>\r\n 	<li>This depends on the length of your class. We\'ll cover about half a dozen basic steps to any lesson, all of which should be included in your overview. You\'re welcome to have more, however.</li>\r\n</ul>\r\n<b class=\"whb\">3- Plan your timeline.</b><sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup>If there\'s a lot to cover in a fixed amount of time, break your plan into sections that you can speed up or slow down to accommodate changes as they happen. We\'ll use a 1-hour class as an example.\r\n<ul>\r\n 	<li>1:00-1:10: <i>Warm up</i>. Bring class into focus and recap yesterday\'s discussion on great tragedies; relate it to Hamlet.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\r\n 	<li>1:10-1:25: <i>Present information.</i> Discuss Shakespearean history briefly, focusing on his creative period 2 years before and after Hamlet.</li>\r\n 	<li>1:25-1:40: <i>Guided practice</i>. Class discussion regarding major themes in the play.<sup id=\"_ref-5\" class=\"reference trusted\" aria-label=\"Link to Reference 5\"></sup></li>\r\n 	<li>1:40-1:55: <i>Freer practice.</i> Class writes single paragraph describing current event in Shakespearean terms. Individually encourage bright students to write 2 paragraphs, and coach slower students.<sup id=\"_ref-6\" class=\"reference trusted\" aria-label=\"Link to Reference 6\"></sup></li>\r\n 	<li>1:55-2:00: <i>Conclusion.</i> Collect papers, assign homework, dismiss class.</li>\r\n</ul>\r\n<b class=\"whb\">4- Get to know your students.</b> Identify clearly who you are going to educate. What is their learning style (visual, auditory, tactile or a combination)? What might they already know, and where might they be deficient? Focus your plan to fit the overall group of students you have in class, and then make modifications as necessary to account for students with disabilities, those who are struggling or unmotivated, and those who are gifted.\r\n<ul>\r\n 	<li>Odds are you\'ll be working with a pile of extroverts <i>and</i> introverts. Some students will benefit more from working alone while others will thrive in pair work or in groups. Knowing this will help you format activities to different interaction preferences.<sup id=\"_ref-7\" class=\"reference\" aria-label=\"Link to Reference 7\"></sup></li>\r\n 	<li>You\'ll also wind up having a few students that know just about as much as you do on the topic (unfortunately!) and some that, while smart, look at you like you\'re speaking Neptunian. If you know who these kids are, you\'ll know how to pair them up and divide them (to conquer!).</li>\r\n</ul>\r\n<b class=\"whb\">5- Use multiple student interaction patterns.</b><sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>Some students do well on their own, others in pairs, and yet others in big groups. So long as you\'re letting them interact and build off each other, you\'re doing your job. But since each student is different, try to allow opportunities for all types of interactions. Your students (and the cohesion of the class) will be better for it!\r\n<ul>\r\n 	<li>Really, any activity can be manipulated to be done separately, in pairs, or in groups. If you have ideas already mapped out, see if you can revamp them at all to mix it up. It often just encompasses finding more pairs of scissors!</li>\r\n</ul>\r\n<b class=\"whb\">6-Address a variety of learning styles.</b><sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"> </sup>You\'re bound to have some students that can\'t sit through a 25-minute video and others who can\'t be bothered to read a two-page excerpt from a book. Neither is dumber than the other, so do them a service by switching up your activities to utilize every student\'s abilities.\r\n<ul>\r\n 	<li>Every student learns differently.<sup id=\"_ref-10\" class=\"reference\" aria-label=\"Link to Reference 10\"> </sup>Some need to see the info, some need to hear it, and others need to literally get their hands on it. If you\'ve spent a great while talking, stop and let them talk about it. If they\'ve been reading, come up with a hands-on activity to put their knowledge to use. They\'ll get less bored, too!</li>\r\n</ul>\r\n<div class=\"altblock\">\r\n<div><strong>Method 2</strong></div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Planning-Out-the-Stages\" class=\"mw-headline\">Planning Out the Stages</span></h3>\r\n<b class=\"whb\">1- Warm them up.</b> At the beginning of every class, the students\' brains aren\'t primed yet for the content. If someone just started explaining open heart surgery, you\'d probably be all, \"Woah, woah. Slow down. Go back to \"take the scalpel.\"\" Ease them into it. That\'s what the warm up is for -- it not only gauges their knowledge, but it gets them into your groove.<sup id=\"_ref-11\" class=\"reference\" aria-label=\"Link to Reference 11\"></sup>\r\n<ul>\r\n 	<li>The warm up can be a simple game (possibly about vocab on the topic to see where their current knowledge lies (or what they remember from last week!) or it can be questions, a mingle, or pictures used to start a conversation. Whatever it is, get them talking. Get them thinking about the topic (even if you don\'t explicitly say it yet).</li>\r\n</ul>','UNIT 9','','inherit','closed','closed','','3065-revision-v1','','','2020-11-24 23:44:22','2020-11-25 04:44:22','',3065,'https://tesoll.com/3065-revision-v1/',0,'revision','',0),(3070,1,'2020-11-24 23:48:43','2020-11-25 04:48:43','<h1><span id=\"hs_cos_wrapper_name\" class=\"hs_cos_wrapper hs_cos_wrapper_meta_field hs_cos_wrapper_type_text\" data-hs-cos-general-type=\"meta_field\" data-hs-cos-type=\"text\">What Is a Lesson Plan and How Do You Make One?</span></h1>\r\n<strong>A lesson plan is a teacher’s daily guide for what students need to learn, how it will be taught, and how learning will be measured.</strong>\r\n\r\nLesson plans help teachers be more effective in the classroom by providing a detailed outline to follow each class period.\r\n\r\nThis ensures every bit of class time is spent teaching new concepts and having meaningful discussions — not figuring it out on the fly!\r\n\r\n<strong>The most effective lesson plans have six key parts:</strong>\r\n<ol>\r\n 	<li>Lesson Objectives</li>\r\n 	<li>Related Requirements</li>\r\n 	<li>Lesson Materials</li>\r\n 	<li>Lesson Procedure</li>\r\n 	<li>Assessment Method</li>\r\n 	<li>Lesson Reflection</li>\r\n</ol>\r\n<div class=\"altblock\">\r\n<div><strong>Method 1</strong></div>\r\n</div>\r\n<h3 class=\"in-block sticking\"><span id=\"Creating-the-Basic-Structure\" class=\"mw-headline\">Creating the Basic Structure</span></h3>\r\n1- <b class=\"whb\">Know your objective.</b><sup id=\"_ref-1\" class=\"reference\" aria-label=\"Link to Reference 1\"> </sup>At the beginning of every lesson, write your lesson plan goal at the top. It should be incredibly simple. Something like, \"Students will be able to identify different animal body structures that enable eating, breathing, moving, and thriving.\" Basically, it\'s what your students can do after you\'re done with them! If you want to do a bit extra, add <i>how</i> they might do this (through video, games, flashcards, etc.).\r\n<ul>\r\n 	<li>If you\'re working with very young students, you may have more basic aims like \"Improving reading or writing skills.\" It can be skill-based or conceptual. See the related wikiHow on how to write an educational objective for more specific information.</li>\r\n</ul>\r\n2- <b class=\"whb\">Write your overview.</b><sup id=\"_ref-2\" class=\"reference\" aria-label=\"Link to Reference 2\"></sup>Use broad strokes to outline the big ideas for the class. For example, if your class is about Shakespeare\'s <i>Hamlet</i>, your overview might include covering where in the Shakespearean canon \"Hamlet\" resides; how factual the history described might be; and how themes of desire and subterfuge might relate to current events.\r\n<ul>\r\n 	<li>This depends on the length of your class. We\'ll cover about half a dozen basic steps to any lesson, all of which should be included in your overview. You\'re welcome to have more, however.</li>\r\n</ul>\r\n<b class=\"whb\">3- Plan your timeline.</b><sup id=\"_ref-3\" class=\"reference\" aria-label=\"Link to Reference 3\"></sup>If there\'s a lot to cover in a fixed amount of time, break your plan into sections that you can speed up or slow down to accommodate changes as they happen. We\'ll use a 1-hour class as an example.\r\n<ul>\r\n 	<li>1:00-1:10: <i>Warm up</i>. Bring class into focus and recap yesterday\'s discussion on great tragedies; relate it to Hamlet.<sup id=\"_ref-4\" class=\"reference\" aria-label=\"Link to Reference 4\"></sup></li>\r\n 	<li>1:10-1:25: <i>Present information.</i> Discuss Shakespearean history briefly, focusing on his creative period 2 years before and after Hamlet.</li>\r\n 	<li>1:25-1:40: <i>Guided practice</i>. Class discussion regarding major themes in the play.<sup id=\"_ref-5\" class=\"reference trusted\" aria-label=\"Link to Reference 5\"></sup></li>\r\n 	<li>1:40-1:55: <i>Freer practice.</i> Class writes single paragraph describing current event in Shakespearean terms. Individually encourage bright students to write 2 paragraphs, and coach slower students.<sup id=\"_ref-6\" class=\"reference trusted\" aria-label=\"Link to Reference 6\"></sup></li>\r\n 	<li>1:55-2:00: <i>Conclusion.</i> Collect papers, assign homework, dismiss class.</li>\r\n</ul>\r\n<b class=\"whb\">4- Get to know your students.</b> Identify clearly who you are going to educate. What is their learning style (visual, auditory, tactile or a combination)? What might they already know, and where might they be deficient? Focus your plan to fit the overall group of students you have in class, and then make modifications as necessary to account for students with disabilities, those who are struggling or unmotivated, and those who are gifted.\r\n<ul>\r\n 	<li>Odds are you\'ll be working with a pile of extroverts <i>and</i> introverts. Some students will benefit more from working alone while others will thrive in pair work or in groups. Knowing this will help you format activities to different interaction preferences.<sup id=\"_ref-7\" class=\"reference\" aria-label=\"Link to Reference 7\"></sup></li>\r\n 	<li>You\'ll also wind up having a few students that know just about as much as you do on the topic (unfortunately!) and some that, while smart, look at you like you\'re speaking Neptunian. If you know who these kids are, you\'ll know how to pair them up and divide them (to conquer!).</li>\r\n</ul>\r\n<b class=\"whb\">5- Use multiple student interaction patterns.</b><sup id=\"_ref-8\" class=\"reference\" aria-label=\"Link to Reference 8\"></sup>Some students do well on their own, others in pairs, and yet others in big groups. So long as you\'re letting them interact and build off each other, you\'re doing your job. But since each student is different, try to allow opportunities for all types of interactions. Your students (and the cohesion of the class) will be better for it!\r\n<ul>\r\n 	<li>Really, any activity can be manipulated to be done separately, in pairs, or in groups. If you have ideas already mapped out, see if you can revamp them at all to mix it up. It often just encompasses finding more pairs of scissors!</li>\r\n</ul>\r\n<b class=\"whb\">6-Address a variety of learning styles.</b><sup id=\"_ref-9\" class=\"reference\" aria-label=\"Link to Reference 9\"> </sup>You\'re bound to have some students that can\'t sit through a 25-minute video and others who can\'t be bothered to read a two-page excerpt from a book. Neither is dumber than the other, so do them a service by switching up your activities to utilize every student\'s abilities.\r\n<ul>\r\n 	<li>Every student learns differently.<sup id=\"_ref-10\" class=\"reference\" aria-label=\"Link to Reference 10\"> </sup>Some need to see the info, some need to hear it, and others need to literally get their hands on it. If you\'ve spent a great while talking, stop and let them talk about it. If they\'ve been reading, come up with a hands-on activity to put their knowledge to use. They\'ll get less bored, too!</li>\r\n</ul>\r\n<div class=\"altblock\">\r\n<div><strong>Method 2</strong></div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Planning-Out-the-Stages\" class=\"mw-headline\">Planning Out the Stages</span></h3>\r\n<b class=\"whb\">1- Warm them up.</b> At the beginning of every class, the students\' brains aren\'t primed yet for the content. If someone just started explaining open heart surgery, you\'d probably be all, \"Woah, woah. Slow down. Go back to \"take the scalpel.\"\" Ease them into it. That\'s what the warm up is for -- it not only gauges their knowledge, but it gets them into your groove.<sup id=\"_ref-11\" class=\"reference\" aria-label=\"Link to Reference 11\"></sup>\r\n<ul>\r\n 	<li>The warm up can be a simple game (possibly about vocab on the topic to see where their current knowledge lies (or what they remember from last week!) or it can be questions, a mingle, or pictures used to start a conversation. Whatever it is, get them talking. Get them thinking about the topic (even if you don\'t explicitly say it yet).</li>\r\n</ul>\r\n<b class=\"whb\">2- Present the information.</b> That\'s just about as straightforward as it gets, huh? However your format, you need to start with the information presented. It could be a video, a song, text, or even a concept. It\'s the very core the entire lesson is based on. Without this, the students will go nowhere.\r\n<ul>\r\n 	<li>Depending on your students\' levels, you may have to go pretty bare bones. Think about how far back you need to go. The sentence \"He put the coat on the rack\" makes no sense if you don\'t know what \"coat\" and \"rack\" mean. Give them the very basic concept and let the next lesson (or two) cultivate it.</li>\r\n 	<li>You may find it useful to flat out tell the students what they\'ll be learning. That is, <i>give them your objective</i>. You can\'t make it any clearer than that! That way, they\'ll walk away <i>knowing</i> what they learned that day. No two ways around it!</li>\r\n</ul>\r\n<b class=\"whb\">3- Do a guided practice.</b> Now that the students have received the information, you need to devise an activity that allows them to put it into action. However, it\'s still new to them, so start off with an activity that has training wheels. Think worksheets, matching, or using pictures. You wouldn\'t write an essay before you do a fill-in-the-blank!\r\n<ul>\r\n 	<li>If you have time for two activities, all the better. It\'s a good idea to test their knowledge on two different levels -- for example, writing and speaking (two very different skills). Try to incorporate different activities for students that have different aptitudes.</li>\r\n</ul>\r\n<b class=\"whb\">4- Check their work and assess their progress.</b> After the guided practice, assess your students. Do they seem to understand what you\'ve presented so far? If so, great. You can move on, possibly adding more difficult elements of the concept or practicing harder skills. If they\'re not getting it, go back to the information. How do you need to present it differently?\r\n<ul>\r\n 	<li>If you\'ve been teaching the same group for a while, odds are you know the students who might struggle with certain concepts. If that\'s the case, pair them with stronger students to keep the class going. You don\'t want certain students left behind, but you also don\'t want the class held up, waiting for everyone to get on the same level.</li>\r\n</ul>\r\n<b class=\"whb\">5- Do a freer practice.</b> Now that the students have the basics, allow them to exercise their knowledge on their own. That doesn\'t mean you leave the room! It just means they get to do a more creative endeavor that lets their minds really wrap around the information you\'ve presented to them. How can you let their minds flourish?\r\n<ul>\r\n 	<li>It all depends on the subject at hand and the skills you want to use. It can be anything from a 20-minute puppet making project to a two-week long dalliance with the oversoul in a heated debate on transcendentalism.</li>\r\n</ul>\r\n<div class=\"altblock\">\r\n<div><strong>Method 3</strong></div>\r\n</div>\r\n<h3 class=\"in-block\"><span id=\"Being-Prepared\" class=\"mw-headline\">Being Prepared</span></h3>\r\n<b class=\"whb\">1- If you\'re nervous, script it out.</b> New teachers will find solace in scripting out a lesson. While this takes way more time than a lesson should, if it would help you, do it. It may ease your nerves if you know exactly what questions you want to ask and where you want the conversation to go.\r\n<ul>\r\n 	<li>As you teach, do this less and less. Eventually, you\'ll be able to go in with practically nothing at all. You shouldn\'t be spending more time planning and writing out than you are delivering! Just use this as an initial training device.</li>\r\n</ul>\r\n<b class=\"whb\">2- Allow for wiggle room.</b> You\'ve written out your timeline to the minute, right? Fantastic -- but know that\'s only really for reference. You\'re not going to say, \"Kids! It\'s 1:15! STOP EVERYTHING YOU\'RE DOING.\" That\'s not really how teaching works. While you should try to stick to this plan within reason, you\'ll need to allow yourself some wiggle room.\r\n<ul>\r\n 	<li>If you find yourself running over, know what you can and cannot scratch. What must you cover in order for the children to learn most? What is just fluff and time killers? On the other side of the coin -- if you have time left over, have another activity in your sleeve to pull out if need be.</li>\r\n</ul>\r\n<b class=\"whb\">3- Over-plan the class.</b> Knowing that you have plenty to do is a much better problem than not having enough. Even though you have a timeline, plan on the underside. If something might take 20 minutes, allow it 15. You never know what your students will just whiz through!\r\n<ul>\r\n 	<li>The easiest thing to do is to come up with a quick concluding game or discussion. Throw the students together and have them discuss their opinions or ask questions.</li>\r\n</ul>\r\n<b class=\"whb\">4- Make it so a substitute could understand.</b> On the off chance something happens and you can\'t teach the lesson, you\'ll want to have a plan someone else could understand. The other side of this is if you write it in advance and forget, it\'ll be easier to jog your memory if it\'s clear.\r\n<ul>\r\n 	<li>There are many templates you can find online -- or ask other teachers what format they use. If you stick to one it\'ll be better for your brain, too. The more consistencies, the better!</li>\r\n</ul>\r\n<b class=\"whb\">5- Form a back-up plan.</b> In your teaching career, you\'re going to have days where students whiz through your plan and leave you dumbfounded. You\'ll also have days where tests got moved, half the class showed up, or the video you had planned got eaten by the DVD player. When this day rears its ugly head, you gotta have a back-up plan.<sup id=\"_ref-12\" class=\"reference\" aria-label=\"Link to Reference 12\"><a href=\"https://www.wikihow.com/Make-a-Lesson-Plan#_note-12\">[12]</a></sup>\r\n<ul>\r\n 	<li>Most veteran teachers have a handful of lesson plans under their belt that they can whip out at any time. If you had a particularly successful lesson on Punnett squares, keep that material for later. You can turn it into a different lesson with another class about evolution, natural selection, or genes depending on the next class\' ability. Or you could have a lesson on Beyoncé up your sleeve (think the civil or women\'s rights movement, progression of pop music, or just a music lesson for a Friday afternoon). Whichever.</li>\r\n</ul>','UNIT 9','','inherit','closed','closed','','3065-revision-v1','','','2020-11-24 23:48:43','2020-11-25 04:48:43','',3065,'https://tesoll.com/3065-revision-v1/',0,'revision','',0),(3510,1,'2020-12-29 16:09:16','2020-12-29 21:09:16','<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h2>Case Study One: The Talkative (The Case of Know-it-All Nancy)</h2>\r\n<strong>SCENARIO:</strong> You plan to facilitate a discussion in your class about readings that you assigned. As students enter the room and settle into their seats, you can feel the buzz in the air. They are excited. They want to discuss the subject. You begin class by asking a very open-ended question, a question designed to allow the students to take the subject in an area that interests them. The first student who responds to your question, a question that is barely out of your mouth, is Nancy, or as her classmates call her, “Know-it-all-Nancy.” Nancy is a smart young woman who often has very smart things to say about the subject at hand. She answers your question with great precision, citing arguments from sources you did not require her to read. You know from experience that if you stand by quietly and let her finish, class would be over and no one else would have had a chance to speak. So, you cut her off—politely—to get other students involved in the discussion. You ask another question, directed at another student. Nancy answers. <strong>Explain how you would deal with the student in this case</strong>. <strong>(200 minimum words)</strong>.\r\n\r\n</div>\r\n</div>\r\n</div>','Case Study One: The Talkative (The Case of Know-it-All Nancy)','','inherit','closed','closed','','3487-revision-v1','','','2020-12-29 16:09:16','2020-12-29 21:09:16','',3487,'https://tesoll.com/3487-revision-v1/',0,'revision','',0),(3509,1,'2020-12-29 16:08:56','2020-12-29 21:08:56','<h2><strong>Case Study Five: The Disrespecters (You can’t teach!)</strong></h2>\r\n<strong>SCENARIO:</strong> You are a young professor, maybe your first or second year on the tenure-track. On the first day of class, a student asks you, “Are you old enough to teach this class?” <strong>How would you handle this situation? (200 minimum words)</strong>.','Case Study Five: The Disrespecters (You can’t teach!)','','inherit','closed','closed','','3496-revision-v1','','','2020-12-29 16:08:56','2020-12-29 21:08:56','',3496,'https://tesoll.com/3496-revision-v1/',0,'revision','',0),(3508,1,'2020-12-29 16:08:37','2020-12-29 21:08:37','<div class=\"page\" title=\"Page 4\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h2><strong>Case Study Four: The Entitled (Students of the rich and famous)</strong></h2>\r\n<strong>SCENARIO:</strong> He tells you that he can’t take a test on the planned date because he has an appointment with his father who is, the student reminds you, the president of the Board of Regents for your university. He’d be happy to take the exam in a few weeks at some time that would be convenient for him. <strong>How would you handle this situation? (minimum 200 words)</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Case Study Four: The Entitled (Students of the rich and famous)','','inherit','closed','closed','','3494-revision-v1','','','2020-12-29 16:08:37','2020-12-29 21:08:37','',3494,'https://tesoll.com/3494-revision-v1/',0,'revision','',0),(3507,1,'2020-12-29 16:08:06','2020-12-29 21:08:06','<img class=\"size-medium wp-image-4555 aligncenter\" src=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png\" sizes=\"(max-width: 300px) 100vw, 300px\" srcset=\"https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-300x267.png 300w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp-768x683.png 768w, https://ibtsi.com/wp-content/uploads/2020/11/IBTS-stamp.png 1023w\" alt=\"\" width=\"300\" height=\"267\" />\r\n\r\n&nbsp;\r\n\r\nNow that you have completed all five units, you are ready to take the board exam to obtain the certificate and credentials. The board exam consists of <strong> 5 Scenarios</strong> that are graded and carry 20 points each. Your answers should be at least 200 words long and consists of a proper plan of action. You will have to score 70% in the board exam to be a certified instructor by <strong>International Board of Teaching Standards.</strong>\r\n\r\n<strong>Important Note:</strong> You will only have 1 attempt to take graded assessments unlike knowledge checks. Further attempts may be permitted in some instances, if permitted by the instructor.\r\n\r\n<strong>Important Note: Due to COVID-19, our board exams are given online. </strong>\r\n\r\nGood luck with your assessment!','International Board Examination','','inherit','closed','closed','','3469-revision-v1','','','2020-12-29 16:08:06','2020-12-29 21:08:06','',3469,'https://tesoll.com/3469-revision-v1/',0,'revision','',0),(3135,1,'2020-12-17 21:44:59','2020-12-18 02:44:59','','Home-','','inherit','closed','closed','','92-autosave-v1','','','2020-12-17 21:44:59','2020-12-18 02:44:59','',92,'https://tesoll.com/92-autosave-v1/',0,'revision','',0),(3080,1,'2020-11-26 00:42:56','2020-11-26 05:42:56','<h1 class=\"page-title\" style=\"text-align: center;\">TESOL®- Immersion Method, and Outcome-based Curriculum Method</h1>\n&nbsp;\n\nhttps://youtu.be/s2ap4Q5uxGE\n\n&nbsp;\n\n<strong>Immersion Method</strong><strong> IM</strong>\n\nMost often used with children, immersion is the way that we learned, or rather, acquired our first language. IM requires that children spend a large portion of each day living and working in the second language. Children in bilingual families or those living abroad often experience the Immersion Method.\n\nIn recent years many countries, including Canada, the USA, Russia, and Wales have carried out experiments in this area by establishing schools where all lessons are undertaken in a second language. In the case of English-speaking Canadian children, the French Immersion program is the selected language. There has also been a growth in the number of bilingual schools, where children spend half of each day working their first language and the other half in the second language. The results so far suggest quite a measure of success with this most natural approach to language learning.\n\nAs the children learn by absorbing the language unconsciously in much the same way that they acquired their mother tongue, very little formal teaching is needed.\n<h3><strong>The Lexical Approach</strong></h3>\nG-T, Audio-lingual, and Structural approaches all emphasize accuracy, and in practice, this is almost always at the expense of fluency. Once it became accepted that making mistakes is not a crime, there followed an essential shift in importance from form to meaning, that is from grammar and morphology, (the shapes of words: take - took - taken - taker) to vocabulary and semantics.\n\nThe lexical approach views meaning as stored in \'lexical chunks\'. The teacher\'s task is to enable learners to understand and manipulate these chunks. The grammar associated with the chosen chunks is taught but the initial selection of items to be taught is lexically based. Much use is made of collocation, idioms assume a more central role in the syllabus, and more emphasis is placed on the receptive skills, especially listening. In common with the communicative approach, exercises should use units of discourse rather than single isolated sentences.\n\n&nbsp;\n<h3><strong>The Humanistic Approach and Learner-Centered Teaching</strong></h3>\nThese follow on from the Communicative Approach, with its emphasis on the social and emotional rather than linguistic needs of the learners, and also from current pedagogy in mainstream teaching. Good teachers have always treated their students as individuals, with their own and differing backgrounds, opinions, ambitions and problems. They have tried to motivate their students by making their lessons relevant to them.\n\nIn the classroom, however, this principle has always been subservient to other considerations - particularly to the language being taught. The humanistic approach puts this consideration first and allows the language, and the skills to be practiced, to follow from it. (In 1.8.3 we discuss the naming of the various approaches; it is a matter of priority, not exclusivity). In a typical activity, the teacher might ask students to bring holiday photographs to the class. Students describe their holidays and ask a question while the teacher provides corrections on their language skills.\n\n<strong><em>In the learner-centred approach</em></strong>, the curriculum is determined by discussion between teacher and learners, a syllabus evolves from students’ needs. Classes could be by means of weekly meetings. The teacher prepares the following week\'s lessons on the basis of Friday discussions. It works best with adult learners who have reasonably common aims, with intrinsic rather than purely extrinsic motivation.\n\nFor many courses throughout the world, the syllabuses are set by external requirements. But even here learners could decide, for example, to concentrate on reading rather than listening, or on vocabulary rather than grammar, or to have an extra pronunciation lesson. In all discussions, the teacher is consulted, and students may well adopt the teacher\'s advice, but the learners make decisions to control their own learning. There should be a genuine and equal partnership between teachers and learners.\n<h3><strong>Methods Conclusion</strong></h3>\nYour approach to language teaching is the keystone of all your teaching methodologies in the classroom. You should be able to \"profess\" at least major components of your theory of language learning and education, and have at least an understanding of how that theory enlightens your classroom practices. Keep in mind the dynamic nature of the theoretical stance of even the most experienced teachers. We have much to learn, collectively, in the profession. You may even want to consult other approaches to Second Language teachings such as Community Language classes, Wikipedia, the Silent Way, or the Natural Approach, and incorporate some of their principles to your personal approach.\n<h3><strong><em>Outcomes-based Method - A Curriculum Planning Concept - 2017</em></strong></h3>\nThe University Grants Committee of Hong Kong recently (2017) appointed a consultant to advise on the facilitation of outcomes-based teaching and learning in Hong Kong universities. Outcomes-based education implies that when planning programs desirable learning outcomes are identified and considered. Course content, learning activities and assessment are designed so as to be consistent with the achievement of the desired learning outcomes. The evidence is then gathered to determine whether the desired outcomes are being achieved. This evaluation evidence provides feedback to ensure that elements in the teaching and learning environment are acting to facilitate the nurturing of the desired outcomes.\n\nIn its Strategic Plan, The Chinese University of Hong Kong (CUHK) has formulated a set of desired outcomes for its graduates.\n\nThe University expects that its graduates should have acquired an appreciation for the broad range of values of intellectual disciplines. Within that wide spectrum, students must gain a depth of knowledge in a specialty as a vehicle for future studies. They should have a high level of bilingual proficiency in Chinese and English, and a basket of skills including numeracy, analytic skills, and IT capability appropriate to the modern age, and above all the ability to continue with life-long learning and professional development. They should have cultivated a habit of reading widely, learned to be critical and independent. They should be effective in communication and teamwork. Our students are also expected to have a deep understanding of Chinese culture and an appreciation of other cultures, and with that appreciation also a high degree of intercultural sensitivity, tolerance, and a global perspective. They should have an attitude of compassion, honesty, and integrity in relation to self, family, and society, and the ability to contribute as citizens and leaders. They should have a sense of purpose, responsibility, and commitment in life, a desire to serve, as well as taste in their pursuits.\n\nThe strategic plan contains steps to maximize the extent to which these ambitious learning outcomes can be achieved.\n<h4><strong> </strong><strong>Best practice</strong></h4>\nBest practice in teaching and learning at CUHK has implicitly, if not always explicitly, been consistent with outcomes-based education. Good practices in outcomes-based learning and education are, therefore, well established at CUHK. The Integrated Framework for Curriculum Development and Review was drawn up with the model of outcomes-based education in mind. The review processes inherent in the Integrated Framework are intended to aid departments in achieving consistency between desired learning outcomes and the realization of those outcomes. This chapter is designed to align teaching and curriculum development with best practice.\n<h3><strong>Student needs</strong></h3>\nIf courses are planned with an outcomes-based approach, the initial task is to identify desired outcomes. When best practice is employed, the starting point for determining the desired outcomes of programs and courses is student needs. What knowledge, skills and capabilities do students need on graduation?\n\nIn professional programs, such as teacher education, this implies that the students need to graduate as competent professionals in the field. Knowing theories about teaching is not sufficient – the students need to be able to put theory into practice.\n\nCourse planning needs to look beyond the end of a course to consider lifelong learning needs. Most commonly this is by ensuring that courses play a part in developing the intellectual capabilities needed for lifelong learning. In the quotation below, students are referred to readings that will help them in the future.\n<h4></h4>\n<h3><strong>Self-managed learning</strong></h3>\nPerhaps the most important learning outcome is that students learn how to learn for themselves. When they graduate there will be many new topics, they will need to learn, and so it is important that their university education develops their capacity to do so. Chan Hung Kan shows how to do this by requiring students to discover the origin of words from first principles. To require students solving problems, rather than providing them with the solutions, trains and enhances their thinking abilities.\n\nIn selecting what to teach the excellent teachers were aware of the elements of course planning. It is not just a matter of covering the topic-specific appropriate content, but the desired learning outcomes have to be considered as well. Gordon Mathews justifies this conclusion through the nature of his discipline, which is anthropology.\n\nBy encouraging students to think independently, they will develop the skill or competence needed to learn on their own. On graduation they will need to be lifelong or self-managed learners; so this ability needs to be developed.\n<h3><strong>Communication skills</strong></h3>\nStudents from each of the disciplines recognized that communication skills were important and closely related to the interpersonal skills needed to work with others. Again, these were seen as being developed through practice in learning activities. Most commonly such Communication Skills were through discussion in class and by students’ class presentations. Most medical schools incorporate a specific course to develop students’ communication skills.\n<h3><strong>Interpersonal skills</strong></h3>\nTeamwork was recognized as an important capability. There are few professionals nowadays who work as individuals, so the ability to be able to work as part of a team is essential. Interpersonal skills are developed through teamwork practice, group projects, or nowadays online collaborated projects.\n<h4><strong>Student needs</strong></h4>\nA curriculum development model stresses the need for curriculum planning to be consistent with the desired learning outcomes. To achieve the ideal curriculum, it is necessary to know about the students’ anticipated future needs. Determining the future needs of students means anticipating developments within the discipline or profession. As the pace of change in technology and society quickens, this is not a task to be underestimated.\n\n<strong>Elements of curriculum planning</strong>\n\nPlanning the curriculum then involves a range of aspects. Firstly, the desired learning outcomes need to be addressed. If students’ future needs are to be met, what are the important learning outcomes that need to be achieved?\n\nThe second aspect of curriculum planning is designing learning activities, which will promote the achievement of these targets. The next part demonstrates that meaningful learning occurs through active engagement in learning tasks that require students to deploy their capabilities. Optimum curriculum planning includes designing learning activities, which are consistent with the aims and intended learning objectives.\n\n&nbsp;\n<h3><strong>Curriculum planning model. </strong></h3>\n&nbsp;\n\nThe aspects of curriculum planning can be incorporated into a model, which shows how they relate together and influence each other. This model is shown in Figure 2.\n\nAt the top of the model are the student learning needs, which were the starting point of part 2. These lead to five elements of the curriculum, which should be incorporated into curriculum plans, desired learning outcomes, fundamental concepts, learning activities, assessment, and feedback. As we will see in part 5, assessment has a very strong influence on learning outcomes. These are shown as related to student learning needs by a feedback loop to complete the cycle.  The central part of the model might be compared to the interaction model of curriculum development, one of those commonly cited in curriculum development texts (e.g. Brady, 1990). This consists of the four elements of objectives, content, activities, and evaluation, with each element permitted to interact with each other.\n<h3></h3>\n<h3><strong>The mechanism for the development of desired outcomes</strong></h3>\n&nbsp;\n\nTo develop curriculums with desired outcomes we would need to create students practice opportunities. Generic capabilities are nurtured if programs provide learning activities, which require the deployment of the capabilities in question. Developing such capabilities will increase students’ intellectual perceptions. Critical thinking will develop through analytical debates on key topics.\n\nThe best way to develop critical thinking is to make demands that would require critical thinking practice.\n\n&nbsp;\n<h3><strong>Teaching and learning environment</strong></h3>\nThe remainder of this part shows how the curriculum, the teaching, and the learning environment can be configured to enhance students’ capabilities. The facets of the broad curriculum, the teaching, and the learning environment are related to exercise the use of the capabilities.\n<h3><strong>Active Learning</strong></h3>\nOne of the most important planes of the teaching and the learning environment for promoting the development of capabilities is the provision of active learning experiences. The practice of the capabilities occurs when there is an activity demanding their application. The capabilities are not practiced by sitting in a lecture theatre listening passively to a lecture.\n\nPerhaps the most common form of learning activity noted by the students in the focus groups was discussion, which was particularly important for developing critical thinking and problem-solving abilities. For the discussion to be successful in nurturing capabilities, the professor or tutor needs to take a facilitative and stimulating role. Most of the courses featuring students’ presentations require them to research a topic and initiate a discussion. The professor could then facilitate an in-depth exploration of the topic through searching questions.\n<h3><strong>Teaching for understanding</strong></h3>\nClosely related to the deployment of active learning experiences is the need for teaching to promote a comprehensive understanding of a topic. Intellectual capabilities are developed through practice in their use. Courses, which aim to give students a thorough understanding of key concepts, can provide that practice. Those, intentionally or unintentionally, expect students to remember a mass of detail is unlikely to stretch intellectual capacities.\n\nThis means that topics need to be explored comprehensively. As time allocated to courses is finite, this might imply that concentration on dealing with a restricted number of key concepts is needed, rather than superficial coverage of general topics. Understanding comes through relating to real-life applications, rather than learning abstract theory.\n<h4></h4>\n<h3><strong>Coherence of curriculum</strong></h3>\nCurriculums need to have high degrees of consistency, which is compatible with providing practice in the desired capabilities. Curriculum design and planning need to include clearly formulated aims for the development of necessary generic and professional/ disciplinary capabilities. The design needs to ensure that adequate practice is provided in each capability.\n\n&nbsp;\n<h3><strong>Student-student relationships</strong></h3>\nThe “teamwork” capabilities are communication and interpersonal skills. The former implies the ability to effectively communicate ideas to others and to be able to hold a productive interactive dialogue. Interpersonal skills are needed for the effective functioning of teams.\n\nThese capabilities develop through practice. Communication skills are practiced when students give presentations and hold meaningful class discussions. Interpersonal skills are practiced when students work together in teams. Such activities are commonly promoted through social media, online discussion groups, blogs, online collaborated projects, and surely in classrooms face-to-face contacts.\n\n&nbsp;\n\n<strong><em>Teacher-student interaction</em></strong>\n\nThe teaching factors establish that teachers need to take a facilitative stance to promote student-centred learning. This means not always supplying direct answers to students’ questions, but probing and prompting so that they work out their solutions. Questioning techniques that require students to delve deeper and be more reflective are more likely to stimulate higher-order thinking capabilities.\n\n&nbsp;\n<h3><strong>Variety of assessment</strong></h3>\nAchieving consistency between desired outcomes and assessment would often imply having a range of assessment items. Most courses have a number of aims and it can often be hard to devise a single item or type of assessment. In these cases, it is preferable to have several items of assessment of different types.\n<h4><strong>Feedback on the curriculum development model</strong></h4>\n&nbsp;\n<h4>Feedbacks, principally from students, can inform the development and refinement of each element in the model. Excellent teachers recognize that there are always ways in which a course can be improved. Initial plans are carefully made and then fine-tuned in the light of students’ feedback.</h4>\nhttps://youtu.be/3GWS58U3kZA\n<h3></h3>\n<div class=\"description user_content student-version enhanced\">\n\nhttps://youtu.be/pofesP7-vks\n\nhttps://youtu.be/VWhZuckdqRs\n\n</div>','Unit 4','','inherit','closed','closed','','330-autosave-v1','','','2020-11-26 00:42:56','2020-11-26 05:42:56','',330,'https://tesoll.com/330-autosave-v1/',0,'revision','',0),(3493,1,'2020-12-29 15:13:09','2020-12-29 20:13:09','<div class=\"page\" title=\"Page 3\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\n<strong>SCENARIO:</strong> You are new professor, just a year or so out of graduate school, at a small liberal arts college with a diverse student population. You teach a small course (15-20 students) that is discussion-\r\nbased. You assess student learning by quizzes, essays, and journal submissions. One of these students is a retired police officer, Bill, who “encourages” his classmates to give him their study notes so, as he puts it, “we can all be on the same page.” You sense he intimidates the other students—by his former profession, which he speaks about frequently, but also his size and demeanor—but they hand over their notes. You ask your department chair how to handle the situation. Your chair says to ignore the case, as the “students need to learn to handle these situations.” You feel conflicted. <strong>What do you do? (minimum 100 words). </strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Case Study Three: The Bullies (Bill the Cop)','','inherit','closed','closed','','3492-revision-v1','','','2020-12-29 15:13:09','2020-12-29 20:13:09','',3492,'https://tesoll.com/3492-revision-v1/',0,'revision','',0),(3492,1,'2020-12-29 15:13:09','2020-12-29 20:13:09','<div class=\"page\" title=\"Page 3\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h2><strong>Case Study Three: The Bullies (Bill the Cop)</strong></h2>\r\n<strong>SCENARIO:</strong> You are new professor, just a year or so out of graduate school, at a small liberal arts college with a diverse student population. You teach a small course (15-20 students) that is discussion-\r\nbased. You assess student learning by quizzes, essays, and journal submissions. One of these students is a retired police officer, Bill, who “encourages” his classmates to give him their study notes so, as he puts it, “we can all be on the same page.” You sense he intimidates the other students—by his former profession, which he speaks about frequently, but also his size and demeanor—but they hand over their notes. You ask your department chair how to handle the situation. Your chair says to ignore the case, as the “students need to learn to handle these situations.” You feel conflicted. <strong>What do you do? (minimum 200 words). </strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Case Study Three: The Bullies (Bill the Cop)','','publish','open','closed','','case-study-three-the-bullies-bill-the-cop','','','2020-12-29 16:09:37','2020-12-29 21:09:37','',0,'https://tesoll.com/?post_type=question&#038;p=3492',0,'question','',3),(3087,9,'2020-11-27 00:45:52','2020-11-27 05:45:52','','Notes and Discussion','','draft','closed','closed','','notes-discussion-4','','','2021-01-09 22:22:17','2021-01-10 03:22:17','',0,'https://tesoll.com/notes-discussion-4/',0,'page','',0),(3088,9,'2014-02-02 12:09:53','2014-02-02 12:09:53','<strong>Fusce in purus rutrum, tristique metus sed, laoreet mi. Nullam nec mauris in lorem blandit vehicula. Nulla felis lectus, luctus sed accumsan sit amet, posuere id elit. Mauris malesuada vulputate gravida. Nulla placerat mi dolor, ut molestie tortor porttitor ac. Duis leo ipsum, luctus in posuere nec, laoreet ac lectus. </strong>\n\nEtiam interdum justo nunc, ac volutpat erat elementum id. Fusce dapibus mauris ac dictum porta. Sed pretium luctus elementum. In sollicitudin felis semper purus imperdiet lobortis. In odio tellus, rhoncus eget dolor in, molestie laoreet lacus. Praesent velit elit, ultrices vitae dictum sed, molestie et eros. Etiam facilisis commodo mi sed sagittis. Mauris nec lobortis magna. Nam eleifend elit eget felis vulputate facilisis. Donec sed nunc diam.\n\nDonec tellus augue, dictum a urna id, adipiscing placerat turpis. Nunc malesuada urna lectus, non condimentum lorem elementum eu. Nulla tincidunt auctor euismod. Vestibulum sit amet diam vel quam viverra sodales. Cras nulla sem, rhoncus eu aliquet sed, placerat quis arcu. Vivamus orci felis, vestibulum bibendum lacus vel, sagittis tempor risus. Nullam vestibulum quis magna rutrum lobortis. Suspendisse eros magna, volutpat quis suscipit vitae, semper id sem.\n\n&nbsp;','Software Training','This is a course on software training. There are many variations of passages of Lorem Ipsum available, but the majority have suffered alteration in some form, by injected humour, or randomised words which don\'t look even slightly believable. ','trash','open','closed','','software-training__trashed-2','','','2020-12-18 22:27:26','2020-12-19 03:27:26','',0,'http://vibethemes.com/envato/wplms/?post_type=course&#038;p=1260',0,'course','',0),(3089,9,'2014-02-02 12:00:12','2014-02-02 12:00:12','<em>Fusce in purus rutrum, tristique metus sed, laoreet mi. Nullam nec mauris in lorem blandit vehicula. Nulla felis lectus, luctus sed accumsan sit amet, posuere id elit. Mauris malesuada vulputate gravida. Nulla placerat mi dolor, ut molestie tortor porttitor ac. Duis leo ipsum, luctus in posuere nec, laoreet ac lectus. </em>\n\nEtiam interdum justo nunc, ac volutpat erat elementum id. Fusce dapibus mauris ac dictum porta. Sed pretium luctus elementum. In sollicitudin felis semper purus imperdiet lobortis. In odio tellus, rhoncus eget dolor in, molestie laoreet lacus. Praesent velit elit, ultrices vitae dictum sed, molestie et eros. Etiam facilisis commodo mi sed sagittis. Mauris nec lobortis magna. Nam eleifend elit eget felis vulputate facilisis. Donec sed nunc diam.\n\nDonec tellus augue, dictum a urna id, adipiscing placerat turpis. Nunc malesuada urna lectus, non condimentum lorem elementum eu. Nulla tincidunt auctor euismod. Vestibulum sit amet diam vel quam viverra sodales. Cras nulla sem, rhoncus eu aliquet sed, placerat quis arcu. Vivamus orci felis, vestibulum bibendum lacus vel, sagittis tempor risus. Nullam vestibulum quis magna rutrum lobortis. Suspendisse eros magna, volutpat quis suscipit vitae, semper id sem.\n\n&nbsp;','Developing Mobile Apps','Developing Mobile applications are many variations of passages of Lorem Ipsum available, but the majority have suffered alteration in some form, by injected humour, or randomised words which don\'t look even slightly believable. ','trash','open','closed','','developing-mobile-apps__trashed-2','','','2020-12-18 22:27:10','2020-12-19 03:27:10','',0,'http://vibethemes.com/envato/wplms/?post_type=course&#038;p=1250',0,'course','',0),(3090,9,'2014-02-02 11:47:35','2014-02-02 11:47:35','Lorem ipsum dolor sit amet, consectetur adipiscing elit. Duis vestibulum turpis eu nunc volutpat vestibulum. Donec scelerisque arcu ac ante tristique iaculis. Morbi vulputate mauris sit amet faucibus feugiat. Curabitur ullamcorper dignissim suscipit. Nulla turpis nisi, fermentum sodales tincidunt id, accumsan sed orci. Donec et venenatis leo. Phasellus scelerisque, nisl vitae sollicitudin euismod, quam nisl tristique urna, mattis laoreet tellus tortor ac nibh.\n\nNullam nec lacus nisl. Nam bibendum, sem at commodo dignissim, sem elit iaculis libero, in sollicitudin metus velit ut nisl. Cras pharetra, mi ac placerat vehicula, nisl dolor commodo libero, vitae molestie est quam quis massa. Fusce molestie lorem at diam fermentum tempus. Aliquam convallis elit ut felis iaculis, eget mattis erat laoreet. Pellentesque mollis purus justo, ut commodo lectus pretium non. Maecenas sed arcu congue, rutrum elit eget, tempus urna. Duis accumsan porttitor dolor, et pharetra mi ullamcorper non. Mauris in ullamcorper felis, in fermentum massa. Nulla facilisi. Suspendisse semper odio eleifend nisl aliquet sollicitudin. Aenean porta lorem eu nulla ullamcorper consequat. Vivamus ac porta sapien. Nulla facilisi.\n\nMauris in ligula eget est elementum porta. Integer sollicitudin erat ut elit laoreet, a hendrerit risus luctus. Vestibulum id enim vel arcu suscipit dictum ac nec tellus. Integer suscipit pulvinar odio, a rutrum tortor tincidunt in. Pellentesque consequat sapien non massa ultrices condimentum et lacinia orci. Cras ac ipsum id odio viverra vestibulum. Morbi consequat nisl ac odio ultricies facilisis. Vivamus at iaculis eros, et fermentum est. Nullam non elit laoreet, pretium nibh at, accumsan augue. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos.\n\nFusce in purus rutrum, tristique metus sed, laoreet mi. Nullam nec mauris in lorem blandit vehicula. Nulla felis lectus, luctus sed accumsan sit amet, posuere id elit. Mauris malesuada vulputate gravida. Nulla placerat mi dolor, ut molestie tortor porttitor ac. Duis leo ipsum, luctus in posuere nec, laoreet ac lectus. Etiam interdum justo nunc, ac volutpat erat elementum id. Fusce dapibus mauris ac dictum porta. Sed pretium luctus elementum. In sollicitudin felis semper purus imperdiet lobortis. In odio tellus, rhoncus eget dolor in, molestie laoreet lacus. Praesent velit elit, ultrices vitae dictum sed, molestie et eros. Etiam facilisis commodo mi sed sagittis. Mauris nec lobortis magna. Nam eleifend elit eget felis vulputate facilisis. Donec sed nunc diam.','How to write effectively','Some course description here. There are many variations of passages of Lorem Ipsum available, but the majority have suffered alteration in some form, by injected humour, or randomised words which don\'t look even slightly believable. ','trash','open','closed','','how-to-write-effectively__trashed-2','','','2020-12-18 22:27:10','2020-12-19 03:27:10','',0,'http://vibethemes.com/envato/wplms/?post_type=course&#038;p=1242',0,'course','',0),(3091,9,'2014-02-02 11:40:12','2014-02-02 11:40:12','Lorem ipsum dolor sit amet, consectetur adipiscing elit. Duis vestibulum turpis eu nunc volutpat vestibulum. Donec scelerisque arcu ac ante tristique iaculis. Morbi vulputate mauris sit amet faucibus feugiat. Curabitur ullamcorper dignissim suscipit. Nulla turpis nisi, fermentum sodales tincidunt id, accumsan sed orci. Donec et venenatis leo. Phasellus scelerisque, nisl vitae sollicitudin euismod, quam nisl tristique urna, mattis laoreet tellus tortor ac nibh.\n\nNullam nec lacus nisl. Nam bibendum, sem at commodo dignissim, sem elit iaculis libero, in sollicitudin metus velit ut nisl. Cras pharetra, mi ac placerat vehicula, nisl dolor commodo libero, vitae molestie est quam quis massa. Fusce molestie lorem at diam fermentum tempus.\n\nAliquam convallis elit ut felis iaculis, eget mattis erat laoreet. Pellentesque mollis purus justo, ut commodo lectus pretium non. Maecenas sed arcu congue, rutrum elit eget, tempus urna. Duis accumsan porttitor dolor, et pharetra mi ullamcorper non. Mauris in ullamcorper felis, in fermentum massa. Nulla facilisi. Suspendisse semper odio eleifend nisl aliquet sollicitudin. Aenean porta lorem eu nulla ullamcorper consequat. Vivamus ac porta sapien. Nulla facilisi.\n\nMauris in ligula eget est elementum porta. Integer sollicitudin erat ut elit laoreet, a hendrerit risus luctus. Vestibulum id enim vel arcu suscipit dictum ac nec tellus. Integer suscipit pulvinar odio, a rutrum tortor tincidunt in. Pellentesque consequat sapien non massa ultrices condimentum et lacinia orci.','Basic of Nature Photography','Lorem ipsum dolor sit amet, consectetur adipiscing elit. There are many variations of passages of Lorem Ipsum available, but the majority have suffered alteration in some form, by injected humour, or randomised words which don\'t look even slightly believable.  ','trash','open','closed','','basic-of-nature-photography__trashed-2','','','2020-12-18 22:27:10','2020-12-19 03:27:10','',0,'http://vibethemes.com/envato/wplms/?post_type=course&#038;p=1235',0,'course','',0),(3092,9,'2014-02-02 11:05:43','2014-02-02 11:05:43','Lorem ipsum dolor sit amet, consectetur adipiscing elit. Duis vestibulum turpis eu nunc volutpat vestibulum. Donec scelerisque arcu ac ante tristique iaculis. Morbi vulputate mauris sit amet faucibus feugiat. Curabitur ullamcorper dignissim suscipit. Nulla turpis nisi, fermentum sodales tincidunt id, accumsan sed orci. Donec et venenatis leo. Phasellus scelerisque, nisl vitae sollicitudin euismod, quam nisl tristique urna, mattis laoreet tellus tortor ac nibh.\n\nNullam nec lacus nisl. Nam bibendum, sem at commodo dignissim, sem elit iaculis libero, in sollicitudin metus velit ut nisl. Cras pharetra, mi ac placerat vehicula, nisl dolor commodo libero, vitae molestie est quam quis massa. Fusce molestie lorem at diam fermentum tempus.\n\nAliquam convallis elit ut felis iaculis, eget mattis erat laoreet. Pellentesque mollis purus justo, ut commodo lectus pretium non. Maecenas sed arcu congue, rutrum elit eget, tempus urna. Duis accumsan porttitor dolor, et pharetra mi ullamcorper non. Mauris in ullamcorper felis, in fermentum massa. Nulla facilisi. Suspendisse semper odio eleifend nisl aliquet sollicitudin. Aenean porta lorem eu nulla ullamcorper consequat. Vivamus ac porta sapien. Nulla facilisi.\n\nMauris in ligula eget est elementum porta. Integer sollicitudin erat ut elit laoreet, a hendrerit risus luctus. Vestibulum id enim vel arcu suscipit dictum ac nec tellus. Integer suscipit pulvinar odio, a rutrum tortor tincidunt in. Pellentesque consequat sapien non massa ultrices condimentum et lacinia orci.\n\nCras ac ipsum id odio viverra vestibulum. Morbi consequat nisl ac odio ultricies facilisis. Vivamus at iaculis eros, et fermentum est. Nullam non elit laoreet, pretium nibh at, accumsan augue. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos.\n\nFusce in purus rutrum, tristique metus sed, laoreet mi. Nullam nec mauris in lorem blandit vehicula. Nulla felis lectus, luctus sed accumsan sit amet, posuere id elit. Mauris malesuada vulputate gravida. Nulla placerat mi dolor, ut molestie tortor porttitor ac. Duis leo ipsum, luctus in posuere nec, laoreet ac lectus. Etiam interdum justo nunc, ac volutpat erat elementum id. Fusce dapibus mauris ac dictum porta.\n\nSed pretium luctus elementum. In sollicitudin felis semper purus imperdiet lobortis. In odio tellus, rhoncus eget dolor in, molestie laoreet lacus. Praesent velit elit, ultrices vitae dictum sed, molestie et eros. Etiam facilisis commodo mi sed sagittis. Mauris nec lobortis magna. Nam eleifend elit eget felis vulputate facilisis. Donec sed nunc diam.','Social Media Management','Lorem ipsum dolor sit amet, consectetur adipiscing elit. There are many variations of passages of Lorem Ipsum available, but the majority have suffered alteration in some form, by injected humour, or randomised words which don\'t look even slightly believable.  ','trash','open','closed','','social-media-management__trashed-2','','','2020-12-18 22:27:26','2020-12-19 03:27:26','',0,'http://vibethemes.com/envato/wplms/?post_type=course&#038;p=1204',0,'course','',0),(3093,9,'2014-02-02 10:28:54','2014-02-02 10:28:54','<strong>Fusce in purus rutrum, tristique metus sed, laoreet mi. Nullam nec mauris in lorem blandit vehicula. Nulla felis lectus, luctus sed accumsan sit amet, posuere id elit. Mauris malesuada vulputate gravida. Nulla placerat mi dolor, ut molestie tortor porttitor ac. Duis leo ipsum, luctus in posuere nec, laoreet ac lectus.</strong>\n\nEtiam interdum justo nunc, ac volutpat erat elementum id. Fusce dapibus mauris ac dictum porta. Sed pretium luctus elementum. In sollicitudin felis semper purus imperdiet lobortis. In odio tellus, rhoncus eget dolor in, molestie laoreet lacus. Praesent velit elit, ultrices vitae dictum sed, molestie et eros. Etiam facilisis commodo mi sed sagittis. Mauris nec lobortis magna. Nam eleifend elit eget felis vulputate facilisis. Donec sed nunc diam.\n\nDonec tellus augue, dictum a urna id, adipiscing placerat turpis. Nunc malesuada urna lectus, non condimentum lorem elementum eu. Nulla tincidunt auctor euismod. Vestibulum sit amet diam vel quam viverra sodales. Cras nulla sem, rhoncus eu aliquet sed, placerat quis arcu. Vivamus orci felis, vestibulum bibendum lacus vel, sagittis tempor risus. Nullam vestibulum quis magna rutrum lobortis. Suspendisse eros magna, volutpat quis suscipit vitae, semper id sem.\n\n<em>Maecenas quis dapibus urna. Donec tempor luctus nisi, ut tincidunt elit aliquet vel. Nunc eget est massa. Quisque aliquet quis tellus nec semper. Nam mollis felis ipsum, sit amet molestie erat venenatis quis. Proin vel risus blandit, placerat purus at, ornare nisi. Nam suscipit leo in mollis lacinia. Pellentesque ac leo sed tellus congue interdum. Quisque tortor ipsum, tempor vitae vestibulum eu, mollis nec purus.</em>\n\nIn elit ipsum, lacinia in vulputate sed, commodo ut felis. Pellentesque vitae faucibus felis, vitae vulputate orci. Phasellus nec gravida sem. Phasellus non risus in libero congue auctor porta in orci. Proin eleifend placerat dolor. Aenean lacinia non velit sit amet pellentesque. Morbi sit amet mattis elit, id facilisis metus. Pellentesque sit amet quam nibh. Ut aliquet velit id est dapibus, vitae bibendum augue faucibus. Ut eleifend a ligula in hendrerit. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Vivamus luctus est et aliquet molestie. Pellentesque pharetra justo lectus, in accumsan leo varius ac. Nulla auctor congue nisi id posuere.','How to become a Powerful Speaker','Qntra Maecenas quis dapibus urna. Donec tempor luctus nisi, ut tincidunt elit aliquet vel. Nunc eget est massa. Quisque aliquet quis tellus nec semper.','trash','open','closed','','how-to-become-a-powerful-speaker__trashed-2','','','2020-12-18 22:27:10','2020-12-19 03:27:10','',0,'http://vibethemes.com/envato/wplms/?post_type=course&#038;p=1188',0,'course','',0),(3094,9,'2014-02-02 08:48:23','2014-02-02 08:48:23','Nullam nec lacus nisl. Nam bibendum, sem at commodo dignissim, sem elit iaculis libero, in sollicitudin metus velit ut nisl. Cras pharetra, mi ac placerat vehicula, nisl dolor commodo libero, vitae molestie est quam quis massa. Fusce molestie lorem at diam fermentum tempus. Aliquam convallis elit ut felis iaculis, eget mattis erat laoreet. Pellentesque mollis purus justo, ut commodo lectus pretium non.\n\nMaecenas sed arcu congue, rutrum elit eget, tempus urna. Duis accumsan porttitor dolor, et pharetra mi ullamcorper non. Mauris in ullamcorper felis, in fermentum massa. Nulla facilisi. Suspendisse semper odio eleifend nisl aliquet sollicitudin. Aenean porta lorem eu nulla ullamcorper consequat. Vivamus ac porta sapien. Nulla facilisi.\n\nMauris in ligula eget est elementum porta. Integer sollicitudin erat ut elit laoreet, a hendrerit risus luctus. Vestibulum id enim vel arcu suscipit dictum ac nec tellus. Integer suscipit pulvinar odio, a rutrum tortor tincidunt in. Pellentesque consequat sapien non massa ultrices condimentum et lacinia orci.\n\nCras ac ipsum id odio viverra vestibulum. Morbi consequat nisl ac odio ultricies facilisis. Vivamus at iaculis eros, et fermentum est. Nullam non elit laoreet, pretium nibh at, accumsan augue. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos.\n\nFusce in purus rutrum, tristique metus sed, laoreet mi. Nullam nec mauris in lorem blandit vehicula. Nulla felis lectus, luctus sed accumsan sit amet, posuere id elit. Mauris malesuada vulputate gravida. Nulla placerat mi dolor, ut molestie tortor porttitor ac. Duis leo ipsum, luctus in posuere nec, laoreet ac lectus. Etiam interdum justo nunc, ac volutpat erat elementum id. Fusce dapibus mauris ac dictum porta.\n\nSed pretium luctus elementum. In sollicitudin felis semper purus imperdiet lobortis. In odio tellus, rhoncus eget dolor in, molestie laoreet lacus. Praesent velit elit, ultrices vitae dictum sed, molestie et eros. Etiam facilisis commodo mi sed sagittis. Mauris nec lobortis magna. Nam eleifend elit eget felis vulputate facilisis. Donec sed nunc diam.','Digital Photography','Some description on digital photography. Lorem ipsum dolor sit amet, consectetur adipiscing elit. There are many variations of passages of Lorem Ipsum available, but the majority have suffered alteration in some form, by injected humour, or randomised words which don\'t look even slightly believable.  ','trash','open','closed','','digital-photography__trashed-2','','','2020-12-18 22:27:10','2020-12-19 03:27:10','',0,'http://vibethemes.com/envato/wplms/?post_type=course&#038;p=1176',0,'course','',0),(3095,9,'2014-02-01 14:39:37','2014-02-01 14:39:37','<strong>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Cras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue</strong>. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus. Praesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl. Nunc ullamcorper posuere quam, non suscipit leo aliquam ut.\n\n&nbsp;\n\n<em><strong>Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. 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Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.','How to develop Mac Apps','Lorem ipsum dolor sit amet, consectetur adipiscing elit. There are many variations of passages of Lorem Ipsum available, but the majority have suffered alteration in some form, by injected humour, or randomised words which don\'t look even slightly believable.  ','trash','open','closed','','how-to-develop-mobile-apps__trashed-2','','','2020-12-18 22:27:10','2020-12-19 03:27:10','',0,'http://vibethemes.com/envato/wplms/?post_type=course&#038;p=1155',0,'course','',0),(3096,9,'2014-02-01 12:53:04','2014-02-01 12:53:04','<h4>Lorem ipsum dolor sit amet, consectetur adipiscing elit.</h4>\nCras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. 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Vestibulum id enim vel arcu suscipit dictum ac nec tellus. Integer suscipit pulvinar odio, a rutrum tortor tincidunt in. Pellentesque consequat sapien non massa ultrices condimentum et lacinia orci.\n\nCras ac ipsum id odio viverra vestibulum. Morbi consequat nisl ac odio ultricies facilisis. Vivamus at iaculis eros, et fermentum est. Nullam non elit laoreet, pretium nibh at, accumsan augue. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos.\n\nFusce in purus rutrum, tristique metus sed, laoreet mi. Nullam nec mauris in lorem blandit vehicula. Nulla felis lectus, luctus sed accumsan sit amet, posuere id elit. Mauris malesuada vulputate gravida. Nulla placerat mi dolor, ut molestie tortor porttitor ac. Duis leo ipsum, luctus in posuere nec, laoreet ac lectus. Etiam interdum justo nunc, ac volutpat erat elementum id. Fusce dapibus mauris ac dictum porta.\n\nSed pretium luctus elementum. In sollicitudin felis semper purus imperdiet lobortis. In odio tellus, rhoncus eget dolor in, molestie laoreet lacus. Praesent velit elit, ultrices vitae dictum sed, molestie et eros. Etiam facilisis commodo mi sed sagittis. Mauris nec lobortis magna. Nam eleifend elit eget felis vulputate facilisis. Donec sed nunc diam.','Social Media Management','','trash','open','closed','','social-media-management__trashed-2','','','2020-12-18 00:45:10','2020-12-18 05:45:10','',0,'http://themes.vibethemes.com/wplms/skins/demo3/product/social-media-management/',0,'product','',0),(3101,9,'2016-02-27 11:12:55','2016-02-27 16:12:55','Lorem ipsum dolor sit amet, consectetur adipiscing elit. Duis vestibulum turpis eu nunc volutpat vestibulum. Donec scelerisque arcu ac ante tristique iaculis. Morbi vulputate mauris sit amet faucibus feugiat. Curabitur ullamcorper dignissim suscipit. Nulla turpis nisi, fermentum sodales tincidunt id, accumsan sed orci. Donec et venenatis leo. Phasellus scelerisque, nisl vitae sollicitudin euismod, quam nisl tristique urna, mattis laoreet tellus tortor ac nibh.\n\nNullam nec lacus nisl. Nam bibendum, sem at commodo dignissim, sem elit iaculis libero, in sollicitudin metus velit ut nisl. Cras pharetra, mi ac placerat vehicula, nisl dolor commodo libero, vitae molestie est quam quis massa. Fusce molestie lorem at diam fermentum tempus. Aliquam convallis elit ut felis iaculis, eget mattis erat laoreet. Pellentesque mollis purus justo, ut commodo lectus pretium non. Maecenas sed arcu congue, rutrum elit eget, tempus urna. Duis accumsan porttitor dolor, et pharetra mi ullamcorper non. Mauris in ullamcorper felis, in fermentum massa. Nulla facilisi. Suspendisse semper odio eleifend nisl aliquet sollicitudin. Aenean porta lorem eu nulla ullamcorper consequat. Vivamus ac porta sapien. Nulla facilisi.\n\nMauris in ligula eget est elementum porta. Integer sollicitudin erat ut elit laoreet, a hendrerit risus luctus. 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In odio tellus, rhoncus eget dolor in, molestie laoreet lacus. Praesent velit elit, ultrices vitae dictum sed, molestie et eros. Etiam facilisis commodo mi sed sagittis. Mauris nec lobortis magna. Nam eleifend elit eget felis vulputate facilisis. Donec sed nunc diam.','How to write effectively','','trash','open','closed','','how-to-write-effectively__trashed-2','','','2020-12-18 00:45:10','2020-12-18 05:45:10','',0,'http://themes.vibethemes.com/wplms/skins/demo3/product/how-to-write-effectively/',0,'product','',0),(3102,9,'2016-02-27 10:16:29','2016-02-27 15:16:29','<strong>Fusce in purus rutrum, tristique metus sed, laoreet mi. Nullam nec mauris in lorem blandit vehicula. Nulla felis lectus, luctus sed accumsan sit amet, posuere id elit. Mauris malesuada vulputate gravida. Nulla placerat mi dolor, ut molestie tortor porttitor ac. Duis leo ipsum, luctus in posuere nec, laoreet ac lectus. </strong>\n\nEtiam interdum justo nunc, ac volutpat erat elementum id. 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Suspendisse eros magna, volutpat quis suscipit vitae, semper id sem.\n\n&nbsp;','Software Training','','trash','open','closed','','software-training__trashed-2','','','2020-12-18 00:45:10','2020-12-18 05:45:10','',0,'http://themes.vibethemes.com/wplms/skins/demo3/product/software-training/',0,'product','',0),(10,9,'2014-10-09 06:52:38','2014-10-09 06:52:38','','All Courses','','trash','open','open','','all-courses-3__trashed','','','2021-01-10 00:31:59','2021-01-10 05:31:59','',0,'http://vibethemes.com/envato/wplms/skins/corporate/?page_id=10',0,'page','',0),(12,9,'2014-10-09 06:54:28','2014-10-09 06:54:28','<strong>Course Instructions</strong>\n<ol>\n 	<li>Log in or register</li>\n</ol>','Course Status','','publish','open','open','','course-status-2','','','2021-01-09 22:43:34','2021-01-10 03:43:34','',0,'http://vibethemes.com/envato/wplms/skins/corporate/?page_id=12',0,'page','',0),(3441,1,'2020-12-18 22:40:10','2020-12-19 03:40:10','<strong>Course Instructions</strong>\n<ol>\n 	<li>Log in or register</li>\n</ol>','Course Status','','inherit','closed','closed','','12-revision-v1','','','2020-12-18 22:40:10','2020-12-19 03:40:10','',12,'https://tesoll.com/12-revision-v1/',0,'revision','',0),(13,9,'2014-10-09 06:54:54','2014-10-09 06:54:54','','Edit Course','','publish','open','open','','edit-course-2','','','2021-01-09 23:32:42','2021-01-10 04:32:42','',0,'http://vibethemes.com/envato/wplms/skins/corporate/?page_id=13',0,'page','',0),(16,9,'2014-10-09 06:55:38','2014-10-09 06:55:38','','Default Certificate Template','','draft','open','open','','default-certificate-template','','','2021-01-09 22:21:59','2021-01-10 03:21:59','',0,'http://vibethemes.com/envato/wplms/skins/corporate/?page_id=16',0,'page','',0),(22,9,'2014-10-09 06:58:36','2014-10-09 06:58:36','','Register','','publish','closed','closed','','register-3','','','2021-01-09 23:29:15','2021-01-10 04:29:15','',0,'http://vibethemes.com/envato/wplms/skins/corporate/register/',0,'page','',0),(3103,9,'2014-10-09 06:58:36','2014-10-09 06:58:36','','Activate','','publish','closed','closed','','activate-3','','','2021-01-10 12:51:33','2021-01-10 17:51:33','',0,'http://vibethemes.com/envato/wplms/skins/corporate/activate/',0,'page','',0),(3104,1,'2020-11-27 00:56:17','2020-11-27 05:56:17','','Order &ndash; November 27, 2020 @ 12:56 AM','','wc-completed','open','closed','order_5fc09501547da','order-nov-27-2020-0556-am','','','2020-11-27 01:11:49','2020-11-27 06:11:49','',0,'https://tesoll.com/?post_type=shop_order&#038;p=3104',0,'shop_order','',2),(3105,9,'2020-11-27 01:03:43','2020-11-27 06:03:43',' ','','','publish','closed','closed','','3105','','','2021-01-10 00:32:37','2021-01-10 05:32:37','',0,'https://tesoll.com/?p=3105',1,'nav_menu_item','',0),(3491,1,'2020-12-29 15:07:22','2020-12-29 20:07:22','<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\n<strong>SCENARIO</strong>: You are lecturing in a course that requires some lecture. You don’t lecture at every class session; you often have class sessions that center around group activities or discussion. You have a friendly approach to your students, and they are comfortable in the course and with you. But on this day, as you do your best to present to students information that they need, you notice Chatty Cathy and her friend Conversational Carl talking, openly and loudly. It is clear by their body language, their laughter, and the words you overhear that they are not discussing course content. You make eye contact, alerting them to the fact that you recognize their discussion and that you want it to stop. They stop talking. A few moments later, they start again; only this time, they are whispering. You verbally ask them to stop. You notice other students looking over at the chatty pair. Even those evil looks do not encourage the two students to stop their banter. They continue to talk and laugh. <strong>Explain how you would handle the situation (minimum 100 words).</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Case Study Two: The Chatterers (Chatty Cathy and her BFF Conversational Carl).','','inherit','closed','closed','','3490-revision-v1','','','2020-12-29 15:07:22','2020-12-29 20:07:22','',3490,'https://tesoll.com/3490-revision-v1/',0,'revision','',0),(3499,1,'2020-12-29 15:28:53','2020-12-29 20:28:53','<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\n<strong>SCENARIO:</strong> You plan to facilitate a discussion in your class about readings that you assigned. As students enter the room and settle into their seats, you can feel the buzz in the air. They are excited. They want to discuss the subject. You begin class by asking a very open-ended question, a question designed to allow the students to take the subject in an area that interests them. The first student who responds to your question, a question that is barely out of your mouth, is Nancy, or as her classmates call her, “Know-it-all-Nancy.” Nancy is a smart young woman who often has very smart things to say about the subject at hand. She answers your question with great precision, citing arguments from sources you did not require her to read. You know from experience that if you stand by quietly and let her finish, class would be over and no one else would have had a chance to speak. So, you cut her off—politely—to get other students involved in the discussion. You ask another question, directed at another student. Nancy answers. <strong>Explain how you would deal with the student in this case</strong>. <strong>(100 minimum words)</strong>.\r\n\r\n</div>\r\n</div>\r\n</div>','Case Study One: The Talkative (The Case of Know-it-All Nancy)','','inherit','closed','closed','','3487-revision-v1','','','2020-12-29 15:28:53','2020-12-29 20:28:53','',3487,'https://tesoll.com/3487-revision-v1/',0,'revision','',0),(3490,1,'2020-12-29 15:07:22','2020-12-29 20:07:22','<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h2>Case Study Two: The Chatterers (Chatty Cathy and her BFF Conversational Carl).</h2>\r\n<strong>SCENARIO</strong>: You are lecturing in a course that requires some lecture. You don’t lecture at every class session; you often have class sessions that center around group activities or discussion. You have a friendly approach to your students, and they are comfortable in the course and with you. But on this day, as you do your best to present to students information that they need, you notice Chatty Cathy and her friend Conversational Carl talking, openly and loudly. It is clear by their body language, their laughter, and the words you overhear that they are not discussing course content. You make eye contact, alerting them to the fact that you recognize their discussion and that you want it to stop. They stop talking. A few moments later, they start again; only this time, they are whispering. You verbally ask them to stop. You notice other students looking over at the chatty pair. Even those evil looks do not encourage the two students to stop their banter. They continue to talk and laugh. <strong>Explain how you would handle the situation (minimum 200 words).</strong>\r\n\r\n</div>\r\n</div>\r\n</div>','Case Study Two: The Chatterers (Chatty Cathy and her BFF Conversational Carl).','','publish','open','closed','','case-study-two-the-chatterers-chatty-cathy-and-her-bff-conversational-carl','','','2020-12-29 16:10:05','2020-12-29 21:10:05','',0,'https://tesoll.com/?post_type=question&#038;p=3490',0,'question','',3),(3488,1,'2020-12-29 14:51:46','2020-12-29 19:51:46','<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n\r\nYou plan to facilitate a discussion in your class about readings that you assigned. As students enter the room and settle into their seats, you can feel the buzz in the air. They are excited. They want to discuss the subject. You begin class by asking a very open-ended question, a question designed to allow the students to take the subject in an area that interests them. The first student who responds to your question, a question that is barely out of your mouth, is Nancy, or as her classmates call her, “Know-it-all-Nancy.” Nancy is a smart young woman who often has very smart things to say about the subject at hand. She answers your question with great precision, citing arguments from sources you did not require her to read. You know from experience that if you stand by quietly and let her finish, class would be over and no one else would have had a chance to speak. So, you cut her off—politely—to get other students involved in the discussion. You ask another question, directed at another student. Nancy answers. <strong>Explain how you would deal with the student in this case</strong>.\r\n\r\n</div>\r\n</div>\r\n</div>','Case Study One: The Talkative (The Case of Know-it-All Nancy)','','inherit','closed','closed','','3487-revision-v1','','','2020-12-29 14:51:46','2020-12-29 19:51:46','',3487,'https://tesoll.com/3487-revision-v1/',0,'revision','',0),(3487,1,'2020-12-29 14:51:46','2020-12-29 19:51:46','<div class=\"page\" title=\"Page 1\">\r\n<div class=\"layoutArea\">\r\n<div class=\"column\">\r\n<h2>Case Study One: The Talkative (The Case of Know-it-All Nancy)</h2>\r\n<strong>SCENARIO:</strong> You plan to facilitate a discussion in your class about readings that you assigned. As students enter the room and settle into their seats, you can feel the buzz in the air. They are excited. They want to discuss the subject. You begin class by asking a very open-ended question, a question designed to allow the students to take the subject in an area that interests them. The first student who responds to your question, a question that is barely out of your mouth, is Nancy, or as her classmates call her, “Know-it-all-Nancy.” Nancy is a smart young woman who often has very smart things to say about the subject at hand. She answers your question with great precision, citing arguments from sources you did not require her to read. You know from experience that if you stand by quietly and let her finish, class would be over and no one else would have had a chance to speak. So, you cut her off—politely—to get other students involved in the discussion. You ask another question, directed at another student. Nancy answers. <strong>Explain how you would deal with the student in this case</strong>. <strong>(200 minimum words)</strong>.\r\n\r\n</div>\r\n</div>\r\n</div>','Case Study One: The Talkative (The Case of Know-it-All Nancy)','','publish','open','closed','','case-study-one-the-talkative-the-case-of-know-it-all-nancy','','','2020-12-29 16:09:16','2020-12-29 21:09:16','',0,'https://tesoll.com/?post_type=question&#038;p=3487',0,'question','',3),(3120,1,'2020-11-28 18:34:27','2020-11-28 23:34:27','','Order &ndash; November 28, 2020 @ 06:34 PM','','wc-completed','open','closed','order_5fc2de83efd70','order-nov-28-2020-1134-pm','','','2020-11-28 18:34:28','2020-11-28 23:34:28','',0,'https://tesoll.com/?post_type=shop_order&#038;p=3120',0,'shop_order','',1),(3121,1,'2020-11-29 02:39:37','2020-11-29 07:39:37','<h1><strong>Professional Certification in Education (PCE)</strong></h1>\r\n<h2></h2>\r\n<strong>Don\'t forget to schedule the board examination when you are ready. To access the material for free, make sure to use the promo code IBTS100. here is the link to access the material: <a href=\"https://tesoll.com/shop/\" target=\"_blank\" rel=\"noopener noreferrer\">https://tesoll.com/shop/</a> and select the course.</strong>\r\n\r\n<strong>Once ready to take the examination, contact the board examination office in Jordan at 0777626232.</strong>\r\n<strong>And they are located at: Khalda 224 Wasfi Al Tal Street Jerusalem Centre, Amman, Jordan.</strong>\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n<h2>Course Description</h2>\r\nThe Professional Certification in Education (PCE) is an accredited certificate by the International Board of Teaching Standards (IBTS) intended for university professors, regular class teachers, special educators, adult educators, and other educational personnel. Our students will examine current issues relating to teaching and learning in higher education and other educational settings, and develop competence in making instructional decisions appropriate to their subject domain.\r\n\r\n&nbsp;\r\n\r\nA professional development certificate is provided to students based on the completion of ALL the certificate’s requirements.\r\n\r\n&nbsp;\r\n\r\nThe PCE certificate consists of synchronously twice per week for five weeks and includes considerable online synchronous work. The estimated time commitment includes (excluding breaks):\r\n<ul>\r\n 	<li>12 hours of live instructional activities on Zoom</li>\r\n 	<li>3 hours of mini-lesson participation on Zoom (mini-lessons and engage in giving feedback to peers)</li>\r\n 	<li>20 hours for asynchronous online Instructional activities</li>\r\n 	<li>15-20 hours of assignment and reading time (i.e. homework and assigned readings)</li>\r\n</ul>\r\n<strong> </strong>\r\n\r\n<strong>Accreditation: </strong>\r\n\r\nThis program is accredited by the International Board of Teaching Standards (IBTS) as noted above.\r\n\r\n<strong> </strong>\r\n\r\n<strong> </strong>\r\n\r\n<strong>Learning Objectives</strong>\r\n\r\nHaving successfully completed this seminar, you will be able to:\r\n<ul>\r\n 	<li>demonstrate knowledge regarding the theory and practice of university and general teaching;</li>\r\n 	<li>design and deliver lessons with greater confidence;</li>\r\n 	<li>develop a course syllabus based on a principled approach to course design;</li>\r\n 	<li>articulate your own teaching philosophy in a written statement identifying your approach and perspectives on teaching and learning.</li>\r\n 	<li>develop leadership and management skills in the classroom</li>\r\n 	<li>learn strategic leadership perspectives and practices and how to apply them in your workplace</li>\r\n</ul>\r\n<h2>Course Requirements</h2>\r\nIn order to qualify for the “Professional Development Certificate” you will need to have completed the following:\r\n<ul>\r\n 	<li>Attend all weekly sessions</li>\r\n 	<li>Complete all online tasks &amp; activities</li>\r\n 	<li>Write a draft teaching philosophy statement (TPS), <u>and</u> provide feedback for the TPS of two other students</li>\r\n 	<li>Submit a draft and final Concept map with learning outcomes</li>\r\n 	<li>Deliver one 10-minute mini-lesson (with a lesson plan)</li>\r\n 	<li>Develop and submit a Course syllabus</li>\r\n 	<li>Submit a Revised teaching philosophy statement</li>\r\n 	<li>Pass the board exam</li>\r\n</ul>\r\n<h1></h1>','Professional Certification in Education (PCE)','','publish','open','closed','','professional-certification-in-education-pce','','','2021-01-07 20:42:58','2021-01-08 01:42:58','',0,'https://tesoll.com/?post_type=course&#038;p=3121',0,'course','',0),(3683,1,'2021-01-07 19:39:08','2021-01-08 00:39:08','<h1><strong>Professional Certification in Education (PCE)</strong></h1>\r\n<h2></h2>\r\n<h2>Course Description</h2>\r\nThe Professional Certification in Education (PCE) is an accredited certificate by the International Board of Teaching Standards (IBTS) intended for university professors, regular class teachers, special educators, adult educators, and other educational personnel. Our students will examine current issues relating to teaching and learning in higher education and other educational settings, and develop competence in making instructional decisions appropriate to their subject domain.\r\n\r\n&nbsp;\r\n\r\nA professional development certificate is provided to students based on the completion of ALL the certificate’s requirements.\r\n\r\n&nbsp;\r\n\r\nThe PCE certificate consists of synchronously twice per week for five weeks and includes considerable online synchronous work. The estimated time commitment includes (excluding breaks):\r\n<ul>\r\n 	<li>12 hours of live instructional activities on Zoom</li>\r\n 	<li>3 hours of mini-lesson participation on Zoom (mini-lessons and engage in giving feedback to peers)</li>\r\n 	<li>20 hours for asynchronous online Instructional activities</li>\r\n 	<li>15-20 hours of assignment and reading time (i.e. homework and assigned readings)</li>\r\n</ul>\r\n<strong> </strong>\r\n\r\n<strong>Accreditation: </strong>\r\n\r\nThis program is accredited by the International Board of Teaching Standards (IBTS) as noted above.\r\n\r\n<strong> </strong>\r\n\r\n<strong> </strong>\r\n\r\n<strong>Learning Objectives</strong>\r\n\r\nHaving successfully completed this seminar, you will be able to:\r\n<ul>\r\n 	<li>demonstrate knowledge regarding the theory and practice of university and general teaching;</li>\r\n 	<li>design and deliver lessons with greater confidence;</li>\r\n 	<li>develop a course syllabus based on a principled approach to course design;</li>\r\n 	<li>articulate your own teaching philosophy in a written statement identifying your approach and perspectives on teaching and learning.</li>\r\n 	<li>develop leadership and management skills in the classroom</li>\r\n 	<li>learn strategic leadership perspectives and practices and how to apply them in your workplace</li>\r\n</ul>\r\n<h2>Course Requirements</h2>\r\nIn order to qualify for the “Professional Development Certificate” you will need to have completed the following:\r\n<ul>\r\n 	<li>Attend all weekly sessions</li>\r\n 	<li>Complete all online tasks &amp; activities</li>\r\n 	<li>Write a draft teaching philosophy statement (TPS), <u>and</u> provide feedback for the TPS of two other students</li>\r\n 	<li>Submit a draft and final Concept map with learning outcomes</li>\r\n 	<li>Deliver one 10-minute mini-lesson (with a lesson plan)</li>\r\n 	<li>Develop and submit a Course syllabus</li>\r\n 	<li>Submit a Revised teaching philosophy statement</li>\r\n 	<li>Pass the board exam</li>\r\n</ul>\r\n<h1></h1>','Professional Certification in Education (PCE)','','inherit','closed','closed','','3121-revision-v1','','','2021-01-07 19:39:08','2021-01-08 00:39:08','',3121,'https://tesoll.com/3121-revision-v1/',0,'revision','',0),(3122,1,'2020-11-29 02:39:37','2020-11-29 07:39:37','<h1><strong>Professional Certification in Education (PCE)</strong></h1>\r\n<strong> </strong>\r\n<h3><strong>Program Dates: TBA</strong></h3>\r\n<h3><strong>Location: Blended or Online</strong></h3>\r\n<h3>Course Facilitator</h3>\r\n<h4>Dr. Noraldin Al-Deri</h4>\r\n<h4>Program Director</h4>\r\n<h4>noraldinalderi@outlook.com</h4>\r\n<h2></h2>\r\n<h2>Course Description</h2>\r\nThe Professional Certification in Education (PCE) is an accredited certificate by the International Board of Teaching Standards (IBTS) intended for university professors, regular class teachers, special educators, adult educators, and other educational personnel. Our students will examine current issues relating to teaching and learning in higher education and other educational settings, and develop competence in making instructional decisions appropriate to their subject domain.\r\n\r\n&nbsp;\r\n\r\nA professional development certificate is provided to students based on the completion of ALL the certificate’s requirements.\r\n\r\n&nbsp;\r\n\r\nThe PCE certificate consists of synchronously twice per week for five weeks and includes considerable online synchronous work. The estimated time commitment includes (excluding breaks):\r\n<ul>\r\n 	<li>12 hours of live instructional activities on Zoom</li>\r\n 	<li>3 hours of mini-lesson participation on Zoom (mini-lessons and engage in giving feedback to peers)</li>\r\n 	<li>20 hours for asynchronous online Instructional activities</li>\r\n 	<li>15-20 hours of assignment and reading time (i.e. homework and assigned readings)</li>\r\n</ul>\r\n<strong> </strong>\r\n\r\n<strong>Course Developer</strong>\r\n\r\nDr. Noraldin Al-Deri is an expert in education and online teaching with more than five years of experience in teaching, training, educational development, and mentoring at universities across Canada. He has developed numerous courses and programs with Education Canada Institute and other educational institutions and universities in Quebec, Canada. He has worked extensively in e-learning, curriculum development and instructional design.\r\n\r\n<strong> </strong>\r\n\r\n<strong>Accreditation: </strong>\r\n\r\nThis program is accredited by the International Board of Teaching Standards (IBTS) as noted above.\r\n\r\n<strong> </strong>\r\n\r\n<strong> </strong>\r\n\r\n<strong>Learning Objectives</strong>\r\n\r\nHaving successfully completed this seminar, you will be able to:\r\n<ul>\r\n 	<li>demonstrate knowledge regarding the theory and practice of university and general teaching;</li>\r\n 	<li>design and deliver lessons with greater confidence;</li>\r\n 	<li>develop a course syllabus based on a principled approach to course design;</li>\r\n 	<li>articulate your own teaching philosophy in a written statement identifying your approach and perspectives on teaching and learning.</li>\r\n 	<li>develop leadership and management skills in the classroom</li>\r\n 	<li>learn strategic leadership perspectives and practices and how to apply them in your workplace</li>\r\n</ul>\r\n<h2>Course Requirements</h2>\r\nIn order to qualify for the “Professional Development Certificate” you will need to have completed the following:\r\n<ul>\r\n 	<li>Attend all weekly sessions</li>\r\n 	<li>Complete all online tasks &amp; activities</li>\r\n 	<li>Write a draft teaching philosophy statement (TPS), <u>and</u> provide feedback for the TPS of two other students</li>\r\n 	<li>Submit a draft and final Concept map with learning outcomes</li>\r\n 	<li>Deliver one 10-minute mini-lesson (with a lesson plan)</li>\r\n 	<li>Develop and submit a Course syllabus</li>\r\n 	<li>Submit a Revised teaching philosophy statement</li>\r\n 	<li>Pass the board exam</li>\r\n</ul>\r\n<h1></h1>','Professional Certification in Education (PCE)','','inherit','closed','closed','','3121-revision-v1','','','2020-11-29 02:39:37','2020-11-29 07:39:37','',3121,'https://tesoll.com/3121-revision-v1/',0,'revision','',0),(3123,1,'2020-11-29 02:47:59','2020-11-29 07:47:59','<h1><a style=\"font-size: 16px;\" href=\"https://ceducator.com/bbb-room/%pagename%/\">Use this link to Join the Classroom.</a></h1>\r\n<h3></h3>\r\n<h3 style=\"text-align: left;\">Introduction</h3>\r\n<strong>Objectives</strong>\r\n\r\n<em>Students will be able to…</em>\r\n<ul>\r\n 	<li>Analyze and compare the learning theories presented, discuss how they relate to their own beliefs about how people learn and give examples of teaching strategies associated with each.</li>\r\n 	<li>Describe the seven principles of good practice in undergraduate education as identified by Chickering and Gamson and identify teaching strategies</li>\r\n 	<li>Describe the difference between deep and surface learning, and give examples of strategies to promote deep learning</li>\r\n 	<li>Develop a teaching philosophy statement that reflects their own values by describing their beliefs and giving concrete examples of their teaching strategies</li>\r\n 	<li>Distinguish various aspects that will bring their teaching philosophy statement into focus by comparing and discussing several examples</li>\r\n</ul>\r\n<strong>Material</strong>\r\n\r\nOnline-class (via zoom):\r\n\r\n·       Introductions\r\n\r\n·       Seminar Overview\r\n\r\n·       Introduction to Learning/teaching\r\n\r\n·       Introduction to Teaching Philosophy Statement\r\n\r\nOnline activities:\r\n<ul>\r\n 	<li>Write: Draft Teaching Philosophy Statement (and give feedback to your peers)</li>\r\n</ul>\r\nReading:\r\n<ul>\r\n 	<li>Biggs &amp; Tang\'s <em>Teaching for Quality Learning at University (2011)</em>: <em>Teaching according to how students learn</em>, pp.22 -33 (On Moodle in Course Reserves Block)</li>\r\n</ul>\r\n<strong>Additional Readings:</strong>\r\n\r\nNilson:\r\n\r\n-<em>Teaching moves</em>, pp. 108-111\r\n\r\n-Making the Lecture a Learning Experience, pp. 113-120\r\n\r\nLang:\r\n\r\n-<em>First days of class</em>, pp. 21-42\r\n\r\n- <em>Students as Learners</em>, pp. 153-177\r\n\r\n- <em>Students as People</em>, pp. 178-195\r\n\r\n&nbsp;\r\n<h3>Week 1: How we learn &amp; Teaching Philosophy Statement.</h3>\r\nThis week, we will:\r\n<p id=\"yui_3_17_2_1_1599357529949_141\">1) Explore research and current theories in teaching and Learning</p>\r\n2) Lead you through a reflective process to help you articulate your teaching philosophy.\r\n<h4 id=\"yui_3_17_2_1_1599357529949_157\">Session Files:</h4>\r\n<a href=\"https://ceducator.com/wp-content/uploads/2020/09/Intro-to-TPS-fall-2016-1.pptx\">Intro to TPS fall</a>\r\n\r\n&nbsp;\r\n\r\n<a href=\"https://ceducator.com/wp-content/uploads/2020/09/Learning-Theories-1.pptx\">Learning Theories</a>\r\n<h4>Activities &amp; Homework:</h4>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"activityinstance\"><img class=\"iconlarge activityicon thinglinkFiltered\" role=\"presentation\" src=\"https://moodle.concordia.ca/moodle/theme/image.php/boost/assign/1599064121/icon\" alt=\"\" aria-hidden=\"true\" />  <span class=\"instancename\">1. Watch: <a href=\"https://youtu.be/iMZA80XpP6Y\">Teaching Teaching and Understanding </a></span></div>\r\n<div></div>\r\n<div></div>\r\n</div>\r\n<div class=\"actions\"></div>\r\n</div>\r\n<div class=\"mod-indent\"></div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div>\r\n<div class=\"activityinstance\"><img class=\"iconlarge activityicon thinglinkFiltered\" role=\"presentation\" src=\"https://moodle.concordia.ca/moodle/theme/image.php/boost/page/1599064121/icon\" alt=\"\" aria-hidden=\"true\" />  <span class=\"instancename\">2. Watch: <a href=\"https://youtu.be/LIHUQDR0xho\">7 Principles</a></span></div>\r\n<div></div>\r\n</div>\r\n<div></div>\r\n<div>\r\n<div></div>\r\n<div class=\"actions\"></div>\r\n</div>\r\n</div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"mod-indent\">        3. Read: <a href=\"https://crlt.umich.edu/op23\">Writing a Statement of Teaching Philosophy for the Academic Job Search</a></div>\r\n<div></div>\r\n<div></div>\r\n<div></div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div>\r\n<div class=\"activityinstance\"><img class=\"iconlarge activityicon thinglinkFiltered\" role=\"presentation\" src=\"https://moodle.concordia.ca/moodle/theme/image.php/boost/assign/1599064121/icon\" alt=\"\" aria-hidden=\"true\" />  4. Read pp. 24-33 of Teaching for Quality Learning at University (Attachment 3)</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"contentwithoutlink \">\r\n<div class=\"no-overflow\">\r\n<div class=\"no-overflow\">\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"actions\"><form class=\"togglecompletion\" action=\"https://moodle.concordia.ca/moodle/course/togglecompletion.php\" method=\"post\">\r\n<div></div>\r\n</form></div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"mod-indent\"><b>Assignment 1</b><strong>: <a href=\"https://ceducator.com/assignment/assignment-1-teaching-philosophy-statement/\">write your Teaching Philosophy Statement</a></strong></div>\r\n<div>\r\n<div class=\"actions\"><form class=\"togglecompletion\" action=\"https://moodle.concordia.ca/moodle/course/togglecompletion.php\" method=\"post\">\r\n<div><b>Optional Assignment: </b>peer feedback (optional)</div>\r\n</form></div>\r\n</div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"contentwithoutlink \">\r\n<div class=\"no-overflow\">\r\n<div class=\"no-overflow\">\r\n<h4>Suggested Readings</h4>\r\n<a href=\"https://ceducator.com/unit/suggested-readings-for-week-1/\">List of suggested readings.</a>\r\n<h4>Resources</h4>\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div>\r\n<div class=\"activityinstance\"><img class=\"iconlarge activityicon thinglinkFiltered\" role=\"presentation\" src=\"https://moodle.concordia.ca/moodle/theme/image.php/boost/page/1599064121/icon\" alt=\"\" aria-hidden=\"true\" /> <a href=\"https://ceducator.com/unit/resource-page-teaching-philosophy-statement/\"><span class=\"instancename\">Resource Page: Teaching Philosophy Statement</span></a></div>\r\n<div></div>\r\n<div></div>\r\n</div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"mod-indent\"></div>\r\n<div>\r\n<div class=\"activityinstance\"><img class=\"iconlarge activityicon thinglinkFiltered\" role=\"presentation\" src=\"https://moodle.concordia.ca/moodle/theme/image.php/boost/page/1599064121/icon\" alt=\"\" aria-hidden=\"true\" /> <a href=\"https://ceducator.com/unit/resource-page-learning-theory-cognitive-science/\"><span class=\"instancename\">Resource Page: Learning Theory &amp; Cognitive Science</span></a></div>\r\n<div></div>\r\n<div></div>\r\n</div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"mod-indent\"></div>\r\n<div>\r\n<div class=\"activityinstance\"><img class=\"iconlarge activityicon thinglinkFiltered\" role=\"presentation\" src=\"https://moodle.concordia.ca/moodle/theme/image.php/boost/page/1599064121/icon\" alt=\"\" aria-hidden=\"true\" /> <a href=\"https://ceducator.com/unit/supplementary-reading-list-page/\"><span class=\"instancename\">Supplementary Reading List <span class=\"accesshide \">Page</span></span></a></div>\r\n<div></div>\r\n<div></div>\r\n</div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div>\r\n<div></div>\r\n<div></div>\r\n</div>\r\n</div>\r\n</div>\r\n&nbsp;','Week 1: Introduction, How we learn & Teaching Philosophy Statement','','publish','open','closed','','week-1-introduction-how-we-learn-teaching-philosophy-statement','','','2020-11-29 02:53:33','2020-11-29 07:53:33','',0,'https://tesoll.com/?post_type=unit&#038;p=3123',0,'unit','',0),(3124,1,'2020-11-29 02:47:59','2020-11-29 07:47:59','<h1><a style=\"font-size: 16px;\" href=\"https://ceducator.com/bbb-room/%pagename%/\">Use this link to Join the Classroom.</a></h1>\r\n<h3></h3>\r\n<h3 style=\"text-align: left;\">Introduction</h3>\r\n<strong>Objectives</strong>\r\n\r\n<em>Students will be able to…</em>\r\n<ul>\r\n 	<li>Analyze and compare the learning theories presented, discuss how they relate to their own beliefs about how people learn and give examples of teaching strategies associated with each.</li>\r\n 	<li>Describe the seven principles of good practice in undergraduate education as identified by Chickering and Gamson and identify teaching strategies</li>\r\n 	<li>Describe the difference between deep and surface learning, and give examples of strategies to promote deep learning</li>\r\n 	<li>Develop a teaching philosophy statement that reflects their own values by describing their beliefs and giving concrete examples of their teaching strategies</li>\r\n 	<li>Distinguish various aspects that will bring their teaching philosophy statement into focus by comparing and discussing several examples</li>\r\n</ul>\r\n<strong>Material</strong>\r\n\r\nOnline-class (via zoom):\r\n\r\n·       Introductions\r\n\r\n·       Seminar Overview\r\n\r\n·       Introduction to Learning/teaching\r\n\r\n·       Introduction to Teaching Philosophy Statement\r\n\r\nOnline activities:\r\n<ul>\r\n 	<li>Write: Draft Teaching Philosophy Statement (and give feedback to your peers)</li>\r\n</ul>\r\nReading:\r\n<ul>\r\n 	<li>Biggs &amp; Tang\'s <em>Teaching for Quality Learning at University (2011)</em>: <em>Teaching according to how students learn</em>, pp.22 -33 (On Moodle in Course Reserves Block)</li>\r\n</ul>\r\n<strong>Additional Readings:</strong>\r\n\r\nNilson:\r\n\r\n-<em>Teaching moves</em>, pp. 108-111\r\n\r\n-Making the Lecture a Learning Experience, pp. 113-120\r\n\r\nLang:\r\n\r\n-<em>First days of class</em>, pp. 21-42\r\n\r\n- <em>Students as Learners</em>, pp. 153-177\r\n\r\n- <em>Students as People</em>, pp. 178-195\r\n\r\n&nbsp;\r\n<h3>Week 1: How we learn &amp; Teaching Philosophy Statement.</h3>\r\nThis week, we will:\r\n<p id=\"yui_3_17_2_1_1599357529949_141\">1) Explore research and current theories in teaching and Learning</p>\r\n2) Lead you through a reflective process to help you articulate your teaching philosophy.\r\n<h4 id=\"yui_3_17_2_1_1599357529949_157\">Session Files:</h4>\r\n<a href=\"https://ceducator.com/wp-content/uploads/2020/09/Intro-to-TPS-fall-2016-1.pptx\">Intro to TPS fall</a>\r\n\r\n&nbsp;\r\n\r\n<a href=\"https://ceducator.com/wp-content/uploads/2020/09/Learning-Theories-1.pptx\">Learning Theories</a>\r\n<h4>Activities &amp; Homework:</h4>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"activityinstance\"><img class=\"iconlarge activityicon thinglinkFiltered\" role=\"presentation\" src=\"https://moodle.concordia.ca/moodle/theme/image.php/boost/assign/1599064121/icon\" alt=\"\" aria-hidden=\"true\" />  <span class=\"instancename\">1. Watch: <a href=\"https://youtu.be/iMZA80XpP6Y\">Teaching Teaching and Understanding </a></span></div>\r\n<div></div>\r\n<div></div>\r\n</div>\r\n<div class=\"actions\"></div>\r\n</div>\r\n<div class=\"mod-indent\"></div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div>\r\n<div class=\"activityinstance\"><img class=\"iconlarge activityicon thinglinkFiltered\" role=\"presentation\" src=\"https://moodle.concordia.ca/moodle/theme/image.php/boost/page/1599064121/icon\" alt=\"\" aria-hidden=\"true\" />  <span class=\"instancename\">2. Watch: <a href=\"https://youtu.be/LIHUQDR0xho\">7 Principles</a></span></div>\r\n<div></div>\r\n</div>\r\n<div></div>\r\n<div>\r\n<div></div>\r\n<div class=\"actions\"></div>\r\n</div>\r\n</div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"mod-indent\">        3. Read: <a href=\"https://crlt.umich.edu/op23\">Writing a Statement of Teaching Philosophy for the Academic Job Search</a></div>\r\n<div></div>\r\n<div></div>\r\n<div></div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div>\r\n<div class=\"activityinstance\"><img class=\"iconlarge activityicon thinglinkFiltered\" role=\"presentation\" src=\"https://moodle.concordia.ca/moodle/theme/image.php/boost/assign/1599064121/icon\" alt=\"\" aria-hidden=\"true\" />  4. Read pp. 24-33 of Teaching for Quality Learning at University (Attachment 3)</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"contentwithoutlink \">\r\n<div class=\"no-overflow\">\r\n<div class=\"no-overflow\">\r\n\r\n&nbsp;\r\n\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n<div class=\"actions\"><form class=\"togglecompletion\" action=\"https://moodle.concordia.ca/moodle/course/togglecompletion.php\" method=\"post\">\r\n<div></div>\r\n</form></div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"mod-indent\"><b>Assignment 1</b><strong>: <a href=\"https://ceducator.com/assignment/assignment-1-teaching-philosophy-statement/\">write your Teaching Philosophy Statement</a></strong></div>\r\n<div>\r\n<div class=\"actions\"><form class=\"togglecompletion\" action=\"https://moodle.concordia.ca/moodle/course/togglecompletion.php\" method=\"post\">\r\n<div><b>Optional Assignment: </b>peer feedback (optional)</div>\r\n</form></div>\r\n</div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"contentwithoutlink \">\r\n<div class=\"no-overflow\">\r\n<div class=\"no-overflow\">\r\n<h4>Suggested Readings</h4>\r\n<a href=\"https://ceducator.com/unit/suggested-readings-for-week-1/\">List of suggested readings.</a>\r\n<h4>Resources</h4>\r\n&nbsp;\r\n\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div>\r\n<div class=\"activityinstance\"><img class=\"iconlarge activityicon thinglinkFiltered\" role=\"presentation\" src=\"https://moodle.concordia.ca/moodle/theme/image.php/boost/page/1599064121/icon\" alt=\"\" aria-hidden=\"true\" /> <a href=\"https://ceducator.com/unit/resource-page-teaching-philosophy-statement/\"><span class=\"instancename\">Resource Page: Teaching Philosophy Statement</span></a></div>\r\n<div></div>\r\n<div></div>\r\n</div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"mod-indent\"></div>\r\n<div>\r\n<div class=\"activityinstance\"><img class=\"iconlarge activityicon thinglinkFiltered\" role=\"presentation\" src=\"https://moodle.concordia.ca/moodle/theme/image.php/boost/page/1599064121/icon\" alt=\"\" aria-hidden=\"true\" /> <a href=\"https://ceducator.com/unit/resource-page-learning-theory-cognitive-science/\"><span class=\"instancename\">Resource Page: Learning Theory &amp; Cognitive Science</span></a></div>\r\n<div></div>\r\n<div></div>\r\n</div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div class=\"mod-indent\"></div>\r\n<div>\r\n<div class=\"activityinstance\"><img class=\"iconlarge activityicon thinglinkFiltered\" role=\"presentation\" src=\"https://moodle.concordia.ca/moodle/theme/image.php/boost/page/1599064121/icon\" alt=\"\" aria-hidden=\"true\" /> <a href=\"https://ceducator.com/unit/supplementary-reading-list-page/\"><span class=\"instancename\">Supplementary Reading List <span class=\"accesshide \">Page</span></span></a></div>\r\n<div></div>\r\n<div></div>\r\n</div>\r\n</div>\r\n</div>\r\n<div>\r\n<div class=\"mod-indent-outer w-100\">\r\n<div>\r\n<div></div>\r\n<div></div>\r\n</div>\r\n</div>\r\n</div>\r\n&nbsp;','Week 1: Introduction, How we learn & Teaching Philosophy Statement','','inherit','closed','closed','','3123-revision-v1','','','2020-11-29 02:47:59','2020-11-29 07:47:59','',3123,'https://tesoll.com/3123-revision-v1/',0,'revision','',0),(3125,1,'2020-11-29 02:55:46','2020-11-29 07:55:46','<!-- wp:heading -->\n<h2 id=\"yui_3_17_2_1_1599360480679_30\">Assignment Information: Teaching Philosophy Statement</h2>\n<!-- /wp:heading -->\n\n<!-- wp:paragraph -->\n<p id=\"yui_3_17_2_1_1599360480679_33\">Before you submit the teaching philosophy statement assignment, you will share your draft with your group and give feedback to/receive feedback from two members of your group.&nbsp;</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Write a Teaching Philosophy statement that describes your beliefs and practices around teaching and learning.&nbsp;</strong></li></ul>\n<!-- /wp:list -->\n\n<!-- wp:paragraph -->\n<p>Your statement should touch on the following areas:</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>What goals do you have for students?</li><li>How do we learn?</li><li>How do you teach? (What’s your approach in general and what specific strategies do you use?)</li><li>How do you assess students?</li><li>How do you address diversity in the classroom?</li><li>Describe the Classroom environment</li><li>What is unique or challenging about teaching in your particular field?<ul></ul></li></ul>\n<!-- /wp:list -->\n\n<!-- wp:paragraph -->\n<p>I recommend using The&nbsp;<a href=\"https://taylorinstitute.ucalgary.ca/sites/default/files/Teaching%20Philosophies%20and%20Teaching%20Dossiers%20Guide.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">U Calgary Teaching Philosophies Guide</a>&nbsp;p. 11-16&nbsp; to help you brainstorm and plan for your statement. See the&nbsp;Resource Page: Teaching Philosophy Statement&nbsp;for more help in crafting your statement.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Upload your assignment.</strong></li></ul>\n<!-- /wp:list -->\n\n<!-- wp:paragraph -->\n<p></p>\n<!-- /wp:paragraph -->','Assignment Information: Teaching Philosophy Statement','','publish','open','open','','assignment-information-teaching-philosophy-statement','','','2020-11-29 02:55:47','2020-11-29 07:55:47','',0,'https://tesoll.com/?p=3125',0,'post','',0),(3126,1,'2020-11-29 02:55:46','2020-11-29 07:55:46','<!-- wp:heading -->\n<h2 id=\"yui_3_17_2_1_1599360480679_30\">Assignment Information: Teaching Philosophy Statement</h2>\n<!-- /wp:heading -->\n\n<!-- wp:paragraph -->\n<p id=\"yui_3_17_2_1_1599360480679_33\">Before you submit the teaching philosophy statement assignment, you will share your draft with your group and give feedback to/receive feedback from two members of your group.&nbsp;</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Write a Teaching Philosophy statement that describes your beliefs and practices around teaching and learning.&nbsp;</strong></li></ul>\n<!-- /wp:list -->\n\n<!-- wp:paragraph -->\n<p>Your statement should touch on the following areas:</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li>What goals do you have for students?</li><li>How do we learn?</li><li>How do you teach? (What’s your approach in general and what specific strategies do you use?)</li><li>How do you assess students?</li><li>How do you address diversity in the classroom?</li><li>Describe the Classroom environment</li><li>What is unique or challenging about teaching in your particular field?<ul></ul></li></ul>\n<!-- /wp:list -->\n\n<!-- wp:paragraph -->\n<p>I recommend using The&nbsp;<a href=\"https://taylorinstitute.ucalgary.ca/sites/default/files/Teaching%20Philosophies%20and%20Teaching%20Dossiers%20Guide.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">U Calgary Teaching Philosophies Guide</a>&nbsp;p. 11-16&nbsp; to help you brainstorm and plan for your statement. See the&nbsp;Resource Page: Teaching Philosophy Statement&nbsp;for more help in crafting your statement.</p>\n<!-- /wp:paragraph -->\n\n<!-- wp:list -->\n<ul><li><strong>Upload your assignment.</strong></li></ul>\n<!-- /wp:list -->\n\n<!-- wp:paragraph -->\n<p></p>\n<!-- /wp:paragraph -->','Assignment Information: Teaching Philosophy Statement','','inherit','closed','closed','','3125-revision-v1','','','2020-11-29 02:55:46','2020-11-29 07:55:46','',3125,'https://tesoll.com/3125-revision-v1/',0,'revision','',0),(3127,1,'2020-11-29 03:02:29','2020-11-29 08:02:29','<p id=\"yui_3_17_2_1_1599360480679_33\"><span id=\"yui_3_17_2_1_1599360480679_32\">Before you submit the teaching philosophy statement assignment, you will share your draft with your group and give feedback to/receive feedback from two members of your group. </span></p>\r\n\r\n<ul>\r\n 	<li><b>Write a Teaching Philosophy statement that describes your beliefs and practices around teaching and learning. </b></li>\r\n</ul>\r\n<div class=\"editor-indent\">\r\n<div class=\"editor-indent\">\r\n\r\nYour statement should touch on the following areas:\r\n\r\n</div>\r\n</div>\r\n<ul>\r\n 	<li><span lang=\"EN-US\">What goals do you have for students?</span></li>\r\n 	<li><span lang=\"EN-US\">How do we learn?</span></li>\r\n 	<li><span lang=\"EN-US\">How do you teach? (What’s your approach in general and what specific strategies do you use?)</span></li>\r\n 	<li><span lang=\"EN-US\">How do you assess students?</span></li>\r\n 	<li><span lang=\"EN-US\">How do you address diversity in the classroom?</span></li>\r\n 	<li><span lang=\"EN-US\">Describe the Classroom environment</span></li>\r\n 	<li><span lang=\"EN-US\">What is unique or challenging about teaching in your particular field?</span></li>\r\n 	<li>\r\n<ul>\r\n 	<li></li>\r\n</ul>\r\n</li>\r\n</ul>\r\nI recommend using The <a href=\"https://taylorinstitute.ucalgary.ca/sites/default/files/Teaching%20Philosophies%20and%20Teaching%20Dossiers%20Guide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">U Calgary Teaching Philosophies Guide</a> p. 11-16  to help you brainstorm and plan for your statement. See the Resource Page: Teaching Philosophy Statement for more help in crafting your statement.\r\n<ul>\r\n 	<li><b>Upload your assignment.</b></li>\r\n</ul>','Assignment Information: Teaching Philosophy Statement','','publish','open','closed','','assignment-information-teaching-philosophy-statement','','','2020-11-29 03:02:29','2020-11-29 08:02:29','',0,'https://tesoll.com/?post_type=wplms-assignment&#038;p=3127',0,'wplms-assignment','',0),(3128,1,'2020-11-29 03:02:29','2020-11-29 08:02:29','<p id=\"yui_3_17_2_1_1599360480679_33\"><span id=\"yui_3_17_2_1_1599360480679_32\">Before you submit the teaching philosophy statement assignment, you will share your draft with your group and give feedback to/receive feedback from two members of your group. </span></p>\r\n\r\n<ul>\r\n 	<li><b>Write a Teaching Philosophy statement that describes your beliefs and practices around teaching and learning. </b></li>\r\n</ul>\r\n<div class=\"editor-indent\">\r\n<div class=\"editor-indent\">\r\n\r\nYour statement should touch on the following areas:\r\n\r\n</div>\r\n</div>\r\n<ul>\r\n 	<li><span lang=\"EN-US\">What goals do you have for students?</span></li>\r\n 	<li><span lang=\"EN-US\">How do we learn?</span></li>\r\n 	<li><span lang=\"EN-US\">How do you teach? (What’s your approach in general and what specific strategies do you use?)</span></li>\r\n 	<li><span lang=\"EN-US\">How do you assess students?</span></li>\r\n 	<li><span lang=\"EN-US\">How do you address diversity in the classroom?</span></li>\r\n 	<li><span lang=\"EN-US\">Describe the Classroom environment</span></li>\r\n 	<li><span lang=\"EN-US\">What is unique or challenging about teaching in your particular field?</span></li>\r\n 	<li>\r\n<ul>\r\n 	<li></li>\r\n</ul>\r\n</li>\r\n</ul>\r\nI recommend using The <a href=\"https://taylorinstitute.ucalgary.ca/sites/default/files/Teaching%20Philosophies%20and%20Teaching%20Dossiers%20Guide.pdf\" target=\"_blank\" rel=\"noopener noreferrer\">U Calgary Teaching Philosophies Guide</a> p. 11-16  to help you brainstorm and plan for your statement. See the Resource Page: Teaching Philosophy Statement for more help in crafting your statement.\r\n<ul>\r\n 	<li><b>Upload your assignment.</b></li>\r\n</ul>','Assignment Information: Teaching Philosophy Statement','','inherit','closed','closed','','3127-revision-v1','','','2020-11-29 03:02:29','2020-11-29 08:02:29','',3127,'https://tesoll.com/3127-revision-v1/',0,'revision','',0),(3143,1,'2020-12-17 22:37:07','2020-12-18 03:37:07','','ibts new logo','','inherit','open','closed','','ibts-new-logo','','','2020-12-17 22:37:07','2020-12-18 03:37:07','',0,'https://tesoll.com/wp-content/uploads/2020/12/ibts-new-logo.png',0,'attachment','image/png',0),(3144,1,'2020-12-17 22:37:13','2020-12-18 03:37:13','','ielts arabia logo','','inherit','open','closed','','ielts-arabia-logo','','','2020-12-17 22:37:13','2020-12-18 03:37:13','',0,'https://tesoll.com/wp-content/uploads/2020/12/ielts-arabia-logo.png',0,'attachment','image/png',0),(3145,1,'2020-12-17 23:09:11','2020-12-18 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Morbi vel bibendum ante, ac pellentesque metus. Etiam congue non turpis at volutpat. Vestibulum ut mi id nibh pulvinar rhoncus vel non nulla. Sed bibendum, felis quis posuere posuere, elit lorem tempus urna, vel suscipit sem turpis vitae ligula. Suspendisse potenti.\n\nMorbi libero tellus, pulvinar sit amet tortor vitae, malesuada eleifend ante. Curabitur adipiscing, nisl eget commodo laoreet, nulla leo congue nisi, sed molestie lectus mi at ipsum. Donec hendrerit odio at nunc tincidunt sagittis. Maecenas venenatis nec sem a sagittis. In vestibulum tincidunt iaculis. Duis ac dui vitae est condimentum tincidunt. Praesent pretium nisi diam.\n\nProin dolor orci, faucibus sit amet pharetra at, lacinia sed ipsum. Praesent nec dui non orci consequat tincidunt. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Quisque aliquet tincidunt risus eget ullamcorper. Donec vitae ipsum a erat ultrices iaculis. 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Phasellus feugiat sapien non purus lobortis mollis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. Aenean consequat enim pharetra, varius arcu sit amet, viverra arcu. Nam non luctus justo, eget porta eros. Nunc mollis blandit orci non ultricies. Suspendisse mattis arcu id lobortis convallis. Donec vel pharetra mi. Cras diam magna, tempor et facilisis imperdiet, viverra ut tortor. Suspendisse venenatis neque ac enim faucibus posuere. Vivamus id elit lorem.\n\nIn auctor adipiscing tristique. Cras sed sollicitudin quam. Maecenas risus diam, ultricies non tortor in, sodales elementum dolor. Morbi vel bibendum ante, ac pellentesque metus. Etiam congue non turpis at volutpat. Vestibulum ut mi id nibh pulvinar rhoncus vel non nulla. Sed bibendum, felis quis posuere posuere, elit lorem tempus urna, vel suscipit sem turpis vitae ligula. Suspendisse potenti.\n\n<strong>Morbi libero tellus, pulvinar sit amet tortor vitae, malesuada eleifend ante</strong>. Curabitur adipiscing, nisl eget commodo laoreet, nulla leo congue nisi, sed molestie lectus mi at ipsum. Donec hendrerit odio at nunc tincidunt sagittis. Maecenas venenatis nec sem a sagittis. In vestibulum tincidunt iaculis. Duis ac dui vitae est condimentum tincidunt. Praesent pretium nisi diam.\n\nProin dolor orci, faucibus sit amet pharetra at, lacinia sed ipsum. Praesent nec dui non orci consequat tincidunt. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Quisque aliquet tincidunt risus eget ullamcorper. Donec vitae ipsum a erat ultrices iaculis. Suspendisse tincidunt, sapien vitae vestibulum auctor, nunc leo suscipit nunc, a tincidunt eros ipsum ac neque. Maecenas cursus lacus arcu, ac aliquam velit iaculis quis. Donec a nisl vel purus dictum molestie in quis nisi. Mauris adipiscing odio eu eros ultrices viverra. 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Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\nAenean consequat enim pharetra, varius arcu sit amet, viverra arcu. Nam non luctus justo, eget porta eros. Nunc mollis blandit orci non ultricies. Suspendisse mattis arcu id lobortis convallis. Donec vel pharetra mi. Cras diam magna, tempor et facilisis imperdiet, viverra ut tortor. Suspendisse venenatis neque ac enim faucibus posuere. Vivamus id elit lorem.\n\n<strong>In auctor adipiscing tristique. Cras sed sollicitudin quam. Maecenas risus diam, ultricies non tortor in, sodales elementum dolor.</strong> Morbi vel bibendum ante, ac pellentesque metus. Etiam congue non turpis at volutpat. Vestibulum ut mi id nibh pulvinar rhoncus vel non nulla. Sed bibendum, felis quis posuere posuere, elit lorem tempus urna, vel suscipit sem turpis vitae ligula. Suspendisse potenti.\n\nMorbi libero tellus, pulvinar sit amet tortor vitae, malesuada eleifend ante. Curabitur adipiscing, nisl eget commodo laoreet, nulla leo congue nisi, sed molestie lectus mi at ipsum. Donec hendrerit odio at nunc tincidunt sagittis. Maecenas venenatis nec sem a sagittis. In vestibulum tincidunt iaculis. Duis ac dui vitae est condimentum tincidunt. Praesent pretium nisi diam.\n\nProin dolor orci, faucibus sit amet pharetra at, lacinia sed ipsum. Praesent nec dui non orci consequat tincidunt. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Quisque aliquet tincidunt risus eget ullamcorper. Donec vitae ipsum a erat ultrices iaculis. Suspendisse tincidunt, sapien vitae vestibulum auctor, nunc leo suscipit nunc, a tincidunt eros ipsum ac neque. Maecenas cursus lacus arcu, ac aliquam velit iaculis quis. Donec a nisl vel purus dictum molestie in quis nisi. Mauris adipiscing odio eu eros ultrices viverra. Vestibulum mattis tellus sodales est convallis, vel mattis nisl interdum. Nunc lobortis tempus risus sit amet tincidunt. Nam quis odio a orci tristique pellentesque at eu est. Sed iaculis porttitor elit, eu adipiscing enim sagittis nec. Vestibulum quis tellus nec enim posuere rhoncus.\n\nMorbi ut erat mattis, adipiscing odio at, sodales diam. Suspendisse elementum felis sem, sodales venenatis nunc bibendum ut. Aliquam mattis vitae mauris sit amet facilisis. Suspendisse dapibus metus dui, ac gravida mi varius ac. Duis tempus leo eu tortor laoreet, in volutpat elit suscipit. Sed mattis enim eu placerat congue. Maecenas lobortis placerat nisi eu luctus. Ut in laoreet dui, eu hendrerit nunc. Nulla suscipit et turpis quis rhoncus. Maecenas feugiat sit amet elit at bibendum. Etiam non bibendum nisl, eu viverra risus. Pellentesque eu lectus mattis libero dapibus posuere. Fusce convallis, ligula sit amet scelerisque ultrices, dui diam dapibus ante, vel volutpat orci tortor quis nibh. Etiam urna risus, vulputate vel ultrices sit amet, euismod et ligula. Suspendisse pellentesque cursus erat, nec molestie felis pretium eget.','Introduction to entrepreneurial management','','trash','open','closed','','introduction-to-entrepreneurial-management__trashed','','','2021-01-08 22:05:07','2021-01-09 03:05:07','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&#038;p=1118',0,'unit','',0),(3180,1,'2014-02-01 12:00:18','2014-02-01 12:00:18','<strong>Ut eget metus id nulla ultricies rutrum eu vitae orci.</strong> In feugiat tellus vel risus tincidunt gravida. Morbi euismod libero vitae dui fringilla aliquet. Pellentesque non lacus eu nulla pretium varius. Aenean rutrum ut odio ut volutpat. Quisque et dui ut nisi tempor consequat at et enim. Phasellus feugiat sapien non purus lobortis mollis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. Aenean consequat enim pharetra, varius arcu sit amet, viverra arcu. Nam non luctus justo, eget porta eros. Nunc mollis blandit orci non ultricies. Suspendisse mattis arcu id lobortis convallis. Donec vel pharetra mi. Cras diam magna, tempor et facilisis imperdiet, viverra ut tortor. Suspendisse venenatis neque ac enim faucibus posuere. Vivamus id elit lorem.\n<h3>[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]</h3>\n<h3>In auctor adipiscing tristique.</h3>\nCras sed sollicitudin quam. Maecenas risus diam, ultricies non tortor in, sodales elementum dolor. Morbi vel bibendum ante, ac pellentesque metus. Etiam congue non turpis at volutpat. Vestibulum ut mi id nibh pulvinar rhoncus vel non nulla. Sed bibendum, felis quis posuere posuere, elit lorem tempus urna, vel suscipit sem turpis vitae ligula. Suspendisse potenti.\n\nMorbi libero tellus, pulvinar sit amet tortor vitae, malesuada eleifend ante. Curabitur adipiscing, nisl eget commodo laoreet, nulla leo congue nisi, sed molestie lectus mi at ipsum. Donec hendrerit odio at nunc tincidunt sagittis. Maecenas venenatis nec sem a sagittis. In vestibulum tincidunt iaculis. Duis ac dui vitae est condimentum tincidunt. Praesent pretium nisi diam.\n\n<strong>Proin dolor orci, faucibus sit amet pharetra at, lacinia sed ipsum.</strong> Praesent nec dui non orci consequat tincidunt. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Quisque aliquet tincidunt risus eget ullamcorper. Donec vitae ipsum a erat ultrices iaculis. Suspendisse tincidunt, sapien vitae vestibulum auctor, nunc leo suscipit nunc, a tincidunt eros ipsum ac neque. Maecenas cursus lacus arcu, ac aliquam velit iaculis quis. Donec a nisl vel purus dictum molestie in quis nisi. Mauris adipiscing odio eu eros ultrices viverra. Vestibulum mattis tellus sodales est convallis, vel mattis nisl interdum. Nunc lobortis tempus risus sit amet tincidunt. Nam quis odio a orci tristique pellentesque at eu est. Sed iaculis porttitor elit, eu adipiscing enim sagittis nec. Vestibulum quis tellus nec enim posuere rhoncus.\n\nMorbi ut erat mattis, adipiscing odio at, sodales diam. Suspendisse elementum felis sem, sodales venenatis nunc bibendum ut. Aliquam mattis vitae mauris sit amet facilisis. Suspendisse dapibus metus dui, ac gravida mi varius ac. Duis tempus leo eu tortor laoreet, in volutpat elit suscipit. Sed mattis enim eu placerat congue. Maecenas lobortis placerat nisi eu luctus. Ut in laoreet dui, eu hendrerit nunc. Nulla suscipit et turpis quis rhoncus. Maecenas feugiat sit amet elit at bibendum. Etiam non bibendum nisl, eu viverra risus. Pellentesque eu lectus mattis libero dapibus posuere. Fusce convallis, ligula sit amet scelerisque ultrices, dui diam dapibus ante, vel volutpat orci tortor quis nibh. Etiam urna risus, vulputate vel ultrices sit amet, euismod et ligula. Suspendisse pellentesque cursus erat, nec molestie felis pretium eget.','Different types of entrepreneurship','','trash','open','closed','','different-types-of-entrepreneurship__trashed','','','2021-01-08 22:04:06','2021-01-09 03:04:06','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&#038;p=1116',0,'unit','',0),(3181,1,'2014-02-01 11:59:24','2014-02-01 11:59:24','<h3>Lorem ipsum dolor sit amet, consectetur adipiscing elit.</h3>\nCras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\nPraesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl. Nunc ullamcorper posuere quam, non suscipit leo aliquam ut. Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n\n<strong>Sed a porttitor libero.</strong> Ut fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n\n<strong>Vivamus dictum sem nunc, quis laoreet purus facilisis a.</strong> Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. 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Nunc ullamcorper posuere quam, non suscipit leo aliquam ut. </em>\n\n<em>[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]</em>\n\n<em>Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.</em>\n\nSed a porttitor libero. Ut fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n\nVivamus dictum sem nunc, quis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n<h3></h3>\n<h3>Donec tristique nulla quis venenatis varius.</h3>\nMaecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n\nUt fringilla lacinia nibh imperdiet condimentum. Fusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.','Introduction to Startups','','publish','open','closed','','introduction-to-startups','','','2014-02-01 11:58:29','2014-02-01 11:58:29','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1112',0,'unit','',0),(3183,1,'2014-02-01 11:56:37','2014-02-01 11:56:37','<h3>Lorem ipsum dolor sit amet, consectetur adipiscing elit</h3>\nCras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus. Praesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl. Nunc ullamcorper posuere quam, non suscipit leo aliquam ut. Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n<h3></h3>\n<h3>Sed a porttitor libero</h3>\nUt fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n\nVivamus dictum sem nunc, quis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n<h3></h3>\n<h3>Donec tristique nulla quis venenatis varius</h3>\nMaecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n\nUt fringilla lacinia nibh imperdiet condimentum. Fusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.','Object Oriented Design Patterns','','publish','open','closed','','object-oriented-design-patterns','','','2014-02-01 11:56:37','2014-02-01 11:56:37','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1110',0,'unit','',0),(3184,1,'2014-02-01 11:55:17','2014-02-01 11:55:17','<strong>Ut eget metus id nulla ultricies rutrum eu vitae orci. In feugiat tellus vel risus tincidunt gravida. Morbi euismod libero vitae dui fringilla aliquet. Pellentesque non lacus eu nulla pretium varius.</strong> Aenean rutrum ut odio ut volutpat. Quisque et dui ut nisi tempor consequat at et enim. Phasellus feugiat sapien non purus lobortis mollis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. Aenean consequat enim pharetra, varius arcu sit amet, viverra arcu. Nam non luctus justo, eget porta eros. Nunc mollis blandit orci non ultricies. Suspendisse mattis arcu id lobortis convallis. Donec vel pharetra mi. Cras diam magna, tempor et facilisis imperdiet, viverra ut tortor. Suspendisse venenatis neque ac enim faucibus posuere. Vivamus id elit lorem.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\nIn auctor adipiscing tristique. Cras sed sollicitudin quam. Maecenas risus diam, ultricies non tortor in, sodales elementum dolor. Morbi vel bibendum ante, ac pellentesque metus. Etiam congue non turpis at volutpat. Vestibulum ut mi id nibh pulvinar rhoncus vel non nulla. Sed bibendum, felis quis posuere posuere, elit lorem tempus urna, vel suscipit sem turpis vitae ligula. Suspendisse potenti.\n\n<a href=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/01/sample.pdf\">sample</a>\n\n<strong>Morbi libero tellus, pulvinar sit amet tortor vitae, malesuada eleifend ante. Curabitur adipiscing, nisl eget commodo laoreet, nulla leo congue nisi, sed molestie lectus mi at ipsum.</strong> Donec hendrerit odio at nunc tincidunt sagittis. Maecenas venenatis nec sem a sagittis. In vestibulum tincidunt iaculis. Duis ac dui vitae est condimentum tincidunt. Praesent pretium nisi diam.\n\nProin dolor orci, faucibus sit amet pharetra at, lacinia sed ipsum. Praesent nec dui non orci consequat tincidunt. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Quisque aliquet tincidunt risus eget ullamcorper. Donec vitae ipsum a erat ultrices iaculis. Suspendisse tincidunt, sapien vitae vestibulum auctor, nunc leo suscipit nunc, a tincidunt eros ipsum ac neque. Maecenas cursus lacus arcu, ac aliquam velit iaculis quis. Donec a nisl vel purus dictum molestie in quis nisi. Mauris adipiscing odio eu eros ultrices viverra. Vestibulum mattis tellus sodales est convallis, vel mattis nisl interdum. Nunc lobortis tempus risus sit amet tincidunt. Nam quis odio a orci tristique pellentesque at eu est. Sed iaculis porttitor elit, eu adipiscing enim sagittis nec. Vestibulum quis tellus nec enim posuere rhoncus.\n\nMorbi ut erat mattis, adipiscing odio at, sodales diam. Suspendisse elementum felis sem, sodales venenatis nunc bibendum ut. Aliquam mattis vitae mauris sit amet facilisis. Suspendisse dapibus metus dui, ac gravida mi varius ac. Duis tempus leo eu tortor laoreet, in volutpat elit suscipit. Sed mattis enim eu placerat congue. Maecenas lobortis placerat nisi eu luctus. Ut in laoreet dui, eu hendrerit nunc. Nulla suscipit et turpis quis rhoncus. Maecenas feugiat sit amet elit at bibendum. Etiam non bibendum nisl, eu viverra risus. Pellentesque eu lectus mattis libero dapibus posuere. Fusce convallis, ligula sit amet scelerisque ultrices, dui diam dapibus ante, vel volutpat orci tortor quis nibh. Etiam urna risus, vulputate vel ultrices sit amet, euismod et ligula. Suspendisse pellentesque cursus erat, nec molestie felis pretium eget.','Algorithm analysis','','trash','open','closed','','algorithm-analysis__trashed','','','2021-01-08 22:04:06','2021-01-09 03:04:06','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&#038;p=1108',0,'unit','',0),(3185,1,'2014-02-01 11:54:37','2014-02-01 11:54:37','<h3>Ut eget metus id nulla ultricies rutrum eu vitae orci</h3>\nIn feugiat tellus vel risus tincidunt gravida. Morbi euismod libero vitae dui fringilla aliquet. Pellentesque non lacus eu nulla pretium varius. Aenean rutrum ut odio ut volutpat. Quisque et dui ut nisi tempor consequat at et enim. Phasellus feugiat sapien non purus lobortis mollis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. Aenean consequat enim pharetra, varius arcu sit amet, viverra arcu. Nam non luctus justo, eget porta eros. Nunc mollis blandit orci non ultricies. Suspendisse mattis arcu id lobortis convallis. Donec vel pharetra mi. Cras diam magna, tempor et facilisis imperdiet, viverra ut tortor. Suspendisse venenatis neque ac enim faucibus posuere. Vivamus id elit lorem.\n\n[audio mp3=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/1.mp3\"][/audio]\n\n&nbsp;\n\nIn auctor adipiscing tristique. Cras sed sollicitudin quam. Maecenas risus diam, ultricies non tortor in, sodales elementum dolor. Morbi vel bibendum ante, ac pellentesque metus. Etiam congue non turpis at volutpat. Vestibulum ut mi id nibh pulvinar rhoncus vel non nulla. Sed bibendum, felis quis posuere posuere, elit lorem tempus urna, vel suscipit sem turpis vitae ligula. Suspendisse potenti.\n<h3></h3>\n<h3>Morbi libero tellus</h3>\nPulvinar sit amet tortor vitae, malesuada eleifend ante. Curabitur adipiscing, nisl eget commodo laoreet, nulla leo congue nisi, sed molestie lectus mi at ipsum. Donec hendrerit odio at nunc tincidunt sagittis. Maecenas venenatis nec sem a sagittis. In vestibulum tincidunt iaculis. Duis ac dui vitae est condimentum tincidunt. Praesent pretium nisi diam.\n\nProin dolor orci, faucibus sit amet pharetra at, lacinia sed ipsum. Praesent nec dui non orci consequat tincidunt. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Quisque aliquet tincidunt risus eget ullamcorper. Donec vitae ipsum a erat ultrices iaculis. Suspendisse tincidunt, sapien vitae vestibulum auctor, nunc leo suscipit nunc, a tincidunt eros ipsum ac neque. Maecenas cursus lacus arcu, ac aliquam velit iaculis quis. Donec a nisl vel purus dictum molestie in quis nisi. Mauris adipiscing odio eu eros ultrices viverra. Vestibulum mattis tellus sodales est convallis, vel mattis nisl interdum. Nunc lobortis tempus risus sit amet tincidunt. Nam quis odio a orci tristique pellentesque at eu est. Sed iaculis porttitor elit, eu adipiscing enim sagittis nec. Vestibulum quis tellus nec enim posuere rhoncus.\n<h3></h3>\n<h3>Morbi ut erat mattis</h3>\nAadipiscing odio at, sodales diam. Suspendisse elementum felis sem, sodales venenatis nunc bibendum ut. Aliquam mattis vitae mauris sit amet facilisis. Suspendisse dapibus metus dui, ac gravida mi varius ac. Duis tempus leo eu tortor laoreet, in volutpat elit suscipit. Sed mattis enim eu placerat congue. Maecenas lobortis placerat nisi eu luctus. Ut in laoreet dui, eu hendrerit nunc. Nulla suscipit et turpis quis rhoncus. Maecenas feugiat sit amet elit at bibendum. Etiam non bibendum nisl, eu viverra risus. Pellentesque eu lectus mattis libero dapibus posuere. Fusce convallis, ligula sit amet scelerisque ultrices, dui diam dapibus ante, vel volutpat orci tortor quis nibh. Etiam urna risus, vulputate vel ultrices sit amet, euismod et ligula. 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Nunc ullamcorper posuere quam, non suscipit leo aliquam ut. Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n<h3></h3>\n<h3>Sed a porttitor libero</h3>\nUt fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n\nVivamus dictum sem nunc, quis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n\nDonec tristique nulla quis venenatis varius. Maecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n<h3></h3>\n<h3>Ut fringilla lacinia nibh imperdiet condimentum</h3>\nFusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. 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Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n\nSed a porttitor libero. Ut fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n\n<strong>Vivamus dictum sem nunc, quis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non.</strong> Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n\n<strong><em>Donec tristique nulla quis venenatis varius. Maecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula.</em> </strong>Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n\nUt fringilla lacinia nibh imperdiet condimentum. Fusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.','Managing Software Testing','','publish','open','closed','','managing-software-testing','','','2014-02-01 11:50:20','2014-02-01 11:50:20','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1102',0,'unit','',0),(3188,1,'2014-02-01 11:48:23','2014-02-01 11:48:23','<h3>Ut eget metus id nulla ultricies rutrum eu vitae orci.</h3>\nIn feugiat tellus vel risus tincidunt gravida. Morbi euismod libero vitae dui fringilla aliquet. Pellentesque non lacus eu nulla pretium varius. Aenean rutrum ut odio ut volutpat. Quisque et dui ut nisi tempor consequat at et enim. Phasellus feugiat sapien non purus lobortis mollis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. Aenean consequat enim pharetra, varius arcu sit amet, viverra arcu. Nam non luctus justo, eget porta eros. Nunc mollis blandit orci non ultricies. Suspendisse mattis arcu id lobortis convallis. Donec vel pharetra mi. Cras diam magna, tempor et facilisis imperdiet, viverra ut tortor. Suspendisse venenatis neque ac enim faucibus posuere. Vivamus id elit lorem.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n<h3></h3>\n<h3>In auctor adipiscing tristique.</h3>\nCras sed sollicitudin quam. Maecenas risus diam, ultricies non tortor in, sodales elementum dolor. Morbi vel bibendum ante, ac pellentesque metus. Etiam congue non turpis at volutpat. Vestibulum ut mi id nibh pulvinar rhoncus vel non nulla. Sed bibendum, felis quis posuere posuere, elit lorem tempus urna, vel suscipit sem turpis vitae ligula. Suspendisse potenti.\n\nMorbi libero tellus, pulvinar sit amet tortor vitae, malesuada eleifend ante. Curabitur adipiscing, nisl eget commodo laoreet, nulla leo congue nisi, sed molestie lectus mi at ipsum. Donec hendrerit odio at nunc tincidunt sagittis. Maecenas venenatis nec sem a sagittis. In vestibulum tincidunt iaculis. Duis ac dui vitae est condimentum tincidunt. Praesent pretium nisi diam.\n\nProin dolor orci, faucibus sit amet pharetra at, lacinia sed ipsum. Praesent nec dui non orci consequat tincidunt. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Quisque aliquet tincidunt risus eget ullamcorper. Donec vitae ipsum a erat ultrices iaculis. Suspendisse tincidunt, sapien vitae vestibulum auctor, nunc leo suscipit nunc, a tincidunt eros ipsum ac neque. Maecenas cursus lacus arcu, ac aliquam velit iaculis quis. Donec a nisl vel purus dictum molestie in quis nisi. Mauris adipiscing odio eu eros ultrices viverra. Vestibulum mattis tellus sodales est convallis, vel mattis nisl interdum. Nunc lobortis tempus risus sit amet tincidunt. Nam quis odio a orci tristique pellentesque at eu est. Sed iaculis porttitor elit, eu adipiscing enim sagittis nec. Vestibulum quis tellus nec enim posuere rhoncus.\n\n<strong>Morbi ut erat mattis, adipiscing odio at, sodales diam. Suspendisse elementum felis sem, sodales venenatis nunc bibendum ut. Aliquam mattis vitae mauris sit amet facilisis.</strong> Suspendisse dapibus metus dui, ac gravida mi varius ac. Duis tempus leo eu tortor laoreet, in volutpat elit suscipit. Sed mattis enim eu placerat congue. Maecenas lobortis placerat nisi eu luctus. Ut in laoreet dui, eu hendrerit nunc. Nulla suscipit et turpis quis rhoncus. Maecenas feugiat sit amet elit at bibendum. Etiam non bibendum nisl, eu viverra risus. Pellentesque eu lectus mattis libero dapibus posuere. Fusce convallis, ligula sit amet scelerisque ultrices, dui diam dapibus ante, vel volutpat orci tortor quis nibh. Etiam urna risus, vulputate vel ultrices sit amet, euismod et ligula. Suspendisse pellentesque cursus erat, nec molestie felis pretium eget.','Software Testing','','publish','open','closed','','software-testing','','','2014-02-01 11:48:23','2014-02-01 11:48:23','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1100',0,'unit','',0),(3189,1,'2014-02-01 11:44:58','2014-02-01 11:44:58','<strong>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Cras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo.</strong>\n\nFusce vitae dictum metus. Praesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl. Nunc ullamcorper posuere quam, non suscipit leo aliquam ut. Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n<h3></h3>\n<h3>Sed a porttitor libero.</h3>\nUt fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n\nVivamus dictum sem nunc, quis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n<h3></h3>\n<h3>Donec tristique nulla quis venenatis varius.</h3>\nMaecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n\nUt fringilla lacinia nibh imperdiet condimentum. Fusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.','Introduction to Software Training','','publish','open','closed','','introduction-to-software-training','','','2014-02-01 11:44:58','2014-02-01 11:44:58','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1098',0,'unit','',0),(3190,1,'2014-02-01 11:38:29','2014-02-01 11:38:29','Lorem ipsum dolor sit amet, consectetur adipiscing elit. Cras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus.\n\nPraesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl. Nunc ullamcorper posuere quam, non suscipit leo aliquam ut.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\n<strong>Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.</strong>\n\nSed a porttitor libero. Ut fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis.\n\nInteger a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n\nVivamus dictum sem nunc, quis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue.\n\nMauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n\nDonec tristique nulla quis venenatis varius. Maecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n\nUt fringilla lacinia nibh imperdiet condimentum. Fusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.','Cognitive Speech','','trash','open','closed','','cognitive-speech__trashed','','','2021-01-08 22:04:06','2021-01-09 03:04:06','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&#038;p=1095',0,'unit','',0),(3191,1,'2014-02-01 11:37:41','2014-02-01 11:37:41','<strong>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Cras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue.</strong>\n\nMauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus. Praesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl. Nunc ullamcorper posuere quam, non suscipit leo aliquam ut.\n\nEtiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\nSed a porttitor libero. Ut fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis.\n\nInteger a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n\nVivamus dictum sem nunc, quis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue.\n\nMauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n<h3></h3>\n<h3>Donec tristique nulla quis venenatis varius.</h3>\nMaecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n\nUt fringilla lacinia nibh imperdiet condimentum. Fusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.','Brain Physiology','','trash','open','closed','','brain-physiology__trashed','','','2021-01-08 22:04:06','2021-01-09 03:04:06','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&#038;p=1092',0,'unit','',0),(3192,1,'2014-02-01 11:35:30','2014-02-01 11:35:30','<h3>Lorem ipsum dolor sit amet</h3>\nConsectetur adipiscing elit. Cras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus. Praesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\nNunc ullamcorper posuere quam, non suscipit leo aliquam ut. Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n\nSed a porttitor libero. Ut fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n<h3></h3>\n<h3>Vivamus dictum sem nunc, quis laoreet purus facilisis a.</h3>\nSed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n\nDonec tristique nulla quis venenatis varius. Maecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n\nUt fringilla lacinia nibh imperdiet condimentum. Fusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in.<strong> Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.</strong>','Problems involving Speech','','publish','open','closed','','problems-involving-speech','','','2014-02-01 11:35:30','2014-02-01 11:35:30','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1090',0,'unit','',0),(3193,1,'2014-02-01 11:34:16','2014-02-01 11:34:16','<strong>Ut eget metus id nulla ultricies rutrum eu vitae orci. In feugiat tellus vel risus tincidunt gravida. Morbi euismod libero vitae dui fringilla aliquet.</strong>\n\nPellentesque non lacus eu nulla pretium varius. Aenean rutrum ut odio ut volutpat. Quisque et dui ut nisi tempor consequat at et enim. Phasellus feugiat sapien non purus lobortis mollis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. Aenean consequat enim pharetra, varius arcu sit amet, viverra arcu. Nam non luctus justo, eget porta eros. Nunc mollis blandit orci non ultricies. Suspendisse mattis arcu id lobortis convallis. Donec vel pharetra mi. Cras diam magna, tempor et facilisis imperdiet, viverra ut tortor. Suspendisse venenatis neque ac enim faucibus posuere. Vivamus id elit lorem.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\n<strong>In auctor adipiscing tristique. Cras sed sollicitudin quam. Maecenas risus diam, ultricies non tortor in, sodales elementum dolor. Morbi vel bibendum ante, ac pellentesque metus.</strong>\n\nEtiam congue non turpis at volutpat. Vestibulum ut mi id nibh pulvinar rhoncus vel non nulla. Sed bibendum, felis quis posuere posuere, elit lorem tempus urna, vel suscipit sem turpis vitae ligula. Suspendisse potenti.\n\nMorbi libero tellus, pulvinar sit amet tortor vitae, malesuada eleifend ante. Curabitur adipiscing, nisl eget commodo laoreet, nulla leo congue nisi, sed molestie lectus mi at ipsum. Donec hendrerit odio at nunc tincidunt sagittis. Maecenas venenatis nec sem a sagittis. In vestibulum tincidunt iaculis. Duis ac dui vitae est condimentum tincidunt. Praesent pretium nisi diam.\n\n&nbsp;\n\n<strong>Proin dolor orci, faucibus sit amet pharetra at, lacinia sed ipsum. Praesent nec dui non orci consequat tincidunt.</strong>\n\nVestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Quisque aliquet tincidunt risus eget ullamcorper. Donec vitae ipsum a erat ultrices iaculis. Suspendisse tincidunt, sapien vitae vestibulum auctor, nunc leo suscipit nunc, a tincidunt eros ipsum ac neque. Maecenas cursus lacus arcu, ac aliquam velit iaculis quis. Donec a nisl vel purus dictum molestie in quis nisi. Mauris adipiscing odio eu eros ultrices viverra. Vestibulum mattis tellus sodales est convallis, vel mattis nisl interdum. Nunc lobortis tempus risus sit amet tincidunt. Nam quis odio a orci tristique pellentesque at eu est. Sed iaculis porttitor elit, eu adipiscing enim sagittis nec. Vestibulum quis tellus nec enim posuere rhoncus.\n\nMorbi ut erat mattis, adipiscing odio at, sodales diam. Suspendisse elementum felis sem, sodales venenatis nunc bibendum ut. Aliquam mattis vitae mauris sit amet facilisis. Suspendisse dapibus metus dui, ac gravida mi varius ac. Duis tempus leo eu tortor laoreet, in volutpat elit suscipit. Sed mattis enim eu placerat congue. Maecenas lobortis placerat nisi eu luctus. Ut in laoreet dui, eu hendrerit nunc. Nulla suscipit et turpis quis rhoncus. Maecenas feugiat sit amet elit at bibendum. Etiam non bibendum nisl, eu viverra risus. Pellentesque eu lectus mattis libero dapibus posuere. Fusce convallis, ligula sit amet scelerisque ultrices, dui diam dapibus ante, vel volutpat orci tortor quis nibh. Etiam urna risus, vulputate vel ultrices sit amet, euismod et ligula. Suspendisse pellentesque cursus erat, nec molestie felis pretium eget.','Errors in Speech','','trash','open','closed','','errors-in-speech__trashed','','','2021-01-08 22:05:07','2021-01-09 03:05:07','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&#038;p=1088',0,'unit','',0),(3194,1,'2014-02-01 11:31:26','2014-02-01 11:31:26','<h3>Lorem ipsum dolor sit amet, consectetur adipiscing elit.</h3>\nCras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus. Praesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl. Nunc ullamcorper posuere quam, non suscipit leo aliquam ut.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\nEtiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n<h3></h3>\n<h3>Sed a porttitor libero.</h3>\nUt fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n\nVivamus dictum sem nunc, quis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n<h3></h3>\n<h3>Donec tristique nulla quis venenatis varius.</h3>\nMaecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n\nUt fringilla lacinia nibh imperdiet condimentum. Fusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.','Speech Repetition','','publish','open','closed','','speech-repetition','','','2014-02-01 11:31:26','2014-02-01 11:31:26','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1086',0,'unit','',0),(3195,1,'2014-02-01 11:29:57','2014-02-01 11:29:57','<h3>Ut eget metus id nulla ultricies rutrum eu vitae orci.</h3>\nIn feugiat tellus vel risus tincidunt gravida. Morbi euismod libero vitae dui fringilla aliquet. Pellentesque non lacus eu nulla pretium varius. Aenean rutrum ut odio ut volutpat. Quisque et dui ut nisi tempor consequat at et enim. Phasellus feugiat sapien non purus lobortis mollis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. Aenean consequat enim pharetra, varius arcu sit amet, viverra arcu. Nam non luctus justo, eget porta eros. Nunc mollis blandit orci non ultricies. Suspendisse mattis arcu id lobortis convallis. Donec vel pharetra mi. Cras diam magna, tempor et facilisis imperdiet, viverra ut tortor. Suspendisse venenatis neque ac enim faucibus posuere. Vivamus id elit lorem.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\nIn auctor adipiscing tristique. Cras sed sollicitudin quam. Maecenas risus diam, ultricies non tortor in, sodales elementum dolor. Morbi vel bibendum ante, ac pellentesque metus. Etiam congue non turpis at volutpat. Vestibulum ut mi id nibh pulvinar rhoncus vel non nulla. Sed bibendum, felis quis posuere posuere, elit lorem tempus urna, vel suscipit sem turpis vitae ligula. Suspendisse potenti.\n<h3></h3>\n<h3>Morbi libero tellus, pulvinar sit amet tortor vitae, malesuada eleifend ante.</h3>\nCurabitur adipiscing, nisl eget commodo laoreet, nulla leo congue nisi, sed molestie lectus mi at ipsum. Donec hendrerit odio at nunc tincidunt sagittis. Maecenas venenatis nec sem a sagittis. In vestibulum tincidunt iaculis. Duis ac dui vitae est condimentum tincidunt. Praesent pretium nisi diam.\n\nProin dolor orci, faucibus sit amet pharetra at, lacinia sed ipsum. Praesent nec dui non orci consequat tincidunt. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Quisque aliquet tincidunt risus eget ullamcorper. Donec vitae ipsum a erat ultrices iaculis. Suspendisse tincidunt, sapien vitae vestibulum auctor, nunc leo suscipit nunc, a tincidunt eros ipsum ac neque. Maecenas cursus lacus arcu, ac aliquam velit iaculis quis. Donec a nisl vel purus dictum molestie in quis nisi. Mauris adipiscing odio eu eros ultrices viverra. Vestibulum mattis tellus sodales est convallis, vel mattis nisl interdum. Nunc lobortis tempus risus sit amet tincidunt. Nam quis odio a orci tristique pellentesque at eu est. Sed iaculis porttitor elit, eu adipiscing enim sagittis nec. Vestibulum quis tellus nec enim posuere rhoncus.\n\nMorbi ut erat mattis, adipiscing odio at, sodales diam. Suspendisse elementum felis sem, sodales venenatis nunc bibendum ut. Aliquam mattis vitae mauris sit amet facilisis. Suspendisse dapibus metus dui, ac gravida mi varius ac. Duis tempus leo eu tortor laoreet, in volutpat elit suscipit. Sed mattis enim eu placerat congue. Maecenas lobortis placerat nisi eu luctus. Ut in laoreet dui, eu hendrerit nunc. Nulla suscipit et turpis quis rhoncus. Maecenas feugiat sit amet elit at bibendum. Etiam non bibendum nisl, eu viverra risus. Pellentesque eu lectus mattis libero dapibus posuere. Fusce convallis, ligula sit amet scelerisque ultrices, dui diam dapibus ante, vel volutpat orci tortor quis nibh. Etiam urna risus, vulputate vel ultrices sit amet, euismod et ligula. Suspendisse pellentesque cursus erat, nec molestie felis pretium eget.','Perception of Speech','','publish','open','closed','','perception-of-speech','','','2014-02-01 11:29:57','2014-02-01 11:29:57','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1084',0,'unit','',0),(3196,1,'2014-02-01 11:28:30','2014-02-01 11:28:30','<h3>Lorem ipsum dolor sit amet,</h3>\nconsectetur adipiscing elit. Cras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus. Praesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\nNunc ullamcorper posuere quam, non suscipit leo aliquam ut. Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n\nSed a porttitor libero. Ut fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n<h3></h3>\n<h3>Vivamus dictum sem nunc,</h3>\nquis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n\nDonec tristique nulla quis venenatis varius. Maecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n<h3></h3>\n<h3>Ut fringilla lacinia nibh imperdiet condimentum.</h3>\nFusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.','Speech Production','','publish','open','closed','','speech-production','','','2014-02-01 11:28:30','2014-02-01 11:28:30','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1082',0,'unit','',0),(3197,1,'2014-02-01 11:27:23','2014-02-01 11:27:23','<em><strong>Ut eget metus id nulla ultricies rutrum eu vitae orci. In feugiat tellus vel risus tincidunt gravida. Morbi euismod libero vitae dui fringilla aliquet. Pellentesque non lacus eu nulla pretium varius.</strong> </em>\n\nAenean rutrum ut odio ut volutpat. Quisque et dui ut nisi tempor consequat at et enim. Phasellus feugiat sapien non purus lobortis mollis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. Aenean consequat enim pharetra, varius arcu sit amet, viverra arcu. Nam non luctus justo, eget porta eros. Nunc mollis blandit orci non ultricies. Suspendisse mattis arcu id lobortis convallis. Donec vel pharetra mi. Cras diam magna, tempor et facilisis imperdiet, viverra ut tortor. Suspendisse venenatis neque ac enim faucibus posuere. Vivamus id elit lorem.\n<h3>[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]</h3>\n<h3>In auctor adipiscing tristique.</h3>\nCras sed sollicitudin quam. Maecenas risus diam, ultricies non tortor in, sodales elementum dolor. Morbi vel bibendum ante, ac pellentesque metus. Etiam congue non turpis at volutpat. Vestibulum ut mi id nibh pulvinar rhoncus vel non nulla. Sed bibendum, felis quis posuere posuere, elit lorem tempus urna, vel suscipit sem turpis vitae ligula. Suspendisse potenti.\n\nMorbi libero tellus, pulvinar sit amet tortor vitae, malesuada eleifend ante. Curabitur adipiscing, nisl eget commodo laoreet, nulla leo congue nisi, sed molestie lectus mi at ipsum. Donec hendrerit odio at nunc tincidunt sagittis. Maecenas venenatis nec sem a sagittis. In vestibulum tincidunt iaculis. Duis ac dui vitae est condimentum tincidunt. Praesent pretium nisi diam.\n\nProin dolor orci, faucibus sit amet pharetra at, lacinia sed ipsum. Praesent nec dui non orci consequat tincidunt. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Quisque aliquet tincidunt risus eget ullamcorper. Donec vitae ipsum a erat ultrices iaculis. Suspendisse tincidunt, sapien vitae vestibulum auctor, nunc leo suscipit nunc, a tincidunt eros ipsum ac neque. Maecenas cursus lacus arcu, ac aliquam velit iaculis quis. Donec a nisl vel purus dictum molestie in quis nisi. Mauris adipiscing odio eu eros ultrices viverra. Vestibulum mattis tellus sodales est convallis, vel mattis nisl interdum. Nunc lobortis tempus risus sit amet tincidunt. Nam quis odio a orci tristique pellentesque at eu est. Sed iaculis porttitor elit, eu adipiscing enim sagittis nec. Vestibulum quis tellus nec enim posuere rhoncus.\n\nMorbi ut erat mattis, adipiscing odio at, sodales diam. Suspendisse elementum felis sem, sodales venenatis nunc bibendum ut. Aliquam mattis vitae mauris sit amet facilisis. Suspendisse dapibus metus dui, ac gravida mi varius ac. Duis tempus leo eu tortor laoreet, in volutpat elit suscipit. Sed mattis enim eu placerat congue. Maecenas lobortis placerat nisi eu luctus. Ut in laoreet dui, eu hendrerit nunc. Nulla suscipit et turpis quis rhoncus. Maecenas feugiat sit amet elit at bibendum. Etiam non bibendum nisl, eu viverra risus. Pellentesque eu lectus mattis libero dapibus posuere. Fusce convallis, ligula sit amet scelerisque ultrices, dui diam dapibus ante, vel volutpat orci tortor quis nibh. Etiam urna risus, vulputate vel ultrices sit amet, euismod et ligula. Suspendisse pellentesque cursus erat, nec molestie felis pretium eget.','Introduction to Speech','','publish','open','closed','','introduction-to-speech','','','2014-02-01 11:27:23','2014-02-01 11:27:23','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1080',0,'unit','',0),(3198,1,'2014-02-01 11:25:35','2014-02-01 11:25:35','<h3>Lorem ipsum dolor sit amet</h3>\nconsectetur adipiscing elit. Cras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus. Praesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl.\n\nNunc ullamcorper posuere quam, non suscipit leo aliquam ut. Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n\nSed a porttitor libero. Ut fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\nVivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n<h3></h3>\n<h3>Vivamus dictum sem nunc</h3>\nEuis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n\nDonec tristique nulla quis venenatis varius. Maecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n<h3></h3>\n<h3>Ut fringilla lacinia nibh imperdiet condimentum.</h3>\nFusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.','Creation of written information','','trash','open','closed','','creation-of-written-information__trashed','','','2021-01-08 22:04:06','2021-01-09 03:04:06','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&#038;p=1078',0,'unit','',0),(3199,1,'2014-02-01 11:22:26','2014-02-01 11:22:26','<h3>Lorem ipsum dolor sit amet, consectetur adipiscing elit.</h3>\nCras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus. Praesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl. Nunc ullamcorper posuere quam, non suscipit leo aliquam ut. Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n<h3></h3>\n<h3>Sed a porttitor libero.</h3>\nUt fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n\nVivamus dictum sem nunc, quis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n\nDonec tristique nulla quis venenatis varius. Maecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n\nUt fringilla lacinia nibh imperdiet condimentum. Fusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.','Writing Composition','','publish','open','closed','','writing-composition','','','2014-02-01 11:22:26','2014-02-01 11:22:26','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1076',0,'unit','',0),(3200,1,'2014-02-01 11:21:10','2014-02-01 11:21:10','<em>Lorem ipsum dolor sit amet, consectetur adipiscing elit. Cras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus. Praesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl. Nunc ullamcorper posuere quam, non suscipit leo aliquam ut. Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.</em>\n\nSed a porttitor libero. Ut fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n\nVivamus dictum sem nunc, quis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n\n<strong>Donec tristique nulla quis venenatis varius. Maecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.</strong>\n\nCurabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.\n\nLorem ipsum dolor sit amet, consectetur adipiscing elit. Cras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus. Praesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl. Nunc ullamcorper posuere quam, non suscipit leo aliquam ut. Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n\nSed a porttitor libero. Ut fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n\nVivamus dictum sem nunc, quis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n\nDonec tristique nulla quis venenatis varius. Maecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n\nUt fringilla lacinia nibh imperdiet condimentum. Fusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.','History of Writing','','trash','open','closed','','history-of-writing__trashed','','','2021-01-08 22:05:07','2021-01-09 03:05:07','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&#038;p=1074',0,'unit','',0),(3201,1,'2014-02-01 11:20:11','2014-02-01 11:20:11','<h3>Lorem ipsum dolor sit amet, consectetur adipiscing elit.</h3>\nCras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus. Praesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl. Nunc ullamcorper posuere quam, non suscipit leo aliquam ut.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\nEtiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante. Proin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n\nSed a porttitor libero. Ut fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n<h3></h3>\n<h3>Vivamus dictum sem nunc, quis laoreet purus facilisis a.</h3>\nSed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n\nDonec tristique nulla quis venenatis varius. Maecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.\n\nUt fringilla lacinia nibh imperdiet condimentum. Fusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.','Neolithic writing','','publish','open','closed','','neolithic-writing','','','2014-02-01 11:20:11','2014-02-01 11:20:11','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1072',0,'unit','',0),(3202,1,'2014-02-01 11:19:02','2014-02-01 11:19:02','<h3>Ut fringilla lacinia nibh imperdiet condimentum.</h3>\nFusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\n&nbsp;\n\nUt eget metus id nulla ultricies rutrum eu vitae orci. In feugiat tellus vel risus tincidunt gravida. Morbi euismod libero vitae dui fringilla aliquet. Pellentesque non lacus eu nulla pretium varius. Aenean rutrum ut odio ut volutpat. Quisque et dui ut nisi tempor consequat at et enim. Phasellus feugiat sapien non purus lobortis mollis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. Aenean consequat enim pharetra, varius arcu sit amet, viverra arcu. Nam non luctus justo, eget porta eros. Nunc mollis blandit orci non ultricies. Suspendisse mattis arcu id lobortis convallis. Donec vel pharetra mi. Cras diam magna, tempor et facilisis imperdiet, viverra ut tortor. Suspendisse venenatis neque ac enim faucibus posuere. Vivamus id elit lorem.\n\nIn auctor adipiscing tristique. Cras sed sollicitudin quam. Maecenas risus diam, ultricies non tortor in, sodales elementum dolor. Morbi vel bibendum ante, ac pellentesque metus. Etiam congue non turpis at volutpat. Vestibulum ut mi id nibh pulvinar rhoncus vel non nulla. Sed bibendum, felis quis posuere posuere, elit lorem tempus urna, vel suscipit sem turpis vitae ligula. Suspendisse potenti.\n\nMorbi libero tellus, pulvinar sit amet tortor vitae, malesuada eleifend ante. Curabitur adipiscing, nisl eget commodo laoreet, nulla leo congue nisi, sed molestie lectus mi at ipsum. Donec hendrerit odio at nunc tincidunt sagittis. Maecenas venenatis nec sem a sagittis. In vestibulum tincidunt iaculis. Duis ac dui vitae est condimentum tincidunt. Praesent pretium nisi diam.\n\n<strong>Proin dolor orci, faucibus sit amet pharetra at, lacinia sed ipsum.</strong> Praesent nec dui non orci consequat tincidunt. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Quisque aliquet tincidunt risus eget ullamcorper. Donec vitae ipsum a erat ultrices iaculis. Suspendisse tincidunt, sapien vitae vestibulum auctor, nunc leo suscipit nunc, a tincidunt eros ipsum ac neque. Maecenas cursus lacus arcu, ac aliquam velit iaculis quis. Donec a nisl vel purus dictum molestie in quis nisi. Mauris adipiscing odio eu eros ultrices viverra. Vestibulum mattis tellus sodales est convallis, vel mattis nisl interdum. Nunc lobortis tempus risus sit amet tincidunt. Nam quis odio a orci tristique pellentesque at eu est. Sed iaculis porttitor elit, eu adipiscing enim sagittis nec. Vestibulum quis tellus nec enim posuere rhoncus.\n\nMorbi ut erat mattis, adipiscing odio at, sodales diam. Suspendisse elementum felis sem, sodales venenatis nunc bibendum ut. Aliquam mattis vitae mauris sit amet facilisis. Suspendisse dapibus metus dui, ac gravida mi varius ac. Duis tempus leo eu tortor laoreet, in volutpat elit suscipit. Sed mattis enim eu placerat congue. Maecenas lobortis placerat nisi eu luctus. Ut in laoreet dui, eu hendrerit nunc. Nulla suscipit et turpis quis rhoncus. Maecenas feugiat sit amet elit at bibendum. Etiam non bibendum nisl, eu viverra risus. Pellentesque eu lectus mattis libero dapibus posuere. Fusce convallis, ligula sit amet scelerisque ultrices, dui diam dapibus ante, vel volutpat orci tortor quis nibh. Etiam urna risus, vulputate vel ultrices sit amet, euismod et ligula. Suspendisse pellentesque cursus erat, nec molestie felis pretium eget.','Writing Alphabets','','publish','open','closed','','writing-alphabets','','','2014-02-01 11:19:02','2014-02-01 11:19:02','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1070',0,'unit','',0),(3203,1,'2014-02-01 11:15:02','2014-02-01 11:15:02','<h3>Lorem ipsum dolor sit amet, consectetur adipiscing elit.</h3>\nCras consectetur, nisi et mollis vulputate, odio mauris dapibus massa, vel facilisis erat neque sit amet augue. Mauris porttitor fringilla mauris, in malesuada nibh fermentum et. Cras odio leo, auctor eget faucibus a, luctus quis justo. Fusce vitae dictum metus.\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\nPraesent sodales, ante vitae fringilla hendrerit, urna purus consequat lectus, eget mollis nibh neque sit amet nisl. Nunc ullamcorper posuere quam, non suscipit leo aliquam ut. Etiam pulvinar velit velit, molestie cursus dolor varius ut. Integer blandit eu ipsum sed egestas. Suspendisse at elit ante.\n\nProin porta nec tortor ut consequat. Sed in condimentum nulla. Curabitur consequat porttitor dignissim. Sed feugiat placerat leo, eget auctor ligula pretium ac. Vivamus euismod, velit eu mollis lobortis, metus ante tristique mauris, sit amet bibendum tellus elit a urna.\n\nSed a porttitor libero. Ut fermentum metus elit, ut rutrum erat consectetur sit amet. Suspendisse consequat libero augue, sed ullamcorper diam luctus a. Ut lobortis vitae lectus ac adipiscing. Mauris auctor rhoncus est, ac interdum nisl posuere vel. Nunc ornare feugiat rutrum. Maecenas tempor facilisis suscipit. Vivamus feugiat metus erat, bibendum tempor nisl accumsan in. Suspendisse auctor lectus tortor, ac varius enim egestas quis. Integer a purus magna. Etiam faucibus molestie enim, vel tempus nisi. Donec dapibus lacinia leo vitae sollicitudin. Phasellus dignissim lacus et sapien convallis tristique. Proin tempor imperdiet leo, auctor ullamcorper turpis posuere eu. Maecenas fringilla tempor dapibus. Curabitur accumsan justo magna, nec condimentum mi bibendum vitae.\n\nVivamus dictum sem nunc, quis laoreet purus facilisis a. Sed venenatis urna at sollicitudin viverra. Donec mattis ligula dolor, ac auctor justo pulvinar non. Mauris at eros vel nibh auctor tristique in et elit. Aliquam pulvinar, quam ac ullamcorper semper, nulla nisi sodales ipsum, quis pretium eros sapien id augue. Mauris pellentesque sapien nisi, nec fermentum libero lobortis blandit. Etiam lobortis sem id nunc semper sollicitudin. Maecenas et mollis velit. Curabitur molestie ipsum a adipiscing porttitor. Praesent molestie enim eu eros sollicitudin sollicitudin. Suspendisse et justo quam.\n\nDonec tristique nulla quis venenatis varius. Maecenas rhoncus felis risus, eget placerat dui commodo ut. Sed sed justo eget eros commodo sagittis ut non ligula. Donec vitae neque ac ipsum facilisis consequat eget a magna. Phasellus venenatis suscipit est. Donec viverra velit quis fringilla facilisis. Donec egestas ullamcorper metus, id facilisis nibh blandit non.','Logographies','','publish','open','closed','','logographies','','','2014-02-01 11:15:02','2014-02-01 11:15:02','',0,'http://vibethemes.com/envato/wplms/?post_type=unit&amp;p=1068',0,'unit','',0),(3204,1,'2014-02-01 11:14:11','2014-02-01 11:14:11','<h3>Ut fringilla lacinia nibh imperdiet condimentum.</h3>\nFusce tortor libero, luctus in aliquet quis, feugiat non eros. Integer elementum risus nec arcu convallis venenatis. Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.\n\n<em>Ut eget metus id nulla ultricies rutrum eu vitae orci. In feugiat tellus vel risus tincidunt gravida. Morbi euismod libero vitae dui fringilla aliquet. Pellentesque non lacus eu nulla pretium varius. Aenean rutrum ut odio ut volutpat. Quisque et dui ut nisi tempor consequat at et enim</em>. Phasellus feugiat sapien non purus lobortis mollis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. Aenean consequat enim pharetra, varius arcu sit amet, viverra arcu. Nam non luctus justo, eget porta eros. Nunc mollis blandit orci non ultricies. Suspendisse mattis arcu id lobortis convallis. Donec vel pharetra mi. Cras diam magna, tempor et facilisis imperdiet, viverra ut tortor. Suspendisse venenatis neque ac enim faucibus posuere. Vivamus id elit lorem.\n<h3></h3>\n<h3>In auctor adipiscing tristique.</h3>\nCras sed sollicitudin quam. 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Donec vitae ipsum a erat ultrices iaculis. Suspendisse tincidunt, sapien vitae vestibulum auctor, nunc leo suscipit nunc, a tincidunt eros ipsum ac neque. Maecenas cursus lacus arcu, ac aliquam velit iaculis quis. Donec a nisl vel purus dictum molestie in quis nisi. Mauris adipiscing odio eu eros ultrices viverra. Vestibulum mattis tellus sodales est convallis, vel mattis nisl interdum. Nunc lobortis tempus risus sit amet tincidunt. Nam quis odio a orci tristique pellentesque at eu est. Sed iaculis porttitor elit, eu adipiscing enim sagittis nec. Vestibulum quis tellus nec enim posuere rhoncus.\n<h3></h3>\n<h3>Morbi ut erat mattis, adipiscing odio at, sodales diam.</h3>\nSuspendisse elementum felis sem, sodales venenatis nunc bibendum ut. Aliquam mattis vitae mauris sit amet facilisis. Suspendisse dapibus metus dui, ac gravida mi varius ac. Duis tempus leo eu tortor laoreet, in volutpat elit suscipit. Sed mattis enim eu placerat congue. Maecenas lobortis placerat nisi eu luctus. 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Curabitur convallis, velit eu venenatis tincidunt, turpis massa cursus purus, a venenatis justo dui vitae orci. <strong>Donec dictum condimentum sem, vitae bibendum dui venenatis in. Maecenas dapibus mattis sollicitudin. Praesent sit amet lacus imperdiet, semper libero non, convallis lectus. Nunc nisi quam, dignissim ut luctus non, dignissim pellentesque massa. Etiam ac fermentum risus, vitae dictum quam.</strong>\n\n[video width=\"640\" height=\"360\" mp4=\"http://vibethemes.com/envato/wplms/wp-content/uploads/2014/02/big_buck_bunny.mp4\"][/video]\n\nUt eget metus id nulla ultricies rutrum eu vitae orci. In feugiat tellus vel risus tincidunt gravida. Morbi euismod libero vitae dui fringilla aliquet. Pellentesque non lacus eu nulla pretium varius. Aenean rutrum ut odio ut volutpat. Quisque et dui ut nisi tempor consequat at et enim. Phasellus feugiat sapien non purus lobortis mollis. Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos. Aenean consequat enim pharetra, varius arcu sit amet, viverra arcu. Nam non luctus justo, eget porta eros. Nunc mollis blandit orci non ultricies. Suspendisse mattis arcu id lobortis convallis. Donec vel pharetra mi. Cras diam magna, tempor et facilisis imperdiet, viverra ut tortor. Suspendisse venenatis neque ac enim faucibus posuere. Vivamus id elit lorem.\n\nIn auctor adipiscing tristique. Cras sed sollicitudin quam. Maecenas risus diam, ultricies non tortor in, sodales elementum dolor. Morbi vel bibendum ante, ac pellentesque metus. Etiam congue non turpis at volutpat. Vestibulum ut mi id nibh pulvinar rhoncus vel non nulla. Sed bibendum, felis quis posuere posuere, elit lorem tempus urna, vel suscipit sem turpis vitae ligula. Suspendisse potenti.\n\n<em>Morbi libero tellus, pulvinar sit amet tortor vitae, malesuada eleifend ante. Curabitur adipiscing, nisl eget commodo laoreet, nulla leo congue nisi, sed molestie lectus mi at ipsum. Donec hendrerit odio at nunc tincidunt sagittis. Maecenas venenatis nec sem a sagittis. In vestibulum tincidunt iaculis. Duis ac dui vitae est condimentum tincidunt. Praesent pretium nisi diam.</em>\n\nProin dolor orci, faucibus sit amet pharetra at, lacinia sed ipsum. Praesent nec dui non orci consequat tincidunt. Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Quisque aliquet tincidunt risus eget ullamcorper. Donec vitae ipsum a erat ultrices iaculis. Suspendisse tincidunt, sapien vitae vestibulum auctor, nunc leo suscipit nunc, a tincidunt eros ipsum ac neque. Maecenas cursus lacus arcu, ac aliquam velit iaculis quis. Donec a nisl vel purus dictum molestie in quis nisi. Mauris adipiscing odio eu eros ultrices viverra. Vestibulum mattis tellus sodales est convallis, vel mattis nisl interdum. Nunc lobortis tempus risus sit amet tincidunt. Nam quis odio a orci tristique pellentesque at eu est. Sed iaculis porttitor elit, eu adipiscing enim sagittis nec. Vestibulum quis tellus nec enim posuere rhoncus.\n\nMorbi ut erat mattis, adipiscing odio at, sodales diam. Suspendisse elementum felis sem, sodales venenatis nunc bibendum ut. Aliquam mattis vitae mauris sit amet facilisis. Suspendisse dapibus metus dui, ac gravida mi varius ac. Duis tempus leo eu tortor laoreet, in volutpat elit suscipit. Sed mattis enim eu placerat congue. Maecenas lobortis placerat nisi eu luctus. Ut in laoreet dui, eu hendrerit nunc. Nulla suscipit et turpis quis rhoncus. Maecenas feugiat sit amet elit at bibendum. Etiam non bibendum nisl, eu viverra risus. Pellentesque eu lectus mattis libero dapibus posuere. Fusce convallis, ligula sit amet scelerisque ultrices, dui diam dapibus ante, vel volutpat orci tortor quis nibh. Etiam urna risus, vulputate vel ultrices sit amet, euismod et ligula. 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