Writing scenarios

Writing scenarios

Prepared by:

Nasr Abou El Seoud

&

Mohamed Loutfi

Scenario1:

Role(A) You are travelling on a train and sitting next to a person who looks like your son that got lost fifteen years ago.You want to find out if he is your lost son or not.

Role( B)You are travelling on a train and sitting next to a person who stares at you.He seems to be mad.

Scenario2:

Role(A)You are a mother and you are sitting with your daughter trying to convince her to marry someone who has proposed to her.You talk about his merits.

Role(B)You are sitting alone with your mother and you took the chance that she is in high spirits to tell her about someone who you are in love with.

Amercican Pronounciation Patterns

Egypt Morocco Blog
This lecture was given by
Dr. Kenneth Allen Hyde

In this lecture or workshop we learned that the trick to teaching pronounciation is to understand the articulation of sounds. When teaching ESL students, it's usually more important that they understand the artuculation movement rather than the technical terms. And from theis workshop Dr. Hyde said that transcription helps students focus on the actual pronounciation of English. It also forces them to confront the fact about English that our spelling system is only tangentially related to ur pronounciation. In addition, students usually need help with suprasegmental aspects of pronounciationthat involve more than one sound at a time. This an example of some suprasegmental issues that students may have questions about:

Syllables:
In English every vowel sound and every syllabic consonent (and not letter) is counted as syllable.

Stress:
English stress is created by an increase in pitch, volume, length, and clarity of the vowel in the stressed syllable.
Intonation: English speakers use a downward intonation to indicate the end af a group of related words.
Syllable length: Using a correct vowel length can help listeners guess correctly. Long vowels signal that the following consonant is voiced, while short vowels signal that the following consonant is voiceless.


Prepared by
Kamal Eldeen

Using drama in the EFL classroom

Using drama in the EFL classroom

by Dr/Stevens

Summarised by/Nasr Abou El Seoud

It is one of the most fascinating workshops.I think everyone enjoyed it and participated in it .This may due to the vivity of the subject.But, also the cleverness of Dr/Stevens contributed alot.

Dr/Stevens began his workshop with the fact that drama has been used in language classes to develop communicative competence and improving oral intelligibility and fluency.It also inspires students to learn another language by making language use purposeful and contextualized.It also makes learning enjoyable by creating a relaxed atmosphere inside the learning environment.Drama allows students to participate in the new culture. Also, drama builds group unity through trust. It draws upon all senses and skills. Multiple intelligences can be achieved through drama. Finally , successful drama activities make use of students experience.

Then , Dr/ Stevens moved to speak about the basics of a drama class as follows:
1-Group development.
2-Energy.
3-Voice.
4- Movement.
5-Concentration.
6- Spontaneity.
7- Creativity.
8- Mechanics.

Afterthat ,Dr/Stevens mentioned some suggestions for ordering drama class activities as follows:
1- Relaxation.
2-Physical warm up.
3- Vocal warm up.
4-Rehearsal/performance.
5- New activity.
6-Coo down.

Finally he used some of these activities as follows:
1-Circle movement.
2-Push/pull.
3- Lean in.
4-The great shake.
5-Mirror movement.
6- The observation game.
7-Fruit basket.
8-Sing the missing part.
9-Preposition circle game.
10-What are you doing.
11- The freeze game.
12- Using puppets.

Above are some of the techniques that can be used in teaching English as a foreign language.They can be used with different levels and ages. The distinguishing thing about Dr/ Stevens' workshops is their applicability.So many thanks are due to him.

LEGESILATIVE HALL, DOVER, DELAWARE

Legislative Hall, Dover, Delaware
The legislative Hall is the capitol b uilding for Delaware s General Assembly since 1933. The formal chambers of the Senate and house of Representative
Government became more representative and the state population increased , the legislature out grew is original Dover home .The Old State House has been restore as a historic landmark and is open for tours
The members of the General Assembly created a Legislative building committee propose an addition
That would give each legislative an office in addition to his or her desk in the house and Senate Chamber.
The Delaware General Assembly will enter the 21st century in modern surrounding that nonetheless maintain a strong bond with Delaware s historic past.
Ruth Ann Minner s election as Delaware s the first state woman governor is the latest milestone in a remarkable journey.
Delaware has proud and long history which were made by the Spaniards and Portuguese in the sixteenth
Century.
LEGESILATIVE HALL, DOVER, DELAWARE
Legislative Hall has the rooms of the Senate and House of Representatives. It has General Assembly’s nonpartisan staff agencies. This building was dedicated as such in 1933. It has been restored as a historic landmark and is open for Tours. Two wings were added to the building to provide more rooms. The interior reflects the style of the late 18th century.
THE GENERAL ASSEMBLY
It contains two formal bodies: the Senate and the House of Representatives. The meetings are held every Tuesday, Wednesday, and Thursday. Until June 30th. The call to session is announced by bells: 1 chime for the Senate, 2 chime for the House of Representatives. All sessions must be held at the Hall and are open to the public. Each assembly is made up of two years. Each year is considered a session.
Legislation introduced but not complete during the first year of the two-year General Assembly is carried over to the second year, but not beyond. Between sessions, either or both chambers can be called into special sessions by the Governor or their presiding officer.
ABOUT THE SENATE
The Senate is composed of 21 members. The candidates must be citizens of the U.S.A. who have lived for 3 years and have been a resident of their district for 1 year prior the election. Senators are elected for 4-year terms and there are no term limits. These terms are staggered so that ½ the body runs for election every two years. The Lt. Governor presides over the Senate and votes only to break a tie. In his absence, the President Pro Tempore presides over the Senate.

DUTIES AT LEGISLATIVE HALL
Legislative Hall, the capital of Delaware, is located at 411 Legislative Avenue in Dover. It is the home of the Delaware General Assembly consisting of the House of Representatives and Senate. The Division of Capitol Police was originally created as Capitol Security during the social unrest of 1965 to protect Legislative Hall. Over the years Capitol Security has transformed, taking on more responsibilities and providing police services where needed, eventually becoming the Division of Capitol Police. While the division has seen many changes over time, the original mission of the unit has not. The Division of Capitol Police still provides Legislative Hall with police protection, only now with the help of audio / video surveillance, and alarms throughout the facility. Legislative Hall has recently undergone a three phase project of expansion and renovation. The last phase of this included the installation of a state of the art surveillance system that enables the division to view the entire perimeter, entrances/exits, and interior of the building. This system has the ability to maintain a recorded log of after hour entries and record all of the surveillance points twenty-four hours a day. From 1965 to the present the Division of Capitol Police is committed to providing the Delaware General Assembly with the ability to conduct their business without interference, interruption, and in as safe a work environment as possible.
This visit enriches all the visitors’ information about the great history of U.S.A. especially the history of Delaware as one of the most effective role in the early history of U.S.A. It also dates back to the life of early American compared with the other states.
.prepared by
Tarek
Ramadan

Jazz Chants

Jazz Chants
By: Taha And Fadwa
Presented by: Mary Beth Worrilow
Date : July 17 ,2006
-Using Jazz Chants in teaching English as a foreign language is the issue we have tackled in today’s workshop.
-The lecturer gave a brief introduction about Jazz Chants using interactive examples. Than she let us know about the Jazz Chants’ history.
The creator of Jazz Chants was Ms Graham. She felt a connection between rhythm of spoken American English and the 1, 2, 3, 4 book of American Jazz. It‘s got a great fame from the 1970’s up till now.
Jazz Chants have a lot of characteristics:-

1- It reduces anxiety.
2- Very motivating.
3- It can be used with students of different levels.
4- It s meaningful communicative and interactive.
5- It also teaches the multiple aspects of language. So why Jazz Chants?
-To develop students’ sensivity to English rhythm.
Problems:
*Natural native language carry over.
*Inability to recognize the difference between stressed and unstressed syllables, words.
*Speech comprehension difficulty.
How?
Through a three step process.
1- Focusing on the nature of English rhythm
*Combination of stressed and unstressed syllables.
For example:-
A- Big black dog chase small white cats.
A big black dog is chasing a little cat.
-In the end of the session, the instructor encouraged us to practise the five step model.
1- Listening to a chant.
2- Simple choral repetition.
3- Group response
4- Role play.
5- Individual response.

AMERICAN CULTURE, AMERICAN WAYS

Presenter : Christopher Wolfe
Audience : Egyptian & Moroccan Students
Setting : University of Delaware, WHL 104
Date : 7/11/06
Goal : Understanding how American people understand themselves
The start was really catchy as Chris stressed the similarity between his name and the animal’s name “wolf”. Then he captured the audience’s attention when he said,” you can’t assess your culture well unless you are exposed to others”. He also used a diagram to focus on the idea of YOU and the OTHER. He was logical when he stated that using the term “American culture” to refer to the culture of the United States may be offensive to Canadian and Latin American people. He added that it has not to do with arrogance; English does not have an adjective form of “United States”, so the word “American” is the only available word.
He dealt with the content of his workshop smoothly; he brought things to his class and provided real life situations to clarify cross-cultural misunderstanding:

Situation 1: Once Mr. Chris was driving his car along a road when he saw a non-American student walking down the street. Out of his thoughtfulness, he offered him a lift to the university. The guy said, “OK” and started walking again. Because he was answered “OK” three times for his question: “Would you like me to give you a lift to the university?” Mr. Chris asked, “OK what?” The student said:”OK. It’s nice walking to the university”.
☺OK for Yes/No question means “yes”.

Situation 2: Mr. Chris was in an African country on one of USAID programs. For the first two weeks everything was ok and the class was full of children. In the third week, no one came to the class and people began to be allergic to him. He was told that the reason was the American food. There was a packet of famous American food for children that had a big picture of a child. They thought that Americans eat children.
☺The picture on the packet means that this thing is found inside and is to be eaten.

Situation 3: Mr. Chris was once giving a class when one of his students, aged 80, said to him in a rough way: “I went to a food store yesterday. Why do you have 57 kinds of dog food, when there are people without enough to eat…?”
☺Variety and freedom of choice are national concepts in America.

Situation 4: At the presidency of John Kennedy, the Russian president paid an official visit to US. During their press talk, the Russian president said, “WE will bury you” with his hands crossed over his head. Next day, this caption was the cover page of US journals and magazines. The interrelations of both countries got worse than ever.
☺In Russia, “WE will bury you” means “We will outlast you”. The way the Russian president waved means “Thank you for your hospitality”.

In an interesting sequence, he turned to talk about the United States as a nation of immigrants. He attributed that to some general cultural values:
I. Individual Freedom & Self Reliance
Americans expect nothing from any man; they consider themselves as standing alone. That’s why they are called “Do It Yourself” DIY society.
II. Equality of Opportunity / Informality
There is no aristocracy in America. All people have equal opportunities of advancement.
III. Individual Privacy / Suspicion of Government
Americans distrust their politicians and government. That’s why they don’t have ID card, and education is governed by local school boards and home schooling.
IV. Time – Future Oriented
Time for Americans is a resource to be used; it is something tangible. Therefore, in many cultures, the typical American answer, “I’m sorry, but I don’t have time”, doesn’t make sense as a response to a dinner invitation.
V. Progress = Change = Progress
Americans believe that progress means change and change means progress. Related to this is the assumption that variety and choice is automatically a good thing.
VI. Educational System
Education is an “adventure of learning” with the goal of developing critical and creative thinking skills. Classroom style is a dialogue between teacher and students.
VII. Rule of Law
The US concept of “rule of law” includes the idea that the same system of law applies to everyone, regardless of social status or position.

hi all
I am Taha . I hope that everyone is ok.
I am so happy to join this blog.
i wish you all goodluck.

Critical thinking

Developing critical thinking skills through reading

by

Dr/Margaret Van Naerssen

Summarised

by

Nasr Abou El Seoud Abd El Megid

Dr/Margaret spoke indirectly about critical thinking skills.She did not like to give definitions or elicit definitions from us.Therefore she was misunderstood by most of us.

The focus of her workshop was Mohan's model: Knowledge structure framework( shape1).The model contains two levels of thinking skills; one is low while the other is high.The low thinking skills are concrete and specific, while the high thinking skills are general and abstract.

Dr/Margaret used the green colour(ground) for the low skills, while she used the blue colour(sky) for the high skills.As we start from the concrete and move to towards the abstract.

One can follow these skills vertically or horizontally as they appear in the diagram.

Concepts principles evalution
definition& rules,
classification cause-effect

description sequence choice

(shape 1)

Dr/Margaret focused greatly on two things: giving examples and causality ( cause-effect) and sequence. She spoke about chuk chuk and described it in detail. She also spoke about a famous pot called Zeer.

She discussed words of casuality with us : becasuse, because of, as since due to and owing to. She also dealt with words of sequence: first , second ,third , then, besides, afterthat and finally.

At the of her work shop , she asked us to prepare some texts that include words of casuality and sequence.She asked us also to use posters to illustrate the texts and we did so.

Hello I'm Abu Ali

Hello everybody

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I'm kamal