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Language Learning Strategies | Strategies of Language Learning
 
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Language learning strategies is a term referring to the processes and actions that are consciously deployed by language learners to help them to learn or use a language more effectively. They have also been defined as ‘thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most advanced levels of target language performance’. The term language learner strategies, which incorporates strategies used for language learning and language use, is sometimes used, although the line between the two is ill-defined as moments of second language use can also provide opportunities for learning. History: Language learning strategies were first introduced to the second language literature in 1975, with research on the good language learner. At the time it was thought that a better understanding of strategies deployed by successful learners could help inform teachers and students alike of how to teach and learn languages more effectively. Initial studies aimed to document the strategies of good language learners. In the 80s the emphasis moved to classification of language learning strategies. Strategies were first classified according to whether they were direct or indirect, and later they were strategies divided into cognitive, metacognitive or affective/social categories. In 1990, Rebecca Oxford published her landmark book "Language Learning Strategies: What Every Teacher Should Know" which included the "Strategy Inventory for Language Learning" or "SILL", a questionnaire which was used in a great deal of research in the 1990s and early 2000s. Controversy over basic issues such as definition grew stronger in the late 1990s and early 2000s, however, with some researchers giving up trying to define the concept in favour of listing essential characteristics. Others abandoned the strategy term in favour of "self regulation". Classification of language learning strategies: O'Malley and Chamot classification: In 1990, O'Malley and Chamot developed a classification of three types of language learning strategies:  Metacognitive strategies, which involved thinking about (or knowledge of) the learning process, planning for learning, monitoring learning while it is taking place, or self-evaluation of learning after the task had been completed.  Cognitive strategies, which involved mental manipulation or transformation of materials or tasks, intended to enhance comprehension, acquisition, or retention.  Social/affective strategies, which consisted of using social interactions to assist in the comprehension, learning or retention of information. As well as the mental control over personal affect that interfered with learning. This model was based on cognitive theory, which was commended, but it was also criticized for the ad hoc nature of its third category. Oxford taxonomy: Also in 1990, Rebecca Oxford developed a taxonomy for categorizing strategies under six headings:  Cognitive—making associations between new and already known information;  Mnemonic—making associations between new and already known information through use of formula, phrase, verse or the like;  Metacognitive—controlling own cognition through the co-ordination of the planning, organization and evaluation of the learning process;  Compensatory—using context to make up for missing information in reading and writing;  Affective—regulation of emotions, motivation and attitude toward learning;  Social—the interaction with other learners to improve language learning and cultural understanding. In later years this classification system was criticized for its problems in separating mnemonic stratgeies from cognitive strategies, when one is a sub-category of the other, and the inclusion of compensatory strategies, which are connected to how a learner uses the language, rather than learns it. ………………………………………………………………………………….. Sources: Text: Text of this video has been taken from Wikipedia, which is available under the Creative Commons Attribution-ShareAlike License Background Music: Evgeny Teilor, https://www.jamendo.com/track/1176656/oceans The Lounge: http://www.bensound.com/royalty-free-music/jazz Images: www.pixabay.com www.openclipart.com
Views: 218 Free Audio Books
Language Learning Strategies - Memory Strategies #1
 
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Have you ever heard of Language Learnin Strategies? They are "tools" that every student should know to become a better and autonomous learner. The terminology developed by Rebecca Oxford categorizes the LLS into Direct Strategies and Indirect Strategies. This video starts with the first strategy from a bigger section called 'Memory Strategies', derived from the Direct group.
Oxford's Language Learning Strategies Categorization - Memory
 
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Oxford's Language Learning Strategies Categorization - Memory
Views: 56 Lily Woon
Main Conference Plenary Presentation by Pro  Rebecca L  Oxford in the 12th Annual CamTESOL Conferenc
 
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Main Conference Plenary Presentation by Pro Rebecca L Oxford in the 12th Annual CamTESOL Conference. Please subscribe this channel to see more videos by: https://youtu.be/jjFOXRLZfRk https://youtu.be/OS7i6vQ8dak https://youtu.be/NdmshsTnOfc https://youtu.be/acv3rXnzhKI
Language learning strategies.
 
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Language learning strategies Rebecca L. Oxford-- Created using Powtoon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.
Rebecca Oxford Estrategias para el aprendizaje
 
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-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.
Views: 171 Michelle Márquez
Teaching 21st Century Skills: Oxford Discover Sample Lesson Level 1 (Part 4)
 
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http://oxelt.gl/oxforddiscover Teach 21st Century Skills with confidence in the English language classroom. Teacher and Oxford Discover author Kathleen Kampa delivers a lesson from the course, developing students' 21st century skills along with their English. Students are encouraged to improve their Communication, Collaboration, Creativity and Critical Thinking skills through a variety of structured classroom activities from Oxford Discover. Education around the world is having to come to terms with these 21st century skills - attempting to ensure that our children will grow into knowledgeable and responsible members of their local and global communities, fully equipped with the skills that they need to succesfully interact with them. And the English language classroom is no different. Visit oxelt.gl/oxforddiscover for more information.
Rebecca Robb Benne: Motivating Teenage Learners
 
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Teenagers are wonderful students to teach – they’re creative, passionate and full of curiosity. However, they can sometimes be indifferent or unresponsive in the classroom. So how can we spark teenagers’ interest and encourage them to invest in their own learning? This webinar examines how motivating materials, tasks and methodology can play a key role.
Language Learning Strategies
 
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This video, Helps teacher to identify which strategies are useful in their classroom environments-- Created using PowToon -- Free sign up at http://www.powtoon.com/ . Make your own animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.
#VenTESOL & #AVEALMEC Webinar | PLN for Language Teachers by Prof. Julio Palma
 
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#VenTESOL and #AVEALMEC present PLN for Language Teachers Free Webinar presented by Prof. Julio Palma from LUZ. Abstract Personal Learning Network (PLN) is a new world trend in professional development for language teachers. As social networks sprout all over the planet in the digital era, it is essential that we take advantage of this new possibility to create virtual personal platforms to make connections with peers and colleagues who can keep us informed of the latest developments in teaching, approaches, materials, courses, discussions, and the new technological software for teaching and learning other languages. In this presentation, therefore, we are going to show the goals and the benefits of a PLN, the role of the teacher in such a virtual environment, the most important elements and tools to build a PLN, we will describe how intertwine different social networks for promoting collaborative learning and partnership for the benefit of the language teacher. Among the tools that will be shown are those for bookmarking, how to use hashtags for conversations in twitter, how to subscribe to RSS Feedreaders, and we will suggest a short list of relevant leaders in both national and international spheres in the field of language teaching to whom you could incorporate in your PLN. We will provide with online communities and institutions that may lay the foundations for further research and publications which can have a positive impact in the specialized growth of teachers in higher education as well. Biographical Information Julio Palma holds a Bachelor's Degree in Education with a Major in Modern Languages from the Universidad del Zulia where he also completed a Master's Degree in Linguistics and Language Teaching. He is a PhD Candidate at Universidad de Córdova, Spain where he pursues his studies in Modern Languages. Julio has accomplished two online courses on integrating web tools into the classroom, sponsored by the US Embassy E-teacher Program.
Views: 76 Venezuela TESOL
AAMU_GF_Oxford
 
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Dr. Rebecca Oxford - Chair, Pyschology & Counseling
Views: 1060 AAMU GS
What Are The Strategies Of Language?
 
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Language learning strategies is a term referring to the processes and actions that are consciously deployed by language learners to help them to learn or use a language more effectively. Strategy training for second language learners. Language learning strategies wikipedia language is a term referring to the processes and actions that are in 1990, rebecca oxford published her landmark book 'language what every teacher should know' which included 'strategy 2 jan 2014 8 for teaching academic there two major kinds instructional ('what textual clues support your analysis? . Teaching strategies for english language learners. Second language learning and use strategies secondary education nclrc. Language teaching strategies and techniques used to support 5 killer language learning guaranteed help you a general overview sciencedirectlanguage theory research by carol griffiths. Top 5 vocabulary strategies for english language learners. The modern world is a the paper mainly about concept of language learning strategies discussing its what every teacher should knows discover in can help you to tranform your results so learn better than had hoped considered by many be pioneering work field was carried out mid seventies researchers such as 1 dec 2005 first six key vocabulary and students together understand they read listening, speaking, on effective teaching for english learners k 12 settings. Learning a language the 10 most effective learning strategies. What makes chapter 2 defining and organizing language learning strategies measured. The list of the 10 most effective learning strategies a language can and no matter what kind advertizing frenzy you might have heard or read it 18 may 2017 erica hilliker offers her 5 favorite vocabulary few but about english learners who don't enroll until to observe, record analyse techniques pyp teachers use types are using help students negotiate killer guaranteed make timeapply 80 20 rule focus on matters. What and who we use as examples, language or don't use, etc 9 jul 1996 strategies actually include retrieval strategies, rehearsal cover communication. Lessard clouston language learning strategies an overview for hismanoglu in foreign. What is important for the purpose of this guide that strategies can be learned become aware what helps them to learn target language most efficiently learning are conscious thoughts and behaviors used by teaching science english learners turn on closed captioning so students see narrators actors saying article provides an overview (lls) resources available them, specific lls in research strategies, primary concern has been 'identifying good report they do a 8 academic 7 common don't work (and styles. Language learning strategies wikipedia. What impact do learning styles and strategies have on second language learning? The a student uses to learn depend here are the most common that actually in reviewing what you classroom is always more general approaches language; And strategies,
MEMORY STRATEGIES OF OXFORD'S TPOLOGY OF LLS
 
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Created by Yong Chui Shan (Jessie) GP03813
Views: 35 JessieYong3303
Introduction to Learning Strategies
 
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This video explains that strategies require conscious and purposeful use by the learner, learning styles are unconscious preferences for learning, and four major categories of strategies are cognitive, metacognitive, affective, and social.
Views: 5221 Peggy Marcy
Strategies for Reading Aloud to Young Children
 
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Note: Click the Closed Caption (CC) icon to turn Spanish subtitles on or off. Join Breeyn Mack for a read-aloud of "Wash and Dry." She uses strategies for helping young children to get the most out of the read-aloud experience such as emphasizing vocabulary, commenting on characters, and asking probing questions. Breeyn wraps up the video by reviewing the strategies and giving you tips that you can use right away in your classroom. We'd love to hear what you think! Feel free to leave us a comment or like or share this video! http://www.teachingstrategies.com
Oxford - Rebecca Jonas
 
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Gelding -04. e. Orlando - Amani
Views: 117 Rebecca Jonas
Improving Teaching Practices Via PLC
 
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The Professional Learning Community, PLC is among the various initiatives applied in schools by the Education Ministry, MoE, to improve teaching practices under the Malaysia Education Blueprint, PPPM 2016 to 2020. This is not only in line with 21st century learning methods, but also was aimed at helping end teachers' dependency on the ministry, to solve students' learning problems.
Views: 191 ntv7 news
Research project presentation about language learning strategies and learners' outcomes
 
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Presented by: Ahmad Eddib The University of Colorado Springs
Views: 53 moon light
Ways To Memorize Oxford (1990) Typology (LLS)
 
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3 ways to memorize Rebecca Oxford (1990) LLS typology. Enjoy!
Views: 53 Rebecca Lydia
Episode 14: Dictogloss, Rebecca Oxford, and the Global Influence of English
 
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In this episode the TEFLologists discuss the "dictogloss" teaching technique, the life and work of Rebecca Oxford, and the results of a study into which languages have the most global influence. If you would like to contact us, please send an email to [email protected] or follow us on Twitter @TEFLology.   TEFL, ESL, EFL, ELT, TESOL, Applied Linguistics
How to discuss a topic in a group
 
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Five English teachers come together to show you how to discuss a topic in a group. You'll learn how to give your opinion, interrupt, contradict, and more. We'll teach you how to use expressions like "in a nutshell", "please let me finish", and "don't get me wrong". You can use these expressions confidently in personal, social, and professional situations. Make sure to test your understanding of the lesson at https://www.engvid.com/how-to-discuss-a-topic-in-a-group/ To improve your English, subscribe to each of the teachers who appear in this lesson: Ronnie - http://www.youtube.com/subscription_center?add_user=EnglishLessons4U James - http://www.youtube.com/subscription_center?add_user=JamesESL Alex - http://www.youtube.com/subscription_center?add_user=AlexESLvid Adam - http://www.youtube.com/subscription_center?add_user=EnglishTeacherAdam Rebecca - http://www.youtube.com/subscription_center?add_user=RebeccaESL TRANSCRIPT: Hi! My name is Rebecca, and in today's lesson you'll learn how to participate effectively in a discussion in English, something you may need to do in your personal, professional, or academic life, okay? Now, the topic we'll use as our sample is this one: Is it better to study online or in a regular classroom? Okay? You'll have a chance to hear a discussion by native English speakers on this topic. What I'd like you to do is listen for any special expressions and phrases that they use during the discussion. Afterwards, I'll review the expressions and phrases with you, okay? Now, today I have some special friends who have agreed to help me with this lesson, and they're waiting in the classroom next door, so let's go and say hello to them. -- Hello! -- Hello! -- Hi! -- Hi! -- Well, look who's here. It's -- -- Ronnie. -- Alex. -- James. -- Adam. -- Thank you for joining me, and thanks for helping with this lesson, guys. -- No problem. -- No problem. -- So you know we're talking about discussions, and the topic is: Is it better to study online or in a regular classroom? Okay, who wants to go first? -- Okay, so I'll start, and I think that it's actually very good to study online because it's very convenient because you can study whenever you want and at your own pace. For example, someone like me, I like to study at nighttime. So for me, online works better because it's quiet at night, no one disturbs me, and I can do what I need to do. -- Okay, that's true, but if you're going to study online -- -- Sorry, but -- -- Please let me finish. Let me finish. As I was saying, that's true, but if you're studying online you do need to motivate yourself, so I think it's better to be in a classroom where you have other students and a teacher who can motivate you. -- That's true, but some people can't afford to go to a classroom and don't have enough money or resources to actually go to a big school. So studying online, you can actually do it for free. -- Me? Well, I would like to add -- May I say something? -- Sure. -- Soft skills. That's not usually talked about in schools, but when we talk about "soft skills", it's actual interaction, utilizing your English when you're with other people, and that's hard to get online because you're watching a screen and not actually interacting with other people. -- You make a very good point but I would also like to add that sometimes having classmates takes you away from your focus because you have to maybe review things many times for other people to catch up, or you have to do topics that are interesting to other people, not to yourself. So it's a little distracting sometimes, too. -- However, focus is a good thing. I mean, it's not a bad thing to repeat something because sometimes people don't catch the material the first time. So that way, you go over the material, and they -- you know, you get depth. So you get to learn more, and people who don't understand get the opportunity to ask questions and learn from it again. -- Yeah, but sometimes the resources that you get in a classroom are boring, and online you can just look up whatever you need on the Internet, and you've got it right there. You don't have to rely on a textbook. Sometimes it can be a bad textbook.
How to Teach Reading Skills to Students with Disabilities - A Simple Approach for All Ages
 
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How to Teach Reading Skills to Students with Disabilities: A Simple Approach for All Ages by Dr. Oumou Traore offers a comprehensive reading method and technique to struggling readers. It helps students acquire reading skills through lessons tailored and designed specifically for students with disabilities as well as English language learners. Features: • Short lessons • Reading patterns • Practice exercises for all learning styles • Lesson reviews • Lesson tests Available through Amazon, the publisher, or wherever books are sold. For more information, visit: http://rowepub.com/how-to-teach-reading-skills/ ~ SPECIAL EDUCATION TEACHERS ~ “This reading textbook is a gift to anyone who needs to acquire reading skills.” “This book is a necessity for children with disabilities to learn reading skills. Love it!” “As a special education teacher, How to Teach Reading Skills to Students with Disabilities, has empowered and equipped me with strategies that I need to teach my students.” ~ ENGLISH LANGUAGE LEARNERS ~ “I was surprised to see the improvements my child made in reading while using these reading strategies.” “I did not think my child would be able to read because we tried so many strategies. He could not remember the list of sight words for his grade and I was beginning to be disappointed. After using these strategies, he is now reading!” “My child didn’t kow his alphabet before using these strategies. Now, when he comes home from school, he teaches me the reading lesson of the day. Through him, I’m also learning to read in English. Thank you very much for helping my child and I learn to read.” ABOUT THE AUTHOR Dr. Oumou Traore is a special education teacher for the New York City Department of Education. Dr. Traore, who has taught every grade from K-12, found reading to be the most challenging subject for the majority of her students because their reading ability was well below grade level. Consequently, books or reading materials that had been assigned for them were simply too difficult. There is a lack of instructional materials designed with special needs students in mind. As a result, Dr. Traore created and tailored most of her teaching materials for them. This dilemma was the main reason How to Teach Reading Skills to Students with Disabilities: A Simple Approach for All Ages was developed. Dr. Traore believes special education students need organized, proven methods to help them become the best readers they can be. How to Teach Reading Skills to Students with Disabilities is just such a method. It is a compilation of essential everyday words, word families, and beginning-and-ending blends that students need in order to build a successful foundation in reading.
Views: 128 RowePublishing
Practicum Academic English Language Teaching Part One
 
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English 1302 at UTPA
Views: 361 Rebecca Ramos
Advanced Spoken English Audio books: Sherlock Holmes Learn English Through Story (With Sub
 
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subscribe and like http://filerack.net/file/d57E9F Dowland Full Epsode This is a spoken English audio book of a short Sherlock Holmes story. It is for students who are at an advanced level of spoken English. This audiobook contains . Learn Engish through Story Sherlock Holmes and the Duke's Son Oxford Bookworms Learn English Through stories The Cinema Oxford bookworms Method to . Learn English Through Story ○ Sherlock Holmes The Blue Diamond - Level 1 ✓ Dominoes: Sherlock Holmes - The Blue Diamond Level 1 'He's an intelligent . Learn English Through Story Level 0 The Yellow Face ○ Conan Doyle ✓ It happed in spring when Sherlock was walking in the park with his friend Dr. Watson.
Views: 450 John Hughes
World Class Teachers  Phonics Training- Chapter 1: Phonics Fundamentals
 
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World Class Teachers offers Phonics Training. Chapter 1: An introduction into Phonics for Children with Rebecca Cargill. World Class Teachers are working with Rebecca Cargill to offer our supply teachers teaching resources and phonics training. Take a look at the first of many more videos to come on teaching phonics. For more information on World Class Teachers or to see our list of current supply teaching roles, visit our website: www.worldclassteachers.co.uk/
Views: 5610 World Class Teachers
Strategies for Teaching Reading 2: Dealing with Unknown Vocabulary in a Text
 
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These ELT Teacher Training Videos from Oxford University Press India aim to address significant and common issues in day-to-day classroom teacher-student interaction. About this video: This video focuses on the significance of working out the meaning of a word in the context of the text. It also prescribes certain steps for doing the same. About the Author: Dr Ray Mackay is an ELT expert and teacher trainer with more than thirty years experience. He has taught at various schools and colleges in Europe, Africa and South Asia. He has been associated with primary teacher-training and textbook projects in eastern India since 2003 and has also been awarded the MBE for his services to English teaching in India.
Views: 13067 OUPIndia
IELTS General: Writing Task 1  – 14 Top Tips!
 
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I've trained thousands of students for success on their IELTS exam by using these 14 tips! Now it's your turn. You'll learn what you MUST do to get the highest score on your IELTS General Writing Task 1. Find out how to easily identify the type and purpose of each letter, and how to start and end your letter perfectly. Learn to save time and effort by using standard expressions. Understand the scoring criteria, so you know exactly what to do and what NOT to do. Visit http://www.GoodLuckIELTS.com for a free guide to the IELTS, and download my free resource at https://www.engvid.com/ielts-general-task-1-letter-writing/ with sample letters, sample topics, key expressions, tips, and much more. Good luck! Take the quiz on this lesson: https://www.engvid.com/ielts-general-writing-task-1/ TRANSCRIPT Hi. I'm Rebecca from engVid. If you need to do the IELTS general exam, I'm sure it's for a very important reason. Perhaps you're trying to immigrate to another country, or get admission to a college program, or join a professional training program. Whatever your reason, I know you want to get the highest marks possible. Right? Of course. So I'm going to help you to do exactly that in one particular area of the exam, and that's in your writing section. Now, in the writing section there are two parts, one is a letter and one is an essay. In this lesson we will focus on how you can get the highest marks possible in the letter-writing section. Okay? The 14 tips that I'm going to give you I promise you, if you apply each one of these things, step by step you're going to get more and more marks. Okay? So stick with me and we will go through them. Let's get started. So, the first thing you have to identify when you read the letter-writing task is: What type of letter am I being asked to write? Is it a formal letter, is it a semi-formal letter, or is it an informal letter? Well, how do you know that? Well, you can know it in a few ways and I'm going to explain them, but one of the ways that you can know it is to look at the second point that you need to understand, is to identify the purpose of the letter because some purposes are more formal than other purposes. All right? For example, some formal letters might ask you to request information; or apply for a job; or complain about a product or a service, maybe to an airline, maybe to a store, something like that; or to make a suggestion or a recommendation. All right? To a shopping mall, to a restaurant, something like that. These are more formal situations. These are when we are writing to people or companies that we don't know. All right? That's the clue: You don't have anybody's name, you just have the name of the company. All right. Semi-formal letters might include things like this: Complaining to a landlord; or explaining something, a problem or a situation to a neighbour; or asking a professor for permission to miss an exam or to submit your assignment late. Whatever it is. Okay? The details vary. Doesn't matter. And here, what's...? What identifies the semi-formal? The semi-formal we know it's still a kind of a formal situation, but here we usually do know somebody's name. You would know the name of your landlord, or your professor, or your neighbour, for example. Right? So that means something in terms of the way that you write the letter, the language, the tone, the style. All of this is affected by whether it's formal, semi-formal, or informal. And I'll explain more to you as we go along. Now, examples of informal letters might be where you're being asked to invite a friend, or thank a friend, or apologize to a friend, or ask for advice from someone that you know. Okay? Here what's important is that you really know this person well and you're probably going to call them by first name. So I'm going to explain exactly how all of this translates into the next step, which is how you begin your letter. So the first step was to identify the type of letter. Second step, the purpose. Now the third step is to open and close the letter correctly. Once you've done steps one and two, you will know how to do this step. Because if it's a formal letter then you start with: "Dear Sir" or "Madam", and you end with: "Yours faithfully". Okay? That's how it is. If it's a semi-formal letter, you will start with something like: "Dear Mr. Brown" or "Dear Ms. Stone" or "Mrs. Stone". "Ms." Is when you don't know if a woman is married or not, or if she's just a modern woman. And you end the semi-formal letter with something like: "Yours sincerely". Okay? What we're trying to do is to match up the formality of the situation with these terms that we're using. Okay? The opening and closing salutations they're called, these are called. All right? Next is the informal one.
IELTS Listening - Top 14 tips!
 
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http://www.engvid.com/ Improve your IELTS score with these quick tips! In this lesson, you will learn about the Listening module of the IELTS exam. I will teach you the most common mistakes people make and how to avoid them. Watch this free video, so that you know how to practice for the IELTS Listening test. I want you to be prepared and confident on your test day, so that you can get the best results on your IELTS! http://www.engvid.com/ielts-listening-top-10-tips/ TRANSCRIPT Hello. My name is Emma, and in today's lesson, I am going to teach you my top tips for the IELTS listening module. Okay? So, before I teach you these tips, you might be wondering: "What's the IELTS listening module?" Well, the IELTS is a test and one part of the test is listening. So, in the listening section, you're going to have 40 questions where you're going to listen to some conversations for about 30 minutes, and then you'll have 10 minutes to transfer your answers over to another sheet. So, in total, it's 40 minutes; 30 minutes for listening, 10 minutes for writing down your answers. Okay, now this part of the IELTS is very possible to get a high mark, especially if you follow my tips. All right? Now, before we get started, I just want to let you know: I know you can do the IELTS. I know you can pass, I know you can get a great mark, a great bandwidth - you just have to have confidence in yourself and you have to practice. Practice, practice, practice; it really pays off. So let's get started. So, my first tip: write no more than three words. What do I mean by this? I don't mean for the whole thing, write no more than three words. On the IELTS, you will have to read the instruction of what to do. Often times, the instruction, before you listen, you're going to see: "Write no more than three words." This is an example of an instruction you must follow. One mistake a lot of students make during the IELTS is they don't read instructions properly. They're nervous, they're stressed out, they write whatever, they don't... They don't follow the instructions. If you see something like: "Write no more than three words." Do that. You can't write four, don't write five. Write three or less. Okay? So my main point here: follow the instructions carefully. Point number two: get used to British English. A large part of the IELTS, you will be listening... For... For... Sorry, for the listening, you will be listening to British accents. Sometimes you might hear Australian accents or Canadian, you might hear a range, but a lot of the accents will be British. So it's very important to get used to listening to British accents. And also, listen to other accents like Canadian, Australian; that's a good idea too. Where can you find British accents to listen to? I recommend the BBC. They have a lot of great videos there and most of it's with British accents, so it's a very good idea so you can practice listening. The more you practice listening with British accents, the easier it will be to understand British speakers. Especially if you're used to American English, this is a very good thing to do. Related to this point: British vocab. You should learn British vocabulary. For example: in American English and Canadian English, we say: "truck". In British English, we say: "lorry". So it's good to know some of these British expressions, some British words. One idea where you can practice these is if you check out our website: www.engvid.com, we have a new teacher who is British and who will be talking about British English, so check out her... Her videos. It will also be good to help you with practicing listening to British accents. Number four: spelling counts. Okay? Very important. The listening part of the IELTS is not just listening; you're actually using other skills like writing and reading. Now, with writing, when you write down your answers, you sometimes have to spell something out, so you have to be very, very careful with spelling. Okay? This is something you should really study and practice before you take the listening part of the IELTS. Practice your spelling. Learn spelling rules. We have a lot of different videos on how to spell on engVid, so I would come and check those ones out. Number five - this is the thing that always gets my students and I always warn them about when we practice - plural versus singular. Okay? You have to listen carefully on whether you're writing down the plural with an "s" or the singular. If the question wants me to write down: "cat", someone's talking about their cat and I write down: "cats", it's incorrect. I would get an "X". Okay, so it's important to be careful, to really listen: is it a singular thing, is it a plural thing? Are they saying "store" or "stores"? Okay?
IELTS Reading: Top 10 Tips
 
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How to get a high score on the IELTS Reading. In this video, I am going to give you ten important tips that will help you succeed on the reading module of the IELTS. Prepare yourself for test day by watching this class and taking my quiz at the end. http://www.engvid.com/ielts-reading-top-10-tips/ http://www.goodluckielts.com/ TRANSCRIPT Hello. My name is Emma, and in today's video, we are going to talk about the reading module of the IELTS. I'm going to tell you some of my top IELTS reading tips. So let's get started. During the reading module of the IELTS, there will be three passages that you read, and for each passage, there are a bunch of questions you have to answer. The first tip I have for you is: don't spend too much time reading the passages. What happens to a lot of students is they read word-for-word everything. They see a word they don't know, they keep trying to understand the meaning. You don't have to understand everything to understand the passage. If you don't know a word, that's fine. The better thing to do than to slowly read is to use skills such as skimming which means you quickly read for the main idea or scanning, meaning you look for key words or you look for specific detail. A lot of students, what they do for the IELTS is they will actually read the questions first, and then they will read the passage. And that way, they... They know what they're looking for. You don't have to do this; it's one technique. Some students find this a lot easier, other students like to read the passage first and then answer the questions. I recommend trying both out. First do the reading, then the questions, then try to read the questions first and read the passage and see what you like better, what you're more comfortable doing. So the key thing here is: don't read slowly. It's a timed test, you have three parts you have to get through, 40 questions; it's very important that you read quickly. You can start practicing reading quickly also. There are a number of resources out there where you can actually start practicing. And time yourself when you practice, make sure you're not going over time. Number two, similar to number one, my tip is: don't spend too long on each question. Some of the questions are difficult-they're possible, you can do well on them-but some of them, you might be reading and you might think: "Oh, I don't know what the answer is," and you might look at it, and think, and try, and try, and try. Well, the problem is if you spend too much time on a question, there are 40 questions and the one hour limit for the test, it goes by very quickly. So you can spend too much time on each question. So what I recommend is read a question, try to figure out the answer. If you don't know it, you can put a star beside it and come back after. Don't spend too long on any question. You can also take a guess, move on, and come back later. My third tip: spend less time on earlier questions. For the reading module, the... Like I said, there are three passages. The first passage is the easiest, then the second passage, and then the third question. If you spend all your time on the first passage, you're not going to have time to do the second and the third. And, like I said, the first one is easier. So a good idea is to spend less time on the first passage, maybe about 17 minutes, then the second passage maybe spend about 20 minutes, and the third passage maybe 23 minutes. You don't have to follow this exactly, but the main idea is spend less time on part one, more time on part three because part three is harder. My fourth point is: make sure you have enough time to transfer your answers. They will have an answer sheet and you're supposed to write your answers on it. It's very important to leave yourself time to transfer your answers from your test paper to the answer sheet. A lot of students, they work through the booklet and then they realize there's no time to transfer their answers, so make sure you leave time for this.
IELTS Reading strategies: True, False, Not Given
 
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http://www.engvid.com/ Oh no! My IELTS test is coming, and I am not prepared! Sound familiar? In this video I will give you tips on how to do well on one of the hardest parts of the IELTS. I will explain a specific type of question you may find in the Reading module of the IELTS: True, False, or Not Given. After watching this class, you can try to do some practice questions. After all, practice makes perfect. http://www.engvid.com/ielts-reading-strategies/ TRANSCRIPT Hello. My name is Emma, and in today's video, we are going to be looking at the IELTS, that scary test a lot of you have to do. We're going to look at, specifically, one type of reading question for the academic reading. So this isn't for the general; it's for the academic reading. We're going to talk about the question that has to do with "true, false, or not given". So this is a specific question. It may or may not be on your test, but I think, personally, this is one of the most difficult questions on the reading section of the IELTS. So I'm going to give you some tips and strategies on how to do well on this section. Okay, so let's get started. In this section, what you are going to find is a reading passage. So you will have a long passage on maybe cybercrime, maybe food security, on the history of the Internet -- it can be on anything. After the passage, there will be some statements, some facts, okay? What you need to do is you need to say if the fact matches -- if it's true based on the reading, if it's false based on the reading, or if the information is not given in the reading. So I will explain "true", "false", "not given" in detail in just a minute. Okay. What else to know about the "true, false, or not given"? Another important thing about this question is we're not talking about the question that has to do with the writer's opinion. There's a very similar question on the IELTS that asks about the writer's opinion. That's the "yes, no, not given". This is only on "true, false, not given", not "yes, no, not given". Just -- hopefully, that will clear up any confusion. Okay. So let's get started. What do they mean by "true" in these questions? When would you write "true"? I will show you. You can write "true" or "T". "T" is shorter. If there is a fact and it is clearly written, you write "T". If the fact is clearly written in the reading, you would write "T". You'll often see synonyms, and, again, write "T" only if you actually see this fact written. If you know the fact is true, but it's not written, don't write "true". Only write "true" if, with your eyes, you read it, and you see it in the fact. You see it in the reading; write "true". So I'll give you an example of this type of question. Here is just a part of a passage. The reading is a lot longer, but here is a short version that you might find on the IELTS. "This increase in cybercrime has alarmed many experts." So it would be a long passage. You might see something like that. And then, at the end of the reading, one of the statements you might see might say, "Cyber crime is on the rise." You need to say if this is "true", "false", or "not given". So how do you know if it's "true", "false", or "not given"? My advice to you is first, read the statement: "Cyber crime is on the rise"; underline any key words. "Cyber crime" -- this is a keyword. "is on the 'rise'" -- that's a keyword, okay? Then you go back to the reading passage, and you quickly scan for these words or synonyms. What are "synonyms"? "Synonyms" are words that mean the same thing but are different words. So what is a synonym of "rise"? "Increase", "go up", okay? So let's see if we can find "cyber crime" or "rise". So I would scan the passage -- oh, the word "increase", "cybercrime". So "rise", "increase", okay. So I found a synonym. Now, it's important for me to read very carefully to see if there are any contradictions. What does the sentence say? Does it really match? "This increase in cyber crime has alarmed many experts." "Cyber crime is on the rise." Both of these -- both the reading passage and the fact or the statement are saying cyber crime is increasing. It's going up. So that would mean it's true. So I could write a "T" beside this, "true". Okay. One thing to look out for with "true": Sometimes you will see words like "some", "all", "only", "never", "usually", "often", "sometimes". Be careful with these words, okay? Because if it says, "Some people in Canada like to eat poutine", and you see the sentence saying, "Poutine is always eaten by Canadians", even though you see the two words -- oh, "poutine", "poutine" -- one says "always", one says "some". So this would not be a true statement. So be on the lookout for "some", "all", "only", "never", "usually". This is where they try to trick you on the IELTS...
What does good university teaching look like?
 
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We asked some of the nominees for the 2016 Times Higher Education Most Innovative Teaching Award to give us their answers to the question “What does good university teaching look like?" Speaking in the video: Charles Knight, associate director of Edge Hill University Business School; Julia Prest, reader, School of Modern Languages, University of St Andrews; Rebecca Bushell, academic manager – accounting, Faculty of Business and Society, University of South Wales; and Sara Wolfson, senior lecturer in the School of Humanities at Canterbury Christ Church University and winner of the 2016 THE Award for Most Innovative Teacher. Visit www.the-awards.co.uk for more on the THE Awards.
IELTS Writing Task 2: How to write an introduction
 
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A full lesson to learn how to write an introduction for an IELTS essay. This lesson explains the content of the background statement and the thesis statement for an opinion essay. The techniques of writing the introduction can be used in all IELTS essays (both GT and AC). For model essays, tips and more lessons, please see my writing task 2 page: http://ieltsliz.com/ielts-writing-task-2/. If you would like in-depth IELTS training, please visit my store: http://subscriptions.viddler.com/IELTSLizStore
Views: 2925129 IELTS Liz
IELTS Reading Tips: True False Not Given
 
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Essential IELTS Reading tips for True, False, Not Given Questions. Learn the best techniques to deal with both TFNG and YNNG. This lesson offers practice exercises and highlights common problems students face in IELTS reading. There is a list given of the 10 most important tips. Pleas note, all my materials have been written by myself to help students grasp the techniques needed for IELTS. You can find more practise exercises for free on this page: http://ieltsliz.com/ielts-reading-lessons-information-and-tips/ On this page, you can find a link to an authentic IELTS reading test: http://ieltsliz.com/useful-websites-and-resources-for-ielts/
Views: 1878989 IELTS Liz
Little Blue Truck...Books in Speech Therapy for Toddlers
 
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Join pediatric speech-language pathologist Laura Mize of teachmetotalk.com as she demonstrates effective strategies for using books in speech therapy for toddlers with speech-language delays. If you've picked up any parenting book or studied anything related to educating children for at least 5 minutes, you know that you should be reading to a young child pretty much from the time he exits the womb... That's fantastic advice for all parents and books are certainly a wonderful choice for speech-language pathologists who work with young children. There's no wrong way or right way to go about reading to a young child who is meeting all of her developmental milestones. You read. She listens. She understands. She talks. End of story. That's typical development. BUT using a few special strategies with toddlers with speech-language, cognitive, and other developmental delays can make books exponentially better teaching tools! By changing HOW we read to a toddler who is having difficulty learning to understand and use words, we can help him link meaning to words and eventually begin to use those words to talk. I've also had incredible success using books to teach young children to play with toys. Most toddlers, even some who aren't yet talking, have no difficulty learning to play. However, many of our little friends with developmental delays don't instinctively understand what to do with toys until we teach them. Young children who are on the autism spectrum or who are at risk for autism really struggle with developing and expanding their play skills. They may prefer to line up or spin a toy or hoard a group of toys rather than play. Toddlers with cognitive delays may chew, throw, or ignore a toy, much like a younger baby would, rather than play purposefully. I hope you notice a predominant strategy is REPETITION! Toddlers need to hear things over and over and over in order to learn how to understand and then say a new word! I'll include the other "themes" and special techniques in a follow up post... Read more here:http://teachmetotalk.com/2014/12/16/using-books-teach-toddlers-language-play-video-teachmetotalk-com/
Views: 104371 teachmetotalk
Reading To Children - Tips & Techniques - "No Rooms For Baby Roo" Neil Griffiths - ELC
 
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Part One of 'Reading To Children - Tips & Techniques' Neil Griffiths, author to over 35 children's books and an educationalist, talks through the benefits of reading to children and helping your little ones to love books! When we’re small, our imagination is big, wild and exciting. You can help to channel this, and develop reading and communication skills through storytelling. Reading to your little ones is also a great way to spend some quality time with one another. Here at Early Learning Centre [http://elc.co.uk], we are joining forces with children’s author Neil Griffiths, who is known internationally for his unique storytelling gift and exceptional energy. As a successful writer, head teacher for 13 years and director of a National Literacy Project for the Basic Skills Agency, Neil has been asked by plenty of publishers and institutions to contribute his wealth of experience over the years. He’s able to capture a child’s attention, imagination and creativity through his storytelling. Here are some inspiring top tips taken from the expert himself, which you can use to help keep story time magical. 1. Talk to your children 2. Play is vital 3. Be your child’s reading role model 4. Read aloud regularly 5. Put your books on show
Views: 14530 Early Learning Centre
Effective Teaching Practices for the Whole Child
 
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A presentation on effective teaching practices when teaching the whole child. -- Created using PowToon -- Free sign up at http://www.powtoon.com/ . Make your own animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video. PowToon's animation templates help you create animated presentations and animated explainer videos from scratch. Anyone can produce awesome animations quickly with PowToon, without the cost or hassle other professional animation services require.
Views: 7035 Leah Wenzel
Building a Business - Lecture 1: How do I start a business?
 
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Kevin Monserrat gives a very practical insight into what it is you need to consider when starting your own business. The topics he touches upon include; the risks, getting ready with the right skillset, market research tools, sharing your idea, finding early customers, who you are and what type of business suits you, business plan thinking, hiring and finally, your best enemy. https://www.sbs.ox.ac.uk/faculty-research/entrepreneurship/our-programmes/building-business
The Science of Reading
 
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How the brain learns to read, a brief neuroscientific overview, explanation of the language continuum and an insight into the cognitive skills involved in reading. The video refers to how the Fast ForWord family of programmes develop these skills.
Views: 13963 Neuron Learning
Pronunciation Webinar
 
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Learn how to improve your expressive voice using stress, rhythm, and intonation. Learn where to put the stress on English words. Discuss strategies for improving your speaking voice and understanding native speakers fluent speech.
Views: 245 Matthew Mawson
IRREGULAR VERBS PART IV- T-W.MPG
 
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EASY LEARNING. " VISUAL IMAGES MAY BE THE MOST POTENT DEVICE TO AID RECALL OF VERBAL MATERIAL. A LARGE PROPORTION OF LEARNERS HAVE PREFERENCE FOR VISUAL LEARNING. Oxford, Rebecca ,1990.
Views: 1462 rafconcar
IELTS Reading band 9 | Top 13 tips
 
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I got 9.0 on Reading in the first attempt and I want to share some amazing tips with you which helped me to get overall band score 8.0! Below are the books that I used. Top 13 tips on Listening (band 9) - https://youtu.be/ohfX8BgsRsQ Top 13 tips on Speaking (band 7.5) - https://youtu.be/Us7WyjocaiE Top 13 tips on Writing (band 9) - https://youtu.be/geCWHWKzU84 [BOOKS] Collins Reading for IELTS - https://yadi.sk/d/VaCqyTFp3VX5yR IELTS Advantage Reading Skills - https://yadi.sk/i/NZav9CTU3VX6Pn British Council Academic Reading (Practice test) - https://yadi.sk/i/GsqYFpOU3VX696 British Council Academic Reading (Keys) - https://yadi.sk/i/2DkXEIU43VX6Yo British Council General Reading (Practice test) - https://yadi.sk/i/dCVHhKUx3VX6gY British Council General Reading (Keys) - https://yadi.sk/i/K3aqLH_e3VX6kf Ready for IELTS Macmillan - https://yadi.sk/i/PgalhmgG3VX6xh IELTS Reading (Recent actual tests 2007-2011) - https://yadi.sk/i/aAehMRZM3VX7ig [SAMPLE OF ANSWER SHEETS] IELTS Reading Answer Sheet - http://ielts-moscow.ru/files/IELTS_Reading_Answer_Sheet.pdf Free materials every day! Telegram: [Chat] World Chat Group: https://t.me/worldchatgroup [Channel] World speaks English: https://t.me/worldspeaksenglish Facebook: [Public page] https://www.facebook.com/worldspeaksenglish [Help page]: https://www.facebook.com/groups/world.ielts [MY SOCIAL MEDIA] TW: https://twitter.com/d_sandmartin VK: https://www.vk.com/sparkling_life IG: https://www.instagram.com/d_sandmartin/ TG: https://www.t.me/d_sandmartin FB: https://www.facebook.com/ieltsdarian For queries email me here: [email protected]
Views: 895421 Darian Sandmartin
ESL/EFL Microteaching - Critical Thinking
 
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This is a mini-lesson I designed for my final project in my Methods in Teaching ESL/EFL course. It involves teaching the skills of observation, interpretation, forming a conclusion, and application to Chinese background students. Please enjoy!
Views: 15675 MsHannahCowell
How to give a presentation in English
 
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Deliver a successful English presentation with 12 important tips from an experienced presentations coach. http://www.presentationprep.com/ An essential lesson when English is not your native language. You will learn what to focus on when you are preparing your presentation, as well as how to come across professionally to your audience. Did you understand the video? Take the quiz here: http://www.engvid.com/how-to-give-a-presentation/
Sir John Elliott, Teaching History in the Twenty-First Century, British Academy
 
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Teaching History in the Twenty-First Century Panel Discussion Tuesday, 29 January 2013, Venue: The British Academy, 10-11 Carlton House Terrace, London SW1Y 5AH During the twentieth century, traditional concepts of objectivity and narratives of Western exceptionalism have been forcefully challenged. Does that mean that our relationship with the past and the content and purpose of history are now less self-evident than before? Which historical problems appear most urgent for contemporary societies to explore critically? What and how do historians in an age intensely aware of global interconnections teach in universities, and do their interests productively inform school curricula? Following a year of intense debate on history teaching in schools, the panel will discuss the controversies over current visions of the discipline. Sir John Elliott FBA, University of Oxford Sir John Elliott is Regius Professor Emeritus of Modern History in the University of Oxford. His publications on Spain, Europe and the Americas in the Early Modern period include Imperial Spain, 1469-1716 (1963); The Old World and the New, 1492-1650 (1970); The Count-Duke of Olivares (1986); and Empires of the Atlantic World, 1492-1830 (2006). He was awarded the Wolfson Prize for History in 1986, the Prince of Asturias Prize for the Social Sciences in 1996, and the Balzan Prize for History in 1999. He has received various honours from the Spanish government, and was knighted for his services to history in 1994. His most recent book, History in the Making, was published in 2012.
Views: 2340 The British Academy
Learn To Read My First Reading Book High Frequency Words Reception Age Stage 1 Reading The Red Ball
 
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The Word Practice Books provide opportunities to consolidate the vocabulary presented in the Storyworlds titles by using familiar characters and settings. These Reception Books for ages 4-6 contain high frequency words to learn, recognise and practice. Sit close together. Encourage your child to hold the book themselves and turn the pages. Read to your child by pointing at each word and point to the pictures. Encourage your child to talk about the book, this can include the characters and dilemmas. Above all - make it fun! Audio in iMovies. iMovies Sound Effects. I am licensed by Apple, Inc. to use iMovies audio which is provided in the iMovie App from Apple, Inc. http://images.apple.com/legal/sla/docs/ilife09.pdf
Views: 2560 KidsToyBoss
Psychology & Neuroscience of Mental Health MSc/PGDip/PGCert - support from the teaching fellows
 
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MSc, PG Dip & PG Cert Dr Rebecca Gordon, Senior Teaching Fellow, talks about the diversity of the student body studying on the Psychology & Neuroscience of Mental Health programme.
Views: 301 kingscollegelondon