Unit 01. Family Life. Lesson 7. Communication and Cuture

Unit 01. Family Life. Lesson 7. Communication and Cuture tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tậ...

Information Management Resource Kit Module on Building Electronic Communities and Networks UNIT 5. ONLINE FACILITATION LESSON 4. PREPARING AND ORGANIZING ONLINE DISCUSSIONS NOTE Please note that this PDF version does not have the interactive features offered through the IMARK courseware such as exercises with feedback, pop-ups, animations etc. We recommend that you take the lesson using the interactive courseware environment, and use the PDF version for printing the lesson and to use as a reference after you have completed the course. © FAO, 2006 Objectives At the end of this lesson, you will be able to: • understand the role and responsibilities of the facilitator in different types of online discussions; • identify “support” tasks and facilitation tasks of a facilitator; and • describe in detail “support” tasks and related activities. Introduction Facilitator approaches depend on the nature of the group or community. In this lesson you will find a description of the roles and responsibilities of a facilitator in managing different types of online discussions. You will also be introduced to the support tasks required of a facilitator. Roles and responsibilities of the facilitator A key element in deciding the roles and responsibilities of an online facilitator is the type of discussion taking place in the community. • for the duration of the event, the facilitator has to energize the community into a more organized and focused discussion; when guests are invited, they need to be introduced and given a role in the discussion. • is limited to animating and regulating the discussion and making sure that the technology works smoothly in the background; ROLE OF FACILITATOR TYPE OF DISCUSSION • since the discussion follows an agenda and will result in specific outcomes, the facilitator is more actively involved in regulating, focusing and animating, because of the time limitation; time-limited within a discussion without time limitation For different kinds of discussions there are different roles for a facilitator… A facilitator sometimes also act as a moderator. time-limited without time limitations Example Would you like to know more about moderation? See Annex 5.4.1 for a mini-lesson on this topic Tasks of the facilitator Whatever the type of discussion taking place in the online space, as an online facilitator you are responsible for certain tasks, which can be divided into two categories… 1) preparing for and organizing the discussion; 2) dealing with technical problems; and 3) closing your discussion space and follow up. Support tasks deal with technical support, subscriptions, bounces, vacation messages, attachments. They are the following:  1) maintaining focus; 2) building trust; 3) encouraging participation; and 4) dealing with conflict. Facilitation tasks deal with regulation of the discussion, creation of an encouraging environment, mediation. They are the following:  These tasks will be explored further in the unit. On the next pages you’ll explore what the support tasks are about. Tasks of the facilitator Let’s start to examine the support tasks using a case study: Imagine you are called to facilitate a three week online/learning discussion event about portals, organized by The Association for Progressive Communication (APC). The discussion has been announced in other related online communities, while experts have been invited to prepare online presentations. What should you do? Let’s look at this together… Organizing discussion The first task of the online facilitator is preparing and organizing the online discussion. This phase can decide the success of your online Communication Discussion Who does what in your family? 1.What is the person in each picture doing? The husband mops the floor hangs the washed clothes onto a clothesline to dry and does the cooking The wife mops the floor, irons the clothes, feeds the baby, hangs the washed clothes, cleans the house and does the cooking Vocabulary Financial burden (n): Fincance (n): Gánh nặng tài Tài To look after/ to take Chăm sóc Cùng làm … Cung cấp cho … care of sb: To join hands to st: To provide (st) for sb: Provider (n): Role (n): Người/nhà cung cấp Vai trò 2.Listen to the TV talk show Who said what? 1 c, e 2 a, f 3 b, d 3.Discuss the questions I think (that), S+V… In my opinion/view, S+V… From my point of view, S+ V… CULTURE Answer the questions In Singapore nuclear family Nursery school or child-minder Nursing homes In Viet Nam Extended family Grandparents or great grandparents Their children They help their children with their They take part in the activities of the Parent Support Group or Parent homework or give them advice on behaviour Teacher Association 5. Online Facilitation - 7. Managing membership and roles - page 1 Information Management Resource Kit Module on Building Electronic Communities and Networks UNIT 5. ONLINE FACILITATION LESSON 7. MANAGING MEMBERSHIP AND ROLES © FAO, 2006 NOTE Please note that this PDF version does not have the interactive features offered through the IMARK courseware such as exercises with feedback, pop-ups, animations etc. We recommend that you take the lesson using the interactive courseware environment, and use the PDF version for printing the lesson and to use as a reference after you have completed the course. 5. Online Facilitation - 7. Managing membership and roles - page 2 At the end of this lesson, you will be able to: • understand the place of membership management in the life cycle of an online community; • identify membership management strategies for an online community; and • recognize change in membership of an online community over time. Objectives Online communities may come together for a short, defined period to achieve specific objectives (short-term communities). In this case, the “life cycle” will largely mirror the agenda set for the discussion or meeting. Life cycle of online communities In order to manage community membership effectively, it is important to be aware of the life cycle of online communities, and how the group of members may change during this cycle. Unlike short-term meetings or discussions, ongoing online communities do not have a structured “agenda”. However, there are some common stages in the life of online communities that influence membership management. Short term communities generally have the same, or static, membership, while long term communities can have either static or dynamic memberships. We’ll look at the differences in the next few screens. 5. Online Facilitation - 7. Managing membership and roles - page 3 Stages of an online community There are some common stages in the life of an online community. Each stage has consequences for managing membership. 1) Conception: Someone has an idea for a new online community. Community focus, purpose, target audience, and technical choices need to be defined. 2) Beginning: The community is new, members begin to join. Discussions should be enriched and updated often to motivate people to participate. 3) Growth: The community grows in numbers and/or in content and quality. 4) Maturity: The membership of the community is relatively stable. Members are active, interaction is dynamic, and there is a feeling of community among members. Technologies and discussions may evolve. Evaluation and keeping members interested is still important. 5) Transition: There are substantial changes in leadership, or purpose, or characteristics of the community. Subgroups may emerge; this can be a healthy sign. If there are signs of decline, ask if the community is still meeting its goals. Consider how to re-energize the community, or whether an exit strategy is needed. 6) Death: There comes a point when there is no more significant activity in a community. Although people are still subscribed, their interest has shifted to other topics or other online spaces. Perhaps the community has served its purpose, or resources for administration are no longer available. This is a big decision, but it may be time to close the community. Death of an online community may spark creation of other communities: conception begins, and the cycle continues. Stages of an online community There are some common stages in the life of an online community. Each stage Microsoft Vietnam – DPE Team | WPF – Bài 7: Kiểu hiển thị (Style) và khuôn mẫu (Template) 1 Bài 7 Kiểu hiển thị (Style) và Khuôn mẫu (Template) WPF giới thiệu hai khái niệm là Kiểu hiển thị (Style) và Khuôn mẫu (Template) cho phép xây dựng các mẫu thuộc tính hiển thị áp dụng chung cho nhiều đối tượng UI trên giao diện người dùng. Bài giảng này tập trung giới thiệu hai khái niệm này và cách sử dụng chúng thông qua các ví dụ cụ thể. 1. Giới thiệu về Kiểu hiển thị (Style) Thông thường, khi xây dựng một giao diện đồ hoạ, ta thường thiết lập cùng giá trị các thuộc tính hiển thị trên nhiều đối tượng UI khác nhau. Ví dụ, bạn muốn đặt tất cả các tiêu đề (Label) trong ứng dụng với phông chữ “Times New Roman”, cỡ 14px, in đậm. Điều này có thể thực hiện dễ dàng với CSS trong một ứng dụng Web, nhưng không đơn giản đối với WinForm. WPF nhận ra sự cần thiết này và giải quyết bằng việc đưa ra thành phần „Style‟. Thành phần „Style‟ cho phép người lập trình lưu trữ một danh sách các giá trị thuộc tính vào một nơi thuận tiện. Nó tương tự như cách làm việc của CSS trong các ứng dụng Web. Thông thường, các Style được lưu trữ trong phần Resource hoặc một thư mục Resource riêng của project. Các thuộc tính quan trọng nhất của thành phần Style bao gồm BasedOn, TargetType, Setters và Triggers. Được xem như một loại tài nguyên, Style có thể được định nghĩa ở bất kỳ phân cấp nào trong cây trực quan, ví dụ cho một StackPanel, Window hoặc thậm chí ở mức Application. Việc đặt khai báo Style lẫn với các mã chức năng XAML thường dễ gây nhầm lẫn khi mở rộng ứng dụng. Lời khuyên ở đây là không đặt khai báo Style trong App.xaml hay các file chức năng xaml, mà lưu chúng trong một file xaml tài nguyên riêng. Lưu ý rằng các tài nguyên có thể được chia nhỏ thành các file độc lập sao cho các file ảnh như jpeg có thể được lưu trữ riêng rẽ. Một khi đã chia thành các file tài nguyên riêng thì vấn đề tiếp theo sẽ là việc làm sao để tìm tham chiếu tới tài nguyên bạn cần. Ở đây, ta dùng một giá trị khoá duy nhất: Khi định nghĩa một tài nguyên trong XAML, bạn định nghĩa một giá trị khoá duy nhất cho tài nguyên đó thông qua thuộc tính x:Key. Kể từ sau đó, bạn có thể tham chiếu tới tài nguyên này bằng việc sử dụng giá trị này. Sau đây, các thuộc tính quan trọng trong Style sẽ được lần lượt giới thiệu. Microsoft Vietnam – DPE Team | WPF – Bài 7: Kiểu hiển thị (Style) và khuôn mẫu (Template) 2 1.1. Các thành phần thuộc tính trong Style 1.1.1 BasedOn Thuộc tính này giống như tính chất kế thừa, trong đó, một Style kế thừa thuộc tính chung của một Style khác. Mỗi kiểu hiện thị chỉ hỗ trợ một giá trị BaseOn. Sau đây là một ví dụ nhỏ: <! Khai báo Style được kế thừa > <Style x:Key="Style1"> </Style> <! Khai báo Style kế thừa > <Style x:Key="Style2" BasedOn="{StaticResource Style1}"> </Style> 1.1.2 TargetType Thuộc tính TargetType được sử dụng để giới hạn loại điều khiển nào được sử dụng Style đó. Ví dụ nếu ta có một Style với thuộc tính TargetType thiết lập cho nút bấm (Button), thì Style này sẽ không thể áp dụng cho kiểu điều khiển TextBox. Cách thiết lập thuộc tính này minh họa trong ví dụ sau: <Style TargetType="{x:Type Button}"> </Style> 1.1.3 Setters Setters cho phép thiết lập một sự kiện hay một thuộc tính với một giá trị nào đó. Trong trường hợp thiết lập một sự kiện, chúng liên kết với một sự kiện và kích hoạt hàm xử lý tương ứng. Trong trường hợp thiết lập một thuộc tính, chúng đặt giá trị cho thuộc tính đó. Sau đây là một ví dụ về việc sử dụng EventSetters để liên kết sự kiện, trong đó, sự kiện nhắm chuột vào nút bấm (Click) được liên kết: Microsoft Vietnam – DPE Team | WPF – Bài 7: Kiểu hiển thị (Style) và khuôn mẫu (Template) 3 <Style TargetType="{x:Type Button}"> <EventSetter Event="Click" Handler="b1SetColor"/> </Style> Tuy nhiên, Setter thường được dùng để 12NC Unit 8: FUTURE LIFE Teacher: Huỳnh Hữu Nghóa Period: 59 + 60 Lesson : READING Aim: By the end of the lesson, students will be able to get the main ideas of the lesson and some information about future life. Lexical items: Words of future life Teaching aids: Textbook, poster, pictures Procedure :  Stages Teacher’s activities Sts’ activities 10’ I. Warm up : Matching : Picture(textbook) Captions Key: C  1. Learning from home B  2. Learning from the workplace D  3. Learning in an interactive remote class. A  4. Learning in an electronic classroom Which kind of “classroom” do you like to study in ?  I like all kinds of them. - Ask ss to work in pairs. - Instruct - Feedback and give correct answers. - Introduce the new lesson. - Make question - Match the picture (A, B, C or D) with appropriate captions. - Go to the BB and give the answers. - Listen to the teacher. - Answer 15’ II. Pre – reading : 1. Pre teach vocabulary : - kneel / ni:l / v. quỳ gối, quỳ xuống - cohabit / kou`hỉbit / v. sống chung cohabi`tation / ei / n. sự sống chung như vợ chồng - embryo /`embriou / n. phôi - complexion /kəm`plek∫n / n. màu da - cute / kju:t / a. lanh lợi; đáng yêu - crisis /`kraisis / n. cuộc khủng hoảng - ecological / i-ə-`ɔ-i-ə / a. th.v sinh thái học - stable / `steibl / a. ổn đònh * Checking : R & R - Elicit the word. - Model the words three times. - Have ss repeat - Write the word on the BB. - Give the meaning of the words. - Say the words. - Listen to. - Repeat in chorus/ indivi. - Check the stress syllable. - Copy down 15’ 5’ III. While – reading : T: These 4 paragraphs tell us the forecast in the future. Read them. + Ask ss to skim the text to know the gist of each paragraph. Task a): Ask ss to match the paragraphs with the headings. - Notice that one heading will not be used. * Key: Paragraph: Heading A  5. Lifestyle B  4. Advances in Medicine C  3. A Modern School D  2. An Ecological School - Have ss work in groups. - Explain some difficult words - Ask them to match - Check Read each para. And dicuss the content - Group work. - Read the answers loudly. 16’ 20’ - The end of the first period- Task b): Ask Ss to read the phrases in Task b and then re-read the text to find each appropriate synonym Key: Synonyms 1. live together without being married 1. cohabit (P1) 2. know all over the world 2. world-famous (P.3) 3. try to achieve something over a period of time. 3. pursue (P.1) 4. living things that are not fully developed yet 4. embryo (P.2) 5. not harming the environment. 5. environment- friendly (P.4) 6. pretty and attractive. 6. cute (P.2) 7. profession or occupation. 7. career (P.1) 8. in spite of. 8. despite (P.4) Task c) : Answer the questions: Ask Ss to read the question and give the answer Keys : 1. They decided to cohabit 30 years ago (in 2010) because they wanted to pursue their careers without being disturbed by family responsibilities. 2. They were 20 years old when they started cohabiting. Now they are 50. 3. They decide to get married and have a child. 4. They’ll have to go to the Embryo Bank and the City’s Embryo Hospital. 5. Chris is Carol and Phil’s expected child (child - to - be) 6. It is modern and environment-friendly : + It opens 24 hours a day and students may come at different time. + There are no teachers in the classroom. Instead, teachers will contact students via teaching machines. GETTING STARTED Household chores WELCOME TO our class Warm up Answer some questions 1 What is your responsibility in your family? 2 Who does the household chores? Task Listen and read In this task you have to listen and pay attention to the text to understand the content You have to listen and read along silently HOUSEHOLD CHORES Split/ divide/ handle (household) chores Do the laundry/the washing Shop for groceries Do the heavy lifting Bread- winner Homemaker Phân chia việc nhà Giặt quần áo Mua đồ Làm việc nặng Người trụ cột Người lo việc nhà HOUSEHOLD CHORES Mop/ tidy up the house Bathe the baby Iron the clothes Fold the clothes Put away the clothes Lau/ quét nhà Tắm cho em bé Là quần áo Gấp quần áo Cất quần áo Task Decide whether the statemnets are true (T) , false (F) or not given (NG) T Nam’s father is going out to play tennis with Mr Long Nam’s mother is a busy woman Nam’s sister is cooking dinner Sometimes Nam’s father cooks Everybody in Nam’s family does some of housework Mr Long never does any household chores F NG Task Decide whether the statemnets are true (T) , false (F) or not given (NG) T Nam’s father is going out to play tennis with Mr Long F F Nam’s mother is a busy woman NG Nam’s sister is cooking dinner F Sometimes Nam’s father cooks T Everybody in Nam’s family does some of housework T Mr Long never does any household chores NG NG Task 3: Listen and repeat In this task I want you to listen then repeat the words/ phrases tiwce 4.Write the verbs that are used with words Verbs/ verb phrases Split, divide, handle Take out Words/ phrases The (household) chores The Rubbish The Laundry Shop for do Groceries Be responsible for The Household finances The Heavy lifting The Washing -up Task 4: Write the verbs or phrases These verbs and phrases that are used with the words or phrases in the conversation Work individually Verbs/ Verbs phrases Words/ Phrases (household) chores Rubbish/ garbage Laundry Groceries Groceries Washing up Household finances Task 4: Write the verbs or phrases These verbs and phrases that are used with thr words or phrases in the conversation Work individually Verbs/ Verbs phrases Words/ Phrases Split, devide, handle (household) chores Take out Rubbish/ garbage Do Laundry Shop for Groceries Do Groceries Do Be resposible for Washing up Household finances Homework Learn by heart the words and phrases related to household chores Prepare for the next lesson ... CULTURE Answer the questions In Singapore nuclear family Nursery school or child-minder Nursing homes In Viet Nam Extended family Grandparents or great grandparents Their children They help their children... the house and does the cooking Vocabulary Financial burden (n): Fincance (n): Gánh nặng tài Tài To look after/ to take Chăm sóc Cùng làm … Cung cấp cho … care of sb: To join hands to...1.What is the person in each picture doing? The husband mops the floor hangs the washed clothes onto a clothesline to dry and does the cooking The wife mops the floor, irons the