OpenLLM-France/wikimedia huggingface dataset:
# TESOL/Meeting someone
## Key sentences

| Welcoming person | New person |
| Nice to meet you. I'm (name). Good to meet you. | It's a pleasure, I'm (name). Nice to meet you, too. |
| Welcoming person | New person |
| Where are you from? | I'm from (country). |
| Welcoming person | New person |
| If you need anything, just ask. | Thanks, I will. |

### Drills

Say these sentences without looking.
Nice to meet you. I'm (name). :
| name | sentence |
| Alex | Nice to meet you. I'm Alex. |
| Jane | Nice to meet you. I'm Jane. |
| George | Nice to meet you. I'm George. |
| Cathy | Nice to meet you. I'm Cathy. |
It's a pleasure, I'm (name). :
| name | sentence |
| Susan | It's a pleasure, I'm Susan. |
| Kyle | It's a pleasure, I'm Kyle. |
| Pedro | It's a pleasure, I'm Pedro. |
| Paul | It's a pleasure, I'm Paul. |
I'm from (country). :
| country | sentence |
| China | I'm from China. |
| Italy | I'm from Italy. |
| Ghana | I'm from Ghana. |
| Canada | I'm from Canada. |

## Example

Practice this conversation.
| Welcoming person | New person |
| Nice to meet you. I'm (Alex). | It's a pleasure, I'm (Susan). |
| Welcoming person | New person |
| Where are you from? | I'm from (China). |
| Welcoming person | New person |
| If you need anything, just ask. | Thanks, I will. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Welcoming person | New person |
| Nice to meet you. I'm ... . | It's a pleasure, I'm ... . |
| Welcoming person | New person |
| Where are you from? | I'm from .... |
| Welcoming person | New person |
| If you need anything, just ask. | Thanks, I will. |
Change partners. Use your imagination and make another conversation.

## Practice

| Welcoming person | New person |
| You moved to this area last week. | Meet your partner. |

## Further study

* English lesson topics

## Expressions

* Nice to meet you.
# TESOL/Lesson Plan

This is a universal lesson plan for TESOL. At each stage of a lesson there are different techniques that a teacher can use that will most likely work given the number of students, their abilities, their level of motivation, and so on.

## Present

* listen and repeat
* substitution drill
* look at a question speculate on the corresponding answer, or vice versa
* change a sentence to be true for one's own case

## Practice

* fill in the gaps
* change underlined parts of a text
* match sentence halves
* match questions with answers
* match sentences of equal meaning
* read, cover, and recall (e.g. a story)

## Produce

* see Conversation strategies
# TESOL/Nostalgia
## Discussion

Discuss what you used to do after high school. What was it like?
I used to play football with my friends.
It was really fun. How about you?

## Key sentences

| Asking about the past | Reminiscing about the past |
| Do you remember when (sentence) ? Do you remember (decade) ? | Yeah, it was really (adjective). |
| Asking about the past | Reminiscing about the past |
| What did you do back then? | I always used to (verb) after work. I always used to (verb) after school |

### Drills

Say these sentences without looking.
Do you remember when (sentence) ? :
| sentence | sentence |
| you lived in Europe | Do you remember when you lived in Europe ? |
| you were in high school | Do you remember when you were in high school ? |
| Clinton was president | Do you remember when Clinton was president ? |
| you had your first car | Do you remember when you had your first car ? |
Yeah, it was really (adjective). :
| adjective | sentence |
| fun | Yeah, it was really fun. |
| busy | Yeah, it was really busy. |
| exciting | Yeah, it was really exciting. |
| hard | Yeah, it was really hard. |
I always used to (verb) after work. :
| verb | sentence |
| go driving | I always used to go driving after work. |
| go drinking | I always used to go drinking after work. |
| watch TV | I always used to watch TV after work. |
| go out to eat | I always used to go out to eat after work. |

## Example

Practice this conversation.
| Asking about the past | Reminiscing about the past |
| Do you remember when (you lived in Europe) ? | Yeah, it was really (fun). |
| Asking about the past | Reminiscing about the past |
| What did you do back then? | I always used to (go driving) after work. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking about the past | Reminiscing about the past |
| Do you remember when ... ? | Yeah, it was really ... . |
| Asking about the past | Reminiscing about the past |
| What did you do back then? | I always used to ... after work. |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking about the past | Reminiscing about the past |
| Ask your partner about what they remember. | Talk about what you remember. |

## Further study

* English lesson topics
# TESOL/Locations
## Key sentences

| Asking where something is | Telling where something is |
| Where is my phone? | It's (preposition) the chair. |
| Asking where something is | Telling where something is |
| Can you find my notes? | They're (preposition) the desk. |
| Telling where something is | Asking where something is |
| Found it! Found them! | Thanks. |

### Drills

Say these sentences without looking.
It's (preposition) the chair. :
| preposition | sentence |
| on | It's on the chair. |
| next to | It's next to the chair. |
| under | It's under the chair. |
| beside | It's beside the chair. |
They're (preposition) the desk. :
| preposition | sentence |
| in | They're in the desk. |
| inside | They're inside the desk. |
| on top of | They're on top of the desk. |
| underneath | They're underneath the desk. |

## Example

Practice this conversation.
| Asking where something is | Telling where something is |
| Where is my phone? | It's (on) the chair. |
| Asking where something is | Telling where something is |
| Can you find my notes? | They're (in) the desk. |
| Telling where something is | Asking where something is |
| Found it! | Thanks. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking where something is | Telling where something is |
| Where is my phone? | It's ... the chair. |
| Asking where something is | Telling where something is |
| Can you find my notes? | They're ... the desk. |
| Telling where something is | Asking where something is |
| Found it! | Thanks. |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking where something is | Telling where something is |
| Imagine you've lost your wallet. Ask where it is. | Tell your partner where their wallet is. |

## Further study

* English lesson topics
# TESOL/MINUS principle

The MINUS principle is a set of five points to guide ESL lessons. Following this principle increases the likelihood that the lesson will proceed smoothly and that students will learn as much as possible.
* Meaning: relevant language
* Interest: have a variety of activities
* New language: keep new language to a minimum
* Understanding: make it easy to understand
* Stress-free: students should not be under stress
# TESOL/Guilt
## Key sentences

| Asking about guilt | Expressing guilt |
| What do you feel guilty about? | I feel really bad about (gerund). |
| Asking about guilt | Expressing guilt |
| What should you have done differently? | I should have (past participle). |
| Asking about guilt | Expressing guilt |
| How do you feel? | I feel (adjective). |
| Asking about guilt | Expressing guilt |
| What's your reaction? | I (verb) I did that. |

### Drills

Say these sentences without looking.
I feel really bad about (gerund). :
| gerund | sentence |
| breaking his glasses | I feel really bad about breaking his glasses. |
| forgetting her birthday | I feel really bad about forgetting her birthday. |
| saying he is ugly | I feel really bad about saying he is ugly. |
| making that mistake | I feel really bad about making that mistake. |
I should have (past participle). :
| past participle | sentence |
| been more careful | I should have been more careful. |
| written it down | I should have written it down. |
| thought before I spoke | I should have thought before I spoke. |
| paid closer attention | I should have paid closer attention. |
I feel (adjective). :
| adjective | sentence |
| terrible | I feel terrible. |
| awful | I feel awful. |
| horrible | I feel horrible. |
| really bad | I feel really bad. |
I (verb) I did that. :
| verb | sentence |
| can't believe | I can't believe I did that. |
| don't know how | I don't know how I did that. |
| don't understand why | I don't understand why I did that. |
| don't see how | I don't see how I did that. |

## Example

Practice this conversation.
| Asking about guilt | Expressing guilt |
| What do you feel guilty about? | I feel really bad about (breaking his glasses). |
| Asking about guilt | Expressing guilt |
| What should you have done differently? | I should have (been more careful). |
| Asking about guilt | Expressing guilt |
| How do you feel? | I feel (terrible). |
| Asking about guilt | Expressing guilt |
| What's your reaction? | I (can't believe) I did that. |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking about guilt | Expressing guilt |
| What do you feel guilty about? | I feel really bad about ... . |
| Asking about guilt | Expressing guilt |
| What should you have done differently? | I should have .... |
| Asking about guilt | Expressing guilt |
| How do you feel? | I feel .... |
| Asking about guilt | Expressing guilt |
| What's your reaction? | I ... I did that. |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking about guilt | Expressing guilt |
| Ask your partner what they are guilty about. | Imagine you did something bad. Tell your partner how you feel. |

## Further study

* English lesson topics
# TESOL/Introducing yourself
## Key sentences

| Asking someone about themselves | Introducing oneself |
| What's your name? | I'm (name). My name is (name). |
| Asking someone about themselves | Introducing oneself |
| What do you do? | I'm (job). |
| Asking someone about themselves | Introducing oneself |
| Where do you work? | I work in (workplace). |
| Asking someone about themselves | Introducing oneself |
| What are your interests? | I like (interest). |

### Drills

Say these sentences without looking.
I'm (name). :
| name | sentence |
| John | I'm John. |
| Mary | I'm Mary. |
| Joe | I'm Joe. |
| Cathy | I'm Cathy. |
I'm (job). :
| job | sentence |
| a nurse | I'm a nurse. |
| a teacher | I'm a teacher. |
| an office worker | I'm an office worker. |
| a sales clerk | I'm a sales clerk. |
I work in (workplace). :
| workplace | sentence |
| a hospital | I work in a hospital. |
| an office | I work in an office. |
| a store | I work in a store. |
| a school | I work in a school. |
I like (interest). :
| interest | sentence |
| reading | I like reading. |
| watching movies | I like watching movies. |
| video games | I like video games. |
| travelling | I like travelling. |

## Example

Practice this conversation.
| Asking someone about themselves | Introducing oneself |
| What's your name? | I'm (John). |
| Asking someone about themselves | Introducing oneself |
| What do you do? | I'm (a nurse). |
| Asking someone about themselves | Introducing oneself |
| Where do you work? | I work in (a hospital). |
| Asking someone about themselves | Introducing oneself |
| What are your interests? | I like (reading). |
Change partners. Use your imagination and change the sentences.

## Exercise

Use your imagination. Make your own conversation.
| Asking someone about themselves | Introducing oneself |
| What's your name? | I'm ... . |
| Asking someone about themselves | Introducing oneself |
| What do you do? | I'm .... |
| Asking someone about themselves | Introducing oneself |
| Where do you work? | I work in .... |
| Asking someone about themselves | Introducing oneself |
| What are your interests? | I like .... |
Change partners. Use your imagination and make another conversation.

## Practice

| Asking someone about themselves | Introducing oneself |
| Ask your partner about themselves. | Introduce yourself. |

## Further study

* English lesson topics
# Survey research and design in psychology/Review

| SRDP Home | Survey design | Descr/ Graphs | Correl- ation | EFA | Psycho- metrics | MLR | Signifi- cance | Power | Effect size | Conf. intervals | Acad. integrity |
Lectures | Tutorials | Assessment
# Survey research and design in psychology/Tutorials/ANOVA

* This tutorial develops skills in conducting ANOVA (particularly one-way repeated measures ANOVA, Mixed design ANOVA and ANCOVA) with effect sizes, and power using SPSS. Before tackling this tutorial, make sure you are familiar with descriptive statistics, t-tests and the normal distribution and read over the ANOVA notes and lecture.

## Contents

* General steps
* Assumptions
* Visualising ANOVA
* Error bar graphs
* Descriptive statistics
* One-way repeated measures ANOVA
* Mixed-design ANOVA
* ANCOVA
* Effect size
* ANOVA sample write-ups
* Lab report 5: ANOVA
# Survey research and design in psychology/Recent activity
## Recent activity

* Effect size
* Category:Survey research and design in psychology/Help
* Survey research and design in psychology/Feedback/Header
* Survey research and design in psychology/Feedback
* Hints for designing effective questionnaires
* Category:Survey research and design in psychology/Readings
* Category:Survey research and design in psychology/Lectures
* Category:Survey research and design in psychology/Tutorials
* Category:Survey research and design in psychology/Assessment
* Inferential statistics decision-making tree
* Composite scores
* Online surveys
* Category:Psychometric instrument development
* Survey research and design in psychology/Tutorials/Recordings/Virtual tutorials
* Survey research
* Survey research and design in psychology/Unit outline
* Cite:Allen & Bennett 2008
* Survey research and design in psychology
* Research purposes
* Category:Survey research and design in psychology/Qualitative research
* Survey research and design in psychology/Assessment/Lab reports
* Survey research and design in psychology/Assessment/Lab reports/2
* Descriptive statistics and graphing
* Survey research and design in psychology/Review
* Survey design
* Survey research and design in psychology/Equivalent units
* Motivation and emotion/Admin/Equivalent units
* Survey research and design in psychology/Tutorials/ANOVA and qualitative analysis
* Survey research and design in psychology/Options
* Survey research and design in psychology/Schedule
* Multiple response analysis
* Survey research and design in psychology/Overview
* Survey research and design in psychology/Tutorials/Multiple linear regression
* Survey research and design in psychology/Timetable
* Survey research and design in psychology/Materials
* Research types
* Survey research and design in psychology/Recent activity
* Survey research and design in psychology/Materials/Software
* Category:Survey research and design in psychology/Admin
* Survey research and design in psychology/Abbreviations
* Survey research and design in psychology/Generic skills
* Survey research and design in psychology/Web resources
* Survey research and design in psychology/Web resources/UCLearn
* Survey research and design in psychology/Assessment/Lab report/Data download/Link
* Survey research and design in psychology/Data file
* Survey research and design in psychology/Banner
* Survey research and design in psychology/Web resources/Moodle
* Category:Exploratory factor analysis
* Category:Survey research and design in psychology/Modules
* Category:Survey research and design in psychology/Overview
* Level of measurement
* Survey research and design in psychology/Readings/Online
* Survey research and design in psychology/Assessment/Lab reports/3/Item correlations
# Survey research and design in psychology/Schedule

Principal dates (University of Canberra).
There are 10 lectures and 5 tutorials.
For more details, see Timetable.
# Survey research and design in psychology/Readings/Textbooks/Pallant/2016

Pallant, J. (2016). SPSS survival manual (6th ed.). Sydney: Allen and Unwin. ISBN 9781760291952. RRP AU$49.99. Publisher site
# Survey research and design in psychology/Readings/UCLearn reading list
## UCLearn reading list

* The UCLearn Reading List contains copyright restricted readings for this unit.
* Access to these readings is restricted to current UC students.
* Access the readings via UCLearn - they are listed in sections within Reading List.

## List

* Bryman, A. & Cramer, D. (1997). Concepts and their measurement (Ch. 4). In Quantitative data analysis with SPSS for Windows: A guide for social scientists (pp. 53-68). Routledge.
* Fowler, F. (2002). Designing questions to be good measures (Ch. 5). In Survey research methods (3rd ed.)(pp. 76-103). Thousand Oaks, CA: Sage.
* Howitt, D. & Cramer, D. (2005). 'Reliability and validity: Evaluating the value of tests and measures (Ch. 13). In Introduction to research methods in psychology (pp. 218-231). Pearson.
* Howitt and Cramer (2014a). Chapter 31: Factor analysis: Simplifying complex data (pp. 423-443)
* Nardi, P. M. (2006). Developing a questionnaire (Ch. 4). In Doing survey research: A guide to quantitative methods (2nd. ed.). Boston, MA: Pearson.
* Tabachnick, B. G. & Fidell, L. S. (2001). Principal components and factor analysis. In Using multivariate statistics. (4th ed., pp. 582 - 633). Needham Heights, MA: Allyn & Bacon.
* Tabachnick, B. G., & Fidell, L. S. (2013). Multiple regression (Ch. 5). In Using Multivariate Statistics (6th ed., pp. 117-196). Boston, MA: Pearson.
# Survey research and design in psychology/Tutorials
### Tutorial topics

| Week | Tutorial | Title | Key content |
| 01, 02 | 01 | Introduction | Using SPSS and APA style |
| 03, 04 | 02 | Correlation | Non-parametric and Product-moment |
| 05, 06 | 03 | Psychometrics | Factor analysis and reliability analysis |
| 09, 10 | 04 | Multiple linear regression | Assumptions and steps |
| 12 | 05 | Lab report workshop | Open lab space to work on report |

### About tutorials

* There are 4 x 2 hour tutorials - check your timetable, to see which tutorial you are enrolled in.
* If you can't make your scheduled tutorial time, then try coming to another time, but there is no guarantee of a seat/computer.
* During tutorials, you can use either a UC desktop computer in the lab or bring your own laptop with SPSS installed and an internet connection (e.g., through UC wifi).
* Come along to drop-in tutorials and/or lab report workshop if you want extra help. You can also come along to a repeat tutorial.
* If you miss any tutorial exercises, then view the screencasts or virtual tutorial recording and attempt the exercises on your own.
# Survey research and design in psychology/Timetable

There are 10 lectures on Tuesdays 12:30-14:30, in 2B7, Weeks 1 to 7, 9, 10 and 12.
There are 4 tutorials on Wednesdays 09:30-11:30, 12:00-14:00 and 14:30-16:30 in 12B16 and a 18:00-20:00 online tutorial. Tutorials are during Weeks 01, 03, 05, 09 or Weeks 02, 04, 06, and 10 depending on which tutorial group you enroll in. Check your timetable. The online tutorial will be conducted via Blackboard Ultra (access the link via UCLearn).
In addition, there will an all-day drop-in lab report workshop on Wednesday Week 12 to provide assistance with the lab report.

## Wednesday tutorials

| Tutorial | Start | End | Duration | Weeks | Room |
| Computer Laboratory 01 | 09:30 | 11:30 | 2:00 | 01, 03, 05, 09 | 12B16 |
| Computer Laboratory 02 | 12:00 | 14:00 | 2:00 | 01, 03, 05, 09 | 12B16 |
| Computer Laboratory 03 | 14:30 | 16:30 | 2:00 | 01, 03, 05, 09 | 12B16 |
| Computer Laboratory 04 | 09:30 | 11:30 | 2:00 | 02, 04, 06, 10 | 12B16 |
| Computer Laboratory 05 | 12:00 | 14:00 | 2:00 | 02, 04, 06, 10 | 12B16 |
| Online Tutorial 06 | 18:00 | 20:00 | 2:00 | 02, 04, 06, 10 | Online |
In addition to lectures and tutorials, drop-in tutorial time is provided in 12D16 on Wednesdays before and after tutorials at 09:00-09:30 and 11:30-12:00 (Weeks 1 to 6 and 9 to 10), 14:00-14:30 and 16:30-17:00 (Weeks 1, 3, 5, 9) and 17:30-18:00 and 20:00-20:30 online (Weeks 2, 4, 6, 10). For more information, see Drop-in tutorials.
# Survey research and design in psychology/Topics

* Overview
* Survey research
* Survey design
* Descriptive statistics
* Graphing
* Data
** Data screening
** Missing data
* Correlation
* Exploratory factor analysis
* Psychometric instrument development
* Multiple linear regression
* Statistical power
* Effect size
* Confidence intervals
* Meta-analysis
* Publication bias
* Academic integrity
* Review
* Qualitative analysis (for graduates)
# Physics equations/02-One dimensional kinematics/Q:equations/Testbank

Study: http://en.wikiversity.org/wiki/Physics_equations/Sheet/All_chapters
# Physics equations/03-Two-Dimensional Kinematics

Wikiquizzes:
    Q:2Dmotion wikiquiz on motion in two dimensions
    Q:SmithTrain wikiquiz on relative motion on a train
    How things work college course/Conceptual physics wikiquizzes/Velocity and acceleration
Important resource for doing the trig associated with vectors:
Discussion:
# Physics equations/02-One dimensional kinematics/Q:equations

All quiz questions are identical except for the order of the questions and answers.
* Solutions to many wikiquiz questions (pdf)
* Physics_equations/Equations#02-One_dimensional_kinematics
* Testbank
# Physics equations/03-Two-Dimensional Kinematics/A:2DmotionHint
### Calculating the time when two particles meet

If two particles have different accelerations and initial conditions, and we want to know where they meet, it is best to first ask when they meet. Also, with two particles, we either need subscripts or primes to distinguish them. When doing a physics problem, take some time to select appropriate labels. Consider the following two options:
Subscript option:
    $x_{b}=x_{b0}+v_{b0}t+{\frac {1}{2}}a_{b}t^{2}$
    $x_{c}=x_{c0}+v_{c0}t+{\frac {1}{2}}a_{c}t^{2}$
Here we avoided the "a" subscript since "a" already means accelerations. To avoid a "subscript orgy" we can use primes:
    $x=x_{0}+v_{0}t+{\frac {1}{2}}at^{2}$
    $x'=x_{0}'+v_{c}'t+{\frac {1}{2}}a't^{2}$
Equation $x_{b}=x_{c}$, we have:
    $x_{0}+v_{0}t+{\frac {1}{2}}at^{2}=x_{0}'+v_{0}'t+{\frac {1}{2}}a't^{2}$
Before solving for time, we first ascertain why kind of equation this is. It is quadratic in the unknown, and therefore requires a quadratic equation.
# Physics equations/03-Two-Dimensional Kinematics/Q:2Dmotion

* Solutions to many wikiquiz questions (pdf)
* Physics_equations/Equations#03-Two-Dimensional_Kinematics
* Testbank
# Physics equations/03-Two-Dimensional Kinematics/Q:SmithTrain/Testbank

Study: http://en.wikiversity.org/wiki/Physics_equations/Sheet/All_chapters
# Physics equations/04-Dynamics: Force and Newton's Laws

Q:sled | Q:tensions | Q:forces | A:practice
# Physics equations/03-Two-Dimensional Kinematics/Q:2Dmotion/Testbank

Study: http://en.wikiversity.org/wiki/Physics_equations/Sheet/All_chapters
# Physics equations/03-Two-Dimensional Kinematics/Q:SmithTrain

* Solutions to many wikiquiz questions (pdf)
* Physics_equations/Equations#03-Two-Dimensional_Kinematics
* Testbank
# Power/2 to the power 9 over ten/Exercise

Compute
    $2^{\frac {9}{10}}$
up to an error of ${\frac {1}{10}}$.
# Postgraduate Use of English at Dhurakij Pundit University/MBA Roundtable
## MBA Roundtable Seminar

Content is being updated and revised. i am sajad bhat and my E-mail address is bhatsajad00@yahoo.com I want to discuss something with other people living in the world.