Alexa Vasti

Dear Sir,

I am glad that we are talking about the waste of plastic bottles due to the gouemment regulation. I have some ideas that I am sure will diminish this issue.

To begin with, I think that the establishment should equip the surrandings with recycling bins along with water dispenser to encourage students to bring their own bottle and fill it. The bins will decrease the amount of trash in particular areas as the kiosk for example, resulting a cleaner space for everyone.

On the other hand, to encourage students to take care of the environment in different ways, I thought of the “Plastic Bottles Challenge” that consists of students doing different artistic designs based on plastic bottles, and the winner receives a prize as a discount at the cafeteria or a fancy reusable water bottle, for example.

I feel confident that these suggestions will allow to fully cut down the plastic water bottle usage with an encouragement for students to co-operate to this situtation.

I am looking forward to your answer.

Yours sincerely,

Alexandra.

Wealth inequality: https://voca.ro/11bB73EZD3pP

Improvement plan for Chile: https://voca.ro/1iV42PGZMVr4

Respect: https://voca.ro/13SjSnxvXxAm

Appearance Judgement: https://voca.ro/1jIPN9X2yuuq

• Vocal fry is a low-pitched, raspy quality in the speech, and it started to be seen as a phenomenon in the middle of 2015. 
• Vocal fry is used by men and women, however women tend to be more judged than men mostly in professional environments. 
• People tend to negatively judge women when using this, even if men use it a lot as well, bringing up some questions related to gender-based perceptions on the speech.
• The creaky phonation is about the vocal cords spending more time closer than open, and as a result we have this low raspy voice.

Questions

1. How do linguists describe the vocal habit known as creaky phonation?
2. What is the difference between normal vocal folds and vocal fry or creaky phonation?
3. How do linguists describe the vocal habit known as creaky phonation?
4. Is vocal fry something that only women do?
5. What is the message of the video?

From the very beginning I wasn’t really sure about this class because I did not know what to expect from it. When we eventually got into the topic, and started learning the importance of the proper use of technology, Ed-tech,some models, and more, I got interested as I noticed that this class will help us as teachers to know when, and how to use technology since there are teachers that basically leave the whole job to it when it’s not supposed to be like that. Mostly nowadays that tech is something that’s part of our lives already, but we have to know where the limits are. 

Moving on, when learning about TPACK, SAMR and reading the texts that Mrs. James provided us with, I started to relate it to some teaching methods that will help me to develop a better class for my students using technology, but not always if it’s not necessary. I liked learning about these two models and when is best to use depending on the situation, and because of this I tried imagining myself doing a class applying these models separately, this is something I like doing as it gives me a calm sense to (kind of) know what to do already. 

Finally, the presentation was definitely my favorite part. Learning about my own topic (Adaptive Learning Technology) gave me a wide amount of information that caught my attention quickly, so learning about it was not hard at all since I spent 3 hours straight just investigating, and when I realized I was reading about neurodivergence and how ALT could assist some teaching methods for those who learn differently. I liked presenting and talking about this, I could’ve given so much more information for half an hour but sadly I only had between 7 and 10 minutes to talk about it.

This was a class that opened up my mind to new possibilities when teaching, and made me understand that technology is not always the key, sometimes it could even be useless, and doesn’t even help with the learning process. However to avoid this we have to know how to use it properly, and this class gave me the answer to it.

Summarize: https://www.youtube.com/watch?v=3_dAkDsBQyk&authuser=0 

When starting to tell the story about Playstation and XBox, he sounded confused since it didn’t make any sense the name order of these consoles, then when he asked “Why one?” and proceeded to talk using a sarcastic intonation when saying that that was the second it took for them to think about the name. Once Amy asks for the butter with little or no emotion which makes Sheldon feel bad, she sarcastically responds that she’ll pay attention. Since he wasn’t able to notice that she was being sarcastic, and she actually did want the butter, Sheldon kept on going with the conversation with excitement, however every response Amy gave was sarcastic. She now responds to the story (but she still does with sarcasm) so Sheldon gets very excited the more he talks about the consoles until she loses her patience and angrily asks for the butter.

Questions: https://www.youtube.com/watch?v=UKBc_Y2FibM&ab_channel=ShahnawazNazir 

1.- How does Sheldon feel when Leonard asks him to not tell anyone where he’s going?

2.- How does Amy feel when Sheldon says Leonard is going to the office?

3.- How does Amy feel about Howard’s comment?

Activity: Exploring the Impact of AI in Language Teaching

Objective: To analyze and discuss the potential impact of artificial intelligence on language teaching based on the podcast transcript.

Materials: The podcast transcript provided by the teacher.

Instructions:

1. Preparation (Teacher): Provide the students with the podcast transcript or read it aloud to them.
2. Introduction (5 minutes): Begin by discussing what artificial intelligence is in simple terms, making sure students understand the basic concept of AI, which is getting computers or systems to perform tasks associated with human intelligence.
3. Listening (10 minutes): Play the podcast clip starting from the beginning (00:00) until the host mentions the broad question about the impact of AI on teaching.
4. Question Exploration (10 minutes): After listening to this segment, pause and ask students some questions for discussion:
   • What is the main focus of this podcast episode?
   • Who are the main speakers in the podcast, and what are their backgrounds?
   • What is the host’s initial question regarding AI and its impact on teaching?
5. Listening (10 minutes): Continue playing the podcast from where you left off (from the point where the host asks about AI’s distinct impact compared to previous technological changes).
6. Question Exploration (10 minutes): Pause again and ask:
   • What is the fundamental difference between AI and previous technological changes mentioned in the podcast?
   • How might AI impact teaching practice, according to the speakers?
7. Discussion (15 minutes): Divide the class into small groups and have them discuss the following questions:
   • What specific aspects of teaching and learning do the speakers mention that AI might influence in the future?
   • How might AI change curriculum design and teaching methods?
   • Do you agree with the idea that AI might transform the way language is taught and learned? Why or why not?
8. Group Presentations (10 minutes): Each group presents their findings and opinions to the class.
9. Conclusion (5 minutes): Summarize the main points discussed during the activity and ask if any students have changed their views or learned something new about AI’s potential impact on language teaching.
10. Homework Assignment: Ask students to research and prepare a short written or oral presentation on a specific AI tool or application in language teaching and how it is currently being used or might be used in the future.