Final assessment:
Context: You are a bunch of friends who decided to create their start-up.
- Decide of the association or company you will like to set up. Define its objective, the service or product it will provide, its target prospect.
- Define the steps you will need to achieve to build your company.
Task A2 to B1: Make a speech to present the project you have to carry on as a masterpiece graduation.
To do so, create, class after class, a mind map of the all the words you will need to talk about all the aspects of your project during 5 minutes. Then, make the plan in three parts of your presentation. Learn by heart this plan and the map and use them whenever you will train to present your project in a speech until you are confident.
Task B1+-C2: Hold your meeting in front of the class. During the meeting, you should make the draft of the action plan you will follow to launch your start-up (a real estate agency, an event agency or a shop). Define the actors, their roles and responsibilities, the risks, the timeline, budget, priorise the goals
Now Team up, each team must have 4 to 6 members. All team members should be in the same group.
Period 1: Objectives
-learn the vocabulary of project management.
-identify all the issues to discuss during the meeting.
-determine what role you think you should have in your team. Explain if you think you could/would like to have a senior position or if you would rather perform the task you’re given.
you have to launch your business, What are all the steps and issues you have to think up (= organiser dans votre esprit).
Match the French to the English to know the words to talk : compétences douces – tenir un meeting – un remue-méninges – présider une réunion – gérer – compétences dures – faire un retour – une personne présente lors d’une réunion – faire équipe – rendre des comptes à… – avoir un poste à responsabilité – faire le compte-rendu d’une réunion – envoyer l’ordre du jour – le travail d’équipe – mener à bien un projet
1) Tell key words, get inspired by the picture above (10 min)
Look at the picture above to get inspired. Explain how meetings are planned, what happens before a meeting be held, how is take place, who attends meetings, what for, what happens after etc. What the point of holding a meeting, what makes a good meeting or a bad meeting?
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vocabulary to express yourself:
to drag on = traîner en longueur
To meet somebody’s expectations/specification = répondre aux attentes/besoins de quelqu’un
A project manager (PM) = …………………………………………….
Unforeseen = imprévu / inattendu
Contingency = les aléas
Sponsors = …………………………………………….
To champion a project = soutenir un projet
Achievable goals = des objectifs réalistes
Settling clear objectives = fixer des objectifs clairs
2) What team member are you?
Answer in English. Use wordreference and ask your teacher for help. Write your answer on your copybook, you will share your answer with the class (20 min)
–About teamwork:
Do you like teamwork? Are you a team player?
–About your position in the team
Are you ambitious? Would you rather manage a team or do the tasks and report to your manager? Do you like to be given responsibilities? What qualities make you think you would be a good manager? What does it take to be an efficient and inspirational leader according to you?
You can use the following structures :
-I would rather do this than do that (Je ferais plutôt ceci que cela)
-whether…or…= (que ….ou… )
Whether………or………….(que……..ou bien que………)
ex: Whether I manage the team or I follow the manager’s instructions, I am always efficient. (Que je gère l’équipe ou que je suivre les instruction du manager, je suis toujours efficace.)
-I can do…/ I could do…/ I may do… / I should do…
(je peux/ je pourrais/ il est possible que je fasse…/Je devrais faire…)
I need to do…. (= J’ai besoin de faire….)
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Homework:
Keep on writing the paragraph you’ve just started to prepare to answer the questions. You will all share what you wrote with the class and we’ll help you rephrase when necessary. This assignment will be graded.
Learn the vocabulary :
to team up = former des équipes – teamwork = travail d’équipe – to carry out a project = mener à bien un projet – a meeting = une réunion – an attendee = un participant – an absentee = un absentee – to write the minutes = écrire un compte rendu de la réunion – the reporter = le rapporteur (celui qui écrit le compte rendu) – communication skills = compétences communicationnelles – soft skills = compétences relationnelles – technical skills = compétences techniques – to manage/a manager = gérer /un responsable – to lead / a leader =guider/un guide – to run a meeting = mener une réunion – to chair a meeting = présider une réunion
PERIOD 2 : Objectives:
Being able to talk about your skills and preferences when it comes about teamwork. Understanding what it takes to be a good leader in order to decide who should be the leader of each team that will hold a meeting/that will present the project and the team for the final assignment. Recognize the words related to meetings and management prior to learn how to pronounce it.
Warm-up: students ask a mate « What’s the English for…? » and he/he has to give the English words in French to review the vocabulary we’ve studied during the previous class.
3) Do you have what it takes to be an efficient team member or a good manager? Read the following sentences and deduce the meaning of the expression « what it takes » and answer (speech)
Does Your Company really have what it takes to Hire Top Talent? ‘what it takes’= …………………………………
Do you have what it takes to join the Army’s special forces ? ‘what it takes’=……………………………
They still have what it takes to rock the crowd. ‘what it takes’=………………………………
Raise your hand, answer the question.
4) Listening Comprehension: to recognize and learn how to pronounce the words related to management field.
Reversed class: You can do this exercice at home and we’ll correct it in class. If you have difficulties understanding, slow down the speed inYoutube parameters:
Know more about management skills with a coach:
6) Listen FROM START TO 2:54 and explain the meaning of the following expressions the coach used :
Leadership = ……………………………………. to activate the potential =………………………………….. to strive for sth = ……………………………………………… to miss the mark =…………………………………………… untapped potential = ………………………………………… to set yourself up = ………………………………………….
Sum up in French what you’ve understood.
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7) Listen FROM 3:10 TO 7:30 min and fill in the gaps
Here’s how to prep for an amazing meeting as an amazing manager:
Meeting goals: FROM 3:10 TO 3:44
what are your meeting ……………………………? Is this a creative meeting or a strategic meeting do you want people to ………………………….. or be productive? Knowing your goals is an important first ………………….. I like to put a one sense or even one ………………….. goal at the top of the meeting …………………….. or my calendar invite. This primes people to be goal facing every time they think of the meeting ……………………. ……. . Think about if you saw the word ………………………….. for your Friday meeting, that’s a very different …………………………..than strategic, so get clear on your goal and ……………………………. it.
8) Listen again and explain the meaning of the following expressions the coach used :
goals = …………………………… to bond = ……………………………..a step = ………………………… to prime sth for sth = …………………………………….coming up = …………………………….
Sum up in French what you’ve understood.
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9) Meeting warm ups FROM 3:44 TO 4:04
athletes warm up before a ………………………, musicians warm up before ………………………………….. why don’t professionals warm up before meetings? Every good manager should not only think about the agenda of a meeting but also the …………………………….. You might want to warm up your own vocal power or try some of our pre performance rituals and icebreakers for professionals.
Give the meaning of:
warm up = …………………………………….
10) Third: agenda FROM 4:04:10 TO 4:16
……………….. your agenda for the group and send this out to …………………………… ahead of time this is important because it helps people mentally prepare for the meeting and make sure you use your time ………………………..
Give the meaning of:
to send something ahead of time = ……………………………………….efficiently = ……………………….
Sum up in French what you’ve understood.
11) Fourth: Post mortem FROM 4:16 TO 4:46
This is the one everyone forgets, what needs to happen after a meeting. This could be ………………………………. to-dos but it could also be thanking a meeting …………………………………for a great idea or their participation. Don’t underestimate the power of the follow-up and always ………………….. …….. time for yourself as a manager to do a meeting ……………….. ……………………… You can do these immediately following the meeting or at the end of a day or week and look at all of your meetings holistically. Go set a calendar ………………………………right now.
12) Listen again and explain the meaning of the following expressions the coach used :
Post mortem = ………………………………. assigning to-dos = ………………………………………….. the follow-up = ……………………………………. to set up =……………………….. to set aside time =…….. efficiently = …………………………………… lay out expectations =………………………. holistically = considering the whole context, situation
Sum up in French what you’ve understood.
13) Dealing with difficult ………………………………FROM 4:46 TO 5:46
Do you have a difficult employee? This might be one of the hardest management skills to …………………………. . Depending on what type of difficult employee you have, you need to know how to do a few things as a manager . First you have to set up ………………………………..: what kind of work environment do you wanna have? What culture do you wanna have? How do you best communicate, you ………….your employees …………. ………….. success by ………………………….. …………. expectations immediately at the start of a relationship.
Second, be fast to set boundaries if an employee …………………………….or doesn’t meet an expectation, be fast to set a …………………………..and give feedback. Don’t let things fester don’t let resentment ……………………….. . It’s your job as a great manager to be the first to put out a negative …………………………….. before it starts a fire. Nothing working? You might have a very difficult employee if so know my four types of toxic people and how to deal with them.
14)Listen again and explain the meaning of the following expressions the coach used :
Sum up in French what you’ve understood.
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15) READ THE EXTRACT IF THE SCRIPT OF THE VIDEO AND GIVE THE DEFINITION OF THE WORDS IN BOLD:
(Manage in every channel)
managers might be managing teams in the office, virtual employees or remote teams to be an exceptional manager you have to be good at all of those channels. First, get clear on which channels you prefer to use as a manager are you in person all the time do you prefer email over all else or are you a phone chatter pick your favorite channels and make sure your team’s know what you prefer second know what your employees prefer do you have a certain colleague in HR that just hates the phone make a mental note.
Do you know an introvert on your team who prefers email? Honor that preference when you can and lastly if you have a virtual team, be sure to get all of your remote team tips and communication strategies on point number four.
(point number four )
The single best team-building exercise this is my absolute favorite management skill in this entire guide right now:
put a team-building meeting on your calendar to do this exercise it will help you identify your team’s strengths, weaknesses and skill gaps. It’s also a great way to bond. Set aside at least an hour to do this on your next retreat or monthly meeting.
16) Give the meaning of the following words:
remote =…………………………….. team building exercise = ………………………………. a channel = …………………………………….pick = ……………………………………. HR = ……………………………………. make a mental note =………………………………….. ……………………………………. = She made a mental note to speak to him about the matter. to put something (a meeting date) on your calendar = ………………………………………………. strengths weaknesses and skill gaps =………………………………………………… set aside an hour for sth =………………………………………………………
17) Number five: manage your boss FROM 5:46 min10 TO 7:28:
you might be lucky enough to be your own boss but likely you have someone to answer to above you great managers know how to manage up. Having a strong relationship with your boss is essential to being a good manager for your team learn how to decode your boss’s behavior and personality management skills are all about taking control of your relationships and reputation at work;
These first five skills are just the start. Need the advanced strategies people school is the most comprehensive science backed soft skills curriculum in the industry.
above you = ……………………………..having a strong relationship = ……………………………………….. to decode=……………………………….. behavior = …………………………comprehensive =………………… science backed = ………………………………
18) Listening comprehension: Answer the Questions about what the coach’s tips :
a) Que recommande la coach à ses auditeur concernant les canaux de communication employés par le manager et son équipe? ……………………………………………………………………………………………………………………………………………..
b) Selon elle, un bon manager doit savoir gérer et travailler avec les employés via quel canal de communication?……………………………………………………………………………………………………..
c) Que doit on faire pour bien gérer tous les canaux de communication? …………………………………………………………………………………………………………………………………………………………………………………………………………….
d) Quel astuce pour créer un esprit d’équipe propose-t’elle?…………………………………………………………………………………………………………………………………………………………………………………………………………….
e) Que dit elle des relations avec le patron?……………………………………………………………………………………………………..
Homework: Review the meaning of the new words you learnt:
Tools = des outils to make an impact = avoir un impact hiring = qui embauche solving = résoudre evolving = qui évolue to bring together a team = rassembler/souder une équipe leadership = qualités de leader to strive for perfection = s’efforcer d’atteindre la perfection to miss the mark = être à côté de la plaque untapped potential = un potentiel inexploité to set yourself up = se préparer/s’armer pour atteindre ses objectifs to back yourself up = avoir confiance en soi goals = objectifs to bond = créer des liens a step = une étape to prime sth for sth = préparer q.q chose pour q.q chose warm up = s’échauffer to send something ahead of time = .envoyer q.q chose en avance efficiently = de manière efficace post mortem = email envoyé après une réunion assigning to-dos = assigner des taches the follow-up = le suivit to set up = se préparer / (s’installer) to set aside time = ménager du temps lay out expectations = exposer des attentes remote = à distance to put something (a meeting date) on your calendar = noter une date dans votre calendrier set aside an hour for sth = ménager une heure pour behavior = comportement body language = langage corporel
Period 3 :
Objective: expand/enrich/increase your vocabulary and get the terms that are specific to the field. Group work: Brainstorming: Give details about your role and define action in a project.
Warm up: Give the meaning of the following words that you learnt during the mast period.
…………………………… = des outils …………………………… = avoir un impact …………………………… = qui embauche …………………………… = résoudre …………………………… = qui évolue . ……………………….. = rassembler/souder une équipe …………………………… = qualités de leader …………………………… = s’efforcer d’atteindre la perfection …………………………… = être à côté de la plaque …………………………………. = un potentiel inexploité ……………………………….. = se préparer/s’armer pour atteindre ses objectifs ……………………………….. = avoir confiance en soi ………………………………. = objectifs ……………………………….. = créer des liens ……………………………….. = une étape ……………………………….. = préparer q.q chose pour q.q chose ……………………………….. = s’échauffer ……………………………….. = .envoyer q.q chose en avance ……………………………….. = de manière efficace ……………………………….. = email envoyé après une réunion ……………………………….. = assigner des taches ……………………………….. = le suivit ……………………………….. = se préparer / (s’installer) ……………………………….. = ménager du temps ……………………………….. = exposer des attentes ……………………………….. = à distance ……………………………….. = noter une date dans votre calendrier ……………………………….. = ménager une heure pour. ……………………………….. = comportement ……………………………….. = langage corporel
Speaking:
Expliquer ce que doit faire un bon manager en utilisant le vocabulaire ci-dessus et en faisant des phrases.
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19) Listening comprehension to learn the technical terms of project management:
B1 to C2 level: Listen to the document (don’t watch) and explain the role of each concept or worker defined in the following video to fill in the vocabulary sheet below. ( take notes)
stakeholders – Scope – Resources – stakeholder – Change order – sponsor – baseline – To allocate (funds, resources) – Top-down estimate – Subcontractor – Contingency – Deliverables
Start from 1:58min (15 min) Guess the meaning of the other words on the doc
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Match the term in French to its meaning in English:
Les parties prenantes – scope – les ressources – un ordre de changement – un sponsor – un point de référence/de comparaison – allouer (fonds, ressources) – une estimation approximative du coût global du budget – un sous-traitant – les aléas – les livrables – signer/approuver – le chef de projet – le cahier des charges
1…………………………… = Stakeholders = clients, employees, subcontractors pm, anyone who has an interest in the project and will be affected by it.
2.…………………………..= Project manager = the person with overall responsibility for planning and managing a project. He defines the scope of the project, estimate the cost and time to complete it, set deliverables and specifications for every stage from start to finish, and allocate the needed resources as efficiently as possible.
The ability to manage people is also a critical skill. A good project manager can deal productively with a broad range of stakeholders, including employees, clients, subcontractors and others affected by the project. He or she will need to sign off on major decisions, such as change orders, while choosing the best possible team to make day-to-day decisions.
3……………………………Sponsor: the person who has authority over a project, provides funding, approves scope changes and champions the project within an organization. The sponsor should provide high-level guidance while letting the project manager handle day-to-day issues. They can be people inside or outside the organization carrying out the project.
4………………………………Subcontractor = a business person who is paid to do part of the work assigned to another person or company.
5…………………………..Scope = The overall definition of what the project is supposed to accomplish. It includes the project’s goals, the resources to be used to carry it out and specific description of the expected end result
6………………………………..Deliverables = It may be either a physical object, such as a newly designed product, or an outcome, such as the completion of a business plan.
7……………………………..Specifications = detailed descriptions of the deliverables for a project and include all the technical, time and cost requirements of a project.
8……………………………..Baseline = a set of standards for a project usually based on previous experience, that can be used to evaluate its progress. It will include the project’s expected cost, schedule and any technical requirements.
9……………………………..Resources = all items needed to complete a project, such as a tool, supply item, facility or person.
10………………………………..Top-down estimate = an estimate for the cost, time and risks of a project made by looking at the entire project.
11………………………………..To allocate (funds, resources) = To decide an amount of money, time or other resource should be used for a certain purpose.
12………………………………..Contingency = a planned allocation of resources that are to be used in the even that something such as a bad weather affects the completion of a project according to the schedule.
13………………………………..Change order = a request for a change in project’s scope, deliverables or cost.
14………………………………..To sign off = to give approval for someone else’s decision.
Note the collocation: to have responsibility for doing a task
a set = un ensemble – to set = (se) fixer/mettre à : e.g The boss set his employees to work on the project.
TMA English Test – Lesson 2: Project management:
First name: Second name:
Give the French for the following words that you had to learn: (one student comes to the board, it is graded)
1) un chef de projet – 2) les parties prenantes (d’un projet) – 3) un sous-traitant – 4)le cadre, le périmètre (d’un projet) – 5) un livrable (le produit pu service que l’on doit « livrer » au client) – 6) le cahier des charges – 7) une estimation – 8) allouer (des ressources) – 9) les imprévus – 10) un ordre de modification – 11) signer pour donner son aval: son accord
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20)Team up : look at the following picture and give all key elements of project planning in French.
Writing:
21) Brainstorm in english with your group to define/recap all steps of your project:
Instruction pour les niveaux A2 à B1 dont la tâche finale est de présenter le post mortem du projet (présentation du projet + analyse réflexive):
-Explain in details what should be done/have been done (if the project is over) at each step. Write on a common document that your manager will hand in to your teacher.
-Your group has to explain thoroughly what things should be done for each step of the project. For instance, for step one, you should write sentences to explain who are the stakeholders of the project.
Instruction pour les niveau B1+ à C2 pour qui la tâche finale sera de reproduire le kick-off meeting (jeu de role) à l’oral:
Proceed in the same way for each other step. The manager of the team can use his phone to search words on Wordreference. At the the end of next class, he will have to hand in the document written to explain each step to the teacher.
Get the structures you will use during the meeting while brainstorming:
-To express the necessity to do something: we have to do /we should do/it is necessary that we do sth
-To tell that you should have done things differently: We should have done XXX instead of doing XX ( nous aurions dû faire XX au lieu de faireXX)
-To make a soft suggestion: Would it be…/ Could we…. + Why not doing sth
–To share your point of view: to propose doing/to suggest doing something/ to give your agreement/to agree / to disagree/to give an opinion/not to have an opinion/to be torn between = être partagé
Homework: Learn the vocabulary by heart for next class and review it every other day (un jour sur deux).
To make the post mortem of the project:
21) Brainstorm in english with your group to define/recap all steps of your project:
Instruction pour les niveaux A2 à B1 dont la tâche finale est de présenter le post mortem du projet (présentation du projet + analyse réflexive) :
-Explain in details what should be done/have been done (if the project is over) at each step. Write on a common document that your manager will hand in to your teacher.
-Your group has to explain thoroughly what things should be done for each step of the project. For instance, for step one, you should write sentences to explain who are the stakeholders of the project.
Get the structures you will use during the meeting while brainstorming:
-To express the necessity to do something: we have to do XXX (nous devons faire XXX)/ /we should do (nous devrions faire XXX) /it is necessary that we do sth (Il est necessaire que nous fassions XXX)
-To tell that you should have done things differently: We should have done XXX instead of doing XX (nous aurions dû faire XX au lieu de faireXX) / Advanced structure ( 3rd conditional) : Had I known, I would have done XXX (si j’avais sû, j’aurais fait XXX)
-To make a soft suggestion: Would it be…to do X (est-ce que ce serait…de faire X)/ Could we do X(Pourrions nous faire X) + Why not doing sth (pourquoi ne pas faire X)
–To share your point of view: to propose doing/to suggest doing something/ to give your agreement/to agree / to disagree/to give an opinion/not to have an opinion/to be torn between = être partagé entre X et Y – I’m of two minds/ I’m torn/ I have mixed feelings ( Je suis partagé)
Period 5:
objectives: expand your vocabulary and Expand the amount of terminology you know: define each of them relatively to your project.
22) Warm up: Give the French for the following words that you had to learn: (one student comes to the board, it is graded)
un chef de projet – un acteur (d’un projet) – un sous-traitant – le cadre, le périmètre (d’un projet) – un livrable (le produit pu service que l’on doit « livrer » au client) – le cahier des charges – la référence/le point de comparaison (d’un projet)- une estimation – allouer (des ressources) – les imprévus – un ordre de modification – signer pour donner son aval: son accord
23) Listen to the tips of this project manager and take notes. Will you understand all the tips? From 2:05 to the end
to champion = défendre/soutenir une idée/un projet
WBS= …………………………………… Action plan = ………………………… sponsor – stakeholder – steering commitee – scope statement – gold plating – scope creep – charters – WBS – Action plan – risk planning –
Give the French for each item:
Key:
24) Think about a project you took part in, it can be any kind of project (charity, organizing a football match, a project for school etc.) and share this experience with the class. (5 min)
the vocabulary we have just learnt, write few lines to talk about this project.(10 min) OPTIONAL
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POUR LES ÉLÈVES DE NIVEAU B1 ET + QUI FONT LE BRAINSTORMING EN TACHE FINALE:
25) Remind the following structures that you’ve heard in the video. Here are some other linguistic tools to Use while chatting with your teammates during the meeting. You should learn each by heart and re-use them to memorize them.
Give advice and express personal preferences:
-I would rather do this than do that…= Je préférerai faire …….plutôt que faire cela
I’d rather not do….= Je préférerais ne pas faire…
-You should rather do this and that = Tu devrais plutôt faire ça.
ATTENTION: Si après ‘would rather’ le sujet change on le fait suivre du prétérit:
I‘d rather you came with your brother = J’aimerais mieux que tu viennes avec ton frère.
We‘d rather they booked more tickets for the show. = j’aurais préféré que tu réserve plus de places pour le spectacle.
Giving advice:
-You’d better do this………= You had better do this = Tu ferais mieux de faire ça.
-You’d better not do this…..= Tu ferais mieux de ne pas faire ça…
Making a soft suggestion:
Why not do …..sth…
Parler d’alternatives possibles ou de nos choix:
Whether…or… = si …..ou…..
Either ….or….= soit…soit….
Neither……..nor……… = Ni….ni….
Faire une demande polie ou directe, expliquer un besoin:
modaux : Can you do…? = / Could you do…? = / Shall I do….? = Est-ce que je peux/dois faire….?
I need to…do…= ……. J’ai besoin de faire… I need you to do……..J’ai besoin que tu fasses
Faire une injonction: imperative mood: Do this….= fais ceci…..
Ask them in a polite way with modals : Could you please do….? Should I…,do this..? Would you be so kind as to do…this? Shall I…?
Use these linguistic tools to train and write typical sentences you could use during the meeting to make request, suggest ideas, give advice and give your point of view.
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Homework: Learn the vocabulary by heart for next class and review it every other day (un jour sur deux).
Des élèves pourront être interrogés et notés sur les mots suivants à connaître en anglais:
un chef de projet – un acteur (d’un projet) – un sous-traitant – le cadre, le périmètre (d’un projet) – un livrable (le produit pu service que l’on doit « livrer » au client) – le cahier des charges – la référence/le point de comparaison (d’un projet)- une estimation – allouer (des ressources) – les imprévus – un ordre de modification – signer pour donner son aval:son accord
Period 6
27) Warm up: Give the French for the following words that you had to learn: (one student comes to the board, it is graded)
un chef de projet – un acteur (d’un projet) – un sous-traitant – le cadre, le périmètre (d’un projet) – un livrable (le produit pu service que l’on doit « livrer » au client) – le cahier des charges – la référence/le point de comparaison (d’un projet)- une estimation – allouer (des ressources) – les imprévus – un ordre de modification – signer pour donner son aval: son accord
Traduis les phrases suivantes pour t’entraîner à discuter d’un projet à postériori:
1.Nous aurions dû (to do/did/done) a timeline ……………………………………………………………………..
2.Nous aurions dû (to take/take/taken) precautions……………………………………………………………………..
3.Si tu écris un email sans objet ; il ne peut être envoyé (to send/sent/sent)……………………………………………………..
4.Si tu avais envoyé la demande tout de suite, nous aurions eu une réponse. (to send/sent/sent)………………………..
5.Le proviseur accepterait de nous recevoir si nous lui demandions à l’avance (in advance)…………………………….
28) If your level is B2 to C1, listen to this video and sum up the steps of a project plan:
roadblocks = des obstacles. to skip = « sauter »une étape/se passer de quelque chose to do one on one = faire des entretiens individuels/des discussions en privé
Grading grid of the project presentation
| J’ai réemployé le vocabulaire du cours (les termes liés au management de projet): | 1 – 2 – 5 points |
| J’ai employé correctement le prétérit / present perfect/ should /could /present progressive/futur simple: | 2 – 3 – 4 points |
| J’ai prononcé les mots du cours correctement | 1 – 2 – 3 points |
| J’ai pris la parole en parlant fort et sans que mon discours soir hâché | 1 point |
| J’ai bien expliqué ma partie | 1 point |
| Le groupe a expliqué en détail le projet et ses étapes | 1-2-3-4 points |
| J’ai pris la parole en regardant mon auditoire : | 0 – 1- 2 points |
| Grade | Note sur ……../20 |
29) How to hold your meeting?
Reading comprehension: The outcome and the Post mortem of the project:
How to Run a Post-Mortem Meeting
Smartsheet Contributor Kate Eby October 1, 2020 (updated July 25, 2022)
source: https://www.smartsheet.com/content/post-mortem-meetings
Read the article and answer the questions in French:
Tips for Running Effective Post-Mortem Meetings
Ground Rules for Post-Mortem Meetings
To ensure a productive post-mortem, set and follow ground rules that encourage open and honest discussion, give everyone an opportunity to participate, and help the team address critical issues first. Below are some examples of common ways to run a post-mortem:
- Set expectations. The meeting organizer should set these ground rules for the meeting attendees. The following ideas will help encourage discussion:
- Let everyone know the meeting is a safe zone, so nothing said during it will affect anyone’s job. This gives participants the freedom and security to talk about issues that may rankle others.
- Don’t get personal — instead, focus on issues with processes rather than with people. Consider using the blameless post-mortem format.
- Treat the issues that the team exposes as opportunities to learn, which can then be used to make positive changes.
- The meeting leader should model the behaviors they want the attendees to follow.
- No arguing during the meeting. This tactic contributes to building a safe, respectful environment in which all attendees feel heard and valued. If you permit arguing, it’s likely that some people will keep their thoughts to themselves to avoid confrontation.
- Pause or stop the meeting if things get out of hand. This responsibility lies with the meeting leader, who should feel ready to step in if an argument breaks out, or if the discussion becomes personal.
- Give everyone the chance to speak.
This will encourage introverts and quiet people to participate. The moderator might pass around an item (like a talking stick) that gives the holder the exclusive right to talk. Grant Aldrich, Founder of OnlineDegree.com, advises, “I think that you should provide all of the team members with an opportunity to speak. In fact, make it mandatory.”
- Each person should have a limited time to speak. A time limit forces attendees to address their most important items (the moderator can set a timer to enforce this rule). Grant Aldrich adds, “People are only given the floor for a certain amount of time; it helps [people] be respectful of everyone else’s time, and forces the person to really think about the most important things that they’re going to bring up.”
- All feedback should be constructive, specific, and actionable. For example, rather than saying, “Jack made us miss our deadline,” (which is not constructive, specific, or actionable), it would be better to say, “If Jack had access to the supplier delivery schedule, he could have made sure that we had room in the warehouse for the materials as they arrived, and we wouldn’t have to store them off site.” As Aldrich says, “Keep it incredibly constructive and all about what happened, why it happened, and how we are going to make the improvements so that this doesn’t happen again.”
it during their working hours. For more information on communicating with remote teams, read “How to Implement Remote Team Communication Strategies for Your Business: Best Practices and Expert Tips.”
Watch the video of the meeting. You are attending this meeting take notes, you are the reporter so you have to take the minutes:
Take the minutes of this meeting:
Complete the structure memo to use during meetings with the expressions you’ve heard in the video:
Warm up test: To check you’ve learnt the sentences you will need to attend the leeting, fill in the gaps:
If you need to train more, here is another video you can watch to take the minutes;
Bonus:
To prepare your meeting, find news business phrases idioms and verbs to use, will you catch them and understand their meaning?
Please find attached =
FYI =
ASAP =
a CV = a resume =
moving you to BBC =
to CC somebody (in an email) =
teambuilding =
to start from scratch =
a 9 to 5 job =
set deadline =
meet deadline
to give the greenlight =
to be behind the schedule = to a ahead of the schedule
an elevator speech =
to catch up =
to stay on budget = to go over budget =
to sign off =
to be ahead of the curve =
a bullkpark figure =
to kick off = Let’s kick it off! =
a white collar =
to look at the big picture =
to play by the book =
to call it a day =
to corner the market =
to think outside the box =
to touchbase =
word of mouth =
a yes man =
redtape =
to play hardball =
downsizing =
to let go = I was let go from my job =
to get your foot in the door =
to be on the same page =
to drop the ball = to get the ball rolling =
to be in the black = to be in the red =
my hands are tied =
a staff shakeup =
outsourcing =
the target demographic / the end user=
the mission statement =
ROI = return on investment =
to start from the ground up =
Final assessment: Plan a launch party: The class will be divided in 2 pools, each containing 3 groups of 5 students.Each pool will discuss to organize the launching of a sustainable night club.
1) If your boss ask you to organize an event for the opening of a new showroom which will have to be operational on the d day. what would you have to prepare, tell words and organize them in a mindmap:
……………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………………………………………..
venue – catering – transport – invitation – decorating – covid and safety checks – badges – clients – refreshments – budget – meeting – organization – who is accountable/responsible for what – products – furniture – customers – schedule – updates – tasks – leaflet
Grille de notation:
| Bon usage du present simple et du present perfect | 2 |
| Usage des mots de vocabulaire à connaitre | 2 |
| Bonne prononciation | 2 |
| Clarté et fluidité de l’expression | 2 |
| Prise de parole et volontarisme et préparation en amont | 2 |
| Note finale | ……/10 |
Conjugate at present tense:
ÊTRE = ……………………… AVOIR = ……………………….
–
Translate:
1.Nous aurions dû (to do/did/done) faire une frise chronologique (timeline).
……………………………………………………………………………………………………
2.Nous aurions dû (to take/took/taken) prendre des precautions.
……………………………………………………………………………………………………
- Si tu écris un email sans objet, il ne peut être envoyé (to send/sent/sent).
……………………………………………………………………………………………………
- Si tu avais envoyé la demande tout de suite, nous aurions eu une réponse.
(to send/sent/sent)
……………………………………………………………………………………………………
- Le proviseur accepterait de nous recevoir si nous lui demandions à l’avance (in advance).
……………………………………………………………………………………………………
|
Test BTS Présent simple |
First name: Second name: Grade: …../ 20
Translate:
1) Je travaille tous les mardi. ………………………………………………………
2) Est-ce que tu travailles les jeudi ? ………………………………………………………
3)Est-ce que votre manager arrive au bureau à 10H ?…………………………………………………………………………………………….
4) Je ne pense pas qu’il a le temps de vous recevoir
……………………………………………………………………………………………
5) Que pensez-vous du changement d’emploi du temps ?
……………………………………………………………………………………………
6) Paul et Sarah ne sont pas les meilleurs vendeurs de l’entreprise.
……………………………………………………………………………………………
8) Pourquoi ne vas-tu pas à la soirée ?
…………………………………………………………………………………………………………..
9) Elle n’est pas disponible alors je suggère de gérer ça entre nous.
…………………………………………………………………………………………………………..
10) Je ne comprends rien à son rapport. Ça n’est pas clair.
…………………………………………………………………………………………………………..
11) L’entreprise doit améliorer les relations entre les membres du personnel. ………………………………………………………………………………………………
12) Pourquoi Paul et Jim ne viennent pas avec nous assister à la réunion avec les clients ?
13) Ils ne préviennent jamais quand ils sont en retard.
14) Tu peux demander une augmentation. (pay rise) 17
…………………………………………………………………………………………………………………..
15) Je sais que le chef de rayon (department supervisor) recrute (to hire) les nouveaux employés. ……………………………………………………………………………………………………
16) Pourquoi sa famille ne comprend pas son choix ?
…………………………………………………………………………………………………..
Correction :
|
Test BTS Présent simple |
Translate:
1) Je travaille tous les mardi. …He work every Tuesdays/He works on Tuesday.
2) Est-ce que tu travailles les jeudi ? Do you work on Thursday?
3)Est-ce que votre manager arrive au bureau à 10H ?.Does your manager arrive at the office at 10 am ?
4) Je ne pense pas qu’il a le temps de vous recevoir
I don’t think (that) he has time to meet/receive you.
5) Que pensez-vous du changement d’emploi du temps ?
What do you think of the change of schedule ?
6) Paul et Sarah ne sont pas les meilleurs vendeurs de l’entreprise.
Paul and Sarah are not the best vendors of the company.
8) Pourquoi ne vas-tu pas à la soirée ?
Why don’t you do to the party?
9) Elle n’est pas disponible alors je suggère de gérer ça entre nous.
She isn’t available so I suggest dealing with it between ourselves/between you and me.
10) Je ne comprends rien à son rapport. Ça n’est pas clair.
I don’t understand anything to his report, it’s not clear.
11) L’entreprise doit améliorer les relations entre les membres du personnel. The company has to improve the relationship between the staff members.
12) Pourquoi Paul et Jim ne viennent pas avec nous assister à la réunion avec les clients ?
13) Ils ne préviennent jamais quand ils sont en retard.
They never let you know/tell you/warn you when they are late.
14) Tu peux demander une augmentation. (pay rise)
You can ask for a pay rise.
15) Je sais que le chef de rayon (department supervisor) recrute (to hire) les nouveaux employés. I know that it’s the department supervisor who hires new employees.
16) Pourquoi sa famille ne comprend pas son choix ?
Why doesn’t/don’t his family understand his/her choice ?
Noms collectifs : accord du verbe au singulier ou au pluriel ?
Anglais britannique
En anglais britannique, le verbe ayant pour sujet un nom collectif est parfois conjugué au singulier, parfois au pluriel.
- Si c’est l’unité du groupe qui est soulignée, le verbe est conjugué au singulier.
Exemple :
The band is playing with an orchestra.
Le groupe de musique est ici désigné comme une unité, on ne parle pas des membres du groupe.
- Si l’accent est mis sur les membres du groupe, le verbe est conjugué au pluriel.
Exemple :
My family have decided to go to a concert.
Le nom « famille » désigne ici les membres de la famille qui ont pris une décision ensemble.
Anglais américain
En anglais américain, le verbe ayant pour sujet un nom collectif est généralement conjugué au singulier. Mais si ce nom collectif est repris par un pronom dans la phrase suivante, on peut utiliser la forme plurielle (alors que le nombre du pronom doit toujours correspondre au nombre du nom en anglais britannique).
Exemple :
The orchestra is going on tour. They are very good, I’d like to see them again.
Lorsqu’on veut mettre en valeur les membres du groupe, il faut choisir une autre formulation.
Exemple :
The members of the crowd are going wild.
Noms collectifs fréquents
Voici les noms collectifs fréquemment employés en anglais : audience, band, choir, class, company, crew, family, government, group, orchestra, party, public, staff, team
Exemples :
a class → tous les élèves qui font partie de la classe
a team → toutes les personnes qui font partie de l’équipe
Attention !
Le mot police est toujours suivi du verbe conjugué au pluriel (à la différence du français).
Exemple :
The police have caught the thief.
(et non : )
Noms collectifs suivis de » of «
Certains noms collectifs désignant des personnes, des animaux ou des choses doivent être employés avec la préposition of en anglais. La structure est : nom collectif + of + nom au pluriel.
Vous trouverez dans les listes ci-dessous les noms collectifs suivis de of les plus fréquemment employés.
|
Collective noun |
Exemples |
|
a gang |
a gang of criminals |
|
a panel |
a panel of experts/judges |
|
a board |
a board of directors |
|
English Course: Veganism, trend or whim ?(une passade) |
Vocabulary:
Chances are means : …………………………………………………
Vegan products are filling up and flying off : …………………………………………………
shelves means: …………………………………………………
a fad means: …………………………………………………
diet means : …………………………………………………
livestock means: …………………………………………………
health credential means: …………………………………………………
bullish signs means: …………………………………………………
lost working days means: …………………………………………………
Questions about the video:
1) Quelle problématique est posée au début du document ? …………………………………………………
2) La réponse est: …………………………………………………
3) Expliquez le développement du marché vegan : …………………………………………………
4) Décrivez l’impact de la consommation de viande:
5) Citez une étude scientifique qui parle de cela, que démontre-t-elle? …………………………………………………
6) Est-ce la raison pour laquelle les vegans américains ont fait ce choix? Expliquez. …………………………………………………
7) Pourquoi peut-on dire que les produits began sont mainstream? …………………………………………………
8) Qu’en disent les scientifiques? …………………………………………………
9) Quels autres bénéfices pourraient apporter le fait d’être vegan? …………………………………………………
Context:
You work at Desigual London store. You are a senior manager, the director asks you to investigate and report about the employee’s level of stress and its impact on productivity, then to report the team during a meeting. Prior to do you your presentation, get information about other UK companies regarding this topic by reading the article of the Guardian, then summarize the situation in English, in your own words. (Reading and rephrasing)
You find out that 30% of your employees feel overwhealmed and have anxiety
Stress over cost of living crisis harming workers’ performance, survey finds
Managers say anxiety is causing distraction, affecting productivity and increasing absenteeism
Workers in the UK are becoming so anxious about the cost of living crisis that it is affecting their performance at work, with two-thirds of managers reporting issues such as rising absenteeism and lack of engagement among stressed-out staff.
In a Chartered Management Institute (CMI) survey of more than 1,000 managers and team leaders, 71% said they had seen evidence of the crisis increasing stress and anxiety for their teams.
Of these, 93% said it was affecting employees’ productivity. That amounts to 66% of all the managers surveyed.
Forty-one per cent of the respondents highlighted “more distraction, less focus and attention to detail”, 33% increased sick leave or absence and 31% a reluctance to take on extra work.
“We were very surprised at the extent to which there were these very visible knock-on effects said the CMI’s director of policy, Anthony Painter.
“There seems to be a sort of bandwidth issue, where people are facing extreme money worries, and that’s narrowing their field of vision, their ability to do their work well.”
He suggested managers needed to be empathic towards their struggling staff, and he urged employers to think about such impacts when negotiating staff terms and conditions.
“As an organisation, you can’t just treat it as a bottom-line issue. It is a wellbeing and productivity issue as well,” he said.
Citizens Advice has said it is helping two people a minute with crisis support – 50% more than at the same time last year – with a growing share of its struggling clients simply unable to cover their outgoings.
Some large employers have offered cost of living payments to their workforce to help them cope with short-term pressures. HSBC gave its lowest-paid staff a one-off £1,500 and Sainsbury’s recently said it would spend £25m on increasing pay and providing other perks such as free food.
The TUC general secretary, Frances O’Grady, said it should not be surprising that employees struggled to leave their money worries at home. “Working families across Britain are worried sick about how they are going to pay their bills and put food on the table. This isn’t something you can just switch off,” she said.
“Financial insecurity is bad for workers and is bad for our economy. If we want to have healthy, thriving workforces, people need to be able to make a decent living.”
The Chartered Institute for Personnel and Development (CIPD) said similar findings had been evident in its research, which showed many employers were concerned about their staff’s financial wellbeing.
Its senior reward adviser, Charles Cotton, said: “We encourage employers to focus on paying a fair and livable wage, offer financial wellbeing benefits and provide opportunities for in-work progression.”
The CMI survey suggested the effects of the crisis on working life appear to be more acute in the public sector, where a wave of strikes is looming in the coming weeks and months.
Among managers who said their staff were concerned about the cost of living crisis, 65% of those in the public sector reported a hit to productivity, against 57% in the private sector.
Average public-sector pay is increasing at an annual rate of 2.2%, against 6.6% for the private sector, according to the latest official figures. With inflation measured by the consumer prices index running at 11.1%, that means many workers across the economy are facing significant real-terms pay cuts.
The Office for Budget Responsibility (OBR) recently forecast a historic 7.1% decrease in real household disposable incomes over the next two years as sky-high energy prices continue to eat into living standards.
Why You Should Care About Vegan Beauty
How a super-niche category got to be so buzzy.
By Andrea Cheng
Feb. 26, 2019
Once perceived as health-conscious people by some, and very, very picky eaters by others, vegans are trending.
The Economist declared 2019 as the year of the vegan, reporting that a quarter of millennials identify as vegan or vegetarian. Outspoken celebrities like Beyoncé and Jay-Z are encouraging fans to become vegan, if not for ethical reasons, then because of health and environmental benefits. In a 2018 report, the vegan food industry recorded 20 percent growth over the previous year, with sales peaking at $3.3 billion.
This demand for all things vegan has made other industries take notice, especially beauty.
“Beauty follows food because we use a lot of the same ingredients,” said Tata Harper, the founder of a namesake natural beauty brand that’s predominantly vegan. “If they’re good to ingest, then they’re typically great to apply topically.”
Sunny Subramanian has been waiting for this moment since she introduced her Vegan Beauty Review site in 2007. An animal lover in Portland, Ore., Ms. Subramanian made the decision to go vegan 19 years ago. She cut meat, dairy and eggs from her diet; she stopped wearing leather, silk and wool.
But with beauty, she was confronted with a problem: She couldn’t find any information online about vegan beauty brands. So she did something about it.
“When I first started, it was crickets — I was the only vegan beauty blog,” Ms. Subramanian said. “Back in the day, we made up such a teeny-tiny percentage of the population.”
What Does Vegan Beauty Actually Mean?
There’s a lot of confusing jargon around vegan beauty — “cruelty-free” is one example, with many people assuming that they’re one and the same.
Plain and simple, vegan beauty means the absence of animal ingredients, while cruelty-free refers to a product that doesn’t test on animals. In other words, it’s possible for a vegan item to have been tested on an animal and a cruelty-free product to contain animal ingredients.
Adding to the confusion is the lack of Food and Drug Administration guidelines. A handful of organizations have rolled out insignia to signal whether a product is vegan or cruelty-free, the most distinguished being the Leaping Bunny Program, which grants certification to personal care and household product companies that ensure that no animal testing is done at any phase of the production process.
“A finished product could say it’s cruelty-free, but that’s not good enough,” said Dennis Gross, a dermatologist and dermatologic surgeon whose skin-care line is certified by the Leaping Bunny Program. “Most animal testing occurs on the ingredient level, so with the Leaping Bunny Program, you’re 100 percent certain that no animal testing occurs in the laboratory.”
PETA’s Beauty Without Bunnies Program lists every registered company that is either cruelty-free or both vegan and cruelty-free, and has corresponding logos to match. In Britain, the Vegan Society charity, the oldest vegan society in the world, has registered thousands of brands that are both vegan and cruelty-free.
“It’s easy to pick a food item and decide if it’s vegan or not, but it’s more difficult with beauty,” said Dominika Piasecka, the media and public relations officer of the Vegan Society. “There’s a huge need for it to be labeled.”
Unpacking Animal Versus Vegan Ingredients
Common animal-derived ingredients found in beauty products include honey, beeswax, lanolin (wool grease), squalene (shark liver oil), carmine (crushed-up beetles), gelatin (cow or pig bones, tendons or ligaments), allantoin (cow urine), ambergris (whale vomit) and placenta (sheep organs).
While they’re harmless, they’re not better for you, either, though the thought of smearing on the animal parts found in moisturizers, cosmetics and shampoos may be a deterrent.
“Animal ingredients haven’t been proven to be superior in any way, and wholesome vegan alternatives do exist,” Dr. Gross said.
But the term “vegan beauty,” which is synonymous with “plant-based,” can be misleading, too. It conjures up images of virtuous greens and, in turn, healthiness, which is not necessarily the case.
“Chips are accidentally vegan, but they’re not healthy,” Ms. Subramanian said. “It’s the same with makeup. Just because it’s vegan and cruelty-free doesn’t make it healthy. “Its ingredient list can be chock-full of unhealthy chemicals and fillers.”
The next step is to clean up the ingredient list without completely stripping away preservatives, which, Dr. Gross points out, can help maintain a product’s freshness.
“Using only ingredients that are natural, you’ll often see separation and bacteria growth, which can lead to contamination and loss of efficacy,” he said. “With vegan beauty, you can use a pure nature-derived ingredient along with important additives to prevent them from spoiling. It’s in the right combination.”
And there are plenty of brands — high-end and affordable — that are already doing just that, including Pacifica, Derma E and Le Labo, to name a few.
“Vegan products don’t have to be super-expensive and hard to find,” Ms. Subramanian said, naming Wet n Wild and e.l.f. as budget-friendly vegan options.
Giving In to Consumer Demand
In the 30 years that Kathy Guillermo, a senior vice president of PETA, has campaigned to end the use of animals in laboratory experiments, she can pinpoint two industrywide shifts that spurred vegan awareness in beauty. The first was in 1990, when Estée Lauder and Revlon stopped testing on animals.
Unfortunately, the very same companies began to sell in China, where animal testing is required on many beauty products. It caused backlash and consumer demand for cruelty-free products, which eventually led to the development of instrumentation to replace animal testing.
The second is occurring now. In October, Unilever, the parent company of Dove, Axe, Dermalogica and many more, announced that it has committed to a policy of no animal testing across all of its product lines. “The big companies that held out for so long are now making a change,” Ms. Guillermo said.
For many brands, she said, concern about the ethical and environmental impact of their products is the No. 1 consumer question they encounter.
“I think consumers, especially millennials and Gen Zs, are looking to make purchases that are in line with their personal values,” said Dr. Gross, whose patients regularly ask about vegan and cruelty-free products. “It’s driving a big change in the industry.”
Nine years ago, Dr. Gross converted his skin-care line to be cruelty-free and vegan, and it took three years to reformulate his offerings. (Now only two products in his 52-item lineup have animal-derived ingredients — pearl powder and beeswax — and those will be switched once he has found alternatives.)
“It’s a more involved process to be vegan and cruelty-free because it’s cheaper and easier to do animal testing,” he said. “Clinical testing can cost hundreds of thousands of dollars. But since we made the switch, we’ve been able to produce products that don’t compromise their effectiveness. We’re showing people it can be done.”
The Vegan Beauty Effect
Perhaps the biggest benefit to come out of the vegan beauty movement is that it’s pushing consumers to assess ingredients. “People are starting to question and research what they’re buying, and I think that’s empowering,” Ms. Piasecka said.
All signs point to an industry that’s working toward being not only cleaner, but also vegan and cruelty-free. (CoverGirl, for instance, is now certified Leaping Bunny, the largest makeup brand to be so designated.) Ms. Subramanian used to know every vegan beauty brand. Now, she said, it’s impossible to keep up.
“The future of the beauty industry is vegan and not animal-tested,” Ms. Guillermo said. “Not every company has realized this yet, but a lot of them have, and those are the ones that are going to get ahead and stay in business. We’re in discussions with enough of them to know that this is, without question, the trend.”
Wednesday 15 January : Listening comprehension: |
Circle the words you can hear:
equal – lined – signed – pact – act – overaged – average – turning – earning – learning – gap – on every age – on average –
colour – blazed – raised – bill – sell – send – spell – citizens – unfair – under – fact – act – committed – charge – change –
application – age – wage – page – concert – prepare – compare – makeweight – negotiate
|
Match: |
salaire – engagé – projet de loi – injuste – en moyenne – qui gagne ( un salaire)
1.on average = …………………………………………
2.earning = …………………………………………
3.bill = …………………………………………
4.act = …………………………………………
5.unfair = …………………………………………
6.committed = …………………………………………
|
Answer the questions: |
- a) Qu’à fait John Kennedy en 1963?
- b) Cinquante and après, comment a évolué la situation?
- c) Quelles sont les conséquences de cet état de fait?
- d) Qu’a déclaré Obama lors de son discours à l’occasion de la signature de cette proposition de loi?
|
Writing: |
By reading an ad in the local newspaper, you learn that a shop owner only hires men because he sais they more reliable and constant. We offers to employ a female but she should accept to be paid five euro less than the men he hired. Answer this man in 60 words.
1.Nous aurions dû (to do/did/done) faire une frise chronologique (timeline).
……………………………………………………………………………………………………
2.Nous aurions dû (to take/took/taken) prendre des precautions
……………………………………………………………………………………………………
- Si tu écris un email sans objet, il ne peut être envoyé (to send/sent/sent)
……………………………………………………………………………………………………
- Si tu avais envoyé la demande tout de suite, nous aurions eu une réponse.
(to send/sent/sent)
……………………………………………………………………………………………………
- Le proviseur accepterait de nous recevoir si nous lui demandions à l’avance (in advance). ………………………………………………………………….………………
Correction
1.Nous aurions dû (to do/did/done) a timeline
We should have done a timeline.
2.Nous aurions dû (to take/tok/taken) precautions
We should have taken precautions.
- Si tu écris un email sans objet ; il ne peut être envoyé (to send/sent/sent)
If you send an email without object, if can’t be sent.
- Si tu avais envoyé la demande tout de suite, nous aurions eu une réponse.
(to send/sent/sent) If you had asked straight away, we would have had an answer
- Le proviseur accepterait de nous recevoir si nous lui demandions à l’avance (in advance). The director would accept to meet us if we asked in advance.
–
– – –
–
–
–
For each tense, give example using the verbs “to love” and “to go”
EXPLAIN HOW TO CONJUGATE VERBS AT PRESENT TENSE
EXPLAIN HOW TO CONJUGATE VERBS AT PRESENT PROGRESIVE TENSE
EXPLAIN HOW TO CONJUGATE VERBS AT PRETERIT TENSE
EXPLAIN HOW TO CONJUGATE VERBS AT PRESENT PERFECT TENSE
EXPLAIN HOW TO CONJUGATE VERBS AT FUTURE TENSE
God Help The Child 