Students will practice discussing their preferences, how to defend and support their ideas. Students learn topics through a game of bingo and express how relevant certain ideas are over others.
To get started with the semester, students are going to introduce themselves. After a short introduction students are going to spend the rest of the lab getting to know each other
Students will discuss their food preferences and choose a restaurant and a menu based on their preferences. They will learn how to make a Korean dish and which ingredients are needed. They will be able explain it to the classmates at the end. NCSSFL-ACTFL Can-Do Statements:I can state multi-step instructions for completing a process, such as preparing a recipe.I can work with a partner to determine what to order at a restaurant.I can interact with others to ask for restaurant recommendations.
Students will practice initiating conversations, sharing their personal opinions, and giving their preferences. Students will discuss their daily use of technology and who they stay in contact with on a regular basis. They will practice different scenarios and express how they would handle a situation.
Students will practice initiating conversations, sharing their personal opinions, and giving their preferences. Students will discuss their daily use of technology and who they stay in contact with on a regular basis. They will practice different scenarios and express how they would handle a situation.
Students will practice initiating conversations, sharing their personal opinions, and giving their preferences. Students will discuss their daily use of technology and who they stay in contact with on a regular basis. They will practice different scenarios and express how they would handle a situation.
In this activity students will survey one another to determine how much their classmates like/dislike certain foods.
In this activity students will survey one another to determine how much their classmates like/dislike certain foods.
While current economic theory focuses on prices and games, this book models economic settings where harmony is established through one of the following societal conventions:
• A power relation according to which stronger agents are able to force weaker ones to do things against their will.
• A norm that categorizes actions as permissible or forbidden.
• A status relation over alternatives which limits each agent's choices.
• Systematic biases in agents' preferences.
These four conventions are analysed using simple and mathematically straightforward models, without any pretensions regarding direct applied usefulness. While we do not advocate for the adoption of any of these conventions specifically – we do advocate that when modelling an economic situation, alternative equilibrium notions should be considered, rather than automatically reaching for the familiar approaches of prices or games.
This activity allows students to take a quick peek at what is culturally relevant in Mexico City in regards to hobbies and how young adults spend their free time. Students will be able to make connections in writing about activities that they like doing in their free time.
In this activity the students are going to talk about their hobbies and what they like to do in their free time. They will have an opportunity to talk to other students in a "speed dating" type which will give each student the opportunity to meet someone new and also use their language tools to converse.
Psychology and Economics (aka Behavioral Economics) is a growing subfield of economics that incorporates insights from psychology and other social sciences into economics. This course covers recent advances in behavioral economics by reviewing some of the assumptions made in mainstream economic models, and by discussing how human behavior systematically departs from these assumptions. Applications will cover a wide range of fields, including labor and public economics, industrial organization, health economics, finance, and development economics.
In this activity, students will talk about their hobbies and what they like to do in their free time. Students will learn how to describe their hobbies and what they like or do not like to do. During the warm-up, a fun game will help students to review vocabulary and the main activity will provide many speaking opportunities. Interpretive pre and post activities help students expand their language competency.
In this activity, the students will discuss their hobbies and what they like to do in their free time. They will practice asking and answering questions related to popular activities.Students will split into groups and move around interacting with the other group.
Students will be able to express their preferences regarding hiking. Students will be able to state what are their favorite hiking trails in Idaho. Students will learn how to describe hiking trails. Students will also be able to communicate with others and present their opinions to the rest of the class on some of the best trails Idaho has to offer.
In this activity the students are going to talk about their hobbies and what they like to do in their free time.
In this activity, students will answers questions about themselves. In addition, they will have the opportunity to share information about their hometown with the rest of the group.
In this activity, students will share their preferences based on likes and dislikes. Students will discuss their preferences on multiple different topics to include activities, food, clothing, items, etc, using complete sentences.
In this activity, students will share their preferences based on likes and dislikes. Students will discuss their preferences on multiple different topics to include activities, food, clothing, items, etc, using complete sentences.
In this activity, students will survey one another to determine how much their classmates like/dislike certain foods.