Topic: Delays

Docente: Mag. Elmer Escobedo Del Carpio

2019-I B
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Lexical Groups: Project management (to agree on, to appoint, to
approve,)
Agree on (verb)
Means to have the same opinion or views.
I agree with you.

Appoint (verb)
Means to choose or designate an individual for a
position or office.
USA president appoint Kris Kobach as Secretary of
State
 TIME MANAGEMENT
To utilize the available time in optimum manner to achieve
one’s personal and professional goals.
Time is money
 Time management

• Prepare a list of priorities for the day based on urgency

and importance.
• Yesterday is a cancelled cheque, Tomorrow is a
promisory note,Today is ready cash. Use it.
• When feasible, delegate.
• Don’t let paperwork pile up.
• Do not postpone work.
• Identify your time waster and resolve to eliminate them.
The Present Perfect Tense is formed by 2 things:
• the auxiliary verb HAVE and HAS
(in all form: Affirmative, Negative and Interrogative)
• the PAST PARTICIPLE

For Example…
She has worked in that office for six years.

auxiliary
past participle
 Here are some more examples!

I have already eaten breakfast. In these examples the past

participle has an irregular
She has seen that movie before. form. Just like the lists
you’ve been studying
We have dealt with customers for years.

She has used a cash register before.

He has worked for my company since May. In these examples the past
participle has a regular
We have already served their food. form and looks just the the
simple past tense, but it’s
not.
We use the PRESENT PERFECT TENSE to talk about a completed
past action at an unspecified time in the past.

Perhaps we don’t remember when the action happened, we don’t

know when the action happened Or we just don’t care when the
action happened. The only thing that is important is that it
happened sometime before now. But not any specific time.

I’ve already eaten breakfast.

She’s seen that movie before. When did it happen?
 • Production is the process by which inputs are combined,
transformed, and turned into outputs.

The three
decisions
that all
production
process
need
include:

© 2002 Prentice Hall Business Publishing Principles of Economics, 6/e Karl Case, Ray Fair
Session 7

• Delays
Learning objetive:
• Discussing progress
made on a project.
delay
/dəˈlā/
verb
3rd person present: delays
1. make (someone or something) late or slow.
"the train was delayed"
synonymous: detain, hold up, make late, retard, keep (back), slow up, slow
down, set noun
plural noun: delays
1. a period of time by which something is late or postponed.
"a two-hour delay"
synonymous: holdup, wait, waiting period, detainment;
Language Functions

1. Expressing necessity
2. Situating something in time
3. Expressing agreement
4. Understanding constraints
 1. Expressing necessity
Modals
• Modal verbs are helping/auxiliary verbs that express ideas
like ability, permission, possibility, and necessity. Many
modal verbs have more than one meaning. They are always
followed by the simple form of a verb.
Example:
• John has to go home.
 This shows that John has a necessity or obligation to go home.
 Modals of Necessity
• The modal verbs must, have to and have got to show that

something is not optional; it is necessary.

• Must is the strongest modal verb of the three and

is most common in writing. It is unusual to use
must in questions.
 Must
• Use must to tell when something is necessary for present and
future tenses.
Examples: I must study hard.
I must study next week.

• Use must not when something is prohibited (when there is no

choice).
Example:
We must not smoke here.
 Let’s practice!

1. New drivers take a test in order to get a

driver's license. They have no choice.
2. A: go to work today? B: No, I don't,
because it's Sunday.
3.
You call me back later to verify you
are at home.
2.

We can list items or

events in numerical or
chronological (time)
order.
 Sequence Text Structure-
Signal Words

 First, second, third, fouth,

fifth, sixth ….
 Next, then after, now, soon,
before, prior to, not long
after, while, simultaneously,
at the same time, following,
finally, at last, in the end
Sequence Text Structure-
Graphic Organizer
 Sequence Passage-Example

The London City Zoo just received four new

animals. The first animal it received was a deer.
A monkey was its second animal to join the
zoo. The third animal it received was a lion. The
last animal to arrive was a cheetah. Children in
London are excited about the opening of the
zoo!
 Sequence Passage-Example

The London City Zoo just received four new

animals. The first animal it received was a deer.
A monkey was its second animal to join the
zoo. The third animal to come was a lion. The
last animal to arrive was a cheetah. Children in
London are excited about the opening of the
zoo!
 Sequence Passage-Example

Bill every day in the morning is ready for

school. First, he gets out of bed. Next, he gets
dressed. Then, he goes downstairs and eats
breakfast. After breakfast, he brushes his teeth.
Not long after those two things are done, he
makes his lunch. Finally, he gets on the bus and
goes to school.
 Sequence Passage-Example

Bill every day in the morning is ready for

school. First, he gets out of bed. Next, he gets
dressed. Then, he goes downstairs and eats
breakfast. After breakfast, he brushes his teeth.
Not long after those two things are done, he
makes his lunch. Finally, he gets on the bus and
goes to school.
3. EXPRESSING
AGREEMENT AND
DISAGREEMENT
STATEMENT EXERCISE 1 AGREE/ DISAGREE
I don’t think buying a Toyota car is Answer
better than a Nissan is a good idea.
I agree completely that the love of Answer
money is the root of all evil.
Buy is better than instead of save! Answer

Time is money. Answer

Girl are different from boys Answer

University students need to have Answer

critical thinking skills. That’s
precisely the point.
You’re right. The transport system Answer
needs to be improved.
4. Understanding constraints
Constraints can be internal or external to the system. It prevents the system from
achieving more of its goal. SO, What we should do?

Identify the Constraint

 This implies the need to examine the entire process to determine which
process limits the throughput.
For example, in the example on slide 10, suppose the sales department was only
selling the product output at the rate of 3 per hour.

Exploit the Constraint

 Find methods to maximize the utilization of the constraint toward productive
throughput.
For example, in many operations all processes are shut down during lunchtime or
during breaks, if a process is a constraint, the operation should consider rotating
lunch periods so that the constraint is never allowed to be idle.
Subordinate Everything to the Constraint
 Effective utilization of the constraint is the most important issue. Everything else
is secondary.
Elevate the Constraint
 Essentially this means to find ways to increase the available hours of the
constraint, including adding more of it.
Any system that is
performing as well
as possible usually
implies that not more
than one part of the
system is performing
at an optimal level.
Project Planning

38
PROJECT LIFE CYCLE

• PRE-PRODUCTION = Planning & Design

• PRODUCTION = Development & Integration &
Deployment
• POST-PRODUCTION = Post-deployment

39
ADDIE MODEL

• ANALYSIS = PRE-PRODUCTION
• DESIGN = PRODUCTION
• DEVELOPMENT = PRODUCTION
• IMPLEMENTATION = POST-PRODUCTION
• EVALUATION = POST-PRODUCTION

40
ADDIE PROCESS FOR INSTRUCTIONAL
DESIGN

41
Evaluation planning: Evaluation planning comes down to two questions:
How will you measure them?
What are the desired outcomes of your project?

Valid and reliable measurement tools

Valid measurement tools provide information that is a good reflection of what they are
trying to measure.
Reliable instruments provide information that is likely to be consistent over time

Quality and consistency

Quality evaluations also use consistent data collection procedures. For example,
interview questions should be asked to all participants in the same way, and
interviewees should be careful to record the same information at every session.
Be realistic when establishing the outcomes you choose to measure
.
How to develop your evaluation plan
1.Determine what information you will need to collect:
• To see: how your project is doing day to day (on-going monitoring). If you
are on track to achieve your intended results, if you are on time and if you
are using resources as planned.
2.Determine your information sources/data collection methods:
• Project records such as project activity log/daily journal: A book where you write
down what happens each day.
• Data from official sources (e.g. school records, census data, health data)
• Questionnaires or surveys
• Interviews or focus groups
3.Determine the frequency of the data collection and who will collect the information.
4.Finally, determine how you will analyse your data and report your findings to
funders, your community and your project partners and stakeholders.
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