3. Project activities

Project Activities are the smallest identifiable and measurable pieces of work planned for completion throughout a project. They aim to accomplish project work by converting available inputs into desired outputs, while consuming allocated resources. Project activity is often used as an alternative term to project task.

 Activities are the framework for differentiating between various components of a project. In project management there is Activity-based Approach that assumes a project can be presented as a series of logically related, prioritized and sequenced activities that can be performed step-by-step or/and in parallel to complete project goals.

 Activities divide project work into the smallest pieces to make it easier for project staff to understand what actions to do. Every activity is always associated with a definite interim goal or objective. Dependencies and interrelationships between several activities link these activities to each other and focus them on accomplishing one and the same goal or objective.

 Activities of a project are always measurable, time-scaled and intended to produce certain results. They are characterized by the following items:

• Definite duration

• Logic relationships with other activities belonging to the same project

• Resource consumption

• Cost.

Project activities planning and scheduling is the first process group of project time management. Developing the project implementation schedule is the second group. In this article we will review the planning and scheduling process group. We will talk about the key actions the project manager must take to undertake project activities planning and scheduling in an efficient manner.

Билет 24

1. The phonetic system of Old, Middle and Modern English

http://www.bris.ac.uk/german/hison/reading/hickeyforth

http://studopedia.su/2_38688_Lecture---Old-English-phonetics.html

https://en.m.wikipedia.org/wiki/Phonological_history_of_English

2. Effective Methodologies of teaching reading

• They develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.

• They allow students to practice the full repertoire of reading strategies by using authentic reading tasks. They encourage students to read to learn (and have an authentic purpose for reading) by giving students some choice of reading material.

• When working with reading tasks in class, they show students the strategies that will work best for the reading purpose and the type of text. They explain how and why students should use the strategies.

• They have students practice reading strategies in class and ask them to practice outside of class in their reading assignments. They encourage students to be conscious of what they're doing while they complete reading assignments.

• They encourage students to evaluate their comprehension and self-report their use of strategies. They build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies.

• They encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and course-related information in written form: office hours, homework assignments, test content.

• They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill.

By raising students' awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, instructors help their students develop both the ability and the   confidence to handle communication situations they may encounter beyond the classroom. In this way they give their students the foundation for communicative competence in the new language.