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Piace vs piacciono
Quiz by Amanda LaSpada
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Come si dice "to me"?
a lei
a me
a lui
a te
Come si dice "to him"?
a noi
a lui
a te
a loro
Come si dice "to me"?
Come si dice "to him"?
Come si dice "to us"?
Come si dice "to you guys"?
Come si dice "to you"?
Come si dice "to them"?
Come si dice "to her"?
piace o piacciono? A me _______ lo zaino di Marco.
piace o piacciono? A lui _______ la scuola.
piace o piacciono? A loro _______ il corso di biologia.
piace o piacciono? A me non _______ andare in bicicletta in Via Blackwood-Clementon.
piace o piacciono? A Maria _______ i suoi corsi a scuola.
piace o piacciono? A te non _______ le amiche di Antonio.
piace o piacciono? A loro _______ fare shopping al centro commerciale.
piace o piacciono? A Marco non _______ i ristoranti in Via Blackwood-Clementon.
piace o piacciono? A me _______ i professori di storia.
piace o piacciono? A me _______ la città di Filadelfia.
Complete the sentence to state that somebody likes something. A Laura ______ i cugini di Sara.
Complete the sentence to state that somebody likes something. A me non _____ pulire la casa.
Complete the sentence to state that somebody likes something. A te ____ dormire sempre sabato mattina.
Complete the sentence to state that somebody likes something. A loro ____ andare ai concerti con gli amici.
Complete the sentence to state that somebody likes something. A me non ____ le partite di football americano.
Complete the sentence to state that somebody likes something. A lei ____ incontrare gli amici al bar ogni sabato.
Complete the sentence to state that somebody likes something. ____ me piace andare al cinema ogni venerdì.
Complete the sentence to state that somebody likes something. A ____ (us) piacciono gli sport.
Complete the sentence to state that somebody likes something. A ___ (them) piace sciare in inverno.
Answer the question logically that you hear.
Answer the question logically that you hear.
Answer the question logically that you hear.
Answer the question logically that you hear.
Answer the question logically that you hear.
OSTEOGENESIS OF BONE (INTRAMEMBRANOUS VS. ENDOCHONDRAL) Intramembranous ossification (most flat bones of skull) Occurs w/in condensations of embryonic mesenchymal cells Differentiate into osteoblasts (takes place in primary ossification center) which surround capillaries Osteoid matrix is produced and then calcified forming trabeculae (islands of bone) of woven (primary) bone; its surface is surrounded by osteoblasts Trabecular growth leads to the fusion of adjacent ossification centers which gradually produce layers of compact bone that encloses spongy (cancellous) boneCan you create an evaluation using this information PHONETICS VS. PHONOLOGY Whereas phonetics is the study of sounds that occur in language, phonology is the study of how these sounds are organized and how they function in language. It uses the classifications of sounds derived from phonetics to describe and analyze how sounds occur in speech. STRUCTURALIST PHONEMICS STRUCTURALIST PHONEMICS As linguists began to study sounds in fine detail, they recognized increasingly complex aspects of phonetic organization. For example, the sound /p/ appears in different varieties in English. STRUCTURALIST PHONEMICS One of the varieties of /p/ is indicated by [ph]. This sound is produced with an accompanying puff of air called aspiration, as in the words “pill,” and “peace.” Another sound, indicated by [p•], is produced when there is little or no aspiration; this sound occurs in a word like “spill.” A third major variety for the /p/ sound is the unreleased [p– ], which may occur at the end of a word like “stop.” To deal with these variations for the /p/ sound, the structuralists suggested the existence of an abstract unit which they termed a phoneme. STRUCTURALIST PHONEMICS A phoneme was defined by the structuralists as an abstract phonological unit that represents a class of real sounds, termed the allophones of a phoneme. The phoneme /p/ in English, then, is represented by the allophones [ph], [p•], and [p– ]. STRUCTURALISTS: MINIMAL PAIRS How do we know what these abstract units of sound called phonemes are? In order to find the phonemes of a language, the structuralists developed the concept of the minimal pair, defined as any two words that: a) Contain the same number of segments b) Differ in meaning c) Exhibit only one phonetic difference. STRUCTURALISTS: MINIMAL PAIRS In practical terms, phonemes distinguish meanings; and a phoneme can also be defined as the smallest meaning-distinguishing unit of sound. For instance, the words “pin” /pɪn/ and “bin” /bɪn/ mean different things, and the only one difference in these words occurs in the initial sounds. STRUCTURALISTS: MINIMAL PAIRS By using the concept of a minimal pair, we can determine that the three variations of the /p/ sound do not represent three phonemes. Certainly, it is possible to pronounce the word cap with either an aspirated [ph ] or unreleased [p– ]; however, the two forms [kæph ] and [kæp– ] are not a minimal pair, even though they involve different sounds, because they are identical in meaning. STRUCTURALISTS: FREE VARIATION The two forms [kæph ] and [kæp– ] are, therefore, said to exhibit free variation: that is, the pronunciation may vary without signifying a change in meaning. In other words, we may conclude that the unreleased [p– ] and the aspirated [ph ] are not representations of different phonemes in English; they are, in fact, allophones of one phoneme, /p/. STRUCTURALISTS: COMPLEMENTARY DISTRIBUTION When phonemes have more than one allophone in a language, the allophones are said to be in complementary distribution. Complementary distribution means that the allophones of a phoneme occur in different phonetic environments (that is, with different sounds surrounding them). TRANSFORMATIONAL- GENERATIVE PHONOLOGY TRANSFORMATIONAL-GENERATIVE PHONOLOGY Transformational-generative phonology is a relatively recent development in linguistic theory. Chomsky launched Transformational-Generative Grammar in 1957, but the earliest studies within this framework were largely concerned with syntax. A decade later, the first comprehensive transformational-generative treatment of English phonology appeared: Chomsky and Halle’s The Sound Pattern of English (1968). TRANSFORMATIONAL-GENERATIVE PHONOLOGY Transformational-generative phonologists strongly oppose the structuralists’ phonemic level. They replace this level by a series of rules that directly relate underlying representations to observed phonetic representations. The central mechanisms in transformational-generative phonology, then, are underlying representations and phonological rules. PHONOLOGICAL RULES A rule is an operational statement in which some linguistic entity is modified, resulting in a new linguistic entity. Rules may add elements, remove elements, or change elements. By using phonological rules, linguists attempt to demonstrate that there is order in linguistic phenomena and that linguistic patterns are systematic. PHONOLOGICAL DERIVATION A phonological derivation is an operation that begins with an underlying representation and, through the application of a set of specific rules, yields the actual sound the speaker produces. The representation of a phonological rule has the following general appearance. /A/ → [B] / C “A” changes to “B” under condition “C” PHONOLOGICAL RULE – EXAMPLE In most Southern dialects, the word ten is pronounced like the word tin. This is not an isolated fact, for den is pronounced like din and Ben is pronounced like bin, and so on. This very general fact can be represented by the phonological rule: /ɛ/ → [I] / ___ [n] den /dɛn/ → /dIn/ Ben /bɛn/ → /bIn/ ten /tɛn/ → /tIn/ /ɛ/ → [I] / ___ [n] - high - low - tense + front + high - tense + front + sonorant + anterior + coronal - continuant NOTATIONAL DEVICES IN PHONOLOGICAL RULES The statement of phonological rules can be complex, and linguists have developed several notational devices for writing them. Often, the following symbols will be necessary for stating the conditions under which rules apply: # indicates a word boundary + indicates an intraword boundary $ indicates a syllable boundary UNDERLYING REPRESENTATIONS AND RELATED ISSUES The transformational-generative description of phonology relates underlying representations to phonetic representations by rules. This can be represented in a simple example: In English, there are certain pairs of words like sign / signature, and malign / malignant that exhibit a regular alternation in their phonetic representations: [g] is present in the second member of the pairs but absent in the first member. UNDERLYING REPRESENTATIONS AND RELATED ISSUES To explain the relatedness of words such as sign / signature, we could claim that the underlying representation of the segment in all such pairs is /g/ and that a rule operates to delete /g/ before syllable-final nasals. Thus, the rule “/g/ is deleted before syllable-final nasal” would appear formally as: + voice - anterior →∅ ____ [+ nasal] $ - coronal UNDERLYING REPRESENTATIONS AND RELATED ISSUES On the left-hand side of the arrow, we place the features needed to uniquely specify /g/ among the consonants; that is, no other consonant has the features [+ voice], [- anterior], and [- coronal]. The symbols → mean that the sound /g/ changes to nothing or more properly “/g/ is deleted.” The horizontal line following the slash mark refers to the position of /g/ - namely, before a segment that is [+nasal]. Finally, this [+nasal] segment occurs before a syllable boundary, as indicated by $. A less formal way of writing this rule would be: /g/ → / _ [+nasal] $ Notice that this rule also helps describe such alternations as phlegm/phlegmatic and paradigm/paradigmatic. Application Activity: Think of other words in which this rule can be applied. Write the sound segments to prove /g/ is deleted. Another example is the process through which the prefix meaning “not” is added to words. This prefix alternates among the forms /Im/, /In/, and /Iŋ/, depending on the point of articulation of the initial segment of the following word. -If the segment begins in the extreme front part of the mouth (labials), the form is /Im/, as in improper. -If the segment begins in the extreme back part of the mouth (velars), the form is /Iŋ/, as in incomplete. -If the segment begins in the mid-region of the mouth (all other sounds), the form is /In/, as in indecent. *Exceptions:Words beginning with /r/ or /l/. Analyze the Word “in + complete,” for example. /n/ → [ŋ] / __ [k] - continuant - continuant - continuant + sonorant → + sonorant - sonorant + anterior - anterior - strident + coronal - coronal - coronal + tense THE VELAR SOFTENING RULE Still another example of alternation in English is found in pairs of words like “electric / electricity,” in which the segments /k/ and /s/ alternate. /k/ changes to [s] only before non- low, front vowels. THE VELAR SOFTENING RULE /k/ → [s] / __ - continuant + continuant - strident → - sonorant V - anterior + anterior - low - coronal + coronal - backCreate a comprehension quiz for the following vocabulary; To be getting on in age: Growing older; advancing in years. Pet peeve: Something that annoys or bothers someone significantly. Pinhead: A small-minded or foolish person. Nit-pick: To find fault with small or trivial details. Whilst/while: During the time that; at the same time as. On a dig: Engaged in archaeological excavation. Mad vs crazy: "Mad" typically refers to anger or insanity, while "crazy" can denote insanity or extreme enthusiasm. Twitch: A sudden, quick movement or spasm. Dreamt/dreamed: Past tense forms of the verb "to dream." Eaves: The part of a roof that overhangs the walls. Burly man: A strong, muscular man. She’s a looker: A woman who is attractive or visually appealing. Breech birth: A birth in which the baby is delivered feet first instead of head first. Being too forward: Acting too boldly or presumptuously. Gooey: Soft and sticky, often used to describe certain textures or emotional situations. Spare tire: Excess fat around the waistline; a protruding belly. Twists and turns of fate: Unexpected changes or developments in life. Pompous: Self-important or arrogant. Play a prank on someone: To carry out a mischievous trick or joke on someone. Scamps: Mischievous or playful individuals, often used affectionately. To tend one's resignation: To formally submit one's resignation from a job. A sound judgment: A wise or rational decision. To set someone up with someone else: To arrange a meeting or date between two people. Loon: A colloquial term for a crazy or eccentric person. Duvet: A type of blanket filled with feathers, down, or synthetic fibers, used as a bed covering. Don't Meddle: Do not interfere or intervene. Croquet mallet: A hammer-like instrument used to strike croquet balls. Cut it out: Stop doing something annoying or inappropriate. Pop over: Visit briefly or unexpectedly. It was a riot: It was extremely funny or enjoyable. Spit Tspat spat: Sounds indicating a quick, spat-out expulsion of saliva. A hoot: Something that is amusing or enjoyable. Overhear: To unintentionally hear what others are saying without their knowledge. You're quite a package: You possess many appealing qualities or attributes. I'm quite a catch: I am an attractive or desirable partner. Limper: A person who walks with a limp. A hanky: A handkerchief, a small piece of cloth carried for personal hygiene or used as a fashion accessory.Considerations in the Study of Criminal Justice Inequilty in Canada A key feature of Can Society is inequity, particularly income inequity Top 1% earns 39.1% of income One million children live in low-income households Gender inequality in the workplace costs Canada $150 billion/year Women working full-time earn 74.2 cents for every dollar that full-time male workers make Racism, Prejudice and Discrimination Prejudice: unsubtitled, negative prejudgment of individuals/groups based on ethnicity, religion or race Discrimination: action/decision treats a person/group negatively Racism: prejudice, discrimination or antagonism based on belief that one’s race is superior Racial Profiling: action that relies on stereotypes about race, colour, ethnicity, ancestry, religion, place of origin rather than on reasonable suspicion Racial Profiling Experiences of Women Women- UNiqu experiences within CJS Higher education than ever before Self-report violent victimization is higher among women (85% per 100,000 women versus 67% per 100,000 for men) Experiences of Indigenous Persons Disproportionately represented as both victims and offenders at all stages of the criminal justice system Violent victimization is more than double that of non-indigenous persons (160 vs. 74/1,000) 27% homicide victims in 2009 were indigenous The Legacy of Colonization Many indigenous people live on the margins of Canadian society Pervasive poverty High rates of unemployment Low levels of formal education High death rates (accidents/violence) Often much worse off than non-indigenous persons Residential school system operated by federal government -1880s-1990 150,000 Indigenous children sent to residential schools “60s schoop” Intergenerational impact - residential schools - Truth and Reconciliation Commission Additional Considerations Escalating Costs of the CJS CJS expenditures have increased despite the overall decline in crime rates across the country Rise of the Surveillance Society Life in early 21st century- the pervasiveness of technology, surveillance technology Most citizens do not realize that every day their activities are recorded by video camera while shopping, when standing at a bus stop, even while driving Needs of Crime Victims Physically, Psychologically, emotionally, financially and social Victims can feel worse because of re-victimization Re-victimization: the negative impact on victims of crimes casued by the decisions and actions of criminal justice personnel Canadian Victims Bills of Rights, 2015. Summary Inequality, racism, prejudice and discriantion were intriduced as features of Canadian Society These are often manifested in racial profliing and the racialization of gropus and individuals Addtional consideration in the study of teh criminal juscitce system are The escalating costs of criminal jusicte The question as to whether the Canadian public is getting the “value of money,” The changing boundaries of criminal justice agencies as reflected in the development of multi agency partnerships Additional Consideration in the study of the criminal Justice system are The challenges posed by teh rise of teh surveillance society due to the pervasiveness of technology The challenges faced by crime victims Concerns for the health and wellness of offenders criminal justice professionals and The lack of diversity among criminaGot it ✅ — you want all the topics (States of Matter → Temperature → Thermal Energy → Pressure → Gas Laws, etc.) written in the same structured style (definitions, everyday examples, non-examples, short story, daily life connections, MCQs, SAQs). Here’s a full structured lesson flow, starting with States of Matter as you requested: --- 🧊 States of Matter Definition Matter exists in three main states: Solid: Definite shape & volume, particles tightly packed, vibrate in place. Liquid: Definite volume but takes the shape of its container, particles slide past one another. Gas: No definite shape or volume, particles move freely and spread out. Everyday Examples Solid: Ice cubes, table, book. Liquid: Water, milk, juice. Gas: Air in a balloon, perfume spreading, steam. Non-Examples Honey is not a solid → it flows → liquid. A rock is not a liquid → it’s rigid → solid. Water in a closed bottle is not a gas → it stays liquid. Short Story You buy a soda on a hot day: Ice cubes (solid) keep it cold. They melt into liquid water. Bubbles rise as gas carbon dioxide escapes. Everyday Life Connections Freezing water into ice. Boiling soup on the stove. Smell of perfume spreading across a room. MCQs 1. Which state has particles vibrating in place? a) Solid ✅ b) Liquid c) Gas d) Plasma 2. Soda fizzing when opened is: a) Liquid diffusion b) Gas release ✅ c) Solid melting d) Condensation SAQ (Multi-step) You leave an ice cream outside: a) What state does it start in? b) What happens as it melts? c) If left longer, what phase change might occur? d) Which type of energy increases? --- 🌡 Temperature Definition Indicates average kinetic energy of particles. Measured with a thermometer. Heat flows between objects of different temperature. Everyday Examples Fever check with a thermometer. Ice cube cooling a drink. Why metal feels colder than wood at room temperature. Short Story A hot pizza slice cools when left on the table: heat flows from pizza (high T) to air (low T). MCQ Which is true about temperature? a) It measures total energy b) It measures average kinetic energy ✅ c) It is the same as heat d) It doesn’t affect particle motion --- 🔥 Thermal Energy Definition Total of all kinetic and potential energy of atoms in an object. Everyday Examples Large pot of warm soup has more thermal energy than a small hot cup. Heating water → particles move faster. Ice pack absorbs thermal energy from skin. Short Story In winter, sitting near a heater warms you up because air molecules gain kinetic energy and transfer it. MCQ At absolute zero: a) Particles vibrate slowly b) Particles move randomly c) Particles have no movement ✅ d) Particles expand --- ⚡ Kinetic vs Potential Energy Definition Kinetic energy: energy of motion (vibrating, flowing, diffusing). Potential energy: stored in positions/forces (attractions between particles). Everyday Examples Steam in cooker: high kinetic energy. Rubber band stretched: potential energy. Short Story A bouncing ball → kinetic while moving, potential at the top of its bounce. --- 💨 Pressure Definition Force per unit area on a surface. Everyday Examples Drinking with a straw. Bicycle tires feel hard due to air pressure. Bed of nails → force spread out, less pressure. Short Story When you open a soda bottle, pressure is released → fizzing sound and bubbles. --- 🔄 Gas Laws (Thermal Expansion & Charles’ Law) Definition At constant pressure, gas volume ∝ absolute temperature. Everyday Examples Balloon expands in sunlight. Hot air balloon rises. Tires inflate slightly after driving. Short Story A sealed chips bag puffs up on an airplane as air pressure outside decreases. MCQ According to Charles’ Law: a) Volume decreases as temperature increases b) Volume increases as temperature increases ✅ c) Volume is independent of temperature d) Volume and temperature are unrelated --- ✅ This flow covers all your slides in the same Prezi-style (definitions, examples, non-examples, story, life connections, questions). Do you want me to now add full sets of practice (10 True/False, 10 Matching, 10 Write the Term, etc.) for each section, so you’ll have a complete question bank along with the lesson flow?What is electronegativity? What element is the most electronegative? What is the trend? What is ionization energy? What is the trend? How did Mendeleev organize his periodic table? How are elements organized now? Where are the metals? Nonmetals? Metalloids? Where is the Lanthanide series and the actinide series? Why did Mendeleev leave out some elements? What can that tell us about how we place elements on the periodic table? Which element groups are located in the s-block? d-block? p-block? f-block? Where are the main properties/locations of: alkali metals, alkaline earth metals, transition metals, inner transition metals, and noble gasses? Families on the periodic table share what? What is electron affinity? What is the trend? (groups vs periods) What is the trend for atomic size and why? What is the trend for valence electrons and why? Explain nuclear charge and how it affects all of the trends. How does Coulombic attraction affect the trends?Voici le vocabulaire essentiel extrait des 4 leçons, organisé par thématique pour faciliter votre révision. ### 🔐 Leçon 1 : Identité Numérique & Sécurité Cette leçon porte sur la protection de votre accès et la distinction entre vie privée et vie scolaire. * **Identité Numérique Scolaire :** Votre "passeport" pour l'école. L'identifiant est au format `prenom.nom@studentfr.ch`. * **Session Locale vs Web Personnel :** La distinction importante entre l'environnement de l'école (scolaire) et votre navigation privée à la maison. * **MFA (Double Authentification) :** Le "verrou supplémentaire". Système de sécurité qui demande deux preuves d'identité (le mot de passe + une validation sur téléphone). * **Microsoft Authenticator :** L'application mobile requise pour valider votre identité via la double authentification. * **Mot de passe fort :** Un code d'accès qui respecte 4 règles (8 caractères min., 1 majuscule, 1 chiffre, 1 symbole). --- ### 💬 Leçon 2 : Teams (Communication) Le vocabulaire ici concerne la navigation dans votre "salle de classe virtuelle". * **Équipes :** Représente une classe virtuelle ou une matière (ex: "EPAI-Bureautique"). * **Canal "Général" :** Le tableau d'affichage officiel où le professeur publie les annonces importantes pour toute la classe. * **Canal (Public) :** Espace de discussion visible par toute la classe. * **Conversation (Privé) :** Messages directs visibles uniquement par les participants (comme un SMS/chat). * **Onglet "Fichiers" :** La bibliothèque de la classe où sont rangés les documents de cours (PDF, supports). --- ### 📂 Leçon 3 : Rangement Numérique Les termes techniques pour organiser efficacement vos documents sur un ordinateur. * **Arborescence :** La structure d'organisation des dossiers, visualisée comme les branches d'un arbre. * **Racine :** Le dossier principal qui contient tous les autres (le point de départ, ex: `2025_PRENOM_NOM`). * **Sous-dossiers :** Dossiers créés à l'intérieur de la racine (ex: "01_Administratif", "02_Cours"). * **Caractères interdits :** Symboles qu'il ne faut jamais utiliser pour nommer un fichier (ex: `/ \ : * ? " < > |`). * **Cycle de vie d'un fichier :** Les 3 étapes à maîtriser : Créer → Nommer → Enregistrer. --- ### ☁️ Leçon 4 : Cloud, Partage & IA Comprendre le stockage moderne et les nouveaux outils d'assistance. * **Cloud (Nuage) / OneDrive :** Espace de stockage en ligne ("clé USB invisible"). Accessible partout avec internet, contrairement au Disque Dur Local. * **Disque Dur Local (C:) :** Stockage physique sur l'ordinateur. Les données ne sont accessibles que sur cet appareil précis. * **Partage de lien :** Méthode moderne d'envoi de fichier (plus léger et sûr qu'une pièce jointe) permettant de travailler sur une version unique du document. * **IA (Intelligence Artificielle) :** Outil assistant (comme ChatGPT ou Gemini) qui répond à des instructions. * **Prompt :** L'instruction ou la question précise que l'on donne à une IA pour obtenir une réponse. Stages in the Sale of a Property Stage 1 – Getting to Instruction • Initial contact with the vendor: need to check the following: type of property, contact details of vendor, address of property/Eircode and purpose of the contact - sale or valuation? If a sale, does the vendor need a quick sale? Qualify the lead i.e. is the vendor buying another property? If an investment property, is the tenant in situ? Check if there is a folio number available and confirm the ownership of the property. Schedule the viewing. • Pre-viewing: Set up a file & record all info from initial contact on CRM system. Check the Property Price Register to help get a general idea of property valuation (subject to viewing, helps to display knowledge of area/market and set expectations for the vendor). Nature of property may affect pricing e.g. starter home vs. larger property with vendor seeking to downsize. Consideration for comparables may include similar/same location, size and condition of property, availability and type of parking, layout of property, plot size, orientation of garden, extensions undertaken etc. Nature of market conditions, state of wider economy, cost of capital and availability of credit may also be factors. • Appraisal/viewing: Bring an advertising pack/sales & marketing brochures. Walk through property with client, note nice features/selling points for the brochure, let the client talk about upgrades/specific features of the property. It is very important to listen to the vendor and build rapport. Confirm property details e.g. condition and layout, plot size, orientation of garden. Check for certificates of compliance for any extensions, planning permissions for conversions, right of way if applicable etc. Check if a BER available/provide details for approved assessors. Demonstrate your/the practice’s professional expertise, justify why you should get the instruction, discuss recent local sales and give your potential valuation. Discuss the sales fee, marketing fee and any additional charges e.g. professional photography, drone footage, virtual tours (walkthrough video, Matterport etc.) Ask how the vendor heard about you/your practice and why are they considering you for the sale. Where appropriate offer advice to help vendor increase potential sales price. (If possible, leave with signed Property Services Agreement/Letter of Engagement.) Thank you, send/email market appraisal, any queries/questions do get in touch and let the vendor know that we’ll be in touch in coming days. • Post appraisal – letter sent that pm/next morning with market appraisal; diary note to follow up. Check that market appraisal letter received and check for questions. If did not get sale, find out why not/debrief. If get the sale, email confirmation of instruction. Once PSRA sent and LOE returned signed = stage 2. Other details required – ID, proof of address, proof of ownership/title, solicitor details, BER certificate (refer to assessor if not available). All these should be uploaded to CRM. Stage 2 – Getting to ‘Sale Agreed’ Set up appointment to measure & photograph, note any special features e.g., upgraded kitchen, south-facing garden. Provide ideas for improving sales potential (declutter, painting, tidy garden etc. Check if has vendor potential buyers in mind already e.g., relations, friends, other parties interested. Seek vendor approval for photos/text of brochure. Check for access (tenants in situ/working from home etc) and confirm viewing times. If given a key for viewings – tag it! Check alarm codes & whether a sign is allowed on the property. Bring to market – upload to all websites e.g., daft/my home, in house websites and create window display. Match the property against your internal database of potential purchasers /CRM system. Set up appointments for viewings on CRM or arrange for open viewings. Confirm viewings with vendor & purchaser. Turn on lights, open windows, secure valuables, leave out brochures & business cards, bring viewings sheets to keep record of attendees. Introduce yourself and get attendee details. Let people view the property and address any questions. Point out key features. Record questions to be answered and any feedback from viewers. Ask are they selling property? Let viewers know of offers already received. Lock up/alarm property/close windows. Provide vendor with feedback on viewings - number of viewers / questions raised/overall reaction to property. Offers should be confirmed in writing & upload to on CRM/ offers will be input by bidders onto online bidding platforms ‘Proof of funds’ required for offers in some practices. Successful bidder will be chosen by vendor, who might want quick sale/no chain or prefer the highest bidder. Booking deposit will be sought from successful bidder. The amount varies by practice but must cover fees. Sales Advice Notice/letter should be sent to both solicitors (and may be cc’d to vendor/buyer or notify both that SAN have gone out). Booking deposit receipt should be issued. The BER certificate and report should go to the solicitor. Send requests for docs/info to successful bidder including steps they need to take to progress sale e.g., organise the bank valuation and/or schedule the survey. Once the deposit is paid the property is Sale Agreed, inform other bidders, and update all websites/sales board etc. Stage 3 – Getting to closing Access should be organised for the bank valuation/survey. Stay in touch with both solicitors ‘contract-chasing’ i.e., check when contracts are issued, signed and queries answered. Legal searches undertaken by the solicitors may include checking boundaries, land registry, title, rights of way, compliance certs etc. When contracts are signed 10% purchase price/booking deposit should be sent to the vendor’s solicitor. Once all queries satisfied = drawdown of mortgage/funding, house/life insurance in place. Title deeds will be requested once contract is signed. Decide final closing date. Check that the property taxes have been paid. Check that vendor has vacated the property. When vacant, conduct the final walkthrough and take final readings (MPRNs ). Check with solicitor if the drawn down funds h, and once received the solicitor gives authorisation to the estate agent to release the keys. The agent will do up invoice, send the balance of funds to solicitor and provide gift to purchaser. Finally remove sign, mark as sold on CRM, seek testimonials, upload to social media and close a/c on CRM