how did fashion in India evolve? in this presentation i have covered costume history of India.
Reach Me at priyalthakkar96@gmail.com
Also Check rainbowmonkey.in for my work
Rubric for teachers to assess the oral performance of students of 4th ESO, who have been doing a group task of photography to review the contents (grammar and voc.) of the Starter Unit of Interface 4, meanwhile they've also activated their previous knowledge.
In this group task, students will review all the grammar and vocabulary concepts from the starter unit of the book Interface 4 (Macmillan), meanwhile they also start activating their previous knowledge of English language through photography and group work.
In this group task, you'll review the contents from the first unit and your previous knowledge of grammar and vocabulary (from last year) through photography and the help of your group.
how did fashion in India evolve? in this presentation i have covered costume history of India.
Reach Me at priyalthakkar96@gmail.com
Also Check rainbowmonkey.in for my work
Rubric for teachers to assess the oral performance of students of 4th ESO, who have been doing a group task of photography to review the contents (grammar and voc.) of the Starter Unit of Interface 4, meanwhile they've also activated their previous knowledge.
In this group task, students will review all the grammar and vocabulary concepts from the starter unit of the book Interface 4 (Macmillan), meanwhile they also start activating their previous knowledge of English language through photography and group work.
In this group task, you'll review the contents from the first unit and your previous knowledge of grammar and vocabulary (from last year) through photography and the help of your group.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. In this unit, we will work on…
• Vocabulary: Style adjectives
Phrasal verbs: clothes
• Grammar: Relative pronouns
Some/ any/ no compounds
The future
• Reading: ‘A short history of shoes’
• Listening: ‘A famous young designer’
• Writing: ‘A comparison’
3. Style adjectives
• Trendy: a la moda, de nova tendència
• Casual: informal
• Fashionable: a la moda
• Sporty: esportiu
• Impractical: no pràctic
• Colourful: acolorit
• Old-fashioned: antiquat, passat de moda
• Conventional: convencional, típic, tradicional
5. Phrasal Verbs: clothes
SEPARABLE INSEPARABLE
GIVE AWAY = donar
I don’t want this belt. I’m going to GIVE it
AWAY. / I’m going to GIVE AWAY this belt.
TAKE OFF = treure’s roba / enlairar-se (un
avió)
PICK OUT = escollir
PICK UP = recollir
PUT AWAY = apartar, guardar
PUT ON = posar-se (roba)
THROW AWAY = llençar
TRY ON = emprovar-se (roba)
WEAR OUT = desgastar-se (les soles de les
sabates)
GET INTO = ficar-se
This jumper is too small. I can’t GET INTO
it. (Aquest jersei és molt petit. No em puc
ficar dins!)
GO WITH = anar amb, combinar
This skirt GOES WITH this bag. (Aquesta
faldilla combina amb aquesta bossa)
LOOK FOR = buscar
I’m LOOKING FOR a new pair of jeans.
(Estic buscant uns nous texans)
7. Examples:
• Xavier is the boy WHO/THAT I met at the
party. (people)
(Xavier és el noi que vaig conéixer a la festa.)
• This MacBook is the computer WHICH/THAT I
like. (things)
(Aquest MacBook és l’ordinador que m’agrada)
• A Husky is the dog WHICH/THAT Maria has.
(animals)
(Un Husky és el gos que té la Maria)
8. • The time WHEN I was studying, I was living in
London.
(El temps que estava estudiant, estava vivint a Londres)
• Badalona is the city WHERE I have always
lived. (place)
(Badalona és la ciutat on jo sempre he viscut)
10. PEOPLE PLACES THINGS
Affirmative (+) SOMEONE
/SOMEBODY
(algú)
There is
someone/somebod
y over there. (Hi ha
algú per aquí)
SOMEWHERE
(algun lloc)
We can travel
somewhere in
Europe. (Podem
viatjar a algun lloc
d’Europa)
SOMETHING
(alguna cosa)
I’m hungry. I want
something to eat.
(Tinc gana. Vull
alguna cosa per
menjar)
Negative (-) ANYONE /
ANYBODY (ningú)
There isn’t anybody in
the classroom.
(No hi ha ningú a la
classe)
ANYWHERE
(cap lloc)
She doesn’t have
anywhere to go.
(Ella no té cap lloc
on anar)
ANYTHING
(res, cap cosa)
I can’t do anything
for you.
(No puc fer res per
tu)
Questions (?) (algú)
Does anybody
know the answer?
(Algú sap la
resposta?)
(algun lloc)
Do you know
anywhere to go?
(Coneixes algun
lloc per anar?)
(alguna cosa)
Do you know
anything fun to do?
(Saps alguna cosa
divertida per fer?)
11. PEOPLE PLACES THINGS
Affirmative (+) with
negative meaning
NO ONE /
NOBODY
(ningú)
There is no one/
nobody here.
(No hi ha ningú
aquí)
NOWHERE
(cap lloc/ enlloc)
She has nowhere to
go.
(Ella no té cap lloc
on anar)
NOTHING
(res)
I have nothing to
do.
(No tinc res a fer)
13. PRESENT
CONTINUOUS
AM/IS/ARE
GOING TO +
infinitive
WILL +
INFINITIVE
MIGHT +
INIFINITIVE
USE - Arrangements
(plans acordats
que segur es
faran)
- Intentions
for the
future.
- Predictions
based on
evidence.
(prediccions
basades en
proves)
- Instant
decisions.
- Promises
- Offers
- Requests
(coses que
demanes)
- Uncertain
things for the
future (coses
incertes o amb
poca
possibilitat que
passin al futur:
‘és poc probable,
possible que…’)
EXAMPLE I’ve just
phoned my
grandma.
Tomorrow I’m
visiting my
grandma!
Next week I’m
going to the
doctor’s
Someday I’m
going to study
at University.
Look at the
black clouds!
I’ts going to
rain!
I will go to the
gym once a
week, I
promise!
You need help
in Maths: I’ll
help you!
It’s a really hot
summer: it
might not/
mightn’t snow!
(És un estiu
molt calurós:
segurament no
nevarà!)
14. • For more information about the future tenses
and all their uses, look at the photocopy I
handed in to you in class.
• To review the whole unit you can see pages
56-57 on the SB and pp. 112-113 on the WB;
do the ‘Progress Check’ on p. 55 and practise
the exercises of ‘Revision’ from WB pp. 43.