Visit Englishpost.org to download this document. There is more information to help you learn and teach English
http://englishpost.org/2014/10/14/greeting-introduction-and-leave-takings
Social english greeting, introducing and welcomingRabby Zibon
How to respond in different situations? This presentation guides you to respond in different situations formally, semi-formally and informally for Greeting, Introducing and Welcoming.
Visit Englishpost.org to download this document. There is more information to help you learn and teach English
http://englishpost.org/2014/10/14/greeting-introduction-and-leave-takings
Social english greeting, introducing and welcomingRabby Zibon
How to respond in different situations? This presentation guides you to respond in different situations formally, semi-formally and informally for Greeting, Introducing and Welcoming.
The diligent, concentrated and systematic teaching of phonics is central to the success of students achieving high reading standards. 785 million adults worldwide are illiterate!
Footstep Phonics applies a synthetic and fun-filled approach to mastering early literacy and fluent speech.
Each title has been carefully leveled and developed to UK core standards to ensure that children grow in confidence and ability through each step. All books are 104 pages, and cover 1 full year of study.
if you want to be a pro designer then this catia v5 which is advance and powerful for 2-D and 3-D designing software help you definitely .
credit:-Mr.vijay singh ( trendy updates guest blogger )
If you've ever struggled to come up with ideas for what to post on social media profiles - Facebook, Twitter, Instagram, etc., this slide deck should be a BIG help.
Comment to let me know what you think, and please share it with your friends and colleagues as I think it could become a key resource for brands.
The list is also available at http://www.socialmediacontentideas.com/
Thanks!
Andrew.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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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.
3. รูปแบบการแนะนาตัว
Introducing myself.
Hello, everybody. May I introduce myself? My
name is Nadech Saelao. You can call me
‘Bearie’. I’m 14 years old. I’m studying at Wat
Ratcha O Rot School in Mattayom 2. I live in
Bang Kae, Bangkok. I have an elder brother
and younger sister. My favourite subject is
Mathematics. In the future, I want to be a
teacher. Nice to meet you!
6. Then, ask your friends at least 3 persons to
answer these questions.
1st person 2nd person 3rd person
What’s your first
name?
What’s your nick
name?
How old are you?
Where do you live?
Do you have any
brothers or sisters?
What is your
favourite subject?
What do you want to
be in the future?
8. Vocabularies About Greetings
การทักทาย
Good morning อรุณสวัสด์ิ สวัสดีตอนเช้า
Good afternoon สวัสดีตอนบ่าย
Good evening สวัสดีตอนเย็น
Hi, Hello สวัสดี (ทักทายไม่จากัดเวลา)
9. Vocabularies About Greetings
การลาจาก
Goodbye ลาก่อน (ใช้กับบุคคลทั่วไป)
Good day ลาก่อน (ใช้กับบุคคลทั่วไป)
So long ลาก่อน (ใช้กับบุคคลที่สนิทสนม)
Bye Bye ลาก่อน (ใช้กับบุคคลที่สนิทสนม)
Good night ราตรีสวัสด์ิ (ใช้ในตอนกลางคืน)
See you later เด๋ยีวพบกันนะ
See you tomorrow แล้วพบกันใหม่วันพรุ่งนี้
Bon voyage! ขอให้เดินทางโดยสวัสดิภาพ
10. Vocabularies About Greetings
ถามสารทุกข์สุขดิบ
How are you?
How are you doing? คุณเป็นอย่างไร, สบายดีหรือ
How are you getting on?
ตอบรับสารทุกข์สุขดิบ
I’m very well, thank you and you?
ฉันสบายดี ขอบคุณ แล้วคุณล่ะ
Fine, thanks and you?
Not so well ไม่ค่อยสบายนักหรอก
11.
12. SET 1
Student A : Good morning, Mr/Ms. ………….
Student B : Good morning, Mr/Ms. …………. How are
you?
Student A : Quite well, thanks. And you?
Student B : Yes, very well, thanks.
Student A : I don’t see much of you these days.
Where did you spend your vacation?
Student B : Why! Don’t you know I moved to Korat?
Student A : Sorry, I really don’t know about it.
How long ago did you move there?
Student B : Over two months ago.
Student A : Oh! I have to go for meeting now. See you
later.
Student B : I hope to see again.
13. SET 2
Student A : You are Mr/Ms. ………….. , aren’t you?
Student B : Yes, I’m Mr/Ms. …………….
Student A : Can you remember me? I’m Mr/Ms.
……………….
Student B : Yes, I can. Long time no see.
Student A : I’m so glad to meet you today.
Student B : How are you getting on?
Student A : I’m fine. Thanks, and you?
Student B : I’m very well. Thanks
Student A : Where are you studying now?
Student B : I’m studying at Wat Ratcha O Rot
school, and you?
Student A : I’m studying at Yothin Burana School.
Student B : Well, see you again.
Student A : Bye bye.
14. MODULE 1.3
BASIC REQUEST,
OFFERS, PERMISSION,
AND INVITATIONS
15. Asking people to do things
(requests)
เรามักใช้ can หรือ could เพื่อขอร้องให้ผู้อื่นทา บางส่งิ
บางอย่าง เช่น
Can you wait a moment, please?
Could you wait a moment, please?
Lisa, can you do me a favor?
Excuse me, could you tell me how to
get to the airport?
Would you please be quiet? I’m trying
to concentrate.
16. Asking for things (offers)
ในการขอสิ่งของจากผู้อื่น เราใช้ Can I have …?
หรือ Could I have …? เช่น
Can I have these postcards,
please?
Could I have the salt, please?
May I have these postcards,
please?
17. Asking for and giving permission
ในการขออนุญาตทา บางส่งิบางอย่าง เราใช้ can,
could, หรือ may เช่น
Can I speak to Tom, please?
Could I use your phone?
May I come in, please?
18. Offering to do something
ในการเสนอตัวที่จะทา บางสิ่งบางอย่างให้กับผู้อื่นนั้น
บางครั้งใช้ Can I…? เช่น
Can I get you a cup of coffee?
Can I help you?
19. Offering and Inviting
ในการเสนอหรือการเชือ้เชิญ เราใช้ Would you
like…? (ไม่ใช้ Do you like…?) เช่น
Would you like a cup of coffee?
Would you like to come to dinner
tomorrow evening?
หากเราต้องการบางส่งิบางอย่าง ให้ใช้ I’d like ซึ่งเป็นการ
พูดอย่างสุภาพ เช่น
I’d like some information about hotels,
please.
I’d like to try on this jacket, please.
20. Instruction :
Fill in the blank with
Can, Could, May,
Would you like, I’d like
21. 1. If you are free next Sunday, ……………
to invite you to visit us at our new house.
2. Hello, …………………. I speak to Miss
Jane, please?
3. …………………… to meet Patcharapa?
She’s a great fun, many a man praised
her.
4. A : ……… you speak Thai?
B : No, I speak English and French only.
5. Student : ………. I go to toilet please?
Teacher : Yes, of course.
22. 6. Paula : …………… I stay two week?
Operator : You booked for only one week.
I’m afraid we ………… not allow you to
stay more than that.
7. This is Narai Hotel. …………. I help you?
8. ………………. to make a reservation for one
week.
9. ………………………… this style? Do you
want double or single-breasted?
10. ……………………….. to have dinner with me?
23. 11. A : …………………………… to read the
newspaper?
B : Thank you. But now my ear hurt.
12. I like to have a newspaper. ……………. you
fetch me one?
13. A : ………….. you give me any other room?
B : Certainly, You can get the opposite room,
sir. I’m afraid all the room full up. I’m sorry we
couldn’t manage it.
A : …………….. to settle my bill.
…………… I have my bill now?
B : Yes, sir. Here’s your bill.
14. ……………….. I have some aspirin tablets?
24. 15. Waiter : Good morning. …………… I help you?
Customer : …………. I have coffee toasts ham and
eggs?
16. …………. you let us have a small table for two?
17. Barber : ………………………… to have your ears
wax removed?
Customer : Yes, sure.
18. ……………… to have my hair done. I don’t know
which style suit me.
19. A : ……………. I use your type-writer for a
moment?
B : Certainly, there it is..
20. ……………………… to send these postcards to my
friend, but I didn’t seem to have a chance to go.
