A detailed proposal of a sequence of steps to adjust a lesson from the book English File 2 to practise past simple by having learners do different activities. Done with two fellow professors Nidia Angarita and Yolanda Leguizamón in 2009.
As a beneficiary of COMENIUS GRANT "METHODOLOGY AND LANGUAGE TEACHING" OXFORD, U.K.
7th grade, Highflyer Intermediate, Adventure Story - Relative Clauses
Demonstrative Lesson in front of the teachers of English Sector 5, Bucharest
As a beneficiary of COMENIUS GRANT "METHODOLOGY AND LANGUAGE TEACHING" OXFORD, U.K.
7th grade, Highflyer Intermediate, Adventure Story - Relative Clauses
Demonstrative Lesson in front of the teachers of English Sector 5, Bucharest
Reference Charts and Classroom Lessons - As children become readers, they must understand the parts of a sentence. Parts of a sentence include nouns (words that name people, places, or things), verbs (words that show action), adjectives (words that describe nouns), adverbs (words that describe verbs) and articles (words that define nouns – a, the). Children will move from simple sentences to more complex sentences encountered in their reading and writing.
Presentation About Materials Development in ELTPrincess Lover
ELT must at all times stimulate interaction as well as to be able to meet the practical needs of teachers and learners matching the realities of publishing materials.
Reference Charts and Classroom Lessons - As children become readers, they must understand the parts of a sentence. Parts of a sentence include nouns (words that name people, places, or things), verbs (words that show action), adjectives (words that describe nouns), adverbs (words that describe verbs) and articles (words that define nouns – a, the). Children will move from simple sentences to more complex sentences encountered in their reading and writing.
Presentation About Materials Development in ELTPrincess Lover
ELT must at all times stimulate interaction as well as to be able to meet the practical needs of teachers and learners matching the realities of publishing materials.
A brief analysis of reasons why pronunciation and the IPA should be explicitly taught in English lessons. Done with fellow professor Adriana Rivera in 2009.
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In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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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.
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,
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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.
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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!
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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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
6. DEALING WITH THE LANGUAGE ITEM First activity: Competition (mingling activity) The teacher prepares two sets of cards with the present and the past forms of the verbs from the reading text. These verbs will be written in different colours (e.g. blue for present forms and the red for past forms) for Ss to see the difference (helps revision and visual learners) Two big groups of twenty-five two teams: blue and red Each team receives cards corresponding to their colour and they will find their matching present/past form within their group. The first group to finish will be the winner.
7. DEALING WITH THE LANGUAGE ITEM First activity: Practice T asks Ss to tell him/her one of pairs of verbs they have just matched and for, instance, they suggest: have/had. T writes on the board: I have a car now. I had a bicycle at school. T asks Ss what the negative form of the previous sentence is and models: T: I do not(don’t) have a car now. (Eliciting, if possible) I did not (didn’t) have a bicycle. T repeats the same procedure for a sentence with be and can, which should already have been presented and practised in class before. T leaves the sentences written on the board because they will be necessary later.
8. DEALING WITH THE LANGUAGE ITEM First activity: Follow-up T asks Ss to tell him/her one of pairs of verbs they have just matched and they suggest: have/had. T writes on the board: I have a car now. I had a bicycle at school. T asks Ss what the negative form of the previous sentence is and models: T: I do not (don’t) have a car now. (Eliciting, if possible) I did not (didn’t) have a bicycle. T repeats the same procedure for a sentence with be and can, which should already have been presented and practised in class before. T leaves the sentences written on the board because they will be necessary later.
9. DEALING WITH THE LANGUAGE ITEM First activity: Controlled practice T prepares a worksheet with ten sentences for students to practise the language item by transforming them from affirmative to negative and question forms. The aim here is to reinforce the proper use and to set an adequate basis for the next activity to be meaningful.
11. STRIP STORY T will tell Ss they are going to read a text about this French woman, who is a 52-year-oldmodel, when she was a little girl at school. T elicits Ss’ opinions about the kind of childhood she might have had and writes some of those opinions on the board.
12. STRIP STORY T prepares four posters with the story of Inès de la Fressange leaving the blanks as indicated in the activity in the book, but with the size of the cards used for the first activity. Ss get in four groups, hands out a poster and a set of cards with the verbs in past (in affirmative or negative form as required) to each one of the groups so that they can put them in the corresponding blanks. T monitors and helps if necessary. The first group to finish will be the winner.
13. SENTENCE TRANSFORMATION Using the sentences written on the board as reference, T will ask Ss to go back to their seats and tells them that the information in the sentences in Part c of the activity is all incorrect, so they will need to transform the sentence into the negative form first and write the correction based on the information in the text. Ss are assigned some time to work individually, they check their answers with a partner and T has a final round-up to check answers as a group, orally and writing specific items which need special attention on the board.
14. PERSONALISATION Ss will write some sentences about their own experience when they started primary school. They get in pairs and tell their partners about it and, if possible, they ask for additional information (though the focus of the lesson was not on question forms).
15. PERSONALISATION: Extension The aim of the previous activity is to obtain information to make a short composition for next class describing their own and their partner’s experiences. In this way, Ss might see more clearly how the he/she forms do not change in past and use real-life information to practise the language.
16. SUMMARY OF ADAPTATIONS We added some activities: competitions and the final expansion with their personalised stories. We modifiedthe instructions completely. We expanded it: including a review of past forms and structure before the activity given. We resequenced the activity by doing the review before the reading comprehension.
17. REFERENCES Oxenden, C., Seligson, P. & Latham-Koenig C. (1997). English file 2: Student's book. Oxford: Oxford University Press.