The document describes a survey with 5 response options regarding possession and registration of a clicker:
A) The respondent has a registered clicker.
B) The respondent has an unregistered clicker.
C) The respondent does not have a clicker but will get one tomorrow.
D) The respondent does not have a clicker and does not know when they will get one.
E) Another response is required with an explanation.
Passive and active voice. Introduction. Interactive and easy lesson done to teach EFL teenagers.
This presentation shows step by step a whole 2 hour-class to teach passive voice. It is very interactive and gives all clues of what to show and when, links and attachements. It worked!!! (even with very "active" students :) !). I have made an extract of lots of ppts and info uploaded before by other colleagues (thank you for the support). This is an introduction.
Passive and active voice. Introduction. Interactive and easy lesson done to teach EFL teenagers.
This presentation shows step by step a whole 2 hour-class to teach passive voice. It is very interactive and gives all clues of what to show and when, links and attachements. It worked!!! (even with very "active" students :) !). I have made an extract of lots of ppts and info uploaded before by other colleagues (thank you for the support). This is an introduction.
When subject and object refer to the same person termed as reflexive pronoun while reflexive pronoun used to emphasize the particular noun termed as an emphatic pronoun.
An infinitive is a form of verb that appears in its basic form. It is preceded by a particle “to,” and can serve as an adjective, an adverb, or a noun. In this Power Point Presentation I clearly discussed about Infinitives and its usage in very detailed manner. please use this Power Point Presentation for your Reference.
When subject and object refer to the same person termed as reflexive pronoun while reflexive pronoun used to emphasize the particular noun termed as an emphatic pronoun.
An infinitive is a form of verb that appears in its basic form. It is preceded by a particle “to,” and can serve as an adjective, an adverb, or a noun. In this Power Point Presentation I clearly discussed about Infinitives and its usage in very detailed manner. please use this Power Point Presentation for your Reference.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Paúl Fernando González Torres
Ciclo: Tercero
Bimestre: Segundo
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
A clause comes in four types; independent, dependent, relative or noun clause. Every clause has at least a subject and a verb. An independent clause, also called a main clause, is a clause that can stand on its own. It contains all the information necessary to be a complete sentence.
A clause comes in four types; independent, dependent, relative or noun clause. Every clause has at least a subject and a verb. An independent clause, also called a main clause, is a clause that can stand on its own. It contains all the information necessary to be a complete sentence.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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
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
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.
Chapter 3 - Islamic Banking Products and Services.pptx
September 9
1. A. Yes, I have a clicker and it is registered
B. Yes, I have a clicker, but no, it is not
registered
C. No, I do not have a clicker, but I will get one
by tomorrow
D. No, I do not have a clicker and I don’t know
when I will get one
E. Other (keep in mind you may need to
explain yourself to me)
2. Feel free to leave when you are
finished and come back at the
designated time, but absolutely no
talking in the classroom!
3.
4. Verb pretenders look like verbs but do not act as
verbs in sentences. The most common verb
pretenders are verb + -ing and to + verb
combinations.
cooking to cook
working to work
studying to study
5. When an –ing verb appears in a sentence without
a helping verb, it does not act as the verb of the
sentence. Instead, it modifies, or describes,
other words in the sentence.
I took a picture of the man swimming in the
fountain.
(Swimming describes the man.)
6. When an –ing verb appears in a sentence without
a helping verb, it does not act as the verb of the
sentence. Instead, it modifies, or describes,
other words in the sentence.
Working hard, we completed the job in a day.
(Working describes the subject of the
sentence, we.)
7. When an –ing verb appears in a sentence without
a helping verb, it does not act as the verb of the
sentence. Instead, it modifies, or describes,
other words in the sentence.
The barking dogs kept me awake at night.
(Barking describes the dogs.)
8. In the space provided, indicate
whether the –ing verb in each of the
following sentences acts as a modifier
(describer) or as part of a verb.
19. The to + verb combination also looks like a verb
but does not act as a verb in a sentence; instead,
it acts as either a noun or a modifier (describer)
that describes something.
I can’t wait to open my gifts.
(Because to comes in front of open, open does not
act as a verb. Instead, to open modifies wait.)
I always open my gifts before my birthday.
(Here open acts as a verb).
20. The to + verb combination also looks like a verb
but does not act as a verb in a sentence; instead,
it acts as either a noun or a modifier (describer)
that describes something.
Susan has a plan to buy apples.
(Because to comes in front of buy, buy does not act
as a verb. Instead, to buy modifies plan.)
Susan buys apples from the farm.
(Here buys acts as a verb.)
21. The to + verb combination also looks like a verb
but does not act as a verb in a sentence; instead,
it acts as either a noun or a modifier (describer)
that describes something.
My goal is to study medicine.
(Because to comes in front of study, study does not
act as a verb. Instead, to study acts as a noun.)
Many Americans study medicine overseas.
(Here study acts as a verb.)
22. Locate the word or words that express the
action or link the subject to the rest of the
sentence.
Check that the word is not a verb pretender.
When a verb + -ing combination appears in a
sentence without a helping verb, it’s a verb
pretender.
When a to + verb combination appears, it’s a
verb pretender.
23. In each of the following sentences, box the subject(s), underline the
verb(s) and identify what kinds of verbs they are above. Do not
confuse verbs and verb pretenders.
A=Action Verb
L=Linking Verb
H=Helping Verb
1. Kim agreed to have the meeting at her house.
2. While taping the playoffs, Hugo watched a
documentary.
3. Stepping carefully, Nizar tried to avoid the wet
paint.
4. The hikers reached their campground by
sunset.
5. Mosquitoes were annoying the sunbathers.
A
A
A
A
AH
24. In each of the following sentences, box the subject(s), underline the verb(s)
and identify what kinds of verbs they are above. Do not confuse verbs
and verb pretenders.
A=Action Verb
L=Linking Verb
H=Helping Verb
6. Adam washed his hands before kneading the bread
dough.
7. The people on the street hoped to glimpse the famous
actress.
8. Opening the newspaper, Maya began to read the
classified ads.
9. After work, Tim and Linda lack the energy to cook
dinner.
10. Slipping the diamond ring on Leticia’s finger,
Nahum asked her to marry him.
A
A
A
A
A
25. Write short paragraph describing in detail your
worst experience at a restaurant
Revise and write the paragraph about the same
incident only this time write to a person who
was with you
Revise and write about the same incident, but
this time write to someone in the future you
don’t know who could benefit from the story
26. Who was the audience of your first paragraph?
Why does it matter?
Which paragraph was the most personal?
Which was the most impersonal?
Which paragraph has the most details?
Audience is one of the three most important
aspects of writing.
27. Go back and try to determine the purpose for
each paragraph. What were you trying to do
with your writing?
Purpose is the second of the three most
important aspects of writing.
You must know for whom you are writing and
why you are writing!
Topic!!
28. Do you have any questions
about Essay #1?
Your rough draft is due
Wednesday
Remember, this draft is not a free
write—you should draw from
your free write to create it
29. A. Quiz
B. Verb Pretenders
C. Finding and labeling subjects and
verbs
D. Audience/Purpose exercise
E. Open questions about Essay #1
30. A. Quiz
B. Verb Pretenders
C. Finding and labeling subjects and
verbs
D. Audience/Purpose exercise
E. Open questions about Essay #1
31. Turnitin assignment moved to
Wednesday because the Internet
was down at the lab
Essay #1 rough draft
Bring your highlighters
Remember to post to the
discussion by Thursday and
respond to at least two students by
Sunday
32. Meet in Computer Commons A
after the break. There will be a
sign-in sheet and I will remove it
when the break is over.