This document provides examples of how to use adjectives to describe people's emotions, behaviors, and reactions. It gives lists of adjectives like nice, kind, stupid, angry, surprised, and sorry. For each adjective, it gives examples of how to use it in a sentence, such as "It was very nice of you to help me" or "Everyone was surprised by the news." It then prompts the user to complete sentences using those adjectives. The purpose is to help learn how to correctly use adjectives to describe emotions, behaviors, and reactions.
How to use the prepositions 'in', 'on', 'at', 'into', 'onto' and 'to' when expressing place and movement.
For more English tutorials, please visit:
https://www.thelecturette.com
The adjectives are used to follow by preposition “on” when we want to indicate the state of something and we use with the following specific adjectives.
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.
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.
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
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.
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.
Embracing GenAI - A Strategic ImperativePeter 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.
3. EXAMPLES:
1. Thanks! It was very NICE of YOU to HELP me.
2. It is STUPID of HER to GO OUT at night alone.
3. It was KIND of HIM to SOLVE the problem.
4. It is GOOD of THEM to STUDY for the tests.
4. COMPLETE THE SENTENCES BELOW:
1. It is NICE _______________________________.
2. It was KIND ____________________________.
3. It is GOOD _____________________________.
4. It is STUPID ____________________________.
5. It was SILLY ____________________________.
6. It is INTELLIGENT _______________________.
7. It was IMPOLITE ________________________.
8. It is RUDE _____________________________.
9. It was SENSIBLE ________________________.
6. EXAMPLES:
1. SHE has been very NICE to ME.
2. Why are YOU so RUDE to MARY?
3. THE GUESTS were CRUEL to THE WAITERS.
4. THE BOY is always KIND to OLD PEOPLE.
7. COMPLETE THE SENTENCES BELOW:
1. The Students ___________________________.
2. Jane __________________________________.
3. Mary and Ruth _________________________.
4. He ___________________________________.
5. The boy _______________________________.
6. Jack __________________________________.
7. Old people _____________________________.
8. Parents _______________________________.
9. Teachers ______________________________.
9. EXAMPLES:
1. Why are YOU so ANGRY about THE FILM?
2. THEY were FURIOUS with THE CHILDREN.
3. HE was very EXCITED for TAKING the test.
10. COMPLETE THE SENTENCES BELOW:
1. He was ANGRY about ____________________.
2. Jane got ANNOYED for __________________.
3. They are FURIOUS with __________________.
4. James got NERVOUS about ______________.
5. The teacher is DELIGHTED for ____________.
6. He is EXCITED about ____________________.
7. The tourists were FURIOUS with __________.
12. EXAMPLES:
1. EVERYONE was SURPRISED by/at THE NEWS.
2. WE were AMAZED at/by THE LANDSCAPE.
3. THE PARENTS were SHOCKED by/at FILM.
4. I got ASTONISHED by/at WHAT she said to me.
13. COMPLETE THE SENTENCES BELOW:
1. He was SURPRISED at ___________________.
2. Jane got SHOCKED by ___________________.
3. They are AMAZED at ____________________.
4. James got ASTONISHED by ______________.
15. EXAMPLES:
1. I feel SORRY about YOUR PROBLEM.
2. WE are SORRY for YOUR MOTHER.
3. BETH felt SORRY for SHOUTING at her son.
4. SHE feels SORRY about THE ARGUMENT.
16. COMPLETE THE SENTENCES BELOW:
1. I feel SORRY about ______________________.
2. Henry and Mark were SORRY for ___________.
3. They are SORRY for ______________________.
4. James feels SORRY about ________________.
