This lesson plan is done in order to complement the work done with the software Hot Potatoes.
It is aimed for students who are learning about animals and their classification (mammals, reptiles, birds, fish and amphibians), can('t) structure and action verbs performed by animals.
It was required as an assigment for the subject 'ICT in English Teaching' at Universidad Tecnológica Nacional.
This lesson plan is done in order to complement the work done with the software Hot Potatoes.
It is aimed for students who are learning about animals and their classification (mammals, reptiles, birds, fish and amphibians), can('t) structure and action verbs performed by animals.
It was required as an assigment for the subject 'ICT in English Teaching' at Universidad Tecnológica Nacional.
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.
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
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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
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
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.
Unit 8 - Information and Communication Technology (Paper I).pdf
Alvarez Marina Second didactic unit week 1
1. INSTITUTO DEFORMACIÓNDOCENTECONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
Profesorado de Inglés – Opción Pedagógica a Distancia
Instituto de Formación Docente Continua
Lenguas Vivas Bariloche
(A-052)
Materia: Práctica para Educación Primaria
Tutora: Prof. Aurelia Velázquez
Nombre: Claudia Marina Álvarez
E-mail : marinaalvarezdarriba@gmail.com; marina-alvarez@hotmail.com
Fecha: 30 de Octubre 2020
PRÁCTICA DOCENTE II
ENTREGA DE PLANIFICACIÓN - SEMANA 1
ALUMNA PRACTICANTE: Claudia Marina Álvarez
Curso: 2nd Children (3rd graders)
Nivel lingüístico del curso: starters
Cantidad de alumnos: 11
Tipo de Planificación: Clase
Unidad Temática: “Animals”
Semana Nº: 1
Learning Aims
During this week, learners will be able to:
● review and consolidate vocabulary about animals.
2. ● Consolidate vocabulary and structures learnt in previous units.
● Develop speaking skills in class.
● Develop listening and reading comprehension skills.
Language Focus
LEXIS FUNCTIONS STRUCTURE
R
E
V
Wild animals: lion,
tiger, elephant,
monkey, frog
Colors
Action verbs
performed by
animals: jump,
swim, walk, run, fly,
climb, crawl, hop,
swing, etc.
Name animals and
describe its color
Say what an animal
can and can’t do
It’s ..(black and white)..
It can / can’t ………
N
E
W
Wild Animals:
panda, parrot,
snakes, kangaroo,
penguin, giraffe,
zebra, crocodile
Herbivores/
carnivores
Describe wild
animals’ abilities
Categorize animals
as herbivores or
carnivores
Did you know
that…….?
Week 1 : Monday 2nd
November
I will send the following Word file:
3. Hi kids, this week we start a new unit about animals!
1) Watch this video about animals:
https://youtu.be/8bp8j5CqbN8
2) Now, look at this zoo!
4. a) Write the names of the animals
b) It’s feeding time at the zoo, and Mr. Brand, the keeper, has ten animals to feed. Listen and
draw his route around the zoo. He goes to the elephants first.
https://voca.ro/1hRMv5gjJ1sb
c) Now, think! What food does Mr. Brand give to these animals? What do these animals eat?
Watch this video:
https://www.youtube.com/watch?v=fsIB9mR-QCI
While you watch the video complete the following chart:
Animal Herbivore Carnivore
5. Cobra
d) Choose one animal and draw it! You can use some ideas from the video.
e) Look at the animals on pages 80-83 from the student’s book. Name them.
f) Complete the activity on page 62 from the workbook.
Week 1: Friday 7th
November
Synchronous meeting via Zoom
Materials
● Power point presentation
● Word wall game
Procedures
ROUTINE (5 minutes)
We will greet the students and willaskthem “how are you today?” as they join the zoom
meeting. We will make some small talk in the meantime and remind them to mute their
mics while the teacher or a classmate is speaking.
WARM- UP (10 minutes)
As a warm-up game I will share my screen to play the following game.
https://wordwall.net/resource/5793803
6. Students will have to identify the animals that slowly appear in the screen.
Transition: “Ok! Well done! Now, let’s see what wild animals can do!
DEVELOPMENT
Activity 1 (15 minutes)
I will share my screen and display the following power point presentation I will use it to
present and review vocabulary while teaching some facts about these wild animals. I will
use the images to prompt them to speak.
https://docs.google.com/presentation/d/e/2PACX-
1vSs3XeaMWdqeRw1qYZjs77mXsv3LAEvlGYw2Xfd9tFPVPTRWrhdRQ19eS50v8p3JQ/pu
b?start=false&loop=false&delayms=3000
Transition: “Great! Did you know these amazing facts about these animals? Now, let’s look at the
animals you drew”
Activity 2 (10 minutes)
I will take advantage of the “Among us” boom to play the following game. I will put one
of the students in the waiting room. I will choose one of the animals they have drawn,
and I will tell students that when the student who is the waiting room joins the class
again, they will have to say something that describes this animal (for example: this
animal can jump, this animal is black and white, this animal can’t swim) But one of them
will be an impostor (I will pick the impostor at random using this wheel:
https://wordwall.net/resource/5811279 ) and s/he will have to give a completely
misleading description of the animal. I will allow the student to enter the class and s/he
will have to identify the animal and say who the impostor is. To make it more
challenging, I will pick two impostors in the next round.
Activity 3 (10 minutes) Pair Activity
I will pair them up in breakout rooms. They will have to take turns and ask and answer
questions about the animals they have drawn. I will use zoom’s whiteboard to model
some of the questions they may use:
What color is your animal? It’s ……..
Is it an herbivore/ carnivore? It’s …………..
Can it hop/ swim/ swing? It can…………
7. Do you like your animal?
Transition: “Good job!” “Now, let’s give a look at these animals in the zoo”
Activity 3 (10 minutes)
I will click on the following link to be shared:
https://kids.sandiegozoo.org/animals?field_animal_type_target_id=1
It’s San Diego’s zoo website in which we can find live cameras to spy on the following
animals: tiger, elephants, pandas, polar bears. As I show the different animals, I will ask
the following questions:
What animal is this?
What can this animal do?
What does this animal eat?
Is it a carnivore or an herbivore?
Transition: “Great! Would you like the visit to this zoo?”
CLOSURE
For closure, I will remind them I will be sending this website address through WhatsApp
because I think they will have fun browsing it and doing some of activities this site has
for children. Then, we’ll greet each other goodbye and wish each other a nice weekend.
I will be sending the following homework:
Workbook: page 63
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Needs
improvement
1
Visual
organization
x
