My TEFL resources. See my resources webpage at http://www.globalcitizen.co.uk/inforesources/teflresources/resources.html
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
My TEFL resources. See my resources webpage at http://www.globalcitizen.co.uk/inforesources/teflresources/resources.html
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
My TEFL resources. See my resources webpage at http://www.globalcitizen.co.uk/inforesources/teflresources/resources.html
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
My TEFL resources. See my resources webpage at http://www.globalcitizen.co.uk/inforesources/teflresources/resources.html
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
A verb is a word that in syntax generally conveys an action, an occurrence, o...souvikaditya001
A verb is a word that indicates a physical action (e.g., “drive”), a mental action (e.g., “think”), or a state of being (e.g., “exist”). Every sentence contains a verb. Verbs are almost always used along with a noun or pronoun to describe what the noun or pronoun is doing.
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
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.
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.
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.
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.
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.
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.
2. Review of Asking Questions To form a question in English, we often use the words What, When, Where, Why, Who, or How. Sometimes you will also use a form of the verb “to do.” Some examples of questions in English are: What is your name? When are you coming to my party? Where is Lucas? Why are you here? How are you? Do you study English?
3. Practice with Asking Questions Match each question in the box to answers below. Where is my book? Why are you going to the mall? Who is my teacher? When is my next class? What color is your car? What color is your car? _________________________________ My car is blue. Your teacher’s name is Mrs. Andrews. Your next class is at 10:30 a.m. Your book is in your locker. I need to buy new shoes. Who is my teacher? _________________________________ When is my next class? ________________________________ Where is my book? _________________________________ Why are you going to the mall? _________________________________
4. Review of the Simple Past Tense For many English verbs, we add –ed to make it express an idea in the past. There are also many irregular verbs that you’ve learned. Some examples of sentences in the past tense are: They played outside. She walked home. I went to the store. The students studied. He was in school yesterday. You brought your lunch to school.
5. Practice with the Simple Past Tense Change each of the following sentences into the simple past tense. She ran. She runs. ______________________________________ I walk to the store. ______________________________________ They swim in the pool. ______________________________________ You practice soccer. ______________________________________ We go to school. ______________________________________ I walked to the store. They swam in the pool. You practiced soccer. We went to school.
6. Asking Questions in the Simple Past Tense Sometimes you may want to ask someone about something they did in the past. In order to do this, you will need to combine two things you’ve already learned: 1.) Speaking in the Simple Past Tense 2.) Asking questions When asking questions in the past tense, many times we need to use the verb “Did” and a present tense verb. Here is an example: Past tense sentence Past tense question She borrowed the keys. Did she borrow the keys?
7. Another way to ask a question in the past tense, Is by using a question word and changing the verb to the past tense. EXAMPLE A: In present tense, we would ask “Who plays baseball?” To make this question past tense, we still use our question word, “Who” and change the verb “plays” to “played.” The present tense question “Who plays baseball?” changes to “Who played baseball?” in the past tense. EXAMPLE B: In present tense, we would ask “When do you sing?” To make this question past tense, we still use our question word, “When” and change the verb “do” to “did.” Note that the verb “sing” does not change because we already changed the verb “do”. The present tense question “When do you sing?” changes to “When did you sing?” in the past tense.
8. Changing past tense sentences into past tense questions. Did they see the movie last week? They saw the movie last week. Anna wrote him a letter. He bought a new car last year. I arrived late for class. 5. He walked to work yesterday. Did Anna write him a letter? Did he buy a new car last year? Did I arrive late for class? Did he walk to work yesterday?
9. Practice with Past Tense Questions Before we can answer these questions, we need to identify the verb we will use in our answer. In each of the following questions, which verb will we change to the past tense to form our response? 1. Did you look for the dog or the cat? 2. Did he drop the bowl or the cup? 3. Did he smoke the pipe or the cigar? 4. Did you practice the guitar or the flute? 5. Did she play with the fish or the turtle? 6. Did they wash their hands or their feet? 7. Did you speak to your grandfather or your cousin? 8. Did you drive your BMW or your scooter? 9. Did you feel great or did you feel terrible? Did you hurt your leg or your foot?
10. More Practice with Past Tense Questions Now that we have identified the verb we need to use in each of the sentences, let’s answer the question. I looked for the dog. Did you look for the dog or the cat? Did he drop the bowl or the cup? Did he smoke the pipe or the cigar? Did you practice the guitar or the flute? Did she play with the fish or the turtle? Did they wash their hands or their feet? Did you speak to your grandfather or your cousin? Did you drive your BMW or your scooter? Did you feel great or did you feel terrible? Did you hurt your leg or your foot? He dropped the cup. He smoked the pipe. I practiced the flute. She played with the turtle. They washed their hands. I spoke with my grandfather. I drove my BMW. I felt great. I hurt my foot.
11. Using the Negative with the Past Tense Sometimes when we will want to answer questions with a negative response. In the present tense, we answer these questions with the phrase “do not” or “does not”, which can also be used in the contraction forms “don’t” and “doesn’t”. Example: Do you swim? No, I don’t swim. Does Jim read everyday? No, Jim does not read everyday. In the past tense, we will answer with “did not” or the contraction, “didn’t”. Did you swim? No, I didn’t swim. Did Jim read everyday? No, Jim did not read everyday.
12. Practice with negative responses. Answer each question with a negative response. Did you study? Did I walk the dog? Did she practice the piano? Did we know him? Did they go to the beach? No, I did not study. No, I did not walk the dog. No, she did not practice the piano. No, we did not know him. No, they did not go to the beach.
13. REVIEW Today we learned how to 1.) use past tense questions 2.) create negative past sentences. PAST TENSE QUESTIONS -Use “Did” with the present tense verb. Example: Did he study? Did you call me? -Use the question word “Who” and the past tense form of the verb. Example: Who called you? Who took the pen? NEGATIVE PAST SENTENCES -Use “did not” or “didn’t” to express the past tense. Example: I did not study. I didn’t call you.
