This presentation is meant for pupils of primary school of standard 3. It has been prepared by the classroom teacher, Mr Reshad Codabaccus of Bon Accueil Government School. He teaches using technology and wishes to share his works with all the pupils of Mauritius, Rodrigues and Agalega. Hope you will find it interesting the way the lesson has been presented. Any suggestions to improve the work, will be much appreciated. Email: eschool@intnet.mu. Thank you.
This presentation is meant for pupils of primary school of standard 3. It has been prepared by the classroom teacher, Mr Reshad Codabaccus of Bon Accueil Government School. He teaches using technology and wishes to share his works with all the pupils of Mauritius, Rodrigues and Agalega. Hope you will find it interesting the way the lesson has been presented. Any suggestions to improve the work, will be much appreciated. Email: eschool@intnet.mu. Thank you.
This presentation is meant for pupils of primary school of standard 3. It has been prepared by the classroom teacher, Mr Reshad Codabaccus of Bon Accueil Government School. He teaches using technology and wishes to share his works with all the pupils of Mauritius, Rodrigues and Agalega. Hope you will find it interesting the way the lesson has been presented. Any suggestions to improve the work, will be much appreciated. Email: eschool@intnet.mu. Thank you.
This presentation is meant for pupils of primary school of standard 3. It has been prepared by the classroom teacher, Mr Reshad Codabaccus of Bon Accueil Government School. He teaches using technology and wishes to share his works with all the pupils of Mauritius, Rodrigues and Agalega. Hope you will find it interesting the way the lesson has been presented. Any suggestions to improve the work, will be much appreciated. Email: eschool@intnet.mu. Thank you.
Book 11 SPEAK DIRECT ENGLISH METHOD ® ENGLISH - sample international version - http://www.SPEAKmethod.eu
learn english with SPEAK DIRECT METHOD ENGLISH
Book11 SPEAK DIRECT METHOD ® ENGLISH - sample international version
Description 3dot technologies is one of the top institutes in pune who provides a web design and development course with 100% job Assistance. Our well trained professionals covers all updated syllabus and Gives advnced knowledge about
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Power Point acerca de los principales accidentes geográficos del relieve físico de la Península Ibérica, para trabajar en clase de 1º de la ESO, Geografía e Historia.
Simple past, Caracteristicas, usos, Verbos regulares e irregulares, Oraciones afirmativas, negativas e interrogativas, ejercicios resueltos y para resolver.
Buch4 german kids - niemiecki dla dzieci metodą bezpośredniąSpeak-Direct-method
Speak.pl direkte Methode für Kinder Buch 4, niemiecki dla dzieci metodą bezpośrednią , direct method for german kids, książki do nauki niemieckiego dla dzieci
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.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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.
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
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.
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.
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.
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.
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.
Book3 SPEAK DIRECT ENGLISH ® - sample international version
1. SPEAK.PL DIRECT METHOD ® English (INT) Book 3new
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BOOK 3
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3. SPEAK.PL DIRECT METHOD ® English (INT) Book 3new
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Section 39.1
Irregular Verbs
to wake up /ˈweɪk ˈʌp/
to get up
/ˈɡet ˈʌp/
to sleep
/sliːp/
to work
/wɜː(r)k/
a factory
/ˈfæktri/
(the teacher explains the following in the students’ native language)
Some verbs are irregular and they don’t take “-ed” in the Past Simple Tense.
eat – ate drink – drank wear – wore
run – ran write – wrote read - read
sleep – slept
I WORK 9 HOURS DURING THE DAY. > You work 9 hours during the day.
I ATE FISH AND CHIPS YESTERDAY. > You ate fish and chips yesterday.
KATE WORE A PINK SKIRT THE DAY
BEFORE YESTERDAY.
>
Kate wore a pink skirt the day before
yesterday.
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I READ AN INTERESTING
NEWSPAPER YESTERDAY.
> You read an interesting newspaper yesterday.
MY FATHER DRANK 2 BEERS LAST
NIGHT.
> Your father drank 2 beers last night.
FRANK AND BETTY RAN TO SCHOOL
LAST WEEK.
> Frank and Betty ran to school last week.
STEVEN KING WROTE MANY GOOD
NOVELS.
> Steven King wrote many good novels.
MY FATHER WORKS IN A FACTORY
BUT I WORK AT SCHOOL.
>
Your father works in a factory but you work
at school.
MY FRIEND WORKS IN A CITY HALL. > Your friend works in a city hall.
I wake up at 7 o’clock and go to work at 7.30.
I work 9 hours during the day.
My friend works in the city hall and she gets up at 8 o’clock.
I sleep 7 hours at night but my friend sleeps 12 hours at night.
WHAT TIME DO I WAKE UP? > You wake up at 7 o’clock.
WHAT TIME DO I GO TO WORK? > You go to work at 7.30.
HOW MANY HOURS DO I WORK
DURING THE DAY?
> You work 9 hours during the day.
DOES MY FRIEND WORK IN THE
CITY HALL?
> Yes, your friend works in the city hall.
DOES MY FRIEND GET UP AT 8
O’CLOCK?
> Yes, your friend gets up at 8 o’clock.
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DO I SLEEP 7 HOURS AT NIGHT? > Yes, you sleep 7 hours at night.
DOES MY FRIEND SLEEP 12 HOURS
AT NIGHT?
> Yes, your friend sleeps 12 hours at night.
DO YOU WORK 12 HOURS DURING
THE DAY?
>
No, I don’t work 12 hours during the day but
I work 8 hours during the day.
WHAT’S THE PAST OF ‘EAT’? > The past of ‘eat’ is ‘ate’.
WHAT’S THE PAST OF ‘WRITE’? > The past of ‘write’ is ‘wrote’.
WHAT DID YOU EAT YESTERDAY? > I ate a ham sandwich yesterday.
WHERE DID YOU RUN ON FRIDAY? > I ran to the shop on Friday.
WHAT DID YOU DRINK LAST WEEK? > I drank water last week.
WHAT CLOTHES DID YOU WEAR 2
DAYS AGO?
>
I wore a black t-shirt, blue trousers and black
shoes 2 days ago.
DID YOU WRITE ANYTHING 2 WEEKS
AGO?
> Yes, I wrote something 2 weeks ago.
WHAT DID YOU READ LAST MONTH? > I read a poem last month.
WHAT’S THE PAST OF ‘DRINK’? > The past of ‘drink’ is ‘drank’.
WHAT’S THE PAST OF ‘WRITE’? > The past of ‘write’ is ‘wrote’.
DID YOU WEAR TROUSERS THE DAY
BEFORE YESTERDAY?
> Yes, I wore trousers the day before yesterday.
DID YOU READ A GOOD NOVEL 2
MONTHS AGO?
> Yes, I read a good novel 2 months ago.
WHAT BEER DID YOU DRINK LAST
NIGHT?
> I drank Guiness last night.
DID YOU LIKE TO DRINK BEER
WHEN YOU WERE IN ITALY?
>
No, I didn’t like to drink beer when I was in
Italy but I liked to drink wine.
WHAT DO YOU THINK I ATE LAST
WEEK?
> I think you ate some fruit last week.
WHAT’S THE PAST OF ‘RUN’? > The past of ‘run’ is ‘ran’.
WHAT’S THE PAST OF ‘READ’? > The past of ‘read’ is ‘read’.
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WHERE DO YOU WORK? > I work in a factory.
DOES YOUR MOTHER WORK IN A
CITY HALL?
>
No, my mother doesn’t work in a city hall but
she works in a hospital.
WHAT TIME DO YOUR CHILDREN
WAKE UP?
> My children wake up at 7 o’clock.
(the students make questions to the following answers)
NO, I DON’T WANT TO WORK IN A
FACTORY BUT I WANT TO WORK IN
A BANK.
> Do you want to work in a factory?
I ATE SOME ITALIAN FOOD
YESTERDAY.
> What did you eat yesterday?
I DRANK SOME WINE LAST NIGHT. > What did you drink last night?
NO, I DIDN’T WRITE A POEM LAST
WEEK.
> Did you write a poem last week?
I WORE T-SHIRTS WHEN I WAS IN
AUSTRALIA.
>
What did you wear when you were in
Australia?
NO, I DIDN’T READ ANYTHING THE
DAY BEFORE YESTERDAY.
>
Did you read anything the day before
yesterday?
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Section 39.2
The Past Simple Tense of the verb To
Be negative sentences and questions
I wasn’t here
/ˈaɪ ˈwɒz(ə)nt ˈhɪə(r)/
He wasn’t here
/ˈhiː ˈwɒz(ə)nt ˈhɪə(r)/
Was she here?
/ˈwɒz ʃi ˈhɪə(r)/
Were you here?
/ˈwɜr ju ˈhɪə(r)/
rode
/rəʊd/
around
/əˈraʊnd/
a cinema
/ˈsɪnəmə/
(the teacher explains the following in the students’ native language)
We don’t use ‘didn’t’ in negative sentences
with the verb ‘To Be’ in the Past Simple Tense
instead we use the form ‘wasn’t’ and ‘weren’t’
I wasn’t We weren’t
You weren’t You weren’t
She wasn’t He wasn’t They weren’t
wasn’t = was not
weren’t = were not
We don’t use ‘did’ in questions with the verb ‘To Be’ in the Past Simple Tense;
instead we use the form ‘was’ and ‘were’ and put them before the doer of the action.
Was I? Were we?
Were you? Were you?
Was he? Was she? Were they?
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I WASN’T IN THE PARK LAST NIGHT. > You weren’t in the park last night.
THE STUDENTS WEREN’T IN THE
CLASSROOM ON SUNDAY.
>
The students weren’t in the classroom on
Sunday.
WAS FRANK HERE YESTERDAY? > Was Frank here yesterday?
WERE THEY AT THE CINEMA THE
DAY BEFORE YESTERDAY?
>
Were they at the cinema the day before
yesterday?
MAKE A NEGATIVE SENTENCE WITH
THE VERB ‘TO BE’ IN THE PAST
SIMPLE, PLEASE.
> I wasn’t here yesterday.
MAKE A QUESTION WITH THE VERB
‘TO BE’ IN THE PAST SIMPLE,
PLEASE.
> Were you in Argentina last week?
- Were you in the park yesterday?
- Yes, I was in the park yesterday.
- Were your children there with you?
- Yes, my children were in the park with me,
they rode bicycles around the park.
- Was your brother with you?
- No, my brother wasn’t with us, he was in hospital yesterday.
WERE YOU IN THE PARK
YESTERDAY?
> Yes, I was in the park yesterday.
WERE YOUR CHILDREN THERE
WITH YOU?
> Yes, my children were in the park with me.
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DID YOUR CHILDREN RIDE
BICYCLES AROUND THE PARK?
>
Yes, my children rode bicycles around the
park.
WAS YOUR BROTHER WITH YOU IN
THE PARK?
> No, my brother wasn’t with us in the park.
WAS YOUR BROTHER IN HOSPITAL
YESTERDAY?
> Yes, my brother was in hospital yesterday.
WAS I AT SCHOOL LAST WEEK? > Yes, you were at school last week.
WAS BETTY IN THE PARK 2 DAYS
AGO?
> No, Betty wasn’t in the park 2 days ago.
WERE YOU HERE THE DAY BEFORE
YESTERDAY?
> No, I wasn’t here the day before yesterday.
WERE THE STUDENTS AT HOME
LAST NIGHT?
> No, the students weren’t at home last night.
WERE WE IN THIS CLASSROOM
LAST MONTH?
> No, we weren’t in this classroom last month.
DO YOU THINK I WAS IN CHINA
YESTERDAY?
>
No, I don’t think you were in China
yesterday.
WHERE DO YOU THINK I WAS
YESTERDAY?
> I think you were at home yesterday.
DO YOU THINK THE STUDENTS
WERE AT THE CINEMA LAST
SATURDAY?
>
No, I don’t think the students were at the
cinema last Saturday.
WHERE DO YOU THINK KATE WAS 2
WEEKS AGO?
> I think Kate was on holidays 2 weeks ago.
WERE THERE BOOKS IN THIS ROOM
LAST WEEK?
> Yes, there were books in this room last week.
WERE THERE CARS AROUND THE
SCHOOL THE DAY BEFORE
YESTERDAY?
>
No, there weren’t cars around the school the
day before yesterday.
WHERE WERE YOUR CHILDREN
LAST MONTH?
>
My children were in Argentina with their
grandparents last month.
WHERE WERE YOU LAST SUMMER? > I was in Italy last summer.
WERE YOU IN FRANCE IN WINTER? >
No, I wasn’t in France in winter but I was at
home.
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(the students make questions to the following answers)
NO, I WASN’T HERE 2 DAYS AGO. > Were you here 2 days ago?
YES, ANDREW WAS AT SCHOOL
LAST WEEK.
> Was Andrew at school last week?
FRANK WAS HERE LAST MONTH. > Where was Frank last month?
NO, MY CHILDREN WEREN’T AT THE
CINEMA LAST NIGHT BUT THEY
WERE AT HOME.
> Were your children at the cinema last night?