- Presentation due next week
- Workbooks due next week (units 8&9)
- Exam in 2 weeks (units 8 & 9, multiple choice)
- If absent, one week deadline to submit doctor's note
The document summarizes upcoming assignments and deadlines for a class. A presentation and workbooks are due next week. An exam on units 8 and 9 will take place in 2 weeks and will be multiple choice. Students who are absent have one week to provide a doctor's note.
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
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.
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.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
English 2 Unit 9
1. • Presentation due next week
• Workbooks due next week (8&9)
• Exam in 2 weeks (unit 8 & 9) written
(multiple choice,)
• XLate 9:15 X
if I call attendance, and you arrive after that, you are late
• If absent, one week deadline to give me letter
3. What does eating mean to you??
• an adventure
• a necessity
• a social activity
• something else _________________
Ask and answer that question with a partner. Try
to explain.
Culture Box: Many westerners love to have aachance to eat food from other
Culture Box: Many westerners love to have chance to eat food from other
countries. Most large cities have restaurants serving food from many different
countries. Most large cities have restaurants serving food from many different
countries. We sometimes call this food ethnic food.
countries. We sometimes call this food ethnic food.
P. 87
4. Watch a video about a bizarre food adventure…
Try to listen for the following information. Jot some
notes.
a. What country is the host visiting?
b. What’s the name of the animal the men are
hunting?
c. What makes food taste better for the host. Listen
for comparative adjectives.
d. Why does he need to take off his yellow jacket?
e. How does the meat that he eats taste?
f. What do the animals eat and drink that makes
them taste so good?
5. Watch the following video about a food adventure…
Can you guess what the food is?
7. Discussion:
1.
2.
3.
4.
5.
6.
Would you like to try grilled Puffin meat?
What’s the most adventurous food you’ve ever eaten?
What’s a strange food you’d never eat?
What’s a strange food you’d like to try?
What food would you go to the ends of the earth to eat?
What’s a Korean food that foreigners might think is strange?
16. Page 88 – vocabulary :food
A
1. fat, salt, and sugar
2. fruit
3. meat and other proteins
4. vegetables
5. dairy products
6. carbohydrates
17. • Ask your partner about their eating habits?
A: Do you eat a lot of carbs?
B: Not really, but I eat a lot of dairy. I love milk
and cheese.
A: How many servings of carbs do you eat every
day?
B: I probably eat about two servings a day.
P. 88
18. Page 88 2 Grammar count and non-count nouns
with some, any
• Language in context
Which lunch sounds good to you?
Man 1. a sandwich, some juice (not any ice cream or milk)
Man 2. an apple, some cheese
Girl 1. chicken, a lot of rice, some veggies
Girl 2. soup, some potatoes, some meat
Look at the following slides
19. Page 88, 89 – grammar: count and noncount nouns with
some, any, a, an
count nouns
(countable nouns)
some
noncount nouns
(uncountable nouns)
any
a
an
20. Page 88, 89 – grammar: count and noncount nouns with
some, any, a, an
count nouns
(countable nouns)
a banana
noncount nouns
(uncountable nouns)
some rice
21. Page 88, 89 – grammar: count and noncount nouns with
some, any, a, an
singular count nouns
(singular = 1)
some
plural count nouns
(plural = more than 1)
any
a
an
22. Page 88, 89 – grammar: count and noncount nouns with
some, any, a, an
singular count nouns
(singular = 1)
an apple
plural count nouns
(plural = more than 1)
some apples
23. count nouns
Do you want
___ apples?
I don’t want
___ apples.
Do you want
___ apple?
I don’t want
____ apple.
some
any
a
an
24. count nouns
Do you want
some/any
apples?
I don’t want
any apples.
Do you want
an apple?
I don’t want
an apple.
some
any
a
an
27. Page 89
C – circle the correct options
1. an apple
2.
3.
4.
5.
6.
7.
8.
28. Page 89
C – circle the correct options
1. Do you want an apple?
2. I don’t want any cookies.
3. Let’s get some bananas.
4. Do you like onions?
5. I want some rice with my steak.
6. We don’t have any vegetables.
7. Is there any ice cream in the fridge?
8. I don’t like beef.
29. Page 89
4. Do you like onions? (OK)
(a general question)
Would you like an onion? (OK)
(=Do you want to eat an onion?)
7. Is there any ice cream in the
fridge? (noncount noun)
Is there an ice cream (cone) in
the fridge? (count noun)
fridge = refrigerator
30. Discussion:
1. Describe your daily diet. Ex. I usually eat a lot of carbs and
some fruit.
2. Do you count calories when you order or buy food?
3. Do you think your diet is well balanced?
4. Name something you wish you could stop eating.
5. Name something you wish you’d eat more of.
6. What do you usually eat (not eat) for lunch/dinner/breakfast?
Use a, an, some, any
You’d = You would
I wish I could stop eating.. I wish I would eat more of…
32. Group work
-You are chefs.
-You will design a new food.
1. What is the name of your food?
2. What did you put in your food? (4 ingredients
minimum)
3. What didn’t you put in your food? (2 things minimum)
4. Is your food healthy/unhealthy/expensive/cheap?
Present your food to another group. Each
student speak a little.
33. Example
1. Octopus Ice Cream
2.
a) We put an octopus in our ice cream.
b) We put some chicken feet in our ice cream.
c) We put a pig’s ear in our ice cream.
d) We put some strawberries in our ice cream.
3.
a) We didn’t put any sugar in our ice cream.
b) We didn’t put any curry in our ice cream.
4. Our ice cream is expensive and healthy.
34. Take a vote:
Which food is the tastiest?
Which food is the most healthy?
Which food is the most disgusting?
35. Page 90 – Grammar: verb phrases
Which sentence is correct?
1. I would like to dancing in Hongdae.
2. I would like to dance in Hongdae.
36. Page 90 – Grammar: verb phrases
Which sentence is correct?
1. I would like to dancing in Hongdae. (X)
2. I would like to dance in Hongdae. (O)
37. Page 90 – Grammar: verb phrases - B
I have
to ___.
I’d like to
___.
I’d love
to ___.
I want to ____.
Would
you like
to ___?
I need
to ___.
38. Page 90 – grammar
B
1.What form of the verb is used after would like?
Infinitive (to + base form)
I would like dance in Hongdae. (X)
I would like to dance in Hongdae. (O)
2.What does the ‘d in I’d represent?
would
39. Page 91 – C – Use the phrases from B to fill in the
blanks. More than one answer can be OK.
1. would you like to / do you want to
2.
3.
4.
5.
6.
40. Page 90 – C – Use the phrases from B to fill in the
blanks. More than one answer can be OK.
1.
2.
3.
4.
5.
6.
would you like to / do you want to
would love to / ‘d love to / would like to / ‘d like to
I have to / I need to
would love to / ‘d love to / would like to / ‘d like to
would you like to / do you want to
Would you like to / Do you want to
-Would you like to ____? (more formal)
-Do you want to _____? (less formal)
41. Page 90 – C – Use the phrases from B to fill in the
blanks. More than one answer can be OK.
1.
2.
3.
4.
5.
6.
would you like to / do you want to
would love to / ‘d love to / would like to / ‘d like to
I have to / I need to
would love to / ‘d love to / would like to / ‘d like to
would you like to / do you want to
Would you like to / Do you want to
-Would you like to ____? (more formal)
-Do you want to _____? (less formal)
D – Now you do it.
Mingle!
42. Page 91 – Vocabulary – ordering in a restaurant
1.
2.
3.
4.
5.
Green salad
Roast ____
Baked ____
Apple ___
Fruit ____
43. Page 90 – Vocabulary – ordering in a restaurant
1.
2.
3.
4.
5.
Green salad
Roast beef
Baked chicken
Apple pie
Fruit juice
Editor's Notes
{"5":"http://youtu.be/Vcz17ignthc\nWatch video from 9:20 – 16:13\n","37":"6 verb phrases in dialogue\n"}