This document outlines the scheme of work and learning activities for a Year 8 English checkpoint course titled "Myself and Others". The course covers skills like speaking, debating, reading comprehension, writing for different purposes, and recognizing text styles.
Over the term, students will participate in activities to discuss friendship, leisure time, technology and travel. They will analyze poems, write descriptions and stories, conduct a survey, and participate in a debate. The goal is to improve students' communication skills and ability to understand implicit meanings. Resources provided include vocabulary words, sample texts and letter formats to support the learning outcomes.
Introduction
What makes a good trainer?
Orientation – Global English Proficiency Tests
Orientation – Verbal ability to crack the Aptitude and interviews
Verbal ability Test Preparation
Intro to LSRW
Reading Comprehension
Writing comprehension
Speaking and listening skills
Daily assessments
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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!
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.
1. UNIT 2: Checkpoint English, Year 8 Myself and Others
Term 3:
Recommended Prior Knowledge: Checkpoint English Year 7, The Senses; Checkpoint English Year 8, Terms 1 and 2.
Context: The scheme of work uses a topic based structure to develop students’ abilities to use language effectively to communicate in speech and writing
and to respond with understanding and insight to a wide range of texts. The general topic lining the Year 8 activities is ‘Myself and Others’.
Outline: Activities cover the following skills: seaking appropriately for performance; discussing, debating and persuading; reading for explicit and implicit
meaning; writing to describe, persuade, inform and analyse; recognise the style and format of newspapers, magazine articles, personal and formal letters,
leaflets, reviews; notes and summaries; recognition of the term irony; awareness of punctuation to clarify meaning.
Learning Outcomes Suggested Teaching Activities Resources
Participate in speaking and listening activities
in order to discuss and prepare assignments.
Practise speaking fluently at an appropriate
pace.
Practise speaking clearly at an appropriate
volume.
Use a range of vocabulary and sentence
structure to make speech interesting and
convincing.
Speak to explain, describe and narrate as a
talk. Write poems and leaflets to explore,
entertain, inform and persuade.
Either as a whole class activity or in groups
discuss the concept of ‘myself’ in relation to
friends. How important is friendship? How does it
change and alter with time? Can it lead to
negative and positive behaviour? What qualities
or character traits make a good friend?
Get students to prepare and give a short talk on a
friend they have or have had in the past or write a
poem about a friend and read/perform the poem.
Introduce the idea of ‘myself ‘ in relation to leisure
time.
In pairs share ideas and make notes about
favourite places and best and worst holidays. Use
the notes and ideas to write a leaflet advertising a
holiday which would appeal to your partner. Use
the leaflet and take it in turns to act the role of a
travel agent and try to ‘sell’ your holiday.
.
Set pupils into small groups and ask them to read
2. Recognise implied meaning, such as the
inference of character or the meaning
contained in an images.
Learn a range of vocabulary appropriate to
their needs. Learn the use of irony.
Recognise explicit meaning, select, collate and
summarise facts and ideas, using their own
words where appropriate to demonstrate
understanding.
Participate in speaking and listening activities
in order to discuss and prepare assignments.
Write for a variety of purposes, such as to
inform, explore and analyse as a report.
Speak, discuss, argue and persuade in a
debate.
the poem Ozymandias by Shelley. What can they
see in the poem? What do they think the poem is
about?
Introduce and discuss the idea of irony and how
the poem is ironic.
Use the words and phrases in Resources (1) to
help develop a vocabulary list to write a paragraph
describing a ruin in a deserted place.
As a class or group activity discuss how the
descriptive paragraph might be adapted to an
opening for a story. Develop the idea of story
openings.(2)
Discuss how technology has changed our view of
travelling.
Read extracts from information texts which
describe methods and forms of travelling.
Remind or introduce the term summary.
Summarise one of the reading extracts
Introduce idea of personal interests and use of
leisure time. Organise a class survey. See
Resources (3) Present findings with graphs and a
written report highlighting the most interesting
things discovered.
As a follow up to the survey on personal interests,
organise a debate: computer games and TV are a
waste of time and are no good for your social life.
Read some reviews of films and books in
newspapers and magazines.
(1)
vast trunkless legs of stone, boundless, no sound
and no movement, barren scene, Shattered
visage, bare, colossal wreck, lone, wide expanse,
huge arch, sense of loneliness
(2)
Reading between the Lines, Fiction and Poetry -
Sue Bonnett – Letts Educational –2001 ISBN
1840855762 p.10 – 38.
(3)Survey: What are your interests/hobbies? How
much time do you spend on each of them? Why
do you enjoy what you do? Are you a beginner, an
expert or in between?
(4)Unit 7 Checkpoint English 1
(5)
Letter Examples
3. Read magazines and newspapers.
Write reviews and personal letters.
Use full stops, capital letters, commas and
question marks to make meaning clear, and
show awareness of other forms of punctuation.
Write a review of a favourite TV programme` film
or book.(4)
Remind students of the differences in style and
format of personal and formal letter writing, see
Resources (5) How might the examples be
improved and developed considering audience
and purpose? Discuss tone and appropriate
vocabulary. How might punctuation help clarify
meaning? Set task of writing a personal letter to a
friend telling them about something they have just
purchased which they are really pleased with, e.g.
CD, computer game, new book, new clothes, etc.
Hi Dude,
Just to let you know I will be looking super
cool when I see you on Saturday. I have just
bought a T-shirt that really matches my teeth –
yeh like green. O.K. so you rate all three Lord of
the Rings films but I think the third one is way
better than the other two. Gollum is definitely my
favourite character. I am impressed to hear you
are reading the book. It’s too heavy for me even to
lift!!
Looking forward to meeting up again – it’s been
ages. Your sister tells me you have put on weight
so lay off the burgers. Go healthy – nibble carrots
but order a pizza for me.
See you
Tom
Apartment 105B
Ramses Building
Main Road
Victoria
12 March 2005
The Manager
Wild Wear
High Street
Victoria
Dear Sir,
I recently purchased a T-shirt from your
shop. I wore it once and the sleeve came
unstitched. When I returned the garment for a
replacement or a refund, I was told by the
assistant that this was not shop policy. I feel this
policy should be clearly indicated in the shop or on
4. the garments so the consumers are aware of it.
Yours faithfully
Thomas Fuller