Ms4 level f ile 6 fact and fiction with atf and aef competenciesMr Bounab Samir
MS4 file 6 " fact and Fiction" this file can be used to teach the following learning objectives :
1- Tell story
2- Express cause and effect in story telling (simple past & past continuous + time conjunctions "when - while - as)
Check out our volunteer teacher's toolkit if you're heading overseas on a volunteer project. Whether you're teaching English, working at a children's home or coaching sports, you'll find an activity in here to help you feel more confident about heading to a new country. www.onlinetefl.com?source=slideshare
Why Learn? - A Short Talk about E.S.L. "Teaching Philosophy"kmbush40
This slide show was created for a job interview to answer the question, what is your teaching philosophy? Not claiming it's at all profound, but it's my first PowerPoint and at least looks pretty.
(The white border did not exist in the original. It's an artifact of uploading the file in .pdf format so the fonts render correctly. The school's colors account for the teal / gold / magenta color theme.)
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.
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.
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Chapter i homework
1. Chapter 13 Learners
re expect
A Reasons for learn¡ng (pages rr-r2) €
' or n can Match the student needs on the left with the terms on the right.
I have to be able to write projects General English
tis
(and my thesis) in English.
indicates
I need to learn English so that I English for Academic Purposes
Éase see can work as a nurse in English-
speaking contexts.
I think English is an important 111 English for Specific Purposes
international language and so I'd
¡>s the like to learn it in case I need it.
e .g. Using We came to this country as IV Business English
refugees and we want to make a
success of our lives here.
rte n ing
We are trying to establish Tárget- language community
commercial links with interaction
international trading partners so
I need to improve my English.
B Different contexts for learning (pages n-t4) €
Read the following descriptions and say which learning context (in the box) they refer to.
English lessons at secondary school In-company teaching Large classes
One-to-one teaching Private language school Virtual learning
,I¿i
a Even though students may not be physically present, there are still issues of student
i thre
motivation and learning management to be dealt with.
tllr-il
It is vital to find out exactly what your student needs and enter into a dialogue with him or
her about the content of the lessons
The job ofthe teacher is to ignore the fact that students have to be there and instead treat all
Hel lessons as something special.
d
I
We have to find techniques which will allow students some individual rrork or pairrr-ork to
I
counteract the problem of numbers.
e We prefer teachers to come to us. That way our emplo1'ees lose less time.
i
f We try to keep class sizes down to a maximum of ten. Our clients erpect it.
I
I
Jeremy Harmer How to Teoch English O Pearson Education Limite d zooT r87
PHOTOCOPIABLE
2. Task File
C Learner differences (pages t4-zo) €
I Make an A & D chart (see page 186) for teaching children, adolescents and adults.
2 Who do you think is being described in these examples? Put C = children, A = adolesients,
Ad = adults or ? = don't know in the boxes.
a A small group of students come to see you and say that they're finding learning
English much more difficult than they had hoped. They want to stop the classes. n
b After a lesson, a group of students come to see you and sa¡'we don t like the way
youre teaching. We want more grammar.' n
c One of the students' favourite activities is the chanting of rh¡hmic sentences to
develop good pronunciation. n
d Students get really excited rvhen you offer to let them sing a song. n
e students play tricks such as hiding under desks and giving the wrong names when
you are taking the register. tr
f When you arrive late for class, some of the students are quietly getting on with their
work. tr
g When you ask a student to come out to the front of the class to take part in a
demonstration, he is extremely reluctant to do so because he is so ,r..uorrr. ¡
h You get students in groups to play a board game adapted from a general knowledge
,i!1
quiz. They'are reluctant to play the game. n
]li i You get students to rvrite poems on the subject of friendship and you are surprised
dl
i;illi and mo'r'ed bv their rvork. ¡
.iili
llir
rii'
ll
i
rlr
3 What level are these activities appropriate for? Put B = beginner, I = intermediate or
i!ltr
A = advanced in the boxes. Some maybe appropriate for more than one level.
u ! Students rvrite and assemble the front page of an imaginary newspaper with stories
vou have given them and others they make up.
b LJ Students listen to a dialogue between a railway official and a tourist asking for
information-
. n Students listen to an interview with an actor talking about how she got started.
d n Students practise introducing themselves with language such as'Pleased to meet
,r'ou','Hello, my name's Karen'.
. n Students practise repeatingisaying words with the /re/ sound, e.g.'cab','sand,,,b4t',
'and','at', etc.
fn Students put together aradio commercial for a new kind of shoe.
sn
hn
Students report back on an unsimplified work of English-language fiction.
Students role- play choosing a dress in a clothes store.
in Students watch a video of a documentary about global warmirg.
188 Jeremy Harmer How to Teach English @ Pearson Education Limited zooT
PHOTOCOPIABLE
3. fask File
fargon buster
Copy the chart with your own definitions for the following terms (column l) and explain their
relevance to teaching (column 2).
Yo,:u,r ,d.efi,nition Re leüán ie to, ita,in'$uág'e
.','''..'f'.. , :'i' i
,, learrningltéach¡i:ng ¡ ]"',',,",
Né,9.fü.- t.i n.¡Süi5t.it,,,...,:. :
Pro $,fá,m, m,i n,$,{N L:P-)
Mü tt|p,te , lh:t:é[,[igen,sé5
I l: l
th.¿O,iy'.¡g¡)'i'.,.
I
',,.,.,
,'
l-ea,rnifi,$,,by rote
=
[éarn i n:$ '.S.y.,fl,6 [,6,$
E*tii ns i c. m otivati,o:,h
motiváiióh
.ntringie
n Affget.',.
Agefi.'¿y
.J
teáiaer i.aütofioffit
Jeremy Harmer How to Teach English O Pearson Education Limited zooT 189
PHOTOCOPIABLE