This document contains an English homework assignment from EscolaSagradaFamíla for the Christmas break. It includes exercises on verb tenses like the present simple and verb to be. Students are asked to complete sentences by filling in verbs in their correct form. Additional activities include rewriting sentences in the interrogative and negative forms. There are also exercises on have got involving rewriting sentences to mean the opposite. At the end, there are crossword puzzles on parts of computers and wild animals. Students are directed to complete additional activities on the topic sheets and visit the school blog.
Essa lista de exercícios foi elaborada para alunos do sexto ano como forma de abranger ainda mais os vocabulários e, melhorar a interpretação de texto.
The First 4,000 Words is an interactive web-based program used to teach the 4,000 most frequently used English words to English Language Learners and struggling readers in grades 1 through 4.
Essa lista de exercícios foi elaborada para alunos do sexto ano como forma de abranger ainda mais os vocabulários e, melhorar a interpretação de texto.
The First 4,000 Words is an interactive web-based program used to teach the 4,000 most frequently used English words to English Language Learners and struggling readers in grades 1 through 4.
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.
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.
Embracing GenAI - A Strategic ImperativePeter 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
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?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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 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.
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
1. EscolaSagradaFamíla (SCG)
Christmas Homework
http://englishblogsagradafamilia.blogspot.com.es
Name:______________________
VERB TO BE
1) Complete the sentences with am, is, or are.
a) I ____________ a student.
b) My parents ___________ great people.
c) My sister ____________ very pretty.
d) Her cousins ___________ musicians.
e) His uncle ____________ at the movies.
f) My sister and I ___________ best friends.
g) Kara ___________ Kelly's sister.
2) Rewrite the sentences using the interrogative (I) and negative (N).
a) I am an English student.
i.
Am I an English student?
N-I am not an English student
b) He is a policeman
I – _____________________________
N- _____________________________
c) The students are at the University
I________________________________
N-________________________________
d) . You are a good student
I______________________________________
N-_______________________________________
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2. EscolaSagradaFamíla (SCG)
Christmas Homework
http://englishblogsagradafamilia.blogspot.com.es
Name:______________________
PRESENT SIMPLE
3) Answer the questions
a)
b)
c)
d)
e)
f)
g)
Does he play football? Yes, he does
Do we listen to music?? ___________
Do you speak English?_____________
Do you write projects in English?______________
Does he watch films at Christmas?________________
Does she help people?_________________________
Do they read books?_________________________
4) Fill in the gaps
a)
b)
c)
d)
e)
f)
g)
He doesn’tlisten to music in the library
Jhon and Steven _________ like go on excursion
_____ he like drink orange juice?
______ they play football in the playground?
She _____ watch films at the school
They ______ like this type of music
_____ you use a computer?
5) Fill in the gaps
Carrots / it / grey / doesn’t / has got / doesn’t / he / old / rabbit / pet /
Steven is nine years (1) ______. He (2) ______ like the computer but (3)____
likes the piano. He has got a (4) _____. It is a (5) _____ and it (6) _____ like
(7) ___________. Its name is Bunny and (8) ___ lives in a cage. Its color is (9)
_____ and it (10)___________ got black spots.
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3. EscolaSagradaFamíla (SCG)
Christmas Homework
http://englishblogsagradafamilia.blogspot.com.es
Name:______________________
HAVE GOT
6)
Write the sentences to mean the opposite.
a)
He has got music today. He hasn’t got music today
b)
They haven’t got English today. _________________
c)
Paul has got two hamsters_______________________
d)
Paul and Steven haven’t got brothers________________________
e)
Luisa has got two sisters___________________________
f)
He hasn’t got a computer ____________________________
7) Rewrite the sentences using the interrogative (I) and negative (N).
e) They have got long hair
I – Has he got long hair?
N- He hasn’t got long hair
f) They have got Sciences today
I – _____________________________
N- _____________________________
g) The man has got a moustache
I-
________________________________
N-________________________________
h) . You have got History on Wednesdays
I- ______________________________________
N-_______________________________________
VISIT THE
BLOG AND DO THE
PLEASE,
ADDITIONAL ACTIVITIES IN
THE SHEET OF PAPER.
Merry
Christmas and
a Happy New
Year!!!
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