If you want to teach conditional sentences, try this out! This presentation covers all the stages of teaching a grammar lesson, including home assignment. Hope you will find it beneficial.
Apresentação sobre "Conditional Sentences" preparada pela Professora Erika Petiz, para os seus alunos do Colégio Espaço Aberto, sedes Bezerra de Menezes e Papicu
New Headway Intermediate - Unit 8 Just imagine .. ..
New Headway Intermediate Unit 8 imagine
New Headway Intermediate UNIDAD 8 Just imagine!.
TEMAS: Conditionals,Time clauses, Base and strong adjectives, Making suggestions.
TEMAS: Conditionals,Time clauses, Base and strong adjectives, Making suggestions.
Presentation related to the use of the comparatives and superlatives. It also includes the order of the adjectives as well as the uses of too,enough,one and ones.
Presentation related to the use of the definite and indefinite articles. It includes some rules related to the correct use of both, definite and indefinite articles as well as a brief summary of the use of it,on and at
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.
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!
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
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.
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.
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.
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.
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.
3. What is a compound noun?
“A compound noun is a combiantion of two nouns which
function as one Word. In the compound nound the first
noun defines the Second one bus stop is a stop for
buses”
8. CONDITIONAL SENTENCES
Conditional Sentences are also known as Conditional Clauses or If
Clauses. They are used to express that the action in the main
clause (without if) can only take place if a certain condition (in the
clause with if) is fulfilled.
9. TYPE 1
Conditional Sentences Type 1 refer to the present
or future. We don't know for sure whether the
condition actually will be fulfilled or not, but the
conditions seems rather realistic – so we think it is
likely to happen.
10. TYPE 1
IF CLAUSE MAIN CLAUSE
IF + PRESENT SIMPLE
FUTURE WILL
MODAL VERBS (MAY, MIGHT, CAN, MUST, SHOULD)
IMPERATIVE
11. If you wake up early, you will be able to swim with the skarks
before breakfast!
If there is time, your guides might take you to see the famous
Guadalupe fur seals.
If you want to see more sights, ask your hotel to recommend
a tour guide.
12. IF vs When
I will go skiing if it snows
I will go skiing when it snows
13. When is used to refer to the time something is going to happen,
while if reffers to the possibility of something happening.
14. I will tell him when I see him (I will definitely see him)
I will tell him if I see him ( I may not see him)
15. Exercise
Melissa: So, Tom, what are you doing next weekend?
Tom: I´m going to the beach with Laura. __________ the weather is /
will be good, we go / may go swimming. Why don´t you come with
us?
Melissa: Sure! ______________ you decide / will decide what time you
are leaving, give / will give me a call OK?
16. Felipe: Is Tommy going to swim with the sharks tomorrow?
Patricia: I don´t know. He does / will do it __________ he doesn´t get /
won´t get too scared. We know / will know tomorrow morning
____________ he sees / will see the sharks.
Felipe: _______________ it´s not too much trouble, please take / can
take a picture of him!
Patricia: Sure, don´t worry about it!
17. Speaking
In groups, look at the flyers below and discuss what can you do at each place. Then decide where you will go.