This document appears to be from a French language learning lesson. It includes examples of describing people using adjectives like "nice", "shy", and "lazy" in French. It provides the French translations of these adjectives for both male and female forms. Students practice translating adjective descriptions and learn about using "il est" and "elle est" to say what someone is like in French. The document also includes activities like creating a dialogue and providing feedback.
This presentation/slideshow aims to differentiate American English from British English, looking at specific areas such as vocabulary (alongside spelling), pronunciation, and grammar.
This presentation/slideshow aims to differentiate American English from British English, looking at specific areas such as vocabulary (alongside spelling), pronunciation, and grammar.
Teaching resource for using the short film Les Crayons for teaching French at KS3. Created through the BFI Screening Languages project, funded by the London Schools Excellence Fund.
Grammar differences
Aside from spelling and vocabulary, there are certain grammar differences between British and American English. For instance, in American English, collective nouns are considered singular (e.g. The band is playing). In contrast, collective nouns can be either singular or plural in British English, although the plural form is most often used (e.g. The band are playing).
The British are also more likely to use formal speech, such as ‘shall’, whereas Americans favour the more informal ‘will’ or ‘should’.
Americans, however, continue to use ‘gotten’ as the past participle of ‘get’, which the British have long since dropped in favour of ‘got’.
‘Needn’t’, which is commonly used in British English, is rarely, if at all used in American English. In its place is ‘don’t need to’.
In British English, ‘at’ is the preposition in relation to time and place. However, in American English, ‘on’ is used instead of the former and ‘in’ for the latter.
Powerpoint done by a colleague in the English faculty. It shows how to understand the entries in a dictionary. Suitable for year 7 or as revision at the beginning of the year.
Teaching resource for using the short film Les Crayons for teaching French at KS3. Created through the BFI Screening Languages project, funded by the London Schools Excellence Fund.
Grammar differences
Aside from spelling and vocabulary, there are certain grammar differences between British and American English. For instance, in American English, collective nouns are considered singular (e.g. The band is playing). In contrast, collective nouns can be either singular or plural in British English, although the plural form is most often used (e.g. The band are playing).
The British are also more likely to use formal speech, such as ‘shall’, whereas Americans favour the more informal ‘will’ or ‘should’.
Americans, however, continue to use ‘gotten’ as the past participle of ‘get’, which the British have long since dropped in favour of ‘got’.
‘Needn’t’, which is commonly used in British English, is rarely, if at all used in American English. In its place is ‘don’t need to’.
In British English, ‘at’ is the preposition in relation to time and place. However, in American English, ‘on’ is used instead of the former and ‘in’ for the latter.
Powerpoint done by a colleague in the English faculty. It shows how to understand the entries in a dictionary. Suitable for year 7 or as revision at the beginning of the year.
A series of lesson plans for teaching French using the short film Le Bon Numero, created by Muriel Huet of Lampton School for the BFI Screening Languages project.
A powerpoint for teaching French using the short film Quais de Seine, created by Muriel Huet. This resource is being shared through the BFI Screening Languages project. For more information head to http://screeninglanguages.wordpress.com
A powerpoint for teaching French using the short film Quais de Seine, created by Muriel Huet. This resource is being shared through the BFI Screening Languages project. For more information head to http://screeninglanguages.wordpress.com
Teaching resource for using the short film Les Crayons for teaching French at KS3. Created through the BFI Screening Languages project, funded by the London Schools Excellence Fund.
Teaching resource for using the short film Les Crayons for teaching French at KS3. Created through the BFI Screening Languages project, funded by the London Schools Excellence Fund.
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.
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.
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
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
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!
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.
1. Tu as les yeux gris?Jeudi, vingt novembre
Défi!
i) Define the
word genre.
ii) What genre do
you think the
film is?
a) Une comédie
b) Un film
romantique
c) Un film
d’horreur
On se connecte: Mets les images dans l’ordre correcte./ Put the
pictures in the correct order.
A B
C
D
E
F
Solution
1. A
2. E
3. B
4. C
5. F
6. D
2. Ils sont comment?Jeudi, vingt novembre
On se connecte: What type of film do you think is Les Crayons? / C’est
quel genre de film? Search the underlined words in the dictionary!
B) C’est un film
romantique.
E) C’est un film
d’horreur.
D) C’est
une
comédie.
A) C’est un film d’action. C) C’est un
film
d’aventure.
Défi!
i) Define the
word genre.
ii) Translate the
other genres.
3. Les objectifs du jour:
ALL: Will be able to say a description of someone’s character.
MOST : Will be able to say what someone is like, with a range of
adjectives and quantifiers.
SOME: Will also be able to say what someone is like, use quanitifiers
and opinion phrases.
4. Il est un garçon timide
1. What do the 3 parts mean?
2. What does the whole sentence mean?
= He is
E.g. Il est français.
Elle est une fille sympa
= She is
E.g. Elle est anglaise.
= nice
= shy
= a boy
= a girl
14. English French (M) French (F)
Nice Sympa Sympa
Shy Timide Timide
Active Actif Active
Sporty Sportif Sportive
Chatty Bavard Bavarde
Funny Marrant Marrante
Greedy Gourmand Gourmande
Lazy Paresseux Paresseuse
Pathway A – Fill in the
English
Pathway B – Fill in the
French (feminine)
Pathway C – Fill in the
English and French
(feminine)
Défi:
Find more adjectives!
Romantic
Kind
Creative
Happy
In love
15. Pathway A - All
English French (M) French (F)
Sympa Sympa
Timide Timide
Actif Active
Sportif Sportive
Bavard Bavarde
Marrant Marrante
Gourmand Gourmande
Paresseux Paresseuse
16. Pathway B - Most
English French (M) French (F)
Nice Sympa
Shy Timide
Active Actif
Sporty Sportif
Chatty Bavard
Funny Marrant
Greedy Gourmand
Lazy Paresseux
17. Pathway C - Some
English French (M) French (F)
Sympa
Timide
Actif
Sportif
Bavard
Marrant
Gourmand
Paresseux
19. Crée un dialogue / create your own dialog.
In the following scene, you see the boy and the girl
walking in the street holding hands.
With the person sitting next to you, imagine what they are thinking
and write an inner dialogue for both characters.
