The document contains a quiz on English language knowledge with multiple choice and fill-in-the-blank questions testing vocabulary, grammar, tenses and comprehension. It covers topics such as animals, weather, clothing, activities and transportation. The quiz utilizes pictures, short passages and conversations to assess English language skills.
U koje svrhe nam je potrebno da procijenimo demokratičnost škole?
Naš konačni cilj je učinkovitije postići obrazovne ciljeve i omogućiti učenje demokratskih koncepata i vježbanje demokratskih vještina u praksi.
Nepisana pravila i očekivanja koja se grade
vremenom
Zbir formalnih i neformalnih ponašanja, normi,
uvjerenja, vrijednost i pretpostavki o školskoj
zajednici
Projekat “Izbor najdemokratičnije škole u BiH” u svojoj pilot formi bio je fokusiran na školske zajednice u osnovnoškolskom i srednjoškolskom obrazovanju sa diferenciranim pristupom koji uvažava specifičnosti u razvoju demokratskih odnosa koji se kao zahtjev postavljaju pred učenike , nastavnike, roditelje i predstavnike šire i uže školske zajednice.
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?
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.
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
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
61. This animal lives on the farm. From
that animal we can get milk and
meat. It eats hay and grass. It has
horns on the head.It is a bigger than
other animals . It says moo.
62.
63. It can be of any size , tiny or big.. There
are very helpful. They can even help the
blind people and police. People say that
it is man 's best friend. They are always
ready to play. The last hint -they do not
like cats.
64.
65. This animal lives on farm. it's not big nor
small. it's round and it has a curly tail. It's
very famous among children. They have
acted in many films. Their babies are
very small. People like to eat their meat.
In case that you don't know it's pink.
66.
67.
68.
69.
70.
71.
72.
73.
74.
75. A: Is that your ________cat? B: Yes, her________is
Sally. She is two years_________.
A: She is _______nice.
B: Yes, I ________her a lot. She sleeps ________ my
bed.
A: I have _____ a baby mouse.He lives in a box.
B: Oh ! My cat ________small animals.
76. A: Is that your pet cat?
B: Yes, her name is Sally. She is two years old.
A: She is very nice.
B: Yes, I like her a lot. She sleeps on my bed.
A: I have got a baby mouse.He lives in a box.
B: Oh ! My cat eats small animals.
77. In Britain it is ___________in July. (warm, cold, rainy)
September has got ______days. ( twenty-eight, thirty, thirty-
one )
Linda has her summer __________in August. (school,
holidays, travel)
Do you want to go for a __________? (swim, walk, talk)
In Australia, the ___________is hot in December.(sky, time,
weather)
When it is summer in England, it is __________in New
Zealand. (winter, fall, spring)
warm
thirty
holidays
walk
weather
winter
78. 1.Where is my book? a) Yes.Work with my partner.
2.What' s for homework? b) It is in your bag.
3.Have we got an English test today? c) It is ten to five .
4.What time is it? d) Do the exercise on page 23.
5.Can we work in pairs? e)No, it is tomorrow.
79. 1.Where is my book? a) Yes.Work with my partner.
2.What' s for homework? b) It is in your bag.
3.Have we got an English test today? c) It is ten to five .
4.What time is it? d) Do the exercise on page 23.
5.Can we work in pairs? e)No, it is tomorrow.
80. Susan _________(go ) to school by bus.
My cat ________(be ) five years old.We
____(play) tennis in the park. I
____(like)Kate' s snake. Paolo _____(be )
from Italy.We ______(live) in Spain.
81. Susan goes to school by bus. My
cat is five years old.We play tennis
in the park. I like Kate' s snake.
Paolo is from Italy. We live in Spain.
82.
83. In spring , grass is green and there are many flowers in parks.Nature is beautiful.The
weather is warm,birds sing and children play outside.It is also windy so people usually
wear trousers, shirts and jackets.They wear socks and shoes on their feet.
In summer, it is very hot. People travel to beautiful places. They travel by car, train or by
plane.Some children go to the seaside with their parents or swim in swimming pools.
People wear light clothes. Girls usually wear skirts and dresses.They wear sandals on
their feet. Boys usually wear shorts and T-shirts.They wear sneakers on their feet.
In fall, leaves on the trees become yellow.It is time for school. Birds fly south. The
weather is rainy and there are many puddles on the street. Pupils start going to school. In
fall, there is a lot of rain.People usually wear sweaters and raincoats.They wear boots on
their feet.They always carry an umbrella.
In winter,it is very cold.There is snow on the ground.There are no flowers. Children enjoy
outdoor activities.They make a snowman or have snowball fights. People wear warm
clothes. They usually wear winter coats.They also wear a winter cap, a scarf and gloves.
84. 1.Describe the weather in the spring!
2.What do people usually do in summer?
3. If it is rainy what do you carry outside?
85. 1.What do you wear during the spring?
2.Describe the nature in fall?
3.Number outdoor activities!
86. 1.What do girls like to wear in summmer?
2.How do you call waterproof jacket for rain?
3.Describe winter time!
87. JUNGLE IS MY HOME. MY COLOURS
ARE YELLOW AND BROWN. I AM VERY
FAST. I ALSO LOOK LIKE A CAT. I AM
KING OF THE JUNGLE. THE OTHER
ANIMALS ARE SCARED OF ME. I AM A
MEAT-EATER. WHO AM I?
88.
89. FOREST IS MY HOME. I LIVE IN ASIA. PEOPLE
ALL AROUND THE WORLD LIKE ME A LOT. I
AM ROUND AND VERY CUTE. MY COLOURS
ARE BLACK AND WHITE. I ALSO LOOK LIKE
THE BEAR. I LIKE TO EAT BAMBOO STICKS
THE MOST. WHO AM I?
90.
91. THIS TIME WE ARE MOVING TO AFRICA. THIS
ANIMAL IS COLOURED IN YELLOW WITH
BROWN SPOTS ALL OVER THE BODY. THEY
HAVE REALLY LONG NECK AND LEGS, SO
THEY EAT ONLY FROM HIGH TREES.
92.
93. BACK IN AFRICA... THIS CONTINENT HAS SO
MANY ANIMALS. THIS ANIMAL IS SO, SO BIG.
IT WEIGHTS OVER 2 TONS. IT HAS LONG
HOSE AND ALSO REALLY BIG EARS. IF THIS
HELPS YOU, THESE ANIMALS CAN BE FOUND
IN THE ZOO, EVEN CIRCUS.
Editor's Notes
This template is in wide-screen format and demonstrates how transitions, animations, and multimedia choreography can be used to enrich a presentation.