This document discusses ways to save energy and reduce consumption. It provides examples of simple choices individuals can make to be more efficient, such as using energy-saving light bulbs, taking shorter showers, and turning off lights and devices when not in use. Replacing older appliances with more efficient models and properly maintaining items like faucets can also lower utility bills and benefit the environment long-term. With small changes in daily habits and new technologies, significant amounts of energy and money can be conserved over time.
Tuyển tập 100 đề thi HSG môn Tiếng Anh lớp 7 (có đáp án). Hiện tại chúng tôi cung cấp các bộ tài liệu bồi dưỡng HSG môn tiếng anh THCS:
1. 40 đề thi HSG tiếng anh lớp 6
2. 3500 câu hỏi trắc nghiệm tiếng anh bồi dưỡng HSG lớp 6
3. Tuyển tập 100 đề thi HSG tiếng anh lớp 7
4. Tuyển tập 100 đề thi HSG tiếng anh lớp 8
Quý bậc PHHS và giáo viên có nhu cầu mua tài liệu, vui lòng liên hệ theo: Tel - 0919.281.916.
Tuyển tập 100 đề thi HSG môn Tiếng Anh lớp 7 (có đáp án). Hiện tại chúng tôi cung cấp các bộ tài liệu bồi dưỡng HSG môn tiếng anh THCS:
1. 40 đề thi HSG tiếng anh lớp 6
2. 3500 câu hỏi trắc nghiệm tiếng anh bồi dưỡng HSG lớp 6
3. Tuyển tập 100 đề thi HSG tiếng anh lớp 7
4. Tuyển tập 100 đề thi HSG tiếng anh lớp 8
Quý bậc PHHS và giáo viên có nhu cầu mua tài liệu, vui lòng liên hệ theo: Tel - 0919.281.916.
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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.
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.
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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.
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!
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.
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?
Chapter 3 - Islamic Banking Products and Services.pptx
E9 bai tap theo unitunit 7 saving energy
1. Grade 9 UNIT 7. SAVING ENERGY
Choose the best option to complete each of the following sentences.
1. Can you turn ________the light? -It’s too dark.
A. on B. off C. in D. for
2. I suggest ________showers instead of taking bath.
A. take B. taking C. to take D. to taking
3. - What are you looking ________? - My picture book. I’ve lost it.
A. on B. off C. in D. for
4. A new air-conditioner will be ________tomorrow morning.
A. to intall B. installed C. installing D. install
5. Scientists are looking for an ________way to reduce energy consumption.
A. effect B. effection C. effective D. effectively
6. They are completely short of water now. A number of people have died because of this ________.
A. shortage B. short C. shorten D. shortly
7. If you want to save money, you should ________the amount of water your family uses.
A. increase B. reduce C. adapt D. repair
8. In order to save electricity, an ordinary 100-watt light bulb can be replaced by a(n) ________.
A. energy-saving bulbB. energy-save bulb C. saving energy bulb D. save-energy bulb
9. You should get a (n)________to make sure there are no cracks in the pipes.
A. plumber B. mechanic C. electrician D. consumer
10. ________you take the train instead of the bus? It’s faster and cheaper.
A. Why not B. Why don’t C. How about D. Let’s
11. If we ________less paper, we ________the number of trees in the forests.
A. used/ will save B. use/ can save C. can use/ save D. use/ can
12. She won’t take all the suitcases ________she likes to travel light.
A. so B. but C. because D. therefore
13. She is very tired; ________, she has to finish her homework.
A. moreover B. so C. and D. however
14. - Is he an actor ________a singer? - An actor
A. and B. or C. with D. so
15. He was tired, ________he took a rest before continuing the work.
A. so B. and C. but D. if
16.Who looks ________your children when you are away from home?
A. for B. at C. after D. to
17.Why doesn’t she go ________with her university study?
A. in B. at C. to D. on
18. After coming home, she cleaned the floor ________cooked dinner.
A. but B. however C. moreober D. and
19. They didn’t understand the matter ________she didn’t ask for help.
A. but B. however C. moreover D. and
20. How about ________posters on energy saving and hanging them around our school?
A. make B. making C. to make D. to making
Give the correct formof the verbs in brackets.
21. I suggest ________________some money. (collect)
22.What about ________________a shower instead of a bath to save energy. (take)
23. I think we should ________________off the faucets. (turn)
24. If we plant more trees along the streets, we ________________more shade and fresh air. (have)
25. If the pollution _____________on, the world will end up like a second-hand junk-yard. (go)
Filling each gap with a suitable phrasal verb in the box.
--turn on – turn off – look for – look after – go on – look forward to – put off--
26. Mai can’t go to the movies with us tonight. She will have to ________her little sister.
27. If we ________wasting water, there will be a shortage of fresh water in a few decades.
Page 1 THE SECOND SEMESTER
2. Grade 9 UNIT 7. SAVING ENERGY
28. “________the TV, will you? I want to watch the weather forecast.”
29. “ I think I’ve lost my new pen. I’ve ________it eveywhere.
30. Mrs. Yen forgot to ________the faucets when she letf home for work.
31. I am ________hearing from you.
32. Never ________till tomorrow what you can do today.
Match a word or phrase in column A with a definition in column B.
A B Keys
33. plumber
34. energy
35. solar
36. innovation
37. enormous
38. turn off
A. switch off
B. of or using the sun
C. a person whose job is to fix and repair water pipes.
D. the power from electricity, gas, coal,…making things work
E. a new idea, method
F. very big or very large.
33-
34-
35-
36-
37-
38-
Give the correct form of the word in brackets.
39. There is a ________________faucet in your kitchen. (drip)
40.We can protect the environment by ________________air pollution. (reduce)
41. I am very ________________because they use electricity to catch fish. (worry)
42. I want to see the ________________of environment from the local authority. (protect)
43. Scientists are looking for an effective way to reduce energy _______________. (consume)
Complete the second sentences
44. It was raining, so we decided to postpone our camping.
Since ___________________________________________________________________________
45. She wants them to sing a song.
She suggests they _________________________________________________________________
46. She couldn’t join us because she was busy.
She was busy, so ________________________________________________________________ .
47. Shall we go to the cinema tonight?
What about ______________________________________________________________________
48.Why don’t we use energy-saving bulbs?
I suggest ________________________________________________________________________
49. Although she was not beautiful, she took part in a beauty contest.
She wasn’t beautiful but ____________________________________________________________
50.Work hard and you will pass the exam.
If you ___________________________________________________________________________
51. If you don’t start working hard now, you won’t be able to pass the final exam.
Unless __________________________________________________________________________
52.We are delighted. You passed your English exam.
We are delighted ________________________________________________________________ .
53. She was tired and therefore she wanted to go home.
She wanted to go home because _____________________________________________________
Fill in each gap with a suitable word in the box.
--energy – money – electricity – machines – by – save – how much – in--
For most North American households, lighting accounts for 10 percent to 15 percent of the
_______(54) bill. However, this amount can be reduced_______(55) replacing an ordinary 110-watt
light bulb with an _______(56) saving bulb. These bulbs use a quarter of the electricity of standard
bulbs and last eight times longer. Therefore, consumers can _______(57) about US$ 7 to $21 per bulb.
In Europe, there is a labeling scheme for refrigerators, freezers, washing _______(58) and tumble
dryers. The label tells the consumers _______(59) energy efficicent each model is, compared with other
appliances _______(60) the same category.
Ultimately, these innovations will save _______(61) as well as conserving the Earth’s sources.
Page 2 THE SECOND SEMESTER
3. Grade 9 UNIT 7. SAVING ENERGY
------THE END------
Page 3 THE SECOND SEMESTER