Teaching pronunciation to English learners is more than "repeat after me" and more than theory and looking at pictures. Let's take a multisensory approach.
Teaching pronunciation to English learners is more than "repeat after me" and more than theory and looking at pictures. Let's take a multisensory approach.
Functions of Intonation
Differences in Intonation
Intonation Patterns
Word stress Vs Intonation
Levels of voice in English
What is Intonation?
Why do we need Intonation?
Arabic grammar 2: ¨ Basics on verbs ¨ illustrates the necessary details that every Arabic learner should know, and serve beside the previous slides ¨ Arabic grammar 1: Basic son nouns ¨ as a good background to move towards deep knowledge in Arabic grammar.
The 8th PPT presentation on the History of Language. This is for pages 118-127 of the Old English chapter.
Thank you both Mohanad Al Harbi and Saud Al Otaibi for your efforts.
Functions of Intonation
Differences in Intonation
Intonation Patterns
Word stress Vs Intonation
Levels of voice in English
What is Intonation?
Why do we need Intonation?
Arabic grammar 2: ¨ Basics on verbs ¨ illustrates the necessary details that every Arabic learner should know, and serve beside the previous slides ¨ Arabic grammar 1: Basic son nouns ¨ as a good background to move towards deep knowledge in Arabic grammar.
The 8th PPT presentation on the History of Language. This is for pages 118-127 of the Old English chapter.
Thank you both Mohanad Al Harbi and Saud Al Otaibi for your efforts.
The 7th PPT presentation on the History of Language. This is for pages 108-118 of the Old English chapter.
Thank you both Ibrahim Abo Himed and Mohammed Aldossary for your efforts.
Another version for the presentation on the History of Language. This is for pages 128-133 of the Old English chapter.
Thank you Metaib Al Zahrani, Mohammed Al Qarni, and Ahmad Al Otabai for your efforts.
This is the 13th PPT for the History of English course. This covers the pages 158 - 163 of the Middle English chapter. Thank you for the presenters for their efforts.
Another version of the 10th PPT presentation on the History of Language. This is for pages 134-140 of the Middle English chapter.
Thank you both Abdulrahman Alkalaf and your team for your efforts.
This is the 12th PPT for the History of English course. This covers the pages 151 - 158 of the Middle English chapter. Thank you to the presenters for their time and effort.
The 10th PPT presentation on the History of Language. This is for pages 134-140 of the Middle English chapter.
Thank you both Sater Al Luhidan and your team for the great efforts.
The 6th PPT presentation on the History of Language. This is for pages 102-108 of the Old English chapter.
Thank you both Abdullah Bin Jammaz and Ruibby Alqhtani for your work.
The 5th PPT presentation on the History of Language course. Thanks to Faisal Al Shehri and Ahmad Al Mansoor who made this. This is for pages 95-102 of the Old English chapter.
Thank you both for your efforts.
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.
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.
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.
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?
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. The interrogative pronouns hwā ‘who’ declined
only in the singular and had only masculine and
neuter forms
Masculine Neuter
hwā hwætNom
hwone hwætAcc.
hwæs hwæsGen.
Hwǣm,hwām Hwǣm,hwāmDat.
Hwǣm,hwām HwӯIns.
3. VerbsOld English verbs are weak, and
strong
The weak had several kinds, and the
strong had seven groups .
Present system
Indicative
Ic
Þu
hé, héo, hit
Wé, gé, hi
cépe I keep`
cépest `you keep`
cépð `he, she, it keeps`
cépð `we, you, they
keep`
4. Weak verbs
called regular verbs
Form the Past tense by adding –ed, -
d,or –t to the base form or present
tense form of the verb.
INFINITIVE PRETERIT PAST PARTICIPLE
Class I
Class II
Class
III
Freeman ‘to do’ Fremede ‘did’ Gefremed ‘done’
Endian ‘to end’ Endode’ended’ Geendod ‘ended’
Habban ‘to have’ Hæfde ‘had’ gehæfd ‘had’
5. Strong verbs
called irregular verbs
Form the Past tense or the past
participle(or both) in various ways but most
often by changing the vowel of the present
tense form
INFINITIVE
PRETERIT
singular
PAST PARTICIPLE
Class I
Class II
Class
III
Drifan ‘ drive’ drāf gedrifen
Cléofan ‘cleave’ cléaf Geegeclofen
Drincan ‘find’ dranc gedruncen
PRETERIT
plural
drifon
clufon
druncon
6. Strong verbs
called irregular verbs
INFINITIVE
PRETERIT
singular
PAST PARTICIPLE
Class IV
Class V
Class
VI
Beran ‘ bear’ bær geboren
Metan ‘ mete’ mæt gemeten
Faran ‘ fare,
go’
fór gefaren
PRETERIT
plural
bǣron
mæton
fóron
Class
VII
Cnāwan ‘know’ cnéow gecnāwencnéowon
7. The strong preterit had come to be used
with present time sense consequently.
And weak preterits Calles “ present verbs”
INFINITIVE present
āgan ‘ owe’ āh
Cunnan ‘know ,
how’
Cann (can)
PRETERIT
āhte (ought)
cùðe(could)