My CBAP experience in 22 slides, I tried my best to explain what I underwent. Hope it helps someone who is demotivated or thinking to get a CBAP certification.
English Language - Spoken Interaction Part 2Goh Bang Rui
Link to part 1 of Spoken interaction
https://www.youtube.com/watch?v=H1RbChWPd58
Subscribe to my channel for more upcoming education videos.
bit.ly/gohbangrui
These slides are used to explain the idea of part 2 of Spoken Interaction of oral examination for O Level English Language Examination in Singapore. Students are introduced to the concept of Spoken Interaction which consists of 20 marks or 67% of the Oral Examination. Students are expected to carry out a conversation based on the given picture after given 10 minutes to practise reading as well as using the picture as stimulus. They are then expected to answer given prompts and provide well-developed responses related to the theme given in the picture.
The video is divided into three sections.
1. Introduction
2. Why conversations break down (02:55)
3. 10 tips from examiners (09:48)
4. Practices (13:30)
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my Youtube channel if you like what you are watching.
Thank you
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.
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.
My CBAP experience in 22 slides, I tried my best to explain what I underwent. Hope it helps someone who is demotivated or thinking to get a CBAP certification.
English Language - Spoken Interaction Part 2Goh Bang Rui
Link to part 1 of Spoken interaction
https://www.youtube.com/watch?v=H1RbChWPd58
Subscribe to my channel for more upcoming education videos.
bit.ly/gohbangrui
These slides are used to explain the idea of part 2 of Spoken Interaction of oral examination for O Level English Language Examination in Singapore. Students are introduced to the concept of Spoken Interaction which consists of 20 marks or 67% of the Oral Examination. Students are expected to carry out a conversation based on the given picture after given 10 minutes to practise reading as well as using the picture as stimulus. They are then expected to answer given prompts and provide well-developed responses related to the theme given in the picture.
The video is divided into three sections.
1. Introduction
2. Why conversations break down (02:55)
3. 10 tips from examiners (09:48)
4. Practices (13:30)
If you have any feedback, please comment and like it if you find it useful.
Subscribe to my Youtube channel if you like what you are watching.
Thank you
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.
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.
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.
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.
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.
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!
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.
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
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.
2. Welcome to Class !
Exercises/ Activities
Brainteaser- Test your knowledge Conclusion and Recap
Today's Agenda
Recap of last class/ Review of homework Explanation of concepts; when and how
Introduction to today's class
3. Class Objectives and Rules
At the end of this class,
you will understand
how to speak about
future plans using
"going to" and "will"
Active
participation
Mistakes are
welcome
Good cheer and
homour
4. Brainteaser;
Complete these
sentences
I've decided that _____ speak to Sarah about the situation.
A: Tea or coffee? B: _____ have coffee, please.
I want to do more with my free time. I know! I think _____ start taking
Mandarin lessons.
I've told my bank to close my account. _____ open an account with a
more ethical bank.
1.
2.
3.
4.
5. Brainteaser;
Correct responses
I've decided that I'm going to speak to Sarah about the situation.
A: Tea or coffee? B: I'll have coffee, please.
I want to do more with my free time. I know! I think I'll start taking
Mandarin lessons.
I've told my bank to close my account. I'm going to open
an account with a more ethical bank.
1.
2.
3.
4.
5.
6. Lesson for Today
"Going to" is used for future plans that
have already been decided.
"Will" is used for spontaneous decisions
and predictions.
Brief Introduction
7. Understanding the Lesson
"Going to"
Use "going to" when you have already
decided to do something.
Use "going to" to talk about something
that is likely to happen in the future
based on present evidence.
"Will"
Use "will" for spontaneous
(instant) decisions and
suggestions.
Use "will" for future predictions
without a definite plan.
Use "will" for promises and
offers.
8. Look at the
Examples
A: All the lights have gone off!
B: Don't worry. I 'll take a
look.
➪ Use will + infinitive (without
to) for instant decisions. In this
sentence, speaker B made his
decision during the
conversation.
A: What are your plans after
you leave university?
B: I 'm going to work in a
hospital in Africa.
➪ Use be going to for intentions
or plans (the decision was made
before speaking).
13. Worksheet
Read these sentences and tell me if the decision was made before or
during the conversation
Question 1
A: Why are you carrying your laptop?
B: I 'm going to do some homework on the
train.
Answer 1
.............................................
Question 2
A: I can't find my keys.
B: I 'll help you look for them.
Answer 2
.............................................
14. Worksheet
Read these sentences and tell me if the decision was made before or
during the conversation
Question 1
A: Why are you carrying your laptop?
B: I 'm going to do some homework on the
train.
Answer 1
.............................................
Question 2
A: I can't find my keys.
B: I 'll help you look for them.
Answer 2
.............................................
before during
15. Watch
this Video
Hmmm... Let's take a short break and watch this video
from BBC Learning English. (video length - 44secs)
16. Comprehension
Questions
Question 1
A: We don’t have any bread.
B: I know.
.............................................
buy some. I took some money from
your purse.
Question 2
A: We don’t have any bread.
B: Really?
............................................. buy
some from the shop then.
17. Comprehension
Answers
Question 1
A: We don’t have any bread.
B: I know. I'm going to
buy some. I took some money from
your purse.
Question 2
A: We don’t have any bread.
B: Really? I'll buy some from the
shop then.
18. When do we use "going to"?
Recap 1 Recap 2 Recap 3 Recap 4
Summary of Today's
Class
How do we use "going to"? When do we use "will"? How do we use "will"?
19. Thank you for joining
today's class.
I hope you feel more confident using "going to"
and "will" in your English conversations.
Keep practicing and don't give up!