This presentation is based on the information provided through a CIE webinar that was conducted by HELEN TONER. It will help you to teacher or attempt paper 2 of English language (1123)
This presentation is based on the information provided through a CIE webinar that was conducted by HELEN TONER. It will help you to teacher or attempt paper 2 of English language (1123)
A Strategic Approach: GenAI in EducationPeter Windle
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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.
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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.
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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.
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2. Age: 25 to 58 years old
Grade: beginners
Type of test: Formative test
Skills to evaluate: writing, speaking, listening and reading.
English level: A1 According to the CEFR. (Common European
Framework)
Time: 80 min.
Previous knowledge: The students have previous knowledge based on
the unit 3, talk about likes and dislikes, express their preferences, to
identify handicraft vocabulary and describing pictures, developed by the
four skills that were worked out in the lessons in unit 3.
Test objective: Measure the learners’ progress about writing, speaking,
listening and reading, in order to give them appropriate feedback so they
can improve their abilities.
Tasks: 1. - multiple choice 2.-gap fill 3.-question completion.
PROFILE
3. TEST
UNIT 3
INSTRUCITIONS: For this test yow will have 80 min. to answer the questions. Read
carefully the instructions included in each skill.
NAME: _________________________________________________________
DATE: __________________
4. Activity 1- Listening
Going to the cinema
Man: Hey, Kathy. I'm thinking about renting a movie for tonight's party, and I want
to know what kind of movies you like.
Woman: Okay. What kind of movies do you have in mind?
Man: Well, what about action movies?
Woman: Ah, I don't really like action movies. Too much violence.
Man: Okay, do you like comedies?
Woman: Now, I do enjoy comedies.
Man: Fine. Well, what do you think of horror movies or love stories?
Woman: Uh . . . I'm not really crazy about horror movies, but love stories are often
fun to watch. Oh, and I really like foreign films, too.
Man: Okay. I'll go to the video store and see what I can find. Thanks.
LISTENING
5. I. Listen carefully to the
audio and answer the questions about the likes and dislikes
of the woman.
1. What does the woman think of action movies?
A. like
B. dislike
2. Does She likes Comedies?
A. like
B. dislike
3. What does the woman think of horror movies?
A. like
B. dislike
4. What does the woman think of love movies?
6. A. like
B. dislike
5. Foreign:
A. like
B. dislike
Activity 2 Vocabulary
II. Write the correct word in the pictures, select them from the
box.
Scissors Needle
point
Fabric Embroidery Yarn Sewing
machine
Pin
Crochet
hook
Thread Pin
cushion
Quilting Thimble Embroidery Knitting
needles
Loom
VOCABULARY
7. Activity 3 Writing
III. Look at the discount announcement. Describe the discount
pictures in your own words.
WRITING
8. IV. Write 4 descriptions of each picture:
Example:
Picture 1: The address of Ghulam Hassan is rainawari Jog Lanker.
Picture 1:
1.________________________________________________________________
__________________________________________________________________
2.________________________________________________________________
__________________________________________________________________
1. 2.
15% discount on
manufactures
Until March 2014
Address: Fresty Laurence Road
Zip: 563499
City: Laredo Tx.
Telephone: 813- 231 5397
10. HANDICRAFTS
Handicraft is a type of work where useful and
decorative things are made completely by hand or by using
only some simple tools. The handicraft products often have
cultural and/or religious significance. Items made by mass
production or machines are not handicraft goods.
Handicraft is also sometimes called artisanry. And it is
a traditional main sector of craft. Handicraft is the art of
creating products using raw and indigenous materials. It
develops the skills and creative interests of person towards
a particular craft or trade. Handicraft is distinguished from
the Art and Crafts category is some manner, such as
handicraft items are intended to be used, worn, etc., having
a purpose beyond simple decoration. Handicraft goods are
generally considered more traditional work.
1. - The hands are used for to make handicrafts. T
F
2. - There are some handicrafts created using machines T
F
11. 3. - Handicrafts and artisan is the same. T
F
4. - Art and craft are synonymous. T
F
ACTIVITY 5 SPEAKING
VI. Candidates are tested in pairs but don’t converse with each other, they
interact with the Examiner/ Interlocutor.
If you don’t understand what the examiner has said or what the examiner
wants you to do, that’s fine. You can ASK THE EXAMINER:
“Sorry, could you repeat that please”.
“I’m sorry, I don’t understand, could you explain that again please?”
EXAMINATER: Ok. Let’s start with the activity. I
will ask each of you some questions.
So, ____ (candidate A’s NAME).
SPEAKING
12. Imagine that you go to a handicraft store. When you enter to the store, start a
conversation with the seller. What a seller might say? (3 min.)
EXAMINATER: Now, let´s go on with____ (candidate B´s NAME). (3 min.)
What a customer might say:
Now let’s change the conversation:
EXAMINATER: ____ (candidate B´s NAME). A client is looking for a present.
Choose two pictures of handicrafts in the page below describe it and give
information about it at the costumer. (5 minutes)
EXAMINATER: ____ (candidate A´s NAME). Imagine that for you is the present.
Choose two different handicrafts in the same page. Describing it, say that you
prefer those, and why. (5 minutes)
EXAMINATER: Thank you that´s all.
MATERIAL FOR SPEAKING
PART
14. Rubrics
FINAL PROJECT
TEAM:
Adriana Mercedes García Alcázar
Jazmin Paola Macías Hernández
Ingrid Selene Valenzuela Rosales
Alma Verónica Méndez Valdez
Gabriela Bautista Morales
5th Semester
RUBRICS
15. 1
Needs work
2
Fair job
3
Good job
4
Terrific
Score
Gramar There are many
grammatical errors,
such as using the
wrong pronouns,
verbs and adjectives
There are 3 or more
grammatical mistakes
on the descriptions,
using incorrectly
pronouns, verbs and
adjectives.
There are 1 or 2
grammatical
mistakes using the
pronouns, verbs and
adjectives on the
descriptions.
The descriptions has
no errors in pronouns,
verbs and adjectives,
and it show the correct
manage.
Spelling The spelling errors
decrease the
readability of the
descriptions
There are several
spelling errors.
There are 3 or more
words spelled
incorrectly.
All words in the
descriptions are
spelled correctly.
Coherence Use the pronouns,
verbs and
adjectives in
incorrectly way, and
the story lacks of
sense.
Only use two different
pronouns and
adjectives, and the
descriptions lacks of
coherence.
Use the pronouns,
verbs and adjectives
well, but the
description does not
have a clear idea.
Use the pronouns,
verbs and adjectives
in a good way. It has
a well defined ideas
to describe the
pictures.
RUBRIC FOR WRITING
16. 1
Needs work
2
Fair job
3
Good job
4
Terrific
score
Vocabulary
The vocabulary learned in
class to communicate
his/her ideas is used very
little.
Some of the vocabulary
learned in class to
communicate his/her
ideas is used.
The vocabulary
learned in class to
communicate his/her
ideas is used a great
deal
All the vocabulary learned
in class to communicate
his/her ideas is used.
Accuracy
Use of grammar.
Meaning is often unclear.
Many errors. Most
vocabulary
words/idiomatic
expressions were used
inadequately.
Adequate use of
grammar. Meaning is
sometimes unclear.
Some errors are still
present. Some
vocabulary
words/idiomatic
expressions were used
inadequately
Good use of grammar.
Meaning is mostly
clearly conveyed. A
few errors are still
present. Few
vocabulary
words/idiomatic
expressions weren't
used adequately.
Excellent use of grammar.
Meaning is very clear. Very
few errors present. Ideas
were expressed clearly. All
vocabulary words and
idiomatic expressions were
used in the right context.
Fluency
Sentences had long
pauses/interruptions and
conversation was not
fluent at all.
Although pauses in
sentences were frequent
and the conversation
was not very fluent.
Fluency was a little
better.
A few sentences had
small pauses or
fluency issues.
Conversation was still
fluent.
Conversation was fluent
and easygoing
RUBRIC FOR SPEAKING
