This document appears to be an English language formative test for students consisting of multiple sections covering various grammar and vocabulary topics. The test contains exercises involving translating vocabulary terms, completing sentences in different tenses, classifying and conjugating verbs, reading comprehension, and other language practice activities. It provides assessment material across a range of fundamental English language concepts.
Usually children sit idle at home during vacation and do nothing to reinforce their learning. The Institute of ELC has designed this series of REINFORCEMENT for the young children. The worksheet in your hand is made by Ms Shabana Rizvi
Usually children sit idle at home during vacation and do nothing to reinforce their learning. The Institute of ELC has designed this series of REINFORCEMENT for the young children. The worksheet in your hand is made by Ms Shabana Rizvi
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.
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
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Formative test N°2 2016
1. Formative test N°2
3rd
Grades
Name: _______________________________________. Grade: _______________________________.
I.Translate the food vocabulary:
1. Blueberries: _____________________.
2. Green peppers: __________________.
3. Milk ___________________________.
4. Honey: _________________________.
5. Cheese: ________________________.
6. Mushrooms: ____________________.
7. Bacon: _________________________.
8. Corn: __________________________.
9. Popcorn: _______________________.
10. Butter: ________________________.
II. Complete the frequency adverbs.
FREQUENCY ADVERBS SPANISH
1. ALWAYS
2. SOMETIMES
3. OFTEN
4. NEVER
III. Read and write the time.
Written form Numbers
1. It´s eight thirty.
2. It´s five forty five.
3. It´s one o´clock.
4. It´s four thirty five.
5. It´s six o´clock
6. It´s ten forty five.
IV. Complete A LITTLE or A FEW.
FOOD A LITTLE – A FEW
1. Cheese
2. Apples
3. Water
4. Honey
5. Pumpkins
6. Mushrooms
V. Translate the vocabulary.
1. A little: ___________________.
2. A few: __________________.
3. A lot: ____________________.
4. None: ____________________.
VI. Read and draw.
1. watermelon:
2. green beans:
3. green peppers:
ENGLISH TEACHING DEPARTMENT
PROFESORA: IRIS LAGOS TOLEDO
2. Formative test N°2
5th
Grades
Name: _______________________________________. Grade: _______________________________.
1.- Look and complete the chart. MIGHT – GOING TO
1.- go to the gym 5.- walk the dog
2.- play the guitar 6.- wash the dishes
3.- surf the net 7.- play video games
4.- play chess
1______________________________________________
2______________________________________________
3______________________________________________
4______________________________________________
5______________________________________________
6______________________________________________
7______________________________________________
8______________________________________________
2. Read and write the numbers.
WRITTEN FORM NUMBERS
1. One million two
hundred thousand.
2. Fifteen million.
3. Eight hundred
forty nine.
4. One hundred
thousand.
5. Thirty three
million.
3. Translate the vocabulary.
1. Must: ___________________.
2. Mustn´t: __________________.
3. Have to: ____________________.
4. Complete the verb chart:
INFINITVE PAST
1. MIX
2. DRINK
3. START
4. CLIMB
5. Classify the verbs:
REGULAR VERB IRREGULAR VERB
6. Translate the vocabulary:
INFINITVE SPANISH
1. MARS
2. VENUS
3. SUN
4. EARTH
5. SATURN
4. Don´t have to: ____________________.
5. Might: ___________________.
ENGLISH TEACHING DEPARTMENT
PROFESORA: IRIS LAGOS TOLEDO
ENGLISH TEACHING DEPARTMENT
PROFESORA: IRIS LAGOS TOLEDO
EAT – RUN – PLAY – MIX – START –
BREAK – CLIMB – WASH -GO
3. Formative test N°2
6th
Grade
Name: _______________________________________. Grade: _______________________________.
I. Translate the vocabulary:
PHRASAL VERB SPANISH
1. costumes
2. scene
3. props
4. rehearsal
5. plot
6. basement
7. play
8. sword
9. huge
10. blood
11. summary
12. dark
13. castle
14. noise
15. makeup
II. Report the sentences. ALICIA
BUBBLES Report
Don´t run!
Close the book!
Pay attention!
Listen and repeat!
Turn on the TV!
Don´t close the
door!
III. Translate the indefinite pronouns:
INDEFINITE
PRONOUNS
SPANISH
1. Somebody
2. Nothing
3. Something
4. Somewhere
5. Nobody
IV. Classify the verbs:
REGULAR VERB IRREGULAR VERB
V. Translate the verb chart:
INFINITVE SPANISH
1. SEE
2. MAKE
3. CLIMB
4. MIX
5. MEET
Formative test N°2
7th
Grades
SLEEP – READ – START – MIX –GO –
WASH – BREAK – CLEAN – BUY - PLAY
ENGLISH TEACHING DEPARTMENT
PROFESORA: IRIS LAGOS TOLEDO
4. Name: _______________________________________. Grade: _______________________________.
I. Complete the sentences: Simple Present
1. (+)___________________________________.
(-)___________________________________.
(?) Does she work in the circus?
2. (+)___________________________________.
(-) They don´t eat fruits and vegetables.
(?)___________________________________?
3. (+) I live in Russia.
(-)___________________________________.
(?)___________________________________?
4. (+)___________________________________.
(-) He doesn´t wash the dishes.
(?)___________________________________?
II. Translate the verbs.
VERBS SPANISH
1. Share
2. Work
3. Study
4. Love
5. Want
6. Like
7. Live
III. Translate the vocabulary about family.
1. parents: ______________.
2. daughter: ______________.
3. uncle: ______________.
4. aunt: ______________.
5. grandparents: ______________.
6. children: ______________.
7. son: ______________.
8. mom: ______________.
9. dad: ______________.
10. wife: ______________.
11. husband: ______________.
12. cousin: ______________.
13. nephew: ______________.
14. niece: __________________.
IV. Translate the Wh-questions.
VERBS SPANISH
1. How old?
2. What?
3. Where?
4. How many?
5. Who?
6. When?
7. Why?
Formative test N°2
8th
Grades
Name: _______________________________________. Grade: _______________________________.
ENGLISH TEACHING DEPARTMENT
PROFESORA: IRIS LAGOS TOLEDO
5. I. Complete the sentences: Simple past
1. (+)___________________________________.
(-)___________________________________.
(?) Did she write a letter?
2. (+)___________________________________.
(-) They didn´t meet a famous person.
(?)___________________________________?
3. (+) I made my bed in the morning.
(-)___________________________________.
(?)___________________________________?
4. (+)___________________________________.
(-) We didn´t read the new book.
(?)___________________________________?
II. Complete the sentences: during/in/at/on
1. __________ 1999
2. __________ her birthday.
3. __________ 15 years old.
4. __________ October 5th
5. __________ Monday
6. __________ November
7. __________ Christmas
8. __________ 2014
9. __________ my life
10. __________ the age of 29
III. Translate the vocabulary.
1. Music: ______________.
2. Victory: ______________.
3. Score: ______________.
4. Goal: ______________.
5. Band: ______________.
6. Championship: ______________.
7. Illness: ______________.
8. Tickets: ______________.
9. Concert: ______________.
IV. Complete the verb chart:
INFINITVE PAST
1. Sleep
2. Wash
3. Break
4. Read
V. Classify the collocations:
GO TO WATCH WIN GET
VI. Translate the verb chart:
INFINITVE SPANISH
1. Give
2. Leave
3. Speak
4. Think
A music festival – a game on TV – a concert – a
movie – a cold – the news – the flu – the
championship – a game of cards – a show
