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.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter 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.
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.
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
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!
1. I NSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
TALLER DE PRÁCTICA DOCENTE
Student: Gieser Leticia
Período de Práctica: Nivel Primario
Number of Students: 36
Institution: Colegio Cavagnaro
Adress: Calle 70 – N° 2753
Age: 11 years old
Level: Beginners
Lesson plan: a class
Date: August, 1st
Time: 40’ (11.10 a 11.50hs)
• Teaching Points: The Pets (cat – frog – fish – rabbit – parrot – dog )
• Aims: During this lesson, learners will be able to…
Describe different pets that they have.
Develop their listening skills by listening book’s audio.
To deepen their understanding of commands/instructions while developing
their macro skills as well.
• Language Focuses:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
2. REVISION Colours, big, small,
long, short, blond
Pets: (cat – dog –
frog – fish – rabbit –
parrot – hamster -
snake)
Recognizing
pets
Talking about
them
Who is it? Who’s
this?
It’s…
S/he’s got…
S/he hasn’t got
What’s this?
What colour is it?
It’s….
Is it big? Small?
How many…?
Smile Smiling /æ/ as
in rabbit, cat, hamster
NEW Pets: Horse –
tortoise – wings - tail
Describe pets’
appearance
Has it got…? Yes, it
has / No, it hasn’t
Sound / ɒ/ as in got,
dog, frog.
• Teaching Approach: The lesson is based on the Natural Approach, and organized trough the
PPP procedure (Harmer, 2010).
• Materials and Resources: pictures about the different pets made on cardboard with different
colours. Audio about ‘Our Discovery Island 2’ about Pets. Flashcards related with the topic.
• Pedagogical use of ICT in class: in this lesson, a video will be used to introduce the pets and
exposure of the students to the teaching point. Activities organised through the use of audio-
visual materials enhances language learning and acquisition.
• Seating arrangement: students will be sitting in their seats in order to facilitate visual contact
and interaction within the group. At some points in the lesson, they’ll move around the class.
• Possible problems /difficulties and their possible solutions during the class: children would
may not understand the topic or the games, but this situation will change when the teacher
explains again using mimes and gestures.
• Potential problems students may have with the language: students may find it hard to
produce the chunk ‘it’s a dog…’ however, the teacher will try to encourage them. If they can’t
do it or don’t understand, they may use: dog…cat…
• Assessment: what will be assessed and how: the teacher will check students’ comprehension
by miming, doing gestures and watching if they perform the actions or not. Encourage them
to produce the new vocabulary. If they get shy, the teacher will check they can recognize the
items by saying (showing a picture about the topic) is it a square? To sts answer just ‘yes – no’.
Routine: 5’
I’ll get into the classroom and greet students: ‘Hello!, how are you today?’ EA: ‘Hello!’
I’ll ask to students that listen and we’ll sing the hello song:
‘This is the way we say hello, say hello, say hello,
This is the way we say hello to you…’ (It repeats twice)
Comentado [A1]: Such as in …?
3. Transition: well done kids! Now let’s pay attention to what I have here for you! Here the teacher will
stick the flashcards from the last class.
Warm – up 5’
The teacher will stick different flashcards on the board (from the last class) and she will start to ask to
students, what colour is it? How many legs…? And here the teacher will introduce the question has it
got…? And here she will use the flashcards to guide the students they could realize it. And here she
will encourage to students to participate and say the different characteristics about pets.
Transition: ‘Great job kids!’
Presentation – 10’
The teacher will stick the flashcards on the board, and she will ask some question such as: ‘has it
got…? To students will answer yes/no. While she says the questions, she will write the information to
copy it the new structure.
Has it got four legs? Yes, it has / no, it hasn’t.
Transition: ‘great job kids!’ copy and when you finish, open your pupil’s book on page 23’
Development – 10’
Here the students will have the next chant:
Before listening to the chant, the teacher with the same flashcards, will stick the flashcards that would
be similar to the chant and she will ask to students: ‘Juan, has it got four legs?’ EA: yes/no then, she
will ask to other girl or boy about the same animal on the board, for instance: ‘Mateo, has the cat (she
will point to him) got a tail?. Then she will do the same with other students encouraging them to
answer about the animals on the board.
When they finish, the teacher will play the chant from the Pupil’s Book CD.
Transition: ‘Well done! Now let me know what do you understand? What is it about?’ she will
encourage to students to say what they understood. ‘we worked a lot! Great!’
Comentado [A2]: The questions in the chant are about animals`
features. You should stick to that at this stage.
Comentado [A3]: Expected answer?
Will they be able to discuss in L2?
4. Once they have finished to guessing the game, the teacher will ask to students to underline the
structures ‘Has it got…’ in the chant with colour green.
Activity 1 – 5’
The teacher will ask to students that open their activity book on page 21. Here they will have to
complete an activity similar to the chant. Where they have to complete answer the questions about the
animals. The teacher will help them to complete in case they don’t understand.
Activity 2 – 5’ (Activity in pairs)
The teacher will stick different flashcards on the board about different pets. Before that she will
explain to students the new vocabulary: wings and tail, pointing to this in the flashcards.
Comentado [A4]: You may play the guessing game at this stage,
instead of “discussing” the chant.
Con formato: Inglés (Estados Unidos)
5. Every picture has a number above. So the teacher will ask to students that with their partner they will
make some questions to guess who the animal that s/he chooses is. She will say write some examples,
has it got four legs? Is it big? Is it small? And others such as it’s got long tail, it’s has got four legs, etc.
And his/her partner will have to guess what animal is about.
Transition: ‘Well kids!’ now open their activity book again on page 20. Let’s go on working!
Activity 3 – 5’
The teacher will ask that open their activity book again and here they will dohave a listening activity.
In this case, they will have to complete with the information that they listen. In case they could not
understand, she will play the audio twice and she will pause it to complete the activity. And finally,
the teacher will ask to some students to write on board the answers.
Comentado [A5]: Writing some prompts on the board might be
useful, especially for visual learners.
Comentado [A6]: Volunteers may then write the answers on the
board.
6. Transition: ‘we worked a lot! You’re great!’
Closure 5’
Here the teacher, she will share the flashcards again and she will ask some questions to answer yes –
no, such as: is it big? Has it got wings? Has it got long hair?
Transition: ‘let’s sing the bye bye song!’
‘This is the way we say good bye, say good bye, say good bye to you…’
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence and
sequencing
x
Variety of
resources –
Learning styles
x
Stages and
activities
X
Teaching
strategies
X
Language
accuracy
x
Observations Well done! The guessing game should be exploited to the full, both orally and in a
written form. You can even have a sort of competition!
Comentado [A7]: Make sure they feel like doing this again.