A, An, The, or Nothing, Lesson 8 of Misused and Misunderstood WordsMichele Snider
This lesson is designed to teach intermediate to advanced English Language Learners to differentiate the uses of the articles a, an, and the and when NOT to use them.This is the eighth and final lesson of the SkimaTalk course Misused and Misunderstood Words. It includes a course review. Written by Michele W. Snider, SkimaTalk teacher and author of My Virtual English dot com.
A, An, The, or Nothing, Lesson 8 of Misused and Misunderstood WordsMichele Snider
This lesson is designed to teach intermediate to advanced English Language Learners to differentiate the uses of the articles a, an, and the and when NOT to use them.This is the eighth and final lesson of the SkimaTalk course Misused and Misunderstood Words. It includes a course review. Written by Michele W. Snider, SkimaTalk teacher and author of My Virtual English dot com.
Articles - Definite and indefinite articles in useAhmet Ateş
Recently, I was asked for a demonstrative micro-teaching for one of my job applications. That is what I came up with - the mighty articles.
This is not an original work of mine. Being just a handy guide for, what is to me, an essential part of English grammar.
Feel free to use and quote in your classes or even interviews. You can give feedbacks and improvement advices about the examples. There is still some rules missing.
Context clues are significant in determining meaning of unfamiliar vocabulary without seeking for denotative meanings from a dictionary.
In this presentation, major types of context clues will be exemplified based on the most essential learning competencies of DepED.
Autumn has finally arrived, and we can now say for sure that summer is not coming back until next year. For us, this only means… new ideas, more fun, and an exciting year of teaching ahead! Join Ewa this month for another set of ELT activities, where she will focus on one of the most popular topics in October: Halloween!
Articles - Definite and indefinite articles in useAhmet Ateş
Recently, I was asked for a demonstrative micro-teaching for one of my job applications. That is what I came up with - the mighty articles.
This is not an original work of mine. Being just a handy guide for, what is to me, an essential part of English grammar.
Feel free to use and quote in your classes or even interviews. You can give feedbacks and improvement advices about the examples. There is still some rules missing.
Context clues are significant in determining meaning of unfamiliar vocabulary without seeking for denotative meanings from a dictionary.
In this presentation, major types of context clues will be exemplified based on the most essential learning competencies of DepED.
Autumn has finally arrived, and we can now say for sure that summer is not coming back until next year. For us, this only means… new ideas, more fun, and an exciting year of teaching ahead! Join Ewa this month for another set of ELT activities, where she will focus on one of the most popular topics in October: Halloween!
My TEFL resources. See my resources webpage at http://www.globalcitizen.co.uk/wp/toms-tefl-resources/
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
If you're doing this for English as Second Language students, part 1 is appropriate for CLB level 2 - 3 students, but part 2 is a bit more difficult and more appropriate for CLB level 4 and above.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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?
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.
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.
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.
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.
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.
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.
3. A. Let’s learn more about Halloween. Read the texts.
Word check
1 spooky = assustador; 2 carve = esculpir;
3 knock = bater; 4 scary = assustador
Hello, Oliver! Here in Portugal we don’t really have
a Halloween tradition. We usually celebrate it in our English
classes and we like to wear scary4 costumes and go out.
In Portugal, on 1st November we celebrate “All Saint’s Day”.
It’s a different tradition. Many children go out in small
groups from door to door and ask for “Pão por Deus”. People
also give us sweets, but we don’t wear scary costumes.
Hello! Let me tell you all I know about Halloween in the USA
and Great Britain! Vampires, spooky1 ghosts, pumpkins,
witches and sweets. It’s 31st October and it’s Halloween!
Children usually wear costumes and carve2 pumpkins. They
knock3 on doors and say “Trick or Treat!”. They eat lots of
sweets. Do you celebrate Halloween?
4. B. Match the Halloween words you find in the texts with the pictures.
vampire ghost pumpkin
sweets costumes trick or treat
1. 2. 3.
4. 5. 6.
5. C. Let’s see if you find out the name of other Halloween words.
It’s a _______________.
batIt’s a _______________.
witch
black catIt’s a _______________.
7. A. Read the dialogue and act it out.
Rob: Hi, Julia! What’s your Halloween
costume this year?
Julia: Hi, Rob. I’m the Evil Queen. And you?
Rob: I’m a pirate!
Julia: I love your costume and I love
Halloween pranks1.
Rob: I like playing pranks2 too, but trick or
treat is my favourite Halloween
activity. Let’s go trick-or-treating
together?
Julia: Great idea! Let’s have some fun!
B. Copy the dialogue into your notebook.
Underline the same words in your notebook.
Word check
1 pranks = partidas
2 playing pranks = pregar partidas
8. C. Work with your partner. Change the underlined words from the dialogue
in A and role-play a similar dialogue in class with your own ideas.
Here’s a list of some words/expressions you can use.
Halloween activities
go trick-or-treating
carve pumpkins
play pranks
go to Halloween parties
watch a film
decorate the house
…
Halloween costumes
pirate
clown
witch
vampire
ghost
bat
…
10. A. Work with your partner. Look at the pictures and find 6 differences.
You have 3 minutes.
1 2
Example:
In picture 1 there is one star next to the bat.
In picture 2 there are two stars next to the bat.
11. B. Watch an extract from the TV programme “Dog with a blog”.
12. 1. Stan, the talking dog, ….
a) loves Halloween. b) doesn’t like Halloween.
2. Who prepares the Halloween party?
a) Avery. b) Avery and her sister Chloe.
3. Does Stan want to go to the party?
a) No, he doesn’t like Halloween. b) Yes, because he likes to party.
4. Stan wants to change his name to…
a) Captain America. b) Spiderman.
5. What’s Stan’s costume for the party?
a) A hot dog. b) An Italian sausage.
C. Choose the correct option.
13. WHAT’S YOUR HALLOWEEN NAME?
Examples:
João Silva = Weird Broomstick
Lara Matos = Haunting Fairy
First letter of your name
A. Frightening N. Spooky
B. Black O. Ghostly
C. Dark P. Pirate
D. Jack-o’-lantern Q. Horrifying
E. Sinister R. Bloody
F. Candy S. Magical
G. Bizarre T. Devil
H. Scary U. Terrifying
I. Strange V. Horrid
J. Weird W. Awful
K. Peculiar X. Tricky
L. Haunting Y. Shocking
M. Haunted Z. Ballerina
Last letter of your surname
A. Bat N. Midnight
B. Ghoul O. Ghost
C. Mummy P. Skull
D. Vampire Q. Apple
E. Werewolf R. Witch
F. Frankenstein S. Broomstick
G. Scarecrow T. Goblin
H. Monster U. Owl
I. Zombie V. Spider
J. Skeleton W. Dracula
K. Night X. Cat
L. Shadow Y. Pumpkin
M. Fairy Z. Warlock