How to plan lesson ? ( according to CBA > < Official Approach in Algerian eaducational system, PPU and PDP frame works & PIASP teaching grammar or pronunciation items .
How to plan lesson ? ( according to CBA > < Official Approach in Algerian eaducational system, PPU and PDP frame works & PIASP teaching grammar or pronunciation items .
This PPT was used for the 2013 TaLK Program in South Korea for new teacher orientation. The content is specific to South Korea and the TaLK program but can be used and adapted to other circumstances.
Integration of Skills In English Language Teaching by Ayoub OublaAyoub Oubla
Integration of skills in teaching English as ESL/EFL
Prepared by: Ayoub Oubla
Supervised by: Mr.Ayaad Chraa
Campus Ait Melloul, Ibn Zohr University.
professional B.A program: English language teaching and The Global Market.
RPP bahasa inggris SMP (asking and giving information-speaking skill )santi damayanti
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : UPTD SMP NEGERI 17 CIREBON
Mata Pelajaran : Bahasa Inggris
Aspek/Skill : Speaking (Berbicara)
Kelas/Semester : VII/Gasal
Alokasi Waktu : 10 X 40 menit (5x pertemuan)
Jenis Teks : Teks Transaksional/ Interpersonal
Tema : Asking and Giving Information
Standar Kompetensi : 3. Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 3.2 Merespon makna dalam percakapan transaksional (to get things done dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan member informasi. Mengucapkan terimakasih, meminta maaf dan mengungkapkan kesantunan.
Indikator : Menggunakan tindak tutur yang menyatakan ungkapan : menanyakan (asking for) dan memberikan informasi (giving information).
1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Menggunakan kata where, when, how many, what and which dengan tepat dalam kalimat intterogative.
b. Mengetahui penggunaan preposition (in, on, at, in front of, behind, beside, under, between) dalam menunjukan tempat.
c. Membedakan penggunaan kata do, does dan to be (is,are) dalam kalimat interrogative.
d. Mengetahui bentuk-bentuk adverb of time, date and time.
e. Membedakan singular (a and a), plural nouns, has and have.
f. Mengetahui berbagai macam warna (colour), kata sifat (adjective) dan benda (noun).
g. Mengetahui berbagai bentuk Phrase.
h. Merespon/ menjawab pertanyaan dengan tepat.
Karakter siswa yang diharapkan : Cermat, komunikatif.
This PPT was used for the 2013 TaLK Program in South Korea for new teacher orientation. The content is specific to South Korea and the TaLK program but can be used and adapted to other circumstances.
Integration of Skills In English Language Teaching by Ayoub OublaAyoub Oubla
Integration of skills in teaching English as ESL/EFL
Prepared by: Ayoub Oubla
Supervised by: Mr.Ayaad Chraa
Campus Ait Melloul, Ibn Zohr University.
professional B.A program: English language teaching and The Global Market.
RPP bahasa inggris SMP (asking and giving information-speaking skill )santi damayanti
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Nama Sekolah : UPTD SMP NEGERI 17 CIREBON
Mata Pelajaran : Bahasa Inggris
Aspek/Skill : Speaking (Berbicara)
Kelas/Semester : VII/Gasal
Alokasi Waktu : 10 X 40 menit (5x pertemuan)
Jenis Teks : Teks Transaksional/ Interpersonal
Tema : Asking and Giving Information
Standar Kompetensi : 3. Memahami makna dalam percakapan transaksional dan interpersonal sangat sederhana untuk berinteraksi dengan lingkungan terdekat
Kompetensi Dasar : 3.2 Merespon makna dalam percakapan transaksional (to get things done dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan member informasi. Mengucapkan terimakasih, meminta maaf dan mengungkapkan kesantunan.
Indikator : Menggunakan tindak tutur yang menyatakan ungkapan : menanyakan (asking for) dan memberikan informasi (giving information).
1. Tujuan Pembelajaran
Pada akhir pembelajaran, siswa dapat:
a. Menggunakan kata where, when, how many, what and which dengan tepat dalam kalimat intterogative.
b. Mengetahui penggunaan preposition (in, on, at, in front of, behind, beside, under, between) dalam menunjukan tempat.
c. Membedakan penggunaan kata do, does dan to be (is,are) dalam kalimat interrogative.
d. Mengetahui bentuk-bentuk adverb of time, date and time.
e. Membedakan singular (a and a), plural nouns, has and have.
f. Mengetahui berbagai macam warna (colour), kata sifat (adjective) dan benda (noun).
g. Mengetahui berbagai bentuk Phrase.
h. Merespon/ menjawab pertanyaan dengan tepat.
Karakter siswa yang diharapkan : Cermat, komunikatif.
Overview of some principles for teaching English and teaching in general. Here's the interactive presentation. http://eflclassroom.com/flash/teachingskills.swf
Principles to practice in teaching readingJoe McVeigh
Jennifer Bixby and Joe McVeigh present principles for teaching reading to English language learners and supply practical applications. Download the handout at www.joemcveigh.org
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?
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.
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.
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
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.
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.
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!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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
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.
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.
