'Yes, What?' was an Australian Radio Program produced between 1936 and 1941. It was set in a typical public school classroom during that era, before the advent of the television as a form of entertainment in Australia.
The characters in 'Yes, What' were the teacher Percy and three boys: Bottomly, Greenbottle and Standforth. Some episodes feature an additional boy, De Pledge, the caretaker Mr. Snootles, and other characters.
The slides have been prepared for an average Middle School English comprehension lesson, focusing on listening and analytical skills based on the episode 'Percy the Tyrant'
'Yes, What?' was an Australian Radio Program produced between 1936 and 1941. It was set in a typical public school classroom during that era, before the advent of the television as a form of entertainment in Australia.
The characters in 'Yes, What' were the teacher Percy and three boys: Bottomly, Greenbottle and Standforth. Some episodes feature an additional boy, De Pledge, the caretaker Mr. Snootles, and other characters.
The slides have been prepared for an average Middle School English comprehension lesson, focusing on listening and analytical skills based on the episode 'Percy the Tyrant'
USE OF RUBRICS IN AN EDO “FACE TO FACE” SESSION
Jornada Escolar Completa - Inglés
Dirección de Educación Secundaria
Workshop objectives
To know about the concept about rubrics and the benefits of using them for teachers and students.
To exemplify with the use of the rubrics in the assesss of speaking and writing activities in EDO sessions.
USE OF RUBRICS IN AN EDO “FACE TO FACE” SESSION
Jornada Escolar Completa - Inglés
Dirección de Educación Secundaria
Workshop objectives
To know about the concept about rubrics and the benefits of using them for teachers and students.
To exemplify with the use of the rubrics in the assesss of speaking and writing activities in EDO sessions.
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.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
2. Monday April 30th
• Will have an exam on unit 5, after we will make sure all the work is
done and is put on the Rubrics for grades.
3. TUESDAY MAY 1st
No classes due to Labor Day a National Holiday.
Make sure you work on your Open Doors Presentation, bring all material you need to work on, on Thursday since
I will give you time to work on this project. I need you to write down what you are going to say and bring it to me
So I can check for grammar and spelling. If you are doing slide share it should only consist of pictures not any
words that you are going to read. Im sure you will be proud of yourself, lets give it a 110%, always remember
practice makes perfect.
4. WEDNESDAY MAY 2ND
Pages 247
M.I. M, LM, VS, IA
Minutes 40
Objectives To discriminate sounds
To reinforce vocabulary
Activities &
Strategies
Pre-activities
1. SS listen to Track 30 and repeat with their best pronunciation and intonation.
2. T projects the number code and together discover the hidden phrase. APP CS
Activities
3. SS individually reflect about the meaning of the hidden phrase and describe it in the second activity.
4. In groups, SS find the words in the Word Search.
5. T uses APP CS > Random Selector to choose a S to correct the Word Search using APP CS > circle
Post-activities
6. SS complete de Vocabulary Word Map with these words and put on the English corner.
7. Then, SS use these “cards” to formulate sentences in a Sentence Wall.
8. SS draw pictures of word of a sheet of paper and then share their draws with a partner and SS write a story with it (pictures for story writing).
Resources Book
Track 30
iPad APP CS
Vocabulary Word Map
APP CS tools:
5. • Will have students read for 30 minutes.
Will give students the rest of the time to work on Open Doors
presentation.
THURSDAY MAY 3RD
6. FRIDAY MAY 4TH
Session 11
Section Listening
Pages 248
M.I. VL, M, IE
Minutes 40
Objectives To improve auditory discrimination
To describe a picture
To greet people and respond to greetings
To express solutions
Activities & Strategies Pre-activity
1. T projects the picture on p. 248 and, in pairs, SS take turns describing it. *T may record their interventions using APP CS > the microphone
Activities
2. T plays Track 35 and while listening to it, SS write the missing words. * T should monitor the listening process by stopping the track periodically, if needed.
3. T uses APP CS > Random Selector to choose a S to check the activity using APP CS > pencil
4. SS, in partners, imagine they are Jessie and her father, and come up with different ideas the two questions from the activity.
5. SS play Game #2 Speaking (Making a Reservation).
Post-activities
6. Before listening to Track 34, SS read the questions on the table. Then, T plays Track 34.
7. SS individually check (√) true or false.
8. T projects the correct answers APP CS.
9. SS comment the idioms.
* Send-A-Problem (Variation)
Step 1: Groups decide on one problem they will consider. It is best if two or three groups consider the first question and other two or three groups work with the second question.
Step 2: The same procedure is used with the first group, brainstorming solutions to a single problem. The problem is written on a piece of paper and attached to the outside of a
folder. The solutions are listed and enclosed inside the folder.
Step 3: The folder is then passed to the next group. Each group brainstorms for three to five minutes on the problems they receive without reading the previous group's work and
then places their solutions inside their folders.
Step 4: This procedure may continue to one or more groups. The last group reviews all the solutions suggested by all of the previous groups and develops a prioritized list of possible
solutions. This list is then presented to the rest of the class.
*If SS need extra support you can find extra listening activities on page 337.
Resources Book
iPad APP CS
Track 34, 35
APP CS tools:
Bonus Activities p. 337
