Major areas covered :
Communication Skills
Common Mistakes in English
Common Grammatical Errors in Writing
Punctuation
Review of Literature – How to Correct Errors in it.
You can write grammatically and spell perfectly but still produce sentences that will bamboozle your reader.Be alert to what matters in sentence structure, and know what to look for in your own writing.
Do you know what adverbs are, no? Don’t worry!! We have got you covered with all that is there to know about adverbs, their types, usage, and correct placement.
Major areas covered :
Communication Skills
Common Mistakes in English
Common Grammatical Errors in Writing
Punctuation
Review of Literature – How to Correct Errors in it.
You can write grammatically and spell perfectly but still produce sentences that will bamboozle your reader.Be alert to what matters in sentence structure, and know what to look for in your own writing.
Do you know what adverbs are, no? Don’t worry!! We have got you covered with all that is there to know about adverbs, their types, usage, and correct placement.
The go to tool of any writer is a great verb. Students often overload their writing with adjectives and adverbs and neglect to think about using a better verb.
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
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.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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!
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.
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.
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.
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 Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. Teacher notes:
The technical term for the -ING phrase we are learning here is a participle phrase, however we do not name it in these
slides. It is not important for students to learn the grammatical term, but rather become familiar with purposefully using
the technique and being able to find it is writing.
When students begin to learn this, they often think that every -ING word is a participle phrase. In the 3 examples below,
only number 1 is the -ING phrase that we are learning (aka participle phrase).
1. Pinching his nose, Harry drank the potion down in two large gulps. [not part of the verb - drank - can be removed
from the sentence]
2. Harry was pinching his nose as he drank the potion down in two large gulps. [part of the verb - was pinching -
cannot be removed from the sentence]
3. I am running to the shops. [part of the verb - was running - cannot be removed from the sentence]
These slides start by the teaching the structure as an -ING phrase. When students are familiar with the structure, you may
wish to name it.
3. Teacher notes:
Definition
A participle is an ing word placed at the beginning or end of a complete sentence.
There are other types of participles, but you only need to know this type to get
started.
From Harry Noden: Image Grammar: teaching Grammar as Part of the Writing Process
4. Harry drank the potion down in two large gulps.
HP and the Chamber of Secrets
Why does he drink it so quickly? Is
he thirsty?
What if the potion tasted bad? How
would we show that?
SHOW
How can we SHOW more detail by using an -ING phrase?
5. Pinching his nose, Harry drank the potion down in two large gulps.
HP and the Chamber of Secrets
Improved
The sentence now ‘shows’ the smell of the potion, and why he drank it so
quickly.
Use an –ing ending word to add detail to your sentences
Notice the punctuation changes.
Use a comma after beginning a
sentence with an –ing word
(a participle).
6. Imitate
Let’s write a sentence together, imitating one of our model sentence
Model sentence
Pinching his nose, Harry drank the potion down in two large gulps.
Independent
Rubbing her hands together, Julia stood in front of the fire.
John looked at the examination paper.
Scratching his head,
Imitate the model sentence above as shown in the guided examples.
Paste your sentence into the google document and then complete the next task
Guided
What do these sentences show
the reader?
7. Write a simple sentence
Attribution-ShareAlike 2.0 Generic (CC BY-SA
2.0)
Create a short, simple sentence for
the image you want to describe.
For this sentence you may write a
sentence like this:
The lion woke from his slumber.
8. Write a simple sentence
Attribution-ShareAlike 2.0 Generic (CC BY-SA
2.0)
Now zoom in on details that you
wish to bring out, visual or auditory.
Add an -ing ending word to the
beginning of the sentence.
For example stretching or yawning
The lion woke from his slumber.
9. Write a simple sentence
Attribution-ShareAlike 2.0 Generic (CC BY-SA
2.0)
Now zoom in on details that you
wish to bring out, visual or auditory.
Add an -ing ending word to the
beginning of the sentence.
For example stretching or yawning
Stretching, the lion woke from
his slumber.
Stretching and yawning, the
lion woke from his slumber.
10. Write a simple sentence
Attribution-ShareAlike 2.0 Generic (CC BY-SA
2.0)
Lets extend the single -ING word
into an -ING phrase.
Stretching his legs and
yawning his powerful jaw, the
lion woke from his slumber.
11. Your turn
Write a short sentence about this picture, then zoom in on the details by addin an -ING ending word/s or phrases.
12. Spotting the -ing phrase
There are lots of -ing ending words in a story, but that doesn’t mean they are the -ing phrase we are learning.
The -ing phrase we are learning can be removed from the sentence, and the sentence still make sense.
Let’s have a look at this in a bit more detail
-ING phrase
Pinching his nose, Harry drank the
potion down in two large gulps
Not an -ING phrase
Harry was pinching his nose as he
drank the potion down in two large
gulps.
I am running to the shops.
13. Spot the -ING phrase
Underline the -ING phrase in the sentences below. Remember that only the -ING phrase can be removed from the sentence. If
it cannot be removed, it is likely part of the verb.
1. Everyone turned and looked out of the dome, staring at the edge of the rainforest.
2. Doctor Dross raised his right arm, readying to give the signal to begin.
3. Harry was feeling slightly more cheerful.
4. It kissed Kelvin’s cheek before sitting down, leaving behind a good dollop of bear saliva.
5. The captain was worried about skidding left and right with sparks flying everywhere.
6. But before long, he found himself scampering up the redwood tree, leading the others higher and higher.
7. Lying back in the soft snow, I folded my hands behind my head and let my mind wander back over two years.
8. Arriving at the used-up haystack, the boy leaned against the barbed wire fence.
14. Spot the -ING phrase
Answers
Underline the -ING phrase in the sentences below. Remember that only the -ING phrase can be removed from the sentence. If
it cannot be removed, it is likely part of the verb.
1. Everyone turned and looked out of the dome, staring at the edge of the rainforest.
2. Doctor Dross raised his right arm, readying to give the signal to begin.
3. Harry was feeling slightly more cheerful. [part of the verb: was feeling]
4. It kissed Kelvin’s cheek before sitting down, leaving behind a good dollop of bear saliva. [sitting down is not part of an -
ing phrase]
5. The captain was worried about skidding left and right with sparks flying everywhere. [skidding left is not part of an -ing
phrase]
6. But before long, he found himself scampering up the redwood tree, leading the others higher and higher.
7. Lying back in the soft snow, I folded my hands behind my head and let my mind wander back over two years.
8. Arriving at the used-up haystack, the boy leaned against the barbed wire fence.
16. 3 main structures
Pinching his nose, Harry drank the potion down in two large gulps.
J.K. Rowling, Harry Potter and the Chamber of Secrets
Lockhart, wearing lurid pink robes to match the decorations, was waving for silence.
J.K. Rowling, Harry Potter and the Chamber of Secrets
The bus motor idles, putting out a long tornado of blue smoke.
Chuck Palalhniuk, Choke
opener
interrupter
closer
Top tip:
Vary the location of the -ing phrase. This helps to create a sophisticated style.
17. 3 main structures
Pinching his nose, Harry drank the potion down in two large gulps.
J.K. Rowling, Harry Potter and the Chamber of Secrets
Lockhart, wearing lurid pink robes to match the decorations, was waving for silence.
J.K. Rowling, Harry Potter and the Chamber of Secrets
The bus motor idles, putting out a long tornado of blue smoke.
Chuck Palalhniuk, Choke
opener
interrupter
closer
Your turn:
Imitate each of the sentence models above. Practice the 3 main structures of opener,
interrupter and closer.
18. Playing with sentence parts
The dog approached me.
Class task
Brainstorm all the -ing verbs that a dog can do
19. Playing with sentence parts
Add your brainstormed words and phrases to the table.
The dog approached me.
Opener Interrupter Closer
____________________, the dog
approached me.
The dog, ___________________,
approached me.
The dog approached me,
_____________.
20. Write a few sentences for each of the images shown in the slides. Include an example of an -ING phrase for each picture.
Try and use a different sentence structure (opener, closer, interrupter) for each image
Success Criteria:
Writing task
Skydiver Lion Hiker The crowd
I used an -ING phrase Opener/Interrupter/Cl
oser
(10 points)
Opener/Interrupter/Cl
oser
(10 points)
Opener/Interrupter/Cl
oser
(10 points)
Opener/Interrupter/Cl
oser
(10 points)
22. Appendix
On the following pages, you will find:
● Extra models for students to imitate. You may wish to spread these out over a period of
time.
● Visual scaffold of complex sentence structures.
Modify the visual sentence scaffolds for classroom display. These general structures are useful for
students to continually refer to when they are experimenting with sentence variations.
23. Classroom models
Here are some models you may wish to use in your classroom. You could use these models over the course of a week
where students imitate each one. This is a easy task which provides you with very fast formative data.
Sample models for imitation
1. The crocodile, pretending to be a harmless log, glided silently toward her.
2. A woman stood on her back step, arms folded, waiting.
3. Sophie, sitting on the Big Friendly Giant’s hand, peeped out of the cave.
4. The fly in the spider web was beating its wings furiously, trying to break loose and free itself.
5. The children came charging back into their homeroom, shouting and screaming.
6. Holding him by the ears, the Trunchbull lowered him back into his chair beside the desk.
7. Standing in the clear sunshine, the prince breathed in the sweet, fresh air.
8. Remembering the crash, he had a moment of fear, a breath-tightening little rip of terror.
24. Visual sentence scaffolds
3 basic complex sentence patterns
Use a comma to set off an opener
Opener , sentence .
Use two commas to set off an interrupter
Sent , interrupter , ence .
Use a comma to set off a closer
Sentence , closer .
![Teacher notes:
The technical term for the -ING phrase we are learning here is a participle phrase, however we do not name it in these
slides. It is not important for students to learn the grammatical term, but rather become familiar with purposefully using
the technique and being able to find it is writing.
When students begin to learn this, they often think that every -ING word is a participle phrase. In the 3 examples below,
only number 1 is the -ING phrase that we are learning (aka participle phrase).
1. Pinching his nose, Harry drank the potion down in two large gulps. [not part of the verb - drank - can be removed
from the sentence]
2. Harry was pinching his nose as he drank the potion down in two large gulps. [part of the verb - was pinching -
cannot be removed from the sentence]
3. I am running to the shops. [part of the verb - was running - cannot be removed from the sentence]
These slides start by the teaching the structure as an -ING phrase. When students are familiar with the structure, you may
wish to name it.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)