Homonyms are words with the same spelling and pronunciation but have meaning.
Homophones are words with the same pronunciation but with different spelling and meaning.
Homonyms are words with the same spelling and pronunciation but have meaning.
Homophones are words with the same pronunciation but with different spelling and meaning.
Composed on Westminster Bridge by William WordsworthKieran Hamilton
An Introduction to Composed on Westminster Bridge, with notes on the Romantic Movement.
Powerpoint designed around questions to stimulate independent learning.
Composed on Westminster Bridge by William WordsworthKieran Hamilton
An Introduction to Composed on Westminster Bridge, with notes on the Romantic Movement.
Powerpoint designed around questions to stimulate independent learning.
Ympäristösuunnitelma on laadittu koskemaan koko yrityksen toimintaa. Suunnitelman tarkoitus on luoda yleisiä toimintaohjeita tunnistaa, tiedostaa, hallita sekä suunnitelmallisesti vähentää toiminnasta aiheutuvaa ympäristöön kohdistuvaa kuormitusta.
Tuotteilla ja palveluilla on aina välittömiä ja välillisiä vaikutuksia ympäristöön. Useilla tavoilla voidaan vaikuttaa yrityksen toiminnasta syntyvien päästöjen ja jätteiden määrään, sekä energian kulutukseen.
Yrityksen ympäristötavoite on saattaa toiminnan ympäristökuormitus mahdollisimman vähäiseksi ja minimoimaan sen vaikutukset. Yritys pyrkii noudattamaan kestävän kehityksen periaatteita muutoinkin kuin suunnitelmassa esitetyin tavoin
When the faith rubber meets the road mile 3Donald Jacobs
This is the third in the series of Slideshares that chronicle the last month of my beautiful wife, Ruth's life. It will show the love that we had for each other and our trust in God. Ruth is now with the Lord but her memory remains with me and the countless others whose lives she touched. I love you Ruth
Christians are told that “without faith it is impossible to please Him” (Hebrews 11:6). Jesus Christ raised a sobering question to His disciples. He asked, “when the Son of Man comes, will He find faith on the earth?” (Luke 18:8).
English Communicative Question paper- SET 1Mbdscorewell
Hello,
MBD Scorewell brings you the previous year English question paper for the 2018 board exam preparation. Get this paper and do not leave anything behind while preparing for the subject.
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.
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?
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.
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.
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.
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.
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.
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.
1. Page 1 of 3
MANILA HANKUK ACADEMY Approval
Teacher:
Deborah A. Homillano
2015 Year Second Semester
Midterm Examination
Grade (ESL-1) Sub (Literature)
Date: 13 October 2015/ Period (1)
Teacher-
In-charge
(Signature)
Head of
English
Department
(Signature)
Principal
(Signature)
Student:
Test I. Vocabulary Questions
Directions: Find the meaning of the underlined word.
Circle the letter of the best answer.
1.) The vendor demonstrated shrewdness by selling trendy
merchandise.
a.) unknowingness c.) naivety
b.) cleverness d.) innocence
2.) An alien object caused the machine to malfunction.
a.) foreign c.) native
b.) common d.) usual
3.) Crossing the street without regard to the moving vehicles
is an imbecile’s act.
a.) creative c.) stupid
b.) smart d.) genius
4.) The grand buffet served before the distinguished visitors
was sumptuous.
a.) economical c.) luxurious
b.) dull d.) spoiled
5.) The young man finds his coworkers at his new job just as
amicable as he ever could have hoped them to be.
a.) impolite c.) friendly
b.) hostile d.) strict
6.) If you want to win in a competition, remember to never
ever be complacent.
a.) over-confident c.) unsatisfied
b.) concerned d.) careful
7.) The police detective is known to be an astute judge of
character when it comes to his clients.
a.) ignorant c.) unknowing
b.) foolish d.)shrewdness
8.) On the very few social occasions where I saw him, we
shared nothing more other than a cursory hello.
a.) hasty c.) meticulous
b.) slow d.) complete
9.) Eating sweet and cold food causes cavities in your teeth.
a.) ailments c.) dirt
b.) covers d.) holes
10.) The old man’s hair is grizzled.
a.) red c.) dark
b.) white d.) gray
Test II. Reading Comprehension Questions
For items number 11-13, read the excerpt and identify
the type of imagery used. Circle the best answer.
11.) The candy melted in her mouth and swirls of bittersweet
chocolate and slightly sweet but salty caramel blended
together on her tongue.
a.) Sight c.) Hearing
b.) Taste d.) Smell
12.) He could hear the footsteps of doom nearing.
a.) Sight c.) Hearing
b.) Taste d.) Smell
13.) I could hear the popping and crackling as mom dropped
the bacon into the frying pan, and soon the salty, greasy
smell wafted toward me.
a.) Sight c.) Hearing
b.) Taste d.) Smell
14.) Which is true about the use of imagery?
a.) It changes the mood of
the story.
c.) It explains the conflict of
the story.
b.) It explains the behavior
of the characters in the
story.
d.) It helps the writer create
a clear image in the mind of
the readers.
For items number 15-16, the questions are about the
poetry “The Right Kind of People”.
15.) “What sort of people may they be? In this proud city on
plains o’er spread?”
What does this tell you about the character of the traveler?
a.) He is an optimistic
character.
c.) He speaks with
kindness and respect.
b.) He is a religious
character.
d.) He is a pessimistic
character.
16.) “What sort of people here, In your bright city where yon
towers arise?”
What does this line tell you about the character of the
pilgrim?
a.) He demonstrates
stupidity in his actions.
c.) He is a pessimistic
character.
b.) He shows intelligence
in his words.
d.) He knows how to
appreciate things.
2. Page 2 of 3
For items number 17- 18, read the excerpt of “I Hear
America Singing” and answer the questions.
17.) What does it mean when Americans are singing at
work?
a.) They wanted to create
noise in the workplace.
c.)They demonstrate how
they enjoy their work.
b.) They demonstrate their
talent in singing.
d.)They sing to avoid
boredom and stress.
18.) In the poem, which is NOT true about how the author
described the people of America singing?
a.) It shows how America
is united through music.
c.) Everyone in America is
singing at work.
b.) Music motivates
Americans to work harder.
d.) Singing at work shows
they enjoy their work.
For items 19-21, the questions are about the story
“Being A Public Character”.
19.) In the first part of the story, Spot, the dog, became
famous because_____________
a.)He defeated the blind
man’s dog.
c.) He bit the leg of a lion.
b.)He won in a dog
competition.
d.) He saved the baby twin
in a burning house.
20.) Was Spot happy when he suddenly became a public
character? How did he feel?
I.) He felt sad since, he is
naturally a friendly dog
III.)He felt good since
people are nice to him
II.) He enjoys it since he
gets to eat more
IV.) He is happy since, his
friend Mutt is happy
a.) I & IV c.) I & II
b.) I, II, & III d.) III & I
21.) What is the lesson from the story “Being a Public
Character”?
________________________________________________
For items number 22-23, read the short excerpt of “In
School-Days”, and answer the questions below.
22.) What did the little girl do after the spelling bee
competition?
a.) She thanked the boy for
helping him win.
c.) She felt happy and she
bragged about it.
b.)She accepted her defeat
and felt bad for herself.
d.) She felt bad because
she won against the young
boy.
23.) Since the days of the spelling bee, what lesson had life
taught the man? Explain the last stanza.
______________________________________________
______________________________________________
For items number 24-27, read the excerpt of the story
“The Case of the Missing Will”.
24.) Why did the uncle of Ms. Marsh decide not to give his
properties to her in the first will?
a.) Ms. Marsh treated his
uncle badly.
c.)Ms. Marsh did not obey
the uncle’s wish.
b.)The uncle has other
relatives.
d.) Uncle wanted her to
study farming.
25.) Which is true about the relationship of Ms. Marsh and
her uncle Mr. Andrew Marsh?
a.) They argue about
almost everything.
c.) They are always arguing
about money.
b.) They have different
opinions on money.
d.) They argue, but they
respect each other.
26.) What attracted Detective Poirot’s attention to the key
and the envelope?
a.) The color of the
envelope was unusual.
c.)The envelope looked
dirty.
b.)The key and the
envelope were big.
d.) The key was shiny.
27.) Which is not a characteristic of Ms. Marsh?
a.) Firm c.)Polite
b.) Courteous d.) Proud
I hear America singing, the varied carols I hear./ Those of
mechanics…/ The carpenter singing…/The mason singing…/
Singing w ith open mouths their strong melodious songs.
Still memory to a gray-haired man
That sw eet child-face is show ing.
Dear girl! The grasses on her grave
Have forty years been grow ing!
He lives to learn, in life’s hard school,
How few w ho pass above him
Lament their triumph and his loss,
Like her,--because they love him.
I had a little money of my ow n, left me by my mother, and I w as quite
determined to make the best use of the gifts God had given me.
I had a long final argument w ith my uncle. He put the facts plainly
before me. He had no other relations, and he had intended me to be his
sole heiress.
As I have told you, he w as a very rich man. If I persisted in these new -
fangled notions of mine, how ever, I need look for nothing from him. I
remained polite but firm.
I should alw ays be deeply attached to him, I told him, but I must lead
my ow n life. We parted on that note.
3. Page 3 of 3
For items number 28-29 refer to the story, “The Kiskis”.
28.) Why were the Kiskis kids so shy in school?
a.) They are only eating
simple meals.
c.) They don’t have shoes.
b.) They are very shy kids. d.) They are not intelligent.
29.) What caused the change of the Kiskis’ behavior?
a.) Their classmates were
asking about their shoes.
c.) Their teacher told them
stories.
b.) Their classmates are
laughing and teasing them.
d.) Their teacher taught
them how to share.
Test III. Identifying Titles
For items number 30-40, read the excerpt and identify
the title of the literary piece.
__________________________30. He came to an abrupt
pause, as his eye was caught by the key of the desk itself, to
which a dirty envelope was affixed. Poirot frowned at it and
withdrew it from the lock.
__________________________31. “You’ll find the people
here the same.” The wise man said.
___________________________32. That acting made a big
hit with Heinie, too. I could see that he was honored and
flattered because I didn’t go any further than just growl. It
gave him a chance to say he knew how to manage animals.
__________________________33. “We like to go to school
barefooted. We get there quicker that way.” She did not tell
them that they had not come barefoot all the way; that at the
hill nearest the schoolhouse they had stopped and undone
the gunny sacks wrapped about their feet and legs…
__________________________34. I’m sorry that I spelled
the word:/ I hate to go above you,
Because,”—the brown eyes lower fell—
“Because, you see, I love you!”
__________________________35. I must have slept pretty
sound and pretty long. All of the sudden I waken up with a
start, and almost choking, for the place was smoky.
__________________________36. Once there where a
prophet in the palm shade basked
A traveler chanced at noon to rest his mules.
“What sort of people may they be,” he asked…
__________________________37. With great care he cut
open the envelope, laying it our flat. Then he lighted the fire
and held the plain inside the surface of the envelope to the
flame. In a few minutes faint characters began to appear.
__________________________38. But my natural
disposition is to be friendly. I would rather be loved than
feared… I had to growl and keep dignified and go on being a
public character, but often I would say to myself it was losing
me all my real friends, too.
__________________________39. Johnny, barely six,
refused to speak. Never would he answer a question in
class. Never a word did he utter to the children on the
playground. He may, now and then, have made remarks to
his sister and brother, but if so, he wasn’t ever caught
making them. Yet, he was by nature a happy child. When
anything comical happened in school, he would laugh out
loud.
__________________________40. I wonder—I very
wonder—what the old uncle would have thought!