To avoid unnecessary repetition of words, we use different words and rules known as Affirmative and Negative Agreement. To make our conversational English look good, we may pay attention to the rules of these agreements.
To avoid unnecessary repetition of words, we use different words and rules known as Affirmative and Negative Agreement. To make our conversational English look good, we may pay attention to the rules of these agreements.
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.
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.
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 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.
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?
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
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.
2. Can/be able to
Will you be able to finish it by Friday?
Could/were able to
Mozart could play the piano at the age of three.
3. • Must
I must tidy up or my mother will
get angry.
• have (got) to
You have (got) to take this
syrup two times a day.
• Should/ought to
you should/ought to let
your parents know this.
• Need
I’m so dirty. I need a shower.
4. • Don’t have to/haven’t got to/needn’t/don’t
need to
You needn’t eat it if you don’t
like it.
• needn’t have+V.3(
)
We needn’t
have cooked. We bought lots of food.
• Didn’t have to(
)
He
didn’t have to clean the car.
8. • Can/will
• Can/Will you come to the doctor’s with me?
• Could/may/would(
)
• Could you help me with this project,please?
9. Can
• you can visit Chicago While you’re in the USA.
Shall/could(
)
• Could you turn down the music,please?
10. • Shall
Shall we tell him the truth or not?
• Should/ought to
you dentist.
You should pay a visit to
• Should/ought to have+V.3
She should have
told us before she went away.
• Had better
my affairs.
You had better stop interfering in
11. • Mustn’t
You musn’t smoke in here.
Can’t
He can’t enter that room ; it’s for staff only.
12. • Used to
she used to go fishing when she
lived there.
• Would
They would read a book before
they went to bed.
• Will
“hello”.
Every time he passes by , he will say
13. Exercise 1
Complete each blank with one modal verb
• Text A
used to
As children, they(1)______ to spend a lot of time together.
would
They(2)______ go for long bike rides along the coast until they
were able
reached the cave. Once there, they(3)_______able to explore it
to the heart’s content, as no one else knew about this secret
had to
hideaway. They felt they(4)______to keep this place to
themselves no matter what.
:
14. Exercise 1
Complete each blank with one modal verb
• Text B
I’m worried about John. He hasn’t been well lately.
must
Yesterday, he was pale and he(1)______ have been feeling
could
had better
sick, as he(2)______ not eat a thing. I think he (3)______
may/might/could
better see a doctor, as he(4)____________have some serious
illness he’ not aware of. Of course, it (5)___________ just be
a virus. To be on the safe side,though,I(6)______drop by his
will
house later and tell him that he(7)_________ do something
should/must
about it immediately.
:
15. Exercise 1
Complete each blank with one modal verb
• Text C
can
When used properly, videos(1)_______be very
must/could
educational for children. Of course, they(2)_______
should/must
be suitable for their age and children(3)_________ not just
be placed in front of the television and left unsupervised.
ought to
Parents(4)________ to be actively involved, too, as children
must/should
(5)_________ not be passive viewers; they need someone to
interact with while watching.
:
16. Exercise 1
Complete each blank with one modal verb
• Text D
had to
My car broke down yesterday and I (1)_______ to
should
take the bus to work. I (2)_______ have taken a taxi
instead, as it was a frustrating experience. We were all
squashed together like sardines in a tin and
could
we(3)______ hardly breathe. To make matters worse, an
overweight lady standing next to me wanted to get off
Do/Would you mind
at one point.”(4)____________ you mind moving a bit
can/could
to the side so that I (5)________ get to the door?” she
said. She nearly squashed me to death! (6)______ the
must
public transportation system be this bad?
:
17. Exercise2
Complete the second sentence so that it has a similar
meaning to the first sentence,using the words in parentheses
1.If I were you, wouldn’t stay in the sun without
sunscreen.(had better)
You had better not stay in the sun without sunscreen.
Answer____________________________________
:
18. Exercise2
Complete the second sentence so that it has a similar
meaning to the first sentence,using the words in parentheses
2.Shall I water the plants for you?(would like)
Would you like me to water the plants for you?
Answer____________________________________
:
19. Exercise2
Complete the second sentence so that it has a similar
meaning to the first sentence,using the words in parentheses
• 3. I expect that she has invited everyone to
her birthday party.(must)
She must have invited everyone to her birthday party.
• Answer_______________________________
:
20. Exercise2
Complete the second sentence so that it has a similar
meaning to the first sentence,using the words in parentheses
• 4. As a child, Daniel was never in the habit of
eating cornflakes.(used to)
As a child, Daniel never used to eat cornflakes.
• Answer_______________________________
:
21. Exercise2
Complete the second sentence so that it has a similar
meaning to the first sentence,using the words in parentheses
• 5. Smoking is not allowed in the
building.(must)
You must not smoke in the building.
• Answer_______________________________
:
22. Exercise2
Complete the second sentence so that it has a similar
meaning to the first sentence,using the words in parentheses
• 6. It was wrong of you to steal that
book.(should)
You should not have stolen that book.
• Answer_______________________________
:
23. Exercise2
Complete the second sentence so that it has a similar
meaning to the first sentence,using the words in parentheses
• 7. She is not obliged to cook if she doesn’t
have time.(have to)
She doesn’t have to cook if she doesn’t have time.
• Answer_______________________________
:
24. Exercise 3
Choose the correct answer.
• 1. He ______ swim very long distances when
he was a teenager, but after years of heavy
smoking, he no longer can.
a. can
b. would
c. could
d. should
25. Exercise 3
Choose the correct answer.
• 2. We had been warned that our flight might
be delayed this morning, but the pilot______
take off despite heavy fog.
a. is able to
c. was able to
b. must
d. may
26. Exercise 3
Choose the correct answer.
• 3. I’m glad we _____ persuade the teacher to
put tomorrow’s exam off till next Monday.
Now we’ll have plenty of time to revise.
a. must
b. had to
c. should
d. were able to
27. Exercise 3
Choose the correct answer.
• 4. The children _____ have as much fruit as
they like, but please don’t give them any
sweets.
a. must
b. can
c. will
d. would
28. Exercise 3
Choose the correct answer.
• 5. The teacher always calls the students by
their names. She _____ have a good memory
if she’s able to keep all their names in mind.
a. must
b. will
c. should
d. could
29. Exercise 3
Choose the correct answer.
• 6. Because I had missed quite a few classes
due to my illness, I _______ very hard for my
exams in order to make up for what I’d
missed.
a. used to study
c. would rather study
b. had to study
d. will have studied
30. Exercise 3
Choose the correct answer.
• 7. “Have you decided where to go on holiday
this summer?” “Not yet, but we _____ to the
same place as we did last year.”
a. might go
c. will go
b. would go
d. could have gone
31. Exercise 3
Choose the correct answer.
• 8. Because it’s you day off tomorrow, you____
to bed early tonight. Why don’t we go to the
pub together?
a. shouldn’t go
b. couldn’t go
c. needn’t go
d. haven’t had to go
32. Exercise 3
Choose the correct answer.
• 9. It _____ a disaster, but fortunately, he ____
fast at the time.
a. might be, didn’t drive
b. must be, won’t be driving
c. was supposed to be, hadn’t driven
d. could have been, wasn’t driving
33. Exercise 3
Choose the correct answer.
• 10. When you _____ a product in a foreign
country, you _____ customs and cultural
differences into consideration.
a. have marketed, might have taken
b. market, have been taking
c. are marketing, ought to take
d. will market, have to take
34. Exercise 3
Choose the correct answer.
• 11. judging from the damage to the car, she
______ really fast at the time of the accident.
a. would rather be driving
b. must have been driving
c. may have driven
d. is supposed to drive
35. Exercise 3
Choose the correct answer.
• 12. When the pain from her broken leg
became unbearable last night, the doctor____
her a pain-killing injection.
a. might give
b. used to give
c. should give
d. had to give
36. Exercise 3
Choose the correct answer.
• 13. I feel terrible. Something we ate at the
restaurant _____ me sick.
a. must have made b. would make
c. should have made d. had to make
37. Exercise 3
Choose the correct answer.
• 14. You ______ about the offer carefully if you
don’t want to be sorry later.
a. should have thought
c. would think
b. had better think
d. must have thought
38. Exercise 3
Choose the correct answer.
• 15. When my boss asked me to work
overtime, I ______ no, even though I ______ a
prior arrangement for the evening.
a. shouldn’t say, was having
b. needn’t say, should have
c. couldn’t say, had
d. haven’t said, could have
39. Exercise 3
Choose the correct answer.
16. Even light drugs _____ toxic when taken in
excessive amounts, so you _____ the prescribed
dosage.
a. ought to be, may observe
b. can be, should observe
c. have been, used to observe
d. would be, would observe
40. Exercise 3
Choose the correct answer.
• 17. I don’t think it is a good idea to make
arrangements for a picnic tomorrow.
According to the weather forecast, it ____rain.
a. must
b. has to
c. would rather
d. might
41. Exercise 3
Choose the correct answer.
• 18. We can’t hire that girl just because she’s
your friend’s daughter. Any prospective
employee ___ certain requirements for this
position.
a. might fulfil
b. must fulfil
c. has to fulfil
d. can fulfil
42. Exercise 3
Choose the correct answer.
• 19. why did you bother so much trying to
change your money? You ____ it as they
accept US dollars in Mexico.
a. haven’t changed
b. didn’t use to changed
c. needn’t have changed
d. can’t changed
43. Exercise 3
Choose the correct answer.
• 20. When I was a child, collecting stamps and
sticking them into an album____ my favorite
hobby, and I still have some of them now.
a. ought to be
b. used to be
c. has been
d. could be
44. Exercise 3
Choose the correct answer.
• 21. It’s no use complaining now. You______
the consequences before.
a. should have considered
b. could consider
c. would consider
d. were able to consider
45. Exercise 3
Choose the correct answer.
• 22. I don’t really like to go shopping alone.
Because I often need advice on what to buy, I
_____ company while shopping.
a. used to have
c. have had
b. should have had
d. would rather have
46. Exercise 3
Choose the correct answer.
• 23. I ______ overtime, because Ann came to
help me and we left the office at the usual
hour.
a. needn’t have worked
b. couldn’t have worked
c. might not have worked
d. didn’t need to work
47. Exercise 3
Choose the correct answer.
24. “Isn’t that Sandra over there?”
“No, it ____ her. She is out of town at the
moment, and won’t be back until Friday.”
a. couldn’t have been
b. can’t be
c. hasn’t been
d. may not be
48. Exercise 3
Choose the correct answer.
• 25._____ I have a look at your magazine if you
_____ it at the moment?
a. will, don’t read
c. Can, aren’t reading
b. May, won’t be reading
d. Should, didn’t read
49. Exercise 3
Choose the correct answer.
• 26. In the end, she_____ her son from being a
drug addict, but she really had to sacrifice a
lot of her own life to do so.
a. would rather save
c. used to save
b. ought to save
d. was able to save
50. Exercise 3
Choose the correct answer.
• 27. I’m not sure why Cindy didn’t come to the
party, but it_____ because she knew her exhusband_____ there as well.
a. might have been, was going to be
b. will be, should have been
c. was, must have been
d. has been, will have been
51. Exercise 3
Choose the correct answer.
• 28. After driving for two hours along the
unfamiliar road, we suddenly realized that we
____ a wrong turning.
a. could be taking
b. used to take
c. ought to take
d. must have been
52. Exercise 3
Choose the correct answer.
• 29. The other day, I ____ the man who ____
the president’s speeches before he got fired.
a. had met, has been writing
b. have met, had written
c. met, used to write
d. meet, could have written
53. Exercise 3
Choose the correct answer.
30. I’m working in my thesis at the moment, so I
_____ not be disturbed unless something urgent
crops up.
a. would like
b. would rather
c. would mind
d. would have