This programmed learning material teaches about figures of speech through interactive slides. It discusses various types of figures including simile, metaphor, personification, oxymoron, hyperbole, alliteration, apostrophe and onomatopoeia. The material provides examples and tests the learner's understanding through multiple choice questions. It emphasizes that figures of speech enhance writing by adding depth, imagery and beauty beyond the ordinary use of language.
This programmed learning material teaches about figures of speech through interactive slides. It discusses common figures of speech like simile, metaphor, personification, oxymoron, hyperbole, alliteration, apostrophe and onomatopoeia. The material provides examples for each figure and tests the learner's understanding through multiple choice questions. Overall, the material emphasizes that figures of speech enhance writing by deviating from ordinary language use in an effective way.
This programmed learning material teaches about figures of speech through interactive slides. It discusses common figures of speech like simile, metaphor, personification, oxymoron, hyperbole, alliteration, apostrophe and onomatopoeia. The material provides examples for each figure and tests the learner's understanding through multiple choice questions. Overall, the material emphasizes that figures of speech enhance writing by deviating from ordinary language use in an effective way.
(1) The blog post discusses a practical assignment submitted by Margret BenittaV.J to her instructor Mrs. Anu Cleetus at St. Joseph College of Teacher Education for Women, Ernakulam.
(2) The assignment was to create a blog and upload any learning material. Margret created a blog with 8 frames providing a lesson on determiners - words that modify or introduce nouns.
(3) The blog covers the different types of determiners including articles, possessive determiners, demonstrative determiners, quantifiers, and distributive determiners. It provides examples and questions to test understanding.
(1) The blog post discusses a practical assignment submitted by Margret BenittaV.J to her instructor Mrs. Anu Cleetus at St. Joseph College of Teacher Education for Women, Ernakulam.
(2) The assignment was to create a blog and upload any learning material. Margret created a blog discussing determiners, which are words used to modify or introduce nouns and indicate how specific or general they are.
(3) The blog covers the main types of determiners including articles, possessive determiners, demonstrative determiners, quantifiers, and distributive determiners. It provides examples and questions to test the reader's understanding of how each type of determiner is used
This document provides instructions on how to use the words "like" and "as" in English sentences. It explains:
1) "Like" is used as a preposition to compare two things, followed by a noun or pronoun. "As" means "in the same way" and is followed by a subject and verb.
2) It is common to incorrectly use "like" instead of "as". Proper usage is important.
3) Both words are used to show similarities or comparisons, but "as" is more formal than "like" in some contexts. Knowing the correct structure for each word is essential for proper English.
Here are the key details from the listening:
- The image shows Trafalgar Square in London.
- Nelson's Column is in the centre with four lion statues at its base.
- It was built to commemorate Horatio Nelson's victory at the Battle of Trafalgar in 1805.
- Nelson died during the battle but his forces defeated the French and Spanish fleets.
- The column is made of granite and stands 169 feet (51.5 m) tall.
- It is one of the most recognisable landmarks in London.
Making suggestions UCE FILOSOFIA gianie jean philippeandygiajoha
This document discusses the uses of various modal verbs and expressions to make suggestions in English. It explains that "let's" is used to suggest an action that involves the speaker. "Why don't" and "shall" can also be used to politely make a suggestion. "Could", "should", and "might" are used to offer possible options or advice, with "should" being more definite and "could" more tentative. "Should have" and "could have" are used to offer suggestions about past actions, with "should have" implying something was important and "could have" offering missed opportunities.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Paúl Fernando González Torres
Ciclo: Tercero
Bimestre: Segundo
This programmed learning material teaches about figures of speech through interactive slides. It discusses common figures of speech like simile, metaphor, personification, oxymoron, hyperbole, alliteration, apostrophe and onomatopoeia. The material provides examples for each figure and tests the learner's understanding through multiple choice questions. Overall, the material emphasizes that figures of speech enhance writing by deviating from ordinary language use in an effective way.
This programmed learning material teaches about figures of speech through interactive slides. It discusses common figures of speech like simile, metaphor, personification, oxymoron, hyperbole, alliteration, apostrophe and onomatopoeia. The material provides examples for each figure and tests the learner's understanding through multiple choice questions. Overall, the material emphasizes that figures of speech enhance writing by deviating from ordinary language use in an effective way.
(1) The blog post discusses a practical assignment submitted by Margret BenittaV.J to her instructor Mrs. Anu Cleetus at St. Joseph College of Teacher Education for Women, Ernakulam.
(2) The assignment was to create a blog and upload any learning material. Margret created a blog with 8 frames providing a lesson on determiners - words that modify or introduce nouns.
(3) The blog covers the different types of determiners including articles, possessive determiners, demonstrative determiners, quantifiers, and distributive determiners. It provides examples and questions to test understanding.
(1) The blog post discusses a practical assignment submitted by Margret BenittaV.J to her instructor Mrs. Anu Cleetus at St. Joseph College of Teacher Education for Women, Ernakulam.
(2) The assignment was to create a blog and upload any learning material. Margret created a blog discussing determiners, which are words used to modify or introduce nouns and indicate how specific or general they are.
(3) The blog covers the main types of determiners including articles, possessive determiners, demonstrative determiners, quantifiers, and distributive determiners. It provides examples and questions to test the reader's understanding of how each type of determiner is used
This document provides instructions on how to use the words "like" and "as" in English sentences. It explains:
1) "Like" is used as a preposition to compare two things, followed by a noun or pronoun. "As" means "in the same way" and is followed by a subject and verb.
2) It is common to incorrectly use "like" instead of "as". Proper usage is important.
3) Both words are used to show similarities or comparisons, but "as" is more formal than "like" in some contexts. Knowing the correct structure for each word is essential for proper English.
Here are the key details from the listening:
- The image shows Trafalgar Square in London.
- Nelson's Column is in the centre with four lion statues at its base.
- It was built to commemorate Horatio Nelson's victory at the Battle of Trafalgar in 1805.
- Nelson died during the battle but his forces defeated the French and Spanish fleets.
- The column is made of granite and stands 169 feet (51.5 m) tall.
- It is one of the most recognisable landmarks in London.
Making suggestions UCE FILOSOFIA gianie jean philippeandygiajoha
This document discusses the uses of various modal verbs and expressions to make suggestions in English. It explains that "let's" is used to suggest an action that involves the speaker. "Why don't" and "shall" can also be used to politely make a suggestion. "Could", "should", and "might" are used to offer possible options or advice, with "should" being more definite and "could" more tentative. "Should have" and "could have" are used to offer suggestions about past actions, with "should have" implying something was important and "could have" offering missed opportunities.
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Paúl Fernando González Torres
Ciclo: Tercero
Bimestre: Segundo
The document discusses language and different types of figurative language used in writing. It defines language as a method of human communication that can be spoken or written using structured words. There are two main types of language: literal, which uses the denotative meaning of words, and figurative, which uses symbolic meanings to make writing more evocative. The document then defines and provides examples of different figures of speech like metaphor, simile, personification, and oxymoron that are used in figurative language. It concludes with an activity for students to identify these figures of speech in examples.
Figurative language uses comparisons to describe people, objects, or ideas in non-literal ways. There are three main types: personification gives human qualities to non-human things; similes use "like" or "as" to compare two unlike things; and metaphors state a comparison without using "like" or "as". Interpreting figurative language involves understanding the comparison being made and what the author aims to convey about the topic.
This document provides a lesson on different types of figurative language for middle school students. It begins by explaining the difference between literal and figurative language. Then it discusses five common types of figurative language: simile, metaphor, personification, hyperbole, and oxymoron. Examples are provided for each type. The lesson concludes with practice identifying the type of figurative language used in different phrases. The overall purpose is to help students understand and identify different figurative language devices commonly found in literature, music, and everyday speech.
This document provides information about parallel structures in grammar. It defines parallelism as similarities in grammatical form within or between sentences. The document then discusses the different types of parallel structures, including single words, phrases, and clauses. Examples are provided for each type. Later, the document covers other uses of parallel structures, such as in comparisons, lists, tables of contents, and resumes. Practice exercises are included for students to identify and construct parallel structures.
The document provides information about common grammar mistakes and how to avoid them. It discusses mistakes such as using "common mistakes" instead of "common errors", overusing words, improper use of punctuation like commas, and issues with words that look similar but have different meanings such as "there/their/they're" and "lose/loose". Specific examples are given to demonstrate correct and incorrect usage. The presentation aims to help improve writing skills by highlighting these common errors.
The document discusses identifying and interpreting similes. It defines a simile as a figure of speech that compares two unlike things using "like" or "as". It provides examples of similes and outlines steps to identify and interpret similes, including reading the sentence, underlining what is compared, identifying the figurative language as a simile if "like" or "as" is used, and interpreting using context clues. The document emphasizes that identifying and interpreting similes is important because it makes language more dramatic, helps understand poetry, and helps understand the author's meaning.
1) Today's lesson will teach students how to identify and interpret similes.
2) A simile is a figure of speech that compares two unlike things using like or as.
3) To identify and interpret a simile, students should read the sentence, underline what is being compared, identify if it uses like or as, and make meaning from contextual clues.
This document provides a summary of 9 modules on punctuation marks. It begins with definitions of punctuation and examples of question marks, exclamation marks, and periods. It then presents multiple choice questions testing the reader's understanding of when to use these punctuation marks correctly in sentences. The document continues discussing commas, semicolons, and quotation marks, providing examples of their proper usage. It concludes by redirecting the reader through additional interactive modules to reinforce the key lessons on punctuation.
The document provides a lesson on poetic terms including imagery, personification, irony, simile, and metaphor. It defines each term and gives an example. It then provides a short quiz with one multiple choice question for each poetic term to test the reader's understanding. The questions cover identifying examples of each term and defining the terms based on their descriptions in the lesson.
The document discusses managing ambiguity and interpersonal skills. It provides an agenda for a workshop that includes managing ambiguity, comparing firms, and business environments. It then discusses norms for the workshop, the importance of interpersonal skills for success, and strategies for managing ambiguity such as understanding different types of ambiguity and avoiding ambiguous language. The document emphasizes that managing ambiguity is a key interpersonal skill.
This document provides instruction on identifying and interpreting similes. It defines a simile as a figure of speech that compares two unlike things using "like" or "as". It then walks through examples of identifying similes and interpreting their meanings based on contextual clues. The purpose is to help students better understand this literary device and apply it when reading poetry and other texts.
The document discusses the three cases of pronouns in English: nominative, objective, and possessive. It provides examples of how different pronouns are used in each case and covers rules and exceptions. The three main points are:
1) The nominative case is used for the subject of a verb or predicate nominative. The objective case is used for direct objects, indirect objects, and objects of prepositions or verbs. The possessive case indicates ownership.
2) Pronouns have different forms depending on their case, such as "I" versus "me". Exceptions are covered for compound subjects and objects.
3) Forming the possessive case for pronouns varies, with personal pron
This document discusses direct and indirect speech in writing. It begins by defining direct speech as using a person's exact words within quotation marks, while indirect or reported speech does not use quotation marks. It provides examples of each. The document then discusses some key points about using direct speech: quotation marks are used for direct speech but not indirect speech; punctuation differs depending on if the direct speech comes before or after verbs like "said." Finally, it provides exercises for the reader to practice identifying and punctuating direct and indirect speech correctly in sentences.
Adjectives final presentation by melita katrina marlynJenny Sanchez
Adjectives are words that describe or modify nouns and pronouns. There are several types of adjectives including describing words, possessive adjectives, articles, demonstrative adjectives, indefinite adjectives, numbers, interrogative adjectives, and compound adjectives. Adjectives can be formed from nouns, verbs, other adjectives, and proper nouns. They have positive, comparative, and superlative degrees of comparison and usually follow a specific order when used together to modify a noun.
This document discusses teaching methods to improve students' English fluency through communicative activities and role plays. It provides examples of teacher roles and correction techniques that focus on fluency rather than accuracy during activities. These include observing without interrupting and doing follow-up exercises after to address errors. Guidelines are given for organizing role plays, such as preparing students and encouraging improvisation. Some drama games are also described that use movement, imagination and interaction to practice language in context.
This document provides an overview of various figures of speech including simile, metaphor, onomatopoeia, metonymy, synecdoche, oxymoron, paradox, understatement, irony (verbal, situational, dramatic), allusion, apostrophe, alliteration, assonance, pun, euphemism, anaphora, and antithesis. It also outlines a task for students to create a compendium covering 15 different figures of speech through posters, advertisements, poetry, and other examples along with a reflection on what was learned. Students are instructed to research additional figures of speech for an upcoming quiz.
Prefixes and suffixes can be added to root words to modify or change their meaning. A prefix is added to the beginning of a word while a suffix is added to the end. Common prefixes like "un-", "in-", and "dis-" are used to give words negative or opposite meanings. Suffixes like "-ness", "-ful", and "-ly" can be used to change a word's part of speech, such as making an adjective into a noun or adverb. The document provides examples of how prefixes and suffixes modify root words and their meanings.
This document discusses dependent prepositions in English. It explains that prepositions show the relationship between words and phrases in a sentence. Some key points:
- Prepositions provide information about position, time, direction, and location.
- Common English prepositions include before, behind, from, beneath, across, below, down, throughout, with, past, among, near, above, during, under, outside, toward, upon, over, and after.
- Prepositions can be used at the beginning of sentences. They are also used with certain verbs, adjectives, and nouns.
- The meaning of an expression can change depending on the preposition used.
- Examples are given showing the
20 grammatical blunders you should stop making right nowalice094
This document discusses 20 common grammatical errors that should be avoided. It is divided into three sections: homonyms that are often confused (e.g. there/their/they're), punctuation rules that are often misused (e.g. commas vs. semicolons), and other grammatical mistakes (e.g. using "impactful"). Each error is explained with examples of correct usage. The document concludes by promoting the writing assistance service MyAssignmenthelp.com, which claims to provide error-free assignments on time and at affordable prices.
The document provides guidance for learners on grammar content for an intermediate English course. It introduces several grammar topics through concise explanations and examples, including modal verbs, simple future tense, comparative and superlative adjectives, and the differences between "-ed" and "-ing" adjectives. The goal is to give learners a thorough understanding of key grammatical structures to improve their reading, writing, listening and speaking skills in English.
The document discusses language and different types of figurative language used in writing. It defines language as a method of human communication that can be spoken or written using structured words. There are two main types of language: literal, which uses the denotative meaning of words, and figurative, which uses symbolic meanings to make writing more evocative. The document then defines and provides examples of different figures of speech like metaphor, simile, personification, and oxymoron that are used in figurative language. It concludes with an activity for students to identify these figures of speech in examples.
Figurative language uses comparisons to describe people, objects, or ideas in non-literal ways. There are three main types: personification gives human qualities to non-human things; similes use "like" or "as" to compare two unlike things; and metaphors state a comparison without using "like" or "as". Interpreting figurative language involves understanding the comparison being made and what the author aims to convey about the topic.
This document provides a lesson on different types of figurative language for middle school students. It begins by explaining the difference between literal and figurative language. Then it discusses five common types of figurative language: simile, metaphor, personification, hyperbole, and oxymoron. Examples are provided for each type. The lesson concludes with practice identifying the type of figurative language used in different phrases. The overall purpose is to help students understand and identify different figurative language devices commonly found in literature, music, and everyday speech.
This document provides information about parallel structures in grammar. It defines parallelism as similarities in grammatical form within or between sentences. The document then discusses the different types of parallel structures, including single words, phrases, and clauses. Examples are provided for each type. Later, the document covers other uses of parallel structures, such as in comparisons, lists, tables of contents, and resumes. Practice exercises are included for students to identify and construct parallel structures.
The document provides information about common grammar mistakes and how to avoid them. It discusses mistakes such as using "common mistakes" instead of "common errors", overusing words, improper use of punctuation like commas, and issues with words that look similar but have different meanings such as "there/their/they're" and "lose/loose". Specific examples are given to demonstrate correct and incorrect usage. The presentation aims to help improve writing skills by highlighting these common errors.
The document discusses identifying and interpreting similes. It defines a simile as a figure of speech that compares two unlike things using "like" or "as". It provides examples of similes and outlines steps to identify and interpret similes, including reading the sentence, underlining what is compared, identifying the figurative language as a simile if "like" or "as" is used, and interpreting using context clues. The document emphasizes that identifying and interpreting similes is important because it makes language more dramatic, helps understand poetry, and helps understand the author's meaning.
1) Today's lesson will teach students how to identify and interpret similes.
2) A simile is a figure of speech that compares two unlike things using like or as.
3) To identify and interpret a simile, students should read the sentence, underline what is being compared, identify if it uses like or as, and make meaning from contextual clues.
This document provides a summary of 9 modules on punctuation marks. It begins with definitions of punctuation and examples of question marks, exclamation marks, and periods. It then presents multiple choice questions testing the reader's understanding of when to use these punctuation marks correctly in sentences. The document continues discussing commas, semicolons, and quotation marks, providing examples of their proper usage. It concludes by redirecting the reader through additional interactive modules to reinforce the key lessons on punctuation.
The document provides a lesson on poetic terms including imagery, personification, irony, simile, and metaphor. It defines each term and gives an example. It then provides a short quiz with one multiple choice question for each poetic term to test the reader's understanding. The questions cover identifying examples of each term and defining the terms based on their descriptions in the lesson.
The document discusses managing ambiguity and interpersonal skills. It provides an agenda for a workshop that includes managing ambiguity, comparing firms, and business environments. It then discusses norms for the workshop, the importance of interpersonal skills for success, and strategies for managing ambiguity such as understanding different types of ambiguity and avoiding ambiguous language. The document emphasizes that managing ambiguity is a key interpersonal skill.
This document provides instruction on identifying and interpreting similes. It defines a simile as a figure of speech that compares two unlike things using "like" or "as". It then walks through examples of identifying similes and interpreting their meanings based on contextual clues. The purpose is to help students better understand this literary device and apply it when reading poetry and other texts.
The document discusses the three cases of pronouns in English: nominative, objective, and possessive. It provides examples of how different pronouns are used in each case and covers rules and exceptions. The three main points are:
1) The nominative case is used for the subject of a verb or predicate nominative. The objective case is used for direct objects, indirect objects, and objects of prepositions or verbs. The possessive case indicates ownership.
2) Pronouns have different forms depending on their case, such as "I" versus "me". Exceptions are covered for compound subjects and objects.
3) Forming the possessive case for pronouns varies, with personal pron
This document discusses direct and indirect speech in writing. It begins by defining direct speech as using a person's exact words within quotation marks, while indirect or reported speech does not use quotation marks. It provides examples of each. The document then discusses some key points about using direct speech: quotation marks are used for direct speech but not indirect speech; punctuation differs depending on if the direct speech comes before or after verbs like "said." Finally, it provides exercises for the reader to practice identifying and punctuating direct and indirect speech correctly in sentences.
Adjectives final presentation by melita katrina marlynJenny Sanchez
Adjectives are words that describe or modify nouns and pronouns. There are several types of adjectives including describing words, possessive adjectives, articles, demonstrative adjectives, indefinite adjectives, numbers, interrogative adjectives, and compound adjectives. Adjectives can be formed from nouns, verbs, other adjectives, and proper nouns. They have positive, comparative, and superlative degrees of comparison and usually follow a specific order when used together to modify a noun.
This document discusses teaching methods to improve students' English fluency through communicative activities and role plays. It provides examples of teacher roles and correction techniques that focus on fluency rather than accuracy during activities. These include observing without interrupting and doing follow-up exercises after to address errors. Guidelines are given for organizing role plays, such as preparing students and encouraging improvisation. Some drama games are also described that use movement, imagination and interaction to practice language in context.
This document provides an overview of various figures of speech including simile, metaphor, onomatopoeia, metonymy, synecdoche, oxymoron, paradox, understatement, irony (verbal, situational, dramatic), allusion, apostrophe, alliteration, assonance, pun, euphemism, anaphora, and antithesis. It also outlines a task for students to create a compendium covering 15 different figures of speech through posters, advertisements, poetry, and other examples along with a reflection on what was learned. Students are instructed to research additional figures of speech for an upcoming quiz.
Prefixes and suffixes can be added to root words to modify or change their meaning. A prefix is added to the beginning of a word while a suffix is added to the end. Common prefixes like "un-", "in-", and "dis-" are used to give words negative or opposite meanings. Suffixes like "-ness", "-ful", and "-ly" can be used to change a word's part of speech, such as making an adjective into a noun or adverb. The document provides examples of how prefixes and suffixes modify root words and their meanings.
This document discusses dependent prepositions in English. It explains that prepositions show the relationship between words and phrases in a sentence. Some key points:
- Prepositions provide information about position, time, direction, and location.
- Common English prepositions include before, behind, from, beneath, across, below, down, throughout, with, past, among, near, above, during, under, outside, toward, upon, over, and after.
- Prepositions can be used at the beginning of sentences. They are also used with certain verbs, adjectives, and nouns.
- The meaning of an expression can change depending on the preposition used.
- Examples are given showing the
20 grammatical blunders you should stop making right nowalice094
This document discusses 20 common grammatical errors that should be avoided. It is divided into three sections: homonyms that are often confused (e.g. there/their/they're), punctuation rules that are often misused (e.g. commas vs. semicolons), and other grammatical mistakes (e.g. using "impactful"). Each error is explained with examples of correct usage. The document concludes by promoting the writing assistance service MyAssignmenthelp.com, which claims to provide error-free assignments on time and at affordable prices.
The document provides guidance for learners on grammar content for an intermediate English course. It introduces several grammar topics through concise explanations and examples, including modal verbs, simple future tense, comparative and superlative adjectives, and the differences between "-ed" and "-ing" adjectives. The goal is to give learners a thorough understanding of key grammatical structures to improve their reading, writing, listening and speaking skills in English.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Practical.pptx
1. St. Joseph College of Teacher Education for Women,
Ernakulam
PRACTICAL
EDU 103: Development and Resources in Educational Technology
107.1 Practical: Creation of blog and uploading in Educational
Technology
Submitted by
Neha Babu
English optional
Roll no: 13
Submitted to
Mrs. Anu Cleetus
Assistant Professor
3. Hi learner!
Today you are going to learn FIGURES OF SPEECH.
A figure of speech is a word or phrase that is used in a non-literal way to create an
effect. This effect may be rhetorical as in the deliberate arrangement of words to
achieve something poetic, or imagery as in the use of language to suggest a visual
picture or make an idea more vivid. Overall, figures of speech function as literary
devices because of their expressive use of language. Words are used in other ways
than their literal meanings or typical manner of application. It usually emphasizes,
embellishes, or clarifies language in both written and oral form. We can see its
usage in literature too. We can even see it in advertisements, posters, slogans,
newspapers, magazines, cartoons, etc. Types of figure of speech include simile,
metaphor, personification, oxymoron, hyperbole, alliteration and many more.
FRAME 1
Move to slide 1
4. A figure of speech is….
a. A familiar expression - go to slide 2
b. A non-literal way of saying something - go to slide 3
c. What the author literally means - go to slide 4
d. Something only writers use - go to slide 5
SLIDE 1
Let me
think..
5. OOPS! YOUR ANSWER IS WRONG
Option(a) A familiar expression is a wrong answer.
The types of figure of speech is not familiar but differs
with each other.
SLIDE 2
7. OOPS! YOUR ANSWER IS WRONG
Option(c) what the author literally means is a wrong answer.
Figure of speech are used in non literal sense which are
constructed using literary devices.
SLIDE 4
8. OOPS! YOUR ANSWER IS WRONG
Option(d) Something only writers use is a wrong answer
Figure of speech can be used in literature as well as
everyday life.
SLIDE 5
Move to Frame 2
9. Lets look at what Simile is…
A simile is a figure of speech that is mainly used to compare two or more things that
possess a similar quality. It uses words such as ‘like’ or ‘as’ to make the comparison.
simile is generally used in a sentence to make comparisons between two or more
nouns and this is done with the use of words such as ‘like’ or ‘as’. The general idea
of using a simile with the word ‘as’ is by using a noun that is known for a particular
quality. For example: as proud as a peacock, as busy as a bee and so on. A simile is a
direct comparison of two like or unlike things. Examples of similes include-
• As slow as a sloth
• As busy as a bee
• Runs like a horse
• Like a box of chocolates
FRAME 2
Move to Slide 6
10. Which of the following is a simile?
a. He’s quiet like me - go to slide 7
b. She’s quiet as a mouse - go to slide 8
c. They’re louder than anyone I’ve ever met! - go to slide 9
d. They tend to be quiet - go to slide 10
SLIDE 6
Let me
think..
11. OOPS! YOUR ANSWER IS WRONG
Option(a) He’s quiet like me is a wrong answer.
Here, he is not compared to a person or a thing.
SLIDE 7
13. OOPS! YOUR ANSWER IS WRONG
Option(c) They’re louder than anyone I’ve ever met is a wrong
answer.
Here, ‘like’ or ‘as’ is not used for comparison.
SLIDE 9
14. OOPS! YOUR ANSWER IS WRONG
Option(d) They tend to be quiet is a wrong answer.
Here, ‘like’ or ‘as’ is not used for comparison.
SLIDE 10
Move to Frame 3
15. Complete the simile by filling up the blank:
“she was as light as a _____?
a. Feather - go to slide 11
b. Coal - go to slide 12
c. Elephant - go to slide 13
d. Bat - go to slide 14
Frame 3
Let me
think..
17. OOPS! YOUR ANSWER IS WRONG
Option(b) Coal is a wrong answer.
As black as coal is the simile for the word coal.
SLIDE 12
18. OOPS! YOUR ANSWER IS WRONG
Option(c) Elephant is a wrong answer.
As big as an elephant is the simile for the word elephant.
SLIDE 13
19. OOPS! YOUR ANSWER IS WRONG
Option(d) Bat is a wrong answer.
As blind as a bat is the simile for the word bat.
SLIDE 14
Move to Frame 4
20. Lets look at what Metaphor is…
A metaphor is a figure of speech that is used to make a comparison, but in a way
different from a simile. Instead, it makes the comparison as if it was literally true. In
other words, it can be said that a metaphor is an implied comparison. It makes a
comparison between things or ideas that are generally unlike. It does not use any
specific words to make a comparison. Examples of metaphor include:
• My mom has a heart of gold.
• She was an autumn leaf.
• He is a lion when he comes to the field.
FRAME 4
Move to Slide 15
21. Identify the metaphor.
a. He was as fast as a cheetah - go to slide 16
b. He was as tall as a skyscraper - go to slide 17
c. Fruit is fuel for healthy body - go to slide 18
d. The toddler was like a wild monkey - go to slide 19
SLIDE 15
Let me
think..
Move to Slide 16
22. OOPS! YOUR ANSWER IS WRONG
Option(a) He was as fast as a cheetah is a wrong answer.
This is a simile because “as” is used.
SLIDE 16
23. OOPS! YOUR ANSWER IS WRONG
Option(b) He was as tall as a skyscraper is a wrong answer.
This is a simile because “as” is used.
SLIDE 17
25. OOPS! YOUR ANSWER IS WRONG
Option(d) The toddler was like a wild monkey is a wrong answer.
This is a simile because “like” is used.
SLIDE 19
26. Lets look at what Personification is…
Personification is a figure of speech that is used to attribute human characteristics
to something that is not human. It can also be used to personify an abstract quality.
Personification can be used in a sentence to describe something concisely and also
to bring a deeper meaning and connection to the object or virtue being personified.
However, it is figurative and so it cannot be used in formal essays, any kind of
professional or technical writing or to convey something literal. Personification can
be used to make your readers empathize with the characters, both human and non-
human. Example include:
• “The moon methinks looks with a watery eye;
• said the sunflowers, shining with dew.
• The flowers danced to the wind.
FRAME 5
Move to Slide 20
27. “The bright orange walls screamed at her as
She walked into the room.” what is being
Personified?
a. The walls - go to slide 21
b. The scream - go to slide 22
c. The room - go to slide 23
d. The orange - go to slide 24
SLIDE 20
Let me
think..
29. OOPS! YOUR ANSWER IS WRONG
Option(b) The scream is a wrong answer.
Scream is not an object so it cannot be personified.
SLIDE 22
30. OOPS! YOUR ANSWER IS WRONG
Option(c) The room is a wrong answer.
Room cannot be personified here.
SLIDE 23
31. OOPS! YOUR ANSWER IS WRONG
Option(d) The orange is a wrong answer.
Orange is the color of the wall which cannot be personified.
SLIDE 24
Move to Frame 6
32. What is the meaning of this personification?
“The camera loves me!”
a. Photography is one of my hobbies - go to slide 25
b. I own an expensive camera - go to slide 26
c. Photos of me are always really good - go to slide 27
d. I like to visit art museums - go to slide 28
Frame 6
Let me
think..
33. OOPS! YOUR ANSWER IS WRONG
Option(a) Photography is one of my hobbies is wrong answer.
It does not relate or personifies with the question.
SLIDE 25
34. OOPS! YOUR ANSWER IS WRONG
Option(b) I own an expensive camera is wrong answer.
It does not relate or personifies with the question.
SLIDE 26
36. OOPS! YOUR ANSWER IS WRONG
Option(d) I like to visit art museums is wrong answer.
It does not relate or personifies with the question.
SLIDE 28
Move to Frame 7
37. Lets look at what an Oxymoron is…
An oxymoron is a figure of speech that combines contradictory words with
opposing meanings, like “old news,” “deafening silence,” or “organized chaos.”
Oxymorons may seem illogical at first, but in context they usually make sense.
Oxymorons are often used poetically as a way of bringing out a fresh meaning in a
word or phrase. The word oxymoron is an ancient Greek word, which translates
most closely to something like “sharply dull” or “cleverly stupid.” In other words,
the oxymoron definition is itself an oxymoron. Example are:
• They asked us to submit the original copy.
• My sister and I had a friendly fight.
• Lalu looked awfully pretty at the party today.
FRAME 7
Move to Slide 29
38. “There was a joyful sadness in her beautiful
Face.” What is the oxymoron?
a. Beautiful face - go to slide 30
b. Such a - go to slide 31
c. Joyful sadness - go to slide 32
d. Beautiful - go to slide 33
SLIDE 29
Let me
think..
39. OOPS! YOUR ANSWER IS WRONG
Option(a) Beautiful face is wrong answer.
These words are not contradictory and opposite of each other.
SLIDE 30
40. OOPS! YOUR ANSWER IS WRONG
Option(b) Such a is wrong answer.
These are not contradictory and opposite of each other.
SLIDE 31
42. OOPS! YOUR ANSWER IS WRONG
Option(d) Such a is wrong answer.
These are not contradictory and opposite of each other.
SLIDE 33
Move to Frame 8
43. Lets look at what an Anaphora is…
Anaphora is a figure of speech in which words repeat at the beginning of successive
clauses, phrases, or sentences. The repetition is intentional and is used to add style
and emphasis to text or speech. Because anaphora affects both meaning and style,
you’ll find examples of it in poetry, prose, dialogue, speeches, and song lyrics. It’s a
literary device with the power to emphasize meaning, add emotion, and create a
sense of rhythm. Examples are:
• “Be bold. Be brief. Be gone.”
• “I wish I may; I wish I might.”
• “Fool me once, shame on you. Fool me twice, shame on me.”
FRAME 8
Move to Slide 34
44. Which word is an example of anaphora in the
this passage: Every man, every women, every
child, should be loved.
a. Man - go to slide 35
b. Every - go to slide 36
c. woman - go to slide 37
d. Child - go to slide 38
SLIDE 34
Let me
think..
45. OOPS! YOUR ANSWER IS WRONG
Option(a) Man is wrong answer.
There is no repetition of the word in the passage.
SLIDE 35
47. OOPS! YOUR ANSWER IS WRONG
Option(c) woman is wrong answer.
There is no repetition of the word in the passage.
SLIDE 37
48. OOPS! YOUR ANSWER IS WRONG
Option(d) child is wrong answer.
There is no repetition of the word in the passage.
SLIDE 38
Move to Frame 9
49. Lets look at what Onomatopoeia is…
An onomatopoeia is a word that sounds like the noise it describes. The spelling and
pronunciation of that word is directly influenced by the sound it defines in real life.
All onomatopoeia words describe specific sounds. For example, "The acorn plopped
into the puddle." Typically, we associate plopping with raindrops. In this instance,
we're using onomatopoeia to show the acorn is imitating that sound. Other
examples include:
• The rocks kerplunk as they fall into the lake.
• Listen to the pitter-patter of raindrops on the leaves.
• Lighting crackles and thunder rumbles through the night.
FRAME 9
Move to Slide 39
50. Find the onomatopoeic word: “when Hannah pressed the
bag, she took off so quickly hat her tires screeched.”
a. Pressed - go to slide 40
b. Screeched - go to slide 41
c. Gas - go to slide 42
d. Tires - go to slide 43
SLIDE 39
Let me
think..
51. OOPS! YOUR ANSWER IS WRONG
Option(a) Pressed is wrong answer.
It does not imitate the sound associated with the object.
SLIDE 40
53. OOPS! YOUR ANSWER IS WRONG
Option(c) Gas is wrong answer.
It does not imitate the sound associated with the object.
SLIDE 42
54. OOPS! YOUR ANSWER IS WRONG
Option(d) Tires is wrong answer.
It does not imitate the sound associated with the object.
SLIDE 43
Move to Frame 10
55. Lets look at what an Apostrophe is…
We sometimes connect two words to make one shorter word. We use an
apostrophe to show that we have left out one or more letters.
do not → don’t = They don’t like salt in their food.
it is → it’s = It’s a long way to walk.
is not → isn’t = Isn’t that such a pretty dress?
FRAME 10
Move to Slide 44
56. Which option is using apostrophes correctly?
a. Dans burger’s - go to slide 45
b. Lisas cookie’s - go to slide 46
c. Mikes bike’s - go to slide 47
d. Kelly’s socks - go to slide 48
SLIDE 44
Let me
think..
57. OOPS! YOUR ANSWER IS WRONG
Option(a) Dans burger’s is wrong answer.
Dan’s burgers is the correct usage.
SLIDE 45
58. OOPS! YOUR ANSWER IS WRONG
Option(b) Lisas cookie’s is wrong answer.
Lisa’s cookies is the correct usage.
SLIDE 46
59. OOPS! YOUR ANSWER IS WRONG
Option(c) Mikes bike’s is wrong answer.
Mike’s bikes is the correct usage.
SLIDE 47
61. Lets summarize…
A figure of speech is a deviation from the ordinary use of words in order to increase
their effectiveness. It enhances the beauty of the writing. It makes the sentence
deeper and leaves the reader with a sense of wonder. It brings life to the words
used by the writer. The figure of Speech not only shows the writer's intent but also
his purpose in using such language. It adds flavor to the writing and makes it so
much more enjoyable for the reader. Some figures of speech enhance imagery,
while others allow writers to employ rich cultural traditions to express their ideas.
Even further, other figures of speech allow writers to experiment with structure
and sound to create specific effects. No matter which type is used, the expressive
quality of figures of speech helps keep audiences engaged.
FRAME 11