This document provides information about various question words in English and their uses. It discusses the question words what, when, where, which, who, whose, why, how and gives examples of how to use each word to ask a question. For example, it states that "what" should be used to ask about a thing, "when" to ask about time, and "why" to ask for a reason. It also discusses using "how much", "how many", and "how often" as well as combining "how" with adjectives like "big" or "tall". The overall purpose is to help understand which question word to use depending on what information is being requested.
My talk at Bkk Web Meetup, Jun 10, 2014
The heart of user experience design starts from learning from your users. In order to do so, you will need to talk and listen to them. However, it is not always easy to elicit valuable insights from them due to individual differences and people's limited memory. The slides talk about psychological principles that affect how people think and verbalize their opinions, and why traditional methods, such as questionnaires and interviews, will not always work.
Language for Advice and Suggestions - why don't you.../ have you tried.../ yo...David Mainwood
For Pre-intermediate EFL students. Look at the language for asking suggestions and giving advice and practise by making appropriate sentences for the picture
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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?
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
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.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
4. Question Words
What
If you want to know about a thing:
Use – what
What is it?
If you did not hear, believe:
What?
What did you say?
You did what?
5. Question Words
What
If you want to know about a thing:
Use – what
What is it?
If you did not hear, believe:
What?
What did you say?
You did what?
If you do not know which word to use:
Use – what
6. Question Words
What
If you want to know about a thing:
Use – what
What is it?
If you did not hear, believe:
What?
What did you say?
You did what?
If you do not know which word to use:
Use – what
What for … = Why
8. Question Words
When
If you want to know about time:
Use - when
When do you wake up? – time
When do you go shopping? – day
When is Songkran? – month
When were you born? – year
10. Question Words
Where
If you want to know about a place:
Use – where
If you want to know about a position:
Use – where
11. Question Words
Where
If you want to know about a place:
Use – where
If you want to know about a position:
Use – where
If you want to know about a position:
Use – where
18. Question Words
Why
If you want to know a reason for
something:
Use – why
Or you can ask, “what is it for?”
19. Question Words
Why
If you want to know a reason for
something:
Use – why
Or you can ask, “what is it for?”
The easy answer to ‘Why?’ is ‘Why not?’
20. Question Words
Why
If you want to know a reason for
something:
Use – why
Or you can ask, “what is it for?”
A wife’s answer to ‘Why?’
is ‘BECAUSE?’
21. Question Words
How
If you want to know the way something is done:
Use – how
How does it work?
How can I cook Thai food?
How do you do your job?
Grammar: How do you…+ verb …
23. Question Words
How
How much?
Often used when shopping
How much?
How much money do I need?
How much is the doggie in the window?
‘How much’ is also used with uncountable nouns
How much time do you need?
How much rice do you eat?
24. Question Words
How
How many?
‘How many’ is used with countable nouns.
How many people are in the crowd?
How many brothers do you have?
How many goals did Chiang Mai score last week?
25. Question Words
How
How often?
‘How often’ refers to frequency.
How often do you visit your mother?
How often do you brush your teeth?
How often do you go to Lamphun?
26. Question Words
How
How + adjective?
How big
How heavy
How far refers to distance
How old/young refers to age
How long refers to time
How tall refers to height (people)
How high refers to height (things)
refers to size, weight
