The document describes several trips taken by train and plane between different locations in England and France. It discusses the experiences of multiple travelers, including details about travel times, costs, comfort levels and conveniences of the different trips. Key details include taking a train from Waterloo station to Avignon, France which took 30 minutes; a plane trip from London to France that took only 22 minutes to travel through the English Channel; and a bus ride from the train station to Avignon that took 45 minutes.
Teaching recounts genre is sometimes complicated and what teaches need is to help the students on how to deal with the recount genre, especially on how to produce the recounts.
Here is the example on how to write the recounts genre.
Each month, join us as we highlight and discuss hot topics ranging from the future of higher education to wearable technology, best productivity hacks and secrets to hiring top talent. Upload your SlideShares, and share your expertise with the world!
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SlideShares that inform, inspire and educate attract the most views. Beyond that, ideas for what you can upload are limitless. We’ve selected a few popular examples to get your creative juices flowing.
How to Make Awesome SlideShares: Tips & TricksSlideShare
Turbocharge your online presence with SlideShare. We provide the best tips and tricks for succeeding on SlideShare. Get ideas for what to upload, tips for designing your deck and more.
Introduction to SlideShare for BusinessesSlideShare
As the global hub of professional content, SlideShare can help you or your business amplify its reach, get discovered by targeted audiences and capture more professional opportunities. Learn why you should use SlideShare for your business
Teaching recounts genre is sometimes complicated and what teaches need is to help the students on how to deal with the recount genre, especially on how to produce the recounts.
Here is the example on how to write the recounts genre.
Each month, join us as we highlight and discuss hot topics ranging from the future of higher education to wearable technology, best productivity hacks and secrets to hiring top talent. Upload your SlideShares, and share your expertise with the world!
Not sure what to share on SlideShare?
SlideShares that inform, inspire and educate attract the most views. Beyond that, ideas for what you can upload are limitless. We’ve selected a few popular examples to get your creative juices flowing.
How to Make Awesome SlideShares: Tips & TricksSlideShare
Turbocharge your online presence with SlideShare. We provide the best tips and tricks for succeeding on SlideShare. Get ideas for what to upload, tips for designing your deck and more.
Introduction to SlideShare for BusinessesSlideShare
As the global hub of professional content, SlideShare can help you or your business amplify its reach, get discovered by targeted audiences and capture more professional opportunities. Learn why you should use SlideShare for your business
Learning from Travel Tales (Eng)(pdf).pdfOH TEIK BIN
An article of some true happenings during tours and traveling from which we can learn important life lessons. The texts are in English. For mindful reflection.
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.
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.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
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!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
2. A.When I got to security, I saw that
there was a really long line. I began to
worry that I might miss my flight
because you have to board 40 minutes
before take-off. I had to run to gate 48
and I arrived completely out of breath
E. At 7:10 a.m. I arrived at Waterloo
station by taxi. It took me just 30
minutes from home. I bought a
newspaper and walked to the
platform. I got on and found my seat.
As soon as we started moving. I went
to find the dining car and had a cup of
coffee.
B.I arrived on time! I picked up my
suitcase and followed the Exit signs. It
was great not to have to wait for my
luggage or to worry about getting a bus
or taxi downtown
F.Just outside the station I looked up
and saw the medieval walls of
Avignon's hiStoric cty center. It was
2:20* in the afternoon and I was just
in time for a late lunch! My ticket cost
£65.80, and Igave the trip 8/10 for
comfort and 9/10 for convenience.
C.We boarded. Because there are no
seat numbers on these flights, everybody
tries to get on as quickly as they can. I
sat next to a friendly Frenchman. We
took off and soon I was looking down
on London. There was no meal, not even
coffee, but we landed 10 minutes ahead
of schedule.
G.Only had to waa 20 minutes for my
luggage. Then I walked outside into
bright sunshine and waaed for the bus
to Avignon, about 40 kilorneters
away. I didn't have to waa long and
the bus took 45 minutes. It was only
11 :00' and I had the whole day in
front of me. My ticket cost £63, and
Igave the trip 5/10 for comfort and
5/10 for convenience.
D.At 4:15 a.m. a taxi picked me up and
took me 32 miles to Stansted airport
Although a was early morning. there
was a lot of traffic and I arrived later
than I had planned. I took my luggage to
check~in and asked for a window seat
but the wornan said there were no seat
numbers.
H. I looked out of the window.
Although we were moving at 340
kilometers an hour, the trip was
smooth and relatively quiet. The part
where we traveled under the English
Channel took just 22 minutes. Soon
Iwas looking at the fields and
farmhouses of France. The sun was
shining. Idosed my eyes and went to
sleep.
Nightmare hips
We asked you to tell us about your nightmare trips. Rita from
California wrote to us about hers...
Anightmare trip I remember was three years ago 1__________ I was going
to the airport with my friend. We were going to Hawaii on vacation and we had to
be at Los Angeles airport two hours before the flight.
We left home with plenty of time, 2___________ when we got to the
freeway there was a huge traffic jam. The trallic wasn't moving at all. We didn't
know what to do. It was too late to go another way, 3_________ we just sat in the
car getting more and more stressed. 4_________ ten minutes, the traffic started
moving slowly. We decided to leave the freeway and try to found another way to
the airport. 5__________ I wasn't sure of the way and we got completely lost. We
was sure we were going to miss the flight. We finally arrived at the airport just
thirty minutes before the plane was going to leave. The woman at the check-in
counter said we couldn't to check in our luggage 6________ it was too late,
7__________we had to run with all our suitcases to the departure gate.
8_________ my friend felt down and hurt her leg, we managed to get to
the gate in time and 9___________we caught our flight.
Read the story again and complete with a connecting word or phrase.
After, although, because, but (x2) in the end, so (x2), when