This document provides a review of grammar topics and questions for the learner to practice their English language skills. It contains questions in different sections about daily routines, activities, feelings, asking questions, and time prepositions. The learner is instructed to answer the questions aloud in English based on information about themselves and their life. Sample answers are also provided by the "teacher" to model typical responses.
Steven Campbell's slides from the June 2014 BACN meeting on Catching the Marketing Bug, also known as Teach Your Brain to Love Marketing, or how to invoke Constructive Motivation to help you get tasks like marketing done.
Steven Campbell's slides from the June 2014 BACN meeting on Catching the Marketing Bug, also known as Teach Your Brain to Love Marketing, or how to invoke Constructive Motivation to help you get tasks like marketing done.
Fun lesson to learn replacement expressions or vocabulary for overused ones. Students will learn new vocab while deepening their understanding of vocab they already have.
This presentation goes over questions like "What time is it?" and "How often do you...?" Target answers include responses like "I go hiking every other weekend."
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
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.
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
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Review 1a – Yes I can
1. Review – Yes I can …
• The questions will review
• the language you have studied
• in the grammar units and topics so far (hasta ahora)
• You CAN answer them in English!!
• Listen to the question and then give your answer
about yourself and your life.
• Speak aloud (en voz alta).
• Finally, listen to a typical answer from the teacher.
• Are you ready? Then, let’s start.
2. Yes, I can say “How often I do things.”
• How often do you go to the cinema?
• I ………… go to the cinema………………………………..
• How often do you do exercise?
• I ……………………………
• How often do you study English?
• I …………………………………………………
• How often do you read the newspaper?
• …………………………………………………………
3. Yes, I can “Talk about my routine.”
• What time do you usually get up?
• I usually get up at ……………
• What do you have for breakfast?
• I have ……………………………………..
• When do you start work/classes?
• I start …………………………………….
• Where do you have lunch?
• I ……………………………………………………
• What time do you get home in the evening?
• I …………………………………………………….
• What do you do in the evening?
• I ………………………………………………
• What time do you usually go to bed?
• …………………………………………………………….
4. Yes I can use the present simple and
the present continuous
• What do you do?
• I’m a ……………………….
• What are you doing now?
• I’m …………………………… English?
• Where do you live?
• I live ……………………………….
• What book are you reading?
• I………………………………………………..
• When do you do exercise?
• I ………………………………………
• Are you preparing for any exams at the moment?
• I……………………………………………………………
5. Yes I can talk about my feelings
• What kind of activities are you interested in?
• I’m interested in ………………………….
• Is your work/course boring?
• Yes/No it …………………………………………
• Are you frightened of flying?
• Yes/No I ………………………………………..
• What makes you annoyed?
• ………………………. makes me annoyed.
• Are you hungry?
• ……………………………………..
• Do you feel thirsty? Would you like a cold beer?
• …………………………………………………………………
• Are you tired?
• ……………………………………………………
6. Yes, I can “Ask questions”.
• Ask questions for these answer.
• e.g. How are you? > I’m fine, thanks.
• Where …………………………? > I live in Tenerife.
• What …………………………..? I’m a teacher.
• What …………………………..? The weather was sunny
yesterday.
• Where ………………………..? I went to the beach.
• How long …………………….? It takes 4 hours to fly to
London.
• Why …………………………….? Because I want to work in
England.
• How much ……………………? It cost 200 euros.
7. Yes, I can use “Time prepositions.”
• When is your birthday?
• It’s ……………………………………….
• What time do you finish work/classes?
• I finish ………………………………
• When does your town have its fiestas?
• My town’s fiestas are ……………………………
• What is your favourite time of year? Why?
• My ……………………………………………….
• Are weekends busy for you? Why?
• I am ………………………………………….
• When do you have holidays?
• I have ………………………