This document contains sample dialogues and questions about habits, hobbies, daily activities, family, free time activities, and English study. It provides examples of how to talk about likes, dislikes, and frequency of activities using phrases like "I like/love/hate + verb-ing" and "I often/sometimes + verb." Sample questions ask about free time activities, family relationships, and English language learning habits.
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.
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!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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
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.
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.
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. TALKING ABOUT HOBBIES
I love football
I really like football.
I like football.
I quite like football.
I think it’s OK.
I don’t like football very much.
I don’t like football.
I hate football.
Spotlight| like/ love/ hate +V-ing
After like, love, and hate, use a noun, a
pronoun, or V-ing
I like/love/hate + (football/ it)
I like/love/hate + (playing football/
learning English)
3. PAUL: Hello, Mary. How are you?
MARY: Hi, Paul! I’m good. And you?
PAUL: I’m fine. Do you want to go dancing with me this Saturday?
MARY: Thanks. But I don’t think I know how to dance.
PAUL: What a pity! What do you like doing in your free time?
MARY: I like going shopping with my sister and my mother. How about
you? What do you like doing in your free time?
PAUL: I like playing soccer with my friends and I sometimes go camping
in the countryside.
MARY: I love going camping, too. We can go together sometime.
PAUL: That’s a good idea. I have to go now. See you later.
MARY: See you around.
4. PAUL: Hello, Mary. How are you?
MARY: Hi, Paul! I’m good. And you?
PAUL: I’m fine. Do you want to go dancing with me this Saturday?
MARY: Thanks. But I don’t think I know how to dance.
PAUL: What a pity! What do you like doing in your free time?
MARY: I like going shopping with my sister and my mother. How about
you? What do you like doing in your free time?
PAUL: I like playing soccer with my friends and I sometimes go camping
in the countryside.
MARY: I love going camping, too. We can go together sometime.
PAUL: That’s a good idea. I have to go now. See you later.
MARY: See you around.
5. DAILY ACTIVITIES
1. Do you often go to bed early or late?
2. Do you often get up early or late?
3. Do you often take a bath (or take a shower) in the morning?
4. Do you often walk in the park?
5. What do you often eat for breakfast (lunch, dinner)? I often eat ___ for ____
6. Who do you often watch TV with?
7. How many hours do you sleep every day? I sleep ____ hours everyday
8. What hobbies do you have? I like ________
9. When do you have free time? (How do you spend your free time?)
10. Where do you spend your free time?
11. Who do you spend your free time with?
12. How do you like to spend your free time?
13. going shopping? going to the cinema? chatting? playing computer games?
going to the disco? playing sports? reading? relaxing?
6. FAMILY
1. Do you like to live with your parents or on your own?
2. Do you sometimes disagree with your parents?
3. Do you like to work for your parents?
4. Do you have to take care of your parents?
5. What do you have to do for your family?
6. How many sisters and brothers do you have?
7. Who do you often talk to?
FREE TIME ACTIVITIES
1. Do you like to talk about movies or sports?
2. Do you often watch American movies?
3. Do you like to play any sports?
4. Do you like to go dancing?
5. What do you often do in your free time?
6. Who do you like to go camping with?
7. How many friends do you often go out with?
7. ENGLISH STUDY
1. Do you like to learn English grammar?
2. Do you often leave the class early?
3. Do you often submit your homework?
4. Do you like to sing English songs?
5. What do you often do in class?
6. Who do you often speak English to?
7. How many hours do you study English every day?
What do you like to do in
your free time?
I like to ___________________.
Name What Where Who __ with ?
