Aim: To practice the use of relative clauses (who, which, that, when and where)
Interaction: Individually or in groups
Exercise type: Filling in the gaps
Language: B1
Time: 10-15 minutes
Materials: Slideshow, 5 pieces of paper for each student, markers
Procedure: 1. Give each student 5 pieces of paper.
2. Instruct the students to write down a different relative pronoun (that, who, which, when or where) on each of the 5 pieces of paper that they have. Recommend the students to use colorful markers and write in big letters that are visible from a distance.
3. You will be showing your students slides with sentences on them. Each sentence is missing a relative pronoun.
4. Display the slide with the first sentence on it. Allow some time for your students to read the sentence and to come up with a missing relative pronoun. The students need to raise the paper with a suitable relative pronoun up in the air as soon as possible.
5. In some cases two variants are possible. If this is the case, the students need to raise two pieces of paper.
6. The first three students to raise correct papers get an extra point.
7. The person with the top score at the end of the game wins!
Body Image and Appearance - Vocabulary ActivitiesAlina Dashkewitz
Vocabulary activities based on the Illusionists trailer.
In the first activity the students need to complete the collocations while watching the first 90 seconds of the teaser.
In the second activity the students need to use the vocabulary from the previous activity to arrange the given words in such a way that they form sentences.
Crossword puzzle - Film Review Vocabulary WorkshopAlina Dashkewitz
Match the sentences with the missing words.
A complete free lesson plan and vocabulary workshop can be found here: http://wp.me/p4vy4n-7I
The activity is based on a film review by Movieline (http://bit.ly/MovielineSubscribe) and presents new words in context and with other words that they go with (i.e. horizontally). The visuals in the clip add a powerful element and help students to memorize the vocabulary easier and faster.
The activity could also be used to introduse a possible rhetorical structure of an oral film review (possible because there are other ways to structure a review).
Level: B2
Target skill: vocabulary
Other skills involved: reading, listening, rhetorical structure of an oral film review.
A complete free lesson plan and vocabulary workshop can be found here: http://wp.me/p4vy4n-7I
The activity is based on a film review by Movieline (http://bit.ly/MovielineSubscribe) and presents new words in context and with other words that they go with (i.e. horizontally). The visuals in the clip add a powerful element and help students to memorize the vocabulary easier and faster.
The activity could also be used to introduse a possible rhetorical structure of an oral film review (possible because there are other ways to structure a review).
Level: B2
Target skill: vocabulary
Other skills involved: reading, listening, rhetorical structure of an oral film review.
82 words and phrases instead of good, great and interesting + examplesAlina Dashkewitz
82 words and phrases that can be used instead of "good", "bad" and "interesting". Each word or phrase is accompanied with a definition, collocations and picture examples of its use in the news, books, online publications and words of famous and ourstanding people.
Grammar with comics and jokes comparative and superlative degrees of adject...Alina Dashkewitz
For a complete lesson with explanations and comments check out: http://edutainesl.wordpress.com/2014/05/31/grammarwithcomix.
Comic strips and jokes are used to explain the comparative and superlative degrees of adjectives. It also covers some irregular forms and changes in spelling in the comparative and the superlative degrees and as always includes a comic-strip style exercise to practice the skills.
I developed this grammar show for my B1 students.
Relative clauses with comics and jokes: who, which, that, when and where. Alina Dashkewitz
I created this grammar show for my B1 students. I used comic strips and jokes to explain and illustrate the use of relative clauses and relative pronouns (who, which, that, when and where). There is lso an exercise to practice the skills.
USED TO for Past Habits and Routines + exercisesAlina Dashkewitz
USED TO for past habits and routines, use in affirmative sentences, as well as in negations and questions. The slideshow also includes a gap-fill activity to practise the skills.
The slideshow explains the use of too, (not) enough, very, too many and too much and covers the difference between them. The slideshow also includes a gap-filling exercise to practice the skills.
EFL Game - Conditional sentences, type 0, 1 and 3 - Grammar gameAlina Dashkewitz
This Grammar Game is designed to practice the use of conditional sentence type 0, 1 and 2.
The game can be easily adapted to review and practise any grammar aspects as well as vocabulary.
Aim : To practise the use of conditional sentences type 0, 1 and 2
Interaction: Groups of 3, 4 or 5 students
Exercise type: Filling in the gaps, correcting mistakes
Language: B1
Time: 15 – 25 minutes
Materials: A marker and a whiteboard, a set of question cards for the class.
Procedure:
1. Project on a whiteboard a slide with a 4*5 grid in which each cell is numbered in order from 1 to 20. Alternatively, you can draw a 4*5 grid on a board and number each of its cells.
2. Cut up the questions handout so that each card features one question.
3. Divide the class into teams of three or four. Each team needs to select an easy-to-draw symbol (a circle, a star a triangle, a smiley face) or a letter to represent them.
4. Tell the students that the 20-square board is a piece of land that they are trying to conquer. In order to conquer each piece of land the students need to correctly answer a question on the card.
5. The teams decide the order in which they will play the game (for this purpose, the students can roll dice, play rock-paper-scissors game, or draw pieces of paper with numbers corresponding to the number of teams).
6. Each of the teams draws a question card from the pile, collaboratively, the teams decide on an answer. Allow a certain amount of time then, ask each of the teams to read their question card aloud to the class and to suggest an answer.
7. If the question is answered correctly, the team can draw their symbol in the square corresponding to the number of the question.
8. If the answer if incorrect, the teacher collects the question card without giving the correct answer and puts the card at the bottom of the pile, later this card has to be drawn again by one of the teams.
9. The game is over when all question cards have been answered.
10. The team that manages to put their symbol in the greatest number of squares, wins.
100 ways to say I LOVE YOU (part 1). Short Love Messages. I love you phrases.Alina Dashkewitz
Looking for cute, sweet and unusual ways to put your love into words? Then this slideshow can come of help. Click through the slides for sweet, cute and thoughtful phrases to express your love to that secial someone.
100 ways to express gratitude. THANK YOU cards. Alina Dashkewitz
Looking for a meaningful and non-trite way to show your appreciation to that special someone but are lost for words? This series of slideshows features 100 phrases and expressions to express your gratitude to your colleagues, friends and family in a unique and touching way. Make someone's day by showing how much you appreciate them.
Conditional Sentences Type 0, type 1 and type 2 + gap-fill exercisesAlina Dashkewitz
The slideshow covers the cases of use and the structure of Conditional sentences type 0, type 1 and type 2, it also explains the difference between each type and includes a gap-fill exercise to practice all three types of conditional sentences.
Aim: To practice the use of relative clauses (who, which, that, when and where)
Interaction: Individually or in groups
Exercise type: Filling in the gaps
Language: B1
Time: 10-15 minutes
Materials: Slideshow, 5 pieces of paper for each student, markers
Procedure: 1. Give each student 5 pieces of paper.
2. Instruct the students to write down a different relative pronoun (that, who, which, when or where) on each of the 5 pieces of paper that they have. Recommend the students to use colorful markers and write in big letters that are visible from a distance.
3. You will be showing your students slides with sentences on them. Each sentence is missing a relative pronoun.
4. Display the slide with the first sentence on it. Allow some time for your students to read the sentence and to come up with a missing relative pronoun. The students need to raise the paper with a suitable relative pronoun up in the air as soon as possible.
5. In some cases two variants are possible. If this is the case, the students need to raise two pieces of paper.
6. The first three students to raise correct papers get an extra point.
7. The person with the top score at the end of the game wins!
Body Image and Appearance - Vocabulary ActivitiesAlina Dashkewitz
Vocabulary activities based on the Illusionists trailer.
In the first activity the students need to complete the collocations while watching the first 90 seconds of the teaser.
In the second activity the students need to use the vocabulary from the previous activity to arrange the given words in such a way that they form sentences.
Crossword puzzle - Film Review Vocabulary WorkshopAlina Dashkewitz
Match the sentences with the missing words.
A complete free lesson plan and vocabulary workshop can be found here: http://wp.me/p4vy4n-7I
The activity is based on a film review by Movieline (http://bit.ly/MovielineSubscribe) and presents new words in context and with other words that they go with (i.e. horizontally). The visuals in the clip add a powerful element and help students to memorize the vocabulary easier and faster.
The activity could also be used to introduse a possible rhetorical structure of an oral film review (possible because there are other ways to structure a review).
Level: B2
Target skill: vocabulary
Other skills involved: reading, listening, rhetorical structure of an oral film review.
A complete free lesson plan and vocabulary workshop can be found here: http://wp.me/p4vy4n-7I
The activity is based on a film review by Movieline (http://bit.ly/MovielineSubscribe) and presents new words in context and with other words that they go with (i.e. horizontally). The visuals in the clip add a powerful element and help students to memorize the vocabulary easier and faster.
The activity could also be used to introduse a possible rhetorical structure of an oral film review (possible because there are other ways to structure a review).
Level: B2
Target skill: vocabulary
Other skills involved: reading, listening, rhetorical structure of an oral film review.
82 words and phrases instead of good, great and interesting + examplesAlina Dashkewitz
82 words and phrases that can be used instead of "good", "bad" and "interesting". Each word or phrase is accompanied with a definition, collocations and picture examples of its use in the news, books, online publications and words of famous and ourstanding people.
Grammar with comics and jokes comparative and superlative degrees of adject...Alina Dashkewitz
For a complete lesson with explanations and comments check out: http://edutainesl.wordpress.com/2014/05/31/grammarwithcomix.
Comic strips and jokes are used to explain the comparative and superlative degrees of adjectives. It also covers some irregular forms and changes in spelling in the comparative and the superlative degrees and as always includes a comic-strip style exercise to practice the skills.
I developed this grammar show for my B1 students.
Relative clauses with comics and jokes: who, which, that, when and where. Alina Dashkewitz
I created this grammar show for my B1 students. I used comic strips and jokes to explain and illustrate the use of relative clauses and relative pronouns (who, which, that, when and where). There is lso an exercise to practice the skills.
USED TO for Past Habits and Routines + exercisesAlina Dashkewitz
USED TO for past habits and routines, use in affirmative sentences, as well as in negations and questions. The slideshow also includes a gap-fill activity to practise the skills.
The slideshow explains the use of too, (not) enough, very, too many and too much and covers the difference between them. The slideshow also includes a gap-filling exercise to practice the skills.
EFL Game - Conditional sentences, type 0, 1 and 3 - Grammar gameAlina Dashkewitz
This Grammar Game is designed to practice the use of conditional sentence type 0, 1 and 2.
The game can be easily adapted to review and practise any grammar aspects as well as vocabulary.
Aim : To practise the use of conditional sentences type 0, 1 and 2
Interaction: Groups of 3, 4 or 5 students
Exercise type: Filling in the gaps, correcting mistakes
Language: B1
Time: 15 – 25 minutes
Materials: A marker and a whiteboard, a set of question cards for the class.
Procedure:
1. Project on a whiteboard a slide with a 4*5 grid in which each cell is numbered in order from 1 to 20. Alternatively, you can draw a 4*5 grid on a board and number each of its cells.
2. Cut up the questions handout so that each card features one question.
3. Divide the class into teams of three or four. Each team needs to select an easy-to-draw symbol (a circle, a star a triangle, a smiley face) or a letter to represent them.
4. Tell the students that the 20-square board is a piece of land that they are trying to conquer. In order to conquer each piece of land the students need to correctly answer a question on the card.
5. The teams decide the order in which they will play the game (for this purpose, the students can roll dice, play rock-paper-scissors game, or draw pieces of paper with numbers corresponding to the number of teams).
6. Each of the teams draws a question card from the pile, collaboratively, the teams decide on an answer. Allow a certain amount of time then, ask each of the teams to read their question card aloud to the class and to suggest an answer.
7. If the question is answered correctly, the team can draw their symbol in the square corresponding to the number of the question.
8. If the answer if incorrect, the teacher collects the question card without giving the correct answer and puts the card at the bottom of the pile, later this card has to be drawn again by one of the teams.
9. The game is over when all question cards have been answered.
10. The team that manages to put their symbol in the greatest number of squares, wins.
100 ways to say I LOVE YOU (part 1). Short Love Messages. I love you phrases.Alina Dashkewitz
Looking for cute, sweet and unusual ways to put your love into words? Then this slideshow can come of help. Click through the slides for sweet, cute and thoughtful phrases to express your love to that secial someone.
100 ways to express gratitude. THANK YOU cards. Alina Dashkewitz
Looking for a meaningful and non-trite way to show your appreciation to that special someone but are lost for words? This series of slideshows features 100 phrases and expressions to express your gratitude to your colleagues, friends and family in a unique and touching way. Make someone's day by showing how much you appreciate them.
Conditional Sentences Type 0, type 1 and type 2 + gap-fill exercisesAlina Dashkewitz
The slideshow covers the cases of use and the structure of Conditional sentences type 0, type 1 and type 2, it also explains the difference between each type and includes a gap-fill exercise to practice all three types of conditional sentences.
EFL Game - Guessing game to practise second conditionalsAlina Dashkewitz
This communicative game will help your students to practise the use of second conditionals and to review vocabulary for technology, devices, gadgets, professions and everyday objects.
Aim:
To practise the use of second conditionals and vocabulary for technology, devices, gadgets, professions and everyday objects.
Interaction:
Pairs or small groups
Exercise type:
Speaking, guessing words
Language:
B1
Grammar:
Second conditional
Vocabulary:
Technology, devices, gargets, appliances, professions, every day objects
Time:
15 minutes
Materials:
A set of cards with pictures and words on them.
Procedure:
1. The class is divided into pairs.
2. Each of the students gets a set of six cards with words or images on them.
3. The students need to keep the cards to themselves only, and should not show them to anyone.
4. In each of the pairs one of the students picks one of his/her cards without showing it to the others and without telling the others what the word is. Another student has to guess the word from the clues given by her/his partner.
5. All the clues must be given in the form of the second conditional, the students need to pretend that the person who is trying to guess the word already has this object/thing or is that person.
For example,
Card:
Firefighter
Clues:
If I were you, I would wear a uniform, a mask and I would carry the heavy air-tank on my back.
If I were you, I would drive the fire truck.
If I were you, I would save people and their houses.
Student, who needs to guess the word:
I am a firefighter.
Card:
Wrinkles
Clues:
If I had many of them, I would look old.
If I were an old person, I would have a lot of them.
If I had them, I would buy a lotion to get rid of them.
Card:
Glass
Clues:
If I were you, I would use it to drink juice.
If I were you, I wouldn’t drop it.
If you worked in a bar, you would have to carry many of them every day.
6. The students take turn giving clues and guessing words.
7. The game continuous until all words are guessed. Alternatively, the teacher can set a time limit and the student who has guessed the most words wins.
8. The game can also be played in groups of three or four.
EFL Vocabulary game - Vocabulary Bingo - Crime and Punishment Alina Dashkewitz
This Bingo game will help you and your students to review the vocabulary on crime and punishment. It includes 8 Bingo cards, a master sheet and instructions for teachers.
Learning vocabulary with songs - Appearance - introduction of the vocabulary...Alina Dashkewitz
Learning vocabulary with songs. This activity helps to learn at least 20 words and expressions to talk about appearance. The activity is based on the song "Freckles" by Natasha Bedingfield. The slideshow includes teacher's notes, introduction of the vocabulary and a ready-to-use handout.
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.
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
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.
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.
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.
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.