The story is about selfish giant who builds a wall around his beautiful garden, keeping all children out. When he returns from a trip, he finds the children playing in his garden and shouts at them to leave. Without the children, the garden loses its beauty and joy. Over time, the giant realizes how selfish he has been and decides to open the garden to the children again. He is overjoyed to see the children bringing life and spring back to the garden. In the end, the giant finds the child Jesus in the garden and realizes the error of his selfish ways.
The Selfish Giant - A Children's Story with a Great MoralOH TEIK BIN
A Presentation of a well-known children's story that teaches important moral lessons. The texts are in English.
For the Video (with audio narration and and explanation in English), please check out the Lnk:
https://www.youtube.com/watch?v=xuIC0f-_tFo
The Selfish Giant - A Children's Story with a Great MoralOH TEIK BIN
A Presentation of a well-known children's story that teaches important moral lessons. The texts are in English.
For the Video (with audio narration and and explanation in English), please check out the Lnk:
https://www.youtube.com/watch?v=xuIC0f-_tFo
The Boy and The Apple Tree...A Touching StoryOH TEIK BIN
A Power Point Presentation of a touching story based on material received by email through a friend ... the pics with the Chinese and English graphic texts. Please download for the background music and some animated graphics.
A Legend of the Northland is folklore told to the children to instil this moral lesson. The poem talks about a little woman who was punished by saint Peter for refusing to give him any one of the cakes that she had baked. ... The behaviour of the woman provokes Saint Peter who curses her and changes her into a woodpecker.
A beautiful poem covering syllabus of Class IX English. Entire poem is included in this powerpoint presentation. Stanza-wise Explanation is also given.
This is the PPT on the chapter Reach for the top class 9 NCERT. this is unique and I have attached a link for the NCERT solution for PART 1 Santhosh Yadav from the latest website. I hope it is useful.
Report Writing one of the sections from Advanced Writing Skills for Class XI & XII CBSE syllabus. Here News paper Report Magazine Report and Assembly Reports are discussed by Sri M Prahallada PGT English of NVS Centre of Excellence, Bagalur, Bangalore Urban district.
The Boy and The Apple Tree...A Touching StoryOH TEIK BIN
A Power Point Presentation of a touching story based on material received by email through a friend ... the pics with the Chinese and English graphic texts. Please download for the background music and some animated graphics.
A Legend of the Northland is folklore told to the children to instil this moral lesson. The poem talks about a little woman who was punished by saint Peter for refusing to give him any one of the cakes that she had baked. ... The behaviour of the woman provokes Saint Peter who curses her and changes her into a woodpecker.
A beautiful poem covering syllabus of Class IX English. Entire poem is included in this powerpoint presentation. Stanza-wise Explanation is also given.
This is the PPT on the chapter Reach for the top class 9 NCERT. this is unique and I have attached a link for the NCERT solution for PART 1 Santhosh Yadav from the latest website. I hope it is useful.
Report Writing one of the sections from Advanced Writing Skills for Class XI & XII CBSE syllabus. Here News paper Report Magazine Report and Assembly Reports are discussed by Sri M Prahallada PGT English of NVS Centre of Excellence, Bagalur, Bangalore Urban district.
1
A Worn Path
Eudora Welty
It was December—a bright frozen day in the early morning. Far out in the country there was an old Negro
woman with her head tied in a red rag, coming along a path through the pinewoods. Her name was
Phoenix Jackson. She was very old and small and she walked slowly in the dark pine shadows, moving a
little from side to side in her steps, with the balanced heaviness and lightness of a pendulum in a
grandfather clock. She carried a thin, small cane made from an umbrella, and with this she kept tapping
the frozen earth in front of her. This made a grave and persistent noise in the still air that seemed
meditative, like the chirping of a solitary little bird.
She wore a dark striped dress reaching down to her shoe tops, and an equally long apron of bleached
sugar sacks, with a full pocket: all neat and tidy, but every time she took a step she might have fallen over
her shoelaces, which dragged from her unlaced shoes. She looked straight ahead. Her eyes were blue with
age. Her skin had a pattern all its own of numberless branching wrinkles and as though a whole little tree
stood in the middle of her forehead, but a golden color ran underneath, and the two knobs of her cheeks
were illumined by a yellow burning under the dark. Under the red rag her hair came down on her neck in
the frailest of ringlets, still black, and with an odor like copper.
Now and then there was a quivering in the thicket. Old Phoenix said, 'Out of my way, all you foxes, owls,
beetles, jack rabbits, coons and wild animals! ... Keep out from under these feet, little bob-whites ... Keep
the big wild hogs out of my path. Don't let none of those come running my direction. I got a long way.'
Under her small black-freckled hand her cane, limber as a buggy whip, would switch at the brush as if to
rouse up any hiding things.
On she went. The woods were deep and still. The sun made the pine needles almost too bright to look at,
up where the wind rocked. The cones dropped as light as feathers. Down in the hollow was the mourning
dove—it was not too late for him.
The path ran up a hill. 'Seem like there is chains about my feet, time I get this far,' she said, in the voice of
argument old people keep to use with themselves. 'Something always take a hold of me on this hill—
pleads I should stay.'
After she got to the top, she turned and gave a full, severe look behind her where she had come. 'Up
through pines,' she said at length. 'Now down through oaks.'
Her eyes opened their widest, and she started down gently. But before she got to the bottom of the hill a
bush caught her dress.
Her fingers were busy and intent, but her skirts were full and long, so that before she could pull them free
in one place they were caught in another. It was not possible to allow the dress to tear. 'I in the thorny
bush,' she said. 'Thorns, you doing your appointed work. Never want to let folks pass—no, sir. Old eyes
thought you was a ...
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.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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
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!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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
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.
2. Every afternoon, as they were coming from school,
the children used to go and play in the Giant's
garden.
'How happy we are
here!' they cried to each
other.
“See! How beautiful
those flowers are!”
“Oh! Look at those
birds. How sweetly they
are singing!”
3. One day the Giant came back.
He had been to visit his friend.
When he arrived he saw the children
playing in the garden.
'What are you doing here?' he
cried in a very gruff voice, and
the children ran away.
'My own garden is my own
garden,' said the Giant.
4. He built a high wall all round it, and put up a notice-
board.
The poor children had now
nowhere to play. They tried to
play on the road, but the road
was very dusty and full of hard
stones, and they did not like it.
They used to wander round the
high wall when their lessons
were over, and talk about the
beautiful garden inside.
5. 'How happy we were there,' they said to each other.
Then the Spring came,
and all over the country
there were little blossoms
and little birds.
6. The birds did not care to sing in it as there were no
children, and the trees forgot to blossom.
7. The only people who were pleased were the
Snow and the Frost. 'Spring has forgotten
this garden,' they cried.
8. He was wrapped in furs, and he
roared all day about the garden,
and blew the chimney-pots down.
Then they invited the North Wind to stay with them,
and he came.
9. Every day for three hours he
rattled on the roof of the castle
till he broke most of the slates,
and then he ran round and
round the garden as fast as he
could go.
'This is a delightful spot,' he said,
'we must ask the Hail on a visit.'
So the Hail came.
10. 'I cannot understand why the
Spring is so late in coming,'
said the Selfish Giant, as he sat
at the window and looked out
at his cold white garden; 'I
hope there will be a change in
the weather’.
But the Spring never came, nor
the Summer. The Autumn gave
golden fruit to every garden,
but to the Giant's garden she
gave none.
11. One morning the Giant heard
some lovely music. He thought it
must be the King's musicians
passing by. It was really only a
little linnet singing outside his
window, but it was so long since
he had heard a bird sing in his
garden that it seemed to him to
be the most beautiful music in the
world. Then the Hail stopped
dancing over his head, and the
North Wind ceased roaring, and a
delicious perfume came to him
through the open casement. 'I
believe the Spring has come at
last,' said the Giant.
12. What did he see? In every tree that he could see there
was a little child. The trees were so glad to have the
children back again.
They had covered
themselves with blossoms,
and were waving their arms
gently above the children's
heads.
13. In one corner it was still Winter. It was the farthest
corner of the garden, and in it was standing a little boy.
He was so small that he
could not reach up to the
branches of the tree.
'Climb up! little boy,' said
the Tree, but the little boy
was too tiny.
14. 'How selfish I have been! I will put that poor little boy on
the top of the tree. I will knock down the wall, and my
garden shall be the children's playground for ever and
ever.‘ he said.
He crept downstairs and
opened the front door
quite softly, and went out
into the garden.
Frightened, all the children
ran away. The little boy
did not run, for his eyes
were so full of tears that
he did not see the Giant
coming.
15. The other children, when they saw that the Giant was not
wicked any longer, came running back, and with them
came the Spring. All day long they played, and in the
evening they came to the Giant to bid him good-bye.
'But where is your little
companion?' he said; ‘The
boy I put into the tree.' The
Giant loved him the best
because he had kissed him.
'We don't know,' answered
the children; 'he has gone
away.‘
'You must tell him to be
sure and come here to-
morrow,' said the Giant.
16. Years went over, and the Giant grew very old and feeble.
He could not play about any more, so he sat in a huge
armchair, and watched the children at their games, and
admired his garden. 'I have many beautiful flowers,' he
said; 'but the children are the most beautiful flowers of
all.'
One winter morning he looked out
of his window as he was dressing.
He did not hate the Winter now,
for he knew that it was merely the
Spring asleep, and that the
flowers were resting.
17. Suddenly he rubbed his eyes in wonder, and looked and
looked. It certainly was a marvellous sight. In the
farthest corner of the garden was a tree quite covered
with lovely white blossoms. Its branches were all golden,
and silver fruit hung down from them, and underneath it
stood the little boy he had loved.
Downstairs ran the Giant in great joy, and out into the
garden. He hastened across the grass, and came near to
the child. And when he came quite close his face grew
red with anger, and he said, 'Who hath dared to wound
thee?' For on the palms of the child's hands were the
prints of two nails, and the prints of two nails were on the
little feet.
18. 'Who hath dared to wound thee?' cried the Giant; 'tell
me, that I may take my big sword and slay him.‘
'Nay!' answered the child; 'but these are the wounds of
Love.‘
'Who art thou?' said the Giant, and a strange awe fell on
him, and he knelt before the little child.
And the child smiled on the Giant, and
said to him, 'You let me play once in
your garden, to-day you shall come
with me to my garden, which is
Paradise.‘
And when the children ran in that
afternoon, they found the Giant lying
dead under the tree, all covered with
white blossoms.
19.
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