The document discusses the simple past tense in English. It explains that the simple past tense is used to describe actions that were completed in the past at a specific time. It provides examples of time expressions used with the simple past tense, such as "yesterday morning" and "last week." It also discusses the formation of the simple past tense for regular and irregular verbs. Additionally, it covers the structure of nominal and verbal sentences in the simple past tense and provides examples.
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.
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.
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
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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.
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.
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4. bentuk tense yang menyatakan
suatu tindakan yang selesai
dilakukan pada waktu tertentu di
masa lalu.
5. yesterday morning =
kemarin pagi
yesterday noon = kemarin
siang
yesterday afternoon=
kemarin siang menjelang
sore
yesterday evening =
kemarin sore menjelang
malam
last Saturday = hari Sabtu
lalu
last night = semalam / tadi
malam
last week = minggu lalu
a week ago = seminggu lalu
a month ago = satu bulan yang
lalu
a year ago = setahun lalu
an hour ago = satu jam yang lalu
one minute ago = satu menit yang
lalu
a long time ago = dahulu kala
three weeks ago = tiga minggu
lalu
six months ago = 6 bulan lalu
two years ago = dua tahun lalu
ten hours ago = 10 jam yang lalu
a few minutes ago = beberapa
menit yang telah berlalu
9. Verb 1 Verb 2 Verb 3 Regular/Irre
gular
See Saw Seen IRREGULAR
Sing Sang Sung irregular
Walk Walked Walked Regular
Find Found Found Irregular
Write Wrote Written Irregular
10. NOMINAL AND VERBAL
SENTENCES
kalimat yang kata kerjanya (Verb) selain anggota be (is, am,
S + VERB (Selain “be”) + OBJECT + ADVERB
Mereka mendapat sebuah hadiah = They get a present.
Verbal sentence
NOMINAL sentence
kalimat yang kata kerjanya berupa be (is, am,
S + VERB ( berupe ‘be’ ) + COMPLEMENTS (ad
Kami sangat keren = We are so cool
11.
12. I traveled to Lombok last week.
(Saya bepergian ke Lombok
minggu lalu.)
13. • Subject + Verb 2 + Object
• John traveled to Lombok last
week.
Positive
Sentence
• Subject + did not (didn’t) +
Verb 1 + Object
• John did not travel to
Lombok last week.
Negative
Sentence
• Did + Subject + Verb 1+
Object + ?
• Did John travel to Lombok
last week?
Interrogative
Sentence
14. LETS TRY TO MAKE THE
SENTENCE!
She bought this bag two days ago.
(Dia membeli tas ini dua hari yang lalu.)
She didn't buy this bag two
days ago.
(Dia tidak membeli tas ini
dua hari yang lalu.)
Did She buy this bag two days ago?
(Dia tidak membeli tas ini dua hari yang
lalu.)
Subject + Verb
2 + Object
Subject + did not
(didn’t) + Verb 1 +
Object
Did + Subject +
Verb 1+ Object + ?
18. • Subject + be (was/were)+
adjective/adverb/noun
• They were at school
yesterday.
Positive
Sentence
• Subject + be (was/were) + NOT
+ adjective/adverb/noun
• They were not at school
yesterday.
Negative
Sentence
• Was/were + subject +
adjective/adverb/noun?
• were they at school
yesterday?
Interrogative
Sentence
21. 1.John ____ (Drink/drank) a cup of coffee before class
this morning?
2.We____ (did/do) not Eat a delicious dinner at a
Mexican restaurant last night.
3.I don’t have any money in my pocket. I ____
(Spend/Spent) it last night. I’m flat broke.
4.I____ (IS/WAS) in the newspaper yesterday.
5.The sun____ (Rise/Rose) at 6:04 this morning.
Please choose the best answer
for sentences below!
