Expressing Prohibition (Materi Bahasa Inggris Kelas 8 Semester Ganjil Kurikulum 2013 dalam bentuk Power point presentation yang dapat digunakan untuk presentasi di kelas oleh Guru)
Expressing Prohibition (Materi Bahasa Inggris Kelas 8 Semester Ganjil Kurikulum 2013 dalam bentuk Power point presentation yang dapat digunakan untuk presentasi di kelas oleh Guru)
Asking for and Giving Permission
1. Asking for permission
Can I .....?
May I .....?
Do you mind ........?
Would you mind ......?
2. Giving permission
Yes, you may.
Yes, please.
Sure, go ahead.
No, I don't mind.
3. Refusing
No, you may not.
Sorry, you can't do that.
Yes, I do mind.
This module describes to what extent an invitation letter can be used in both formal and informal tones, along with its definition, function and schematic structure for EFL students.
Expressing Intention For Senior High SchoolAchyananisa
This workbook is about expressing intention. This workbook is used for tenth students in senior high school. This book consist of some tasks about expressing intention about holiday.
I'd like to share some expressions of thanking for junior high school.
I made it when i was doing my teaching practice at SMP Islam Sultan Agung 1 Semarang.
Asking for and Giving Permission
1. Asking for permission
Can I .....?
May I .....?
Do you mind ........?
Would you mind ......?
2. Giving permission
Yes, you may.
Yes, please.
Sure, go ahead.
No, I don't mind.
3. Refusing
No, you may not.
Sorry, you can't do that.
Yes, I do mind.
This module describes to what extent an invitation letter can be used in both formal and informal tones, along with its definition, function and schematic structure for EFL students.
Expressing Intention For Senior High SchoolAchyananisa
This workbook is about expressing intention. This workbook is used for tenth students in senior high school. This book consist of some tasks about expressing intention about holiday.
I'd like to share some expressions of thanking for junior high school.
I made it when i was doing my teaching practice at SMP Islam Sultan Agung 1 Semarang.
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.
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
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
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
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 ...
Small talk while visiting in someone's home and on a home tour
1. Small Talk in American CultureSmall Talk in American Culture
How to do this easily
2. VisitingVisiting
In this segment of
dialogues, we examine the
way that Americans talk
with one another when
they visit one another or
when they have dinner at
someone’s home. In
American culture, it is
very special to be invited
into someone’s home and
many times is a signal of
the intention to further the
relationship with the
guest.
So the actions and the
words actually imply a
deeper meaning than
their superficial
significance.
3. Dialogue One: Doorbell ringsDialogue One: Doorbell rings
SUE: Hi everybody.
Come in
Sarah and LINDA:
Thanks. How are you?
SUE: Fine. You guys
have a seat. Would you
like something to drink –
some coffee or a soda or
something?
LINDA: Ummm coffee
would be great. Can I
help you?
Sarah: Nothing for me,
thanks.
SUE: Sure, can you get
the cream out of the
fridge? Sarah are you
sure?
Sarah: Yes - I just finished
a soda in the car.
SUE: Ok - LINDA -
here’s the coffee.
LINDA: Umm smells
great.
4. Explanation of DialogueExplanation of Dialogue
In this dialogue, we see
several patterns that are
used between hosts and
guests in American
culture. The first pattern
is the typical sequence of
conversation when there is
a visitor. (1) Greetings
such as hi or hello (2)
Asking how someone is
NOTE: This is usually a
formality and it is not
necessary to go into
detail.
In fact, most Americans
respond automatically
with expressions such as
“fine”, “ok”, or “not
bad”. (3) Host or hostess
tells the guest to sit down.
NOTE: At an informal
party, there are no special
places in an American
home for people to sit.
However, if there is an
older person, they are
usually given a more
comfortable place
5. Explanation of DialogueExplanation of Dialogue
or are given the choice of
where they would like to sit
first. However, a formal dinner
or lunch, may have seating
arranged by the hostess. The
seating arrangements are based
on interests and the comfort of
the guest. However most
American parties are informal -
where everyone serves
themselves. (4) Host asks the
guest if they would like
something to drink. (5) The
guest responds with the truth –
they may say yes or no.
Please notice that LINDA and
Sarah both tell SUE directly
what they would like to drink
and, in LINDA’s case, that she
doesn’t want anything to drink.
Some other cultures might
politely respond with “Please
don’t bother.. In American
culture, it is very acceptable, in
fact expected, that the guest will
tell the host what she/he would
like.
6. Explanation of DialogueExplanation of Dialogue
If the guest says that she/he
doesn’t want anything, it means
exactly that. A host may ask if
the guest is sure as SUE does,
but most of the time, the host
will not ask again. However,
since Mrs. Smith knows that Liu
Yang is a new international
student and is not accustomed
to serving herself in someone’s
home, she asks her directly if
she can help her.
Another custom that
many American
hosts have with
guests is to give
them a tour of the
house. This occurs
on the first visit. In
the following
dialogue, the
hostess, SUE, takes
the guest, LINDA,
on a tour of the
house.
7. ModalsModals
This occurs the first time
that a guest visits. This
is in responses to the
guest saying something
nice about the house.
The pattern during a
tour is (1) the host
shows each room to the
guest (2) the guest finds
one thing in the room to
say something nice
about (3) the host says
thank you or gives extra
information about the
item. While a tour
offers an opportunity
for the host to show
their nice home to the
guests, it also has a
deeper meaning. It is a
way of furthering the
relationship by inviting
people to visit “all of
their space” - not just
the living room. This is
one way that Americans
let people know who
they are since in most
American homes there
are personal objects
that reveal a great deal
about the people who
live there
8. Small Talk/TourSmall Talk/Tour
Linda is visiting Sue’s home for
the first time.
SUE: Hello. Come in
LINDA. Nice to see you.
LINDA: Thank
you. Oh, You have
a beautiful home.
SUE: Thank you.
We like it. In fact,
we just finished
remodeling the
kitchen. Would
you like a tour?
LINDA: I’d love
one.
9. Small Talk/TourSmall Talk/Tour
SUE: This is the
kitchen. We had to
really search to find the
marble for the
countertops.
LINDA: Oh but they
are gorgeous. And this
dining area is very
cozy.
SUE: Yes, we usually
eat here except when
we have guests when
we use the formal
dining room here.
LINDA: This is a very
nice dining table. Is it
oak?
SUE: Yes, it is an
antique really. It
belonged to my
grandmother. And
these are my mother’s
bookcases here in the
den.
LINDA. I’m sure your
whole family loves to
be together here. I see
you have a TV and pool
table.
10. Small Talk/TourSmall Talk/Tour
SUE: Yes, we enjoy
this room probably
more than any other
room in the house.
Now this is the master
bedroom and over here
is the guest bedroom
LINDA: Oh I really
like this guest bedroom.
The way you have
combined the colors is
striking.
SUE: Thank you.
And, last but not
least, the kids’
bedroom.
LINDA: Oh such a
lovely home. I’ve
really enjoyed the
tour.