1. The document appears to be a practice test or assessment for English students in the first grade of elementary school in Indonesia.
2. It consists of multiple choice and fill in the blank questions testing vocabulary, grammar, reading comprehension, and writing skills in English.
3. The questions cover topics like classroom objects, numbers, family members, foods, colors, and everyday greetings and expressions.
PENILAIAN TENGAH SEMESTER (PTS) PLBJ BAHASA INGGRIS KELAS 5 SD/MI SEMESTER GENAPAdri Muh
PENILAIAN TENGAH SEMESTER (PTS) PLBJ BAHASA INGGRIS KELAS 5 SD/MI SEMESTER GENAP - Pendidikan Lingkungan Budaya Jakarta merupakan mapel muatan lokal yang berbahasa inggris.
Soal uts bahasa inggris kelas 3 semester 2Sekolah Dasar
Download Soal Ulangan Tengah Semester (UTS) mata pelajaran Bahasa Inggris KTSP kelas 3 semester 2.
Untuk mendapatkan soal-soal mata pelajaran yang lainnya silakan mengunjungi blog kami di http://mautidakmauharusmau.blogspot.co.id/
Here I serve you again about English Even semester Test. You should do this as well as possible to predict the result of your final test whether it is good or less.
PENILAIAN TENGAH SEMESTER (PTS) PLBJ BAHASA INGGRIS KELAS 5 SD/MI SEMESTER GENAPAdri Muh
PENILAIAN TENGAH SEMESTER (PTS) PLBJ BAHASA INGGRIS KELAS 5 SD/MI SEMESTER GENAP - Pendidikan Lingkungan Budaya Jakarta merupakan mapel muatan lokal yang berbahasa inggris.
Soal uts bahasa inggris kelas 3 semester 2Sekolah Dasar
Download Soal Ulangan Tengah Semester (UTS) mata pelajaran Bahasa Inggris KTSP kelas 3 semester 2.
Untuk mendapatkan soal-soal mata pelajaran yang lainnya silakan mengunjungi blog kami di http://mautidakmauharusmau.blogspot.co.id/
Here I serve you again about English Even semester Test. You should do this as well as possible to predict the result of your final test whether it is good or less.
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
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
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!
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.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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.
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.
1. Soal UKK Bahasa Inggris SD Tahun Ajaran 2016/2017 Kelas I
Mata Pelajaran : BAHASA INGGRIS
Sat. Pendidikan : SD__________________
Kelas : I (Satu)
Nama Guru :______________________
PETUNJUK UMUM
1. Tulis nomor dan nama Anda pada lembar jawaban yang disediakan
2. Periksa dan bacalah soal dengan teliti sebelum Anda bekerja
3. Kerjakanlah soal anda pada lembar jawaban
4. Gunakan waktu dengan efektif dan efisien
5. Periksalah pekerjaan anda sebelum diserahkan kepada Pengawas
Answer The questions below by choosing the right answer between a, b, or d
Text for number 1 to 3
I always go to school everyday
In the classroom there are kinds of things
the watch is green and the chalk is colourful
the ruler is brown
1. In the classroom there are kinds of ....
a. think
b. that
c. things
2. The chalk is ....
a. colourful
b. red
c. blue
3. What is brown in classroom?
a. ruler
b. chalk
c. watch
4. RABBIT : ar - ei - bie - bie - ai - ...
a. bie
b. sie
c. tie
5. p = pie, e = ie, n = ...
a. em
2. b. en
c. el
6. Nadin : "Hello Chandra, how are you?"
Chandra : "...."
a. I'm fine thank you
b. Good bye
c. Good morning
7. Teacher :"Good bye students."
Students:"...."
a. Good morning teacher
b. Good afternoon teacher
c. Good bye teacher
8. Nisa : "Excuse me, what is your name?"
Nira : "...... is Nira."
a. Hello
b. I'm fine
c. My name
9. This is my ..... (mata)
a. nose
b. eyes
c. chin
10. I can hear the sound with my ....
a. eyes
b. cheek
c. ears
11. The sky is ....
a. blue
b. red
c. yellow
12. My hair is .... (hitam)
a. purple
b. black
c. yellow
13. Banana is .... (kuning)
a. yellow
b. black
c. blue
3. 14. We meet Mr.Benny in the morning. We say ....
a. Good bye
b. Good morning
c. Good night
15. There ... a book in the bag.
a. is
b. are
c. were
16. I have .... books. (enam belas)
a. fourteen
b. fifteen
c. sixteen
17. 8 + 7 = ...
a. fourteen
b. fifteen
c. sixteen
18. 20 - 8 = ....
a. twelve
b. thirteen
c. fourteen
19. I write on my book with my ....
a. ruler
b. eraser
c. pencil
20. I read a .... in the library.
a. bag
b. pencil case
c. book
21. Arrange the words!
are - three - apples - there.
a. are there apples three
b. there are three apples
c. three apples are there
22. Do ... like water melon?
a. you
b. is
c. are
4. 23. Riana eats .... (nanas)
a. apple
b. pineapple
c. mango
24. Mario : "What are there?"
Tio : "There ... seven durians."
a. are
b. is
c. was
25. Mango, avocado, apple and orange are the name of ....
a. vegetables
b. animals
c. fruits
26. My mother is cooking .... (bayam)
a. garlic
b. spinach
c. cucumber
27. Diana : "Do you like carrot?"
Juy : " ...."
a. Yes, I do
b. No, I do
c. Yes, we are
Text for number 28 to 30
My mother cooks soup
She needs carrot, cabbage, brocolli
and potato
I like soup
This soup is very delicious
28. My mother cooks ....
a. soup
b. cabbage
c. chili
29. She needs .... to make soup.
a. durian
b. spinach
c. carrot
30. This soup is very ....
a. spicy
5. b. sweet
c. delicious
Text below is for number 31 to 35
My name is Budi
I have a sister
she is Wati
My father is Mr.Hadi
My mother is Mrs.Hanna
My father is a doctor
I have two uncles
they are Mr.Derry and Mr.Dani
31. Budi has ... sister.
a. one
b. two
c. three
32. Mr.Hadi is Budi's ....
a. mother
b. father
c. uncle
33. Budi's mother is ....
a. Wati
b. Mrs.Hanna
c. Mrs.Wina
34. Budi has .... uncles.
a. two
b. three
c. one
35. Mr.Hadi is a ....
a. teacher
b. pilot
c. doctor
36. Spinach, cucumber and long bean are the name of ...
a. fruits
b. vegetables
c. colours
37. apple is ... (merah)
a. red
b. blue
6. c. purple
38. I like .... (belimbing)
a. starfruit
b. durian
c. watermelon
39. .... pencil, book, pens and ruler in my bag.
a. this is
b. there are
c. there is
40. Tiara : "What is that?"
Revan : .... a mango.
a. this is
b. that is
c. there are
II. Write in English!
41. Apa kabarmu? = ....
42. Selamat siang = .....
43. Terima kasih = ....
44. Bawang merah = ....
45. Bawang putih = ....
46. Mangga = ....
47. Jeruk = ....
48. Ayah = ....
49. Ibu = ....
50. Nenek = ....
III. Arrange the words!
51. is - that - book - a .
52. is - this - what?
53. like - I - banana.
54. two - are - pens - there.
55. are - you - how?
1V. Fill in the blanks with the correct answer!
56. 5 + 4 = ....
57. 10 + 10 = ....
58. 15 - 10 = ....
59. ar - yuw - el - ie - ... = r u l e r
60. b a g = bie - ei - ...
KUNCI JAWABAN
I.
7. 1. c 11. a 21. b 31. a
2. a 12. b 22. a 32. b
3. a 13. a 23. b 33. b
4. c 14. b 24. a 34. a
5. b 15. a 25. c 35. c
6. a 16. c 26. b 36. b
7. c 17. b 27. a 37. a
8. c 18. a 28. a 38. a
9. b 19. c 29. c 39. b
10. c 20. c 30. c 40. b
II.
41. how are you?
42. good afternoon
43. thank you
44. onion
45. garlic
46. mango
47. orange
48. father
49. mother
50. grandmother
III.
51. that is a book.
52. what is this?
53. I like banana.
54. there are two pens.
55. how are you?
IV.
56. nine
57. twenty
58. five
59. ar
60. jie