The document provides an overview of the content covered in 11 books for the Speak Direct Method English language learning program. It lists the grammar points and topics covered in each book. Grammar points include verb tenses, articles, pronouns, adjectives and more. Example topics range from greetings and people to jobs, food, transportation, weather, family and more. The goal is to teach English vocabulary and grammar through relevant everyday topics.
I WAS
YOU WERE
HE WAS
SHE WAS
IT WAS
WE WERE
YOU WERE
THEY WERE
I WASN’T
YOU WEREN’T
HE WASN’T
SHE WASN’T
IT WASN’T
WE WEREN’T
YOU WEREN’T
THEY WEREN’T
WAS I?
WERE YOU?
WAS HE?
WAS SHE?
WAS IT?
WERE WE?
WERE YOU?
WERE THEY?
WASN’T I?
WEREN’T YOU?
WASN’T HE?
WASN’T SHE?
WASN’T IT?
WEREN’T WE? WEREN’T YOU?
WEREN’T THEY?
I WAS
YOU WERE
HE WAS
SHE WAS
IT WAS
WE WERE
YOU WERE
THEY WERE
I WASN’T
YOU WEREN’T
HE WASN’T
SHE WASN’T
IT WASN’T
WE WEREN’T
YOU WEREN’T
THEY WEREN’T
WAS I?
WERE YOU?
WAS HE?
WAS SHE?
WAS IT?
WERE WE?
WERE YOU?
WERE THEY?
WASN’T I?
WEREN’T YOU?
WASN’T HE?
WASN’T SHE?
WASN’T IT?
WEREN’T WE? WEREN’T YOU?
WEREN’T THEY?
Tetyana Pavlenko- TEA alumna from Ukraine, compares American and Ukrainian cultural values through her own experience of teaching in high school, Alabama, US. Cordial thanks to my American counter partner Ms. Donna Stoffle Jordan.
Class 06 emerson_phonetics_fall2014_intro_to_linguistics_clinical_phxLisa Lavoie
There is no class 5; that was an exam. This is the sixth class in a semester-long, once per week course in Phonetics for students in Communication Disorders
Tetyana Pavlenko- TEA alumna from Ukraine, compares American and Ukrainian cultural values through her own experience of teaching in high school, Alabama, US. Cordial thanks to my American counter partner Ms. Donna Stoffle Jordan.
Class 06 emerson_phonetics_fall2014_intro_to_linguistics_clinical_phxLisa Lavoie
There is no class 5; that was an exam. This is the sixth class in a semester-long, once per week course in Phonetics for students in Communication Disorders
Buch4 german kids - niemiecki dla dzieci metodą bezpośredniąSpeak-Direct-method
Speak.pl direkte Methode für Kinder Buch 4, niemiecki dla dzieci metodą bezpośrednią , direct method for german kids, książki do nauki niemieckiego dla dzieci
Book 11 SPEAK DIRECT ENGLISH METHOD ® ENGLISH - sample international version - http://www.SPEAKmethod.eu
learn english with SPEAK DIRECT METHOD ENGLISH
Book11 SPEAK DIRECT METHOD ® ENGLISH - sample international version
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
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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!
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.
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.
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.