'Travel By Train' written by J.B Priestley is a delightful piece of prose filled with light-hearted humour. Priestley paints short caricatures of the middle-aged woman, the heavy carriers, the non-stop eaters, the noisy children, and the people with strange habits as travelling companions. His description of the mighty sleepers, the seafarers, the confidential strangers, and finally the Ancient Mariner of railway travellers evoke much mirth and humour.
I hope that this presentation of mine will fetch you a very good score.
Good Luck!!
this ppt was made for the ppt presentation in class. The source mainly is The Guide by R.K. Narayan. and the photo is taken from an online website. no plagiarism to my knowledge.
Most of this presentation was created by Los Gatos High School. You can find the original version at www.lghs.net/ppt/Regionalism. I felt the information was important to share with my students. Therefore, I combined the information with a PowerPoint of my own to create this presentation. .
'Travel By Train' written by J.B Priestley is a delightful piece of prose filled with light-hearted humour. Priestley paints short caricatures of the middle-aged woman, the heavy carriers, the non-stop eaters, the noisy children, and the people with strange habits as travelling companions. His description of the mighty sleepers, the seafarers, the confidential strangers, and finally the Ancient Mariner of railway travellers evoke much mirth and humour.
I hope that this presentation of mine will fetch you a very good score.
Good Luck!!
this ppt was made for the ppt presentation in class. The source mainly is The Guide by R.K. Narayan. and the photo is taken from an online website. no plagiarism to my knowledge.
Most of this presentation was created by Los Gatos High School. You can find the original version at www.lghs.net/ppt/Regionalism. I felt the information was important to share with my students. Therefore, I combined the information with a PowerPoint of my own to create this presentation. .
Toru Dutt was an Indian poet who wrote in English and French. She was born to father Govin Chunder Dutt and mother Kshetramoni of the Rambagan Dutt family.
Ode on Solitude
BY ALEXANDER POPE
Happy the man, whose wish and care
A few paternal acres bound,
Content to breathe his native air,
In his own ground.
Whose herds with milk, whose fields with bread,
Whose flocks supply him with attire,
Whose trees in summer yield him shade,
In winter fire.
Blest, who can unconcernedly find
Hours, days, and years slide soft away,
In health of body, peace of mind,
Quiet by day,
Sound sleep by night; study and ease,
Together mixed; sweet recreation;
And innocence, which most does please,
With meditation.
Thus let me live, unseen, unknown;
Thus unlamented let me die;
Steal from the world, and not a stone
Tell where I lie.
The lotus portrays the idea of nationalism as it is the national flower of India. In the end, Toru Dutt upholds the Indian essence with a new kind of flower, that is, the lotus.
This slide is about Steele`s The spectator-of club. The Spectator adopted a fictional method of presentation through a “Spectator Club,” whose imaginary members extolled the authors’ own ideas about society. These “members” included representatives of commerce, the army, the town (respectively, Sir Andrew Freeport, Captain Sentry, and Will Honeycomb), and of the country gentry (Sir Roger de Coverley). The papers were ostensibly written by Mr. Spectator, an “observer” of the London scene. The conversations that The Spectator reported were often imagined to take place in coffeehouses, which was also where many copies of the publication were distributed and read.
Toru Dutt was an Indian poet who wrote in English and French. She was born to father Govin Chunder Dutt and mother Kshetramoni of the Rambagan Dutt family.
Ode on Solitude
BY ALEXANDER POPE
Happy the man, whose wish and care
A few paternal acres bound,
Content to breathe his native air,
In his own ground.
Whose herds with milk, whose fields with bread,
Whose flocks supply him with attire,
Whose trees in summer yield him shade,
In winter fire.
Blest, who can unconcernedly find
Hours, days, and years slide soft away,
In health of body, peace of mind,
Quiet by day,
Sound sleep by night; study and ease,
Together mixed; sweet recreation;
And innocence, which most does please,
With meditation.
Thus let me live, unseen, unknown;
Thus unlamented let me die;
Steal from the world, and not a stone
Tell where I lie.
The lotus portrays the idea of nationalism as it is the national flower of India. In the end, Toru Dutt upholds the Indian essence with a new kind of flower, that is, the lotus.
This slide is about Steele`s The spectator-of club. The Spectator adopted a fictional method of presentation through a “Spectator Club,” whose imaginary members extolled the authors’ own ideas about society. These “members” included representatives of commerce, the army, the town (respectively, Sir Andrew Freeport, Captain Sentry, and Will Honeycomb), and of the country gentry (Sir Roger de Coverley). The papers were ostensibly written by Mr. Spectator, an “observer” of the London scene. The conversations that The Spectator reported were often imagined to take place in coffeehouses, which was also where many copies of the publication were distributed and read.
Kickstart Community Caring
Janet McAllister, Director, Rochester Public Library District, IL (Pop Served: 7993)
Big Talk From Small Libraries 2015
27 February 2015
http://nlcblogs.nebraska.gov/bigtalk/
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.
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.
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.
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.
2. ABOUT AUTHOR
• Rasipuram Krishnaswami Iyer Narayanaswami – R.
K. NARAYAN
• 10 October 1906 – 13 May 2001
• Notable awards - Padma Vibhushan Sahitya
Akademi Fellowship Benson Medal
• Famous works - Swami and Friends
The English Teacher
Malgudi Days
3. CHARACTERS OF THE STORY
• Kali - a coolie (carrying rice bags from Lorry to
market)
• Kuppan - a rickshaw puller
• Pachai – Pretends to be a blind beggar
• The school children
• People of Royapuram
4. SUMMARY
• Kali is the main character of the story. He is always accompanied by his
friends. There are two friends Kuppan and Pachai who live with him in
the same brick Pyol in Royapuram.
• One of his friends, Kuppan is a rickshaw - puller. Pachai always begs at
the bus stand, and pretends to be a blind man. None of them is supported
by their family.
• He works everyday and earn money by hauling bags of rice from a lorry to
grain store at market.
• When Kali completes his work in the market, he has time to look at the
school which is closer to market.
• He enjoys watching little children go to a school. It fills him with delight.
• He looks admiringly at the children, their pencil, books and slates and
often thought," I wish they had taught me how to use these"
5. SUMMARY
• One day Kali has hauled several sacks of grains on the previous evening.
He has earned extra money than his daily wages.
• He eats good food in a hotel. Then, he feels tired and goes to sleep. When
he wakes up at 4'o clock in the evening, he visits the coffee shop near the
school, and drinks two cups of coffee.
• Since he has extra money in his pocket, he feels like getting the sweet to
the children for a rupee.
• The children accept the sweet from Kali, eat it happily and praise that
sweet is delicious.
• A man notices that a little child eating the sweet. He doubtfully enquires
about the person who gave sweet to the child. The child points out its
finger to the beard man Kali.
• The man doubts him to be a kidnapper of children. So he calls everyone
around. A crowd is formed to thrash Kali, as he appears to be a scoundrel.
6. SUMMARY
• He runs fast to save his life. But, he is brutally wounded by the public.
• So, he is admitted in a hospital. Two weeks later when Kali opens his
eyes, Kuppan and Pachai are beside Kali’s bed in a hospital.
• Kuppan consoles Kali to come back to their pyol, because nobody would
identify Kali as his beard is removed in the hospital.
• Pachai advises him not to approach children anymore. Kali too agrees
with him. Now Kali’s mind is so scared to think about children.
• He says, “Here after I’ll turn and run as if a tiger chased me, if I see the
tiniest tot ahead of Main Street.”
• But, at the same time, a kid approaches him and offers him sweets
saying, “Uncle! Please accept my sweets, It’s my birthday.”
7. THEMES
• IRONY OF FATE
• Kali believes young children are sweet as angels. But the
tragedy in his happened because of those angels.
• He gave sweets to the children with his hard earned money;
but that become the cause of unforgettable suffering in his
life.
• INNOCENCE
• Kali could have chosen to keep his extra money for himself
but he wanted to share his happiness with the children
• He has no hidden agenda nor does he wish to hurt the
children. Kali is as innocent as the children themselves.
8. THEMES
• KINDNESS
• Kali hardly makes his ends meet everyday. But he wants to give
sweets for angels who goes to school to learn reading and writing.
• His kindness is noticeable by his innocent attempt to give the
school children some sweets
• APPEARANCE IS DECEPTIVE
• It is clear to the reader that Kali is being judged by others simply
based upon his appearance as Kali is viewed upon as being a
kidnapper and somebody who may harm the children.
• For Kali his appearance lets him down and people rather than
seeing a gentle giant see somebody who may be dangerous. Which
is very much the case when Kali is tackled by the people in the
street. It is also interesting that nobody believes Kali when he tries
to explain what he was doing
