Here I serve you again about the remedial test questions for grade VIII students at Saint Albert.
Please access this questions as well as possible you get.It is the same as the last semester test type. Do then submit again!
Here I serve you again about the remedial test questions for grade VIII students at Saint Albert.
Please access this questions as well as possible you get.It is the same as the last semester test type. Do then submit again!
Kertas Ujian Bahasa Inggeris Tahun 4 KSSR Kertas 1ar-rifke.com
Kertas Ujian Bahasa Inggeris Tahun 4 KSSR Kertas 1 ini telah di upload oleh EduWeb SGO di http://www.sistemguruonline.my/2014/10/soalan-kssr-peperiksaan-akhir-tahun_69.html
A2 test . It is a sample A2 test for revision. The test will help you be familiar with the test format and more confident in dealing with all kinds of questions designed in this test. As a result, It can help you get the expected target of level A2.
Therefore, take more time to complete as many sample tests as possible before the actual test .
Good luck to everyone
Cultivating Reading Habits in Kids: https://riverofpuzzles.blogspot.com/2019/06/cultivating-reading-habit-in-kids.html
Stories and Activities for young learners. Great aids for teachers in preparing interesting and engaging learning experience.
Source: McMillan Publishers
Cultivating Reading Habits in Kids: https://riverofpuzzles.blogspot.com/2019/06/cultivating-reading-habit-in-kids.html
Stories and Activities for young learners. Great aids for teachers in preparing interesting and engaging learning experience.
Source: McMillan Publishers
In this section, we will provide some basic formats for putting plans into action. The first challenge is to match your teaching methods to your objectives.
Question tags turn a statement into a question. They are often used for checking information that we think we know is true. http://riverofpuzzles.blogspot.my/2017/11/grammar-question-tag.html
2 exercises with answers at the back. Articles are words used before nouns/adjectives to indicate whether the nouns are specific or not.
http://riverofpuzzles.blogspot.my/2017/11/english-grammar-article.html
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
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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?
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.
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
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.
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.
3. A. 30 BASIC VERBS IN PAST TENSE for PAPER 2 SECTION C
1. accepted ( terima )
o He accepted the money from the man.
o The girl acceptedthe offer.
2. apologised for / apologisedto ( memohon
maaf )
o The boy apologisedfor his mistake.
o Amin apologised for being so naughty.
o The pupils apologisedto their teacher.
3. arrivedat / reached ( tiba )
o The children arrived at the zoo in the
afternoon.
o When they arrived home, there was nobody.
o They reached Malacca at about 10 a.m.
4. asked (tanya) / asked___ to (suruh)/
asked ___ for ( minta )
o The tourist asked the trishaw rider the
direction to the museum.
o The teacher askedthe students toqueue
before they entered the hall.
o The poor boy asked the woman for help.
5. brought / brought together / brought along
( membawa )
o They brought the victim to the nearest
hospital.
o The scouts brought together their scouting
equipment.
o The children brought along their family to
the beach.
6. came ( datang )
o He came near to the boy.
o They came early in the morning.
o The policeman then came to help the driver.
7. carried( membawa )
o Amin carried his bag on his bag.
o The scouts carried somefirewood for the
campfire.
o He carried the box carefully.
8. decided to ( bercadang )
o The children decidedto spend their holidays
at Pulau Langkawi.
o They decidedto help the schoolraise some
funds.
o Amin decidedto take the wallet to the police
station.
4. 9. entered ( masuk )
o They entered the zoo.
o Amin entered the headmaster's room.
o The thief entered the house through the
back door.
10. found ( jumpa )
o He found his friend hidingbehind the
bushes.
o The disciplinary teacher found the boys
smokingin the toilet.
11. gave ( memberi )
o The kind woman gave somecash to Ali.
o The school gave a certificate to the girl as a
reward.
o Ali's parents gave him permission to take
part in the contest.
o The woman gave the boy a lift.
12. got into ( masuk/naik ) , got out ( keluar )
o The children got into the bus.
o The passengers got into the train.
o They quickly got out of the car.
13. helped ( menolong )
o The teachers helped the children to pass the
examination.
o The three boys helped the driver to repair
the punctured tyre.
o Amin helped tosave the poor boy.
14. hoped that ( berharap )
o The children hoped that they could visit the
zoo again.
o Amin hoped that his father would recover
soon.
o Pak Ali hoped that vthe boys would not steal
the fruits again.
15. left ( bertolak/meninggalkan )
o Amin and his family left their house early
in the morning.
o Encik Azrulquickly left for Kuala Lumpur
because he had a meeting.
16. picked ( mengutip )
o He picked the purse.
o The bus driver picked the pupils at the school
gate in the morning.
5. 17. praised( memuji )
o Amin'sparentspraised him for being so
honest.
o The headmaster praised the pupilsfor
their good work in the recent
examination.
18. promisedto / promisedthat / promisednot
to ( berjanji )
o The boy promisedto help his parents.
o The children promisedthat they would
come early to school.
o Amin promisednot to steal again.
19. received( menerima )
o Amin receiveda big trophy from the
headmaster.
o The players receiveda big applause.
20. regretted( menyesal )
o The boy regretted over his bad behaviour.
o The thief regretted for whathe had done.
21. saw (nampak) / watched/ lookedat
(melihat)
o Amin saw a boy standing by the road.
o He saw the boy crying bitterly.
o They saw the robbers breaking into the
house.
o The children watched the birds chirping on
the branch.
o The spectators watchedthe footballer
dribbled the ball amazingly.
o The boy lookedat his watch and smiled.
o The pupils lookedat their teacher when their
teacher called them.
22. showed( menunjukkan )
o The boy showed the way to the police
station.
o The teacher showed the pupils how to
answer the questions.
o The man showed the policeman the place of
the accident.
23. talked to (bercakap)/ talkedabout ( bercakap
tentang )
o He talkedto the policeman nicely.
o The teacher talked aboutdengue.
24. thanked for (mengucapkan terima kasih)
o The man thanked Azmifor the help.
o They thanked the boys for helping them.
o The school thanked everyonefor the
success.
6. 25. thought that ( berfikir )
o The boy thought the river was not deep.
o He thought that he should help the poor girl.
o The boys thought they could win the game.
26. took( mengambil/membawa )
o She took the cat home.
o He took the wallet to the police station.
o The teacher took the boy to the clinic.
o He took a ladder and leaned it against the
tree.
27. triedto ( mencuba )
o They triedto run away but the orchard
owner finally came.
o He triedto help the boy but he couldn't.
o The man triedto climb the tree but it was
too tall.
28. walked ( berjalan ) /
was walking ( sedang berjalan )
o Ali walkedby the road.
o Kumar walkedslowly along the river.
o They walked together to the football field.
o He was walking home when he saw the cat.
29. wanted / wanted to ( mahu/hendak/ingin )
o The boy wanted some food because he was
hungry.
o The children wanted tosee how bread is
made.
o The football players wanted towin the
game.
30. went to / went for ( pergi )
went home ( pulang )
o The children went to Pulau Langkawilast
week.
o The scouts went for a camp at Gunung
Ledang.
o Ali and his family went for a picnic at the
beach.
o Aina and her brother went for a holiday at
their grandparents'home.
o The school children went for a trip to
Malacca recently.
o They went for lunch after they visited the
factory.
Authentically inspired by :
Cikgu Roslan Bin Ahmad
7. B. BASIC ADJECTIVES for PAPER 2 SECTION C
1. afraid ( takut )
o She was afraid of the snake.
o Amin and his brother were not afraid of cockroaches.
2. angry ( marah )
o The teacher was angry when the pupilsmadenoise.
o Amin was angry when the boy lied to him.
3. excited ( teruja )
o Amin was excited when his father planned to bringhim to Legoland.
o All the players were excited when the coach cancelled the training.
4. grateful ( bersyukur )
o He was grateful when the teacher did not punishhim.
o They were nervous when they entered the ghost house.
5. happy ( gembira )
o The children were happy but a little bit tired.
o She was happy to win the first prizein the drawingcompetition.
6. sad ( sedih )
o Amin was quite sad because he lost his cat.
o They were all sad as their team lost to the visitor.
7. thankful (berterima kasih)
o The woman was thankful to the boy for saving her daughter'slife.
o The teacher was thankful to rich man for being so generous.
8. 8. tired( letih )
o The boys were tiredafter finished pitching the tent.
o Amin was a bit tiredafter the extra class.
9. worried ( bimbang )
o The woman was worriedwith her son'ssafety.
o The thief was quite worriedif the policemen might arrest them.