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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.
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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.
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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.
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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.
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The present continuous and the present simple tense
1. The Present Continuous
and
the Present Simple
Tense
Козьмина Людмила Борисовна,
Учитель английского языка
ГБОУ СОШ №229
2. The Present Continuous
and the Present Simple Tense
Большинство глаголов
употребляются и в Present
Continuous, и в Present Simple.
Listen! He is playing the guitar.
He plays the guitar very well.
15. have / some honey.
Squerrel / have/ many
nuts.
They / have / a nice
house.
16. Present Simple or Present Continuous
1) What…you…(to want)? – I …some tea (to want)
2) Who …the drums (to play)? – It’s my little brother. He … the drums
very well (to play).
3) When …you… the house (to leave)? At 8.30 in the morning.
4) What … you… (to do)? I … my homework (to do)
5) What … the boys…at the moment (to sing)? – They … an old English
song (to sing)
17. Выбери глаголы, которые
употребляются только в форме
Present Simple
Hate Need
Love Want
Play Look
Like See
Read Have
Go
Arrange
18. Вставь глагол в нужной форме на
место пропуска.
I … in the park and … my notes at
the moment (sit, write). It … hot
(be). I … hot weather (hate). I …
not … to sit here ( want). But Roger
… tennis with his friend ( play).
They … and … (run, laugh). They …
neither ice cream nor cold
lemonade ( need). They … fun
(have). They …this weather ( like).