This document contains an English grammar exercise with multiple parts:
1. It asks the reader to find and correct a mistake.
2. It provides sentences with blanks to fill in with "was, were, wasn't or weren't".
3. It provides prompts to write questions for provided statements.
4. The final part provides a short story and asks the reader to fill in the blanks with grammar helping verbs.
Cuadro Resumen sobre la "IMPORTANCIA del Derecho Adjetivo en Venezuela, Materia Derecho Procesal Laboral y Practica realizado por el alumno: Luis Villanueva C.I 19.827.829. PROF DAILYN COLMENAREZ. UFT
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.
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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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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.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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Unit 8 - Information and Communication Technology (Paper I).pdf
To be in past 2
1. 4. Find the mistake and correct it:
5. Write was, were, wasn’t or weren’t.
Amy wasn’t at the library yesterday. She was at home.
The babies ______sad yesterday. They ____happy.
My dad _______ at work yesterday. He ______ at the park.
_______ it sunny yesterday? No, it ______. It was cloudy.
There _______ many people on the bus yesterday? No, there ____ only two
people.
There _____ and English class yesterday. There ______ a party.
_______ there a football game yesterday? Yes, there _______.
6. Write the questions:
You were at the library yesterday: were you at the library yesterday?
It was cloudy yesterday: __________________________?.
Oli was at school yesterday: _______________________?.
There was a school concert yesterday: ________________?.
Amy was ill yesterday: __________________________?
2. 7. Read the text about Princess Sophie and write was, wasn’t, were or weren’t.
A long time ago, there was a castle in Fantasy Village. The castle _______ but
beautiful. A pretty girl lived in the castle. Her name ______ Sophie. She _____ the
princess. There ______ any other children in the castle. Sophie didn’t have any friends.
She _____ a happy princess. She cried every day. One day, a boy came to the castle. His
name _____Tom. He loved animals. They ______ good animals. Princess Sophie and
Tom played with the animals in the garden. Sophie ______ sad anymore. They _____ all
happy together.