PICTURE DESCRIPTION
autor: ntque hoi thi nhung gio giang hay
describiendo foto en ingles
describir foto en ingles
describiendo fotos en ingles
describir fotos en ingles
describiendo fotografia en ingles
describir fotografia en ingles
A presentation on the Present Continuous Tense for students who have already studied it before. It is a quick reminder of the most common uses, its form and some spelling rules.
PICTURE DESCRIPTION
autor: ntque hoi thi nhung gio giang hay
describiendo foto en ingles
describir foto en ingles
describiendo fotos en ingles
describir fotos en ingles
describiendo fotografia en ingles
describir fotografia en ingles
A presentation on the Present Continuous Tense for students who have already studied it before. It is a quick reminder of the most common uses, its form and some spelling rules.
Just some suggested materials i prepared for my 2012 Form 1 students - the first batch to experience PBS. and there are some grammatical errors which i only realised after file was saved as PDF, and im lazy to edit.
Similar to TOEIC Speaking Practice - Speculation Phrases (7)
I did this assignment for an on-line course called Ubiquitous Learning and Instructional Technologies. The Franklin Institute in Philadelphia has a very good interactive exhibit on the brain.
Syrian.Journey BBC website, "Choose your own Adventure"Ron Genech
I am presently taking a MOOC class, called Ubiquitous Learning and Instructional Design. This was my contribution for Assignment 1 on " How technology can change the dynamics of learning. " This site uses technology to help learners build emapthy, and understand a current events situation.
I have used this PPT to help Korean University students practice public speaking. The topic is something they should already be familiar with, so there is no need for note cards or a script. The students can focus on eye contact, voice projection and gestures. The topic is "10 of their Favorite Things"
20 Questions game I play with my students in Korea.
Print out the PPT slides of the mystery people and cut them into squares.
Students choose one person card and hold it to their forehead.
Students then ask the 'Yes' or 'No' questions to try to guess their mystery person.
I used this PPT to help students practice expressions of probability. It was inspired by and a modified version of pages 21-24 of the book Conversation Strategies, by David & Peggy Kehe.
Modals, Would, Should, National Geographic Survival ScenariosRon Genech
I used these slides and National Geographic video clips to teach my high school boys class in Korea, about Modals verbs & hypothetical situations. Key Vocabulary words are: 'Would, Should, If, Hypothetical situations.
I taught the concept of a Bucket List to my high school students in Korea. Key vocabulary in the lesson: I want to .. , I would like to... , I will .. I intend to ... , I wish I could ... Someday, I will ...
Simple EFL speaking activity. Students take turns describing and drawing the same aspect of their house scene. Each student's picture is slightly / somewhat similar or different from the other student's picture.
I used these slides to introduce how to agree / disagree with my students. The students had to use the key vocabulary when responding to my "opinions" on the slides. Many of the slides are specifically relevant to Korea.
I teach ESL to high school students in Korea. I've used these slides to explain body idioms and start conversations with my Intermediate + level students.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
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.
2. This PPT is more practice for Question # 3 - Describing a Picture – Speculating
Pictures were obtained at : http://bowshrine.com/photographs-of-south-
korea-from-1960s-to-1990s/
3. Speculation and Uncertainty
___________ appear (s) to be ……
___________ look (s) like they are ….
I think ____________ is / are ……
It seems like _____are …..
He / She seems to be ….
_____________ could be …..
Perhaps , ___________ are ….
____________ might be ….
Maybe , ____________ are ….
______________ may have been ….
He/ She / They
He/ She / They
He/ She / They
they
He / She / They
He / She / They
He / She / They
He / She / They
He / She / They
4. Speculation and Uncertainty
___________ appear (s) to be ……
___________ look (s) like they are ….
I think ____________ is / are ……
It seems like _____are …..
He / She seems to be ….
_____________ could be …..
Perhaps , ___________ are ….
____________ might be ….
Maybe , ____________ are ….
______________ may have been ….
He/ She / They
He/ She / They
He/ She / They
they
He / She / They
He / She / They
He / She / They
He / She / They
He / She / They
5. Speculation and Uncertainty
___________ appear (s) to be ……
___________ look (s) like they are ….
I think ____________ is / are ……
It seems like _____are …..
He / She seems to be ….
_____________ could be …..
Perhaps , ___________ are ….
____________ might be ….
Maybe , ____________ are ….
______________ may have been ….
He/ She / They
He/ She / They
He/ She / They
they
He / She / They
He / She / They
He / She / They
He / She / They
He / She / They
6. Speculation and Uncertainty
___________ appear (s) to be ……
___________ look (s) like they are ….
I think ____________ is / are ……
It seems like _____are …..
He / She seems to be ….
_____________ could be …..
Perhaps , ___________ are ….
____________ might be ….
Maybe , ____________ are ….
______________ may have been ….
He/ She / They
He/ She / They
He/ She / They
they
He / She / They
He / She / They
He / She / They
He / She / They
He / She / They
7. Speculation and Uncertainty
___________ appear (s) to be ……
___________ look (s) like they are ….
I think ____________ is / are ……
It seems like _____are …..
He / She seems to be ….
_____________ could be …..
Perhaps , ___________ are ….
____________ might be ….
Maybe , ____________ are ….
______________ may have been ….
He/ She / They
He/ She / They
He/ She / They
they
He / She / They
He / She / They
He / She / They
He / She / They
He / She / They
8. Speculation and Uncertainty
___________ appear (s) to be ……
___________ look (s) like they are ….
I think ____________ is / are ……
It seems like _____are …..
He / She seems to be ….
_____________ could be …..
Perhaps , ___________ are ….
____________ might be ….
Maybe , ____________ are ….
______________ may have been ….
He/ She / They
He/ She / They
He/ She / They
they
He / She / They
He / She / They
He / She / They
He / She / They
He / She / They
9. Speculation and Uncertainty
___________ appear (s) to be ……
___________ look (s) like they are ….
I think ____________ is / are ……
It seems like _____are …..
He / She seems to be ….
_____________ could be …..
Perhaps , ___________ are ….
____________ might be ….
Maybe , ____________ are ….
______________ may have been ….
He/ She / They
He/ She / They
He/ She / They
they
He / She / They
He / She / They
He / She / They
He / She / They
He / She / They
10. Speculation and Uncertainty
___________ appear (s) to be ……
___________ look (s) like they are ….
I think ____________ is / are ……
It seems like _____are …..
He / She seems to be ….
_____________ could be …..
Perhaps , ___________ are ….
____________ might be ….
Maybe , ____________ are ….
______________ may have been ….
He/ She / They
He/ She / They
He/ She / They
they
He / She / They
He / She / They
He / She / They
He / She / They
He / She / They
11. Speculation and Uncertainty
___________ appear (s) to be ……
___________ look (s) like they are ….
I think ____________ is / are ……
It seems like _____are …..
He / She seems to be ….
_____________ could be …..
Perhaps , ___________ are ….
____________ might be ….
Maybe , ____________ are ….
______________ may have been ….
He/ She / They
He/ She / They
He/ She / They
they
He / She / They
He / She / They
He / She / They
He / She / They
He / She / They
12. Speculation and Uncertainty
___________ appear (s) to be ……
___________ look (s) like they are ….
I think ____________ is / are ……
It seems like _____are …..
He / She seems to be ….
_____________ could be …..
Perhaps , ___________ are ….
____________ might be ….
Maybe , ____________ are ….
______________ may have been ….
He/ She / They
He/ She / They
He/ She / They
they
He / She / They
He / She / They
He / She / They
He / She / They
He / She / They
13. Speculation and Uncertainty
___________ appear (s) to be ……
___________ look (s) like they are ….
I think ____________ is / are ……
It seems like _____are …..
He / She seems to be ….
_____________ could be …..
Perhaps , ___________ are ….
____________ might be ….
Maybe , ____________ are ….
______________ may have been ….
He/ She / They
He/ She / They
He/ She / They
they
He / She / They
He / She / They
He / She / They
He / She / They
He / She / They
14. Speculation and Uncertainty
___________ appear (s) to be ……
___________ look (s) like they are ….
I think ____________ is / are ……
It seems like _____are …..
He / She seems to be ….
_____________ could be …..
Perhaps , ___________ are ….
____________ might be ….
Maybe , ____________ are ….
______________ may have been ….
He/ She / They
He/ She / They
He/ She / They
they
He / She / They
He / She / They
He / She / They
He / She / They
He / She / They
15. Speculation and Uncertainty
___________ appear (s) to be ……
___________ look (s) like they are ….
I think ____________ is / are ……
It seems like _____are …..
He / She seems to be ….
_____________ could be …..
Perhaps , ___________ are ….
____________ might be ….
Maybe , ____________ are ….
______________ may have been ….
He/ She / They
He/ She / They
He/ She / They
they
He / She / They
He / She / They
He / She / They
He / She / They
He / She / They