This document provides a unit summary for a language learning course. It includes vocabulary on free time activities, sports, and places in a town. It covers grammar lessons on adverbs of frequency and object pronouns. Exercises are provided to practice the new vocabulary and grammar through matching, filling in blanks, translations and questions. The unit concludes with a progress check on sports and hobbies vocabulary.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 3.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 7.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 9.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 8.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 10.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 6.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 1.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 2.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 3.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 7.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 9.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 8.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 10.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 6.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 1.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 2.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 5.
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès. UNITAT 5.
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.
ANGLÈS ALUMNAT NEE: MEMÒRIA DEL PROJECTEMAICA CIMA
Llicència d'Estudis 'Material de llengua anglesa per a l'alumnat amb necessitats educatives especials: metodologia de treball dins l'aula ordinària. Imma Verdaguer i Gironès.
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
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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.
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.
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.
A Strategic Approach: GenAI in EducationPeter 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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. UNIT 4
1
UNIT 4
LANGUAGE CONTENTS
Vocabulary
Free time activities
Sports
Places in a town
Grammar
Adverbs of frequency
Object pronouns
Present Simple with wh- and how questions
Writing
Translation
Progress Check 4
2. UNIT 4
2
UNIT 4
VOCABULARY
Free time activities
1. Look at the different free time activities and write the letter of each picture next to
the correct expression. You can use your dictionary for new words:
Mira els dibuixos i escriu la lletra de cadascun al costat de l’expressió que representen. Pots
buscar les paraules que no entenguis al diccionari.
Matching translations:
2. Here are more free time activities Match A to B :
Relaciona les paraules de la llista A amb les de la B que presenten més activitats de lleure:
A B
1. watch TV a. fer la migdiada
2. sleep b. navegar per internet
3. go to the theatre c. mirar la televisió
4. meet friends d. dormir
5. have a siesta e. jugar a cartes
6. walk f. quedar amb amics
7. surf the Internet g. anar al teatre
8. play cards h. caminar
What do you do in your free time?
Què fas en el teu temps lliure? (tria i escriu les teves activitats de lleure)
“In my free time I................................................................................................................
..............................................................................................................................”
3. UNIT 4
3
Sports
3. Match the words below with the pictures :
Relaciona les paraules amb les fotos i escriu el nom de l’esport :
4. Find the names of nine sports in the puzzle below:
Prova de trobar els noms de nou esports en la “sopa de lletres” següent:
5. UNIT 4
5
Places in a town
5. Match the places below with the photos and write them next to the number in the list:
Relaciona els llocs amb les fotos i escriu-los al costat del nombre de la llista:
1................................
2................................
3................................
4................................
5................................
6................................
7................................
8................................
6. Where do you do these activities? Write the places using the vocabulary in
exercise 5:
A on fas aquestes activitats? Escriu el nom dels llocs amb el vocabulari de l’exercici 5:
a. You skate there . ice rink
b. You watch films there ..................................................................
c. You buy things there....................................................................
d. You go bowling there...................................................................
e. You swim there............................................................................
f. You play sports and do exercise there........................................
g. You dance there..........................................................................
h. You eat hamburgers and pizza there..........................................
6. UNIT 4
6
GRAMMAR
Adverbs of frequency
Study the following diagram in which 0 % is never (mai) and 100% is always (sempre):
Read :
Llegeix:
1. Fem servir els adverbis de freqüència per indicar si una acció passa amb freqüència o no.
2. La posició normal d’aquests adverbis és abans del verb i normalment el verb és amb el verb
en Present Simple:
- I sometimes read comics ( a vegades llegeixo còmics)
3. En frases negatives l’adverbi de freqüència també va abans del verb:
- I don’t often play football ( no jugo a futbol gaire sovint)
4. Amb el verb to be, però, l’adverbi de freqüència va després del verb:
- We are always happy (sempre estem contents)
7. Look at the examples and translate the following sentences into Catalan:
Mira els exemples i tradueix les següents frases al català:
- I always watch my favourite sports on TV
..........................................................................................................................................
- Louise usually plays basketball at the weekends
...........................................................................................................................................
- Peter often cycles 30 or 40 kilometres
...........................................................................................................................................
- I sometimes watch my favourite team
...........................................................................................................................................
- My friends never play tennis
.........................................................................................................................................................
7. UNIT 4
7
8. Write sentences about a boy called David. Remember to use the 3rd person
singular of the Present Simple :
Escriu frases sobre en David. Recorda fer servir la 3a persona del singular del Present Simple:
0 = never * = sometimes ** = often *** = usually **** = always
1. play basketball / *** : He usually plays basketball
2. eat pizza / 0 : __________________________________________________
3. listen to music / * : _______________________________________________
4. go to the cinema / ** :______________________________________________
5. go skating / **** : _________________________________________________
6. do his homework / *** : ____________________________________________
7. play the guitar / 0 : ________________________________________________
8. go to a shopping centre / * : _________________________________________
9. Complete the sentences with adverbs of frequency. Make the sentences true for you
Completa les frases amb adverbis de freqüència. Fes frases que siguin certes per a tu:
1. My mother ............................... cleans my bedroom
2. I.................................. get up at 7 o’clock on Sundays
3. My friends ............................do their homework at home
4. I ................................... cycle five kilometres
5. My teacher .............................. eats in class
6. My best friend .................................. plays in a basketball team
7. My family ...................................watch TV in the evenings
Object pronouns
SUBJECT PRONOUNS OBJECT PRONOUNS
I me
you you
he him
she her
it it
we us
you you
they them
8. UNIT 4
8
Observacions en l’ús dels pronoms d’objecte:
1. La traducció d’aquests pronoms al català té diverses possibilitats :
me (anglès) es podria traduir per “em, m’ , -me , ‘m “ (català)
Així doncs, per facilitar el seu aprenentatge serà molt millor aprendre com funcionen en anglès
directament.
2. Tenint en compte que els pronoms sempre substitueixen un nom que apareix a la frase
inicial, observa els següents exemples on la posició dels pronoms és molt fixa:
a) darrera un verb: Do you like tea?(singular) I’ve got my books (plural)
Do you like it? I’ve got them
b) darrera una preposició : I play tennis with Mary This present is for Jason
I play tennis with her This present is for him
(algunes de les preposicions en anglès són : with, for, at, to, in, on, about, of , over, by . . . )
WRITING : Translation / Traducció
10. How do you translate the following sentences into Catalan? Be careful : all of them
contain an object pronoun :
Com traduiries les frases següents al català ? Vigila que totes porten algun pronom d’objecte:
1. Is football your favourite sport? Yes, I like it a lot
.........................................................................................................................................
2. We are in her P.E. class. She teaches us . “teach = ensenyar”
.......................................................................................................................................................................
3. I like sports magazines. I buy them at the weekend.
.........................................................................................................................................
4. My sister plays the piano and I often listen to her
..........................................................................................................................................
11. Complete the sentences with the correct object pronouns. Have a look at the list:
Completa les frases amb els pronoms d'objecte correctes. Mira la llista:
a) Robert is my friend. Do you know .........................................?
b) Mr Landy is our teacher. He teaches ............................. History.
c) That’s a nice bicycle. I want to buy ...............................
d) I usually walk to school. Do you want to come with ..............................?
e) Those are my new clothes . Do you like ......................................?
f) Ann is at the cinema. “Is Jack with .................................?”
g) You are very good at badminton. I never beat ............................. “beat= guanyar”
9. UNIT 4
9
Present Simple : Wh- and How questions
Remember the meaning of the following interrogative pronouns which you learned in
Unit 1 and write their translation into Catalan:
- what ? ............................... - who ?..................................- where ?...............................
- when ?.............................. - how ?..................................- what time?..........................
Now learn these two new ones:
Ara aprèn aquests dos de nous:
- how often? amb quina freqüència? - how many? quants? quantes?
Remember that .... :
- Les partícules interrogatives es fan servir al començament de les preguntes:
How many computer games have you got ?
- L’ordre correcte dels components d’una pregunta és:
How often do you eat fish?
question word do /does subject infinitive other words
12. Put the words in order to make a question. Then answer the questions:
Ordena les paraules per formar una pregunta. Llavors contesta les peguntes:
1. live ? / Where / you / do
...................................................................................................................................?
...........................................................
2. do / speak French / How often / you / with your parents ?
...................................................................................................................................?
...........................................................
3. What sports / you / like ? do
...................................................................................................................................?
...........................................................
4. What time / go to bed? / do / you
...................................................................................................................................?
...........................................................
5. How many / study? / school subjects / you / do
...................................................................................................................................?
...........................................................
10. UNIT 4
10
PROGRESS CHECK 4
Sports and hobbies
1 Translate the words into Catalan and then colour the English word in red if it is
a sport and in green if it is a hobby:
2