The document contains 6 short stories based on pictures provided. Each story is between 80-100 words and uses word prompts to help tell the story. The summaries are:
1) Two boys witness a car accident that causes traffic and calls for an ambulance.
2) A family sits in traffic caused by a building fire that firefighters work to extinguish.
3) A boy gets stuck in a tree and firefighters use a ladder to rescue him while neighbors and police watch.
4) Heavy rain floods a village and rescuers save villagers from rooftops and floating belongings by boat.
5) Rescuers save a boy who falls into water trying to retrieve his teddy bear during
http://riverofpuzzles.blogspot.my/2017/02/upsr-2017-english-paper.html
This analysis is based on the 2016 UPSR Paper sample. In this new format, students have to take 2 papers; Paper 013 and Paper 014, which will be graded separately.
http://riverofpuzzles.blogspot.my/2017/02/upsr-2017-english-paper.html
The English Paper 2 has 3 sections; Section A, Section B and Section C. Student must answer all questions in Section A and Section B, and to choose only one question in Section C. Section C has the biggest chunk of mark is 25 marks out of 50 marks. Student needs to write a story based on the picture(s) and words given. It's important to check that their composition is within 50-80 words only.
Making a Choice and Giving Reasons (Module 4: Choosing a House to Rent - work...Cynthia James
UPSR Paper 2, Section B
Information Transfer, Making a Choice and Giving Reasons
Worksheet for Module 4: Choosing a House to Rent (http://www.slideshare.net/cindyjbj79/making-a-choice-and-giving-reasons-module-4-choosing-a-house-to-rent)
http://cindyjbj79.blogspot.com/
Making a Choice and Giving Reasons (Mistakes and Corrections for Module 1)Cynthia James
UPSR Paper 2, Section B
Information Transfer, Making a Choice and Giving Reasons
Mistakes and Corrections for Module 1 (http://www.slideshare.net/cindyjbj79/making-a-choice-and-giving-reasons-module-1-choosing-a-handbag)
http://cindyjbj79.blogspot.com/
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
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
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.
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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?
Thesis Statement for students diagnonsed withADHD.ppt
UPSR - English Paper 2 - Section C
1. SECTION C [25 marks]
Exercise 1:
Write a story based on the picture below. You may use the words given to help you. Write your answer in the
space provided. Write your story between 80 to 100 words.
Begin your story with:
Adam and Roy were walking home from school yesterday. They were going to stop at Adam’s
house. Suddenly, …
accident called crashed
crowd ground help
ambulance traffic jam injured
2. SECTION C [25 marks]
Exercise 2:
Write a story based on the picture below. You may use the words given to help you. Write your answer in the
space provided. Write your story between 80 to 100 words.
Begin your story with:
Lim and his family were in their car going home after going to the library. Then the cars in front of
them stopped. Lim’s father got up to …
building smoke firemen
traffic crowd policemen
hose hurt watch
3. SECTION C [25 marks]
Exercise 3:
Write a story based on the picture below. You may use the words given to help you. Write your answer in the
space provided. Write your story between 80 to 100 words.
Begin your story with:
One day, there was a big crowd outside Kelly’s house. When she looked out the window, she saw …
parents stuck crying
police neighbours worrried
ladder rescue climbed
4. SECTION C [25 marks]
Exercise 4:
Write a story based on the picture below. You may use the words given to help you. Write your answer in the
space provided. Write your story between 80 to 100 words.
Begin your story with:
The monsoon season …
heavy rain village flooded
rescued roof boats
high belongings floating
5. SECTION C [25 marks]
Exercise 5:
Write a story based on the picture below. You may use the words given to help you. Write your answer in the
space provided. Write your story between 80 to 100 words.
Begin your story with:
The heavy rain for the past few days had caused havoc in Kampung Sentosa. Many villagers …
evacuation rescue worker boat
teddy bear fell into dived into
drowning reunited thanked
6. SECTION C [25 marks]
Exercise 6:
Write a story based on the picture below. You may use the words given to help you. Write your answer in the
space provided. Write your story between 80 to 100 words.
Begin your story with:
As Johan walked towards the back gate of school, he …
corner against victim
terrified trembled shouted
inform teacher thankful
7. Sample answers
Exercise 1
Adam and Roy were walking home from school yesterday. They were going to stop at Adam’s
house. Suddenly, they heard the screeching of car tires followed by a loud bang. They ran ahead and saw that
an accident had happened. A man was lying on the ground and he was injured. A passerby was next to him
trying to help him. The accident caused a traffic jam because the cars couldn't go past. A big crowd was
starting to gather at the accident scene. In just few minutes, they heard ambulance coming. They were glad to
see that the man wasn't too badly injured.
Exercise 2
Lim and his family were in their car going home after going to the library. Then the cars in front of
them stopped. Lim’s father got up to see what was happening. He saw that there was a cloud of smoke
coming from a big building that was on fire. Traffic had stopped because all the cars were slowing down to
look. However, there was a policeman who was directing traffic and trying to get the cars to move. As they
passed the scene of the fire, Lim could see the firemen worked hard to put out the fire. They were holding a
big hose and shooting water at the building. Luckily, no one was hurt but still, there were many people who
had crowded round the place to watch.
Exercise 3
One day, there was a big crowd outside Kelly’s house. When she looked out the window, she saw all
her neighbors were standing near a big tree opposite her house. She was surprised to see the police was there
too. When she looked up, she saw her neighbour’s son stucked up in the tree. He was crying because he
didn't know how to get down.
His parents were nearby and very worried. Luckily, the firemen brought a long ladder and put it
against the tree trunk. One of the firemen started to climb the tree to help get the boy down. The police were
there to control the traffic.
The boy finally calmed down and allowed the man to carry him down. Everyone was relieved the
boy was safe.
Exercise 4:
The monsoon is back again. Last week, it rained heavily for days. As a result, my village was
flooded. Many houses were damaged by this flood. A rescue team came in a boat and rescued the poor
villagers. Most of them were seen sitting on the roofs of their homes for safety purposes. The villagers
carried their belongings along with them. Chickens and ducks were seen floating away during the flood. The
victims were sent to a safer place to stay temporarily. The flood had caused a lot of damages to their
property.
8. Exercise 5:
The heavy rain for the past few days had caused havoc in Kampung Sentosa. Many villagers were
waiting for evacuation. The rescue boat came with two rescue workers. A woman and her two small sons
stepped in. Suddenly, the son’s teddy bear fell into the water. The boy tried to reach out for it and fell into the
water too. The mother screamed in horror when she realized what had happened.
One of the rescue workers dived into the water. The little boy was getting weaker and was drowning.
The rescue worker swam as fast as he could to the boy. At last, he reached him. Finally, the boy reunited with
his mother. The mother thanked the rescue worker for saving her son.
Exercise 6:
As Johan walked towards the back gate of school, he saw an unpleasant sight at the corner of the
school building. Derek had one arm against the victim such that he was forced against the wall while Salim
just watching them. Johan was surprised to see that the victim was his classmate, Thomas. Thomas looked
terrified and he trembled in fear. Without delay, Johan shouted for help. Several students who heard the
outburst rushed to inform some teachers and soon, Mr Tan, the discipline teacher showed up. Mr Tan asked
Derek and Salim to follow him to his office. Thomas expressed his thankful for Johan’s help.