This document welcomes the reader to IH TOC6 and introduces Lucy Horsefield as the Chief Operating Officer and Monica Green as the Executive Director. It also reminds the reader of the website www.ihjournal.com and ends with thanks.
This document discusses various ways that Post-It notes can be used in language teaching. It describes how Post-Its can be used for individual error correction, grouping errors by area, simulating speaking through writing, facilitating discussions, recording new vocabulary, noting answers, and highlighting phrases of the day. Benefits mentioned include providing individual attention, keeping students involved, organizing vocabulary visually, and emphasizing chunks of language.
This document discusses the rationale for giving homework and the benefits it provides students. It notes that homework engages students with real-world topics, exposes them to new language, and makes them more confident and enthusiastic learners. The document also shares feedback from students, with some preferring interactive online tasks while others find workbook exercises most helpful for improving grammar and writing. It concludes by encouraging the reader to try an alternative homework task and share the results.
This document outlines a process-based approach to teaching writing without requiring students to write full paragraphs or compositions. It involves activating students' prior knowledge through discussion, having them analyze model letters, and practicing the structure and appropriate language. Students brainstorm ideas, evaluate language, and organize their thoughts. They then work with partners to provide feedback and refine their ideas before producing a final draft. The goal is to engage students in higher-order thinking about writing before having them produce full compositions.
This document provides guidance and templates for creating "Classnotes" to record lessons for 1:1 English language teaching sessions. It recommends using Evernote or PowerPoint to compile lesson plans, discussion questions, images, links, grammar presentations and activities, emerging vocabulary, homework tasks, and other materials for consistency and professionalism. Templates are provided to help organize classnotes by topic, date, text, and other elements to aid planning, vocabulary recording, feedback, and allowing lessons to be easily replicated.
This document provides a table for students to reflect on the types of homework tasks they have done, do regularly, or want to try. It includes traditional tasks like grammar exercises, writing compositions, and vocabulary work, as well as more creative options like role plays, interviews, and preparing props. The second part suggests additional homework ideas that incorporate online tools for activities like video making, poster creation, slideshows, and talking avatars. These aim to make homework in EFL/ESL more engaging through multimedia and opportunities for collaboration.
The document provides classnotes for Jaime from Shawn Severson on May 6, 2014. The topic was "Speed of Life" and included a review of phrasal verbs and collocations. There was also a wordle activity on "The Speed of Life" and a reading from the BBC about the Slow Movement philosophy of slowing down the pace of life. Homework assigned was to read an article from The New York Times about how time seems to speed up as we age.
Automated tools can provide timely feedback to students to support learning. Some options for automated feedback include using webcams or audio recordings to comment on students' work, leaving comments and review options in Microsoft Word, and utilizing features in learning management systems like Moodle for quizzes, assignments, and tracking grades. It is also helpful for teachers to build standard comment banks that can be adapted for providing feedback on questions, reports, and assignments to reduce the time spent while still personalizing feedback.
This document discusses using automated tools to provide personalized feedback to students. It mentions using video messages, sound files, comments in Word documents, quizzes in Moodle with instant feedback, and detailed grader reports in Moodle to give students specific and global feedback on their work. The goal is to build up a database of feedback responses for instructors.
This document discusses providing students with feedback on their progress through learning logs and objectives. It includes examples of learning logs with objectives and tips set by both teachers and students. Feedback from students indicates that learning logs can help them reflect on progress but may not be useful if they forget or do not have time to fill them in. Students found feedback from the teacher moving around the class and helping to be very good. Overall, setting specific objectives and tips appears to help students focus on areas for improvement.
The document discusses how teachers can encourage language acquisition outside of the classroom. It recommends that teachers (1) encourage experimentation by having learners set goals for independent language practice, (2) provide resources for learners to practice on their own time, and (3) discuss learners' independent practice experiences in the classroom to maintain motivation. The goal is for teachers to act as enablers who facilitate additional language learning outside of instruction time through goal-setting, providing resources, and bringing the independent work back into class discussions.
This document discusses rethinking approaches to homework. It asks questions about whether homework is important, how teachers discuss it with students, and whether homework is individualized. It explores potential aims of homework such as consolidation, preparation, support, and practice. It also discusses making homework more motivating, creative, promote learner autonomy and good study habits. The document provides examples of online tools that can be used for homework, including podcasts, blogs, and the flipped classroom approach. It emphasizes that if active learning is central to language acquisition, then effective and motivating homework is key.
This document provides information and tips for attending conferences from beginning to end. It discusses the different types of conferences, reasons for attending, how to take notes during sessions, and what to do after the conference, including sharing experiences and notes with colleagues and students. The main points are to network and gather ideas from like-minded people, take notes in various formats like prose, shorthand or sketches, and share your learnings from the conference with others after returning home by writing up notes and interacting with speakers.
The document discusses six key topics that were covered at the IATEFL 2014 conference. The topics included how technology can be both terrific and terrifying for language teaching, the importance of evidence in the field, whether experience alone constitutes evidence, stereotypical schoolroom approaches, desirable developments in teaching methods, and making lesson observations beneficial rather than adversarial for teachers.
This document describes projects that connect students to the world by allowing them to communicate with foreign pen pals through a safe and monitored blog, develop reading, writing, listening and speaking skills, and share videos, audio recordings and photo slideshows on platforms like YouTube, Vimeo and Fotobabble. It provides contact information for Noreen Lam from IH Santander who oversees these projects.
The document discusses the importance of extensive reading and provides suggestions for motivating students to read more. It addresses choosing appropriate reading materials based on students' interests and developing their reading skills. Additionally, it recommends creating a supportive reading culture in the classroom and school through various activities like literature circles, book displays, and integrating reading into the curriculum.
StringNet is an English knowledgebase containing about 2 billion multiword patterns extracted from text. These patterns, called hybrid n-grams, can include specific words, word forms, or parts of speech. An example is "take the unprecedented step of [v-ing]". Each pattern is linked to related patterns by parent, child, expand, and contract relations. Teachers can use StringNet patterns and relations in classroom activities like substitution drills, noticing in reading, pre-teaching vocabulary, and games.
1) Dogme classes focus on conversation-driven and emergent language rather than standardized exams, which allow little creativity and flexibility.
2) Exam classes have disadvantages like backwash effect, inflexible content, and artificial tasks, but can provide valid proficiency levels and skills applicable outside class.
3) Conversation-driven activities aim to relax students and build rapport to support language learning through discussion and scaffolding rather than exam practice.
4) Materials-light approaches address emergent needs through minimal resources and adapting activities based on student difficulties.
This document summarizes a presentation about the power and benefits of extensive reading for language learning. It discusses how reading habits in Brazil can be improved, outlines an extensive reading program used with students from B2 to C2 levels, and provides examples of activities. Popular fiction books are recommended for the program to develop learner autonomy, vocabulary, and motivation. Barriers to extensive reading in language teaching are also examined, and resources are suggested for finding appropriate reading materials.
This document discusses strategies for teaching reading skills rather than just testing reading comprehension. It recommends having students select their own reading materials from level-appropriate books and providing extensive practice reading for pleasure to build vocabulary, reading speed, and language confidence. Some specific strategies discussed include previewing texts to understand context and difficulty, predicting content, scanning for specific information, guessing word meanings from context clues, identifying patterns of text organization, understanding reference words, recognizing hyponyms from specific to general terms, and focusing on the reading process rather than just answers. It concludes by recommending some books on teaching reading as a foreign language.
This document outlines several strategies for teaching reading, including listen-read-discuss (LRD), story maps, retelling ropes, summarizing, inquiry charts, and question-answer relationship (QAR). LRD helps students comprehend text by having them listen, read, and discuss. Story maps use graphic organizers to help students learn the elements of books or stories. Inquiry charts allow students to construct their own questions and gather information from multiple sources. The strategies are grouped into observing, questioning, exploring, associating, and communicating sections.
The document provides an overview of extensive reading techniques that can be used with Korean young learners. It discusses key principles of extensive reading including choosing easy and interesting books for students to read independently. Specific techniques covered include using graded readers, sight words, phonics instruction, read alouds, guided reading, shared reading and assessment through quizzes and tracking vocabulary and comprehension. The goal of extensive reading with young Korean learners is to help them develop lifelong reading habits through repeated exposure to language in a low-anxiety context.
Reading skills: precis, jigsaw and chunkingEPHS_Literacy
油
The document discusses the complexities of reading comprehension, highlighting features that make texts difficult, such as dense information and uncommon vocabulary. It presents strategies for improving reading skills, including close reading techniques and the practice of pr辿cis writing to summarize essential ideas. Additionally, it emphasizes the importance of chunking information and the need for collaborative learning methods like jigsaw activities to enhance comprehension.
Pet speaking paper practice pre mock exam 2013 - luisaOnlineconference
油
This document provides sample questions and responses for practice in a PET speaking exam. It includes sample introductions where a candidate states their name and spells their surname. It then provides questions on various topics like family, free time, holidays, school/work and English learning that candidates could practice answering in 3 sentences or less with a partner. It also includes sample responses a candidate could give if they don't understand instructions, can't think of more to say, want to include their partner, or don't know a word in the photograph.
This document provides guidance on how to teach reading. It recommends preparing pre, during, and post reading activities. Teachers should teach reading strategies like skimming, scanning, inferring, and summarizing to help students comprehend texts. The document also suggests setting aside time monthly for dedicated reading classes and incorporating reading activities like predicting, questioning, and using KWL charts. The overall goals are to engage students in reading, match texts to their level, and help students develop into lifelong readers.
The document outlines 4 tasks: 1) Summarizer - summarize a reading in 5 sentences; 2) Questioner - design 5 questions about the reading for group discussion and answers; 3) Pattern Hunter - find and highlight grammar patterns from the unit in sentences from the reading; 4) Connector - write down 4 daily kindness acts to help make the world better.
The document discusses effective instructional frameworks for teaching reading and developing competent readers through various strategies including teaching routines, guided mini-lessons, and sharing practices. It emphasizes the importance of creating a structured environment that fosters engagement and self-evaluation while addressing diverse reading genres. The framework aims to establish lifelong learning habits and encourages teachers to adapt their instruction according to student needs and genre differences.
Jigsaw Strategy to Improve Reading ComprehensionBussinessman
油
This document summarizes a study on improving reading comprehension in narrative texts for second grade students in Indonesia through the use of the jigsaw strategy. The study aims to address that students had moderate reading scores and lacked reading interest. The jigsaw strategy will be implemented over cycles, with student grouping, expert discussions, and presentations. Success will be determined by 70% of students scoring above 78/100 on reading assessments after the strategy is used.
The document discusses effective reading activities, focusing on vocabulary development, comprehension strategies, and types of reading tasks. It highlights the importance of both bottom-up and top-down processing in teaching reading, alongside various frameworks for creating engaging and motivating learning activities. Additionally, it includes practical examples and guidelines for pre-reading, during-reading, and post-reading activities to enhance student engagement and understanding.
The document discusses using more authentic and engaging audio materials in English lessons rather than typical lessons focused on listening comprehension questions. It suggests choosing audio that the teacher is personally interested in that is rich in imagery or themes to raise student curiosity. Examples of exploiting audio include practicing fluency in informal settings, Cambridge-style speaking activities, focusing on language upgrades, and creative activities like having students write their own scripts. It also presents the idea of incorporating phonology lessons on topics like weak forms, connected speech, and teaching diphthongs. The key message is to choose audio that both the teacher and students will find interesting and enjoyable.
This document discusses internet memes, including what they are, how they spread virally, and their impact on language and communication. It defines memes as cultural ideas that are shared widely online through images, videos, hashtags or phrases. Memes can include photo captions, stock characters with specific meanings, or repurposed historical art. The document suggests memes are part of everyday life and influence how English is used, through changes to grammar, vocabulary, and slang. Examples provided include image macros and a meme using archaic language to set rap lyrics to popular music.
This document discusses providing students with feedback on their progress through learning logs and objectives. It includes examples of learning logs with objectives and tips set by both teachers and students. Feedback from students indicates that learning logs can help them reflect on progress but may not be useful if they forget or do not have time to fill them in. Students found feedback from the teacher moving around the class and helping to be very good. Overall, setting specific objectives and tips appears to help students focus on areas for improvement.
The document discusses how teachers can encourage language acquisition outside of the classroom. It recommends that teachers (1) encourage experimentation by having learners set goals for independent language practice, (2) provide resources for learners to practice on their own time, and (3) discuss learners' independent practice experiences in the classroom to maintain motivation. The goal is for teachers to act as enablers who facilitate additional language learning outside of instruction time through goal-setting, providing resources, and bringing the independent work back into class discussions.
This document discusses rethinking approaches to homework. It asks questions about whether homework is important, how teachers discuss it with students, and whether homework is individualized. It explores potential aims of homework such as consolidation, preparation, support, and practice. It also discusses making homework more motivating, creative, promote learner autonomy and good study habits. The document provides examples of online tools that can be used for homework, including podcasts, blogs, and the flipped classroom approach. It emphasizes that if active learning is central to language acquisition, then effective and motivating homework is key.
This document provides information and tips for attending conferences from beginning to end. It discusses the different types of conferences, reasons for attending, how to take notes during sessions, and what to do after the conference, including sharing experiences and notes with colleagues and students. The main points are to network and gather ideas from like-minded people, take notes in various formats like prose, shorthand or sketches, and share your learnings from the conference with others after returning home by writing up notes and interacting with speakers.
The document discusses six key topics that were covered at the IATEFL 2014 conference. The topics included how technology can be both terrific and terrifying for language teaching, the importance of evidence in the field, whether experience alone constitutes evidence, stereotypical schoolroom approaches, desirable developments in teaching methods, and making lesson observations beneficial rather than adversarial for teachers.
This document describes projects that connect students to the world by allowing them to communicate with foreign pen pals through a safe and monitored blog, develop reading, writing, listening and speaking skills, and share videos, audio recordings and photo slideshows on platforms like YouTube, Vimeo and Fotobabble. It provides contact information for Noreen Lam from IH Santander who oversees these projects.
The document discusses the importance of extensive reading and provides suggestions for motivating students to read more. It addresses choosing appropriate reading materials based on students' interests and developing their reading skills. Additionally, it recommends creating a supportive reading culture in the classroom and school through various activities like literature circles, book displays, and integrating reading into the curriculum.
StringNet is an English knowledgebase containing about 2 billion multiword patterns extracted from text. These patterns, called hybrid n-grams, can include specific words, word forms, or parts of speech. An example is "take the unprecedented step of [v-ing]". Each pattern is linked to related patterns by parent, child, expand, and contract relations. Teachers can use StringNet patterns and relations in classroom activities like substitution drills, noticing in reading, pre-teaching vocabulary, and games.
1) Dogme classes focus on conversation-driven and emergent language rather than standardized exams, which allow little creativity and flexibility.
2) Exam classes have disadvantages like backwash effect, inflexible content, and artificial tasks, but can provide valid proficiency levels and skills applicable outside class.
3) Conversation-driven activities aim to relax students and build rapport to support language learning through discussion and scaffolding rather than exam practice.
4) Materials-light approaches address emergent needs through minimal resources and adapting activities based on student difficulties.
This document summarizes a presentation about the power and benefits of extensive reading for language learning. It discusses how reading habits in Brazil can be improved, outlines an extensive reading program used with students from B2 to C2 levels, and provides examples of activities. Popular fiction books are recommended for the program to develop learner autonomy, vocabulary, and motivation. Barriers to extensive reading in language teaching are also examined, and resources are suggested for finding appropriate reading materials.
This document discusses strategies for teaching reading skills rather than just testing reading comprehension. It recommends having students select their own reading materials from level-appropriate books and providing extensive practice reading for pleasure to build vocabulary, reading speed, and language confidence. Some specific strategies discussed include previewing texts to understand context and difficulty, predicting content, scanning for specific information, guessing word meanings from context clues, identifying patterns of text organization, understanding reference words, recognizing hyponyms from specific to general terms, and focusing on the reading process rather than just answers. It concludes by recommending some books on teaching reading as a foreign language.
This document outlines several strategies for teaching reading, including listen-read-discuss (LRD), story maps, retelling ropes, summarizing, inquiry charts, and question-answer relationship (QAR). LRD helps students comprehend text by having them listen, read, and discuss. Story maps use graphic organizers to help students learn the elements of books or stories. Inquiry charts allow students to construct their own questions and gather information from multiple sources. The strategies are grouped into observing, questioning, exploring, associating, and communicating sections.
The document provides an overview of extensive reading techniques that can be used with Korean young learners. It discusses key principles of extensive reading including choosing easy and interesting books for students to read independently. Specific techniques covered include using graded readers, sight words, phonics instruction, read alouds, guided reading, shared reading and assessment through quizzes and tracking vocabulary and comprehension. The goal of extensive reading with young Korean learners is to help them develop lifelong reading habits through repeated exposure to language in a low-anxiety context.
Reading skills: precis, jigsaw and chunkingEPHS_Literacy
油
The document discusses the complexities of reading comprehension, highlighting features that make texts difficult, such as dense information and uncommon vocabulary. It presents strategies for improving reading skills, including close reading techniques and the practice of pr辿cis writing to summarize essential ideas. Additionally, it emphasizes the importance of chunking information and the need for collaborative learning methods like jigsaw activities to enhance comprehension.
Pet speaking paper practice pre mock exam 2013 - luisaOnlineconference
油
This document provides sample questions and responses for practice in a PET speaking exam. It includes sample introductions where a candidate states their name and spells their surname. It then provides questions on various topics like family, free time, holidays, school/work and English learning that candidates could practice answering in 3 sentences or less with a partner. It also includes sample responses a candidate could give if they don't understand instructions, can't think of more to say, want to include their partner, or don't know a word in the photograph.
This document provides guidance on how to teach reading. It recommends preparing pre, during, and post reading activities. Teachers should teach reading strategies like skimming, scanning, inferring, and summarizing to help students comprehend texts. The document also suggests setting aside time monthly for dedicated reading classes and incorporating reading activities like predicting, questioning, and using KWL charts. The overall goals are to engage students in reading, match texts to their level, and help students develop into lifelong readers.
The document outlines 4 tasks: 1) Summarizer - summarize a reading in 5 sentences; 2) Questioner - design 5 questions about the reading for group discussion and answers; 3) Pattern Hunter - find and highlight grammar patterns from the unit in sentences from the reading; 4) Connector - write down 4 daily kindness acts to help make the world better.
The document discusses effective instructional frameworks for teaching reading and developing competent readers through various strategies including teaching routines, guided mini-lessons, and sharing practices. It emphasizes the importance of creating a structured environment that fosters engagement and self-evaluation while addressing diverse reading genres. The framework aims to establish lifelong learning habits and encourages teachers to adapt their instruction according to student needs and genre differences.
Jigsaw Strategy to Improve Reading ComprehensionBussinessman
油
This document summarizes a study on improving reading comprehension in narrative texts for second grade students in Indonesia through the use of the jigsaw strategy. The study aims to address that students had moderate reading scores and lacked reading interest. The jigsaw strategy will be implemented over cycles, with student grouping, expert discussions, and presentations. Success will be determined by 70% of students scoring above 78/100 on reading assessments after the strategy is used.
The document discusses effective reading activities, focusing on vocabulary development, comprehension strategies, and types of reading tasks. It highlights the importance of both bottom-up and top-down processing in teaching reading, alongside various frameworks for creating engaging and motivating learning activities. Additionally, it includes practical examples and guidelines for pre-reading, during-reading, and post-reading activities to enhance student engagement and understanding.
The document discusses using more authentic and engaging audio materials in English lessons rather than typical lessons focused on listening comprehension questions. It suggests choosing audio that the teacher is personally interested in that is rich in imagery or themes to raise student curiosity. Examples of exploiting audio include practicing fluency in informal settings, Cambridge-style speaking activities, focusing on language upgrades, and creative activities like having students write their own scripts. It also presents the idea of incorporating phonology lessons on topics like weak forms, connected speech, and teaching diphthongs. The key message is to choose audio that both the teacher and students will find interesting and enjoyable.
This document discusses internet memes, including what they are, how they spread virally, and their impact on language and communication. It defines memes as cultural ideas that are shared widely online through images, videos, hashtags or phrases. Memes can include photo captions, stock characters with specific meanings, or repurposed historical art. The document suggests memes are part of everyday life and influence how English is used, through changes to grammar, vocabulary, and slang. Examples provided include image macros and a meme using archaic language to set rap lyrics to popular music.
Le document propose des activit辿s 辿ducatives int辿grant des vid辿os et des articles sur le march辿 immobilier en Suisse et Paris, afin de renforcer la compr辿hension des 辿l竪ves. Les activit辿s incluent l'辿coute, l'interpr辿tation d'images, des exercices de vocabulaire, et des travaux pratiques avec des outils en ligne comme Tagxedo et LearningApps. L'objectif est d'adapter l'enseignement au niveau des apprenants tout en abordant des enjeux contemporains du march辿 immobilier.
Captain Redbeard tells a story to learners about finding treasure from a chest and using it to buy a new pirate ship. Co-constructing the story worked well because the learners were actively involved, had some control, and there was a clear reason for them to listen and participate while the storyteller could react to them. Alternatives suggested letting learners decide more of the story or certain aspects of it.
The document discusses co-constructing a story with learners by having the teacher start telling a story and leaving space for learners to contribute details and help advance the plot, keeping them actively engaged. It suggests this approach worked well because the learners were involved, had some control, and there was motivation to listen and participate. Alternatives mentioned include having learners decide more of the story or certain aspects of it.
The document provides suggestions for creating and using posters in the classroom. It asks questions about what makes a good poster, how to provide input and feedback to students, and how to ensure posters are used to promote language production and learning. The document also offers ideas on exploiting posters after they are created, such as giving students roles in group work, setting posters as homework, and recycling posters for future classes. Finally, it recommends some online tools that can be used to create digital posters.
This document outlines a process-based approach to teaching writing without requiring students to write full paragraphs or compositions. It involves activating students' prior knowledge through discussion, having them analyze model letters, and practicing the structure and appropriate language. Students brainstorm ideas, evaluate language, and organize their thoughts. They then work with partners to provide feedback and refine their ideas before producing a final draft. The goal is to engage students in higher-order thinking about writing before having them produce full compositions.
The document provides suggestions for creating and using posters in the classroom. It asks questions about what makes a good poster, how to provide input and feedback to students, and how to ensure posters are used to promote language production and learning. The document also offers ideas on exploiting posters after they are created, such as giving students roles in group work, setting posters as homework, and recycling posters for future classes. Finally, it recommends some online tools that can be used to create digital posters.
The document provides guidance on creating effective posters for language learning classes. It asks questions about what makes a good poster, how to get students engaged in the process, and how to ensure they are producing language. Some tips include providing clear instructions and feedback, setting roles for group work, and finding ways to reuse the posters later, such as for error correction. The document also shares some online tools that can be used for creating digital posters and gives ideas for follow-up activities to further learning.
The document outlines 5 ways to raise one's professional profile: 1) Get involved in professional development activities at school, 2) Get involved in local professional organizations, 3) Join national professional organizations, 4) Publish or present at international conferences, and 5) Maintain an active online presence through blogging or social media. The document provides tips on raising one's profile through involvement at various levels from local to international in order to advance one's career.
The document outlines 5 ways to raise one's professional profile: 1) Get involved in professional development activities at school, 2) Get involved in local professional organizations, 3) Join national professional organizations, 4) Publish or present at international conferences, and 5) Maintain an active online presence through blogging or social media. The document provides tips on raising one's profile through involvement at various levels from local to international in order to advance one's career.
This document proposes using alternative charades instead of drilling for young language learners. It defines drilling as listening to a model and repeating what is heard, and discusses different types of drilling. The author suggests using charades to practice grammatical chunks and question-answer pairs as an engaging alternative to traditional drilling methods. The document concludes by inviting questions and providing contact information.
This document outlines a 4-week course called "Taming the Wolf" which aims to help teachers and parents understand and work with children who have behavioral and emotional difficulties (BESD). The course consists of 4 online live sessions that will cover: understanding the nature of BESD and how it affects children and families; adapting one's perspective and reactions as a teacher; practical approaches to taming challenging behaviors through emotion expression, breaking barriers, and classroom nurturing; and success stories. Participants will also complete forum tasks over the 4 weeks. The course is intended for anyone seeking to help children with special needs.
This document contains instructions and materials for students to practice speaking skills for the PET exam. It includes role plays, picture descriptions, and language exercises focused on vocabulary, grammar, and pronunciation. Students are directed to work with a partner to ask and answer questions, describe images, discuss topics, and complete other communicative tasks. They also analyze sample responses, provide their own answers, and receive feedback to improve their oral English abilities in areas like fluency, interaction, vocabulary use, and grammatical accuracy.
This document provides strategies for helping teenagers prepare for the speaking portion of the PET for Schools exam. It summarizes each part of the exam, common student problems, and useful strategies. For part one, strategies include practicing spelling their name and answering personal questions. For part two, students should understand the interaction format and use paraphrasing. For part three, strategies involve learning questions to describe photos and ways to paraphrase unknown words. For part four, routines like question-answer are suggested to include both students. Non-verbal strategies involve preparing for issues and reflecting on performance.
This document discusses the use of clines in language teaching. It begins by defining a cline as a scale of language items that goes from one extreme to another. Some examples of clines provided are from positive to negative, or from weak to strong. The document then provides reasons why clines are useful tools for language teaching, such as conveying meaning visually and highlighting shades of meaning. Finally, it gives some ideas for how to use clines in the classroom, such as creating a cline on the board and having students place language expressions along the scale.
This document discusses using "cut ups", a technique where existing text is cut and rearranged to form new text, as a creative writing tool in the EFL classroom. It can make writing enjoyable for students by removing some of the pressure of creating entirely original content. Students are put in pairs and have them select lyrics from two songs to cut up and recombine, creating a new text. This allows for a fun, low-stress way for students to engage with writing and language construction.
In this module, you will discover how digital tools, systems, and platforms empower people, businesses, and communities in the modern world. As 21st-century learners, you are part of a generation that lives and learns in a digital environment. This module is designed to guide you in exploring how ICT serves as a powerful toolnot only for communication but also for innovation, entrepreneurship, and responsible citizenship. Throughout this learning material, you will examine how ICT is used in real-world scenarios such as online marketing, digital citizenship, and legal and ethical issues in technology use. Youll gain practical knowledge and skills, from creating websites and managing e-commerce platforms, to analyzing data and practicing safe and responsible behavior online.
By engaging with the lessons, activities, and performance tasks in this module, you will become more than just a technology useryou will be a responsible, informed, and empowered digital citizen ready to thrive in todays interconnected world.
Lets begin this journey and unlock the full potential of ICT in your everyday life!
PEST OF WHEAT SORGHUM BAJRA and MINOR MILLETS.pptxArshad Shaikh
油
Wheat, sorghum, and bajra (pearl millet) are susceptible to various pests that can significantly impact crop yields. Common pests include aphids, stem borers, shoot flies, and armyworms. Aphids feed on plant sap, weakening the plants, while stem borers and shoot flies damage the stems and shoots, leading to dead hearts and reduced growth. Armyworms, on the other hand, are voracious feeders that can cause extensive defoliation and grain damage. Effective management strategies, including resistant varieties, cultural practices, and targeted pesticide applications, are essential to mitigate pest damage and ensure healthy crop production.
Energy Balances Of Oecd Countries 2011 Iea Statistics 1st Edition Oecdrazelitouali
油
Energy Balances Of Oecd Countries 2011 Iea Statistics 1st Edition Oecd
Energy Balances Of Oecd Countries 2011 Iea Statistics 1st Edition Oecd
Energy Balances Of Oecd Countries 2011 Iea Statistics 1st Edition Oecd
How to Manage Upselling of Subscriptions in Odoo 18Celine George
油
Subscriptions in Odoo 18 are designed to auto-renew indefinitely, ensuring continuous service for customers. However, businesses often need flexibility to adjust pricing or quantities based on evolving customer needs.
Measuring, learning and applying multiplication facts.cgilmore6
油
際際滷s from a presentation by Professor Camilla Gilmore to the Association of Teachers of Mathematics and Mathematics Association Primary Interest group in June 2025.
This gave an overview of two studies that investigated children's multiplication fact knowledge. These studies were part of the SUM research project based at the University of Nottingham and Loughborough University. For more information see www.sumproject.org.uk
THE QUIZ CLUB OF PSGCAS BRINGS T0 YOU A FUN-FILLED, SEAT EDGE BUSINESS QUIZ
DIVE INTO THE PRELIMS OF BIZCOM 2024
QM: GOWTHAM S
BCom (2022-25)
THE QUIZ CLUB OF PSGCAS
How to Create an Event in Odoo 18 - Odoo 18 際際滷sCeline George
油
Creating an event in Odoo 18 is a straightforward process that allows you to manage various aspects of your event efficiently.
Odoo 18 Events Module is a powerful tool for organizing and managing events of all sizes, from conferences and workshops to webinars and meetups.
Paper 109 | Archetypal Journeys in Interstellar: Exploring Universal Themes...Rajdeep Bavaliya
油
Get ready to embark on a cosmic quest as we unpack the archetypal power behind Christopher Nolans Interstellar. Discover how heros journey tropes, mythic symbols like wormholes and tesseracts, and themes of love, sacrifice, and environmental urgency shape this epic odyssey. Whether youre a film theory buff or a casual viewer, youll learn why Coopers journey resonates with timeless mythsand what it means for our own future. Smash that like button, and follow for more deep dives into cinemas greatest stories!
M.A. Sem - 2 | Presentation
Presentation Season - 2
Paper - 109: Literary Theory & Criticism and Indian Aesthetics
Submitted Date: April 5, 2025
Paper Name: Literary Theory & Criticism and Indian Aesthetics
Topic: Archetypal Journeys in Interstellar: Exploring Universal Themes in Nolans Cosmic Odyssey
[Please copy the link and paste it into any web browser to access the content.]
Video Link: https://youtu.be/vHLaLZPHumk
For a more in-depth discussion of this presentation, please visit the full blog post at the following link: https://rajdeepbavaliya2.blogspot.com/2025/04/archetypal-journeys-in-interstellar-exploring-universal-themes-in-nolan-s-cosmic-odyssey.html
Please visit this blog to explore additional presentations from this season:
Hashtags:
#ChristopherNolan #Interstellar #NolanFilms #HeroJourney #CosmicOdyssey #FilmTheory #ArchetypalCriticism #SciFiCinema #TimeDilation #EnvironmentalCinema #MythicStorytelling
Keyword Tags:
Interstellar analysis, Christopher Nolan archetypes, heros journey explained, wormhole symbolism, tesseract meaning, myth in sci-fi, cinematic archetypes, environmental themes film, love across time, Nolan film breakdown
Completed Tuesday June 10th.
An Orientation Sampler of 8 pages.
It helps to understand the text behind anything. This improves our performance and confidence.
Your training will be mixed media. Includes Rehab Intro and Meditation vods, all sold separately.
Editing our Vods & New Shop.
Retail under $30 per item. Store Fees will apply. Digital Should be low cost.
I am still editing the package. I wont be done until probably July? However; Orientation and Lecture 1 (Videos) will be available soon. Media will vary between PDF and Instruction Videos.
Thank you for attending our free workshops. Those can be used with any Reiki Yoga training package. Traditional Reiki does host rules and ethics. Its silent and within the JP Culture/Area/Training/Word of Mouth. It allows remote healing but theres limits for practitioners and masters. We are not allowed to share certain secrets/tools. Some content is designed only for Masters. Some yoga are similar like the Kriya Yoga-Church (Vowed Lessons). We will review both Reiki and Yoga (Master symbols) later on. Sounds Simple but these things host Energy Power/Protection.
Imagine This package will be a supplement or upgrade for professional Reiki. You can create any style you need.
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(Job) Tech for students: In short, high speed is essential. (Space, External Drives, virtual clouds)
Fast devices and desktops are important. Please upgrade your technology and office as needed and timely. - MIA J. Tech Dept (Timeless)
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Copyright Disclaimer 2007-2025+: These lessons are not to be copied or revised without the
Authors permission. These Lessons are designed Rev. Moore to instruct and guide students on the path to holistic health and wellness.
Its about expanding your Nature Talents, gifts, even Favorite Hobbies.
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First, Society is still stuck in the matrix. Many of the spiritual collective, say the matrix crashed. Its now collapsing. This means anything lower, darker realms, astral, and matrix are below 5D. 5D is thee trend. Its our New Dimensional plane. However; this plane takes work ethic,
integration, and self discovery. モモ
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We dont need to slave, mule, or work double shifts to fuse Reiki lol. It should blend naturally within our lifestyles. Same with Yoga. Theres no
need to use all the poses/asanas. For under a decade, my fav exercises are not asanas but Pilates. Its all about Yoga-meditation when using Reiki. (Breaking old myths.)
Thank You for reading our Orientation Sampler. The Workshop is 14 pages on introduction. These are a joy and effortless to produce/make.
Paper 107 | From Watchdog to Lapdog: Ishiguros Fiction and the Rise of Godi...Rajdeep Bavaliya
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Dive into a captivating analysis where Kazuo Ishiguros nuanced fiction meets the stark realities of post2014 Indian journalism. Uncover how Godi Media turned from watchdog to lapdog, echoing the moral compromises of Ishiguros protagonists. Well draw parallels between restrained narrative silences and sensationalist headlinesare our media heroes or traitors? Dont forget to follow for more deep dives!
M.A. Sem - 2 | Presentation
Presentation Season - 2
Paper - 107: The Twentieth Century Literature: From World War II to the End of the Century
Submitted Date: April 4, 2025
Paper Name: The Twentieth Century Literature: From World War II to the End of the Century
Topic: From Watchdog to Lapdog: Ishiguros Fiction and the Rise of Godi Media in Post-2014 Indian Journalism
[Please copy the link and paste it into any web browser to access the content.]
Video Link: https://youtu.be/kIEqwzhHJ54
For a more in-depth discussion of this presentation, please visit the full blog post at the following link: https://rajdeepbavaliya2.blogspot.com/2025/04/from-watchdog-to-lapdog-ishiguro-s-fiction-and-the-rise-of-godi-media-in-post-2014-indian-journalism.html
Please visit this blog to explore additional presentations from this season:
Hashtags:
#GodiMedia #Ishiguro #MediaEthics #WatchdogVsLapdog #IndianJournalism #PressFreedom #LiteraryCritique #AnArtistOfTheFloatingWorld #MediaCapture #KazuoIshiguro
Keyword Tags:
Godi Media, Ishiguro fiction, post-2014 Indian journalism, media capture, Kazuo Ishiguro analysis, watchdog to lapdog, press freedom India, media ethics, literature and media, An Artist of the Floating World
Overview of Employee in Odoo 18 - Odoo 際際滷sCeline George
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The employee module is a core component of the HR workspace that helps the business to get the employee activities and details. This would also allow you to get the employee details by acting as a centralized system and accessing, updating, and managing all the other employee data.
This presentation has been made keeping in mind the students of undergraduate and postgraduate level. In this slide try to present the brief history of Chaulukyas of Gujrat up to Kumarpala To keep the facts in a natural form and to display the material in more detail, the help of various books, websites and online medium has been taken. Whatever medium the material or facts have been taken from, an attempt has been made by the presenter to give their reference at the end.
Chaulukya or Solanki was one of the Rajputs born from Agnikul. In the Vadnagar inscription, the origin of this dynasty is told from Brahma's Chauluk or Kamandalu. They ruled in Gujarat from the latter half of the tenth century to the beginning of the thirteenth century. Their capital was in Anahilwad. It is not certain whether it had any relation with the Chalukya dynasty of the south or not. It is worth mentioning that the name of the dynasty of the south was 'Chaluky' while the dynasty of Gujarat has been called 'Chaulukya'. The rulers of this dynasty were the supporters and patrons of Jainism.
Plate Tectonic Boundaries and Continental Drift TheoryMarie
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This 28 slide presentation covers the basics of plate tectonics and continental drift theory. It is an effective introduction into a full plate tectonics unit study, but does not cover faults, stress, seismic waves, or seafloor spreading.
To download PDF, visit The Homeschool Daily. We will be uploading more slideshows to follow this one. Blessings, Marie
How to Configure Vendor Management in Lunch App of Odoo 18Celine George
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The Vendor management in the Lunch app of Odoo 18 is the central hub for managing all aspects of the restaurants or caterers that provide food for your employees.