This slide is prepared for the Maharashtra State Board learners at High School and Junior College level. The Marathi language (L1) is used as a medium of instruction. The slides are used in actual classroom teaching at Nutan Kanya Jr. College of Science, Commerce and Arts, Bhandara district. I would love to discuss your feedback on this series of slides on teaching English grammar.
This slide is prepared for the Maharashtra State Board learners at High School and Junior College level. The Marathi language (L1) is used as a medium of instruction. The slides are used in actual classroom teaching at Nutan Kanya Jr. College of Science, Commerce and Arts, Bhandara district. I would love to discuss your feedback on this series of slides on teaching English grammar.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
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.
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!
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.
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?
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.
2. Direct speech Indirect speech
Contamos lo que
alguien ha dicho
sin hacer ningún
cambio en sus
palabras.
Contamos lo que
alguien ha dicho
pero no
repetimos
exactamente sus
palabras.
Las comillas
desaparecen.
3. Direct speech Indirect speech
El reporting verb
está en
presente.
El reporting verb
está en pasado.
El tiempo verbal
no cambia.
El tiempo verbal
da un salto al
pasado.
4. Direct speech Indirect speech
George says: “I
want to eat.”
George said: “I
want to eat.”
George says that
he wants to eat.
George said that
he wanted to
eat.
6. Direct speech Indirect speech
Subject + reporting verb + (that)
+ subject + verb…
* The general reporting verbs in statements
are: “say / tell”
7. Direct speech Indirect speech
Contamos lo que
alguien ha dicho
sin hacer ningún
cambio en sus
palabras.
Detrás del
“sujeto + say
(+ to + C. Ind.)”
ponemos la
conjunción that.
El verbo da un
salto atrás hacia
el pasado.
8. Direct speech Indirect speech
Contamos lo que
alguien ha dicho
sin hacer ningún
cambio en sus
palabras.
Detrás del
“sujeto + tell +
C. Indirecto”
ponemos la
conjunción that.
El verbo da un
salto atrás hacia
el pasado.
9. Direct speech Indirect speech
Contamos lo que
alguien ha dicho
sin hacer ningún
cambio en sus
palabras.
Los pronombres
personales cambian.
Los adjetivos
posesivos cambian.
Los pronombres
posesivos cambian.
10. Direct speech Indirect speech
Contamos lo que
alguien ha dicho
sin hacer ningún
cambio en sus
palabras.
Los demostrativos
cambian.
Las expresiones de
tiempo cambian.
Las expresiones de
lugar cambian.
11. Direct speech Indirect speech
Present simple.
Present continuous.
Have.
Will.
Can.
Must.
May.
Past simple.
Past continuous.
Had.
Would.
Could.
Had to
Might.
12. Direct speech Indirect speech
Past simple.
Present perfect
simple.
Past perfect simple.
Past perfect
continuous.
Past perfect simple.
Past perfect simple.
Past perfect simple.
Past perfect
continuous.
13. Direct speech Indirect speech
Now.
Today.
Tomorrow.
This.
These.
Here.
I.
My.
Then.
That day.
The next / following day.
That / the.
Those / the.
There.
He / She.
His / Her.
14. Direct speech Indirect speech
Yesterday.
The day before yesterday.
The day after tomorrow.
In three days
Next week.
Last month.
Ten years ago.
. The day before.
Two days before.
Two days later.
Three days later
The following week / the week
after.
The previous month / the
month before.
Ten years before
15. Direct speech Indirect speech
“I want to be
famous,” said
Alex to her
friends.
Alex said (to her
friends) that
she wanted to
be famous.
Alex told her
friends that she
wanted to be
famous.
16. Direct speech Indirect speech
“Brad is
studying,”his
mum said.
Brad’s mum said
that he was
studying.
17. Direct speech Indirect speech
“You can see Big
Ben if you go to
London,” the
tour guide said.
The tour guide
said that we
could see Big
Ben if we went
to London.
18. Direct speech Indirect speech
“You must be 18
to drive,” the
police said.
The police said
that I had to
be 18 to drive.
19. Direct speech Indirect speech
“I will bring you
my CD
tomorrow,” Jane
said.
Jane said that
she would bring
me her CD the
next day.
20. Direct speech Indirect speech
“We have been
here before,”
he said.
He said that
they had been
there before.
21. Direct speech Indirect speech
“There was an
earthquake last
night,” the
reporter said.
The reporter
said that there
had been an
earthquake the
night before.
22. Direct speech Indirect speech
“I was really
proud of my
brother when he
won this quiz
show,” said
Clare.
Clare said that
she had been
really proud of
her brother
when he had
won that / the
quiz show.
23. Direct speech Indirect speech
“These people
deserve better,”
stated the MP.
The MP stated
that those
people deserved
better.
24. Direct speech Indirect speech
“I moved to
Oxford six
months ago, “
said Scarlett.
Scarlett said
that she had
moved to
Oxford six
months before.
25. Direct speech Indirect speech
“It may snow
today,” warned
the
weatherman.
The weatherman
warned that it
might snow that
day.
27. Direct speech Indirect speech
Questions
Wh-questions.
Yes / No questions.
Subject + reporting
verb + wh-word +
subject + verb…
Subject + reporting
verb + whether / if
+ subject + verb…
*The general reporting verb in questions is: “ask”
28. Direct speech Indirect speech
Questions
Contamos lo que
alguien ha
preguntado sin
hacer ningún
cambio en sus
palabras.
La interrogativa
deja de serlo y
se convierte en
una oración
enunciativa (sin
inversión sujeto
verbo, sin auxiliar,
sin signo de
interrogación).
29. Direct speech Indirect speech
Questions
Contamos lo que
alguien ha
preguntado sin
hacer ningún
cambio en sus
palabras.
El resto de
cambios que
vimos al
principio se
mantienen (verbos,
pronombres, adjetivos,
expresiones de tiempo,
expresiones de lugar).
30. Direct speech Indirect speech
Questions
“Are they eating
now?” I asked.
I asked
if/whether they
were eating
then.
31. Direct speech Indirect speech
Questions
“What is the
name of the new
film?” she
asked.
She asked what
the name of the
new film was.
32. Direct speech Indirect speech
Questions
“Where does
Ryan live?”
Carol asked.
Carol asked
where Ryan
lived.
33. Direct speech Indirect speech
Questions
“Can we meet
now?” Don
asked.
Don asked if we
could meet
then.
34. Direct speech Indirect speech
Questions
“How is English
changing?” she
asked.
She asked how
English was
changing.
35. Direct speech Indirect speech
Questions
“Have you seen
the news?”
asked Jude.
Jude asked me if
I had seen the
news.
36. Direct speech Indirect speech
Questions
“How many
people will be
attending the
conference?”
asked the
organizers.
The organizers
asked how many
people would be
attending the
conference.
37. Direct speech Indirect speech
Questions
“Did he meet any
celebrities?”
wondered the
magazine editor.
The magazine
editor wondered
whether/if he
had met any
celebrities.
39. Direct speech Indirect speech
Affirmative orders and requests
Subject + reporting verb +
indirect object + to + infinitive…
*The general reporting verbs in
orders and requests are:
“ask / tell”
40. Direct speech Indirect speech
Affirmative orders and requests
“Can you buy
some chocolate
when you go to
the shop?”
asked Susan.
Susan asked me
to buy some
chocolate when
I went to the
shop.
41. Direct speech Indirect speech
Affirmative orders and requests
“Read the text,”
said the teacher
to the students.
The teacher told
the students to
read the text.
42. Direct speech Indirect speech
Negative orders and requests
Subject + reporting verb +
indirect object + not + to +
infinitive…
43. Direct speech Indirect speech
Negative orders and requests
“Don’t move!” the
policeman
ordered the
criminal.
The policeman
ordered the
criminal not to
move.
45. Direct speech Indirect speech
Suggestions
“Let’s not go to
France this
year,” suggested
Jack.
Jack suggested
not going to
France that
year.
46. Direct speech Indirect speech
Suggestions
“How about
having sushi
tonight?” said
Chloe.
Chloe suggested
that we had /
should have
sushi that night.
47. Direct speech Indirect speech
Suggestions
“Why don’t we
recycle more?”
said Liam.
Liam suggested
that we should
recycle more.