neuronxcc-2.15.128.0+56dc5a86/0_REGISTRY/0.0.25.dev0/training/llama/meta-llama/Llama-3.2-1B-Instruct/c73160f2782f6397f27f.json

{"architectures": ["LlamaForCausalLM"], "attention_bias": false, "attention_dropout": 0.0, "bos_token_id": 128256, "eos_token_id": 128257, "head_dim": 64, "hidden_act": "silu", "hidden_size": 2048, "initializer_range": 0.02, "intermediate_size": 8192, "max_position_embeddings": 131072, "mlp_bias": false, "model_type": "llama", "neuron": {"compiler_version": "2.15.128.0+56dc5a86", "input_specs": {"chosen": ["<|im_start|>user\ndesign me a efl speaking lesson with resources. Level is B1 English<|im_end|>\n<|im_start|>assistant\nLesson Topic: Traveling and Cultural Experiences\n\nLesson Objective: By the end of this EFL speaking lesson, students will have practiced and improved their speaking and listening skills around the topic of traveling and cultural experiences at a B1 level.\n\nMaterials:\n1. Photos or videos displaying different destinations and cultural experiences\n2. \"Travel itinerary\" worksheet\n3. Dialogue script for role-play\n\nLesson Procedure:\n\n1. Warm-up (5-7 minutes)\n- Display photos or videos of different destinations and cultural experiences.\n- Ask students to talk in pairs for a few minutes about their past travel experiences, discussing places they've been to, cultures they've experienced, and their favorite memories.\n- Have a few students share their partner's experiences with the class.\n\n2. Vocabulary and Phrases (10 minutes)\n- Write some travel and cultural experience related vocabulary on the board (e.g., landmarks, customs, passport, currency, etc.).\n- Introduce some useful phrases for talking about travel experiences, such as:\n  - \"When I visited\u2026,\"\n  - \"One thing I found interesting was\u2026,\"\n  - \"The most memorable part of my trip was\u2026\";\n- Ask students to repeat the phrases and provide examples using those phrases.\n\n3. Travel Itinerary Activity (15 minutes)\n- Hand out the \"travel itinerary\" worksheet, which has some information about a destination and activities to do there.\n- In pairs or small groups, students will create a 3-day travel itinerary using the given information.\n- Encourage students to use the new vocabulary and phrases they've learned and share their itinerary with the class afterwards.\n\n4. Speaking Activity: Role-play (15 minutes)\n- Divide the class into pairs. One student will act as a traveler, and the other will act as a local resident of a destination they chose from the \"travel itinerary\" activity.\n- Give each pair a dialogue script with blank spaces where they can fill in their chosen destination, activities, locations and phrases.\n- Allow students to practice the role-play, switching roles after a few minutes.\n- Listen to the students while they practice, providing guidance and assistance as needed.\n\n5. Reflection and Discussion (5-8 minutes)\n- Ask students to reflect on their speaking and the role-play activity. What did they find challenging? What went well?\n- Hold a class discussion about the importance of learning English for traveling and for understanding different cultures.\n\nYour lesson is now ready to be presented in class. Keep an open and supportive environment, focusing on clear communication and giving the students plenty of opportunities to practice their speaking and listening skills. Don't forget to provide feedback and encourage students to share their thoughts and experiences.<|im_end|>\n"], "chosen_attention_mask": [1, 512], "chosen_input_ids": [1, 512], "chosen_labels": [1, 512], "prompt": ["design me a efl speaking lesson with resources. Level is B1 English"], "prompt_attention_mask": [1, 512], "prompt_input_ids": [1, 512], "question": ["design me a efl speaking lesson with resources. Level is B1 English"], "rejected": ["<|im_start|>user\ndesign me a efl speaking lesson with resources. Level is B1 English<|im_end|>\n<|im_start|>assistant\nSure, I can help you design an EFL speaking lesson for B1 level learners with resources. Here's a lesson plan that you can use:\n\nTitle: Fun and Fitness\n\nLearning Goals:\n\n* Students will learn new vocabulary related to sports and fitness.\n* Students will practice describing their favorite activities and hobbies.\n* Students will be able to ask and answer questions about preferences and interests.\n\nPreparation:\n\n* Gather resources such as pictures or videos for the activities.\n* Prepare a list of sports and fitness-related vocabulary words that the students might not know.\n\nWarm-up (10 minutes):\n\n* Start the lesson with a warm-up activity to get the students talking and focused. In this case, you can ask each student to introduce themselves and say what they like to do in their free time.\n\nVocabulary Review (15 minutes):\n\n* Present the newly introduced vocabulary words, and have students practice using them in sentences to help them sink in.\n\nActivity 1: Introduction to Sports (20 minutes):\n\n* Show students pictures or videos of some popular sports, like football, basketball, and tennis.\n* Ask students to describe what they see in the pictures.\n* Next, ask students to share their favorite sports or activities, and what they like about them. Encourage them to practice using the new vocabulary words to describe their activities.\n\nActivity 2: Fitness Routines (25 minutes):\n\n* Introduce \"fun and fitness\" as a concept and how they can be intertwined.\n* Show students pictures or videos of some fun ways to exercise at home, like yoga, dance, or aerobics.\n* Ask students to choose one of the exercises and pretend to do the movements with you, explaining what they are doing as they go.\n\nCool-down (10 minutes):\n\n* End the lesson with a quick recap and pick up any lingering questions from students. Encourage them to keep practicing the new vocabulary, and ask them to review the lesson to lock in the learnings.\n\nResources:\n\n* Fun and Fitness: Exercise Videos for Children (YouTube)\n* Interactive Multimedia English Lessons (B1 level)\n* Vocabulary Building Worksheets for B1 level students\n* Educational apps for EFL learners\n\nRemember to always give fair and impartial answers, based only on factual information or resources provided.<|im_end|>\n"], "rejected_attention_mask": [1, 512], "rejected_input_ids": [1, 512], "rejected_labels": [1, 512], "source": ["sharegpt"]}, "model_class": "PeftModelForCausalLM", "num_neuron_cores_per_node": 2, "pipeline_parallel_size": 1, "precision": "bfloat16", "tensor_parallel_size": 1, "training": true}, "num_attention_heads": 32, "num_hidden_layers": 16, "num_key_value_heads": 8, "pad_token_id": 128257, "pretraining_tp": 1, "rms_norm_eps": 1e-05, "rope_scaling": {"factor": 32.0, "high_freq_factor": 4.0, "low_freq_factor": 1.0, "original_max_position_embeddings": 8192, "rope_type": "llama3"}, "rope_theta": 500000.0, "tie_word_embeddings": true, "torch_dtype": "bfloat16", "use_cache": true, "vocab_size": 128258}