Writing assignment final exam 2018 1 ok
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The document provides instructions for students to create an online poster with infographics about relationships and dilemmas using grammar and vocabulary from Units 7 and 8. Students should organize into groups of 3, choose a leader, and assign roles to each member. Each member will be responsible for one topic related to Units 7 or 8. The poster should include pictures and credits for each student article. Students are instructed to be creative and proofread their work for spelling, punctuation, and capitalization.
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The document provides instructions for an activity where students work in groups to invent imaginary inventions out of construction paper and then collaborate to write a story incorporating all of their inventions. The activity is meant to encourage creativity and improvisation. Students first create their inventions, name them, and describe what they do. They then work as a group to write a story with a title, plot, conflict, climax, and theme featuring all the inventions. Each group presents their story to the class.
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This document provides suggestions from teacher-librarians on how they can help teachers with various tasks. They can help locate resources for assignments, provide topic ideas for different student levels and interests, and suggest ways to modify assignments to require higher-order thinking. Examples are given of assignments that were modified from lower-level tasks, such as poster-making, to ones requiring analysis, comparisons, or creative projects. The teacher-librarians also offer assistance with teaching proper citation, avoiding plagiarism, and using online tools for collaboration. Their goal is to work with teachers to develop engaging and meaningful assignments for students.
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1) The document discusses strategies for teachers to help students adjust their language to communicate effectively for different audiences and purposes.
2) Some strategies mentioned include having students debate topics in pairs, create visuals or art to depict information, write songs/raps to demonstrate understanding, and create PowerPoint presentations to present what they've learned.
3) The document emphasizes that using varied activities incorporating visual, auditory, tactile, and kinesthetic learning can help students adjust their language skills.
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The document discusses using graphic novels and comics to teach history in the classroom. It outlines how the author found that students were plagiarizing from nonfiction texts and that creating their own graphic novels about historical events and figures would be more engaging. The author worked with the school librarian to expand the graphic novel collection and saw increased circulation of graphic novels over traditional fiction books. The document also discusses various techniques used in comics, such as panel layout, dialogue, and closure, that help students understand both the form and how to create their own graphic novels about historical topics.
HUM 111–Assignments and Rubrics©2014Strayer Univ.docx
HUM 111
–
Assignments and Rubrics
©
201
4
Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and ma
y not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
HUM 111
Assignm
ents and Rubrics 1146 (1071 5
-
30
-
2014) Final
Page
4
of
10
Assignment 2:
Project Paper
Due Week 8 and worth 200 points
The Project Paper focuses on a suggested topic related to art, architecture, history, music, or
literatur
e.
The project will reflect your views and interpretation of the topic.
This project is designed to help
you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!
Choose one (1) of the topics from the
list of topic choices below. Read the topic carefully. Write a three to
four (3
-
4) page paper (750
-
1,000 words) that responds to each of the items described in the topic.
Note:
Your instructor may require you to submit your topic choice for approval bef
ore the end
of Week 5.
For the topic you choose
:
1.
Support your ideas with specific, illustrative examples.
If there are questions or points associated
with your chosen topic, be sure to answer all of the listed questions and address all of the items
in tha
t topic. If your topic requires you to do several things related to the topic, be sure to do each
of the things listed.
2.
While some of the topics tend to lend themselves toward particular writing genres, you are not
restricted to the specific format suggest
ed for the individual topic. For example, you may
do an
“interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other
written genre for almost any of the topics. The project is intended to be fun as well as inform
ative,
so feel free to be creative with the delivery of your information.
3.
Use at least three (3) good quality academic sources, with one (1) source being the class text.
Note:
Wikipedia
and othe
r similar Websites do not qualify
as academic resources. You a
re highly
encouraged to use the Resource Center tab at the top of your Blackboard page.
Topic
Choices
Self
-
Portraits.
Journal.
The Renaissance artists Titian, Rembrandt, and Durer have each painted
self
-
portraits. Imagine yourself as
one
of these artis
ts
(or another artist of your choice that has
painted a self
-
portrait)
and write a journal expressing your thoughts on “your” art (in other words,
the journal entries the artist would probably write.) (1) Explain “your” primary reason for painting a
self
-
p
ortrait. (2) Describe “your” artistic choices in composition: use of color, space, etc. (3)
Explain what the portrait represents about “you” (as the artist.) (4) Explain “your” choices of
subject with regard to at least three
(3)
other specific pieces “you
” have pai.
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2) They will type up their stories using PIXIE software, adding illustrations and recording their voices.
3) The finished stories will be compiled into a slideshow to present to parents at an open house.
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The document discusses using graphic novels and comics to teach history in the classroom. It outlines how a teacher found that students were plagiarizing from nonfiction texts and decided to have them create their own graphic novels instead. The document provides support from librarians and researchers on the benefits of using graphic novels, such as improving literacy skills. It also describes how the author revised a graphic novel project for students after taking a course, including adding lessons on comic creation and structure.
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1. The document discusses four key steps in planning science lessons: selecting content aligned with standards, writing learning objectives, developing learning activities, and planning assessments.
2. It also covers writing learning objectives that specify the audience, behavior, conditions, and criteria. Objectives should address cognitive, psychomotor and affective domains using action verbs.
3. The document provides examples of hands-on learning activities like building straw airplanes and balloon rockets to teach scientific concepts, as well as the importance of formative and summative assessments.
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This document outlines learning objectives and activities for a lesson on Native American totem poles. Students will create glyphs representing character traits, assemble them into a digital totem pole, write a narrative about their character, and comment on peers' projects. The teacher will set up online platforms, provide background on totem poles, and read books connecting the themes to students' lives.
CLC_YoungLearners_activity cards_2022.pdf
The document provides instructions for using activity cards designed to help teachers plan lessons for young learners that develop life skills. Each card contains an activity that addresses one of the core Cambridge Life Competencies and tips for adapting the activity for online learning. The cards cover a range of topics like creativity, problem-solving, and self-directed learning. Teachers are encouraged to select cards to fill lesson plans and support learners' development inside and outside the classroom.
Gr 5 lesson 2 theatre
The document provides lesson plans for teaching students about James Forten, an influential African American abolitionist who fought as a privateer during the American Revolution. Students will read about Forten's life, then work collaboratively in small groups to create tableaux and pantomime scenes depicting key events from the text. They will also summarize the main ideas of their scenes in writing. An extension activity gives students the opportunity to improvise dialogue for their scenes to demonstrate inferences about the characters and events.
reading and writing skills(2).ppt
The document discusses strategies for developing reading and writing skills in students. It outlines various sub-skills of reading like predicting, skimming, scanning, questioning, modeling, and dictionary skills. It also discusses strategies for developing these sub-skills like predicting what will happen based on titles or pictures, skimming texts quickly to get the main idea, and using dictionaries to look up meanings. Similarly, it outlines sub-skills of writing like copying, parallel writing, describing pictures, completion exercises, editing and provides example activities to develop these skills. The conclusion emphasizes using varied materials and student-centered strategies to help improve language skills and make language learning an enjoyable part of students' lives.
Alaska department of education
The document provides examples of assessment tasks that can be used in classrooms to evaluate students' understanding and skills. These include performances, exhibitions, interviews, debates, presentations, journals, logs, notes, graphic organizers, and more. The tasks are meant to allow students to demonstrate skills like using disciplinary language, applying ideas to new situations, and teaching ideas to others. Selection of assessment tasks should consider whether students can show complex thinking and learning in interactive ways.
Chapter 5 planning inquiry instruction
1. The document discusses planning science lessons by selecting content aligned with standards, writing learning objectives, developing learning activities, and planning assessments. It covers writing objectives that specify the audience, behavior, and conditions of learning.
2. Various teaching strategies are described, including introducing lessons to engage students, using discrepant events to reveal student conceptions, and designing activities to develop conceptual understanding and inquiry abilities.
3. Managing instruction involves grouping students, establishing safety rules, and preparing for and monitoring activities. Formative and summative assessments should be used to evaluate learning.
1. Classes 1 To be or not to be .pptx
This document provides instructions for a class module on reflecting on personal information shared online. Students are asked to watch two videos about their digital footprint and second self, taking notes on keywords, dates, questions, details, definitions, main ideas and examples. Taking effective notes on the video content will help students understand how the information they share publicly can represent their second self online.
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This document provides an outline for a class module on identifying misinformation online. The module includes activities to discuss experiencing news, grammar exercises, vocabulary practice related to digital footprints and fake news, group discussions on how misinformation spreads and its consequences, reading on photo filters, conditional grammar exercises, identifying advice for evaluating fake news, and a final project to create a poster characterizing a problem with misinformation on an issue like health, politics or the environment.
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This lesson plan aims to have students creatively write alternate endings to cartoon strips using assigned vocabulary words, draw cartoons to illustrate the endings, and present their work. Students will work in groups to analyze a cartoon strip, write two different endings using vocabulary words, draw cartoons for each ending using software, and present their final stories and cartoons. The lesson is intended to develop students' creative writing, vocabulary, drawing, presentation, and teamwork skills.
Reading, Vasquez By Savaedi
This document provides strategies and processes for effective reading at different levels. It discusses activities teachers can use before, during, and after reading to help students comprehend texts and practice reading strategies. Some key strategies mentioned include using graphic organizers and anticipation guides before reading, talking to the text and double entry journals during reading, and literature circles after reading. The purpose is to teach students a "toolkit" of approaches to help them actively engage with texts at an appropriate level for their language development.
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Call
The document discusses the use of information and communication technologies (ICT) to support language learning in several ways:
1) ICT provides opportunities for students to access information in different formats, speak, read and write in the target language. This helps motivate students and activate their prior knowledge.
2) Tools like online dictionaries, thesauruses, and grammar/spell checkers can help students develop independence and refine their language skills.
3) ICT allows for collaborative work, sharing of resources, and professional development opportunities for teachers. Students can work together and learn from one another.
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This document provides an interdisciplinary lesson plan for 7th grade students to meet writing standards. It involves having students write informative texts in different subject areas, including writing a novel review in reading, explaining how to solve a math problem, writing a report about an animal in science, and explaining the Constitution in social studies. It also provides ideas for cooperative learning activities, like having students think about a topic individually, discuss it in pairs, and then collaborate to write a report to present, as well as differentiated instruction like an independent research project on a topic of their choosing. The goal is for students to learn to organize and analyze information to write well-structured informative texts across disciplines.
21st century skills_english_map
The document discusses a 21st century skills map for integrating 21st century skills into the core subject of English. It was created by The Partnership through collaboration with organizations representing core academic subjects. The map provides examples of student outcomes and lessons that teach skills like critical thinking, problem solving, creativity and communication through English topics. It is available online for educators to use in developing lessons that incorporate 21st century skills into English instruction.
Adjusting Language
1) The document discusses strategies for teachers to help students adjust their language to communicate effectively for different audiences and purposes.
2) Some strategies mentioned include having students debate topics in pairs, create visuals or art to depict information, write songs/raps to demonstrate understanding, and create PowerPoint presentations to present what they've learned.
3) The document emphasizes that using varied activities incorporating visual, auditory, tactile, and kinesthetic learning can help students adjust their language skills.
Mapsunit
This document outlines an English Language Arts unit in two parts. Part 1 focuses on teaching students about maps, cultures, and migration. Students will learn to read maps, understand different cultures, and why people migrate. Part 2 includes creating a grammar tutorial video, a spelling game, an interactive read aloud, and analyzing a website using a reader friendliness checklist. The unit provides standards, objectives, literature resources, and descriptions of writing activities to help teach students important English Language Arts skills.
Writing with pictures
The document discusses using graphic novels and comics to teach history in the classroom. It outlines how the author found that students were plagiarizing from nonfiction texts and that creating their own graphic novels about historical events and figures would be more engaging. The author worked with the school librarian to expand the graphic novel collection and saw increased circulation of graphic novels over traditional fiction books. The document also discusses various techniques used in comics, such as panel layout, dialogue, and closure, that help students understand both the form and how to create their own graphic novels about historical topics.
HUM 111–Assignments and Rubrics©2014Strayer Univ.docx
HUM 111
–
Assignments and Rubrics
©
201
4
Strayer University. All Rights Reserved. This document contains Strayer University Confidential and Proprietary information
and ma
y not be copied, further distributed, or otherwise disclosed in whole or in part, without the expressed written permission of
Strayer University.
HUM 111
Assignm
ents and Rubrics 1146 (1071 5
-
30
-
2014) Final
Page
4
of
10
Assignment 2:
Project Paper
Due Week 8 and worth 200 points
The Project Paper focuses on a suggested topic related to art, architecture, history, music, or
literatur
e.
The project will reflect your views and interpretation of the topic.
This project is designed to help
you stretch your mind and your abilities to be the creative, innovative, and critical thinker you already are!
Choose one (1) of the topics from the
list of topic choices below. Read the topic carefully. Write a three to
four (3
-
4) page paper (750
-
1,000 words) that responds to each of the items described in the topic.
Note:
Your instructor may require you to submit your topic choice for approval bef
ore the end
of Week 5.
For the topic you choose
:
1.
Support your ideas with specific, illustrative examples.
If there are questions or points associated
with your chosen topic, be sure to answer all of the listed questions and address all of the items
in tha
t topic. If your topic requires you to do several things related to the topic, be sure to do each
of the things listed.
2.
While some of the topics tend to lend themselves toward particular writing genres, you are not
restricted to the specific format suggest
ed for the individual topic. For example, you may
do an
“interview,” a “proposal,” a “letter,” a “short story,” a “blog,” an “essay,” an “article,” or any other
written genre for almost any of the topics. The project is intended to be fun as well as inform
ative,
so feel free to be creative with the delivery of your information.
3.
Use at least three (3) good quality academic sources, with one (1) source being the class text.
Note:
Wikipedia
and othe
r similar Websites do not qualify
as academic resources. You a
re highly
encouraged to use the Resource Center tab at the top of your Blackboard page.
Topic
Choices
Self
-
Portraits.
Journal.
The Renaissance artists Titian, Rembrandt, and Durer have each painted
self
-
portraits. Imagine yourself as
one
of these artis
ts
(or another artist of your choice that has
painted a self
-
portrait)
and write a journal expressing your thoughts on “your” art (in other words,
the journal entries the artist would probably write.) (1) Explain “your” primary reason for painting a
self
-
p
ortrait. (2) Describe “your” artistic choices in composition: use of color, space, etc. (3)
Explain what the portrait represents about “you” (as the artist.) (4) Explain “your” choices of
subject with regard to at least three
(3)
other specific pieces “you
” have pai.
Oster tech unit_outline_final
1) Students will read Native American folktales and then write their own folktales in groups.
2) They will type up their stories using PIXIE software, adding illustrations and recording their voices.
3) The finished stories will be compiled into a slideshow to present to parents at an open house.
Writing with pictures
The document discusses using graphic novels and comics to teach history in the classroom. It outlines how a teacher found that students were plagiarizing from nonfiction texts and decided to have them create their own graphic novels instead. The document provides support from librarians and researchers on the benefits of using graphic novels, such as improving literacy skills. It also describes how the author revised a graphic novel project for students after taking a course, including adding lessons on comic creation and structure.
Chapter 5 planning inquiry instruction
1. The document discusses four key steps in planning science lessons: selecting content aligned with standards, writing learning objectives, developing learning activities, and planning assessments.
2. It also covers writing learning objectives that specify the audience, behavior, conditions, and criteria. Objectives should address cognitive, psychomotor and affective domains using action verbs.
3. The document provides examples of hands-on learning activities like building straw airplanes and balloon rockets to teach scientific concepts, as well as the importance of formative and summative assessments.
Lacue presentation 2013 ccss and tech
Valerie Burton presented on ways to integrate technology into Common Core classrooms to engage students. She discussed using Google Forms for entrance and exit tickets to check prior knowledge. Piclits and images can be used to identify tone and provide deeper meaning. Wikis allow students to examine author's style or collect materials. Blogs are for analyzing and reflecting on text. Padlet is for posting questions about fiction or nonfiction. Finally, students can publish ePortfolios to showcase their work. The presentation aimed to increase student engagement and help cover literacy standards through technological means.
Getting To Know You
This document outlines learning objectives and activities for a lesson on Native American totem poles. Students will create glyphs representing character traits, assemble them into a digital totem pole, write a narrative about their character, and comment on peers' projects. The teacher will set up online platforms, provide background on totem poles, and read books connecting the themes to students' lives.
CLC_YoungLearners_activity cards_2022.pdf
The document provides instructions for using activity cards designed to help teachers plan lessons for young learners that develop life skills. Each card contains an activity that addresses one of the core Cambridge Life Competencies and tips for adapting the activity for online learning. The cards cover a range of topics like creativity, problem-solving, and self-directed learning. Teachers are encouraged to select cards to fill lesson plans and support learners' development inside and outside the classroom.
Gr 5 lesson 2 theatre
The document provides lesson plans for teaching students about James Forten, an influential African American abolitionist who fought as a privateer during the American Revolution. Students will read about Forten's life, then work collaboratively in small groups to create tableaux and pantomime scenes depicting key events from the text. They will also summarize the main ideas of their scenes in writing. An extension activity gives students the opportunity to improvise dialogue for their scenes to demonstrate inferences about the characters and events.
reading and writing skills(2).ppt
The document discusses strategies for developing reading and writing skills in students. It outlines various sub-skills of reading like predicting, skimming, scanning, questioning, modeling, and dictionary skills. It also discusses strategies for developing these sub-skills like predicting what will happen based on titles or pictures, skimming texts quickly to get the main idea, and using dictionaries to look up meanings. Similarly, it outlines sub-skills of writing like copying, parallel writing, describing pictures, completion exercises, editing and provides example activities to develop these skills. The conclusion emphasizes using varied materials and student-centered strategies to help improve language skills and make language learning an enjoyable part of students' lives.
Alaska department of education
The document provides examples of assessment tasks that can be used in classrooms to evaluate students' understanding and skills. These include performances, exhibitions, interviews, debates, presentations, journals, logs, notes, graphic organizers, and more. The tasks are meant to allow students to demonstrate skills like using disciplinary language, applying ideas to new situations, and teaching ideas to others. Selection of assessment tasks should consider whether students can show complex thinking and learning in interactive ways.
Chapter 5 planning inquiry instruction
1. The document discusses planning science lessons by selecting content aligned with standards, writing learning objectives, developing learning activities, and planning assessments. It covers writing objectives that specify the audience, behavior, and conditions of learning.
2. Various teaching strategies are described, including introducing lessons to engage students, using discrepant events to reveal student conceptions, and designing activities to develop conceptual understanding and inquiry abilities.
3. Managing instruction involves grouping students, establishing safety rules, and preparing for and monitoring activities. Formative and summative assessments should be used to evaluate learning.
Similar to Writing assignment final exam 2018 1 ok (20)
Exploring Easy Web Tools (Wordle, Tagul & Padlet) for Meaningful Classroom Ac...
Exploring Easy Web Tools (Wordle, Tagul & Padlet) for Meaningful Classroom Ac...
HUM 111–Assignments and Rubrics©2014Strayer Univ.docx
HUM 111–Assignments and Rubrics©2014Strayer Univ.docx
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This document provides instructions for a class module on reflecting on personal information shared online. Students are asked to watch two videos about their digital footprint and second self, taking notes on keywords, dates, questions, details, definitions, main ideas and examples. Taking effective notes on the video content will help students understand how the information they share publicly can represent their second self online.
Class 2 To be or not to be .pptx
This document provides an outline for a class module on identifying misinformation online. The module includes activities to discuss experiencing news, grammar exercises, vocabulary practice related to digital footprints and fake news, group discussions on how misinformation spreads and its consequences, reading on photo filters, conditional grammar exercises, identifying advice for evaluating fake news, and a final project to create a poster characterizing a problem with misinformation on an issue like health, politics or the environment.
INTRO ENGLISH 4 2022 02.pptx
This document outlines the contents and structure of an English course being held over 16 weeks. It includes 4 modules covering topics like creativity, storytelling, and points of view. Students will complete independent work, group projects, exams, and a final test. Assessment is based on participation, presentations, exams, and two projects on disinformation. The document provides contact information for the instructor and a link to access course materials online.
Class 1 2021 2 pptx
This document outlines the syllabus for an English 2 course taught online. It includes the name of the professor, Angel Watler Archbold, and provides details about assignments, assessments, content units, and classroom rules. Over the semester, students will complete activities on the Rosetta Stone platform, individual projects, and tests covering four units of everyday topics, places, tourism, and professions. Active participation, teamwork, and doing one's best are expected of all students.
Final project covid 19
The document discusses viruses, plagues, and pandemics throughout history. It provides examples of major outbreaks that occurred every 100 years over the past 300 years, including the Plague of 1720, cholera of 1820, Spanish flu of 1920, and the coronavirus of 2020. It also defines plague as a bacterial infection transmitted by fleas between small mammals and humans. The document then outlines goals and criteria for an audiovisual project on how the coronavirus is affecting one sector of society, presenting a practical solution and hopeful message. Sources are provided for further research on impacts and for creating a digital book or flipbook.
Class 1 2020 2 j pptx
This document outlines the syllabus for an English 2 course titled "Lengua, Mundo y Cultura" at Centro de Idiomas. The course will take place over 8 weeks and cover 4 units of study: Everyday Things, Places and Events, Tourism and Recreation, and Professions and Hobbies. Students will be assessed on quizzes, platform activities, projects, and tests, which will make up 20%, 20%, 30%, and 30% of their grade, respectively. Absences are limited to 20% without an excuse.
Class 1 2020 2 i pptx
This document outlines the syllabus for an English 2 course titled "Lengua, Mundo y Cultura" at Centro de Idiomas. The course will take place over 8 weeks and cover 4 units of study: Everyday Things, Places and Events, Tourism and Recreation, and Professions and Hobbies. Students will be assessed on quizzes, platform activities, projects, and tests, which will make up 20%, 20%, 30%, and 30% of their grade, respectively. Absences are limited to 20% without an excuse.
Class 1 2020 2 mpptx
This document outlines the syllabus for an English 2 course titled "Lengua, Mundo y Cultura" at Centro de Idiomas. The course will be taught by Professor Angel Watler Archbold from 6:00am to 4:00pm over 8 weeks. It will cover 4 units of study from the Rosetta Stone curriculum focused on everyday topics, places and events, tourism and recreation, and professions and hobbies. Students will be assessed on quizzes, homework, platform activities, projects, and tests, with weights of 20%, 20%, 30%, and 30% respectively. Absences are allowed up to 20% without excuse.
Class 1 2020 2pptx
This document outlines the syllabus for an English 2 course titled "Lengua, Mundo y Cultura" at Centro de Idiomas. The course will be taught by Professor Angel Watler Archbold, and will meet Monday through Friday from 6:30pm to 8:00pm. Over the 16 week period, students will complete 4 units of study using the Rosetta Stone platform, focusing on everyday items, places and events, tourism and recreation, and professions and hobbies. Students will be assessed on quizzes, homework, platform activities, projects, and tests, with absences limited to 20% without excuse.
Final project oct 2019
The document outlines tasks for producing an audiovisual presentation about a landmark or city to convey its values and qualities. It instructs choosing a city or town, answering questions about describing the city and what makes it attractive, selecting a segment to work on, defining a target market, including key information like a logo, slogan, and city description, and drafting the presentation. The goal is for the presentation to transmit the values and characteristics that make the city appealing to locals and visitors.
Presnt perfect
The document provides information about verb tenses and forms, including the present perfect, present perfect progressive, and simple past. It discusses the past participle forms of regular and irregular verbs. It explains the meanings and uses of the present perfect, present perfect progressive, and how to use time expressions like "since" and "for" with these tenses. Examples are provided to illustrate the different verb forms, meanings, and the differences between the simple past and present perfect tenses.
Class 1 rules a2.2
Angel Watler Archbold
Students: 9
May 9th
UNIT 11
LESSON 1
May 14th
UNIT 11
LESSON 2
May 16th
UNIT 11
LESSON 3
May 21st
UNIT 11
LESSON 4
May 23rd
REVIEW
UNIT 11
May 28th
UNIT 12
LESSON 1
May 30th
UNIT 12
LESSON 2
June 4th
UNIT 12
LESSON 3
June 6th
UNIT 12
LESSON 4
June 11th
REVIEW
UNIT 12
June 13th
PROJECT
PRESENTATIONS
June 18th
TEST
UNITS 11-12
June
Unit 14 lesson 1
The document lists various hobbies and activities grouped into five categories: collecting performing arts, foods & drinks, outdoor activities, music, and sports. Collecting performing arts includes antiques, comic books, concert posters, dancing styles like ballet and tango. Foods & drinks includes beer tasting, coffee roasting, and cooking. Outdoor activities includes camping, hiking, kayaking, canoeing, skating, pilates, and tai chi. Music includes instruments like banjo, bass guitar, and cello. Sports includes both individual sports like basketball and team sports like baseball, football, and various martial arts.
A world withoutblackpeople (1)
The story follows a boy named Theo who wonders what the world would be like without black people. His mother helps him understand by pointing out that many everyday items they try to use were invented by black people. They struggle with basic tasks like getting dressed, cleaning, and grocery shopping as inventions like the iron, comb, brush, dustpan, mop, dryer, pencil sharpener, and traffic light are missing. The boy comes to realize how much black inventors have contributed to modern life and how difficult it would be without their innovations.
FINAL PROJECT IIJ
The document outlines tasks for producing an audiovisual presentation about a landmark in Cali, Colombia. It includes choosing a target market, defining values and qualities that represent the city, and including key information about Cali to promote it to potential tourists and residents. The presentation should transmit what makes Cali attractive and give viewers a sense of its identity.
Project 2 2019
The document outlines tasks for producing an audiovisual presentation about a landmark in Cali, Colombia. It includes choosing a target market, defining values and qualities that represent the city, and including key information about Cali to promote it to potential tourists and residents. The presentation should transmit what makes Cali attractive and give viewers a sense of its identity.
Unit 13 class 5 writing
The document provides guidance for writing a postcard about a landscape visited, including using the present perfect, past simple, and -ing and -ed adjectives. It includes example situations and adjectives to use for describing feelings. Students are instructed to watch video clips about places to visit and choose one to write about. The postcard format should have 3 paragraphs - an opening, main body with details of what was seen and experienced, and a closing.
Unit 13 lesson 4 (1)
The document provides instructions for an activity to teach students how to order food in a restaurant. It divides the class into waiters and customers who will role play visiting different restaurants. Waiters will greet customers and take their drink and food orders, writing them down on a worksheet. Customers will order drinks and meals from the menus and write what they ordered on their own worksheet. The goal is to give students practice having conversations to order food in a restaurant setting.
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- 1. UNIVERSIDAD JAVERIANA FACULTY OF HUMANITIES AND SOCIAL SCIENCES DEPARMENT OF COMMUNICATION AND LANGUAGE
- 2. To create an an Online Poster with inforgraphics about relationships and dilemmas, using the grammar and vocabulary studied in units 7 and 8.
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