1.greetings 2
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The document contains a summary of the key topics and skills covered in a Spanish language course for beginners, including: 1) Greetings and farewells, introductions, personal pronouns, family members and parts of the body. 2) Numbers 1-100, verbs, feelings and emotions. 3) The student understands greetings and farewells and can write basic personal information. Short activities are included to practice the covered materials.
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1.greetings
1. The document outlines the key areas of focus for the 1st period of an English language course including greetings and farewells, personal information, numbers, colors, classroom objects, and basic conversational phrases.
2. Students are asked to complete greetings, copy information in their notebooks, and watch a video related to the course content.
3. The document provides examples of conversations and prompts for students to practice introducing themselves, stating their age, and sharing what country they are from.
Power
Carl Taylor was born in Pittsburgh, Pennsylvania and raised in Homewood, PA by his mother. He attended George Westinghouse High School where he participated in various sports and band. During his senior year, he switched to a culinary program at Job Corps and after three months was eligible for college. Key people who influenced him include his mother, pastor/uncle, music teacher and brothers and sisters. His favorite quote emphasizes avoiding failure and achieving success through hard work. He describes himself as outgoing, shy, intelligent and determined to do whatever it takes to succeed.
1.greetings 3º
This document contains a summary of a student's English language skills after the first period of study, including being able to greet and say farewell in English, recognize simple words and phrases related to school, and answer basic questions about family, friends, and school. It also outlines the topics to be covered in an English class, such as greetings, introductions, school and home vocabulary, clothing, and basic question words. The document provides instructions for students to watch an introductory video on greetings and complete related classroom activities by copying information in their notebooks.
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The document discusses using songs to teach vocabulary to language learners. It argues that songs increase motivation and allow students to learn vocabulary through repetition in a relaxed manner. It introduces "ColloTunes," songs created by Fluency MC to teach English vocabulary, grammar structures, and collocations through a fun and engaging process involving listening, reading lyrics, and completing exercises. The document outlines the basic steps to use ColloTunes in the classroom and their benefits for developing language skills.
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Teach Profunciation 2011 Fatih University ELT Conference
Abstract
We are language teachers and should be teaching language, not
wasting time watching our learners struggle with pronunciation
which we all know they find boring. Living and working here, we
become inured to and sometimes over-tolerant of substandard
pronunciation, which doesn't necessarily mean sounding like a native
speaker. But how many times have we accepted walk for woke, cut
for cat and berry for very? It's not always easy to diagnose the cause
of our students' pronunciation problems, much less propose an
adequate solution. In this session, for teachers of teens and adults,
we won't be doing any choral drilling but we'll take a look at a range
of non-threatening classroom strategies and techniques that can
help students identify and overcome their pronunciation difficulties.
This workshop looks at a number of accessible ways we can work on
in and out of class to help improve our learners' pronunciation by
providing them activities which we can use in our language classes.
You will find practical in class activities and enjoyable online digital
games to integrate pronunciation teaching to your lessons.
Biographical Details
Ayşegül Liman holds BA (2009) in ELT from Marmara University. She
has been working at Marmara University, English Preparatory School
as an instructor of English. Her interest areas are educational
technology and teacher education.
Fatma Kübra Köşker holds BA (2008) in ELT from Boğaziçi University.
She worked at Aydın University one year and now she has been
working at Marmara University, English Preparatory School as an
instructor of English. Her interest areas are educational technology
and teacher education.
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Editor: William Pineda
Corrector de Estilo: Diego Santa
Diagramación: Sindy Aldana Arismendi
Gustavo Andrés sierra
Ilustración: Jevica Avellana
Beto
Fotografía: Sindy Niño
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1.greetings
1. The document outlines the key areas of focus for the 1st period of an English language course including greetings and farewells, personal information, numbers, colors, classroom objects, and basic conversational phrases.
2. Students are asked to complete greetings, copy information in their notebooks, and watch a video related to the course content.
3. The document provides examples of conversations and prompts for students to practice introducing themselves, stating their age, and sharing what country they are from.
Power
Carl Taylor was born in Pittsburgh, Pennsylvania and raised in Homewood, PA by his mother. He attended George Westinghouse High School where he participated in various sports and band. During his senior year, he switched to a culinary program at Job Corps and after three months was eligible for college. Key people who influenced him include his mother, pastor/uncle, music teacher and brothers and sisters. His favorite quote emphasizes avoiding failure and achieving success through hard work. He describes himself as outgoing, shy, intelligent and determined to do whatever it takes to succeed.
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This document contains a summary of a student's English language skills after the first period of study, including being able to greet and say farewell in English, recognize simple words and phrases related to school, and answer basic questions about family, friends, and school. It also outlines the topics to be covered in an English class, such as greetings, introductions, school and home vocabulary, clothing, and basic question words. The document provides instructions for students to watch an introductory video on greetings and complete related classroom activities by copying information in their notebooks.
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The document discusses using songs to teach vocabulary to language learners. It argues that songs increase motivation and allow students to learn vocabulary through repetition in a relaxed manner. It introduces "ColloTunes," songs created by Fluency MC to teach English vocabulary, grammar structures, and collocations through a fun and engaging process involving listening, reading lyrics, and completing exercises. The document outlines the basic steps to use ColloTunes in the classroom and their benefits for developing language skills.
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This document provides guidance on eliciting language from students in English language classes. It discusses the benefits of eliciting over directly telling students what to say, including increased student involvement and motivation. It then lists and describes various techniques teachers can use to elicit language from students, such as asking questions, giving instructions that require a verbal response, using real objects, visual aids, gestures, prompts and cues in simulated social situations. The document also covers providing feedback and corrections to students, as well as activities to practice elicited language such as repetition, echo questions, substitution drills, and developing oral fluency.
Teach Profunciation 2011 Fatih University ELT Conference
Abstract
We are language teachers and should be teaching language, not
wasting time watching our learners struggle with pronunciation
which we all know they find boring. Living and working here, we
become inured to and sometimes over-tolerant of substandard
pronunciation, which doesn't necessarily mean sounding like a native
speaker. But how many times have we accepted walk for woke, cut
for cat and berry for very? It's not always easy to diagnose the cause
of our students' pronunciation problems, much less propose an
adequate solution. In this session, for teachers of teens and adults,
we won't be doing any choral drilling but we'll take a look at a range
of non-threatening classroom strategies and techniques that can
help students identify and overcome their pronunciation difficulties.
This workshop looks at a number of accessible ways we can work on
in and out of class to help improve our learners' pronunciation by
providing them activities which we can use in our language classes.
You will find practical in class activities and enjoyable online digital
games to integrate pronunciation teaching to your lessons.
Biographical Details
Ayşegül Liman holds BA (2009) in ELT from Marmara University. She
has been working at Marmara University, English Preparatory School
as an instructor of English. Her interest areas are educational
technology and teacher education.
Fatma Kübra Köşker holds BA (2008) in ELT from Boğaziçi University.
She worked at Aydın University one year and now she has been
working at Marmara University, English Preparatory School as an
instructor of English. Her interest areas are educational technology
and teacher education.
TEENAGERS ENGLISH GUIDE PROJECT
Este proyecto es apreciado por el gran trabajo en equipo que se desarrolló, por su desarrollo en la gestión de los procesos de argumentación, valoración, observación y presentación. Es un proyecto hecho por todos los participantes del equipo asumiendo su rol como especialistas de las áreas que componían el contenido, cada uno agrego sus perspectivas coordinados por el objetivo principal y las estrategias establecidas.
Editor: William Pineda
Corrector de Estilo: Diego Santa
Diagramación: Sindy Aldana Arismendi
Gustavo Andrés sierra
Ilustración: Jevica Avellana
Beto
Fotografía: Sindy Niño
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The document discusses a family and their physical appearances. It provides examples of using verbs like "to be" and "to have" to describe family relationships and possessions. Activities are presented for students to complete sentences using correct verb forms, draw and describe their own family tree, and create a descriptive video about their family.
Parts of the house 3º
This document provides activities and exercises for students to practice describing parts of a house and rooms in a house in English. It includes drawings of a house with labeled rooms and prompts students to: 1) Draw and label the parts of a house; 2) Write sentences using 'In my _____ I have...' describing what's in different rooms; and 3) Describe a picture of a house using 'There is/are' and verbs. The goal is for students to learn and practice vocabulary related to rooms in a house and describing what items are in each room.
My school jardin
This document provides instructions for students to complete 7 activities from their English book. The activities involve identifying and pronouncing words, drawing and coloring objects from the classroom like a teacher, table, chair, board, bag, pencil and sharpener. Students are directed to specific pages in their English book for each activity and asked to draw and color the objects being learned.
Las emociones
Este documento presenta un resumen sobre las emociones y tres estilos de personalidad: pasivo, agresivo y seguro. Juliana tiene un estilo pasivo y deja que otros tomen las decisiones. Juan tiene un estilo agresivo y domina las conversaciones de forma enérgica y sin escuchar a los demás. Jerónimo tiene un estilo seguro y expresa sus opiniones de forma honesta pero respetuosa. El documento incluye actividades para identificar las emociones y características de cada estilo, y reflexionar sobre situaciones que generan seguridad e
My family Jardin
This document provides activities for students to learn about their family members by looking at pictures and completing tasks in their EB textbook on pages 5-10. The activities have the student describe their mother, father, brother, sister, grandmother, and grandfather.
my family pre-jardin
This document provides activities and instructions for learning about a student's family members, including mother, father, brother, sister, grandmother, and grandfather. The activities direct the student to specific pages in their workbook or textbook to find pictures and descriptions of each family member.
My family trans- Activiy
This document provides activities and instructions for students to learn about their family members. It directs students to watch a video about families and look at pictures of different family members. It then lists 5 activities from pages 13 to 20 in a workbook or textbook where students will learn about their mother, father, siblings, grandparents, and vocabulary related to family members.
My school Trans
The document provides instructions for 6 activities from an English book involving drawing and coloring objects from a school including a classroom, table, chair, and board. Students are directed to specific pages in the book and asked to complete the activities, with some activities asking them to identify objects. They are also instructed to watch a related YouTube video.
My Body
The document provides instructions for 3 activities about the human body. The first activity is a Simon Says game focusing on different stretches and bends. The second activity asks students to create flashcards with labels of body parts. The third, more extensive activity spans several pages and includes an extra activity, and provides a YouTube link for additional information. The document aims to teach students about their body and different body parts through interactive games and exercises.
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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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1.greetings 2
- 1. Lic. Melissa Sanjuan Fontalvo
- 2. 1 Periodo Desempeños: • Entiendo cuando me saludan y se despiden de mi. • Comprendo secuencias relacionadas con hábitos y rutinas. • Escribo información personal en formato sencillo. Contents a. Greetings and farewells b. Commands c. Introductions: How are you? Fine, Thank you what is your name? How old are you? d. The alphabet e. Personal Pronouns f. Verb To be g. Family h. Parts of the body i. Numbers of 1-100 . j. Feeling and emotions: Happy, sad, surprised…
- 3. GREETINGS
- 6. Good… Activity in class: Complete with the greetings that you have learned in class.
- 7. I am MELISSA I am MELISSA Activity in class: Copy in your notebook
- 8. Activity in class: Copy in your notebook
- 9. I am 6 years old Activity in class: Copy in your notebook
- 10. Activity in class: Copy in your notebook
- 12. Watch this video in our class. https://www.youtube.com/watch?v=8irSFvoyLHQ&t=124s