This document discusses helping two friends, Leila and Geo, choose appropriate costumes for a Korean traditional costume party. It includes images of different Korean mask options and traditional costumes. The document aims to explore the cultural meanings and traits revealed by the different costume choices. It also includes a beliefs inventory activity where the reader rates statements about Koreans on a scale and identifies themes where their views are strongest. Finally, it prompts the reader to reflect on what they know about Korean culture and psyche from literature.
The document provides information about a social studies lesson on the Treaty of Waitangi between British and Maori in New Zealand. It includes concepts to define, knowledge questions to answer about effects of British colonization and reasons for the treaty, and skills questions to assess understanding. The progress test self-assessment is to help students identify what they have learned and still need to learn.
The document discusses key concepts and terms related to English language teaching. It provides definitions for common abbreviations like NEST (Native English Speaker Teacher), Non-NEST (Non-Native English Speaker Teacher), ELT (English Language Teaching), and describes the concentric circles model of the inner circle, outer circle, and expanding circle of English usage. It also defines important concepts such as EIL (English as an International Language), EFL (English as a Foreign Language), and ESL (English as a Second Language). The document notes some perceived weaknesses but also strengths of non-native English speaker teachers.
This document contains information about language learning and communication. It discusses vocabulary learning strategies, linguistic terms, learning strategies like using dictionaries, ePortfolios, reading books, listening to conversations, writing introductions and essays, the evolution and influences on the English language from other languages, and recommended films and books to engage with to improve language skills. It provides topics, questions, and activities for learners to consider to help advance their language development.
The lesson plan is for a 7th grade English class on writing capsule biographies. It has three objectives: for students to identify elements of a capsule biography, write their own, and actively participate. Students will learn about capsule biographies through an activity where they rewrite details about heroes, then the teacher models one for her own life. Students then write their own capsule biography as an assignment. A capsule biography concisely includes a person's name, birthdate, birthplace, parents, achievements, and death.
The document discusses various topics related to housing, home improvement, and living arrangements. It includes vocabulary exercises on topics like homestyles and buildings. It also discusses the language used by estate agents to describe properties and provides some examples of how their descriptions can differ from the actual conditions. Finally, it addresses considerations for choosing accommodation and discusses debates around city versus country living.
The document provides an English lesson about cars from around the world. It discusses the use of articles "a" and "an" with singular nouns and no article with plural nouns. Students complete exercises practicing these grammar rules by identifying cars' country of origin. The lesson concludes with assigning homework to write about different car types and their places of origin.
The document lists 23 pairs of countries and their corresponding nationalities. It provides an example dialogue for students to practice identifying countries and nationalities, with one student asking "Where does this come from?" and the other responding with the country and nationality, such as "It comes from France. It's French." Teachers are encouraged to have students work individually or in pairs to drill identifying countries and nationalities.
This document discusses helping two friends, Leila and Geo, choose appropriate costumes for a Korean traditional costume party. It includes images of different Korean mask options and traditional costumes. The document aims to explore the cultural meanings and traits revealed by the different costume choices. It also includes a beliefs inventory activity where the reader rates statements about Koreans on a scale and identifies themes where their views are strongest. Finally, it prompts the reader to reflect on what they know about Korean culture and psyche from literature.
The document provides information about a social studies lesson on the Treaty of Waitangi between British and Maori in New Zealand. It includes concepts to define, knowledge questions to answer about effects of British colonization and reasons for the treaty, and skills questions to assess understanding. The progress test self-assessment is to help students identify what they have learned and still need to learn.
The document discusses key concepts and terms related to English language teaching. It provides definitions for common abbreviations like NEST (Native English Speaker Teacher), Non-NEST (Non-Native English Speaker Teacher), ELT (English Language Teaching), and describes the concentric circles model of the inner circle, outer circle, and expanding circle of English usage. It also defines important concepts such as EIL (English as an International Language), EFL (English as a Foreign Language), and ESL (English as a Second Language). The document notes some perceived weaknesses but also strengths of non-native English speaker teachers.
This document contains information about language learning and communication. It discusses vocabulary learning strategies, linguistic terms, learning strategies like using dictionaries, ePortfolios, reading books, listening to conversations, writing introductions and essays, the evolution and influences on the English language from other languages, and recommended films and books to engage with to improve language skills. It provides topics, questions, and activities for learners to consider to help advance their language development.
The lesson plan is for a 7th grade English class on writing capsule biographies. It has three objectives: for students to identify elements of a capsule biography, write their own, and actively participate. Students will learn about capsule biographies through an activity where they rewrite details about heroes, then the teacher models one for her own life. Students then write their own capsule biography as an assignment. A capsule biography concisely includes a person's name, birthdate, birthplace, parents, achievements, and death.
The document discusses various topics related to housing, home improvement, and living arrangements. It includes vocabulary exercises on topics like homestyles and buildings. It also discusses the language used by estate agents to describe properties and provides some examples of how their descriptions can differ from the actual conditions. Finally, it addresses considerations for choosing accommodation and discusses debates around city versus country living.
The document provides an English lesson about cars from around the world. It discusses the use of articles "a" and "an" with singular nouns and no article with plural nouns. Students complete exercises practicing these grammar rules by identifying cars' country of origin. The lesson concludes with assigning homework to write about different car types and their places of origin.
The document lists 23 pairs of countries and their corresponding nationalities. It provides an example dialogue for students to practice identifying countries and nationalities, with one student asking "Where does this come from?" and the other responding with the country and nationality, such as "It comes from France. It's French." Teachers are encouraged to have students work individually or in pairs to drill identifying countries and nationalities.
This document provides sample responses for a speaking frame about various topics including describing characters, current activities, favorite cities, housing, vacations, travel plans, and popular sports. Each sample response follows a 3 part structure: (1) introducing the topic, (2) providing additional details, and (3) giving a reason or opinion. The document aims to model conversational responses that hit on the key details in a concise yet comprehensive manner.
The document outlines foods, activities, and animals categorized into groups. It lists foods such as hamburger and broccoli under meats and vegetables. It categorizes outdoor activities like swimming and riding a bike, and indoor activities like reading and playing cards. It also separates birds like robins and hawks from insects like mosquitoes and beetles under animals.
The document provides vocabulary definitions and exercises related to technology, travel, and English language. It defines words related to social media, online activities, and technology. It also provides definitions for new English words from 2012 and exercises on phrasal verbs, listening to a guide about London neighborhoods, and speaking about a past holiday.
This module discusses the importance of setting goals and provides examples of both short-term and long-term goals. It explains that goals are things people aim to achieve and objectives are the steps taken to reach those goals. Both short-term and long-term goals should lead to outcomes, and goals allow people to plan how to get from where they are now to where they want to be in the future. The module encourages setting achievable goals and reworking goals if not initially attained.
The document outlines a lesson plan about South America for a 5th grade class. It describes analyzing the 24 students in the class and setting the objective to learn about South American countries, languages, and cultures. It details selecting various online materials like videos, games and translation tools to meet the objective. It also emphasizes utilizing media appropriately, requiring student participation, and evaluating learning through class discussion and a Facebook page.
This document is a PowerPoint presentation about question words in English given by Fernando Benitez Leal. It discusses the different question words in English that start with "WH", including who, what, where, when, what time, which, why, whose, how, how old, how much/many, how often, how far, and how long. For each question word, an example question is provided along with an example answer to demonstrate its proper use. Keywords discussed include WH questions, grammar, and level A1.
This document provides information on appropriate behaviors in different cultures. It discusses behaviors like exchanging business cards in Japan, standing in lines in England, and not hugging or kissing in many Asian countries. Imperative sentences are used to give examples of dos and don'ts, such as not putting a business card in your pocket right away or remembering to call professionals "dottore" in Italy.
This document summarizes a 16-week English course for young Kuwaiti military officers preparing for training with the British Military. The course is divided into two phases over 16 weeks: the first focuses on general English skills for 10 weeks, while the second focuses on military-specific English and skills like presentations over 6 weeks. By the end, students will take a STANAG Level 2 English exam. This particular lesson is in week two of phase one, revising past tenses needed for level 2 speaking and writing assessments.
The document is a quiz covering topics in geography, science, pop culture, language, history and current events. It contains 50 multiple choice questions testing knowledge about countries and capitals, rivers, oceans, languages, historical figures, events and more. Some questions ask about the populations and leaders of different nations, hosting locations of global events, and details of scientific concepts, famous people and their origins.
The document provides examples of speaking frames (SF) that can be used to organize opinions and responses on various topics. An SF outlines questions about the topic that can be answered one by one. Examples of topics and SFs include memorable events, last vacation, health problems, leisure activities, TV programs, movies, bad experiences, and job descriptions. Each SF contains 3 related questions to structure a response. The document demonstrates how an SF can be used to have a conversation by asking and answering the framed questions.
This lesson plan is for a 7th grade English class on making inferences. The objectives are for students to make inferences from scenarios, perform role plays of scenarios, and write about the importance of making inferences. The lesson will involve an inference game, discussing scenarios and how to make inferences, role playing scenarios in groups, and observing pictures to make inferences. Students will then write a paragraph on why making inferences is important. The lesson is expected to take 1 hour.
The document provides a quiz about Finland with multiple choice questions testing knowledge of Finland's capital city (Helsinki), currency (Euro), flag, national animal (Brown bear), official languages (Finnish, Swedish and Sami), and happiest country in the world in 2019 (Finland). It then instructs the reader to create their own quiz about another country, providing steps to set up and share the quiz on Quizizz.
The document provides information about the seven continents and some of the countries and nationalities that reside there. It lists the continents as Europe, Asia, Africa, North America, South America, Australia, and Antarctica. For several European countries, it shows their flags and identifies the country and nationality of the people who live there, such as Germans living in Germany. It also briefly profiles some countries and nationalities around the world outside of Europe, including the United States, Canada, China, Brazil, and Australia.
This document contains introductory questions and interview questions divided into six parts of increasing difficulty from beginner to advanced. The questions range from basic biographical information to opinions on current issues. They are intended to elicit short stories and descriptions on various topics from family and daily life to interests, travel experiences, and views on technology, communication, and climate change.
The document is a lesson plan on the present simple tense in English for an English I class. It covers the structure of the present simple, including formation of affirmative, negative and interrogative sentences. Examples are provided of common time expressions used with the present simple. Uses of the present simple for habitual or regular actions and situations that are always the same are also explained.
This document provides a lesson plan for an 8th grade English class covering topics like daily routines, personal care activities, professions, nationalities, countries and their flags. The lesson plan spans 5 weeks and includes vocabulary reviews, grammar explanations, warmup activities, concept explanations, practice exercises and a reading comprehension assessment. The objectives are to have students create simple sentences and texts about routines, interests and preferences in oral and written English. Key grammar points are the present tense of the verb "to be" and simple present tense (do/does).
Reading Comprehension Strategies for ESL Studentsbnbtechnologiez
The document introduces several common reading strategies to help understand texts more effectively. These include surveying the text by looking at clues like headings and pictures before reading. Another strategy is activating background knowledge and making predictions about what the text may be about. Skim reading to get the gist or main idea of a text is also discussed. During reading, strategies like asking questions, using context cues, and taking notes can aid comprehension.
This document contains information about giving a presentation on researching one's family roots and ancestry. It provides guidance on the three main parts of a presentation: introduction, body, and conclusion. The introduction should get the audience's attention and introduce the topic and thesis. The body develops the major ideas raised in the introduction in a chronological way. The conclusion restates the key points and leaves the audience with a final thought. Sample language and structures are provided to help presenters effectively communicate their research in each section.
This document contains information about giving a presentation on the topic of one's roots and ancestry. It provides guidance on the three main parts of a presentation: the introduction, body, and conclusion. The introduction should grab the audience's attention and introduce the topic and thesis. The body should develop and explain the key points raised in the introduction. The conclusion should summarize the main ideas and leave the audience with a final thought. Examples of useful language for each section are also provided to help structure the presentation.
This document summarizes an article about making teaching ideas stick. It discusses six traits that make ideas stick: simple, unexpected, concrete, credible, emotional, and story-based. It provides examples of teachers who have incorporated these traits into their lessons to help students better understand and remember complex concepts. The overall message is that applying these principles of "idea design" can help make any teaching idea stickier.
Successful language learners — who are they? What is it that makes some students into fluent and confident users of English while others are struggling to wrap their heads around it?
In my talk I am going to argue that while dedication, effort, and motivation are all very important, it is our learning habits that help us become successful language learners and achieve our learning goals. Moreover, together we will link good learning habits to learner autonomy.
Finally, I will share some practical tips how to plant good learning habits in our students and help them grow into autonomous learners.
Three takeaways
Participants
1 will be able to define 'a good learning habit' and become aware of some examples of language learning habits;
2 will be able to describe an autonomous learner and bridge learner autonomy and learning habits;
3 will get some practical tips how to plant good learning habits in their students and promote learner autonomy.
This detailed lesson plan aims to teach Grade 7 students about mass nouns. The objectives are for students to be able to identify mass nouns on given sentences, understand what mass nouns are, and enjoy cooperative learning. The lesson begins with preparatory activities like prayer and attendance. It then motivates students with examples of words that cannot be counted. Key points of the lesson are presented through examples, discussions, and student readings. Students learn to identify mass nouns in sentences and construct their own sentences using mass nouns. The lesson concludes with an assignment for students to make 10 sentences using mass nouns.
This document provides sample responses for a speaking frame about various topics including describing characters, current activities, favorite cities, housing, vacations, travel plans, and popular sports. Each sample response follows a 3 part structure: (1) introducing the topic, (2) providing additional details, and (3) giving a reason or opinion. The document aims to model conversational responses that hit on the key details in a concise yet comprehensive manner.
The document outlines foods, activities, and animals categorized into groups. It lists foods such as hamburger and broccoli under meats and vegetables. It categorizes outdoor activities like swimming and riding a bike, and indoor activities like reading and playing cards. It also separates birds like robins and hawks from insects like mosquitoes and beetles under animals.
The document provides vocabulary definitions and exercises related to technology, travel, and English language. It defines words related to social media, online activities, and technology. It also provides definitions for new English words from 2012 and exercises on phrasal verbs, listening to a guide about London neighborhoods, and speaking about a past holiday.
This module discusses the importance of setting goals and provides examples of both short-term and long-term goals. It explains that goals are things people aim to achieve and objectives are the steps taken to reach those goals. Both short-term and long-term goals should lead to outcomes, and goals allow people to plan how to get from where they are now to where they want to be in the future. The module encourages setting achievable goals and reworking goals if not initially attained.
The document outlines a lesson plan about South America for a 5th grade class. It describes analyzing the 24 students in the class and setting the objective to learn about South American countries, languages, and cultures. It details selecting various online materials like videos, games and translation tools to meet the objective. It also emphasizes utilizing media appropriately, requiring student participation, and evaluating learning through class discussion and a Facebook page.
This document is a PowerPoint presentation about question words in English given by Fernando Benitez Leal. It discusses the different question words in English that start with "WH", including who, what, where, when, what time, which, why, whose, how, how old, how much/many, how often, how far, and how long. For each question word, an example question is provided along with an example answer to demonstrate its proper use. Keywords discussed include WH questions, grammar, and level A1.
This document provides information on appropriate behaviors in different cultures. It discusses behaviors like exchanging business cards in Japan, standing in lines in England, and not hugging or kissing in many Asian countries. Imperative sentences are used to give examples of dos and don'ts, such as not putting a business card in your pocket right away or remembering to call professionals "dottore" in Italy.
This document summarizes a 16-week English course for young Kuwaiti military officers preparing for training with the British Military. The course is divided into two phases over 16 weeks: the first focuses on general English skills for 10 weeks, while the second focuses on military-specific English and skills like presentations over 6 weeks. By the end, students will take a STANAG Level 2 English exam. This particular lesson is in week two of phase one, revising past tenses needed for level 2 speaking and writing assessments.
The document is a quiz covering topics in geography, science, pop culture, language, history and current events. It contains 50 multiple choice questions testing knowledge about countries and capitals, rivers, oceans, languages, historical figures, events and more. Some questions ask about the populations and leaders of different nations, hosting locations of global events, and details of scientific concepts, famous people and their origins.
The document provides examples of speaking frames (SF) that can be used to organize opinions and responses on various topics. An SF outlines questions about the topic that can be answered one by one. Examples of topics and SFs include memorable events, last vacation, health problems, leisure activities, TV programs, movies, bad experiences, and job descriptions. Each SF contains 3 related questions to structure a response. The document demonstrates how an SF can be used to have a conversation by asking and answering the framed questions.
This lesson plan is for a 7th grade English class on making inferences. The objectives are for students to make inferences from scenarios, perform role plays of scenarios, and write about the importance of making inferences. The lesson will involve an inference game, discussing scenarios and how to make inferences, role playing scenarios in groups, and observing pictures to make inferences. Students will then write a paragraph on why making inferences is important. The lesson is expected to take 1 hour.
The document provides a quiz about Finland with multiple choice questions testing knowledge of Finland's capital city (Helsinki), currency (Euro), flag, national animal (Brown bear), official languages (Finnish, Swedish and Sami), and happiest country in the world in 2019 (Finland). It then instructs the reader to create their own quiz about another country, providing steps to set up and share the quiz on Quizizz.
The document provides information about the seven continents and some of the countries and nationalities that reside there. It lists the continents as Europe, Asia, Africa, North America, South America, Australia, and Antarctica. For several European countries, it shows their flags and identifies the country and nationality of the people who live there, such as Germans living in Germany. It also briefly profiles some countries and nationalities around the world outside of Europe, including the United States, Canada, China, Brazil, and Australia.
This document contains introductory questions and interview questions divided into six parts of increasing difficulty from beginner to advanced. The questions range from basic biographical information to opinions on current issues. They are intended to elicit short stories and descriptions on various topics from family and daily life to interests, travel experiences, and views on technology, communication, and climate change.
The document is a lesson plan on the present simple tense in English for an English I class. It covers the structure of the present simple, including formation of affirmative, negative and interrogative sentences. Examples are provided of common time expressions used with the present simple. Uses of the present simple for habitual or regular actions and situations that are always the same are also explained.
This document provides a lesson plan for an 8th grade English class covering topics like daily routines, personal care activities, professions, nationalities, countries and their flags. The lesson plan spans 5 weeks and includes vocabulary reviews, grammar explanations, warmup activities, concept explanations, practice exercises and a reading comprehension assessment. The objectives are to have students create simple sentences and texts about routines, interests and preferences in oral and written English. Key grammar points are the present tense of the verb "to be" and simple present tense (do/does).
Reading Comprehension Strategies for ESL Studentsbnbtechnologiez
The document introduces several common reading strategies to help understand texts more effectively. These include surveying the text by looking at clues like headings and pictures before reading. Another strategy is activating background knowledge and making predictions about what the text may be about. Skim reading to get the gist or main idea of a text is also discussed. During reading, strategies like asking questions, using context cues, and taking notes can aid comprehension.
This document contains information about giving a presentation on researching one's family roots and ancestry. It provides guidance on the three main parts of a presentation: introduction, body, and conclusion. The introduction should get the audience's attention and introduce the topic and thesis. The body develops the major ideas raised in the introduction in a chronological way. The conclusion restates the key points and leaves the audience with a final thought. Sample language and structures are provided to help presenters effectively communicate their research in each section.
This document contains information about giving a presentation on the topic of one's roots and ancestry. It provides guidance on the three main parts of a presentation: the introduction, body, and conclusion. The introduction should grab the audience's attention and introduce the topic and thesis. The body should develop and explain the key points raised in the introduction. The conclusion should summarize the main ideas and leave the audience with a final thought. Examples of useful language for each section are also provided to help structure the presentation.
This document summarizes an article about making teaching ideas stick. It discusses six traits that make ideas stick: simple, unexpected, concrete, credible, emotional, and story-based. It provides examples of teachers who have incorporated these traits into their lessons to help students better understand and remember complex concepts. The overall message is that applying these principles of "idea design" can help make any teaching idea stickier.
Successful language learners — who are they? What is it that makes some students into fluent and confident users of English while others are struggling to wrap their heads around it?
In my talk I am going to argue that while dedication, effort, and motivation are all very important, it is our learning habits that help us become successful language learners and achieve our learning goals. Moreover, together we will link good learning habits to learner autonomy.
Finally, I will share some practical tips how to plant good learning habits in our students and help them grow into autonomous learners.
Three takeaways
Participants
1 will be able to define 'a good learning habit' and become aware of some examples of language learning habits;
2 will be able to describe an autonomous learner and bridge learner autonomy and learning habits;
3 will get some practical tips how to plant good learning habits in their students and promote learner autonomy.
This detailed lesson plan aims to teach Grade 7 students about mass nouns. The objectives are for students to be able to identify mass nouns on given sentences, understand what mass nouns are, and enjoy cooperative learning. The lesson begins with preparatory activities like prayer and attendance. It then motivates students with examples of words that cannot be counted. Key points of the lesson are presented through examples, discussions, and student readings. Students learn to identify mass nouns in sentences and construct their own sentences using mass nouns. The lesson concludes with an assignment for students to make 10 sentences using mass nouns.
The document discusses some traits and practices of Filipinos that can both help and hinder development. It notes that while Filipinos have admirable traits like resilience and community spirit, some habits like overreliance on "bahala na" thinking can be problematic. The document uses examples like a story about a farmer who didn't prepare for a storm due to this mindset, suffering losses as a result. It stresses the importance of taking initiative rather than solely relying on faith in difficult situations.
The document discusses vacations around the world. It provides examples of the typical number of vacation days in different countries, ranging from 10 days in China to 30 days in European countries like Germany. It also gives examples of what people from Germany, Brazil, and China plan to do on their next vacations, such as visiting friends in different European countries, traveling to Rio de Janeiro and Colombia, and sleeping in and spending time with family. The document then prompts the reader to answer questions about factors that influence vacation plans and common vacation activities. It also asks the reader to describe typical vacations in their own country.
(new) Lesson Plan - A2 Supplementary - Unit 7 - Writing - PART 1.pptxQuangvuxuan1
There are several reasons why people learn to play musical instruments. Some people play for fun or as a hobby, while others see it as part of their culture. Still others believe it can enhance brain development. The document provides sample topic sentences and exercises for identifying topic sentences within paragraphs and writing one's own topic sentences. It suggests dividing into groups and having competitions to make the lesson more engaging.
This document provides instruction on identifying the main idea in passages. It discusses three key strategies: 1) Looking for general versus specific ideas and details, with an example paragraph analyzing the main idea. 2) Using the topic of the passage to lead to the main idea. The topic should be repeated throughout. 3) Finding clue words like list words and addition words that can indicate the main idea or supporting details. Examples of common clue words are provided. The document concludes with an activity for students to write paragraphs incorporating topic, main idea, list words and addition words.
How to differentiate instruction in a mixed ability classroomabrownl2
The document discusses differentiating instruction in a mixed-ability classroom. It identifies three characteristics that guide differentiation: readiness, interest, and learning profile. It then discusses differentiating the curriculum by content, process, and product to meet student needs. Various strategies are provided for differentiating content, process, and assessing student work products. The document emphasizes adapting primary sources and content to make it accessible to struggling readers.
The document provides guidance on identifying the main idea or point of a reading passage. It discusses that the main idea is the most important part of comprehension. To find the main idea, the reader should ask what the author's main point is. The main idea acts as an umbrella that the other details in the paragraph fit under. Readers can recognize the main idea by looking for general versus specific details, using the topic to lead to the main idea, and using clue words. List words and addition words are examples of clue words that can help identify the main idea.
The document provides guidance and activities for an English lesson focusing on listening, speaking, reading, and writing skills related to narratives and expressing opinions. The listening section includes activities where students listen to stories and dialogues and answer comprehension questions. The speaking section covers expressing agreement and disagreement and role playing dialogues. The reading section instructs students to read narrative texts. The writing section directs students to write their own narrative text.
The document provides a detailed lesson plan for teaching students how to write a descriptive essay. The lesson includes objectives, subject matter, materials, and procedures. It begins with an introductory video and discussion to motivate students. Students then practice applying descriptive techniques by writing paragraphs based on the video. The teacher reviews guidelines for descriptive essays and has students analyze a sample. Students conclude by writing their own descriptive essays, applying the guidelines they learned.
Quarter 3 Class Obervation Position-Paper.pptxevafecampanado1
This document provides information and instructions for writing a position paper. It defines a position paper as an academic paper that presents an argument or stance on an issue while providing evidence to support that position. The document outlines the typical parts of a position paper, including the introduction, body, and conclusion. It also provides examples of issues that could be addressed in a position paper and scoring criteria. Students are instructed to choose a stance on one of the issues and write a position paper defending that stance in order to convince the reader.
The objectives of teaching English in India include:
1. Developing the ability to understand spoken English and read with comprehension.
2. Facilitating effortless self-expression and coherent writing.
3. Fostering creativity and sensitivity.
This document discusses factors that influence second language acquisition, including intelligence, aptitude, and motivation. Regarding intelligence, some studies have found it correlates more strongly with certain language skills like reading than oral skills. IQ also may correlate more with ability to benefit from instruction than language learning ability itself. The document also discusses Sternberg's theory of analytical, creative, and practical intelligence. Gardner's theory of multiple intelligences including verbal, mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences is presented. The concept of aptitude as the rate of language mastery is introduced. Motivation stories about individuals learning a language for education, relationships, and career purposes are provided
God's plan for us is simple. Unfortunately, we have added so many things that we have gummed up the simple process of learning the basics, finding and fulfilling our destiny. And, we've miss the most essential part, reproducing ourselves.
People are discovering that rebuilding is not that difficult. Since the Kingdom is real people relating to God and each other deeply and personally, what could be more satisfying? And, since fulfilling our destiny is doing those things we are created to do, what could be more energizing?
It's time to knock down the walls that divide us, each of us pick up a brick and go out and be the church of our community.
This presentation should be help a step along the way. Want to be the genesis in your community? Join the group at www.kingdombuilder.me. We're gathering and learning together!
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Information and Communication Technology in EducationMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐈𝐂𝐓 𝐢𝐧 𝐞𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
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1. Unit Five. Step One. Canada
The theme of the lesson: My image of Canada
The lesson’s aim: to enrich pupils’ knowledge on the theme, to teach pupils to speak
about Canada, to work creatively and get information while reading
the text;
To develop writing, reading and speaking skills.
To bring up pupils’ interests to English language and Canada
The visual aids: a map of Canada, slides of symbols of parts, of places of interests
The type of the lesson: travelling
The procedure of the lesson:
I. Organization moment.
II. Checking the home task.
III. The new theme. My image of Canada
What do you know about Canada?
Exercise 1. Discuss the following questions in small groups.
1) What do you imagine when you think of Canada?
When I think of Canada I imagine Niagara Falls, Cavendish Beach, CN Tower
etc.
2) Where is Canada situated?
Canada is situated in northern North America. Its land border is with the USA;
sea borders are the North Pacific Ocean to the west, the North Atlantic Ocean
on the east, and the Arctic Ocean in the north.
3) What languages are spoken in Canada?
French and English are spoken in Canada. French – 21.5%, English – 67,1%.
4) What’s the capital of Canada?
The capital is Ottawa.
5) What are the popular cities?
The popular cities are Toronto, Montreal, Vancouver. The major cities are
Edmonton, Victoria, Calgary, Windsor, Winnipeg, Quebec, Regina, Halifax and
Saskatoon.
6) Who is the head of the country?
Canada is a constitutional monarchy. The head of the country is the Queen of
Great Britain.
Exercise 2. When people think of a foreign country they picture in their minds different
things. What do you usually imagine when you think of a country? Make a list of
things.
2. Exercise 3. Talk to your partner. What do you think of Canada?
Exercise 4. Read what some people think of Canada and Canadians and find out if there
are any of the things you mentioned in exercise 2. What other things are mentioned?
Exercise 5. Talk to your partner What new facts about Canada and its people have you
learned?
Exercise 6. What do you imagine when you think of your country?
Grammar. Zero Conditional
We use Zero Conditional for something that always happens or is always
true, including scientific facts. In both clauses we use Present Simple.
You feel more secure if you have friends.
We can also use the conditional to tell somebody what to do if something
else happens. (Imperative)
If you feel lonely, give me a call.
Exercise 7. Change the sentences using Zero Conditional.
1.If I talk to my best friend, I feel better.
2.We can’t continue if we don’t have your help.
3.If you phone this number, they give you information.
4.You never meet people if you don’t go out.
Giving marks and homework.
the
Head
Places
to visit
popul
ation
Big
cities
languag
es
country
capital