The document outlines the plan and topics for an intellectual trivia game in English about Great Britain dedicated to Europe Day. The game will have 5 teams of 5 players each, plus supporters. It will consist of 2 rounds of 10 questions each, plus a captains' competition and questions for supporters. Questions will cover a range of topics about British geography, culture, history and more. Correct answers are expected to be detailed. Teams will have 1 minute to answer before losing points, or gaining bonus points for answering early. Supporters cannot prompt answers or they will face penalties like losing points or being dismissed. The maximum total score is 1350 points.
The author's purpose for writing this paragraph is to inform readers about how the popularity of the name "Mary" for girls in America has changed over time. Specifically, the paragraph aims to:
- Explain that until recently, Mary was a very popular name for girls born in America.
- Provide data from surveys conducted in 1870, 1900, 1925, and 1950 showing that Mary was the most commonly chosen name.
- Inform readers that a 1975 survey showed very different results, with Jennifer replacing Mary as the top name and Mary not even making the top ten most popular names.
So in summary, the author's purpose is to inform readers about how the popularity ranking of the name "Mary" has changed significantly for baby
This document contains 70 multiple choice and short answer questions about geography, history, and government in the United States, United Kingdom, and their constituent countries. It asks about topics like the highest mountains, longest rivers, capital cities, heads of government, founding documents, and national symbols.
The document discusses notable events that occurred on March 5th and provides information about World Maths Day which is celebrated annually on March 7th. It mentions that over 150 countries have registered over 1 million students to participate in math challenges for World Maths Day 2008. It also lists meeting times and statistics from previous math question answering events, and provides the website for World Maths Day.
This document provides details about a group project on the Elizabethan era in Britain. It includes an introduction to the project, the group members, and an outline of the content in their report. The group chose to focus on the Elizabethan era, as it was an important period in British history. They conducted research on the timeline of events during Queen Elizabeth I's reign from 1558 to 1603. Some key moments they explored included the Spanish Armada defeat in 1588 and the execution of Mary Queen of Scots in 1587.
This document contains information from various memorial sites and databases related to soldiers from World War 1. It lists the names, nationalities, and burial/memorial locations of several soldiers from Italy, France, Germany, Canada, Great Britain, and Hawaii who fought in World War 1. It also provides brief descriptions of two ongoing projects - one to catalogue British soldiers buried at the Giavera British Cemetery in Treviso, and another aiming to identify soldiers reported as missing in action by Italian military archives during the Battle of the Solstice on Montello Hill.
This document contains 22 multiple choice questions about geography, history, and governments. The questions cover topics like the longest rivers in the US and Canada, national symbols of various countries, notable historical events and figures, structures and monuments, and the branches of government. The questions are meant to test someone's knowledge on a wide range of topics relating to North America, Europe, and world history.
This document outlines the various rounds of an intellectual marathon for 5th form students. The rounds include testing knowledge about Great Britain, drawing a picture based on a description, performing a mime, answering trivia questions quickly as a team, matching rhyming words and pictures, and guessing riddles. The marathon aims to engage students through different mental challenges involving subjects like geography, art, language, and logic.
This document provides research and details for a group project on messages from the past focusing on Tudor Britain from 1485-1603. It includes:
- An assignment brief outlining the objectives and tasks which are to research a timeline, adapt findings into a story and script, and create costumes and props.
- Research on the Tudor monarchs who ruled from 1485-1603, social hierarchy during this period, and men's and women's fashion.
- Sketches and descriptions of typical clothing of the time including doublets, gowns, ruffs, farthingales, and hats.
- Instructions for individual submissions including a character journal and packaging design due with the group
The author's purpose for writing this paragraph is to inform readers about how the popularity of the name "Mary" for girls in America has changed over time. Specifically, the paragraph aims to:
- Explain that until recently, Mary was a very popular name for girls born in America.
- Provide data from surveys conducted in 1870, 1900, 1925, and 1950 showing that Mary was the most commonly chosen name.
- Inform readers that a 1975 survey showed very different results, with Jennifer replacing Mary as the top name and Mary not even making the top ten most popular names.
So in summary, the author's purpose is to inform readers about how the popularity ranking of the name "Mary" has changed significantly for baby
This document contains 70 multiple choice and short answer questions about geography, history, and government in the United States, United Kingdom, and their constituent countries. It asks about topics like the highest mountains, longest rivers, capital cities, heads of government, founding documents, and national symbols.
The document discusses notable events that occurred on March 5th and provides information about World Maths Day which is celebrated annually on March 7th. It mentions that over 150 countries have registered over 1 million students to participate in math challenges for World Maths Day 2008. It also lists meeting times and statistics from previous math question answering events, and provides the website for World Maths Day.
This document provides details about a group project on the Elizabethan era in Britain. It includes an introduction to the project, the group members, and an outline of the content in their report. The group chose to focus on the Elizabethan era, as it was an important period in British history. They conducted research on the timeline of events during Queen Elizabeth I's reign from 1558 to 1603. Some key moments they explored included the Spanish Armada defeat in 1588 and the execution of Mary Queen of Scots in 1587.
This document contains information from various memorial sites and databases related to soldiers from World War 1. It lists the names, nationalities, and burial/memorial locations of several soldiers from Italy, France, Germany, Canada, Great Britain, and Hawaii who fought in World War 1. It also provides brief descriptions of two ongoing projects - one to catalogue British soldiers buried at the Giavera British Cemetery in Treviso, and another aiming to identify soldiers reported as missing in action by Italian military archives during the Battle of the Solstice on Montello Hill.
This document contains 22 multiple choice questions about geography, history, and governments. The questions cover topics like the longest rivers in the US and Canada, national symbols of various countries, notable historical events and figures, structures and monuments, and the branches of government. The questions are meant to test someone's knowledge on a wide range of topics relating to North America, Europe, and world history.
This document outlines the various rounds of an intellectual marathon for 5th form students. The rounds include testing knowledge about Great Britain, drawing a picture based on a description, performing a mime, answering trivia questions quickly as a team, matching rhyming words and pictures, and guessing riddles. The marathon aims to engage students through different mental challenges involving subjects like geography, art, language, and logic.
This document provides research and details for a group project on messages from the past focusing on Tudor Britain from 1485-1603. It includes:
- An assignment brief outlining the objectives and tasks which are to research a timeline, adapt findings into a story and script, and create costumes and props.
- Research on the Tudor monarchs who ruled from 1485-1603, social hierarchy during this period, and men's and women's fashion.
- Sketches and descriptions of typical clothing of the time including doublets, gowns, ruffs, farthingales, and hats.
- Instructions for individual submissions including a character journal and packaging design due with the group
конспект нестандартного уроку британія та британці. синенко л.г. вчитель англ...Петрівська школа
The document summarizes a lesson plan for an English language class about Britain and British culture. The lesson plan has the objectives of improving students' English skills while helping them learn about famous places in Britain. The plan includes vocabulary practice, watching a video about Britain, reading a text with comprehension questions, and students presenting information about different parts of Britain. The teacher leads discussion and activities to meet the goals of reinforcing English skills and expanding students' knowledge of Britain.
The document is a lesson plan for a 9th grade English class on the topic of "The United Kingdom of Great Britain and Northern Ireland." The lesson plan aims to systematize and generalize students' knowledge about the UK, expand their cultural and geographical knowledge, deepen their understanding of British culture and history, and develop language skills. The plan includes an introduction, warm-up questions, a main part with a video, map work, reading comprehension, listening exercise, interactive activities, and a quiz. The lesson concludes with students creating a mind map to summarize what they learned about London.
This document provides information about travel to the United Kingdom. It discusses the different countries that make up the UK, including England, Northern Ireland, Scotland, and Wales. It also describes some of the major sights to see in London, such as the Tower of London, St. Paul's Cathedral, and Trafalgar Square. Public transportation options in Britain include double-decker buses. The document is intended to educate students about the geography and culture of the UK.
Across Culture_ Student Book (Across Cultures) ( PDFDrive ) (1).pdfEddyTudor
This document provides an overview of the structure and contents of a textbook titled "Across Cultures". The textbook is divided into 11 modules covering different aspects of life in English-speaking countries. Each module contains 6 units of reading, listening, speaking and writing activities related to the theme, along with additional pages on English-speaking countries, language, and culture. The textbook provides vocabulary definitions, audio recordings, and exam-style exercises to help students explore and compare life across cultures.
The document describes an after-school activity in English about a quiz on the United Kingdom. It includes the goals of reviewing vocabulary and developing speaking skills. The activity involves dividing students into two teams and having them complete tasks like answering questions, explaining places of interest, translating between British and American English, unscrambling cities, and identifying London landmarks from descriptions. The teams earn points for correct answers. At the end, the results are announced and the winning team receives awards. The overall purpose is to review material learned about the UK's culture and language in an engaging competition format.
Great Britain consists of England, Scotland, and Wales. The document discusses some key facts about England such as their love of gardening and sports like football. It asks questions about typical English pets, famous universities, and boats used for river trips. Historic sites in England are also mentioned, like Hadrian's Wall and Tintagel Castle, a famous location associated with the legend of King Arthur. The document encourages the reader that a visit to Great Britain will be full of interesting sights and experiences.
This document contains a schedule for flights departing from an unspecified airport on Thursday May 22, 2014. It lists the flight number, destination, and status (gate open or scheduled) for four flights departing at 15:00, 15:10, 15:20, and 15:30 from Terminal one. The flights are going to Vienna, London, Zurich, and Barcelona respectively.
The document is a lesson plan for a game called "Travel the UK" for Ukrainian students studying English. The game involves students traveling virtually around the UK, watching educational videos and completing quiz questions at different "stops". The goals are to motivate students to learn English, review material about the UK, and teach collaborative work. Students are divided into groups representing different travel teams. The lesson consists of 6 stops where students watch videos and answer related questions to earn points and progress through their virtual travel.
1) The document outlines a lesson plan about Great Britain and Ukraine. It includes introducing new vocabulary about the two countries, having students practice using the new words in sentences, and reading texts to learn key information.
2) The main activities included having students use Quizlet to learn new vocabulary, identify words that belong to the UK or Ukraine, translate sentences into English, read a fact file about Great Britain, and complete puzzles and a table to test their understanding.
3) At the end, students were asked to role play inviting their pen pal to visit the country and to identify what they learned, enjoyed most, and what their homework would be to find answers to remaining questions.
This document contains a lesson plan for a combined English and French class for 6th grade students. The goals of the lesson are to improve students' oral communication skills in both languages, familiarize them with greetings, develop their listening comprehension, writing abilities, and cultural knowledge of Britain and France. The plan includes introductory activities like greeting exchanges, songs, and games. The main part involves students finding pen pals by writing advertisements and emails, solving riddles about fairy tales, and describing landmarks in London and Paris. The lesson concludes with poems recited in both languages and a farewell song.
This lesson plan aims to teach students about Great Britain. Main aims are for students to develop speaking skills about GB's outstanding features using superlatives, and to explain how to get places in London using a map and prepositions. Supplementary aims are practicing listening and speaking skills through an activity with directions. Personal aims are to ensure understanding, teach cultural respect, and help students understand GB culture. The lesson involves warming up, vocabulary practice, a speaking activity, quiz, student projects on London places, and a listening activity.
The document compares and contrasts the educational systems of Great Britain and Ukraine. It begins with aims and procedures for a lesson where British students visit a Ukrainian school. The students learn that in Great Britain, education is compulsory from ages 5-16 and can be attended at comprehensive, selective, or private schools. Key stages include primary school, secondary school, GCSE exams at age 16, A-Levels for university entrance, and a wide choice of subject areas. Ukrainians then showcase their system, which has three stages: primary, basic secondary, and upper secondary school, along with new school types like gymnasiums and opportunities to continue education at institutes or universities. The students participate in dialogues comparing their experiences and find many
The document describes an English race competition between two teams, Team A and Team B. It outlines the activities and tasks the teams must complete, including greeting the audience, answering trivia questions, solving riddles, and taking tests in various subjects like geography, biology, and math. The competition involves completing the tasks while racing to collect "golden chips" before the other team. The document provides examples of the riddles, tests, and material covered in each subject.
This document is a group project report on the Elizabethan era in Britain from the Culture and Civilization module. It includes an introduction to the project, the group members, and a breakdown of the contents which cover research on the Elizabethan timeline, social and administrative structures, culture and traditions, costumes, development of a story and script, character introductions, and props research. The group chose to focus their performance on the Elizabethan era after researching British history.
This document provides a course syllabus for a study of British country and civilization. The course consists of 12 units covering topics like the United Kingdom, people and language, history, government, education, and holidays. The aims of the course are to help students understand Britain better and enhance their cultural awareness and English language skills. The syllabus outlines the topics, assignments, and evaluation for each unit over the course of 8 weeks.
Jon Sancho and Patricia Benavente are sending a presentation about the United Kingdom to Carlos. They apologize that the presentation is late, explaining that Patricia had computer problems. They propose doing the presentation on Thursday instead of the originally planned day.
The document provides information about a lesson plan on travel and two English cities - Liverpool and Birmingham. The objectives are to teach students English language skills while learning about the cities. Students will work in groups on presentations about each city's sights and history. They will participate in warm-up activities, presentations, tasks, and a discussion on why people travel. The lesson utilizes various teaching techniques and includes equipment like a computer and presentations.
This document contains an exploration quiz study guide with 10 multiple choice questions about European exploration and colonization. The study guide directs students to answer each question on the back of the sheet and use it to prepare for an upcoming quiz on exploration. Some of the questions ask about European empires, Columbus' landing site in 1492, Prince Henry the Navigator's nickname, and the Scramble for Africa.
This document outlines a multi-lesson webquest for students to research the history of Britain from the Iron Age to the Victorian Age. It provides links to online resources about Celtic Britain, Anglo-Saxon and Roman influence on the days of the week, and the Norman conquest of England. Students will work in groups to complete tests and summaries before presenting their findings in a project on one of the historical periods. Their presentations will be evaluated based on included information, language use, structure, design, and conclusion.
конспект нестандартного уроку британія та британці. синенко л.г. вчитель англ...Петрівська школа
The document summarizes a lesson plan for an English language class about Britain and British culture. The lesson plan has the objectives of improving students' English skills while helping them learn about famous places in Britain. The plan includes vocabulary practice, watching a video about Britain, reading a text with comprehension questions, and students presenting information about different parts of Britain. The teacher leads discussion and activities to meet the goals of reinforcing English skills and expanding students' knowledge of Britain.
The document is a lesson plan for a 9th grade English class on the topic of "The United Kingdom of Great Britain and Northern Ireland." The lesson plan aims to systematize and generalize students' knowledge about the UK, expand their cultural and geographical knowledge, deepen their understanding of British culture and history, and develop language skills. The plan includes an introduction, warm-up questions, a main part with a video, map work, reading comprehension, listening exercise, interactive activities, and a quiz. The lesson concludes with students creating a mind map to summarize what they learned about London.
This document provides information about travel to the United Kingdom. It discusses the different countries that make up the UK, including England, Northern Ireland, Scotland, and Wales. It also describes some of the major sights to see in London, such as the Tower of London, St. Paul's Cathedral, and Trafalgar Square. Public transportation options in Britain include double-decker buses. The document is intended to educate students about the geography and culture of the UK.
Across Culture_ Student Book (Across Cultures) ( PDFDrive ) (1).pdfEddyTudor
This document provides an overview of the structure and contents of a textbook titled "Across Cultures". The textbook is divided into 11 modules covering different aspects of life in English-speaking countries. Each module contains 6 units of reading, listening, speaking and writing activities related to the theme, along with additional pages on English-speaking countries, language, and culture. The textbook provides vocabulary definitions, audio recordings, and exam-style exercises to help students explore and compare life across cultures.
The document describes an after-school activity in English about a quiz on the United Kingdom. It includes the goals of reviewing vocabulary and developing speaking skills. The activity involves dividing students into two teams and having them complete tasks like answering questions, explaining places of interest, translating between British and American English, unscrambling cities, and identifying London landmarks from descriptions. The teams earn points for correct answers. At the end, the results are announced and the winning team receives awards. The overall purpose is to review material learned about the UK's culture and language in an engaging competition format.
Great Britain consists of England, Scotland, and Wales. The document discusses some key facts about England such as their love of gardening and sports like football. It asks questions about typical English pets, famous universities, and boats used for river trips. Historic sites in England are also mentioned, like Hadrian's Wall and Tintagel Castle, a famous location associated with the legend of King Arthur. The document encourages the reader that a visit to Great Britain will be full of interesting sights and experiences.
This document contains a schedule for flights departing from an unspecified airport on Thursday May 22, 2014. It lists the flight number, destination, and status (gate open or scheduled) for four flights departing at 15:00, 15:10, 15:20, and 15:30 from Terminal one. The flights are going to Vienna, London, Zurich, and Barcelona respectively.
The document is a lesson plan for a game called "Travel the UK" for Ukrainian students studying English. The game involves students traveling virtually around the UK, watching educational videos and completing quiz questions at different "stops". The goals are to motivate students to learn English, review material about the UK, and teach collaborative work. Students are divided into groups representing different travel teams. The lesson consists of 6 stops where students watch videos and answer related questions to earn points and progress through their virtual travel.
1) The document outlines a lesson plan about Great Britain and Ukraine. It includes introducing new vocabulary about the two countries, having students practice using the new words in sentences, and reading texts to learn key information.
2) The main activities included having students use Quizlet to learn new vocabulary, identify words that belong to the UK or Ukraine, translate sentences into English, read a fact file about Great Britain, and complete puzzles and a table to test their understanding.
3) At the end, students were asked to role play inviting their pen pal to visit the country and to identify what they learned, enjoyed most, and what their homework would be to find answers to remaining questions.
This document contains a lesson plan for a combined English and French class for 6th grade students. The goals of the lesson are to improve students' oral communication skills in both languages, familiarize them with greetings, develop their listening comprehension, writing abilities, and cultural knowledge of Britain and France. The plan includes introductory activities like greeting exchanges, songs, and games. The main part involves students finding pen pals by writing advertisements and emails, solving riddles about fairy tales, and describing landmarks in London and Paris. The lesson concludes with poems recited in both languages and a farewell song.
This lesson plan aims to teach students about Great Britain. Main aims are for students to develop speaking skills about GB's outstanding features using superlatives, and to explain how to get places in London using a map and prepositions. Supplementary aims are practicing listening and speaking skills through an activity with directions. Personal aims are to ensure understanding, teach cultural respect, and help students understand GB culture. The lesson involves warming up, vocabulary practice, a speaking activity, quiz, student projects on London places, and a listening activity.
The document compares and contrasts the educational systems of Great Britain and Ukraine. It begins with aims and procedures for a lesson where British students visit a Ukrainian school. The students learn that in Great Britain, education is compulsory from ages 5-16 and can be attended at comprehensive, selective, or private schools. Key stages include primary school, secondary school, GCSE exams at age 16, A-Levels for university entrance, and a wide choice of subject areas. Ukrainians then showcase their system, which has three stages: primary, basic secondary, and upper secondary school, along with new school types like gymnasiums and opportunities to continue education at institutes or universities. The students participate in dialogues comparing their experiences and find many
The document describes an English race competition between two teams, Team A and Team B. It outlines the activities and tasks the teams must complete, including greeting the audience, answering trivia questions, solving riddles, and taking tests in various subjects like geography, biology, and math. The competition involves completing the tasks while racing to collect "golden chips" before the other team. The document provides examples of the riddles, tests, and material covered in each subject.
This document is a group project report on the Elizabethan era in Britain from the Culture and Civilization module. It includes an introduction to the project, the group members, and a breakdown of the contents which cover research on the Elizabethan timeline, social and administrative structures, culture and traditions, costumes, development of a story and script, character introductions, and props research. The group chose to focus their performance on the Elizabethan era after researching British history.
This document provides a course syllabus for a study of British country and civilization. The course consists of 12 units covering topics like the United Kingdom, people and language, history, government, education, and holidays. The aims of the course are to help students understand Britain better and enhance their cultural awareness and English language skills. The syllabus outlines the topics, assignments, and evaluation for each unit over the course of 8 weeks.
Jon Sancho and Patricia Benavente are sending a presentation about the United Kingdom to Carlos. They apologize that the presentation is late, explaining that Patricia had computer problems. They propose doing the presentation on Thursday instead of the originally planned day.
The document provides information about a lesson plan on travel and two English cities - Liverpool and Birmingham. The objectives are to teach students English language skills while learning about the cities. Students will work in groups on presentations about each city's sights and history. They will participate in warm-up activities, presentations, tasks, and a discussion on why people travel. The lesson utilizes various teaching techniques and includes equipment like a computer and presentations.
This document contains an exploration quiz study guide with 10 multiple choice questions about European exploration and colonization. The study guide directs students to answer each question on the back of the sheet and use it to prepare for an upcoming quiz on exploration. Some of the questions ask about European empires, Columbus' landing site in 1492, Prince Henry the Navigator's nickname, and the Scramble for Africa.
This document outlines a multi-lesson webquest for students to research the history of Britain from the Iron Age to the Victorian Age. It provides links to online resources about Celtic Britain, Anglo-Saxon and Roman influence on the days of the week, and the Norman conquest of England. Students will work in groups to complete tests and summaries before presenting their findings in a project on one of the historical periods. Their presentations will be evaluated based on included information, language use, structure, design, and conclusion.
This lesson plan is for teaching 6-7 year old students about toys over 40 minutes. The objectives are to develop the students' vocabulary of toys, practice letters and sounds related to toys, and engage in listening, reading and writing activities about toys to motivate communication. Resources include flashcards, a tape recorder, and a poster. Activities include greeting the students, warmup by repeating toy names, identifying toys in pictures and by color, singing a song about toys, listening and reading the song text, a writing activity matching letters to toys and spelling toy words, and a guessing game using gestures to identify toys.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
82
1. План та тематика інтелектуальної гри з англійської мови
«Як добре ти знаєш Британію?», присвяченої Дню Європи
Класи: 9 (за бажанням учні інших класів можуть брати участь)
Кількість команд: 5
Склад команди: 5 гравців (вболівальники – 7 чол.)
Ведучі : 4 (учні - 2 та вчителі -2)
Орієнтовна тривалість конкурсу 90 хв.
Гра складається з двох турів, конкурса капітанів та питань для
вболівальників. Загальна кількість запитань 2-х турів – 20 (І тур - 10 питань
та ІІ тур – 10). Всі запитання різної складності, мають відповідно різну
кількість балів оцінювання. Крім того, вболівальники мають відповісти на 4
запитання. Запитання для груп підтримки прозвучать в проміжках між
запитаннями для команд-учасниць конкурсу. З метою релаксації гравців між
основними турами будуть музичні паузи. Після проведення 2-х турів –
конкурс капітанів. Максимальна сума балів за конкурс - . Перший тур
включає запитання на загальні знання про відповідну країну, а саме:
-географія;
-видатні люди країни (політичні діячі, митці культури);
- освіта;
-культурне життя (національні свята та традиції, історичнімісця та пам’ятки
культури);
- символіка.
Другий тур містить питання з історії країни. Запитання для вболівальників -
література, історичні пам’ятки, музеї країни. Учасники виконають домашнє
завдання, продемонструвавшизнання музичних уривків відповідної частини
країни. Після того як учасники конкурсу отримають питання (завдання), вони
мають 1 хвилину на роздуми. Якщо команди(представникикоманд) готові
відповісти раніше цієї хвилини - вони отримують (у разіправильної
2. відповіді) 1 додатковийбал. Про свою готовність командиповідомляють,
піднявши руку (з логотипом свого навчального закладу). Учасники повинні
не просто відповісти на питання, а й якомога більше, глибше
продемонструвати своїзнанняз даного питання, дати розгорнуту
відповідь. Журі оцінює конкурсантів, та своєчаснооголошує набранібали,
аргументуючи своюдумку.
За порушення дисципліни – підказки з боку вболівальників передбачені
штрафні санкції, а саме: за перше порушення з відповідної командисудді
знімають 1 бал, за наступні порушення команда підтримки втрачає право
брати подальшу участь у конкурсі.
Етапи конкурсу Кількість запитань Макс. сума
балів
І тур 10 648
ІІ тур 10 648
«Конкурс капітанів» 1 54
Всього 25 1350
3. Методична розробка інтелектуальної гри
“How Well Do You Know Britain?”
Compere 1 : Dear friends! We’ve gathered in this beautiful, magnificent hall on a
very special occasion. Do you know at this time Europe Day is being celebrated
across many European countries.
Compere 2: As you know, Europe Day is an annual celebration of peace and unity
in Europe. This particular day is observed in Ukraine on the third weekend in May
to celebrate and honor its unity with other European countries. In Ukraine it has
been officially celebrated on the third Saturday of May since 2003.
Compere 1 : Many cultural activities are held in different cities across Ukraine
during the Europe Day weekend. Festivities include food events featuring different
types of European food, as well as concerts showcasing musicians from across
Europe.
Compere 2: Flags of different European countries, including Ukraine, are often
displayed together as a symbol of unity at various Europe Day events. It's not a
coincidence that on this very day the best experts on Great Britain are expected to
compete.
Compere 1 : Ladies and gentlemen! We are glad to see you here and welcome
you to our intellectual game “How well do you know Britain?” dedicated to
Europe Day. Now let us introduce the honored judges who’ve come to assess the
teams.
Compere 2 Now, the captains , please, gather round and take a card with your
team number. All the contestants are invited to the stage.
Compere 1 : Please put on your badges. The supporters should take a ribbon and
tie it up round their wrist. The colour of the strip correspondsto the number (or
colour) of your team.
A British Airways airplane is taking off on the screen.
4. Compere 1: Ladies and gentlemen, welcome aboard Flight 4B7 service from
Zhytomyr to London. We are currently third in line for take-off and are expected
to be in the air in approximately seven minutes . Please fasten your seatbelts and
secure all baggage underneath your seat or in the overhead compartments.
Compere 2: Please turn off all personal electronic devices, including laptops and
mobile phones. Smoking is prohibited for the duration of the flight. Thank you for
choosing British Airways. Enjoy your flight.
Compere 1: Our competition consists of 2 rounds. Besides, the captains of the
teams are going to compete today. There are also some questions for those
who’ve come to supportthe teams. The participants have only 1 minute to think
them over. Of course, you may be ready with your answers before your time is
up.
Compere 2: As soonas you are ready raise your hand and press the horn. The
faster you raise your hand the better. Provided you are the first to put up your hand
you’ll get an extra or additional point. Supporters shouldn’t try to promptor,
somehow, help the major participants. Do so, and you’ll be punished.
Compere 1: For the first offense 1 point will be deducted. Do it again and they
will be dismissed. Now, the teachers are invited to help us with the questions.
Round I begins.
Teacher1: Listen to the questions very carefully , you can see them on the screen,
try to answer them completely. Are you ready?
Round I
1. There are no high mountains in Great Britain - in the North the Cheviots
separate England from Scotland , the Pennines, are a range of hills
separating North West England from Yorkshire and North East England , the
Highlands of Scotland are the tallest of the British mountains.
Question1: What mountains occupythe greaterpart of Wales? Why
are they called so?
Answer: The Cambrian mountains. The name “ Cambrian” derives from
5. the earliest geological period – the Cambrian period.
Teacher2:
2. Scotland is a very mountainous country; three - quarters of the area of
Scotland is occupied by mountains having a great amount of moorland, in
which few people live. The Cheviot Hills separate England from Scotland.
Question2: What are the Cheviot Hills famous for?
Answer: This region of Cheviot Hills is famous because of the fact that short-
wooled sheep breeding is developed here and also high quality woolen stuff is
produced in this district. This woolen cloth is called "cheviot".
Teacher1:
3. There are a lot of famous women in the British history, but only one of them is
known as the “Iron Lady”.
Question3: Do you know her realname? Why was she called so?
Answer: MargaretThatcher was nicknamed the “Iron Lady”. This nickname is
associated with her uncompromising politics and leadership style.
Teacher2 :
4. The Tower of London is the most famous of all the historical buildings in
London. It has played a prominent role in English history and stands today almost
unchanged since first it was built in the 11th century.
Question4: What was the Towerof London used for in the past and what is it
nowadays?
Answer: The Tower of London has played a prominent role in English history.
Early in its history the Tower of London served both as a palace, a royal residence
and as a state prison, later it served variously as an armoury, a treasury, a
menagerie, the home of the Royal Mint, a public records office, and is still the
home of the Crown Jewels of the United Kingdom. But today it is only a museum.
Teacher1:
5. Remember, remember the fifth of November,
Gunpowder, treason and plot.
6. I see no reason, whygunpowdertreason,
Should ever be forgot.
Question5: What national holiday does this rhyme describe? Do you know
why this day is celebrated?
Answer: November 5th is a famous day in British history. Guy FawkesDay is
celebrated on this day. Guy Fawkes was a member of a group of British Roman
Catholics who were involved in a plot to kill King James I on November 5th,
1605. The group planned to use gunpowder to blow up the Houses of Parliament
when the King was there. Guy Fawkes was caught guarding the barrels of
gunpowder in a cellar below parliament. After he was caught, he was accused of
treason, brutally tortured and then killed.
Todaythis day is remembered by the lighting of bonfires that have an effigy of
Guy Fawkes on them (the effigy is called a ‘Guy’) along with fireworks displays.
Teacher2:
5. St. Patrick's Day (17th March) is an official Bank Holiday in Northern Ireland.
The work of St. Patrick was a vital factor in the spread of Christianity in Ireland.
Born in Britain, he was carried off by pirates, and spent six years in slavery before
escaping and training as a missionary.
Question6: What do the Irishmen wearon this day? Why? Give arguments.
Answer: The day is marked by the wearing of shamrocks (a clover-like plant)
because it is the national emblem of both Northern Ireland and the Republic of
Ireland.
Teacher1:
7. Education in Britain is compulsoryand free for all children between the ages of
5-16. About 93 percent of all children are educated in state schools and the rest
attend private schools. At the age of 16 about two thirds of these pupils leave
schooland get jobs or undertake further college courses.
Question7: What examination do the British pupils pass at the age of16?
Answer: At the age of 16, students sit the General Certificate of Secondary
Education exams (orGCSE ) in as many subjects as possible.
7. Teacher2:
8. Queen Elizabeth II is a Constitutional Monarch. This means that although she is
officially the head of the state, the country is actually run by a government led by
the Prime-Minister.
Question8: How many birthdays does the Queen have? What does “the
Trooping of the Colour” refer to?
Answer: The Queen celebrates two birthdays each year – her private birthday on
21 April and an official birthday. The Queen’s official birthday is celebrated on
the second Saturday of June each year. The day is referred to as “the Trooping of
the Colour’, the official name is “The Queen’s Birthday Parade”. An official
birthday for the British Sovereign has been held in the summer months since 1805
– the occasionallows the general public an opportunity to celebrate in warmer
weather. No particular annual ceremony is held on the Queen's true birthday,
although the Union Flag is flown on public buildings and the national anthem is
sung.
Teacher1: Question 9 : What is the flag of the United Kingdom called? What
does it symbolize?
Answer: The Union Jack or Union Flag is a fine expression of unity as well as
diversity. The British flag incorporates the national symbols of three distinct
countries, England, Scotland and Northern Ireland, but not Wales. In fact its name
"Union Jack" emphasizes the very nature of the United Kingdom of Great Britain
and Northern Ireland as a union of nations. The Union Jack symbolizes all this:
respect for individuality within a closely knit community. It’s a symbolof unity.
Teacher2:
10. St Paul's Cathedral is one of the most famous and most recognizable sights of
London. It is a Church of England Cathedral, the seat of the Bishop of London. At
365 feet (111 m) high, it was the tallest building in London from 1710 to 1962, and
its dome is also among the highest in the world. In terms of area, St Paul's is the
second largest church building in the United Kingdom after Liverpool Cathedral.
St Paul's Cathedral is a busy working church, with hourly prayer and daily
8. services. Many famous people are buried there.
Question10: Who was the first person to be buried there and what is written
above the tomb?
Answer: Christopher Wren was the first personto be interred in 1723. On the wall
above his tomb in the crypt is written, "Lector, si monumentum requiris,
circumspice" (Reader, if you seek his monument, look around you).
Compere 1: Now, the major participants can leave the stage and relax for a
while. The supporters of the teams are invited here.
Questions for the supporters
Question1
Teacher1: Right, you supporters!Look at the screen and listen to the question.
Who will be the first to answer?
This great man was buried in the chancel of the Holy Trinity Church two days after
his death. The epitaph carved into the stone slab covering his grave includes a
curse against moving his bones.
(The words are on the screen)
Good friends, for Jesus sake forbear
To dig the dust enclosed here,
Blessed be the man, that spares these stones,
And cursed be he that moves my bones.
Question: Who do these words belong to? (W. Shakespeare)
Teacher2: Question 2: Now, you supporters , can you see this picture on the
screen? Do you know what it is..
Answer: Stonehenge
Compere 1: Now, all the participants, can leave the stage and relax for a while.
Additional questions ( in case the members of the jury hesitate)
1. What is a Cockney? (A personborn within the sound of Bow Bells, London ).
His Londonaccent is often referred to as ‘Cockney’.
2.What title does the heir to the throne of England have? (Prince of Wales )
9. Recently Parliamentary approval was given for the eldest child to succeed to the
Throne, if this was to be a girl there is no precedent for a Princess of Wales!).
2. What is whisky made from? (Water and barley)
3. Which flower is the symbol of Wales? (Daffodil)
4. When was the Great Fire of London? (1666)
Break I
Compere 2: Are the members of the jury ready to announce the results of the
round?
The head of the jury announces the results.
Round II
From the history of Great Britain
Compere 2: Now Round II is about to begin. In a moment we’ll find out if
you’re good at the history of Great Britain. The rules remain the same. You’ve got
only a minute to discuss the questions. You should be as quick as possible to raise
your hand. If you’re ready before your time is up you’ll get an extra point.
Teacher1:
Question1: Who is knownas the Father of English literature, the first poet
buried in Poet's Cornerof Westminster Abbey. What is the name of the book
he is best known for ? Answer: GeoffreyChaucer (1343 – 1400), “The
Canterbury Tales”.
Teacher2:
Question2: What happened in England on 14 October, 1066?
Answer: The Battle of Hastings was fought on the 14 October1066 between the
Norman-French army of Duke William II of Normandy and an English army under
10. the Anglo-Saxon King Harold II, and was a decisive Norman victory. Harold was
killed by an arrow through one of his eyes.
Teacher1:
Question3: It is the capital of England and the United Kingdom. London is
the biggestcity in the United Kingdom and in westernEurope. It is the
world's largestfinancial centre.
Who founded London?
Answer: London was founded by the Romans in AD 43 and called Londinium
which was later shortened to London. The name Londinium (and then 'London')
came from the Celtic language of the Ancient Britons.
Teacher2:
Question4: What do you know about William the Conqueror?
Answer: He was the first Norman King of England. He was also Duke of
Normandy from 3 July 1035 until his death, under the name William II. Before his
conquestof England, he was known as William the Bastard becauseof the
illegitimacy of his birth.
Teacher1:
Question5: Was Elizabeth I the last queen of the Windsors or the Tudors?
What was her reign famous for?
Answer: Elizabeth I (1533 – 1603) was the fifth and last monarch of the Tudor
dynasty. Sometimes called "The Virgin Queen", "Gloriana" or "Good Queen Bess"
Elizabeth's reign is known as the Elizabethan era, famous above all for the
flourishing of English drama, led by playwrights such as William Shakespeare and
Christopher Marlowe, and for the seafaring prowess of English adventurers such as
Francis Drake.
Teacher 2: Question 6: What events are known as The Wars of the Roses?
Why are they called so? Answer:The Wars of the Roses (1455–1485) were a
series of dynastic civil wars fought in England between supporters ofthe Houses of
Lancaster and York. The name "Wars ofthe Roses" is not thought to have been used
11. during the time of the wars but has its origins in the badges associated with the two
royal houses, the Red Rose of Lancaster and the White Rose of York.
Teacher 1:
Question7: “The GreatCharter of the Liberties of England”. What do you
know about this document?
Answer: Magna Carta (Latin for Great Charter), also called Magna Carta
Libertatum or The Great Charter of the Liberties of England, is an Angevin charter
originally issued in Latin in June 1215. Magna Carta was the first document forced
onto a King of England by a group of his subjects, the feudal barons, in an attempt
to limit his powers by law and protecttheir rights.
Teacher2:
Question8: What do you know about King Arthur and the Knights of the
Round Table? Why was the “table round”? What historicalevents are
describedin the legends about King Arthur and the Knights of the Round
Table?
Answer: King Arthur is a legendary British leader of the late 5th and early 6th
centuries, who, according to medieval history and romance, led the defence of
Britain against Saxon invaders in the early 6th century. The details of Arthur's
story are mainly composed of folklore and literary invention, and his historical
existence is debated and disputed by modern historians.
The Knights of the Round Table were characters in the legends about King
Arthur. They were the best knights in King Arthur's kingdom, and lived in King
Arthur's castle, Camelot. They were called the Knights of the Round Tablebecause
of a special table in Camelot, that was round instead of rectangular. This meant
that everyone who sat around it was seen as equal.
Teacher Question9:When was the British Empire called"The Empire on
which the sun never sets?" Why?
Answer: In the 19th century, especially during the Victorian era, it became
popular to apply this phrase to the British Empire. The phrase "the empire on
which the sun never sets" was often used to describe the British Empire, because
12. its expanse across the globe meant that the sun was always shining on at least one
of its territories. Now almost all the countries which were part of the British
Empire are united in what we know as The Commonwealth of Nations.
Teacher2:
Question10: WHAT IS BEHIND THE WELL-KNOWN PHRASE "SHEEP
ATE PEOPLE"
Answer: It all began in the 16th century when Britain developed industrialisation
(which actually meant hand labour). At the dawn of British manufacture their main
industry was producing cloth made from the wool of sheep. More and more sheep
were bred in England, and soonthere was not enough land for them. And land
owners were quick to realize that it was much more profitable to allocate their
lands for sheep pastures than to lease it to peasants. So the peasants were ousted
from the lands, and sometimes dwellers of entire villages were driven away.
Sir Thomas More bitterly remarked in his famous “Utopia” "Your sheep whiсh аre
usuаlly so tame аnd so cheaply fed, begin now, aссording to reрort, to be so grееdy
and wild thаt they devоur human beings thеmselves and devаstate and depоpulate
fields, houses, and towns."
Later, when people started citing him, they transformed the quotation into a
simpler phrase — “SHEEP ATE MEN”.
Questions for the supporters
Compere 1: Now, the major participants can leave the stage and relax for a
while. The supporters are invited here.
Teacher1:
Question3 Now , you supporters!You are going to see a film clip. Listen to the
song performed by the main character in Russian and say who wrote the original
English lyrics to the song. Do you know this well-known poet?
Answer: Robert Burns, “Poortith Cauld And Restless Love” - Любов та
бідність) «Здравстуйте, я ваша тётя», фрагмент кінофільму. (RobertBurns
wrote in English, but he was a Scotsman)
Teacher2: Question4 Attention, you supporters!You are going to see a video
13. clip about a well-known museum. You should guess what museum it is and where
it is situated. How much do you know about this museum?
Answer: (The British Museum) Situated close to Russell Square in Central
London.
Additional Questions (in case the judges doubt and hesitate)
1.Whatdo QueenElizabeth I and Mary Queenof Scots have in common?
Answer: Queen Mary I of England, also known as "Bloody Mary", was Queen
Elizabeth's half sister; they shared a father but had different mothers. Mary's
mother was Catherine of Aragon, a Spanish Princess. Elizabeth's mother was Anne
Boleyn, the daughter of a knight. Their father was Henry VIII.
2.Whenwas the United Kingdom of GreatBritain and Northern Ireland
created? (1927)
3.Whatare the names of two British Conservative Prime Ministers? Margaret
Thatcher and John Major. (also Winston Churchill, Anthony Eden, Harold
MacMillan, David Cameron, Edward Heath, Alec Douglas-Home).
4.Who was the great British Engineer of the 19th
Century? (Isambard Kingdom
Brunel. He was the engineer responsible for the SS Great Britain, the Great
Eastern, the Great Western Railway, Box Tunnel, the Clifton SuspensionBridge
….)
5. “ Neverwas so much owed by so many to so few”
Who do the following words belong to? What does this famous quotation
mean or refer to? Answer: “Neverwas so much owedby so many to so few”
was a wartime speechmade by the British Prime Minister Winston Churchill on 20
August 1940. The name stems from the specific line in the speech, Never in the
field of human conflict was so much owed by so manyto so few, referring to the
ongoing efforts of the Royal Air Forcepilots who were at the time fighting the
Battle of Britain, the pivotal air battle with the German Luftwaffe with Britain
14. expecting a German invasion. He meant that the whole population (so many)
owed so much to so few (the pilots) who saved England from Hitler.
Break II
The contestof the captains
Compere 2: Now it’s time for the captains competition. The captains of the
teams are invited to the stage.
Teacher1 : You are going to listen to a piece of music. Then, in about 20
seconds you’ll see a picture on the screen. You should identify what part of
Britain it belongs to. Speak about this wonderful land for one minute. The captains
take turns. The captains can add and complete the answers of their opponents as
soonas they finish speaking. For additional information you get extra points.
Team1 (Wales) Team2 (England) Team3 (Scotland) Team4
(Northern Ireland)
Team5 (UK)
Compere 1: Now, all the participants, can leave the stage and relax for a
while. Break IIІ
Compere1 : Ladies and gentlemen, fasten your belts, please. Our plane is about to
land in Zhytomyr.
Compere2 : Welcome back to Ukraine! We hope you enjoyed your trip to Great
Britain. Hope to see you again. All the best!
Критерії оцінюваннявиступуучасниківінтелектуальноїгри
«Як добре ти знаєш країну, мову якої вивчаєш?», присвяченоїДню
Європи
Раунд І Команда№
Критерії
Лінгвістична компетенція Соціок
ульт.
аспект
Сценічна
культура
Заохоч.
бали
Макс.
сума балів
за одне
питанняВимова
10 б.
Лекс.
насиче
ність
Грам.
правиль
ність
15. №
питання
10 б. 10 б. 10 б. 10 б. 3 б. 54 б.
1
2
3
4
5
6
7
8
9
10
Максимальна сума балів за 10 питань: 540 балів
Конкурс капітанів
Зведена таблицярезультатіввиступу команд
Лінгвістична компетенція Соціокульту
рний аспект
Сценічн
а
культура
10 балів
Заохочувальні
бали
4 бала
Макс.
сума
балів
54 бал
Вим
ова
10
бал.
Лексична
насиченість
10 балів
Граматична
правильність
10 балів 10 балів
Результати виступукоманди №
І тур
макс.648
балів
ІІ тур
макс.648
балів
Конкурс
капітанів
макс. 54 бал
Разом
макс.1350 балів
Член журі ___________________
Команда № І тур ІІ тур Конкурс
капітанів
макс. 54 б.
Разом Місце