This document contains a weekly lesson plan for Grade 3 students focusing on the theme of "My Family and I". The lesson plan covers several learning objectives including oral language skills, reading fluency, spelling, composing different writing forms, grammar, vocabulary, listening comprehension, and developing a love of literacy. Over the course of three days, students will participate in activities like role playing conversations, reading stories aloud, identifying parts of a narrative text, and filling out forms. The goal is for students to enhance their communication skills and learn to appreciate family togetherness.
The document contains a poem and lesson plans about a poem called "Mr. Nobody". The poem talks about a persona called Mr. Nobody who is blamed for mischief and irresponsible behavior by children. Several activities and worksheets are proposed to help students understand and analyze the poem, including matching words to their meanings, drawing character traits of Mr. Nobody, role playing an interview with Mr. Nobody, and writing a letter to Mr. Nobody. The lessons aim to teach responsibility and proper behavior.
This document describes 15 ice breaker activities that can be used in professional development or classroom settings to help participants and students get to know each other. The ice breakers include having students speak based on the color of M&Ms they draw, guessing personal details and facts about the teacher, playing musical chairs and discussing topics with new partners each round, acting out adjectives for others to guess, inventing a fictional language to converse in, and bringing in personal items to introduce themselves while practicing target language vocabulary. The ice breakers aim to get people interacting, learning facts about one another, practicing language skills, and building comfort in the new setting.
This lesson plan is for a primary school class of 25 11-year-old students at a pre-intermediate level. The 80-minute lesson focuses on festivals and expressing greetings and good wishes. Students will develop their communicative skills through activities identifying new vocabulary in context, describing festivals, and expressing greetings. They will also improve writing skills by completing an activity designing a poster for an event with details like date, location, and ticket prices. The lesson uses a communicative approach including group work and incorporates revision of previous vocabulary through a warm-up activity with festival-themed cards.
The document discusses creativity in the language classroom and activities that can be used with young English learners between the ages of 3-12. It describes characteristics of different age groups and focuses that should be used, including listening, speaking, reading, writing, vocabulary and grammar. A variety of activity ideas are provided such as sentence games, riddles, word puzzles, songs and chants, jokes and brain teasers, and games involving movement. The goal is to keep students engaged through fun and interactive activities that suit their developmental levels and interests.
The document discusses using blogs to share student writing more broadly. It presents challenges teachers face in sharing student writing, proposes a class blog as a solution, and provides examples of blog posts and comments. Guidelines are discussed for creating a respectful online community and representing the class well. The document also references relevant education theories and technology standards.
This document provides descriptions of 4 games that can be used to teach English as a second language to adult students. The games are: 1) Mind Webs, a word association game where students create webs of related words around a central topic; 2) Taboo, a guessing game where students must describe a word without using the word itself or related taboo words; 3) Similar Keyword Race, where students compete to generate as many words as possible related to a given topic; 4) Pictionary, where students take turns drawing words for their team to guess within a time limit. Playing games helps make English classes more fun and engaging for adult ESL students.
Lesson Plan Secondary School Practicum. Class 1 Jimena Benito
The document provides details for an English lesson plan for beginner secondary students aged 14-15. The 120-minute lesson plan focuses on revising present simple and past simple tenses, adjectives for describing personalities, and introducing structures for describing celebrities' talents. Activities include matching short texts about famous musicians to their names, describing celebrities' talents using a poster of key words, and highlighting verbs in past tense. The lesson aims to develop students' reading, writing, speaking and listening skills through group and class activities.
This document contains a weekly lesson plan for Grade 3 students focusing on the theme of "My Family and I". The lesson plan covers several learning objectives including oral language skills, reading fluency, spelling, composing different writing forms, grammar, vocabulary, listening comprehension, and developing a love of literacy. Over the course of three days, students will participate in activities like role playing conversations, reading stories aloud, identifying parts of a narrative text, and filling out forms. The goal is for students to enhance their communication skills and learn to appreciate family togetherness.
The document contains a poem and lesson plans about a poem called "Mr. Nobody". The poem talks about a persona called Mr. Nobody who is blamed for mischief and irresponsible behavior by children. Several activities and worksheets are proposed to help students understand and analyze the poem, including matching words to their meanings, drawing character traits of Mr. Nobody, role playing an interview with Mr. Nobody, and writing a letter to Mr. Nobody. The lessons aim to teach responsibility and proper behavior.
This document describes 15 ice breaker activities that can be used in professional development or classroom settings to help participants and students get to know each other. The ice breakers include having students speak based on the color of M&Ms they draw, guessing personal details and facts about the teacher, playing musical chairs and discussing topics with new partners each round, acting out adjectives for others to guess, inventing a fictional language to converse in, and bringing in personal items to introduce themselves while practicing target language vocabulary. The ice breakers aim to get people interacting, learning facts about one another, practicing language skills, and building comfort in the new setting.
This lesson plan is for a primary school class of 25 11-year-old students at a pre-intermediate level. The 80-minute lesson focuses on festivals and expressing greetings and good wishes. Students will develop their communicative skills through activities identifying new vocabulary in context, describing festivals, and expressing greetings. They will also improve writing skills by completing an activity designing a poster for an event with details like date, location, and ticket prices. The lesson uses a communicative approach including group work and incorporates revision of previous vocabulary through a warm-up activity with festival-themed cards.
The document discusses creativity in the language classroom and activities that can be used with young English learners between the ages of 3-12. It describes characteristics of different age groups and focuses that should be used, including listening, speaking, reading, writing, vocabulary and grammar. A variety of activity ideas are provided such as sentence games, riddles, word puzzles, songs and chants, jokes and brain teasers, and games involving movement. The goal is to keep students engaged through fun and interactive activities that suit their developmental levels and interests.
The document discusses using blogs to share student writing more broadly. It presents challenges teachers face in sharing student writing, proposes a class blog as a solution, and provides examples of blog posts and comments. Guidelines are discussed for creating a respectful online community and representing the class well. The document also references relevant education theories and technology standards.
This document provides descriptions of 4 games that can be used to teach English as a second language to adult students. The games are: 1) Mind Webs, a word association game where students create webs of related words around a central topic; 2) Taboo, a guessing game where students must describe a word without using the word itself or related taboo words; 3) Similar Keyword Race, where students compete to generate as many words as possible related to a given topic; 4) Pictionary, where students take turns drawing words for their team to guess within a time limit. Playing games helps make English classes more fun and engaging for adult ESL students.
Lesson Plan Secondary School Practicum. Class 1 Jimena Benito
The document provides details for an English lesson plan for beginner secondary students aged 14-15. The 120-minute lesson plan focuses on revising present simple and past simple tenses, adjectives for describing personalities, and introducing structures for describing celebrities' talents. Activities include matching short texts about famous musicians to their names, describing celebrities' talents using a poster of key words, and highlighting verbs in past tense. The lesson aims to develop students' reading, writing, speaking and listening skills through group and class activities.
The document outlines a lesson plan for a writing class that teaches students how to write a character sketch through a series of pre-writing activities, including a question and answer game modeling character traits and a character web activity, followed by writing character sketches about influential people in their lives and revising their work through self and peer evaluation. The lesson aims to help students learn how to emphasize a single defining character trait, provide supporting details, and write an effective topic sentence.
This document contains a lesson plan for teaching English to elementary school students. It includes objectives, vocabulary, activities, and resources. The lesson focuses on asking and answering questions about what activities different characters can and cannot do based on a reading passage. Key activities include a mime game to review vocabulary, working in pairs to ask and answer questions, and students describing what activities their partner can do. The goal is to practice reading comprehension and speaking skills around the topics of abilities and free time activities.
1) The document provides a detailed lesson plan for a Grade 10 English class focusing on distinguishing facts from opinions through analytical listening.
2) Key learning activities include defining facts and opinions, presenting examples, discussing guidelines for analytical listening, and having students practice identifying facts and opinions in statements.
3) Students are evaluated on their ability to accurately identify facts and opinions in statements based on a passage about Rizal Park in the Philippines.
This document outlines a 5-day lesson plan for teaching literacy skills. Day 1 focuses on monitoring comprehension using questions and using graphic organizers. It also introduces consonant digraphs /ck/, /th/, and /ph/. Day 2 reviews previous digraphs and introduces /sh/. It teaches using action words in sentences. Day 3 reviews previous digraphs and teaches scanning a recipe. Day 4 has students prepare a recipe in groups and evaluate each other. Day 5 reviews scanning and skimming and has students practice these skills on a selection.
This document contains summaries of 3 lessons on teaching English to young learners:
1. The first lesson discusses techniques for teaching language such as using gestures, pictures, and the children's native language. It also covers pronunciation and classroom organization.
2. The second lesson focuses on developing social skills in students. It lists important social skills like greetings, feelings, hygiene, sharing, and respect.
3. The third lesson is about classroom management techniques such as proximity control, developing rapport, circulating during work time, and using positive reinforcement of good behaviors.
February is full of events and they have inspired us to create activities that you can use in the classroom to make your teaching more meaningful. New York and Madrid Fashion Week take place in February so we have created an activity for Pre A1 Starters to learn some new clothes vocabulary. A1 Movers, A2 Flyers and A2 Key students will find out about The Year of the Pig and Chinese traditions. Finally, it is impossible to forget Valentine’s Day, so A2 Key and B1 Preliminary will take part in a speed dating activity and B1 Preliminary and B2 First students will write their own story. Happy February!
The document contains the daily schedule and lesson plans for Rowdown Primary School for the week beginning September 23rd. On Mondays, the morning consists of independent activities, phonics, and literacy focusing on storytelling. Numeracy focuses on addition. Afternoon activities include science on senses, handwriting practice, and free play stations. Similar schedules are provided for the rest of the week with lessons in literacy, numeracy, science, PE, PSHE and history.
Full textbook for teachers to teach beginner to intermediate students. Get on EFL Classroom 2.0. http://community.eflclassroom.com/forum2/topics/teach-learn Blended approach and online learning activities provided to support the lessons. Print and teach!
- The document describes an English lesson for 4th grade students in Bahía Blanca, Argentina.
- The 50-minute lesson focuses on teaching colors in English through the story of Frida Frog. Students will learn new colors like brown, grey, white, pink, and black.
- Activities include reviewing known colors, presenting the story of Frida Frog seeing objects in different colors in the lake, an activity where students verbally identify colors, and a worksheet where they draw objects and write their colors.
The planning document summarizes 4 weeks of activities for an English class on the topic of "Winnie the Witch's house". Week 1 activities are online worksheets and games. Week 2 includes watching a story, completing exercises, and a Zoom class with preposition games. Week 3's activity is a printable PDF worksheet. Week 4 also uses an online worksheet. The lessons aim to develop students' English skills while learning vocabulary related to houses, furniture, and the story of Winnie the Witch.
Lesson Plan Secondary School Practicum Class 3 Jimena Benito
The document contains a lesson plan for a 120 minute English class for 15 students aged 14-15. The lesson plan focuses on the ballad "The Twa Sisters of Binnorie" and aims to develop the students' reading, listening, speaking and vocabulary skills. Key activities include a warm up game to review the past simple tense, introducing vocabulary related to the ballad, reading and discussing the ballad, and analyzing themes of jealousy and concepts of beauty from the time period. Cooperative work and communicative language teaching approaches are emphasized throughout the lesson.
The document is a lesson plan for teaching 11-year-old students about festivals. The 80-minute lesson focuses on teaching festival vocabulary like Mardi Gras and uses activities to help students understand and use the present perfect tense with "ever" and "never". Students will read about Mardi Gras, do vocabulary and grammar exercises, play a game to review irregular verbs, and work in groups to research and present on different world festivals.
Este proyecto es apreciado por el gran trabajo en equipo que se desarrolló, por su desarrollo en la gestión de los procesos de argumentación, valoración, observación y presentación. Es un proyecto hecho por todos los participantes del equipo asumiendo su rol como especialistas de las áreas que componían el contenido, cada uno agrego sus perspectivas coordinados por el objetivo principal y las estrategias establecidas.
Editor: William Pineda
Corrector de Estilo: Diego Santa
Diagramación: Sindy Aldana Arismendi
Gustavo Andrés sierra
Ilustración: Jevica Avellana
Beto
Fotografía: Sindy Niño
The document summarizes activities and lessons implemented by a teacher in an early childhood education classroom. It describes how the teacher planned structured activities involving making Hershey's kiss wrappers for Valentine's Day. It also discusses how the teacher implemented a language curriculum based on the native languages of the students and allowed creative expression through drawing what plants need to grow. The teacher used play and learning centers to help students learn through charades, acting out feelings, and sharing cultures on International Day. Three learning skills observed in different content areas are also summarized.
The lesson plan is for a 2-hour English class with 6th year students focusing on a pen pal project between their school and another. It includes three main parts:
1. A warm-up introducing the pen pal project and discussing qualities of good friends. Students identify positive and negative personality traits.
2. The main activity where students read model emails, learn the structure of informal emails, and begin drafting emails to their pen pals.
3. As a closure, students choose a viral dance video to rehearse and perform together at their next class.
This document provides an overview and syllabus for the Hooray! Starter English language course for 3-year-olds. The course uses songs, stories, games and activities to teach basic English vocabulary and skills through play. Each of the six main units focuses on a topic and introduces vocabulary through a song. Stories, games and worksheets reinforce the vocabulary. Lessons follow a structure including warm-up, carpet time, pencil and paper, and rounding off sections. The course aims to develop children's listening, speaking, social and thinking abilities while making language learning fun.
The document provides details of an English lesson plan for a 4th and 5th year class. The 80-minute lesson aims to develop students' speaking, listening, and writing skills. Students will play a game to review questions about famous people, listen to an audio about local business and charity, and design their own CVs. The lesson uses a communicative approach and incorporates various activities including matching vocabulary, correcting sentences, and putting a dialogue in order.
This document discusses using writing as a learning strategy, called "writing to learn", in content areas like science. It provides examples of writing prompts teachers can use, such as exit slips, learning logs, and quick writes. These brief writing assignments help teachers understand what students are learning and thinking. The document also addresses teaching students to write high-quality nonfiction by using mentor texts, modeling the writing process, and incorporating technology. Overall, it promotes using writing as a way to both teach content and assess student understanding across subjects.
The document provides an overview of a lesson unit about discussing cooking abilities. It includes conversation starters where students talk about their cooking skills, exercises to practice expressing abilities, and a conversation model using tone to convey sarcasm. Students then identify their abilities and volunteer for tasks to plan a class party. Additional links provide supplemental listening practice about making dessert.
This very short document contains a single word - "PARADISE" - repeated multiple times, followed by the phrase "HIDDEN". It suggests something desirable is concealed or obscured.
1. Awa's son Issaka has diarrhea and is crying. Awa wants to care for him by giving him foufou, a thick porridge.
2. Awa's friend Aminata visits and advises that the health clinic nurse taught better ways to care for a child with diarrhea.
3. Aminata checks on Issaka two days later and finds he is cured, without foufou. She thanks Awa for following her advice.
The document outlines a lesson plan for a writing class that teaches students how to write a character sketch through a series of pre-writing activities, including a question and answer game modeling character traits and a character web activity, followed by writing character sketches about influential people in their lives and revising their work through self and peer evaluation. The lesson aims to help students learn how to emphasize a single defining character trait, provide supporting details, and write an effective topic sentence.
This document contains a lesson plan for teaching English to elementary school students. It includes objectives, vocabulary, activities, and resources. The lesson focuses on asking and answering questions about what activities different characters can and cannot do based on a reading passage. Key activities include a mime game to review vocabulary, working in pairs to ask and answer questions, and students describing what activities their partner can do. The goal is to practice reading comprehension and speaking skills around the topics of abilities and free time activities.
1) The document provides a detailed lesson plan for a Grade 10 English class focusing on distinguishing facts from opinions through analytical listening.
2) Key learning activities include defining facts and opinions, presenting examples, discussing guidelines for analytical listening, and having students practice identifying facts and opinions in statements.
3) Students are evaluated on their ability to accurately identify facts and opinions in statements based on a passage about Rizal Park in the Philippines.
This document outlines a 5-day lesson plan for teaching literacy skills. Day 1 focuses on monitoring comprehension using questions and using graphic organizers. It also introduces consonant digraphs /ck/, /th/, and /ph/. Day 2 reviews previous digraphs and introduces /sh/. It teaches using action words in sentences. Day 3 reviews previous digraphs and teaches scanning a recipe. Day 4 has students prepare a recipe in groups and evaluate each other. Day 5 reviews scanning and skimming and has students practice these skills on a selection.
This document contains summaries of 3 lessons on teaching English to young learners:
1. The first lesson discusses techniques for teaching language such as using gestures, pictures, and the children's native language. It also covers pronunciation and classroom organization.
2. The second lesson focuses on developing social skills in students. It lists important social skills like greetings, feelings, hygiene, sharing, and respect.
3. The third lesson is about classroom management techniques such as proximity control, developing rapport, circulating during work time, and using positive reinforcement of good behaviors.
February is full of events and they have inspired us to create activities that you can use in the classroom to make your teaching more meaningful. New York and Madrid Fashion Week take place in February so we have created an activity for Pre A1 Starters to learn some new clothes vocabulary. A1 Movers, A2 Flyers and A2 Key students will find out about The Year of the Pig and Chinese traditions. Finally, it is impossible to forget Valentine’s Day, so A2 Key and B1 Preliminary will take part in a speed dating activity and B1 Preliminary and B2 First students will write their own story. Happy February!
The document contains the daily schedule and lesson plans for Rowdown Primary School for the week beginning September 23rd. On Mondays, the morning consists of independent activities, phonics, and literacy focusing on storytelling. Numeracy focuses on addition. Afternoon activities include science on senses, handwriting practice, and free play stations. Similar schedules are provided for the rest of the week with lessons in literacy, numeracy, science, PE, PSHE and history.
Full textbook for teachers to teach beginner to intermediate students. Get on EFL Classroom 2.0. http://community.eflclassroom.com/forum2/topics/teach-learn Blended approach and online learning activities provided to support the lessons. Print and teach!
- The document describes an English lesson for 4th grade students in Bahía Blanca, Argentina.
- The 50-minute lesson focuses on teaching colors in English through the story of Frida Frog. Students will learn new colors like brown, grey, white, pink, and black.
- Activities include reviewing known colors, presenting the story of Frida Frog seeing objects in different colors in the lake, an activity where students verbally identify colors, and a worksheet where they draw objects and write their colors.
The planning document summarizes 4 weeks of activities for an English class on the topic of "Winnie the Witch's house". Week 1 activities are online worksheets and games. Week 2 includes watching a story, completing exercises, and a Zoom class with preposition games. Week 3's activity is a printable PDF worksheet. Week 4 also uses an online worksheet. The lessons aim to develop students' English skills while learning vocabulary related to houses, furniture, and the story of Winnie the Witch.
Lesson Plan Secondary School Practicum Class 3 Jimena Benito
The document contains a lesson plan for a 120 minute English class for 15 students aged 14-15. The lesson plan focuses on the ballad "The Twa Sisters of Binnorie" and aims to develop the students' reading, listening, speaking and vocabulary skills. Key activities include a warm up game to review the past simple tense, introducing vocabulary related to the ballad, reading and discussing the ballad, and analyzing themes of jealousy and concepts of beauty from the time period. Cooperative work and communicative language teaching approaches are emphasized throughout the lesson.
The document is a lesson plan for teaching 11-year-old students about festivals. The 80-minute lesson focuses on teaching festival vocabulary like Mardi Gras and uses activities to help students understand and use the present perfect tense with "ever" and "never". Students will read about Mardi Gras, do vocabulary and grammar exercises, play a game to review irregular verbs, and work in groups to research and present on different world festivals.
Este proyecto es apreciado por el gran trabajo en equipo que se desarrolló, por su desarrollo en la gestión de los procesos de argumentación, valoración, observación y presentación. Es un proyecto hecho por todos los participantes del equipo asumiendo su rol como especialistas de las áreas que componían el contenido, cada uno agrego sus perspectivas coordinados por el objetivo principal y las estrategias establecidas.
Editor: William Pineda
Corrector de Estilo: Diego Santa
Diagramación: Sindy Aldana Arismendi
Gustavo Andrés sierra
Ilustración: Jevica Avellana
Beto
Fotografía: Sindy Niño
The document summarizes activities and lessons implemented by a teacher in an early childhood education classroom. It describes how the teacher planned structured activities involving making Hershey's kiss wrappers for Valentine's Day. It also discusses how the teacher implemented a language curriculum based on the native languages of the students and allowed creative expression through drawing what plants need to grow. The teacher used play and learning centers to help students learn through charades, acting out feelings, and sharing cultures on International Day. Three learning skills observed in different content areas are also summarized.
The lesson plan is for a 2-hour English class with 6th year students focusing on a pen pal project between their school and another. It includes three main parts:
1. A warm-up introducing the pen pal project and discussing qualities of good friends. Students identify positive and negative personality traits.
2. The main activity where students read model emails, learn the structure of informal emails, and begin drafting emails to their pen pals.
3. As a closure, students choose a viral dance video to rehearse and perform together at their next class.
This document provides an overview and syllabus for the Hooray! Starter English language course for 3-year-olds. The course uses songs, stories, games and activities to teach basic English vocabulary and skills through play. Each of the six main units focuses on a topic and introduces vocabulary through a song. Stories, games and worksheets reinforce the vocabulary. Lessons follow a structure including warm-up, carpet time, pencil and paper, and rounding off sections. The course aims to develop children's listening, speaking, social and thinking abilities while making language learning fun.
The document provides details of an English lesson plan for a 4th and 5th year class. The 80-minute lesson aims to develop students' speaking, listening, and writing skills. Students will play a game to review questions about famous people, listen to an audio about local business and charity, and design their own CVs. The lesson uses a communicative approach and incorporates various activities including matching vocabulary, correcting sentences, and putting a dialogue in order.
This document discusses using writing as a learning strategy, called "writing to learn", in content areas like science. It provides examples of writing prompts teachers can use, such as exit slips, learning logs, and quick writes. These brief writing assignments help teachers understand what students are learning and thinking. The document also addresses teaching students to write high-quality nonfiction by using mentor texts, modeling the writing process, and incorporating technology. Overall, it promotes using writing as a way to both teach content and assess student understanding across subjects.
The document provides an overview of a lesson unit about discussing cooking abilities. It includes conversation starters where students talk about their cooking skills, exercises to practice expressing abilities, and a conversation model using tone to convey sarcasm. Students then identify their abilities and volunteer for tasks to plan a class party. Additional links provide supplemental listening practice about making dessert.
This very short document contains a single word - "PARADISE" - repeated multiple times, followed by the phrase "HIDDEN". It suggests something desirable is concealed or obscured.
1. Awa's son Issaka has diarrhea and is crying. Awa wants to care for him by giving him foufou, a thick porridge.
2. Awa's friend Aminata visits and advises that the health clinic nurse taught better ways to care for a child with diarrhea.
3. Aminata checks on Issaka two days later and finds he is cured, without foufou. She thanks Awa for following her advice.
FACL hosted seven summer reading camps in small villages in Burkina Faso for 180 students. The camps aimed to improve literacy skills through reading activities, discussions, games and crafts led by coordinators and volunteers. Students demonstrated reading improvements and increased confidence. Cultural exchanges between Burkinabe staff and American volunteers benefited both groups. Feedback will help strengthen future camps.
This document consists of 10 repetitions of the website name "Babyheadcandy.com". It does not contain any other words or information, simply repeating the same website name on each line. The document provides no context or details beyond the repeated listing of this single website address.
This document lists three common file transfer and communication protocols: SMS, USB, and FTP. SMS refers to text messaging via cellular networks, USB is a wired connection standard for transferring data between devices, and FTP is a protocol for transferring files over a TCP/IP network like the internet.
The Namuwongo Community Library has had a successful first year of operation, with key achievements including high visitor numbers, employment of five staff who received training, valuable community participation, a partnership with the local government, and an increasing collection of books and services. Looking ahead, the library aims to continue developing programs, strengthening partnerships, and pursuing financial sustainability to support its vision of providing learning opportunities for all community members.
The document summarizes the experience and qualifications of an IT professional seeking a senior role in IT operations management, project management, or service delivery. They have nearly 22 years of experience in areas like SAP Basis management, IT infrastructure management, IT operations, service delivery, and project management. Their experience includes roles managing IT operations, service delivery, ITIL implementation, network deployment and management, technical support, and project management.
Volunteering is a great way to help your community while also helping yourself. There are many nonprofit organizations that rely on volunteers to complete important tasks and bring their mission to life. Consider donating your time to causes you care about like helping seniors, tutoring children, cleaning up parks or working with animals to make a positive difference.
The Read-a-Thon fundraiser typically takes 4 weeks. In the first 2 weeks, students set reading goals and collect sponsorships. Week 3 is designated as reading week where students track reading minutes. In the 4th week, students collect donations from sponsors and submit them along with their time sheets. The funds raised will help provide books, libraries, and librarian salaries for communities in Africa that lack access to reading materials.
The document summarizes data from U.S. Bureau of Education library surveys conducted between 1875-1929. It notes that the surveys tabulated statistics from public and related libraries above a certain size threshold. Over time, the surveys focused more on local public libraries for community use. The document discusses challenges in consistently classifying libraries due to evolving definitions of "public library" and differences in survey methodologies. It provides details on the classification schemes and methodology used to code the raw survey data into a standardized dataset for analysis.
FAVL is committed to establishing and supporting small community libraries in Sub-Saharan Africa to increase access to reading materials. It works with villages to build and staff libraries, provides books and training, and ensures reporting. FAVL has established 14 libraries across 4 countries and supports the Uganda Community Library Association with over 60 member libraries. In 2009-2010, FAVL launched reading camps, opened 4 new libraries in Burkina Faso, received a grant to improve girl access, and increased UgCLA membership by 50%. It also supported various library conferences and launched a study abroad program where students publish culturally relevant books.
The document summarizes a Rotary-funded Global Grant project from 2013-2017 to establish a multimedia center in Houndé, Burkina Faso. The center will assist local residents in producing books about African themes to distribute to local libraries. As of March 2014, $7,347 of the $35,584 grant had been spent. Next steps include hiring a manager, continuing to produce 20 new titles per year, printing and distributing thousands of copies, and organizing an electronic title catalog.
La Perla del Ulúa es un río que atraviesa Honduras. Nace en las montañas de Santa Bárbara y desemboca en el Golfo de Fonseca después de recorrer más de 200 kilómetros a través de valles y llanuras. Es un importante recurso hídrico para la región y su cuenca alberga una rica biodiversidad.
El documento analiza el rol del Estado chileno en materia de finanzas públicas y previsionales. El Estado asume principalmente un rol regulador al obligar a los trabajadores independientes a cotizar el 20% de sus ingresos para asegurar una pensión futura, dado que de lo contrario serían una carga fiscal. La intervención estatal busca corregir las fallas de mercado del sistema privado de pensiones como la no cobertura universal y la baja pensión de algunos trabajadores.
The document contains the agenda for an English class that will cover various grammar and language skills. The agenda includes activities like interpretation, design and painting, paraphrasing words into categories with colors, role playing questions, exploring an online language learning website, subscribing to the website, sharing the unit syllabus, and doing a self-assessment. It also provides example texts and conversations for some of the listening, writing, and role playing activities.
The document provides a lesson plan for an English class for 6 year old students. The 35 minute lesson aims to teach students to identify foods, express food preferences, and respond to commands. Activities include using flashcards with a puppet to introduce likes/dislikes, a worksheet to match foods to preferences, using emoji sticks to express preferences, and singing songs. The lesson incorporates movement, music, and play to engage students and reinforce vocabulary in an enjoyable way. Assessment involves observing students and collecting reflections.
This document provides teaching activities and guidance for an English teacher support unit on the theme of "Accidents and Safety". It includes 7 suggested classroom activities:
1. Discussing common phrases used during accidents and imagining conversations around accident scenarios.
2. Identifying dangerous objects and situations at home and discussing safety precautions.
3. Reading about the dangers faced by ancient travelers and connecting it to a textbook passage on Marco Polo.
4. Analyzing newspaper reports of accidents and discussing comprehension questions.
5. Presenting safety check scenarios and situations before undertaking different activities.
6. Discussing road safety rules based on a textbook passage and listing rules for pedestrians.
This document provides information on an activity called "dictogloss" that can be used to practice language skills with minimal resources. Dictogloss involves the teacher reading a short text to students once, who then take notes on key words. Students then work in groups to reconstruct the text using their notes. The document discusses how dictogloss can be adapted for different age groups and language levels. It emphasizes that dictogloss stimulates imagination and creativity in early learners and is a good way to introduce new vocabulary through context.
The document provides details of an English lesson for 5-7 year old students focused on food vocabulary. The 50-minute lesson has multiple stages: a routine introduction with greetings and songs; a story presentation where students listen to "Horsi's Picnic" and practice saying food likes/dislikes; and a worksheet activity where students order food items from the story and indicate whether the character liked them or not. The lesson aims to develop students' language, listening, and interpersonal skills through engaging activities integrating music, stories and games.
Program Syllabus- Family and Friends STARTERKatelyn Jones
This syllabus outlines a beginner English program for children designed to build language skills through fun lessons. The program introduces vocabulary, grammar, phonics, math, science and art concepts. Lessons focus on topics like colors, shapes, classroom objects and getting ready for school. Students practice speaking, reading, writing and games. The material is organized weekly and meant to be repetitive to help students learn.
This document provides guidance for an English teacher on conducting various classroom activities in Unit 6, which focuses on taking care of others and oneself. The activities are designed to get students to reflect on caring for family and community through open-ended discussions and problem-solving exercises. They aim to make emotional connections to help students learn English more effectively. The teacher is advised to prepare for activities, ask thought-provoking questions, allow time for group work and sharing of ideas, and make modifications based on student engagement and responses.
The publication was produced by EVS volunteers, Natia and Lele, who developed the NFE methods during their activities with the local community in Wola, Silesia, Poland. Project financed by the European Commission within the Erasmus+ Programme
Full textbook for teachers to print and use in class. Each lesson for beginner to intermediate students has links to EnglishCentral video lessons that students can study and practice what they learned in class.
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This document describes an activity where students explore different ways of greeting people through role playing. Students are paired up and given a basic dialogue to act out, but they must first assign roles and contexts to the characters to portray different emotions. Pairs then perform their dialogues for the class, who try to guess the roles and relationship based on vocal tone, body language, and speed of interaction. The activity aims to show students how greetings can convey deeper feelings and status beyond just polite exchanges.
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Azure Interview Questions and Answers PDF By ScholarHat
Activities Guide for Librarians
1. Friends of African Village Libraries/CESRUD
May 2013
c/o Sumbrungu Community Library
Box 267
Bolgatanga, Upper East
Ghana
Activities Guide
A guide for librarians full of
fun and educational activities
to organize at the library
Friends of African Village Libraries/CESRUD
2. PAGE 2 Introduction
This guide has been created for you, the
librarians, to offer ideas of different ac-
tivities to organize at the library. There
are activities for children, students and
adults. There are reading, art and theatre
activities as well educational workshops.
There are a number of activities for you
to try, but please do not be limited to
this guide. Use your knowledge, imagi-
nation and creativity to organize other
fun activities that are both educational
and productive. Feel free to add activi-
ties that you know and you would like
to share in the guide.
Have Fun!
Educational Sessions PAGE 19
Awareness about female excision
Excision is a practice that often impedes social and cultural well-being
of girls and women.
Materials: Pictures of female genital tract, excision
First meeting
List the external parts of the female genital tract. Show the diagram and
discuss. [Note: The facilitator directs without pressure.]
Animator: What do you see in this picture? Is excision is a good thing?
Organize into two groups: those that are for and against excision. Dis-
cuss the different ideas. Each person explains why they are for or
against excision.
Animator explains that non-excised women are also clean and re-
spected and do not make their husbands impotent. Excised women can
be traumatized by the pain they suffer. It is not true that the clitoris of
the non-excised woman kills her baby at birth. Excised women feel less
during sexual intercourse.
Second session
Recall of the two arguments. Each member of the groups makes a
resolution to confirm or disprove his choice.
Explain: Excision may cause sterility in women. Excision can cause
hemorrhage, tetanus, AIDS, which can lead to death. Excised women
who give childbirth will experience painful births and potential deadly
conditions afterwards.
3. PAGE 18 Educational Sessions
Hygiene awareness: Experiment with hot pepper
Objectives: Students should be able to:
Understand that most of the bacteria that cause illness are invisible.
Wash hands with soap every time you eat
Purpose: To show that invisible bacteria in your body can cause disease,
just like chili reacts with the eyes.
Materials needed: hot pepper, soap, dish, water
Choose a student and ask him to touch the pepper with his hand. Ask if
the hot pepper is visible on the hand. Ask the student if he would rub
his eyes with his hand. When he refuses, ask why. Offer a little water to
the student and have him wash his hands (without soap). Again, ask
him to rub his eye. If he still refuses, ask why. Now provide soap and
water to the student and ask him to wash his hands. Now he will touch
his hand to his face.
Explain that while hot pepper on a hand is not always visible, but it is
still dangerous and painful when you rub your eyes without washing
your hands. It is the same for bacteria. They are invisible, but they can
cause illness if you do not wash your hands. When you eat without
washing your hands, your stomach will hurt just like the hot pepper in
the eye. So always wash your hands before eating!
PAGE 3 Table of Contents
Reading Techniques… … … … … … … … …p. 4
Reading Activities… … … … … … … …p. 5—8
Art activities… … … … … … … … … p. 9—10
Song and Dance… … … … … … … … … …p. 11
Fun Games … … … … … … … … … p. 12—13
Debates … … … … … … … … … …p. 14—15
Theatre … … … … … … … … … … …p. 16—17
Educational Sessions… … … … … … …p.18—19
4. PAGE 4 Reading Techniques
Each child learns in a different way, especially when it comes to read-
ing. There are various techniques that you can use with young readers
to improve their literacy skills.
1. Guided free reading
Each student takes a book of their choice and reads silently while you
supervise. Students can ask questions regarding difficult words, phrases
or images.
2. Free reading
Each student takes a book of his or her choice and sits in the library or
out in courtyard to read.
3. Group reading
Divide the children into small groups. Choose a book for each group.
One by one, the child reads out loud as his peers follow and listen si-
lently. When the reader has finished the passage, he passes the book to
his neighbor to continue.
4. Peer tutoring
Place children into pairs, two by two, strong readers with weak readers.
The two read together, the stronger reader helping the weaker reader.
This is a very good exercise
that makes weaker readers
more comfortable and raises
the confidence of strong
readers.
Theater (cont.) PAGE 17
Using theater to educate
Theater is an effective way to get people thinking about how situations
relate to their lives. Find a group of kids who are not too timid
(theater doesn’t work well is everyone is afraid to speak!) and find a
topic that the kids feel strongly about or that is currently an issue in
your community. Here are some examples, but you can create a play
about anything (hygiene, the library, eating nutritious meals, etc.,
etc.).
Scenario: delaying sex
Fatima meets a young man named Boubacar at school. She likes him
because he is handsome and athletic. He greets her after class and gives
her a gift, and says it’s for their future friendship. He invites her to out
to a bar. Fatima likes him but the situation makes her uncomfortable.
What should she do?
Scenario: peer pressure
1. A group of friends from school are at a dance party. They are danc-
ing and having a good time together. One of the friends brings out a
beer from under his/her jacket. He or she begins to drink and tries to
get the others to drink with him/her. Some of the friends in the group
agree. Show how others might deal with this peer pressure situation.
2. A group of friends are walking around town. They have nothing to
do and are bored. One of them suggests they go steal from the candy
shop. Some approve because it will be something exciting for them to
do. On the way there, one of them is afraid and does not want to par-
ticipate. Create a role play showing what this person would do to resist
peer pressure.
5. PAGE 16 Theater
“Oh Henry”
This activity is a great introduction to theater for beginners. It is an ex-
ercise in expressing emotions. Ask the group form a circle. Remind
them we communicate in many different ways, including with our
bodies and our voices. Explain that this activity will illustrate how dif-
ferent uses of our voice and our body can communicate different
things.
Show how you can say the sentence "Oh Henry" to express various
emotions, such as anger, fear and laughter. Ask each participant to take
a turn and practice different intonations and facial expressions.
Some emotions to try: Sadness, anger, fear, grief, anxiety, joy, love,
passion, confusion, depression, jealousy, misery, regret, guilt, disap-
pointment, happiness.
After each participant has taken a turn, discuss what techniques were
used to express the different emotions. Have each participant take an-
other turn, and this time, the group has to guess which emotion is be-
ing expressed.
Reading Activities PAGE 5
Alphabet Workshop
In this activity, students practice the alphabet and each letter’s sound. It
can be done with a large or small group of students. Write each letter
of the alphabet on a small piece of paper several times, so that you end
up with 4 or 5 sets of the alphabet. Spread the pieces of paper out ran-
domly in front of the kids. Work on various techniques like: identify-
ing letters and words that start with the letters, putting letters in order,
associating sounds with letters, creating syllables, etc.
Look at the cover ... and guess!
Divide the children into small groups and choose a book that no one
has read. Show them only the cover. Tell them to imagine what will
happen in the book, simply by looking at the cover image and title.
Have them share their thoughts with the group. After, read the book
to the group and assess whether they were right and why they made the
predictions they did.
Guess the ending
Read a story to the children, but stop a few pages before the resolution
of the story. Let students exchange ideas about how they think the
story should end. After the exchange read the ending of the story and
see who’s prediction was the closest.
6. PAGE 6 Reading Activities (cont.)
Noun-Mania
Start students with a noun (ex: house). They write that word at the top
of a sheet of paper. Say "Go!" and students will extend their list by writ-
ing a noun that begins with the last letter of the noun before it. The
activity continues. The person with the longest list of nouns at the end
of three minutes is the winner. (ex: house, elephant, toe, egg, gerbil,
ladder, road, dollar, robot) Verify that all words are nouns.
Alphabet Country
Ask students to sit in a circle on the floor. Choose a student and ask
him or her to name a country of the world that begins with the letter
A. The next student in the circle should name a country that begins
with B, then C, and so on until the class has identified a country for
every letter of the alphabet (except X). If a student cannot name a
country, the turn passes to the next student in the circle. If more than
three students in a row are stumped by the same letter, return to the
first stumped student and allow him or her to look for a country on a
map or globe. If time allows, ask each student to create an alphabet
book of the countries of the world.
Word BINGO
Write a list of 20+ words on the blackboard. Give each student a sheet
of paper that they fold in halves until its folded into sixteenths. Each
student unfolds their piece of paper and writes one word from the list
in each of the boxes. They can choose any words that they like. Begin
calling out the words on the blackboard,
one by one. When a student gets four
words in a line (horizontally, vertically
or diagonally), they stand up and shout
“BINGO!” Play can continue until eve-
ryone has won.
Debates (cont.) PAGE 15
Potential themes for debates:
1. We do not need to sleep at night with mosquito nets.
2. Why use latrines when we have nature?
3. Since every woman will marry and have children and have her hus-
band take care of her, women do not need to continue school after
the primary level.
4. Sexual relations before marriage are part of modern life.
5. Using condoms is against African cultures.
6. "It is good for a boy to experience sex before marriage, but if a girl
does so, she is a prostitute.”
7. Only men have the right to decide when to have sex with their
wives.
8. Continuing their education is the best way for women to be inde-
pendent.
9. Having more than one sexual partner gives you a fuller life.
10. The use of condoms prevents you to experience true sexual pleas-
ure.
7. PAGE 14 Debates
Debates are great activities to do with people of all ages and education
level. It is a great way to share ideas and introduces different opinions.
Small group discussions
This is a good activity to do with younger children and get them to
exchange ideas with their peers. Ask questions about their culture and
environment. After giving them a minute to think, begin the discus-
sion.
Examples of topics:
a) How to avoid malaria; b) How to respect the library; c) Maintenance
of books in the library; d) Use of latrines; e) How to succeed at school;
f) How to overcome peer pressure
Debates
Discussions organized around formal arguments between two diver-
gent groups on a controversial issue are very effective. Debates are
more effective if you:
Choose a theme that participants really care about
Insist that the participants team up on the opposite group of the
argument they believe. This forces them to think differently and
analyze the discussion on all levels to develop an effective argu-
ment. This also helps them see things from the perspective of oth-
ers.
Write themes of the debate in advance so that participants can re-
search and collect information to develop their arguments.
Divide into teams for the debate. Try to make them argue and de-
fend by turns so that everyone is obliged to think and participate.
Have judges (parents, teachers, health staff, etc.) come and listen to
the arguments and choose the winning team. Hand out small
prizes.
Reading Activities (cont.) PAGE 7
Book report
Ask a library member to choose a book to take home. After they read
it, have them write a short summary that you can display in the library.
The report should say what the story is about and what the reader liked
or disliked about it. You can also organize a session where readers meet
and share their summaries with others.
Write a story
Invite readers to write a story or fable of their choice.
Share a story with family
This activity is a good way to raise awareness of the library and its im-
portance in the community. Ask readers to choose a book they like
and bring it home to their families. They should read, share and discuss
the story with different family members. The next day, the child shares
or writes about his experience.
Poetry Writing
Explain the concept of poetry and rhymes to the group. Play matching
games to make sure kids understand rhymes. After, have them write
their own poems and decorate them with drawings in colored pencil to
create a book.
Acrostic Poetry
Have each student choose a word or name of a person and write it ver-
tically on a sheet of paper. For
each letter in the word, students
come up with a line to describe it.
Example:
B rings out your imagination
O ne can enter a new world
O ne of a kind
K eeps your brain smart
8. Yesse
Have the children form a line. Say a word, like "school" or "book", for
example. One by one, the students call out the letter to spell the given
word. If someone makes a mistake, the group shouts "Yesse" and they
are eliminated. The last child left standing is the winner. You can add
rules if you want. For example, the first child says the letter, the second
says the sound of this letter and the third one says a word that begins
with that letter.
Hopscotch
Draw hopscotch on the ground with chalk. In each hopscotch square,
write a letter of the alphabet. The children play the game normally, but
when they land in a square they must say the letter, its sound and a
word beginning with that letter.
PAGE 8 Reading Activities (cont.) Fun Games (cont.) PAGE 13
Telephone
Ask participants to sit in a circle. Think of a phrase like "There are many
people who enjoy working in the garden" or "I will walk toward the
river to go fishing." Whisper your phrase softly to the person to your
right. This person then quietly whispers the same phrase to the person
on their right, and so on. Each person should only whisper what he
heard and cannot repeat the phrase more than once. Finally, the person
to your left should be the last to hear the sentence. Ask him to repeat
it aloud. Then tell the group what your initial phrase was.
Burkina Faso, Ghana and Togo
With chalk draw three lines down on the ground. Mark Burkina on the
first line, Ghana on the middle line and Togo on the third line. All par-
ticipants must start on the Ghana line. Begin shouting the names of
the 3 countries and participants must jump from one country to an-
other (on the line), according to the country you say. If any partici-
pant jumps on the wrong country, falls or wobbles, they are out of the
game. The last participant standing is the winner.
Riddles
Ask a riddle to the children. Give them time to reflect the answer and
share with to the group.
Examples
What always sleeps with its shoes on?
Answer: a horse
What has a bark but no bite?
Answer: a tree
9. PAGE 12 Fun Games
Lifeboat
Go outside or in a spacious area. Tell the group to imagine they're
floating on a vast ocean. They need to make rescue boats to survive.
Yell out a number, for example "6"! Participants should form groups of
six to avoid drowning. If the group is composed of more or less than 6
persons, the entire group has “drowned” and is eliminated. The two re-
maining people standing are the winners.
Spider web
Participants form small group - about five or six people. Each person
grabs hold of the hands of those in their circle. They cannot hold hands
with the person next to them, and they must hold the hands of two
different people. Then they must try to untangle and return to one
open circle--without letting go of one another’s hands. After every-
one is done, ask questions about the activity. What made groups suc-
cessful? Why? What techniques were used?
Draw the picture
Here is a good activity to illustrate the different perceptions people
have of what they hear. Ask 5 volunteers to leave the room for a few
minutes. Ask participants to draw a simple illustration, like a house or a
tree. Bring back the 1st volunteer and show them the drawing for 20
seconds. Hide the picture and then bring in the 2nd volunteer. The 1st
volunteer must verbally describe the illustration in the 2nd who in turn
describes to the 3rd, and so on. When the 5th volunteer has heard a
description, give him a new sheet of paper and colored pencils. He will
try to make the illustration as he hears it. They should not receive any
help from the group. When he has finished, compare it with the origi-
nal.
Art Activities PAGE 9
Drawing
Sit the children comfortably at a table with enough space and equip-
ment. Let them draw freely. Materials needed: paper, pencils, erasers,
crayons and colored pencils.
Making necklaces
Use old magazines to tear strips, lengthwise, from top to bottom,
about 1 inch thick. Children roll the pieces into tight coils. Put a drop
of glue at the end to properly close the coils. They must make enough
to make a necklace. Attach the coils onto a thin rope or twine and tie
it around the neck of the child.
Collage
Give old magazines to children and let them cut out the pictures and
images they want. With glue or tape, they stick the images onto a
sheet of paper. You can give each a theme, like "my life at home," "at
school" “at the library " Students use pictures related to the theme.
Creating a mask
Pass out sheets of white paper to children and help them draw the mask
outline dotted or solid lines. Masks can be in the form of wild or do-
mestic animals, or even vegetables. Cut out the mask and let the chil-
dren decorate their masks freely, using colored pencils. Tie the masks
to the head of the child using elastics. Each child should write his name
behind the mask and you can display
them in the library.
Materials needed: paper, pencils, col-
ored pencils, erasers, crayons, markers,
scissors, staplers, rubber bands, glue.
10. PAGE 10 Art Activities (cont.)
Making a book
In this activity, children combine writing and drawing by creating their
own book. For example, a student might create a Book of Colors. On
each page, the student writes a sentence such as "the pants are yellow,"
and then illustrates it. Children may work alone or in groups. Display
the books in the library.
Making bookmarks
Cut white paper into the shape of a bookmark (long and rectangular).
Let children decorate the bookmarks freely with colored pencils or
markers. This activity is a good opportunity to talk about how to prop-
erly handle and care for the library books.
Origami
Origami is an ancient Japanese art form. Different forms are created
(animals, flowers, etc.) simply by folding paper in different ways.
Head of a Dog
1. Use a regular-sized piece of white paper. Turn it diagonally and fold
in two. (Figure 1)
2. Fold over the corners, like the diagram below. (Figure 2)
3. Use crayons or colored pencils to draw a face. (Figure 3) Done!
Figure 1 Figure 2 Figure 3
Song and Dance PAGE 11
Alice the Camel
Alice the camel has 10 humps, Alice
the camel has 10 humps
Alice the camel has 10 humps, so go,
Alice, GO!
Bom Bom Bom…
[Continue with 9,8,7…humps until…]
Alice the camel has no humps, Alice
the camel has no humps
Alice the camel has no humps, ‘cause Alice is a HORSE!
Head, Shoulders, Knees and Toes
Head and shoulder, knees and toes, knees and toes.
Head and shoulder, knees and toes, knees and toes.
And eyes and ears, and a mouth and a nose.
Head and shoulder, knees and toes, knees and toes.
[Touch the appropriate body part each time it’s mentioned. Second
time: don’t say the word “head’’ aloud but still touch it. Each verse
thereafter, add another body part that you touch but don’t mention
aloud.]
B-I-N-G-O
There was a farmer who had a dog and Bingo was his name-o
B-I-N-G-O
B-I– N-G-O
And Bingo was his name-o
[Repeat, but when spelling Bingo, clap instead of saying “B.” The next
time clap twice in place of “B” and “I.” Continue replacing letters with
claps until you’re clapping for each of the letters in Bingo’s name, in-
stead of spelling it.]