This document is the copyright page from an Oxford University Press activity book for children. It lists the publisher's address and other publishing details such as associated companies, year of publication, and conditions of sale. It also provides the ISBN number for identifying the book.
'Songs and Games Phonics' is a children's phonics course from best selling author, David Paul.
The aim of 'Songs and Games Phonics' is to fully integrate learning with play and music so that children are immersed in the acquisition of reading, writing and pronunciation skills. The children start by learning the basic vowels, then consonants, then acquire the skill of joining vowels and consonants, then short words, longer words and simple sentences. In the second level of the course, the children move into special vowel combinations and a wider range of sentences.
Learn more at: www.funkidsenglish.com
Speak english in a simple way. Download the free spoken english material and practice it at home several time. record your voice. Practice it with your friend.
'Songs and Games Phonics' is a children's phonics course from best selling author, David Paul.
The aim of 'Songs and Games Phonics' is to fully integrate learning with play and music so that children are immersed in the acquisition of reading, writing and pronunciation skills. The children start by learning the basic vowels, then consonants, then acquire the skill of joining vowels and consonants, then short words, longer words and simple sentences. In the second level of the course, the children move into special vowel combinations and a wider range of sentences.
Learn more at: www.funkidsenglish.com
Speak english in a simple way. Download the free spoken english material and practice it at home several time. record your voice. Practice it with your friend.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. •
,
--
,
"/
1/
I
---
/
,
/
,
1
="I
I
II __
11
'I ,,-"
//
/
£::-
-
I
I •
-- - ,
-
,
/1 -
~ ~ II __
- ?
,
, I1 '=
~ -'/
- --
-
--
-
/ -, /
-"
, '" /" I;
f , I
- "'!;
/' l _
-
__ II
-
;'
/
- "-III
11- ~
-
-
~ ~
11 --
... -- ~
- 11
~/II;I
/
/ 11 .......
/;
,.,~
M. Oxford
English ~
--/ --"-
III .
-
11
/
" --
1/1
,
"'-/
III -
-'/
11
f
-17
11
11 - .,
I
~
,
-
,
I
-,/
I 11/
"
I
I
,
11//
---- ,"-
11 I
'I
I
~ /1
/
1-
-
-
•
..
-
1
I
--
I
1-
'"
'l
I1 -
11
-
-
1/
--1/ /I
,
III -
"
'" ....... -
~
J
/
,
,
":-"'?--I
-- ;: 11
'" I'
'".....
1
/I -- 'l
,~ -
11 - ::::
-
-== I
JJ
•
/=
/ '
,/
•
-
I
'l
/,'J- .....
--
--
" I'
-1 I I;
-
1 I III
/
,
""'" I
"
--
-
1
•
.)
,
"
,
....
//
~ /11 ;'
III
--1- ;/ -
/ , If
~
'
/ /
~ 1/ I
I
-
, ....... , I':::
.:::::: " -/1 _ ,1/_
'/
-
,
1 ,
,
,/,/
1/
-
~
/
-:>'II ,
1/1
'"/1.::::::- /
I
I .;::-. I
I
,
I - ~ -;:.- '1 '" -q
"" I ;' '/ I ' , /'
1 - /1,/ 11"'" /1.
..... /~,-,/ I
'l 1/ ~ 11
- 1
-~-
/
11
' -
,/ -
~ I
,/
"
11/
,
----
--
,
I ""
I
I 1 I
I" ,.-
/
,
--
11 11 =2
11
""
-;;.
~ / -
III -- / -
I
--
-II
,/
11
, IJ
1I
I I
~
/,
I
,
1/.-- I
.:::-
I 11 1,/
- / -
-
-
-
-
III 11
~
"'....... ........
-~ 'l
,
. ,'- /
- II I
-
- IIf
/ "- /1,/
~ I=- /
1'=
-'l , /
; '
, --
2. Oxford University Press
Walton Street, Oxford OX2 6DP
Oxford New York Toronto Madrid
Delhi Bombay Calcutta Madras Karachi
Kuala Lumpur Singapore Hong Kong Tokyo
Nairobi Oar es Salaam Cape Town
Melbourne Auckland
and associated companies in
Berlin Ibadan
Oxford and Oxford English are trade marks
of Oxford University Press
ISBN 0 19 4218309
c Oxford University Press 1983
First published 1983
Twelfth impression 1992
All rights reserved. No part of this publication may
be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise,
without the prior permission of Oxford University Press
This book is sold subject to the condition that it shall
not, by way of trade or otherwise, be lent, re-sold,
hired out or otherwise circulated without the publisher's
prior consent in any form of binding or cover other
than that in which it is published and without a
similar condition including this condition being
imposed on the subsequent purchaser
Printed in Hong Kong
3. Activity Book for Children 1
Christopher Clark Illustrated by Terry Burton
up
o
o television
o
o
box
cup--1
bird
mouse
alligator
+ 7 '::
+3 =-
teacher=::b
.~.~~~---=:::===?:;;'
o
cold
Tt»11 '-"'~ 0
balloon f:~~
/' fan
angry man
glue
6. an apple a goat
~a
an
ball a
an
ant
cata
an
umbrellaa
an
,
,
•
· .~..:, , ' ~:,
· ,. , '
· '. . .. . . ., ". ... .., .,., ,
, ,
. . .'
a bag
an
,'. .'
"
." .. .. . .., . .." . . ...'. "
a orange
an
4
7. ant goat orange umbrella cot
an umbrella "', a goat
a goat an orange
an orange
••
an umbrella
an ant a cat
• •
•
• •
an ant
••• • • •
• •
• • •••••a cat
blue
1
2+ '"
orange
1
2+ '"
1
2~ '"
blue
5
8. cup
goat
6
ball
cat
a red cat
a green apple
an orange cup
a yellow goat
a pink ball
a blue bag
apple
// ,.......
,
~
(
'Cb
0,~
.,,-
bag
9. ba11 "ll goat
apple cat
It is a goat. It is a cat.
It is an apple. It is a ball.
y = yellow
p = pink
~-.:-y r = red
r r
7
10. If red yellow
blue blue
green
pink
orange
YelloW
pink
8
It is a pink ball.
It is an orange goat.
It is a red goat.
It is a blue ball.
It is a yellow goat.
It is a green ball.
11. --
ball goat
b = blue
g = green
e
o 0
blue green
~
blue green
'"
blue
bluegreen
•
bluegreen
~
9
15. c
a
c b
b
....----- . -------,
9
a 9
9 c
9
• •.. ." ..• • •
• •
b aa
c b
yellow red yellow
13
16. I'
I !
,
tI
11
one two - three four
u
five ---'
-I two four
/ " /. "" I '
"'~ ~"'JW J ....
'" "'.:J
U' ......... "'. v~
W
»
three one
four one two five
14
three four
one red table
four blue tables
two pink tables
five yellow tables
five one
17. table fish umbrella
Draw two umbrellas.
Draw one fish.
Draw four tables.
Draw three umbrellas.
Draw five tables.
Color the fish orange.
Color the umbrellas pink.
Color the tables green.
15
18. -
on under
-i in under
00
on
on under
•
In under
on under
•
In on
16
under on •
In on
19. Draw the ball Draw the apple
under the table. under the umbrella.
o 0 J-L-'
on the umbrella. in the car.
under the car.
o
/
f
on the table.
on the fish. in the fish.
17
20. cat
• cats
goats
goat
ant
ants
monkey
monkeys
They are ants.
They are goats.
They are cats.
They are monkeys.
18
red
Color the cats orange.
Color the goats red.
Color the monkeys yellow.
Color the ants red.
orange yellow
21. ~ goat
ant
monkey
cat
1 2 3 4 5 6~7 8 9 10 They are~ monkeys.
ants.
1 2 3 4 5 6 7 8 9 10 They are
cats.
goats.
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
They are
They are
They are
ants.
cats.
monkeys.
goats.
cats.
ants.
19
22. on
on the table ~
I 1 •
In
under
on the monkey
on the monkey
under the
umbrella
G
in the fish
on the table
under the table
under the
umbrella
in the fish
a pink cat in the car
an orange cat on the car
a yellow cat under the car
20
under the table
23. ant mouse
/
1--1'"
Draw a mouse . t",e tree.r', In
"" V .J
/~ 'n:/ 'I
ant f'
oro
won
~ /~ on the umbrella.
"-
?'-
~ 1"
Draw an ant in the bag.
''''
...,
A J
~~"
x... ./
.....,
P-....., r 'V")
"¥ the monkev·Draw a mouse
~'- ) under
""~
>-
/' •
Draw on ant on the table.
..
mouse ,.
under the table.orow 0 / .... )
','" ~ "-~.
>
r ..y,
A tree .....l 1 ~ ';
£.r, v...0~ 1 "1:::( ~ )
J 1 monkey'ty. .x 1 ~ '
r-~~
~ )./
~ ~ u~rella
)f /' /' '..
/ ri
I.q table l" ""/'
r
(. , ~~ ~/' ~
~:'I
1-lC
~ ~
bag "-.-
21
26. one two three four five
24
fork
two beds ~
five forks
three books
one car
four books
two cars
three beds
four forks
bed
-
car
•
In
book
three beds
three books
two cars
five forks
one car
two beds
four forks
four books
under
27. •
•
In
They are, d the car
"un er
They are ~n the bed
In
•
In
under the car
o
They are
-
•
In the book
on
They are
•
They are
under
on
the bed
~
~--
('
t:::>
=?1~" ~
0°"'/. J
0
"" J
They are
on
the car
under
one and three = three and five =
two and four four and five =
five and one
25
28. big
little
goat
a big cat
a big ball
a little cat
a big goat
a little ball
a big apple
a little. goat
a little apple
~
I' . )
"- :.I
--
~
~
-~
r:;;
(; • r, ,
LW'y~ ,,-,'
~
~~
~~ ~
•
'-<::::.- ba11apple
a big apple ~
a big ball
a little goat
a little cat
a little ball
a big goat
a little apple
a big cat
26
29. one
(
two three four five
Draw two
tt·1.0
Draw three
little
..;s.0;
OOl/oS
Draw o'(e •
.g r---~.J
_____--~_;;:~ ,6....::°:::.:11.
~~=~~__~~9~........., v' ~raw one . ........ .....................
Draw
Draw
four
27
33. onefivethreefourfive'" two
five two four three one two
•
Draw a ball
under the umbrella.
Draw a cat
in the car.
Draw an apple
on the table.
Draw a fish
in the cup.
31
35. --
,
--
..... /'
III _
'" -- I
I
~
-'>
-, ; /
-
/
~ "/ ........
". ,
' I
/
Ii
~-
- 11
I
'"1 I
~
1
"
/
Oxford University Press
ISBN 0-19-421830-9
, - -.:::- ~ 1/ : I; I.
_~ 1 - - 11 III
j/////q /
11
// ~
'1 - - 11
I.:::: 11 I,
- It - !;
Ill..... ~.<
1/
1
'/ /
.::::: -I ,/ /;
~,
::,
, /
-::
'"
Also available
q" ......" " .... ,::::- ~
~ / ,,11 I // - '" ~I =// -/ - "" /", - '" 1 / ~ // ~ /1/ / , 1/
11 I /, - 'I - , ; c;;:. 1/
-/ I:::: ~ " '" , -
1" /// ~ I I := I11 I " l' I 1 -
/" 11 0 - I / , 0- ~, I
1/ - _1',,- ~
11-"' "'-III.~ 1- '<
-;:::. ,/ ~ ..... ..::::- / I .::::- I If
I ~ I '/~ I 11
/ ~
l /1 - :: III / _ 1/ / :::>
/:--.../ -, ~
I " -1-:; ,11-'/ / /; -
-.:::- " .....
' -- ~
~/" ",'- / - ---~ - III ::::::~' _ ~ _
..... IJ " -::::. /' - /" I
:-... ~ ,,=, III 9
"" "=: 1/ ,,, ,,/(
..... , ,~/ /
II 11 ' .::: ' 1 I ~
~ , - III -::: I / ;
Activity Book for Children 2
Activity Book for Children 3
Activity Book for Children 4
Activity Book for Children 5
Activity Book for Children 6
Language Learning Cards A
(for Activity Books 1-3)
Language Learning Cards B
(for Activity Books 4-6)
Activity Books for Children are packed with
engaging and creative tasks to help your pupils
learn English. All the activities are attractively
illustrated and have been carefully designed to
practise English grammar and vocabulary, and to
develop important reading and writing skills.
-
~
-I;
'l
, I - . ,- 1
-::::=-: -:::- ~ .....-:: ..... I - ~ ...... /1:::::
_,.I ........... / ......~II,;...- 1 /;/- /~ /' 'l~ III
~ . / . / ~ / /// ~ "
/_ /1 / I 1 / ~ 1 ~ I - :::'" I ~ I
. ~ '""- = ....... ::/. / ~ It .... /1;
..... "h -, // :::'/''1 ;/ I ~ ..-:.
- '-'i/ - /
-:/. ~- ....... 1 ~, I
" I '.::::: / ' , If I J I / " I ,
'" 2 - ~ 11 ,{- ~ I 2 I I ~
'l III I ~ I 11 - ~ , - - 1/_ ~ I /- I //1 11 'l"'<
....,~" /..... ''I - - - -, I /
~ "1/' "" 'ill ~/I I "I .; -= // /1 - 111== -~;, I11
"- '! If ~ "....... /:;: .... / / ' / If .... ..... 1"..:::-
/ ......~ 't ",-' If ~ _ , If ~ I /' J;::- "/ I h ..... I -
I, ~ ,~
- /~
:::- / ~
"" II
- --
-- --. ~ .....
-:- j .::: $:-,/
-" / I= I
,III,-~ I
//1/,
::;::. 'l ~
' 1_
~ ,
::::- ~ III '"
1 _ I
- -
> 11-,
- ~
:::. -~/
~ " ;:' 11 '-
--, =
/ - ,-- -~ I 11 "-
; " ~
d,- '- /
- -- -/1 / ..:::-
,
- -'i.:::: -::;::::.
. 11-/'
/ I
'1 - .::::- .::::
'l III "i
~/ ....
_ / 11 ~,