The document provides two grading rubrics for evaluating scripts and videos. The rubrics assess language/grammar, vocabulary, creativity, storyline, pronunciation/fluency, presence/acting effort, video quality, and use of props/sets/locations. For Groupe 1, the total score is 19.5 out of 40, earning a grade of C-. For Groupe 2, the total score is 36.5 out of 40, earning a grade of A-.
The document provides grading rubrics for two student groups, Groupe 5 and Groupe 2, on a script assignment. Groupe 5 received an overall score of 19.5/40 and their work was deemed "passable". Groupe 2 received a higher overall score of 36.5/40 and their work was deemed "Très bien". The rubric evaluated various elements of the assignment including language, vocabulary, creativity, story line, pronunciation, immersion, video quality, and use of props.
This document contains materials to help promote speaking skills in English, including vocabulary words, pictures to describe, questionnaires, and an evaluation rubric. The materials include word banks and pictures to use for describing objects, people, and rooms. There are also tables to collect information about healthy eating habits and personal profiles. Finally, the document ends with an evaluation rubric to assess proficiency in speaking English based on grammar, vocabulary, fluency, listening skills, and voice/non-verbal communication.
Lesson plan 2.1 syllabus of english class x smt 1 & 2Khairul Ikhsan
This document provides the syllabus for an English class at SMA Negeri 1 Baros - Serang for the first semester of grade 10. It outlines 6 standards of competence covering listening, speaking, reading and writing skills. For each standard, it lists the basic competences, instructional materials, activities, indicators and assessment. The topics covered include transactional dialogs, short functional texts, essays in recount, narrative and procedure form.
Lesson plan 2.2 syllabus of english class xi smt 1 & 2Khairul Ikhsan
This document is a syllabus for an English class at SMAN 1 Baros - Serang high school for 11th grade students in the first semester. It outlines 3 standards of competence in listening, speaking, and reading comprehension. For each standard, it lists the instructional materials and activities that will be used, as well as the indicators that will be assessed and the time allotment. Students will develop their listening skills through cassette tapes, discussions, and assignments. Speaking activities include role plays, discussions, and performances. Reading comprehension will be developed through short stories, news articles, and assignments. Students will be assessed through written tests, quizzes, assignments and performance evaluations.
Lesson plan 2.3 syllabus of english class xii smt 1 & 2Khairul Ikhsan
This syllabus outlines the teaching and learning plan for an English class at SMAN 1 Baros - Serang for the first semester. It includes 3 competencies - listening, speaking, and writing - that will be developed through various activities over 10 class periods of 45 minutes each.
For the listening competency, students will listen to dialogs involving expressions like advice, complaints, possibilities and more. They will practice identifying meanings and responding appropriately. The speaking competency focuses on role plays to work on expressing different expressions accurately. Writing assignments will help students comprehend and respond to meanings in various text types.
The document outlines four stages of writing development for kindergarteners:
Stage A - Writing is through drawing or manipulating objects. Letters may be known but not applied. Stories are told orally.
Stage B - Writing includes scribbles or patterns. Letters may be written randomly. Oral stories and pictures become more elaborate as the connection between writing and storytelling develops.
Stage C - Random letters and the child's name are incorporated. Letters and words from the environment are often copied. Oral stories include random letters or copied words.
Stage D - Evidence of understanding letter-sound connections. Parts of pictures may be labeled and referenced orally. The concept of story develops along with simple stories and
This document outlines the semester 1 listening syllabus for Year 10 students. It includes 3 key competencies: understanding meaning in conversations, recounting events, and following procedures. Students will practice filling in blanks, answering questions about recorded texts, and recounting personal experiences. Evaluation involves completing blanks and answering questions based on recordings. Lessons are 4x60 minutes per week and materials include internet resources, books, and pictures.
This document provides an outline of the English language curriculum for the school year 2011-2012 at St. Louise de Marillac College of Sorsogon. It includes the objectives, lessons, activities, evaluations, and references for each lesson over the course of the school year. The curriculum covers topics such as word stress, kinds of sentences, synonyms and antonyms, sentence patterns, nouns, verbs, pronouns, letter writing, and sounds. Lessons incorporate activities such as drills, dialogues, group work, and compositions. Evaluations include presentations, speeches, and written exercises. References include textbooks on English language skills.
The document provides grading rubrics for two student groups, Groupe 5 and Groupe 2, on a script assignment. Groupe 5 received an overall score of 19.5/40 and their work was deemed "passable". Groupe 2 received a higher overall score of 36.5/40 and their work was deemed "Très bien". The rubric evaluated various elements of the assignment including language, vocabulary, creativity, story line, pronunciation, immersion, video quality, and use of props.
This document contains materials to help promote speaking skills in English, including vocabulary words, pictures to describe, questionnaires, and an evaluation rubric. The materials include word banks and pictures to use for describing objects, people, and rooms. There are also tables to collect information about healthy eating habits and personal profiles. Finally, the document ends with an evaluation rubric to assess proficiency in speaking English based on grammar, vocabulary, fluency, listening skills, and voice/non-verbal communication.
Lesson plan 2.1 syllabus of english class x smt 1 & 2Khairul Ikhsan
This document provides the syllabus for an English class at SMA Negeri 1 Baros - Serang for the first semester of grade 10. It outlines 6 standards of competence covering listening, speaking, reading and writing skills. For each standard, it lists the basic competences, instructional materials, activities, indicators and assessment. The topics covered include transactional dialogs, short functional texts, essays in recount, narrative and procedure form.
Lesson plan 2.2 syllabus of english class xi smt 1 & 2Khairul Ikhsan
This document is a syllabus for an English class at SMAN 1 Baros - Serang high school for 11th grade students in the first semester. It outlines 3 standards of competence in listening, speaking, and reading comprehension. For each standard, it lists the instructional materials and activities that will be used, as well as the indicators that will be assessed and the time allotment. Students will develop their listening skills through cassette tapes, discussions, and assignments. Speaking activities include role plays, discussions, and performances. Reading comprehension will be developed through short stories, news articles, and assignments. Students will be assessed through written tests, quizzes, assignments and performance evaluations.
Lesson plan 2.3 syllabus of english class xii smt 1 & 2Khairul Ikhsan
This syllabus outlines the teaching and learning plan for an English class at SMAN 1 Baros - Serang for the first semester. It includes 3 competencies - listening, speaking, and writing - that will be developed through various activities over 10 class periods of 45 minutes each.
For the listening competency, students will listen to dialogs involving expressions like advice, complaints, possibilities and more. They will practice identifying meanings and responding appropriately. The speaking competency focuses on role plays to work on expressing different expressions accurately. Writing assignments will help students comprehend and respond to meanings in various text types.
The document outlines four stages of writing development for kindergarteners:
Stage A - Writing is through drawing or manipulating objects. Letters may be known but not applied. Stories are told orally.
Stage B - Writing includes scribbles or patterns. Letters may be written randomly. Oral stories and pictures become more elaborate as the connection between writing and storytelling develops.
Stage C - Random letters and the child's name are incorporated. Letters and words from the environment are often copied. Oral stories include random letters or copied words.
Stage D - Evidence of understanding letter-sound connections. Parts of pictures may be labeled and referenced orally. The concept of story develops along with simple stories and
This document outlines the semester 1 listening syllabus for Year 10 students. It includes 3 key competencies: understanding meaning in conversations, recounting events, and following procedures. Students will practice filling in blanks, answering questions about recorded texts, and recounting personal experiences. Evaluation involves completing blanks and answering questions based on recordings. Lessons are 4x60 minutes per week and materials include internet resources, books, and pictures.
This document provides an outline of the English language curriculum for the school year 2011-2012 at St. Louise de Marillac College of Sorsogon. It includes the objectives, lessons, activities, evaluations, and references for each lesson over the course of the school year. The curriculum covers topics such as word stress, kinds of sentences, synonyms and antonyms, sentence patterns, nouns, verbs, pronouns, letter writing, and sounds. Lessons incorporate activities such as drills, dialogues, group work, and compositions. Evaluations include presentations, speeches, and written exercises. References include textbooks on English language skills.
This document discusses vocabulary words in another language including terms for joy, cutting class, role, agreeing, and evaluating actualization. It also touches on accuracy, pronunciation, and where someone is from.
This lesson plan is for an 8th grade English class at State Islamic Junior High School Jeketro. The plan focuses on narrative texts and involves students reading aloud a narrative text, identifying vocabulary and grammar, and then writing their own short narrative text. The lesson will be taught over 2 class periods using the ICARE teaching method and aims to improve students' reading, writing, and English narrative skills. Student progress will be assessed through a written test and assignments involving answering questions, filling sentences, and arranging jumbled sentences.
Pragmatics refers to the rules that govern how language is used in different contexts and environments. Language use varies based on social factors like who one is speaking to. For example, language is more formal when speaking to authority figures and more casual when speaking with peers. Some children have difficulty understanding and applying these subtle social rules of language use, which can lead to perceived inappropriate behavior.
1. Letter name alphabet spelling and within-word pattern spelling align with Years 1-2 of the Australian Curriculum, focusing on phonics, short vowels, blends, digraphs.
2. Syllables and affixes spelling relates to Years 3-4, with concepts of long vowels, inflectional endings, syllabication, and homophones.
3. Derivational relations spelling corresponds to Years 5-7, exploring word origins, roots, affixes, and morphological relationships between spelling and meaning.
This document provides instructions and assessment criteria for a Year 7 English fantasy narrative assignment. Students must write a 500-word narrative set in the fantasy genre that incorporates features of fantasy and focuses on the theme of resilience. They will be assessed on their ability to write an original engaging story, present their ideas appropriately, and demonstrate language and formatting skills. A checklist is included to help students review their work before submission.
This document provides an instructional plan that utilizes various teaching methods and considers multiple intelligences. It includes the following key elements:
1. Objectives of the lesson on agreement between subjects and predicates.
2. Instructional materials such as visual aids, a jumbled dialogue, and short story with missing verbs.
3. An allotment of time for pre-activity, lesson proper, and evaluation using techniques like partner work, presentations, visual learning, and filling in blanks.
6.2 standard prestasi bahasa inggeris kssr tahun 1ashamville
The document provides standards and descriptors for English language performance in Year 1 of primary school in Malaysia. It outlines 6 bands of increasing ability from basic skills to appreciation of literature. Band 3 focuses on applying knowledge from listening, speaking, reading and writing in tasks like participating in formal conversations, following instructions, and understanding phrases and sentences in texts. The descriptors define observable evidence for evaluating students' language performance at each band.
This document contains content schedules for English courses at the "San Patricio" private educational institution for various grade levels. It includes the following components that will be covered each bimester: grammar, phonetics, and vocabulary. For each bimester and grade level, the specific grammar structures, phonetic elements, and vocabulary topics that will be taught are listed. The document provides a comprehensive overview of the English curriculum across 1st through 5th grades.
This document provides guidance on grammar rules, specifically focused on punctuation. It includes sections on apostrophes, punctuation marks, commas, colons, semi-colons, capital letters, sentences and paragraphs. The document provides examples and explanations of proper usage for each grammar concept. It is intended to help learners understand and properly apply various English grammar rules related to punctuation.
The document is a unit planner for a theme of "Friends and Family" across 6 weeks of instruction. It outlines the oral language, word study, reading, and language arts focus each week. Week 1 focuses on friends at school and includes phonics on short a and i sounds. Week 2 looks at pet friends and phonics of short e, o, u. It provides comprehension strategies, fluency activities, vocabulary and grammar lessons each week aligned to the theme.
This document outlines a weekly language arts curriculum organized by theme, topic, and learning objectives for four days. Each week covers a new theme related to the world of self, family, and friends. For each day, specific listening, speaking, reading, writing, and language arts skills are listed as learning objectives. The curriculum aims to develop foundational language skills in young learners such as identifying sounds, letters, words, following instructions, storytelling, rhyming, and early writing.
La Opera de Pekín es una forma de teatro chino que combina varias artes escénicas como danza, acrobacia, drama, lucha y canto. Los personajes se dividen en cuatro tipos principales - Sheng que representa hombres de diferentes edades, Tan para mujeres jóvenes y mayores, Ching que son misteriosos, y Ch'ou que tienen papeles cómicos. La Opera de Pekín es una importante expresión de la cultura china.
El documento presenta citas de diferentes figuras históricas que critican a la juventud de su época, desde el año 2000 a.C. hasta el siglo IV a.C., señalando que los jóvenes aman el lujo, no respetan la autoridad y son holgazanes. Luego, el documento proporciona consejos para mejorar la comunicación entre padres e hijos, sugiriendo escuchar activamente, utilizar mensajes "yo" en lugar de reproches, y concertar soluciones a través del diálogo.
El documento ofrece consejos para padres sobre la prevención del consumo de drogas en la adolescencia. Sugiere establecer una buena comunicación, entender las perspectivas de los hijos, y encontrar un equilibrio entre darles libertad y establecer límites. También recomienda hablar de las drogas de una manera abierta pero no alarmista, y asegurarse de que los hijos puedan pedir ayuda si lo necesitan.
Este documento discute violência infantil e os papéis dos profissionais de saúde no diagnóstico e notificação de casos suspeitos. Ele fornece sinais de alerta para diferentes tipos de violência como abuso físico, sexual e negligência, e orienta os profissionais a investigarem cuidadosamente os casos e notificarem o Conselho Tutelar.
Este documento presenta una sesión sobre búsquedas en Internet. Cubre diferentes tipos de buscadores como Google, Yahoo y buscadores de imágenes, videos, noticias y blogs. También describe herramientas para analizar tendencias y monitorear información en línea como Google Trends, Google Insights y herramientas de monitoreo. La sesión concluye con una tarea de abrir cuentas en diferentes servicios como preparación para ejercicios de búsqueda y uso de la información encontrada.
Comprendre ce qui rend une marque essentielle | Observatoire H/CSAMickael Guillois
La culture du « sens » (essentielle) comme alternative à la culture du « sans » (low-cost).
Initiée et réalisée par l’agence H en partenariat avec l’institut CSA, l’étude prospective passe au crible pas moins de 120 marques dans 12 secteurs d’activité. Objectif : comprendre ce qui rend une marque « essentielle » http://hpar.is/4d9s
This document discusses vocabulary words in another language including terms for joy, cutting class, role, agreeing, and evaluating actualization. It also touches on accuracy, pronunciation, and where someone is from.
This lesson plan is for an 8th grade English class at State Islamic Junior High School Jeketro. The plan focuses on narrative texts and involves students reading aloud a narrative text, identifying vocabulary and grammar, and then writing their own short narrative text. The lesson will be taught over 2 class periods using the ICARE teaching method and aims to improve students' reading, writing, and English narrative skills. Student progress will be assessed through a written test and assignments involving answering questions, filling sentences, and arranging jumbled sentences.
Pragmatics refers to the rules that govern how language is used in different contexts and environments. Language use varies based on social factors like who one is speaking to. For example, language is more formal when speaking to authority figures and more casual when speaking with peers. Some children have difficulty understanding and applying these subtle social rules of language use, which can lead to perceived inappropriate behavior.
1. Letter name alphabet spelling and within-word pattern spelling align with Years 1-2 of the Australian Curriculum, focusing on phonics, short vowels, blends, digraphs.
2. Syllables and affixes spelling relates to Years 3-4, with concepts of long vowels, inflectional endings, syllabication, and homophones.
3. Derivational relations spelling corresponds to Years 5-7, exploring word origins, roots, affixes, and morphological relationships between spelling and meaning.
This document provides instructions and assessment criteria for a Year 7 English fantasy narrative assignment. Students must write a 500-word narrative set in the fantasy genre that incorporates features of fantasy and focuses on the theme of resilience. They will be assessed on their ability to write an original engaging story, present their ideas appropriately, and demonstrate language and formatting skills. A checklist is included to help students review their work before submission.
This document provides an instructional plan that utilizes various teaching methods and considers multiple intelligences. It includes the following key elements:
1. Objectives of the lesson on agreement between subjects and predicates.
2. Instructional materials such as visual aids, a jumbled dialogue, and short story with missing verbs.
3. An allotment of time for pre-activity, lesson proper, and evaluation using techniques like partner work, presentations, visual learning, and filling in blanks.
6.2 standard prestasi bahasa inggeris kssr tahun 1ashamville
The document provides standards and descriptors for English language performance in Year 1 of primary school in Malaysia. It outlines 6 bands of increasing ability from basic skills to appreciation of literature. Band 3 focuses on applying knowledge from listening, speaking, reading and writing in tasks like participating in formal conversations, following instructions, and understanding phrases and sentences in texts. The descriptors define observable evidence for evaluating students' language performance at each band.
This document contains content schedules for English courses at the "San Patricio" private educational institution for various grade levels. It includes the following components that will be covered each bimester: grammar, phonetics, and vocabulary. For each bimester and grade level, the specific grammar structures, phonetic elements, and vocabulary topics that will be taught are listed. The document provides a comprehensive overview of the English curriculum across 1st through 5th grades.
This document provides guidance on grammar rules, specifically focused on punctuation. It includes sections on apostrophes, punctuation marks, commas, colons, semi-colons, capital letters, sentences and paragraphs. The document provides examples and explanations of proper usage for each grammar concept. It is intended to help learners understand and properly apply various English grammar rules related to punctuation.
The document is a unit planner for a theme of "Friends and Family" across 6 weeks of instruction. It outlines the oral language, word study, reading, and language arts focus each week. Week 1 focuses on friends at school and includes phonics on short a and i sounds. Week 2 looks at pet friends and phonics of short e, o, u. It provides comprehension strategies, fluency activities, vocabulary and grammar lessons each week aligned to the theme.
This document outlines a weekly language arts curriculum organized by theme, topic, and learning objectives for four days. Each week covers a new theme related to the world of self, family, and friends. For each day, specific listening, speaking, reading, writing, and language arts skills are listed as learning objectives. The curriculum aims to develop foundational language skills in young learners such as identifying sounds, letters, words, following instructions, storytelling, rhyming, and early writing.
La Opera de Pekín es una forma de teatro chino que combina varias artes escénicas como danza, acrobacia, drama, lucha y canto. Los personajes se dividen en cuatro tipos principales - Sheng que representa hombres de diferentes edades, Tan para mujeres jóvenes y mayores, Ching que son misteriosos, y Ch'ou que tienen papeles cómicos. La Opera de Pekín es una importante expresión de la cultura china.
El documento presenta citas de diferentes figuras históricas que critican a la juventud de su época, desde el año 2000 a.C. hasta el siglo IV a.C., señalando que los jóvenes aman el lujo, no respetan la autoridad y son holgazanes. Luego, el documento proporciona consejos para mejorar la comunicación entre padres e hijos, sugiriendo escuchar activamente, utilizar mensajes "yo" en lugar de reproches, y concertar soluciones a través del diálogo.
El documento ofrece consejos para padres sobre la prevención del consumo de drogas en la adolescencia. Sugiere establecer una buena comunicación, entender las perspectivas de los hijos, y encontrar un equilibrio entre darles libertad y establecer límites. También recomienda hablar de las drogas de una manera abierta pero no alarmista, y asegurarse de que los hijos puedan pedir ayuda si lo necesitan.
Este documento discute violência infantil e os papéis dos profissionais de saúde no diagnóstico e notificação de casos suspeitos. Ele fornece sinais de alerta para diferentes tipos de violência como abuso físico, sexual e negligência, e orienta os profissionais a investigarem cuidadosamente os casos e notificarem o Conselho Tutelar.
Este documento presenta una sesión sobre búsquedas en Internet. Cubre diferentes tipos de buscadores como Google, Yahoo y buscadores de imágenes, videos, noticias y blogs. También describe herramientas para analizar tendencias y monitorear información en línea como Google Trends, Google Insights y herramientas de monitoreo. La sesión concluye con una tarea de abrir cuentas en diferentes servicios como preparación para ejercicios de búsqueda y uso de la información encontrada.
Comprendre ce qui rend une marque essentielle | Observatoire H/CSAMickael Guillois
La culture du « sens » (essentielle) comme alternative à la culture du « sans » (low-cost).
Initiée et réalisée par l’agence H en partenariat avec l’institut CSA, l’étude prospective passe au crible pas moins de 120 marques dans 12 secteurs d’activité. Objectif : comprendre ce qui rend une marque « essentielle » http://hpar.is/4d9s
Transfer pricing: practical manual for developing countries - Chapter 10 Coun...saiprasadbagrecha
South Africa has struggled with applying the arm's length principle due to a lack of domestic comparable data. This makes it difficult to determine appropriate transfer pricing between related parties. Specifically:
- There are no databases with South African or African comparable financial data, so the tax authority relies on European data which requires complex adjustments.
- Finding reliable comparable data is challenging as multinational businesses become more complex and consolidated.
- Pricing for intra-group services is difficult to evaluate as the economic benefit is often subjective and hard to quantify.
- Multinational parent companies frequently impose year-end adjustments to limit South African subsidiaries' profits to guaranteed returns based on imperfect comparable data from other markets, disregard
Este documento resume la influencia de la regulación sobre el mercado de alimentos y suplementos. Explica que la regulación clasifica los nuevos alimentos en categorías y establece requisitos para su seguridad y comercialización. A nivel mundial, la Unión Europea, Canadá, Australia y Nueva Zelanda tienen legislación específica para regular la introducción de nuevos alimentos. La regulación busca garantizar la seguridad de los nuevos alimentos al tiempo que permite innovar e introducir nuevos productos con potenciales beneficios para la salud.
Exfor est une société spécialisée dans la recherche et la sélection de prestataires conseil et/ou formation, et d'optimisation des achats de formation.
The document provides instructions for a final project in a French 1 class. Students will collaborate in groups of 3-4 to write and film a 3-4 minute script incorporating vocabulary and grammar from Chapter 3 of their textbook. The script must be filmed outside of class and posted to YouTube. Students will be graded on their script, use of vocabulary and grammar, creativity, storyline, video quality, pronunciation, acting effort, and use of props/locations.
E3 Det Rg2.2 Oral Exam Marking Sheet1st Term2009 2010guest2cafc7a2
This document is a marking sheet for an English class assessing students' performance in several areas over the first term. It evaluates students on tasks performed, vocabulary, grammar, pronunciation, coherence, interaction, fluency, risk-taking, and survival skills. For each category, it provides descriptors to determine if a student's performance is excellent, good, sufficient, or not sufficient. The marking sheet also includes spaces for a final assessment, marks given, and teacher feedback.
The document provides a rubric for evaluating oral presentations on daily routines. The rubric assesses students on enthusiasm, clarity of speaking, time management, posture/eye contact, vocabulary use, sentence completion, preparedness, and other criteria. Scores range from 1-4 in each category, with 4 being the highest or best score. The rubric will be used by Mrs. Lopez to evaluate student presentations and provide feedback on areas for improvement.
Quinceaneradirectionsand16pointspeakingrubric2.docRuben Rivero
The document provides instructions for a group project where students will create a 2-3 minute PowerPoint presentation about a Quinceañera celebration. The presentation should include an introductory slide, 8 photos from the event with 3 narrated sentences describing each photo, inclusion of vocabulary from Chapter 5A, and 10 additional Quinceañera-related vocabulary words. A rubric is provided to evaluate the presentations on various criteria such as content, comprehensibility, accuracy, fluency, and effort.
This document outlines a rubric for evaluating speaking tasks based on communication of message, fluency, pronunciation, vocabulary, and grammar. It divides evaluations into three categories: progress responses that are barely comprehensible; competent responses that are comprehensible but require some interpretation; and quality responses that are readily comprehensible requiring no interpretation.
1. The document outlines criteria for evaluating a student's logbook entries related to language exposure and development over time.
2. It provides a scoring guide from 5 to 0 to assess regularity of entries, extracurricular exposure to the target language, reflection on learning, organization and vocabulary development, accuracy, and overall presentation.
3. Higher scores indicate more consistent, thorough logbook entries made on time; evidence of extensive independent language use and learning outside class; well-organized writing using new vocabulary and expressions accurately. Lower scores suggest incomplete, disorganized records with minimal effort.
The document provides a matrix that outlines 5 levels of support for developing secondary written language skills. It describes the characteristics of vocabulary, organization, verb usage, sentence structure, and form at each level from very limited skills to mastery of specialized academic vocabulary and styles.
This document provides a rubric for grading presentations on UNESCO World Heritage Sites. It evaluates presentations on fluency, accuracy, content, delivery, and the accompanying PowerPoint. For each category, it provides descriptors for excellent (A), good (B), fair (C), and poor (D) performance and assigns a possible point value out of 20 or 100 for the overall presentation.
This document introduces rubrics as a way to evaluate speaking skills. It provides rubrics to self-evaluate fluency, voice, non-verbal communication, and grammar. The rubrics rate these areas on a scale from 1 to 4 points, describing the characteristics of each level. The document encourages using these rubrics to improve speaking skills and preparing for bi-monthly oral quizzes with a partner.
The document provides instructions for creating a PowerPoint presentation on child labour in a selected country. Students must research and define child labour, select a country to focus on, and include details about the economic situation, types of child labour, statistics, and a case study from the country. Presentations should be approximately 10 minutes and include references. Students will have 3 class periods to work and presentations will be graded using provided rubrics on content, writing conventions, and presentation skills.
The rubric assesses student presentations on a scale of 1 to 4 in several categories:
1) Preparedness - Did the student rehearse and seem prepared?
2) Use of complete sentences - Did the student speak in full sentences?
3) Speaks clearly - Could the student be understood when speaking?
4) Comprehension - Could the student answer questions about the topic?
5) Content - Did the student seem to understand the topic being presented?
The rubric assesses student presentations on several criteria:
1) Preparedness - Did the student rehearse and seem prepared?
2) Delivery - Did the student speak clearly and use complete sentences?
3) Comprehension - Could the student accurately answer questions about the topic?
4) Content - Did the student demonstrate understanding of the topic?
The rubric assesses student presentations on several criteria:
1) Preparedness - Did the student rehearse and seem prepared?
2) Delivery - Did the student speak clearly and use complete sentences?
3) Comprehension - Could the student accurately answer questions about the topic?
4) Content - Did the student demonstrate understanding of the topic?
This rubric evaluates students on 10 skills related to creative drama activities:
1) Concentration and believability in drama activities.
2) Use of sensory recall to create believable pantomimes.
3) Use of appropriate language to communicate thoughts, feelings, and character.
4) Expression of original and imaginative ideas in discussions and activities.
5) Contribution to planning and performing scenes developed in small groups.
This weekly plan outlines the English lessons for 6th grade students from March 5-9, 2012. [1] The lessons focus on practicing the alphabet, classroom language expressions, and greetings/farewells. [2] Activities include singing the alphabet chant, a bingo game to identify letters, role-playing greetings, and classifying formal and informal expressions. [3] Assessment strategies are formative, such as identifying letters and spelling words, as well as summative like an oral and written alphabet test on Friday.
The document provides guidelines for creating a 3-part video summarizing a traditional dish from a Spanish-speaking country. The summary must include:
1) An introduction stating the name of the dish, its country of origin, and why it was chosen.
2) A production/preparation section listing ingredients, tools, and at least 5 steps of the recipe.
3) A rubric evaluating the video based on its format, content, accuracy, creativity, and demonstration of Spanish concepts.
Students must turn in the recipe, script, and video by May 17th. Automatic fails will result from using translation tools or directly copying from websites. A link to the original recipe should be included.
The rubric evaluates oral reports on several attributes including use of presentation slides, organization, presentation mechanics, and initiating discussion. It provides scores on a scale of 1 to 4 for criteria such as readable font, concise wording, logical order of topics, even work distribution for group projects, eye contact, and engaging student interest. The goal is for presentations to meet or exceed expectations on these elements.
This document provides a rubric to assess Spanish oral presentations on the topic of "Friends" across four levels: Advanced, Proficient, Basic, and Minimal. It evaluates students on their use of personality traits, physical descriptions, likes/dislikes, vocabulary, voice, organization, grammar, pronunciation, eye contact, visual aids, and fluency. For each category, it lists specific criteria that must be met to achieve each proficiency level.
Analytic oral language scoring rubric sheet1verenanz
This analytic oral language scoring rubric evaluates students on their speaking, fluency, structure, vocabulary, and listening skills across six levels of proficiency - from emerging to fluent. It assesses these language skills based on criteria such as the ability to sustain conversations, communicate needs and stories, ask and respond to questions, speak with fluency and grammatical accuracy, use varied vocabulary, and understand spoken language with or without repetition.
This document provides a 6-week unit plan for a reading curriculum. It includes weekly themes, objectives for oral language, word work, reading, language arts, and leveled readers. Key areas covered each week include phonemic awareness, phonics, spelling, vocabulary, comprehension strategies, fluency building, and grammar. Assessment and diagnostic strategies are addressed in Week 6.
Similar to Baflp video project_french-1 graded (20)
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A Strategic Approach: GenAI in EducationPeter 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.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
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.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
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.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. GROUPE 1
Grading Rubric
Script
1 Pas très bien 2 3 Bien 4 5 Très bien!
Language Several errors, Grammar/ Correct grammar/
/Grammar little attention language mostly language, almost
correctness given to grammar.
=2 correct. no errors
Vocabulary Inappropriate or Appropriate, Appropriate,
inadequate; uses a somewhat varied, and very
superficial amount detailed, uses interesting, uses
of vocabulary that some of the the vocabulary
we have covered vocabulary we we have learned
so far. have learned so significantly.
far.
=3
Creativity Few interesting/ Fairly interesting/ Very interesting,
entertaining parts = 2.5 entertaining very entertaining,
Story line Illogical, Logical, fairly Logical,
disorganized, no = 2.5 organized, flows organized, flows
purpose. smoothly most of smoothly, smooth
the time. transitions
Video
1 Pas très bien 2 3 Bien 4 5 Très bien
Pronunciation/ Incomprehensible, Mostly Speaks clearly,
Fluency/ little attempt at comprehensible, comprehensible,
Comprehensibility native accent, lots fairly fluent, few mis-
of mispronounced some pronounced
words. mispronounced words, tries to
=1.5 words. use native
accent.
Presence, Not immersed in Some Goes beyond
immersion in the the role, no effort, immersion in expectations, is
role, acting effort looks to be = 2.5 the role, some having fun with
(you don’t have to dreading the part. effort. the role.
be a good actor, but
you try).
Video quality Can’t really see Sometimes easy Very easy to
people/objects; to hear, hear, very clear.
very poor sound sometimes clear.
quality. =3
Props/sets/ No props, Several props, Creative use of
locations inappropriate appropriate lots of props,
sets/locations. = 2.5 locations/sets. creative use of a
variety of
locations/sets.
TOTAL SCORE: 19.5/40
Note: Passable (C-)
2. GROUPE 2
Grading Rubric
Script
1 Pas très bien 2 3 Bien 4 5 Très bien!
Language Several errors, Grammar/ = 4.5 Correct grammar/
/Grammar little attention language mostly language, almost
correctness given to grammar. correct. no errors
Vocabulary Inappropriate or Appropriate, Appropriate,
inadequate; uses a somewhat varied, and very
superficial amount detailed, uses interesting, uses
of vocabulary that some of the the vocabulary
we have covered vocabulary we we have learned
so far. have learned so significantly.
far. =5
Creativity Few interesting/ Fairly interesting/ Very interesting,
entertaining parts entertaining very entertaining,
=5
Story line Illogical, Logical, fairly Logical,
disorganized, no organized, flows organized, flows
purpose. smoothly most of smoothly, smooth
the time. transitions
=5
Video
1 Pas très bien 2 3 Bien 4 5 Très bien
Pronunciation/ Incomprehensible, Mostly Speaks clearly,
Fluency/ little attempt at comprehensible, comprehensible,
Comprehensibility native accent, lots fairly fluent,
=4 few mis-
of mispronounced some pronounced
words. mispronounced words, tries to
words. use native
accent.
Presence, Not immersed in Some Goes beyond
immersion in the the role, no effort, immersion in expectations, is
role, acting effort looks to be the role, some having fun with
(you don’t have to dreading the part. effort. = 4.5 the role.
be a good actor, but
you try).
Video quality Can’t really see Sometimes easy Very easy to
people/objects; to hear, =4 hear, very clear.
very poor sound sometimes clear.
quality.
Props/sets/ No props, Several props, Creative use of
locations inappropriate appropriate = 4.5 lots of props,
sets/locations. locations/sets. creative use of a
variety of
locations/sets.
TOTAL SCORE: 36.5/40
Note: Très bien (A-)