Bob's weekly timetable! solucions
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The document describes Bob's weekly activities. It lists what he does each day of the week, including going to school Monday through Friday, playing football on Mondays and Thursdays, doing homework on Tuesdays, watching TV on Wednesdays and Fridays, going swimming and riding a bicycle on Saturdays, and drawing a picture on Sundays while playing table tennis.
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Bob's weekly timetable!
The document is a worksheet about Bob's weekly activities. It provides a table showing what Bob does each day of the week, including going to school, playing sports, doing homework, watching TV, swimming, riding a bicycle, and drawing. The worksheet then asks 5 comprehension questions about Bob's schedule, such as what days he goes to school, plays football, watches TV, and what activity he does on Saturday.
Bob's weekly schedule
Bob's weekly schedule is outlined. On weekdays (Monday through Friday), Bob goes to school for his morning activity and then does various afternoon activities like playing football, doing homework, or watching TV. On the weekend, Bob goes swimming and rides his bicycle on Saturday, and draws a picture while playing table tennis on Sunday.
Board report
The students have been designing CO2 car designs and researching different shapes and their effects on speed. They are looking forward to building the CO2 cars.
In their garden class, the students have been learning about different plant families and experimenting with new foods. Their goal is to try any food they make before commenting on the taste.
The students have started doing athletics and are practicing techniques to compete in inter-school athletics meets. They are excited to do athletics at the Massey track.
Williamsd onlinepresentation
The document describes how a baseball-themed lesson plan can be used to teach math concepts to students. Students analyze baseball statistics to learn about fractions, decimals, averages, and probabilities. They also build a fantasy baseball team to apply their statistical skills. The lesson includes a videoconference with the National Baseball Hall of Fame to further illustrate the real-world connections between math and baseball statistics.
Captain nobody (battle of the book)
This document contains questions about the book "Captain Nobody" by Dean Pitchford. It asks details about the characters (like Newt, JJ, Cecil), schools (like Fillmore High), and events (like the big football game and Halloween) within the story. The questions cover a wide range of people, places, objects, and plot details to test the reader's comprehension of the entire book.
Homework
Bob goes to school Monday through Friday. On Mondays and Thursdays, he plays football after school. He does homework on Tuesdays and watches TV on Fridays. On weekends when he doesn't have school, Bob goes swimming and rides his bicycle on Saturdays, and draws a picture and plays table tennis on Sundays. This text describes Bob's weekly schedule and activities.
2.2. FRAME
2. GETTING STARTED / HASIERAKO FASEA
Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira.
Arazo-egoeraren ezaugarriak hauek dira:
• Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da.
• Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea.
Helburuak honako hauek dira:
1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea.
2. Modu argian jakinaraztea zer helburu lortu nahi den.
3. Zer lan-mota egin behar den .
4. Baliabideak aurreikustea.
------------------------------------------------------------------------------------------------------
Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations.
Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach:
Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns.
In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula.
The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.
PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning.
2.2. FRAME
Rewrite the problem statements into “how might we” questions in order to frame the problem as a possibility. Use the ‘define a challenge’ worksheet to help create a “how might we” question.
Quiz 1
This document contains an English quiz with 3 sections:
1) Multiple choice questions about verbs in the present simple tense.
2) Fill in the blank negative sentences.
3) Match verbs to pictures of daily activities. The quiz covers vocabulary related to daily routines and uses of the present simple tense. It aims to test the student's knowledge and understanding of these concepts.
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Bob's weekly timetable!
The document is a worksheet about Bob's weekly activities. It provides a table showing what Bob does each day of the week, including going to school, playing sports, doing homework, watching TV, swimming, riding a bicycle, and drawing. The worksheet then asks 5 comprehension questions about Bob's schedule, such as what days he goes to school, plays football, watches TV, and what activity he does on Saturday.
Bob's weekly schedule
Bob's weekly schedule is outlined. On weekdays (Monday through Friday), Bob goes to school for his morning activity and then does various afternoon activities like playing football, doing homework, or watching TV. On the weekend, Bob goes swimming and rides his bicycle on Saturday, and draws a picture while playing table tennis on Sunday.
Board report
The students have been designing CO2 car designs and researching different shapes and their effects on speed. They are looking forward to building the CO2 cars.
In their garden class, the students have been learning about different plant families and experimenting with new foods. Their goal is to try any food they make before commenting on the taste.
The students have started doing athletics and are practicing techniques to compete in inter-school athletics meets. They are excited to do athletics at the Massey track.
Williamsd onlinepresentation
The document describes how a baseball-themed lesson plan can be used to teach math concepts to students. Students analyze baseball statistics to learn about fractions, decimals, averages, and probabilities. They also build a fantasy baseball team to apply their statistical skills. The lesson includes a videoconference with the National Baseball Hall of Fame to further illustrate the real-world connections between math and baseball statistics.
Captain nobody (battle of the book)
This document contains questions about the book "Captain Nobody" by Dean Pitchford. It asks details about the characters (like Newt, JJ, Cecil), schools (like Fillmore High), and events (like the big football game and Halloween) within the story. The questions cover a wide range of people, places, objects, and plot details to test the reader's comprehension of the entire book.
Homework
Bob goes to school Monday through Friday. On Mondays and Thursdays, he plays football after school. He does homework on Tuesdays and watches TV on Fridays. On weekends when he doesn't have school, Bob goes swimming and rides his bicycle on Saturdays, and draws a picture and plays table tennis on Sundays. This text describes Bob's weekly schedule and activities.
2.2. FRAME
2. GETTING STARTED / HASIERAKO FASEA
Egoera erreal edo simulatu esanguratsuak diren arazo-egoerak planteatzen dira; horiei irtenbidea emateko unitatean ikasitako eta garatuko diren konpetentziak edo konpetentzia horien osagai batzuk eta edukiak beharko dira.
Arazo-egoeraren ezaugarriak hauek dira:
• Ikasleek jaso dituzten hainbat eduki mobilizatzen duen egoera konplexua da.
• Ikasleek erraz identifika dezaketen emaitz bat espero da: arazo bati irtenbidea ematea, arte-objektu bat egitea, objektu funtzional bat egitea, jardunbide plan bat egitea.
Helburuak honako hauek dira:
1. Ikasleak motibatzea eta ikasi beharrekoaren puntu nagusien berri ematea.
2. Modu argian jakinaraztea zer helburu lortu nahi den.
3. Zer lan-mota egin behar den .
4. Baliabideak aurreikustea.
------------------------------------------------------------------------------------------------------
Problem-based learning (PBL) is an approach that challenges students to learn through engagement in a real problem. It is a format that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem-solvers confronted with an ill-structured situation that simulates the kind of problems they are likely to face as future managers in complex organizations.
Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on teaching to a focus on learning. The process is aimed at using the power of authentic problem solving to engage students and enhance their learning and motivation. There are several unique aspects that define the PBL approach:
Learning takes place within the contexts of authentic tasks, issues, and problems--that are aligned with real-world concerns.
In a PBL course, students and the instructor become co learners, co planners, coproducers, and co evaluators as they design, implement, and continually refine their curricula.
The PBL approach is grounded in solid academic research on learning and on the best practices that promote it. This approach stimulates students to take responsibility for their own learning, since there are few lectures, no structured sequence of assigned readings, and so on.
PBL is unique in that it fosters collaboration among students, stresses the development of problem solving skills within the context of professional practice, promotes effective reasoning and self-directed learning, and is aimed at increasing motivation for lifelong learning.
2.2. FRAME
Rewrite the problem statements into “how might we” questions in order to frame the problem as a possibility. Use the ‘define a challenge’ worksheet to help create a “how might we” question.
Quiz 1
This document contains an English quiz with 3 sections:
1) Multiple choice questions about verbs in the present simple tense.
2) Fill in the blank negative sentences.
3) Match verbs to pictures of daily activities. The quiz covers vocabulary related to daily routines and uses of the present simple tense. It aims to test the student's knowledge and understanding of these concepts.
Numbers from 1 to 20
This document lists the numbers from 1 to 20 in words, with each number written out on its own line followed by a hyphen. It provides the spelling of the numbers one through ten, then eleven through thirteen, fourteen through sixteen, seventeen through nineteen and finally twenty.
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This document contains a crossword puzzle with numbers in the squares instead of letters or clues. The numbers are: 13, 1, 11, 8, 20, 3, 10, 2, 4, 19, 9, 17, 12, 5, 16, 6, 18, 14, 15, 7.
CORRECCIONS 20-24 D'ABRIL
This document contains worksheets and exercises for students to practice days of the week, school subjects, and using time phrases like "before", "after", "in the morning/afternoon/evening".
The first section has students finding and circling days of the week in a word search. The second has them completing sentences about what subjects a student has on each day. The third introduces questions using "have/has got" to ask about subjects on different days. The fourth introduces using time phrases like "before/after" with subjects and meals.
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Chapter 2
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Introduction to objective, scope and outcome the subject
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Bob's weekly timetable! solucions
- 1. Copyright, 2006 : www.english‐4kids.com www.eslkidslab.com Name: _________________ Class: ______________ Bob’s Week Days Activity 1 Activity 2 1. Monday go to school play football 2. Tuesday go to school do homework 3. Wednesday go to school watch TV 4. Thursday go to school play football 5. Friday go to school watch TV 6. Saturday go swimming ride a bicycle 7. Sunday draw a picture play table tennis (jugar a futbol) (fer els deures) (mirar la televisió) (anar en bicicleta) (jugar a tennis taula) (nedar) (fer un dibuix) texto
- 2. Copyright, 2006 : www.english‐4kids.com www.eslkidslab.com Name: _________________ Class: ______________ Bob’s Week 1) What days does Bob go to school? Bob goes to school on _______________ ________________ ________________ ___________________ and ______________ . 2) What days does Bob play football? Bob plays football on ___________________ and _________________. 3) What day does he draw a picture? He draws a picture on _________________________. 4) What does Bob do on Saturday? On Saturday, Bob _______________________________________________. 5) What days does Bob watch TV? Bob watches TV _________________________________________. Nins i nines! Abans de completar aquestes frases és molt important treballar el vocabulari de l’altre pàgina! Per poder-ho fer farem un picture dictionary al nostre quadern; és a dir escriurem les paraules i farem el dibuix! Monday Tuesday Wednesday Thursday Friday Monday Thursday Sunday goes swimming and he rides a bycicle on Friday