This chapter discusses traveling. It provides examples of using indirect object pronouns like "me", "te", and "nos" to express "to/for whom". It also covers the verbs "dar" and "decir" and how they are used. Some examples of expressing likes and dislikes with the verb "gustar" are given. Finally, it discusses using the preterite tense to talk about actions that occurred in the past, providing conjugated examples of regular verbs like "hablar" and "comer", as well as irregular verbs like "dar", "ir", "hacer", and "ser".
Este documento contiene una serie de frases cortas que expresan los sentimientos y pensamientos comunes de perros y gatos sobre temas como la soledad, el afecto, la belleza y la necesidad de ser queridos y valorados.
This document provides Spanish pronouns and expressions for indefinites, negatives, and formal command forms. It lists subject pronouns for the formal singular and plural "you", indefinite pronouns like "something" and "nothing", and adverbs like "always" and "never". It then shows the formal command forms for common verbs like "hablar" and "comer" as well as rules for positioning direct object and reflexive pronouns with affirmative and negative commands.
This chapter discusses traveling. It provides examples of using indirect object pronouns like "me", "te", and "nos" to express "to/for whom". It also covers the verbs "dar" and "decir" and how they are used. Some examples of expressing likes and dislikes with the verb "gustar" are given. Finally, it discusses using the preterite tense to talk about actions that occurred in the past, providing conjugated examples of regular verbs like "hablar" and "comer", as well as irregular verbs like "dar", "ir", "hacer", and "ser".
Este documento contiene una serie de frases cortas que expresan los sentimientos y pensamientos comunes de perros y gatos sobre temas como la soledad, el afecto, la belleza y la necesidad de ser queridos y valorados.
This document provides Spanish pronouns and expressions for indefinites, negatives, and formal command forms. It lists subject pronouns for the formal singular and plural "you", indefinite pronouns like "something" and "nothing", and adverbs like "always" and "never". It then shows the formal command forms for common verbs like "hablar" and "comer" as well as rules for positioning direct object and reflexive pronouns with affirmative and negative commands.
El documento presenta una introducción a las formas de ser en español, incluyendo ejemplos de diálogos donde personas se presentan y describen. También incluye listas de números del 0 al 30 y explica cómo los números cambian de forma dependiendo del género del sustantivo. Finalmente, introduce expresiones para hablar sobre gustos y disgustos y formas de preguntar la hora.
Este documento proporciona información sobre gramática española. Explica las reglas para artículos definidos e indefinidos, sustantivos masculinos y femeninos en singular y plural, pronombres personales, conjugación de verbos regulares como "hablar", formación de preguntas sí/no a través de la entonación y la inversión del sujeto y el verbo, y la negación con "no".
1) Colin Camerer gave a 14 minute presentation on game theory and neuroscience research involving monkeys.
2) He engaged the audience by having them participate in an experiment by choosing a number between 1-100 and then telling them what most people pick.
3) The presentation followed the TED Commandments by explaining complex topics clearly, connecting emotionally, avoiding ego, and ending on time.
Este documento presenta 12 ideas que pueden cambiar tu vida, como salir de tu zona de confort, ver una puesta de sol, aprender a tocar un instrumento, pasar un día en la playa, explorar una ciudad nueva, leer un gran libro, atreverse a dar un salto, ir de acampada, ir a una conferencia, hablar con un extraño, subir una montaña, visitar un pueblo pequeño y hacer un viaje en bicicleta. La idea principal es que realizar nuevas experiencias y actividades puede traer cambios positivos a la vida de una persona
This document contains information about Spanish verb conjugations and object pronouns. It lists common Spanish verbs like estar, poder, querer, saber, tener, venir conjugated in the preterite tense. It also discusses using indirect and direct object pronouns like me, te, lo, la, in sentences. When both an indirect and direct object pronoun are used, the indirect object pronoun comes first. It also covers situations where the indirect object pronoun changes to "se" when both objects start with "l".
Mariah Samantha is a 22-year-old Canadian marketing student who created a presentation about her use of social media and knowledge of social networking. She maintains a personal blog, Facebook page, Twitter account, and Instagram to connect with others and promote her tutu business. Her goals are to complete her marketing degree, obtain an event planning degree, and gain work experience in event planning.
El documento discute el constructivismo y el aprendizaje en los estudiantes. Explica que el constructivismo implica que los individuos construyen su propio conocimiento a través de la interacción entre sus conocimientos previos y nueva información. También describe tres tipos de constructivismo según Piaget y Vygotsky. Finalmente, recomienda estrategias para la práctica docente como promover el aprendizaje para la comprensión, el proceso de creación y aprender estrategias cognitivas para lograr un aprendizaje efectivo en los estud
Open instructional design and assessments - OE4BW 2020nwahls
Organization of a learning experience
Learning outcomes, learner levels, and accessibility
Active learning in self-directed and distance contexts
Turning resources and assessments into a course or textbook
UNESCO Open Education for a Better World Mentoring Programmenwahls
The document summarizes a UNESCO mentoring program that aims to develop open education projects around the world. It provides details about current mentors and mentees in the program and their open education project focused on developing online professional development for foreign language teachers in Uzbekistan. The project goals include reviewing an existing online pilot course, connecting the project to virtual intercultural exchanges, and developing an open access textbook. The mentor proposal outlines recommendations for the project's pedagogy, curriculum, and technology approach, including incorporating open and collaborative learning practices.
The document summarizes a UNESCO mentoring program that aims to promote open education for a better world. It describes a project in Uzbekistan that seeks to develop an open online professional development program for foreign language educators. The mentee's goals are to review an existing online pilot course, plan a virtual intercultural exchange initiative, and propose an open access textbook. The mentors provide suggestions on connecting with local instructional designers, using an open course template, and incorporating collaborative and reflective pedagogies. If successful, the program could help educators improve their skills while fostering intercultural understanding through virtual exchange.
UNESCO Project in Uzbekistan: Open Education for a Better World - Unicollabor...nwahls
The UNESCO project aims to improve English language instruction in Uzbekistan through open education. It plans to:
1. Review and update the online pilot course for foreign language teachers in Uzbekistan to include open educational practices.
2. Connect the project with a virtual intercultural exchange program to allow English teachers to practice English with native speakers.
3. Suggest creating an open access textbook by having language educators globally submit chapters on using virtual exchanges in language classrooms.
UNESCO Project in Uzbekistan: Open Education for a Better Worldnwahls
The document discusses a UNESCO project in Uzbekistan aimed at improving foreign language instruction through open education. Specifically:
1. It identifies high failure rates among foreign language teachers in Uzbekistan and low English language skills.
2. The project goals are to review an existing online pilot course, connect it with a virtual intercultural exchange program, and publish an open textbook.
3. Recommendations include connecting mentors with local instructional designers, using an open course template, and incorporating collaborative and intercultural learning pedagogies.
El documento presenta una introducción a las formas de ser en español, incluyendo ejemplos de diálogos donde personas se presentan y describen. También incluye listas de números del 0 al 30 y explica cómo los números cambian de forma dependiendo del género del sustantivo. Finalmente, introduce expresiones para hablar sobre gustos y disgustos y formas de preguntar la hora.
Este documento proporciona información sobre gramática española. Explica las reglas para artículos definidos e indefinidos, sustantivos masculinos y femeninos en singular y plural, pronombres personales, conjugación de verbos regulares como "hablar", formación de preguntas sí/no a través de la entonación y la inversión del sujeto y el verbo, y la negación con "no".
1) Colin Camerer gave a 14 minute presentation on game theory and neuroscience research involving monkeys.
2) He engaged the audience by having them participate in an experiment by choosing a number between 1-100 and then telling them what most people pick.
3) The presentation followed the TED Commandments by explaining complex topics clearly, connecting emotionally, avoiding ego, and ending on time.
Este documento presenta 12 ideas que pueden cambiar tu vida, como salir de tu zona de confort, ver una puesta de sol, aprender a tocar un instrumento, pasar un día en la playa, explorar una ciudad nueva, leer un gran libro, atreverse a dar un salto, ir de acampada, ir a una conferencia, hablar con un extraño, subir una montaña, visitar un pueblo pequeño y hacer un viaje en bicicleta. La idea principal es que realizar nuevas experiencias y actividades puede traer cambios positivos a la vida de una persona
This document contains information about Spanish verb conjugations and object pronouns. It lists common Spanish verbs like estar, poder, querer, saber, tener, venir conjugated in the preterite tense. It also discusses using indirect and direct object pronouns like me, te, lo, la, in sentences. When both an indirect and direct object pronoun are used, the indirect object pronoun comes first. It also covers situations where the indirect object pronoun changes to "se" when both objects start with "l".
Mariah Samantha is a 22-year-old Canadian marketing student who created a presentation about her use of social media and knowledge of social networking. She maintains a personal blog, Facebook page, Twitter account, and Instagram to connect with others and promote her tutu business. Her goals are to complete her marketing degree, obtain an event planning degree, and gain work experience in event planning.
El documento discute el constructivismo y el aprendizaje en los estudiantes. Explica que el constructivismo implica que los individuos construyen su propio conocimiento a través de la interacción entre sus conocimientos previos y nueva información. También describe tres tipos de constructivismo según Piaget y Vygotsky. Finalmente, recomienda estrategias para la práctica docente como promover el aprendizaje para la comprensión, el proceso de creación y aprender estrategias cognitivas para lograr un aprendizaje efectivo en los estud
Open instructional design and assessments - OE4BW 2020nwahls
Organization of a learning experience
Learning outcomes, learner levels, and accessibility
Active learning in self-directed and distance contexts
Turning resources and assessments into a course or textbook
UNESCO Open Education for a Better World Mentoring Programmenwahls
The document summarizes a UNESCO mentoring program that aims to develop open education projects around the world. It provides details about current mentors and mentees in the program and their open education project focused on developing online professional development for foreign language teachers in Uzbekistan. The project goals include reviewing an existing online pilot course, connecting the project to virtual intercultural exchanges, and developing an open access textbook. The mentor proposal outlines recommendations for the project's pedagogy, curriculum, and technology approach, including incorporating open and collaborative learning practices.
The document summarizes a UNESCO mentoring program that aims to promote open education for a better world. It describes a project in Uzbekistan that seeks to develop an open online professional development program for foreign language educators. The mentee's goals are to review an existing online pilot course, plan a virtual intercultural exchange initiative, and propose an open access textbook. The mentors provide suggestions on connecting with local instructional designers, using an open course template, and incorporating collaborative and reflective pedagogies. If successful, the program could help educators improve their skills while fostering intercultural understanding through virtual exchange.
UNESCO Project in Uzbekistan: Open Education for a Better World - Unicollabor...nwahls
The UNESCO project aims to improve English language instruction in Uzbekistan through open education. It plans to:
1. Review and update the online pilot course for foreign language teachers in Uzbekistan to include open educational practices.
2. Connect the project with a virtual intercultural exchange program to allow English teachers to practice English with native speakers.
3. Suggest creating an open access textbook by having language educators globally submit chapters on using virtual exchanges in language classrooms.
UNESCO Project in Uzbekistan: Open Education for a Better Worldnwahls
The document discusses a UNESCO project in Uzbekistan aimed at improving foreign language instruction through open education. Specifically:
1. It identifies high failure rates among foreign language teachers in Uzbekistan and low English language skills.
2. The project goals are to review an existing online pilot course, connect it with a virtual intercultural exchange program, and publish an open textbook.
3. Recommendations include connecting mentors with local instructional designers, using an open course template, and incorporating collaborative and intercultural learning pedagogies.
6. E x p r e s s i n g D e s t i n a t i o n a n d
F u t u r e A c t i o n s
ir; ir + a + infinitive
7. iirr ((ttoo ggoo))
vvooyy vvaammooss
vvaass vvaaiiss
vvaa vvaann
--¿Vas a la universidad?
--Sí, voy a la universidad.
Vamos a comprar un carro.
Julieta va a estudiar esta noche.