Charliehebdo

Reactions to the Charlie Hebdo attack

Este documento describe la Biblia como la herramienta principal de trabajo para un maestro cristiano. Explica que la Biblia es la palabra inspirada de Dios y debe ser amada, conocida y vivida por el maestro como ejemplo para sus discípulos. También destaca que la Biblia es un arma poderosa contra el pecado y provee esperanza, por lo que es crucial que el maestro la use para enseñar a sus discípulos.

Abschlussbericht AMEV Umfrage Pro.Buechel fur BBRJürgen Lauber

Web2 0 Bedeutung

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3ohsas 18001

Iciar Fernandez .

La OHSAS 18001 especifica los requisitos de un sistema de gestión de seguridad y salud ocupacional. Siguiendo un formato similar a la ISO 14001 para gestión ambiental, establece requisitos para la política, planificación, implementación, revisión y mejora continua de la seguridad y salud laboral de una organización. Al igual que ISO 14001, OHSAS 18001 puede certificarse por terceros y ayuda a las organizaciones a cumplir con la legislación aplicable en esta área.

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La soberania de dios 2Ministerio Infantil Arcoiris

2012 04-13 powerpointpe-lju81

Este documento ofrece enseñanzas sobre el crecimiento espiritual y la esperanza de la tierra nueva prometida en la Biblia. Resalta que cuando Cristo regrese, Dios enjugará toda lágrima y no habrá más muerte, llanto ni dolor. También advierte que la espiritualidad mundana de los laodiceos empaña la esperanza de la tierra nueva y que quienes participen en la primera resurrección tendrán una segunda oportunidad.

This document contains the results lists from a karate competition in Örebro, Sweden on April 25th, 2015. It lists the top three placings in each class for kata and kumite competitions. In the kata competitions, Agnes Fouganthine placed first in class F9 and Hanna Skogström placed first in class F10. In the kumite competitions, Elma Becirovic placed first in class F9 and Mai Wecharat placed first in class F10. The document provides standings for multiple age groups and martial arts classes.

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El documento trata sobre la autoestima femenina. Argumenta que a medida que las mujeres envejecen y acumulan más conocimiento e información, esta información se distribuye por todo su cuerpo en lugar de caber solo en su cabeza, por lo que no están gordas sino que son cultas. También enumera varias razones por las que las mujeres son perfectas, como que no se quedan calvas, tienen días especiales, pueden usar diferentes colores y más.

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Este documento resume un devocional de 5 días sobre varios pasajes del Evangelio de Marcos. El primer día se analiza la parábola de los viñadores malvados y se advierte que la paciencia de Dios con su pueblo tiene un límite. El segundo día se discute la necesidad de ser mayordomos responsables ante Dios. El tercer día examina dos temas candentes: el pago de impuestos y la resurrección. El cuarto día explora el mandamiento principal de amar a Dios y al prójimo. Finalmente, el quinto día analiza las

La viuda persistente.

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Este documento discute cuatro respuestas bíblicas a las críticas del pluralismo hacia el cristianismo: 1) Las religiones se contradicen entre sí, por lo que no todas pueden tener la verdad; 2) El cristianismo enseña que solo a través de Jesucristo se puede llegar a Dios; 3) La Biblia enseña que todos son pecadores y no pueden salvarse por sus propios esfuerzos; 4) Jesús murió en la cruz para pagar el pecado de la humanidad, lo que ninguna otra religión ense

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The document provides instructions for an activity where students generate as many sentences as possible in 30 seconds using sentence starter words or phrases provided on slides. The teacher notes emphasize having students practice retrieving verbs and suggest delivering the activity orally in pairs, translating each other's sentences, using different verb tenses, and editing the slides to suit the class.

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This document provides teacher instructions for an activity to teach students how to use the relative pronoun "que" in French sentences. It includes example sentences using "que" with different nouns and verbs. The activity involves students practicing pronunciation, translating examples, playing a sentence guessing game, making up their own examples, and doing translation exercises. It aims to explain the role and use of "que" in French sentences.

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This document discusses interpersonal and task-based listening. It begins by providing context on listening being an underdeveloped skill and how listening lessons tend to rely on routines without challenge. It then discusses the various processes involved in listening at different linguistic levels from phonological to syntactic. Several sample listening tasks are provided that focus on meaningful communication and information gaps. The tasks are designed to match listening activities to specific sub-skills. The document emphasizes the importance of bottom-up decoding and that listening cannot be taught in isolation. It concludes by noting research supporting the role of comprehensible input and interaction in second language acquisition.

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This document discusses various techniques for teaching listening skills in a foreign language classroom. It emphasizes the importance of direct phonics instruction to build bottom-up decoding skills. It presents John Field's model of the listening process and discusses both bottom-up and top-down listening approaches. The document provides many specific ideas and activities for teaching phonics and developing listening comprehension through question-answer exchanges, true/false statements, descriptions, and quizzes. It stresses practicing listening as an interactive, social skill and including cultural content to engage intermediate and advanced learners.

Buckingham university pgce

This document summarizes the differences between language acquisition and language learning. It notes that acquisition is natural and unconscious, focusing on input, while learning is formal and conscious, focusing on language forms. It provides examples of input tasks like listening, reading, and questions, which avoid translation and focus on meaning. It also gives examples of output tasks like translation, writing, and drills that focus on accuracy and practicing language rules and skills.

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The document discusses developing listening comprehension skills in language learning, noting that a more structured approach may be needed rather than assuming listening will develop naturally. It provides examples of questioning techniques and other interactive listening activities teachers can use to directly teach listening skills, such as having students detect false statements, substitution drills, and playing listening games. The document emphasizes the social aspect of listening and using the teacher's voice to engage students.

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This document discusses various techniques for teaching and developing listening skills in a foreign language. It begins by outlining John Field's model of the listening process and the importance of both bottom-up decoding skills and top-down comprehension skills. It then provides several specific phonics activities and games teachers can use to help students practice decoding sounds. Next, it explores ways to develop intermediate listening through interactive listening tasks. Finally, it discusses techniques for advanced listening comprehension and developing cultural knowledge through formats like lectures, quizzes, and independent media consumption.

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1) The document discusses two contrasting approaches to teaching foreign languages - a comprehensible input approach that focuses on meaningful input and minimizes explicit grammar instruction, and a skill-acquisition approach that emphasizes explicit grammar explanation and structured practice. 2) It explores the debate around whether consciously learned language can become subconsciously acquired and debates the relative merits of implicit versus explicit instruction. 3) The key message is that there is no consensus on the best approach and teachers need to select an eclectic approach that suits their context and beliefs while aiming to maximize meaningful input and opportunities for oral practice.

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Buckingham Uni PGCE Feb 2017 Teaching culture

This document discusses teaching culture as part of foreign language education. It provides quotes emphasizing the importance of learning other languages and cultures to gain new perspectives. Learning a new language allows students to become members of a linguistic community and opens their minds to different worldviews. The document also lists various sources of cultural input that can be incorporated into language lessons, such as authentic texts, songs, films and visits from foreign language assistants or exchanges. It suggests using both the first language and target language as mediums for cultural discussion and transmission, depending on the age and level of students. Special events like food tastings, guest speakers and project-based learning are highlighted as memorable ways to teach culture. The document concludes with questions about the motivational

Buckingham Uni PGCE Feb 2017 Assessment

Formative and summative assessments serve different purposes. Formative assessments are used during instruction to provide feedback to students and teachers to improve learning, while summative assessments evaluate learning at the end of an instructional period. Effective formative assessments include sharing learning objectives, providing feedback, and activating students as owners of their learning. Summative assessments should match the skills taught and avoid assessing unfamiliar tasks. Tests need validity in assessing what was taught and reliability in producing consistent results. Teachers aim to effectively prepare students for important tests without limiting effective instructional methods.

Buckingham Uni PGCE Feb15 Listening

The document discusses developing listening skills in language learners. It suggests that listening is often the most neglected skill by both teachers and students, who fear listening tests. There are no quick fixes, but listening can be improved over several years. Suggestions include drilling isolated sounds and linking them to spelling, using diagrams to explain articulation, using tongue twisters, and modeling correct stress and intonation. Developing bottom-up listening involves teaching vocabulary in context, transcription tasks, and exploiting "narrow listening" with similar vocabulary across texts. Teachers should devote class time to listening practice and build students' confidence in their listening abilities.

Buckingham Uni PGCE Feb 2017 Purposeful games

This document provides descriptions of several language games that can be used in the classroom to help students practice vocabulary, grammar structures, listening skills and more in an engaging and motivating way. Some of the games summarized include Battleships with a twist where students practice verb conjugations, Mental Maths Bingo where students solve math problems to find numbers on their bingo card, and Silly Story-Writing where students collaborate to write a silly story incorporating random words in the target language. The games aim to make language practice more fun while still achieving learning goals.

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This document provides information about the new GCSE French exams in the UK, which will begin in 2018. It discusses the exam structure, content themes, and assessment formats. The exams will be linear, with all exams taken at the end of the course. Assessment will include listening, speaking, reading, and writing components. The speaking exam will involve a role-play, photo card, and conversation section. Reading and writing exams will include multiple choice questions, short answer questions, translations, and longer writing responses. The document also discusses potential activities to use in French lessons to prepare students for the new exams.

York pgce modern languages a level

The document summarizes changes to MFL A-Levels in the UK. Key points: - AS and A-Level are now decoupled, with AS being a one-year course and A-Level a two-year course. - Content has been made more rigorous and rooted in target language cultures, with prescribed literary works and films. - Exam boards have developed topic-based specifications covering themes like society, culture, and grammar. - Assessment includes listening, reading, translation, and essays on literature and film for both AS and A-Level. Speaking is also assessed at A-Level.

Modern languages gcse