This presentation tells us the story about 'Thumbelina'. These slides are used to teach speaking skill. Story of Thumbelina is interested to be read. So, read this story and retell to your friends.
This presentation tells us the story about 'Thumbelina'. These slides are used to teach speaking skill. Story of Thumbelina is interested to be read. So, read this story and retell to your friends.
MOMENT, Benzoned, and Vaster Landscapes: Ratanakiri Poems by Greg BemGregoryBem
Three books of poetry in one. Created by Greg Bem during his time in Cambodia. Poems are about Cambodia, addiction, desire, and other related topics. This book has been added to Slideshare for accessibility reasons, but also exists in PDF format. You can find it and Greg Bem's other poetry at gregbem.com.
MOMENT, Benzoned, and Vaster Landscapes: Ratanakiri Poems by Greg BemGregoryBem
Three books of poetry in one. Created by Greg Bem during his time in Cambodia. Poems are about Cambodia, addiction, desire, and other related topics. This book has been added to Slideshare for accessibility reasons, but also exists in PDF format. You can find it and Greg Bem's other poetry at gregbem.com.
This compilation of fairy tales is the result of youth exchange that took place in the little paradise that is Curaçao. Thirty two young people from very different countries met for nine days to learn deeper and sensibilise about gender equality. This topic is
trendy in all our societies, but in our generation we still have big gaps between different genders. So it is necessary that youth works for ending this problem. This structural problem is reflected in small details in our daily life. Even though we come
from very different backgrounds we have found similarities in the essence of this situation, the myths and legends that are reflection of our different identyties are full of the stereotipes that feed the inequality. That is why we have been working in a
new perspective of our fairy tales in order to make them more concious and more focused towards an inclussive education.
All our work is shown here and it has been illustrated with the drawings of the children from the FELIS foundation. FELIS is a wonderful space where Gerda Van Petersen has been working very hard to be able to give those children with the difficult childhood some skills and most off all love to grow in this world.
We want to thank organizations that have made posible this learning. Erasmus, Stichting FELIS, InoChange, FIFEDE, KIEC European Club, Gerda Van Petersen, Fokje Scgipper and our leaders and participants. It has been very enrichening and we
are coming back to our countries with a new perspective about equality, learning and sharing.
The book was created in frame of youth exchange "Stand together" with support from Erasmus+ program.
A Worn PathEUDORA WELTY[1909–2001]It was December—a bright f.docxSALU18
A Worn Path
EUDORA WELTY
[1909–2001]
It was December—a bright frozen day in the early morning. Far out in the country there was an old Negro woman with her head tied in a red rag, coming along a path through the pinewoods. Her name was Phoenix Jackson. She was very old and small and she walked slowly in the dark pine shadows, moving a little from side to side in her steps, with the balanced heaviness and lightness of a pendulum in a grandfather clock. She carried a thin, small cane made from an umbrella, and with this she kept tapping the frozen earth in front of her. This made a grave and persistent noise in the still air, that seemed meditative like the chirping of a solitary little bird.
She wore a dark striped dress reaching down to her shoe tops, and an equally long apron of bleached sugar sacks, with a full pocket: all neat and tidy, but every time she took a step she might have fallen over her shoelaces, which dragged from her unlaced shoes. She looked straight ahead. Her eyes were blue with age. Her skin had a pattern all its own of numberless branching wrinkles and as though a whole little tree stood in the middle of her forehead, but a golden color ran underneath, and the two knobs of her cheeks were illumined by a yellow burning under the dark. Under the red rag her hair came down on her neck in the frailest of ringlets, still black, and with an odor like copper.
Now and then there was a quivering in the thicket. Old Phoenix said, “Out of my way, all you foxes, owls, beetles, jack rabbits, coons and wild animals! … Keep out from under these feet, little bobwhites… . Keep the big wild hogs out of my path. Don’t let none of those come running my direction. I got a long way.” Under her small black-freckled hand her cane, limber as a buggy whip, would switch at the brush as if to rouse up any hiding things.
On she went. The woods were deep and still. The sun made the pine needles almost too bright to look at, up where the wind rocked. The cones dropped as light as feathers. Down in the hollow was the mourning dove—it was not too late for him.
The path ran up a hill. “Seem like there is chains about my feet, time I get this far,” she said, in the voice of argument old people keep to use with themselves. “Something always take a hold of me on this hill—pleads I should stay.”
After she got to the top she turned and gave a full, severe look behind her where she had come. “Up through pines,” she said at length. “Now down through oaks.”
Her eyes opened their widest, and she started down gently. But before she got to the bottom of the hill a bush caught her dress.
Her fingers were busy and intent, but her skirts were full and long, so that before she could pull them free in one place they were caught in another. It was not possible to allow the dress to tear. “I in the thorny bush,” she said. “Thorns, you doing your appointed work. Never want to let folks pass, no sir. Old eyes thought you was a pretty little green bush.”
Finally, trembling a.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
1. Dragon
As he turned he saw movement in the
corner of his eyes – a shadowy shape
turning round to face him. Before he
knew it, he was staring into the nostrils
of a huge yellow dragon. His heart
stopped. The cave was filled with
noise of the dragon’s fiery breathing.
As the silence returned, who would
make the first move? Him? Or the
dragon? He decided he could wait.
He sat down cross-legged on the dusty
ground and took his only sandwich out
of his worn and tired looking lunch
bag. His sandwich was plain, made
from the remainder of the brown bread
his mother had baked with her loving
hands, and ham from the family’s pig
which had been killed not that long
ago. This would be the last sandwich
his mother would make unless he
found that treasure.
He took a bite, feeling the eyes of the
dragon on him. He looked up and saw
that the dragon had moved backwards,
but was still staring him down. Then
the strangest thing happened: the
dragon began to talk.
“I need to tell you something,” he said,
“something I have never told anyone
before and nobody knows but I.” The
boy sighed – this would take too long.
He needed to get back home to his
parents. Who knew how much longer
they had left to live? But listening
might be the only way to escape.
“I need to start at the beginning,” he
whispered. “I hatched from my egg
many years ago, out in the open, not in
this damp and dreary hole. I was
raised along with my brothers and
sister by my mother. I don’t have
many memories of her but the ones I
do have are good. We lived in the
forest, surrounded by the trees, bees
and fresh air. I spent many days
exploring the forests, adventuring
through the rivers and causing much
mayhem for my dear mother. She was
a very patient dragon: she never really
got angry and rarely ever lost her
. temper.”
“Wow,” the boy murmured, imagining
his own parents who were always kind
to him. They loved him dearly but they
were busy trying not to die at that
second. Hopefully this treasure would
make everything better. Maybe they
could pay for their medicine, or buy
more food, or move to a better place.
Imagine their faces when he would
walk through the door with a big
bundle of diamonds and gold coins
under his arm.
“But one day,” the dragon continued,
“one day I wandered a bit too far away
from home. I journeyed out past the
edge of the forest, past the river, past
the lake, until I saw a cave. It was this
cave actually, the cave we are in right
now. I found myself drawn to its
entrance and so, instead of resisting
the urge, I moved slowly along the
grassy meadow on the edge of which I
was lurking. I can still remember the
feeling of the grass stroking my belly,
tickling me, still to this day. Before I
knew it I was approaching the mouth
of the cave, breathing in the musty
smell that is now so familiar.”
The dragon stopped speaking for a
moment and the cave was filled with
silence. The boy took a bite of his
2. bread waiting for the dragon to
continue his story.
“As I was a curious young dragon,” he
resumed, “I wandered into the cave
and did not ever look behind me. The
cave seemed to be getting smaller but
that did not stop me. I couldn’t resist
the temptation to carry on exploring
this mysterious place. Too soon my
shoulders got stuck and I was unable
to proceed, but I could not go back
either. My legs couldn’t move properly
so the only way out was forwards. I
began to panic. But it was not regular
panicking – I felt myself begin to stress
and hyperventilate so I pushed myself
forward through the gap in the cave
which could no longer be called a
passageway. As I struggled through
the space, I jumped or fell into this
cavernous underground hall-like
space.”
He stopped talking – there was nothing
much left to say. That was where the
story ended. Finished. Ended. Done.
The tears begin to well up in his eyes
and the old beast did everything he
could to push them down his scaly
face.
“So what happened next?” the boy
asked, looking puzzled. “What did you
do?”
“Nothing,” murmured the dragon, so
quietly that he could barely be heard
over the drips from the ceiling. “I could
not go anywhere, I’m stuck here,
eating only what wanders into my
cave…”
Eilidh, S3