A fat cat climbs a tree to escape bees and causes a bird's nest to fall, which is caught by a pig, containing eggs. The cat then sits on the eggs as a snake wants to bake a cake with the cat, until the eggs hatch into chicks under the cat.
This document contains information about teaching English to young learners, including classroom language, lesson organization techniques, developing social skills, and classroom management strategies. It provides sample greetings, ways to take attendance, phrases for starting and ending lessons, and tips for classroom organization. It also lists social skills objectives and desirable student outcomes related to class routines, greetings/feelings, personal hygiene, behavior, sharing, and showing respect. Finally, it discusses low-key management techniques, making smooth transitions, and aiding struggling students.
Several Japanese soldiers hid in the jungle of Lubang island for over 60 years after World War 2 ended, refusing to believe that the war was over. The most famous of these was Mr. Onoda, who wrote a book about his experiences surviving alone in the jungle for decades after the war ended called "No Surrender: My Thirty-year War". While some sources were initially skeptical of the story, investigations and the soldiers' return to Japan confirmed that they had indeed been hiding in the jungle since the end of the war.
The document compares and contrasts the classic story of "The Three Little Pigs" with "The True Story of the Three Little Pigs". Both stories feature three pigs and a wolf, but in the True Story, the wolf is gentle and only wants sugar for a cake, while the pigs are badly behaved. Additionally, in the original the pigs escape the wolf but in the True Story the pigs are eaten by the wolf who then ends up in jail.
The document is a lesson about point of view that discusses the classic story of the three little pigs from different character perspectives. It prompts students to identify pronouns that reveal the narrator, consider why an author may choose a particular point of view, and compare how the story might differ if told from another character's perspective, like the second little pig. Quizzes and open-ended questions help students explore the impact of narrative voice.
The document is a presentation about the story "The owl who was afraid of the dark". It includes polls, questions about owls, embedded videos, quizzes and questions about the story. The presentation aims to teach about the story where an owl is afraid of the dark but learns from other animals that the dark is not something to fear and can be fun, exciting and beautiful.
Lazy Jack is a lazy man who lives in the countryside with his mother. After his mother grows tired of supporting him, she sends Jack to find work. Jack takes on several jobs, but loses his pay each time due to his laziness. At his last job in a stable, Jack carries a donkey on his shoulders to the castle, making the sad princess smile and laugh for the first time. Jack and the princess later marry.
The document describes the simple life cycle of chickens in 4 steps: 1) A hen lays an egg containing an embryo, 2) The embryo incubates inside the egg for 3 weeks as it develops into a chick, 3) The eggs hatch and the chicks leave the shells, 4) The chicks grow into adult chickens or roosters.
This document provides a phonics lesson on various letter sounds including qu, ou, oi, ue, er, and ar. It includes exercises for students to write and identify words containing these sounds. It also includes a word search and drawing activity to reinforce the letter sounds. Videos are attached to provide examples of pronouncing the letter sounds in songs. The document aims to teach students letter sounds and sight words through multi-sensory activities.
This document contains information about teaching English to young learners, including classroom language, lesson organization techniques, developing social skills, and classroom management strategies. It provides sample greetings, ways to take attendance, phrases for starting and ending lessons, and tips for classroom organization. It also lists social skills objectives and desirable student outcomes related to class routines, greetings/feelings, personal hygiene, behavior, sharing, and showing respect. Finally, it discusses low-key management techniques, making smooth transitions, and aiding struggling students.
Several Japanese soldiers hid in the jungle of Lubang island for over 60 years after World War 2 ended, refusing to believe that the war was over. The most famous of these was Mr. Onoda, who wrote a book about his experiences surviving alone in the jungle for decades after the war ended called "No Surrender: My Thirty-year War". While some sources were initially skeptical of the story, investigations and the soldiers' return to Japan confirmed that they had indeed been hiding in the jungle since the end of the war.
The document compares and contrasts the classic story of "The Three Little Pigs" with "The True Story of the Three Little Pigs". Both stories feature three pigs and a wolf, but in the True Story, the wolf is gentle and only wants sugar for a cake, while the pigs are badly behaved. Additionally, in the original the pigs escape the wolf but in the True Story the pigs are eaten by the wolf who then ends up in jail.
The document is a lesson about point of view that discusses the classic story of the three little pigs from different character perspectives. It prompts students to identify pronouns that reveal the narrator, consider why an author may choose a particular point of view, and compare how the story might differ if told from another character's perspective, like the second little pig. Quizzes and open-ended questions help students explore the impact of narrative voice.
The document is a presentation about the story "The owl who was afraid of the dark". It includes polls, questions about owls, embedded videos, quizzes and questions about the story. The presentation aims to teach about the story where an owl is afraid of the dark but learns from other animals that the dark is not something to fear and can be fun, exciting and beautiful.
Lazy Jack is a lazy man who lives in the countryside with his mother. After his mother grows tired of supporting him, she sends Jack to find work. Jack takes on several jobs, but loses his pay each time due to his laziness. At his last job in a stable, Jack carries a donkey on his shoulders to the castle, making the sad princess smile and laugh for the first time. Jack and the princess later marry.
The document describes the simple life cycle of chickens in 4 steps: 1) A hen lays an egg containing an embryo, 2) The embryo incubates inside the egg for 3 weeks as it develops into a chick, 3) The eggs hatch and the chicks leave the shells, 4) The chicks grow into adult chickens or roosters.
This document provides a phonics lesson on various letter sounds including qu, ou, oi, ue, er, and ar. It includes exercises for students to write and identify words containing these sounds. It also includes a word search and drawing activity to reinforce the letter sounds. Videos are attached to provide examples of pronouncing the letter sounds in songs. The document aims to teach students letter sounds and sight words through multi-sensory activities.
This document contains instructions and exercises for teaching phonics sounds. It includes exercises to identify capital and lowercase letters, write the names of pictures corresponding to phonics sounds, identify initial sounds in words, write words containing specific consonant blends, and choose correct spellings of words with vowel combinations. The document is accompanied by video files of phonics songs teaching various sounds.
The document is a collection of phonics exercises teaching letter sounds, sight words, and spelling patterns. It includes exercises matching pictures to words, ordering letters and groups of words alphabetically, filling in missing letters, drawing pictures for spelled out words, and joining sentences to pictures. Videos are included demonstrating how to pronounce some of the letter sounds like z, w, v, ng, and oo. The exercises focus on teaching early reading and spelling skills through phonics.
The document is a phonics worksheet that guides students through practicing different phonics sounds and matching words to pictures. It covers the sounds for ai, ee, ie, oa, or and j. Students are instructed to match words like snail, pie, goat to pictures and join phonics sounds together. They are also asked to fill in missing words like "tie" into sentences. Videos are included to demonstrate the sounds.
This document contains an English phonics worksheet. It reviews words starting with the letters G, O, L, U, F, B by showing pictures of objects and asking the student to identify names or write words beginning with those letters. It also practices matching capital and lowercase letters, filling in missing sounds in words, and matching words to rhyming pictures. Videos are included to review the individual letter sounds.
This document provides an early reading lesson on identifying beginning sounds in words. It includes pictures and words beginning with the letters C, K, E, H, R, M, and D. Students are instructed to write the names of pictures, identify words beginning with certain letters, and match pictures to their beginning sounds. Videos are included to help teach the beginning sounds.
This document provides an introduction to letters and sounds in English for children. It includes pictures and words beginning with the letters S, A, T, I, P, and N. Children are instructed to match pictures with their corresponding starting sounds and letters. Videos are included to teach the sounds and words for each letter.
This document contains 7 sentences with phonetic spellings of words to blend and say aloud. The sentences describe common everyday actions like watering a plant when it's hot, putting a pen on a table, running to catch a bus, stating an age, finding a sock, and giving a favorite game away. The final sentence asks the reader to blend and say the phonetic words.
The document contains two word games. The first asks the reader to identify the common sound in three sets of words which is /s/. The second asks the reader to categorize words containing the sound /d/ as beginning, middle or end and provides an example list of words to categorize.
This short document contains 4 lines of text with 3 animal names - BAT, PIG, and DOG - listed on individual lines followed by a blank line. It presents the names of 3 common animals in a simple list format without additional context or details.
The document lists words organized by their syllable count, with 1 syllable words in section 1, 2 syllable words in section 2, and so on up to 5 syllables. It shows how words with different syllable counts are broken down phonically.
The document appears to be a collection of 10 rhyming phrases or sentences describing various animals and activities. Each phrase is numbered and can be clicked to listen to the full rhyme. The high-level summary is that it presents a series of rhyming riddles or descriptions related to common animals, objects, and actions that young children would likely be familiar with.
This document contains several classic English nursery rhymes and songs, including ones about catching a fish, letting it go after it bites a finger, telling the rain to go away and come back another day, five little monkeys jumping on a bed and falling off, and a mother calling the doctor after each one falls.
This document provides spelling exercises and solutions for words beginning with <sh>. It includes lists of words to spell and sentences to write using the words. Students are asked to draw various objects and provided with feedback on spelling solutions and example sentences using the words.
Adverbs are words that describe verbs. They modify verbs to indicate manner or time. The document provides examples of adverbs and has students practice identifying adverbs and filling in blanks with adverbs in a short story about a bee's day. It teaches students about different types of adverbs and has them apply their understanding in exercises choosing the correct adverbs for pictures and sentences.
This short document appears to be testing knowledge about snakes by asking the reader to choose the correct option that describes a snake's appearance from a multiple choice list. It does not provide enough context in its few lines of text to determine more specific details about the snake or the intended correct answer.
The document discusses how to form sentences in the future tense using "will" plus the verb's infinitive form. It provides examples of forming sentences about actions yesterday in the past tense and tomorrow in the future tense using "will". It then prompts the reader to write some sample sentences about what they did yesterday and will do tomorrow.
This document discusses rules for forming the past tense of verbs in English. Verbs with short vowels before a single consonant will double that consonant when adding "-ed", like "fit" becoming "fitted". Verbs with two consonants or without a short vowel sound do not double, so words like "stamp" become "stamped" and "look" becomes "looked". The document then provides a list of verbs to write in the past tense form.
The document provides instructions for conjugating verbs into the past tense in English. It explains that the simple past is formed by adding "-ed" to the base verb, or dropping the final "e" and adding "-ed" if the verb already ends in "e". Examples are given of verbs in their present and past forms. Readers are then asked to underline verbs in sentences and identify if the sentences are in the present or past tense. Finally, verbs are listed for the reader to classify as present or past.
The document instructs the reader to write the verbs "to drive", "to clean", "to dance", "to fight", "to throw", and "to walk" and to draw a picture of a person doing each verb.
This document contains instructions and exercises for teaching phonics sounds. It includes exercises to identify capital and lowercase letters, write the names of pictures corresponding to phonics sounds, identify initial sounds in words, write words containing specific consonant blends, and choose correct spellings of words with vowel combinations. The document is accompanied by video files of phonics songs teaching various sounds.
The document is a collection of phonics exercises teaching letter sounds, sight words, and spelling patterns. It includes exercises matching pictures to words, ordering letters and groups of words alphabetically, filling in missing letters, drawing pictures for spelled out words, and joining sentences to pictures. Videos are included demonstrating how to pronounce some of the letter sounds like z, w, v, ng, and oo. The exercises focus on teaching early reading and spelling skills through phonics.
The document is a phonics worksheet that guides students through practicing different phonics sounds and matching words to pictures. It covers the sounds for ai, ee, ie, oa, or and j. Students are instructed to match words like snail, pie, goat to pictures and join phonics sounds together. They are also asked to fill in missing words like "tie" into sentences. Videos are included to demonstrate the sounds.
This document contains an English phonics worksheet. It reviews words starting with the letters G, O, L, U, F, B by showing pictures of objects and asking the student to identify names or write words beginning with those letters. It also practices matching capital and lowercase letters, filling in missing sounds in words, and matching words to rhyming pictures. Videos are included to review the individual letter sounds.
This document provides an early reading lesson on identifying beginning sounds in words. It includes pictures and words beginning with the letters C, K, E, H, R, M, and D. Students are instructed to write the names of pictures, identify words beginning with certain letters, and match pictures to their beginning sounds. Videos are included to help teach the beginning sounds.
This document provides an introduction to letters and sounds in English for children. It includes pictures and words beginning with the letters S, A, T, I, P, and N. Children are instructed to match pictures with their corresponding starting sounds and letters. Videos are included to teach the sounds and words for each letter.
This document contains 7 sentences with phonetic spellings of words to blend and say aloud. The sentences describe common everyday actions like watering a plant when it's hot, putting a pen on a table, running to catch a bus, stating an age, finding a sock, and giving a favorite game away. The final sentence asks the reader to blend and say the phonetic words.
The document contains two word games. The first asks the reader to identify the common sound in three sets of words which is /s/. The second asks the reader to categorize words containing the sound /d/ as beginning, middle or end and provides an example list of words to categorize.
This short document contains 4 lines of text with 3 animal names - BAT, PIG, and DOG - listed on individual lines followed by a blank line. It presents the names of 3 common animals in a simple list format without additional context or details.
The document lists words organized by their syllable count, with 1 syllable words in section 1, 2 syllable words in section 2, and so on up to 5 syllables. It shows how words with different syllable counts are broken down phonically.
The document appears to be a collection of 10 rhyming phrases or sentences describing various animals and activities. Each phrase is numbered and can be clicked to listen to the full rhyme. The high-level summary is that it presents a series of rhyming riddles or descriptions related to common animals, objects, and actions that young children would likely be familiar with.
This document contains several classic English nursery rhymes and songs, including ones about catching a fish, letting it go after it bites a finger, telling the rain to go away and come back another day, five little monkeys jumping on a bed and falling off, and a mother calling the doctor after each one falls.
This document provides spelling exercises and solutions for words beginning with <sh>. It includes lists of words to spell and sentences to write using the words. Students are asked to draw various objects and provided with feedback on spelling solutions and example sentences using the words.
Adverbs are words that describe verbs. They modify verbs to indicate manner or time. The document provides examples of adverbs and has students practice identifying adverbs and filling in blanks with adverbs in a short story about a bee's day. It teaches students about different types of adverbs and has them apply their understanding in exercises choosing the correct adverbs for pictures and sentences.
This short document appears to be testing knowledge about snakes by asking the reader to choose the correct option that describes a snake's appearance from a multiple choice list. It does not provide enough context in its few lines of text to determine more specific details about the snake or the intended correct answer.
The document discusses how to form sentences in the future tense using "will" plus the verb's infinitive form. It provides examples of forming sentences about actions yesterday in the past tense and tomorrow in the future tense using "will". It then prompts the reader to write some sample sentences about what they did yesterday and will do tomorrow.
This document discusses rules for forming the past tense of verbs in English. Verbs with short vowels before a single consonant will double that consonant when adding "-ed", like "fit" becoming "fitted". Verbs with two consonants or without a short vowel sound do not double, so words like "stamp" become "stamped" and "look" becomes "looked". The document then provides a list of verbs to write in the past tense form.
The document provides instructions for conjugating verbs into the past tense in English. It explains that the simple past is formed by adding "-ed" to the base verb, or dropping the final "e" and adding "-ed" if the verb already ends in "e". Examples are given of verbs in their present and past forms. Readers are then asked to underline verbs in sentences and identify if the sentences are in the present or past tense. Finally, verbs are listed for the reader to classify as present or past.
The document instructs the reader to write the verbs "to drive", "to clean", "to dance", "to fight", "to throw", and "to walk" and to draw a picture of a person doing each verb.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Creative Restart 2024: Mike Martin - Finding a way around “no”Taste
Ideas that are good for business and good for the world that we live in, are what I’m passionate about.
Some ideas take a year to make, some take 8 years. I want to share two projects that best illustrate this and why it is never good to stop at “no”.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
1. Fat cat on a mat,
Phill Roxbee and Stephen Cartwrigth
Why does the cat flee up the tree?
Because she doesn't like bees.
What happens when the tree blend?
The nest drops.
Who catches the nest?
The pig catches the nest.
What is in the nest?
The eggs.
Who wants to bake a cake with the cat?
The snake.
What is under the cat?
The eggs.
What's happening?
The chicks hatch.