Good manners
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The document provides guidance on good manners and formal vocabulary use. It includes warmup questions to identify good and bad manners. An activity asks the reader to respond if they engage in good manners like saying please, waiting turns, and being kind. A role play dialogue models showing empathy for someone feeling sad. The final activities ask readers to create their own dialogues and discuss manners shown in pictures. The document focuses on teaching children proper etiquette and consideration for others through interactive exercises and examples.
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This document contains a worksheet for students with fill-in-the-blank questions about opposites. The worksheet asks students to underline adjectives in sentences and then fill in blanks with the opposite adjective. Examples include filling in "slow" for "fast" in "Rabbit is fast but turtle is __________", and "old" for "young" in "My grandfather is _____________ and I am young." There are a total of 15 sentences for students to complete.
Gender Grade I and II.pdf
This document contains a worksheet for a grammar lesson on changing the gender of nouns in sentences. There are 17 sentences provided where the student must rewrite each sentence changing the gender of the underlined noun. The worksheet includes a variety of nouns referring to people in family relationships, occupations, and other roles that the student must change to the opposite gender in their rewriting of each sentence.
Urdu kay Amli Qirtas.pdf
Under the flag of The Mentor Grooming Character i have made these Amli Qirtas.
Urdu ki Amli Mashq.pdf
It is difficult to find Urdu work which can be used in classroom. This is a compile book and can be used in the classroom.
NOUN as the SUBJECT of a SENTENCE
The document contains grammar exercises asking the student to identify parts of speech in sentences such as subjects and predicates. It asks the student to underline nouns, write subjects in front of sentences, add subjects to predicate sentences, and identify complete and incomplete sentences by writing labels. It also contains multiple choice questions to identify subjects and predicates in example sentences.
Use of Had Better
these are two important patterns, usually used when do creative writing. Do practice and improve your skill of writing.
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Syllabus for the Junior Classes by The Institure of ELC
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HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
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Information and Communication Technology in Education
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 2)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
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Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐫𝐞𝐥𝐢𝐚𝐛𝐥𝐞 𝐬𝐨𝐮𝐫𝐜𝐞𝐬 𝐨𝐧 𝐭𝐡𝐞 𝐢𝐧𝐭𝐞𝐫𝐧𝐞𝐭:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
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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.
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Good manners
- 1. BY MS ISHRAT KHAN Good Manners Grammar Target: Use of Formal Vocabulary in speaking ___________________________________________________________ Warm Up: Is manner from the list a good/bad manner? ✓ Saying please and thank you. ✓ Greeting people harshly. ✓ Not to wait for turn. ✓ Saying sorry. ✓ Using bad language. ✓ Interrupting elders while they are talking. ✓ Saying “Excuse me”. ✓ Keeping clean ourselves. ✓ Putting your rubbish into bins. Activity no 1: (Game: you are a good/bad boy/girl) Reply “Yes I do” or “No I don’t”. i. Do you always use “Thank you” and “Sorry”? ii. Do you always wait my turn in line? iii. Do you help my classmates? iv. Do you yell at other to get out of your way? v. Do you push other in line? vi. Do you ask before using other’s properties? vii. Do you always use kind words? viii. Do you hold the door open for others? ix. Do you wait your turn to speak? x. Do you always say, ‘Good morning” and Good afternoon” to elders and teachers?
- 2. Activity no 2: (Role play) Son: Daddy, why is Grandma crying? Dad: She’s very sad. One of her friends just died. Come sit with me. Do you remember how you felt when your gerbil died? Son: I felt sad and lonely. Dad: Well imagine how much worse Grandma must feel losing a friend. Maybe you can think of a way to help her. Son: I could give her a hug. Dad: That’s a great idea! Activity no 2: Now create your own dialogues to present in the class. Activity no 3: ✓ What is happening in these pictures? Is this good or bad manner? ___________________________________________________________