Grade 1-english-answering-wh-questions-about-ones-school-grade-and-teacher
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The document provides a lesson plan for teaching students how to answer wh-questions about their school, grade, and teacher. The objectives are for students to use short answers to questions like "what school do you go to?" and "who is your teacher?". The lesson involves a teacher modeling a conversation with students asking each other these questions. Students will then practice the conversation in groups and answer writing prompts with their own school, grade, and teacher information.
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* A special thanks to Rev. Fr. Crispino D’Souza for inspiring me.
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* A special thanks to Rev. Fr. Crispino D’Souza for inspiring me.
Comments appreciated. Thanks for watching!
No copyright infringement intended! I All rights of the video clip & clip art are reserved to its owners.
Disclaimer: "Copyright Disclaimer Under Section 107 of the Copyright Act? 1976, allowance is made for "fair use" for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Fair use is a use permitted by copyright statute that might otherwise be infringing. Non-profit, educational or personal use tips the balance in favour of fair use."
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Learning materials / modules in MATHEMATICS Grade 71 Quarter 3 and 4
Question words
The document introduces common question words used to ask questions such as what, who, how old, whose, why, how, how often, what time, where, and when. It provides examples of using question words to ask questions and receive answers that provide information. The document then provides a practice activity that prompts the user to fill in missing question words to ask questions.
K TO 12 GRADE 1 LEARNING MATERIAL IN ENGLISH (Q3-Q4)
This document contains a table of contents for activity sheets and worksheets for English lessons for Grade 1 students. It lists the units, weeks, and days that the activities correspond to. The activities cover topics like colors, parts of the body, places, events, action words, arranging sequences, cause and effect, predicting outcomes, and identifying problems and solutions. Samples of the worksheets are provided, which include spaces for students' names, dates, and instructions for coloring, cutting, pasting and arranging pictures or writing words and sentences. The document also lists the source and year of the materials.
Detailed Lesson Plan in English 2 - (VERBS)
Today is September 23, 2015. Lord please give me the necessary guts to deliver it very well tomorow.
English book 1 teacher 2015 - 2016
The document provides guidelines for using inclusive and non-sexist language in educational documents from the Ecuadorian Ministry of Education. It explains that one of the ministry's objectives is to promote gender equity in Ecuadorian society and education. It recommends using gender-neutral words like "people" instead of "men" and "teachers" instead of "professors." When neutral terms do not exist, the masculine form should be used generically to refer to both women and men. This practice follows the recommendations of the Royal Spanish Academy and aims to avoid overly wordy expressions while allowing collective groups to be referred to using masculine grammar. It is signed by the President of Ecuador and the Minister of Education.
Verb tense exercises+answer, 080912
This document contains exercises to practice verb tenses including simple present, present continuous, simple past, past continuous, present perfect, present perfect continuous, and others. The exercises provide sentences with verbs in parentheses and the task is to fill in the verbs in the appropriate tense based on the context of the sentence. There are multiple exercises with 10 or more sentences each to practice different tenses in various contexts related to activities, events, and timeframes in the past, present and continuous aspects.
Lesson planning and demo teaching
The document provides an introduction and overview of lesson planning. It defines lesson planning as a statement of the achievements and means to attain them under a teacher's guidance. Lesson planning helps teachers know what specific activities to conduct in class and serves as a blueprint for the teaching and learning process. Effective lesson planning requires skills like planning, recording, challenging, demonstrating, securing, managing, adapting, explaining, discussing, interrogating, reviewing, evaluating, modifying, establishing, and questioning. It prioritizes and orchestrates these elements to provide for diverse and complex learning. Lesson planning stimulates creativity and prevents wasted time. It gives structure and security to teachers.
Report Writing - Conclusions & Recommendations sections
The document discusses conclusions and recommendations sections of reports. It explains that conclusions should logically summarize the findings and lead into recommendations. Recommendations must flow logically from conclusions, be relevant to the purpose, and feasible to implement. The document provides examples of writing conclusions and recommendations for a report on issues at a polytechnic canteen and reasons for a decline in usage. It emphasizes that recommendations should be brief, clear, and precise based on sufficient analysis.
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English gr.1 teacher's guide (q3&q4)inside pp10 12-12
English gr.1 teacher's guide (q3&q4)inside pp10 12-12
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)
K TO 12 GRADE 1 LEARNING MATERIAL IN MATHEMATICS (Q3-Q4)
K TO 12 GRADE 1 LEARNING MATERIAL IN MATHEMATICS (Q3-Q4)
K TO 12 GRADE 1 LEARNING MATERIAL IN ENGLISH (Q3-Q4)
K TO 12 GRADE 1 LEARNING MATERIAL IN ENGLISH (Q3-Q4)
Report Writing - Conclusions & Recommendations sections
Report Writing - Conclusions & Recommendations sections
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Lesson plan
The document describes a lesson plan created by Shamin Wasim Khan for teaching 1st grade students about nouns, proper nouns, and common nouns. The lesson plan uses questioning techniques and the 5E instructional model (engage, explore, explain, elaborate, evaluate). Students will work in groups to sort pictures into boxes labeled "proper noun" and "common noun." They will then share their sorting with the class and individually write examples on the whiteboard. The goal is for students to understand that common nouns refer generally to people, places, or things, while proper nouns specifically name a person, place, or thing.
Remya
This document provides information about an English class for 8th standard students. The topic is a story called "The Story Teller" by Saki. The objectives are to have students read and analyze literary texts, improve imagination and thinking, and engage in group activities. Learning materials include a blackboard, charts, pictures, and word cards. Activities included an entry activity identifying a story teller, reading paragraphs aloud and silently, defining difficult words, group discussions, answering scaffolding questions, and constructing sentences using vocabulary words. Students were engaged and participated well in the discussions and activities.
Remya
This document provides information about an English class for 8th standard students. The topic is a story called "The Story Teller" by Saki. The objectives are to have students read and analyze literary texts, improve imagination and thinking, and engage in group activities. Materials used include a blackboard, charts, pictures, and word cards. Activities included an entry activity identifying a story teller, reading paragraphs aloud and silently, defining difficult words, group discussions, answering scaffolding questions, and constructing sentences using vocabulary words. Students were engaged and participated well in the discussions and activities.
Inclusive Pedagogy and Strategies
Dr. Mary Bonderoff presented on strategies for creating more inclusive classrooms. She discussed issues facing students from their perspectives, such as feeling pressure to perform better than white classmates. She outlined common missteps by faculty, like not acknowledging bias or ignoring student experiences. Strategies included using personal narratives, addressing identity in the classroom, and being mindful of language. The presentation provided scenarios to discuss inclusive responses and resources for further researching inclusive pedagogy.
Poey Nivel Secundario Clase 3
This document outlines the lesson plan for a secondary level English class focusing on the past tense of the verb "to be". The 80-minute lesson plan includes the following:
- Warm up activity revising past tense verbs using an audio recording about a student's past school experience.
- Presentation having students read and analyze examples using affirmative, negative and interrogative forms of past tense verbs.
- Developmental activities where students complete exercises practicing forming sentences using past tense verbs, compare experiences from this year and four years ago, and write a letter responding to a classmate's email.
- Closure having students review and correct the activities from the lesson.
Giao an tieng anh lop 4 tron bo
The document contains a lesson plan for teaching English to Vietnamese students. It includes objectives, language focus on vocabulary and grammar, teaching aids, and procedures. The lesson focuses on teaching greetings for birthdays, including how to say "Happy birthday", when giving gifts, and responding with "Thank you". Students practice through activities like role plays, listening exercises, and a worksheet. The goal is for students to learn vocabulary for gifts and how to have a basic conversation about birthdays.
Dossier maria martinez
This document provides a lesson plan for a language and culture class focusing on cognates. The lesson aims to talk about hobbies and interests, recognize words from different countries, and compare students' native language to English. Activities include identifying cognates on the board, circling cognates in a reading passage about celebrity hobbies, and matching celebrities to their hobbies. The teacher emphasizes that reading can help students learn about other cultures and extend their knowledge.
App7 rathores 1
1) The document discusses strategies for creating a literate classroom environment, including getting to know students, assessing their reading levels, exposing them to print, reading aloud, and selecting materials based on student interests.
2) Examples are provided of selecting engaging texts at different levels, including considering factors like readability, length, visual support, and structure. Online texts and interactive lessons are also discussed.
3) Strategies are outlined for promoting interactive, critical, and response perspectives in literacy instruction, such as guided reading, book talks, and journal writing. Sample lesson plans integrating these perspectives are described.
Final.docx
This document contains responses to questions about assessments taken by a college student. It discusses the purpose of formative assessments and how they help students improve their learning. It also defines the concepts of measurement, assessment, and evaluation in the context of a teacher grading a science test. Additionally, it discusses the role of assessment in identifying weaknesses in students' science knowledge and designing interventions to address them.
Ecas grade 7 10
This lesson plan outlines an English lesson for Grade 7 students focusing on the S-LV-C sentence pattern. The objectives are for students to identify, appreciate, and correctly use the S-LV-C pattern. The lesson will involve reading a passage, answering guide questions, identifying examples of the S-LV-C pattern, students making their own examples, and an activity where students ask each other questions using the pattern. Evaluation includes students creating 10 S-LV-C sentences and answering practice questions from the textbook.
Giao an tieng anh lop 4 tron bo
This document contains teaching plans for two English lessons on the topic of asking and answering "Where are you from?". The lessons include activities like warm-up questions, listening to and repeating dialogues, looking at pictures and asking each other questions, and filling in missing words. The objectives are for students to practice asking and answering "Where are you from?" as well as "Where's she/he from?". Teaching aids include an audio recording, pictures, and an English textbook.
Lesson 2 secondary level passed
This document is a lesson plan for a secondary school English class. It focuses on teaching the simple past form of the verb "to be" through a variety of listening, speaking, reading and writing activities. The lesson begins with warm-up activities reviewing past verb forms and identifying singers. Students then practice the new grammar through a reading activity, questions and answers, ordering sentences into questions and answering their classmates' questions. The plan aims to develop students' understanding and use of the simple past verb "to be" through integrated skills and group work.
Lead in days and written observations
The document provides a summary of two lead-in days for pre-service teachers doing their practicum at a high school. On the first day, the teachers were introduced to the school and felt nervous but excited. They met their supervising teachers and started exploring lesson plans and getting to know the students. On the second day, the pre-service teacher observed two music theory classes taught by Kate Shepherd and noticed the students seemed disengaged but learned about managing a classroom and enhancing student learning.
Observation report-1
This observation report summarizes a class that was observed at an intermediate reading and composition course. There were 16 students in the class. The class started with a journal writing activity where students wrote independently and exchanged journals with partners to read and respond to each other's entries. This allowed students to practice writing in a low-stakes way. Later, students worked in groups to review homework answers and justified their responses based on the assigned reading. The class then watched commercials corresponding to their textbook and discussed cultural influences on advertising effectiveness. Finally, the class discussed academic integrity policies by considering scenarios in their own and American academic cultures. Overall, the class used a variety of individual and group activities to engage students in critical thinking about the course materials
Journals
This document contains summaries of 4 classes taught by Natalia Klein during her teaching practicum. The classes covered topics such as the verb "to be" in positive, negative, and interrogative forms, jobs, places in the city, and the structure "there is/there are". Klein observed that the students spoke little English initially but seemed more confident over the classes. She used strategies like modeling, exemplifying, and paraphrasing to help students understand and participate. The students generally did activities well but required examples and correction on pronunciation.
aisah pre FINAL.docx
1) The document provides a detailed lesson plan for teaching kindergarten students about using "is" and "are" correctly.
2) The lesson plan includes objectives, materials, procedures, activities like stories and pictures, and an evaluation.
3) The goal is for students to understand when to use "is" versus "are" in sentences, such as using "is" for one thing and "are" for two or more things.
Genesis - English grade 5 (myfinal demo)
This document contains a detailed lesson plan for a 5th grade English class on using adjectives to compare. The objectives are to use regular adjectives in their positive, comparative, and superlative forms correctly in sentences. The lesson plan outlines preliminary activities like prayer, a song, and review. The learning activities include motivation with pictures, reading a selection and answering comprehension questions, skill development on identifying adjective forms, generalization of the three degrees of comparison, guided and independent practice exercises, and an evaluation. The assignment is for students to complete an exercise in their textbook.
African-American Studies Final Exam GuideThe purpose of the Afri.docx
African-American Studies Final Exam Guide
The purpose of the African American and African Studies final exam is to assess students’ knowledge of the Black/Africana Studies discipline. In general, your final exam will cover all class notes, class handouts, documentaries, and readings
Your notes from the course readings are your best resource for studying. To do well on the final, review the notes you made while you were reading. Re-read key sections of the course texts.
In order to help you focus your studying, I have provided a partial list of topics and terms that you should know.
Homer Plessy
Plessy v. Ferguson
Atlanta Exposition Address
Jim Crow Laws
W.E.B. DuBois
Black Nationalism
13th, 14th and 15th Amendments
Disfranchisement
Plessy v Ferguson
Booker T. Washington
NAACP
Racial uplift
Racial Democracy
Loving v. Virginia
U.S. 2000 Census
Multiracial Movement
Black Lives Matter
I. Essay Questions
Each essay question will ask you to explore in depth one or more of these overarching themes, drawing on materials (lectures, films, readings, discussion). The best (“A”) essays will be: a) be well reasoned; b) successfully develop course themes; c) draw on course lectures and texts to support the claim(s) being made.
Major Essay Themes
• Race as a social construction/racial ideologies in historical and contemporary contexts
• The history, demographics, and memory of slavery and its abolition in the United States/Brazil
• The interplay of race and gender in African diasporic n life/labor in slavery and freedom
• The history of African-Americans’ legal and social status from the colonial era through Reconstruction. (Be sure to cite specific legislation, constitutional provisions and amendments, and judicial rulings, where applicable.)
• The relationship of “race” and “place” in African American and American discourses of community and identity
Essay Guiding Questions
What is "race"? When and where did it originate as a form of human classification? How have scholarly conceptions and popular perceptions of race varied across time and space?
Define the concept of "racial democracy" in Brazil. How do race relations dynamics in Brazil differ from the dynamics of race relation in the US? How do Brazilian scholars interpret the relationship between class, race and social inequality in Brazil?
What purpose does African-American Studies serve in understanding the Black lived experience(s) and struggle for liberation? What role do you see African-American Studies play in the creation of understanding and freedom struggles?
How have definitions of blackness been challenged and/or reinforced? Explain using historical and political contexts.
Why and how are Black Feminisms political? What are the origins of Black Feminisms? What do we mean by Black Feminist Thought? What are some of the core themes in this perspective? What are some of the factors that can differentiate the experiences of African American women? Who can produce black feminist th.
Journals
This document contains details from Natalia Klein's teaching practicum observations and lessons at Escuela Secundaria Cet 24 in Río Colorado, Argentina. It provides information on the dates, topics, and activities from 4 observation sessions and 4 teaching lessons delivered by Natalia. The lessons focused on teaching English verb conjugations and vocabulary related to jobs, places in a city, and use of "there is/there are". Student participation and engagement increased over the lessons as Natalia used modeling, examples, and paraphrasing to help students understand and speak in English.
Journals secondary period
This document contains details about Natalia Klein's teaching practicum observations and classes at Escuela Secundaria CET 24 in Río Colorado, Argentina. Over the course of 8 classes, she taught English grammar topics such as the verb "to be" in positive, negative, and interrogative forms, jobs, places in the city/house, furniture, and family members. Her lessons included activities, games, videos, and strategies to engage students and help them practice speaking English, as their ability to communicate in the language improved with each class. The document provides information on her teaching methods and goals, and reflects on the progress made by her students throughout the practicum period.
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Grade 1-english-answering-wh-questions-about-ones-school-grade-and-teacher
- 1. Answering Wh-Questions About One’s School, Grade and Teacher I. Learning Objectives • Use short answer form a. wh questions b. personal history - what school do you go? - in what grade are you? - who is your teacher? • Write words and phrases following a model II. Subject Matter/Learning Content A. Topics a. Wh-question about ones school, grade, teacher b. Words and phrases following a model B. References: PELC : Speaking 5 p.9 Writing 3.4 p.9 C. Materials: picture, charts III. Procedure A. Preparatory Activities 1. Review Call on individual pupils to interview some classmates in front of the class. Let them tell their names, ages, and addresses. 2. Motivation a. Show a picture of children going to school. b. Ask: What are the children doing? Where do you think the children will go? Values Focus: Courtesy
- 2. B. Development Activities 1. Presentation A pair of students will model the dialogue. (The pupils will be practiced by the teacher a day before the lesson) Situation: Alex meets a new friend while on his way to school. They ask each other’s school, grade and teacher. Alex : Hello, What’s your name? Lance : Lance. Alex : What school do you go to? Lance : La Salle School. What school do you go to? Alex : Juan Sumulong Elementary School In what grade are you? Lance : Grade one. In what grade are you? Alex : Grade one, too. Who is your teacher? Lance : Mrs. Christine Villanueva. Who is your teacher? Alex : Mrs. Gladys Enlaynes. 2. Analysis and Discussion a. Who are having a conversation? b. What is their conversation about? (school, grade, teacher) c. How did they ask the name of their school? (In what school do you go to?) d. What were their answers? (La Salle School, I go to Juan Sumulong Elementary School) e. How did they ask their grade level? (In what grade are you?) f. How did they answer? (Grade one.) g. How did they ask the name of their teacher? (Who is your teacher?) h. What were their answers? (Mrs. Gladys Enlaynes, Mrs. Christine Villanueva) i. In the dialogue of Alex and Lance, what was the tone of their voice when they were asking and answering the questions? (soft, clear, courteous) j. If a stranger asks what school do you go to, how would you answer him? (with a clear voice and courteously) C. Post Activity 1. Divide the class into four groups; let each group be either Alex or Lance. Have them repeat the conversation by answering and asking questions about their school, grade and teacher. Guide the children in doing this activity. 2. WQA (Word, Question, Answer)
- 3. a. Group the pupils by 3. b. Give the following words to the pupils from which they can choose from. (school, grade, teacher) c. Let the first pupil choose from one of the words. (e.g. teacher) d. The second pupil will ask a question about the word which was chosen. (Who is your teacher?) e. The third pupil will answer the question. (The name of his/her teacher) f. Do steps c to e until all the pupils are given the chance to choose a word, give a question and answer a question. 3. Writing Write about yourself by completing the given sentences. a. My name is __________________. b. I go to ________________________. c. I’m in _______________________. IV. Evaluation Let each student answer the following questions with confidence. 1. What is your name? 2. In what grade are you? 3. To what school do you go? 4. Who is your teacher? V. Homework Practice asking and answering questions with two classmates about their school, grade and teacher. Be ready to say it in front of the class.