The document provides instruction on listening skills and summarizing stories. It includes:
1. A lesson on the elements of a story, including plot, setting, characters, point of view, and conflict. Sample comprehension questions are provided from the story "Little Black Bear's Breakfast."
2. A second story called "The Frozen Sparrows" is read, and students are asked multiple choice questions to test their listening comprehension.
3. A third story called "Young Jose" is read and more multiple choice questions are given to evaluate listening skills.
4. An assignment is given where students take turns talking about themselves and their partner must listen and answer questions to show comprehension. The document emphasizes developing listening
The Sly Fox (Noting Significant Details)Emerson Sales
Slide presentation for Grade 5 English students - Noting Significant Details. This lesson uses the story entitled "The Sly Fox" in noting significant details.
Noting details of a story means pointing out the characters around which the story revolves, the place and when it happened and the series of actions that make the story itself.
This material is based on DepEd Curriculum Guide.
Hope this material can assists teachers, parents and students.
Used in Developmental Reading.
Includes Take off/Motivation Activities, Discussions on Drawing Conclusions, Tips to Effectively Draw Conclusions, and Tasks for practice.
The Sly Fox (Noting Significant Details)Emerson Sales
Slide presentation for Grade 5 English students - Noting Significant Details. This lesson uses the story entitled "The Sly Fox" in noting significant details.
Noting details of a story means pointing out the characters around which the story revolves, the place and when it happened and the series of actions that make the story itself.
This material is based on DepEd Curriculum Guide.
Hope this material can assists teachers, parents and students.
Used in Developmental Reading.
Includes Take off/Motivation Activities, Discussions on Drawing Conclusions, Tips to Effectively Draw Conclusions, and Tasks for practice.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
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.
4. 1. PLOT – is made up of the
problems, important events, and
resolution. The plot is a lot like a
roller-coaster.
2. SETTING OF A STORY – where
and when the story takes place.
6. 3. CHARACTER – a person,
animal or thing that plays an
important role in the story.
4. MODE – are emotions you felt
(reader)as you are reading the
story.
8. 5. POINT OF VIEW – who is telling
the story.
Types of Point of View
a. First Person – the story is told by
the character.
b. Second Person – the story is told
by the narrator who addresses the
characters.
9. c. Third Person – the story is
told by the narrator who is not
in the story.
6. CONFLICT – the problem in
the story.
10. Two types of Conflict:
a. External Conflict – problem
with outside force like the
character, group, nature.
b. Internal Conflict – inside
mind of the characters like
decision, feeling, or fear.
11. Let’s have a free taste.
Have you tasted the following:
Describe the taste of each.
Which do you like best?
14. Listen attentively as the teacher reads or narrates the story
“Little Black Bear’s Breakfast”.
Little Black Bear’s Breakfast
Little Black Bear was crying because he couldn’t find his
mother and he was hungry. There wasn’t a thing in the house for
breakfast, and he didn’t know what to do.
Crow flew by and saw Little Black Bear crying. “Dry your eyes
with your paws”, said Crow, “and come with me. I will find some
breakfast for you.”
They went to an old tree. “Can you climb?” asked Crow.
“I’ll try,” said Little Black Bear. He hugged the tree with his
front paws and pushed himself up with his hind paws. He put a paw
into a hole in the tree.
What do you think he saw? Honey!
15. Let’ s answer the following questions:
Questions:
1. What did the Little Black Bear have for breakfast?
a. vinegar
b. honey
c. sugar
d. milk
2. Who was crying?
a. Little Black Bear
b. Mother Bear
c. Crow
d. Bee
3. Who flew by and saw him?
a. Crow
b. Bee
c. Bear
d. Duck
4. What did Little Bear climb?
a. a hole
b. a pole
c. a tree
d. a roof
5. How did he climb?
a. Crow helped him.
b. hugged the tree with his front paw
c. used a ladder
d. rolled up
6. Where did Little Bear find his breakfast?
a. in a hole
b. in the leaves
c. in the branches
d. in the roots
16. Let’s practice more.
Listen carefully to a story. Be able to answer the questions about it.
Last summer my family and I went to Albay. Albay is quite far from Manila. We
traveled the fastest way which is by plane. I enjoyed visiting the old churches. Some are
the oldest in the country. I also saw Mayon Volcano, the perfect cone in the world.
Who went on a vacation?
When did the family go?
Where did they go?
What did they do in Albay?
How did they travel?
Why do you think Mayon Volcano became a tourist spot?
17. Concept Development:
To listen attentively/carefully is an important skill in getting the
details of a story. This will help you in answering the wh-questions
(who, what, where, and when) in a selection
18. Direction: Box the letter of the correct answer after listening to
the teacher’s story.
The Frozen Sparrows
Marta lived in a cold country where winters were long and dark.
When the first snow fell, all the birds flew south.
One morning, Marta woke up and saw the snow falling. She ran
outdoors. There on the ground lay ten little sparrows. They were
frozen.
Marta gathered the poor little birds into her apron. She carried
them into the kitchen and laid them near the warm oven of the big
stove. Marta watched the sparrow until they began to move. Their
wings fluttered and they flew out of the oven. Marta, then, fed them
bread and water. When the snow stopped, she opened the door and
let the sparrows fly away.
19. 1. Where did Marta live?
a. in a cold country
b. outdoor
c. under a tree
d. in the yard
2. What did she see in the snow?
a. apron
b. bread
c. sparrows
d. stove
3. Where did she put them?
a. near the oven
b. under the stove
c. outdoor
d. by the doorstep
4. What did she feed them?
a. worms
b. snow
c. bread and water
d. ice
5. What did she do when the snow stopped?
a. let the birds go
b. get more birds
c. made them a cage
d. fed them again
20.
21. Let’s evaluate.
Direction:Listen to the story “Young Jose.” Answer the questions
that follow by writing the letter of the correct answer on the blank.
Young Jose
Young Jose and his mother went to Antipolo one day. They took a
banca to go there. One of Jose’s slippers fell into the water. Doña Teodora
wanted the boatman to get it. But it was already floating away. To her
surprise, Jose threw the remaining one towards the one floating away.
“Another little boy can make use of the slippers,” Jose said.
22. 1. Who is the boy the story?
A. Jose Rizal C. Jose Palma
B. Andres Bonifacio D. Apolinario Mabini
23. 2. Where were Jose and his mother going?
A. Laguna C. Marikina
B. Antipolo D. Ilocos
24. 3. Who was Doña Teodora?
A. Andres’ mother C. Apolinario’s mother
B. Jose’s mother D. Palma’s mother
25. 4. What happen to one of Jose’s slipper?
A. It sunk in the mud
B. It was destroyed
C. The shark ate it
D. It fell into the water
26. 5. When did Jose throw the remaining slipper?
A. when his mother told him
B. when the other one floating away
C. when the boat started sinking
D. when the boatman told him to get it
27.
28.
29. Assignment
Get a partner/classmate. Take turns in talking about yourselves. Tell your address, birthday, parents,
favorite toy and what you want to be someday. Listen carefully and answer these questions about your
partner/classmate.
1. What is his/her name?
__________________________________________________
2. Where does he/she live?
__________________________________________________
3. When is his/her birthday?
__________________________________________________
4. Who are his/her parents?
__________________________________________________
5. What does he/she want to be someday?
__________________________________________________