Class Notes 7
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The document summarizes Francisco González's grammar class. It was divided into three steps: In step 1, the teacher discussed adverbs, explaining how they are formed and can be placed at the beginning, middle, or end of sentences. Examples of forming adverbs by adding "-ly" were provided. Step 2 gave more examples of how to form adverbs from adjectives. Step 3 provided examples of adverb positions in sentences and concluded with the class watching a video that further explained adverbs.
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The document describes activities adapted from an English textbook to promote inclusion of a student with dyslexia. Two activities were chosen and modified in content, process, and product.
The first activity on comparative adjectives was adapted to focus only on long adjectives, using visual aids and context. The student with dyslexia completes a chart with comparative forms orally or digitally.
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The first activity on comparative adjectives was simplified to focus only on long adjectives rather than multiple types. A visual context and examples were added. The student would complete a chart with comparative forms orally rather than a written exercise.
The second activity asking questions about restaurants was changed to an oral production of statements using the same long adjectives. Flashcards were added and the tutor would model the sentences first to support the student's independent use of comparatives.
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Student: Thank you for teaching me about singular and plural nouns. I had fun learning and playing the game. See you next time!
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Congratulations, you finished the race! You did a great job spotting the singular and plural nouns. Thanks for playing and learning with me. See you next time for another grammar lesson!
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Phonemic awareness
This lesson teaches 1st grade students about phonemic awareness by having them add sounds to words to create new words. The teacher will review beginning sounds with words like "car", "dog", and "log". Then students will practice adding sounds like /b/, /k/, /h/, and /m/ to the word "at" to make words like "bat", "cat", "hat", and "mat". Students will then work in groups to draw pictures of words made by adding sounds to "an". Different activities are provided for various student needs and abilities.
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The document summarizes a class about grammar that took place on April 14, 2015. It was taught by Magdalena Ullauri and covered several topics:
1) An explanation of the course syllabus and projects for the semester, including a project about the rights of children and teenagers in Ecuador.
2) A discussion of the importance of blogs and how to create one using Blogger, including how to post documents and pictures.
3) An entry test on the first unit of the course.
4) A beginning explanation of the passive voice and a related informative video.
Prueba 2
This document contains a grammar lesson on passive voice. It includes exercises to rewrite sentences in passive voice, fill in gaps with passive constructions, and form and provide examples of passive voice in the present perfect tense. The lesson covers transforming sentences from active to passive voice, using different tenses and structures like simple present, present continuous, present perfect.
Homwork 2
This document contains a grammar lesson on passive voice. It includes exercises to rewrite sentences in passive voice, fill in gaps with passive constructions, and form and provide examples of passive voice in the present perfect tense. The lesson covers transforming sentences from active to passive voice, using different tenses and structures like simple present, present continuous, and present perfect.
Homework 2
This document contains a grammar lesson on passive voice. It includes exercises to rewrite sentences in passive voice, fill in gaps with passive forms, and write examples of the passive voice in present perfect tense. The lesson covers how to form the passive voice in present and past tenses and provides spaces for a student to complete practice problems rewriting sentences, filling in gaps, and writing examples in the present perfect passive form.
Homework 1
Este documento presenta el título de un trabajo escrito por Karla León para la Universidad Nacional de Chimborazo. Fue escrito para el sexto semestre de la Escuela de Idiomas de la Facultad de Ciencias de la Educación Humanas y Tecnologías el 5 de mayo de 2015.
Mission and vision
El documento presenta la visión y misión de la Universidad Nacional de Chimborazo, su Facultad de Ciencias de la Educación, Humanas y Tecnologías, y su Escuela de Idiomas. La universidad busca ser líder en educación superior formando profesionales comprometidos con el desarrollo sostenible de la sociedad. La facultad aspira a ser reconocida nacional e internacionalmente por su innovación educativa. Y la escuela forma docentes competitivos en la enseñanza del inglés con conocimientos científicos y human
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El documento presenta la visión y misión de la Universidad Nacional de Chimborazo, su Facultad de Ciencias de la Educación, Humanas y Tecnologías, y su Escuela de Idiomas. La universidad busca ser líder en educación superior formando profesionales comprometidos con el desarrollo sostenible de la sociedad. La facultad aspira a ser reconocida nacional e internacionalmente por su innovación educativa. Y la escuela de idiomas prepara docentes competitivos en la enseñanza del inglés con conocimientos cientí
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Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
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Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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Class Notes 7
- 1. UNIVERSIDAD NACIONAL DE CHIMBORAZO. FACULTAD DE CIENCIAS DE LA EDUCACIÓN HUMANAS Y TECNOLOGÍAS. LANGUAGE SCHOOL NAME: Francisco González COURSE: Sixth Semester DATE: 27-05-2015 GRAMMAR VI Time Details Step. 1 17:00-17:30 The first topic was Adverbs We talk about the adverbs and we realize that we can use an adverb at the beginning, in the middle or at the end of a sentence. The teacher explained how to form adverbs. Teacher providessome examples: - In most cases, an adverb is formed by adding -ly to an adjective: cheap> cheaply - If the adjective ends in -y, replace the y with i and add –ly: easy>easily. - If the adjective ends in -able, -ible, or -le, replace the - e with –y: probale > probably - If the adjective ends in -ic, add -ally. Exception: public -> publicly: basic > basically - Step. 2 17:30-19:30 The teachergave us some examplesofhow to form adverbs. Cheap Cheaply Probable probably Quick Quickly Terrible terribly Slow slowly Gentle gently Easy Easily Basic basically Angry Angrily Tragic tragically Happy Happily Economic economically Lucky luckily
- 2. UNIVERSIDAD NACIONAL DE CHIMBORAZO. FACULTAD DE CIENCIAS DE LA EDUCACIÓN HUMANAS Y TECNOLOGÍAS. LANGUAGE SCHOOL NAME: Francisco González COURSE: Sixth Semester DATE: 27-05-2015 GRAMMAR VI Step.3. 19:30- 21:00 The teacher gave us some examples of the different postions of advers At the beginning: frankly, I am fed up with you. At the middle: the child clearly wanted some ice cream. At the end: he loved her very much, obviously. Finally we saw a video that explained everything about the adverbs. https://www.youtube.com/watch?v=9PgFbTK2jUI