This document provides words for students to match to pictures that rhyme with them as part of a phonics lesson. The words included are or, oa, ee, ie, j, ai and students are instructed to match each word to the corresponding rhyming picture.
This document contains a list of words and pictures for a phonics activity where students must match each word to the picture that rhymes with it. The words listed are "ng", "oo", "v", "w", and "z" and the document includes song and video files to accompany the activity.
This document appears to be a presentation about an owl who was afraid of the dark. It includes polls asking viewers how they feel about the dark and what they like to do in the dark. It also includes a fill in the blanks activity where participants provide words to describe what different characters think about the dark, as well as open ended and memory test questions. The presentation is 21 slides long.
Lazy Jack works at various jobs where he is paid but loses his pay each time due to his laziness. His mother tells him each time to carry his pay differently in an effort to help him not lose it. At his final job at a stable, he is paid with a donkey which he carries on his back home. On the way home he passes by a castle where a sad princess lives and she laughs at the silly sight of Lazy Jack with the donkey on his back. They end up getting married which makes the princess happy.
Fat Cat experienced different emotions as she interacted with bees, baby birds, and her friends - she was scared of bees, sad when a nest fell from a tree, happy when chicks hatched, tired of friends wanting to play, and worried when she was up a tree.
Fat Cat is worried when she sees a bee and flees up a tree, feeling anxious. The bee's nest falls from the tree, landing Fat Cat in a sandy patch where she feels lucky. Fat Cat is then clever as she has to hatch the eggs and is proud when chicks are born.
The document discusses a story called "Fat Cat on a Mat" by authors Roxbee Cox and Cartwright. It describes a cat looking nervously on a mat while a bee is also present. The document then asks and answers questions to infer details about the characters, plot, and themes of the story based on the title and illustration.
This document discusses adverbs and provides examples of adverbs describing different verbs. It lists adverbs like secretly, happily, quickly, hungrily, loudly, and slowly that modify example verbs like eats, slithers, buzzes, whisper, goes, and played. It then prompts the reader to think of adverbs to describe additional verbs like speak, swim, sing, build, clean, and paint.
This document provides an exercise to describe a snake using 1, 2, or 3 adjectives in each of 5 sentences. The learner is prompted to fill in the blanks of each sentence with descriptive adjectives to practice using adjectives to modify nouns.
This document contains a list of words and pictures for a phonics activity where students must match each word to the picture that rhymes with it. The words listed are "ng", "oo", "v", "w", and "z" and the document includes song and video files to accompany the activity.
This document appears to be a presentation about an owl who was afraid of the dark. It includes polls asking viewers how they feel about the dark and what they like to do in the dark. It also includes a fill in the blanks activity where participants provide words to describe what different characters think about the dark, as well as open ended and memory test questions. The presentation is 21 slides long.
Lazy Jack works at various jobs where he is paid but loses his pay each time due to his laziness. His mother tells him each time to carry his pay differently in an effort to help him not lose it. At his final job at a stable, he is paid with a donkey which he carries on his back home. On the way home he passes by a castle where a sad princess lives and she laughs at the silly sight of Lazy Jack with the donkey on his back. They end up getting married which makes the princess happy.
Fat Cat experienced different emotions as she interacted with bees, baby birds, and her friends - she was scared of bees, sad when a nest fell from a tree, happy when chicks hatched, tired of friends wanting to play, and worried when she was up a tree.
Fat Cat is worried when she sees a bee and flees up a tree, feeling anxious. The bee's nest falls from the tree, landing Fat Cat in a sandy patch where she feels lucky. Fat Cat is then clever as she has to hatch the eggs and is proud when chicks are born.
The document discusses a story called "Fat Cat on a Mat" by authors Roxbee Cox and Cartwright. It describes a cat looking nervously on a mat while a bee is also present. The document then asks and answers questions to infer details about the characters, plot, and themes of the story based on the title and illustration.
This document discusses adverbs and provides examples of adverbs describing different verbs. It lists adverbs like secretly, happily, quickly, hungrily, loudly, and slowly that modify example verbs like eats, slithers, buzzes, whisper, goes, and played. It then prompts the reader to think of adverbs to describe additional verbs like speak, swim, sing, build, clean, and paint.
This document provides an exercise to describe a snake using 1, 2, or 3 adjectives in each of 5 sentences. The learner is prompted to fill in the blanks of each sentence with descriptive adjectives to practice using adjectives to modify nouns.
The document discusses verbs and their conjugation. It provides examples of verbs in the present and past tense, conjugating regular verbs like "to cook", "to hop", and "to race" in both the past ("cooked", "hopped", "raced") and present ("jump", "sing") tense across first, second and third person subjects. It demonstrates how to conjugate regular verbs in English for both tense and subject.
This document discusses the doubling rule for forming the past tense of certain verbs in English. It provides examples of verbs that follow the doubling rule, such as hop becoming hopped when adding -ed to form the past tense. It also provides a table with examples of verbs in their present and past tense forms to demonstrate how the doubling rule is applied.
The document discusses forming past tense verbs in English. It notes that to make a regular verb past tense, typically "ed" is added to the base verb form. For verbs ending in "e", just "d" is added after removing the final "e". Some example conversions are provided such as "talk" becoming "talked" in past tense and "smile" becoming "smiled". Common irregular past tense verbs like "run" and "give" are also briefly mentioned.
This document discusses conjugating verbs in English. It provides examples of verbs like "to clean", "to run", "to eat", and "to see" conjugated for the pronouns I, you, she/he/it, we, you, and they in both the singular and plural forms. Several example sentences are also provided to demonstrate verbs being used in context.
This document lists verbs including to read, to run, to dance, to swim and several blanks for additional verbs. It appears to be a list of verbs for grammar or language learning practice with 10 total entries, 5 of which are specifically listed while the remaining 5 are blank for the learner to fill in.
Pronouns are used in place of nouns to avoid repetitive references to people or things. Common pronouns include I, you, he, she, it, we, you, and they which can be singular or plural depending on whether they refer to one person or thing or multiple people or things. Pronouns help writing flow more smoothly.
This document discusses using "a" versus "an" before nouns in the English language. It notes that "an" is used before words that start with a vowel sound, while "a" is used before words that start with a consonant sound. Examples are provided of correctly using "an" before words like shark and "a" before words like elephant.
The document provides instructions and activities for practicing alphabetical order. It includes activities to order capital and lowercase letters, match capital letters to lowercase letters, put letter sets in alphabetical order, and identify which letters come before and after given letters.
This short document contains 7 simple sentences describing various everyday scenes and actions such as a woman feeding chickens, a dog having 5 puppies, the weather being cloudy and cold, a person named Manny Manitas helping a cat, a girl listening to a story, and a young woman loving horses.
This document contains a list of grammar lessons and videos for teaching children the alphabet and phonics. The first item is titled "Rainbow Capitals" and seems to be about letter formation. A video called "The ABC Song.mov" is included. Another video listed is "Phonics Song 2.mov". No other context or details are provided about the lessons or videos in the list.
Level 4: Recognition and Production of SyllablesPAULA GOÑALONS
This document contains a list of 6 items including nose, elephant, dinosaur, motocycle, and children. It also includes an image file called MonolophosaurusHiRes_usl6ti.webp.
Level 3: Recognition & Production of RhymePAULA GOÑALONS
This document provides a rhyming game where the player fills in the blank with a word that rhymes. There are 6 lines with blanks that can be filled in with words like "nose", "sing", "boat", "towel", "mittens", and "hat" to complete the rhyme. Pictures are included to accompany some of the rhyming lines.
Level 5: Recognition & Production of Initial SoundsPAULA GOÑALONS
This document contains a list of 10 words that each represent a single phoneme or sound. The words include "Hoop", "Hen", "Mug", "Cat", "Dog", "Net", "Cow", "Game", and "Door", each containing a single consonant or vowel sound.
This document contains summaries of 3 lessons on teaching English to young learners:
1. The first lesson discusses techniques for teaching language such as using gestures, pictures, and the children's native language. It also covers pronunciation and classroom organization.
2. The second lesson focuses on developing social skills in students. It lists important social skills like greetings, feelings, hygiene, sharing, and respect.
3. The third lesson is about classroom management techniques such as proximity control, developing rapport, circulating during work time, and using positive reinforcement of good behaviors.
This short document does not contain enough contextual information to generate a meaningful 3 sentence summary. The text is unclear and does not convey any coherent ideas, events, or topics that could be summarized at a high level.
This document does not contain enough contextual information to generate a meaningful 3 sentence summary. The document consists of numbers and formatting characters but no substantive text.
This very short document does not contain enough coherent information to summarize in 3 sentences or less. It consists of fragmented words and phrases that do not form a clear narrative or convey meaningful information on their own.
This short document does not contain any words or meaningful information to summarize. It consists of blank lines and formatting characters that do not convey any essential details in 3 sentences or less.
The document discusses verbs and their conjugation. It provides examples of verbs in the present and past tense, conjugating regular verbs like "to cook", "to hop", and "to race" in both the past ("cooked", "hopped", "raced") and present ("jump", "sing") tense across first, second and third person subjects. It demonstrates how to conjugate regular verbs in English for both tense and subject.
This document discusses the doubling rule for forming the past tense of certain verbs in English. It provides examples of verbs that follow the doubling rule, such as hop becoming hopped when adding -ed to form the past tense. It also provides a table with examples of verbs in their present and past tense forms to demonstrate how the doubling rule is applied.
The document discusses forming past tense verbs in English. It notes that to make a regular verb past tense, typically "ed" is added to the base verb form. For verbs ending in "e", just "d" is added after removing the final "e". Some example conversions are provided such as "talk" becoming "talked" in past tense and "smile" becoming "smiled". Common irregular past tense verbs like "run" and "give" are also briefly mentioned.
This document discusses conjugating verbs in English. It provides examples of verbs like "to clean", "to run", "to eat", and "to see" conjugated for the pronouns I, you, she/he/it, we, you, and they in both the singular and plural forms. Several example sentences are also provided to demonstrate verbs being used in context.
This document lists verbs including to read, to run, to dance, to swim and several blanks for additional verbs. It appears to be a list of verbs for grammar or language learning practice with 10 total entries, 5 of which are specifically listed while the remaining 5 are blank for the learner to fill in.
Pronouns are used in place of nouns to avoid repetitive references to people or things. Common pronouns include I, you, he, she, it, we, you, and they which can be singular or plural depending on whether they refer to one person or thing or multiple people or things. Pronouns help writing flow more smoothly.
This document discusses using "a" versus "an" before nouns in the English language. It notes that "an" is used before words that start with a vowel sound, while "a" is used before words that start with a consonant sound. Examples are provided of correctly using "an" before words like shark and "a" before words like elephant.
The document provides instructions and activities for practicing alphabetical order. It includes activities to order capital and lowercase letters, match capital letters to lowercase letters, put letter sets in alphabetical order, and identify which letters come before and after given letters.
This short document contains 7 simple sentences describing various everyday scenes and actions such as a woman feeding chickens, a dog having 5 puppies, the weather being cloudy and cold, a person named Manny Manitas helping a cat, a girl listening to a story, and a young woman loving horses.
This document contains a list of grammar lessons and videos for teaching children the alphabet and phonics. The first item is titled "Rainbow Capitals" and seems to be about letter formation. A video called "The ABC Song.mov" is included. Another video listed is "Phonics Song 2.mov". No other context or details are provided about the lessons or videos in the list.
Level 4: Recognition and Production of SyllablesPAULA GOÑALONS
This document contains a list of 6 items including nose, elephant, dinosaur, motocycle, and children. It also includes an image file called MonolophosaurusHiRes_usl6ti.webp.
Level 3: Recognition & Production of RhymePAULA GOÑALONS
This document provides a rhyming game where the player fills in the blank with a word that rhymes. There are 6 lines with blanks that can be filled in with words like "nose", "sing", "boat", "towel", "mittens", and "hat" to complete the rhyme. Pictures are included to accompany some of the rhyming lines.
Level 5: Recognition & Production of Initial SoundsPAULA GOÑALONS
This document contains a list of 10 words that each represent a single phoneme or sound. The words include "Hoop", "Hen", "Mug", "Cat", "Dog", "Net", "Cow", "Game", and "Door", each containing a single consonant or vowel sound.
This document contains summaries of 3 lessons on teaching English to young learners:
1. The first lesson discusses techniques for teaching language such as using gestures, pictures, and the children's native language. It also covers pronunciation and classroom organization.
2. The second lesson focuses on developing social skills in students. It lists important social skills like greetings, feelings, hygiene, sharing, and respect.
3. The third lesson is about classroom management techniques such as proximity control, developing rapport, circulating during work time, and using positive reinforcement of good behaviors.
This short document does not contain enough contextual information to generate a meaningful 3 sentence summary. The text is unclear and does not convey any coherent ideas, events, or topics that could be summarized at a high level.
This document does not contain enough contextual information to generate a meaningful 3 sentence summary. The document consists of numbers and formatting characters but no substantive text.
This very short document does not contain enough coherent information to summarize in 3 sentences or less. It consists of fragmented words and phrases that do not form a clear narrative or convey meaningful information on their own.
This short document does not contain any words or meaningful information to summarize. It consists of blank lines and formatting characters that do not convey any essential details in 3 sentences or less.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.