This document contains an English review worksheet for second grade primary students. It includes exercises to practice parts of the body, greetings, verbs to be and have got in affirmative and negative forms, family members, days of the week, and clothing items with colors. Students are instructed to complete the exercises by filling in missing words, writing in their own name, drawing pictures, and coloring. The worksheet provides a way for students to review key English vocabulary and grammar from the second trimester.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter 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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
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!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Advantages and Disadvantages of CMS from an SEO Perspective
Ingles segundo-primaria-2
1. Inglés. 2º Primaria Repaso Segundo Trimestre.
Math each word with the suitable picture
Nombre: ________________________________
Celia Rodríguez Ruiz
Cara: Face
Ojo : eye
Nariz: nose
Orejas: Ears
Boca: Mouth
Write the missing days of the week in the correct place.
Monday
Friday– Tuesday - Sunday- Wednesday
Thursday
Saturday
2. Inglés. 2º Primaria Repaso Segundo Trimestre.
Nombre: ________________________________
Celia Rodríguez Ruiz
Saludos. Copia los saludos
Hola: Hello
Buenos días: Good morning.
¿Qué tal estas?: How are you?
Adios: Bye bye
Yo estoy bien ¿y tú?: I´m fine and you
¿Cuántos años tienes?: How old are you?
Yo tengo 8 años : I´m 8 yeras old
Completa el dialogo, con las expresiones de arriba.
3. Inglés. 2º Primaria Repaso Primer Trimestre.
Write the numbers.
Nombre: ________________________________
Celia Rodríguez Ruiz
How many?
There are_________________
There _______________________
_____________________________
4. Inglés. 2º Primaria Repaso Segundo Trimestre.
Nombre: ________________________________
Celia Rodríguez Ruiz
Verbo To be. Completa el verbo to be
I _______
You ________
He ________
She _______
It _________
We ________
You ________
They _________
_____ am
______ are
_____ is
_____ is
____ is
_____ are
_____ are
____ are
Complete with to be (am , is , are) and translate
She _________ Ann.
He _________ my father
We_________ friends.
5. Inglés. 2º Primaria Repaso Segundo Trimestre.
Read and draw the body part.
Nombre: ________________________________
Celia Rodríguez Ruiz
Hands (manos) Feet (pies) Eyes. (ojos)
Legs (piernas) Arms (brazos) Head (cabeza)
Label the parts of the body.
h
a
l
e
h
f
6. Inglés. 2º Primaria Repaso Segundo Trimestre.
Look at the picture and write: true (t) or false (f)
Nombre: ________________________________
Celia Rodríguez Ruiz
Correct the wrong sentences and write them correctly.
The rabbit´s eyes are small.
The rabbit´s ears are short.
The rabbit´s tail is hard.
The rabbit´s mouth is small.
The rabbit´s legs are long.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
7. Inglés. 2º Primaria Repaso Segundo Trimestre.
Nombre: ________________________________
Celia Rodríguez Ruiz
Read and circle the correct Word.
It´s a byke/car
What´s it?
It´s a house/school
What´s it?
The negative form of the verb be. Completa la forma ne-
gativa del verbo to be
I _______
You ________
He ________
She _______
It _________
We ________
You ________
They _________
_____ am not
______ are not
_____ is not
_____ is not
____ is not
_____ are not
_____ are not
____ are not
8. Inglés. 2º Primaria Repaso Segundo Trimestre.
Nombre: ________________________________
Celia Rodríguez Ruiz
Escribe la forma negativa de las oraciones anteriores.
You________ Peter.
Complete with to be (am , is , are) and translate
She ________ angry.
I ________ happy.
9. Inglés. 2º Primaria Repaso Segundo Trimestre.
Find the words
Nombre: ________________________________
Celia Rodríguez Ruiz
MUM
DAD
BROTHER
SISTER
AUNT
UNCLE
GRANDMA
GRANDDAD
SON
DAUGHTER
M U M B C G F V B S
G R A N D D A D H I
D E A U N T U L N S
A D W Q F R P M N T
D J M Z A S O N R E
J B R O T H E R E R
G R A N D M A E W E
G F D S U N C L E A
R D A U G H T E R M
S D J F E P Y J W N
Write the family
Papá
Mamá
Hija
Hijo
Abuelo
Abuela
Tío
Tía
Hermano
Hermana
10. Inglés. 2º Primaria Repaso Segundo Trimestre.
Find the words
Nombre: ________________________________
Celia Rodríguez Ruiz
Write the numbers
1
2
3
4
5
ONE (1)
TWO (2)
THREE (3)
FOUR (4)
FIVE (5)
SIX (6)
SEVEN (7)
EIGHT (8)
NINE (9)
TEN (10)
M S E F S E V E N S
G R O O E D A D H I
D E A U N T U L N X
E I G H T R P M N T
D J M Z A S O N E W
T H R E E H E R E O
G R N I N E A E W E
T E N S U F I V E A
6
7
8
9
10
11. Inglés. 2º Primaria Repaso Segundo Trimestre.
Write the negative form of the sentences
Nombre: ________________________________
Celia Rodríguez Ruiz
AFFIRMATIVE NEGATIVE
He is tall.
It is cute.
I am nine years old.
He is Chinese.
They are funny.
You are intelligent.
We are friends.
He is Richard.
She is my sister.
You are a teacher.
12. Inglés. 2º Primaria Repaso Segundo Trimestre.
Complete with verb be and write the negative form
Nombre: ________________________________
Celia Rodríguez Ruiz
She _________________ happy.
I _________________ six years old.
We_________________ friends.
He _________________ my father.
You _________________ in the house.
It _________________ beauty.
They _______________ happy.
13. Inglés. 2º Primaria Repaso Segundo Trimestre.
Write the afirmative form of the sentences
Nombre: ________________________________
Celia Rodríguez Ruiz
AFFIRMATIVE NEGATIVE
She is not fat.
I am not six years old.
It is not red.
We are not in home.
He is not Peter.
They are not Spanish.
You are not tall.
He is not my brother.
You are not friends.
We are not family.
14. Inglés. 2º Primaria Repaso Segundo Trimestre.
Nombre: ________________________________
Celia Rodríguez Ruiz
Find the words
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
SUNDAY
S W E D N E S D A Y
A S A N D D A D H I
T U E D M O N D A Y
U N W Q F R P M N T
R D M Z A S O N R E
D A T U E S D A Y R
A Y A N F R I D A Y
Y T H U R S D A Y A
F E R M A L R R S L
M T A R S J S V C R
Write the days of the week
Lunes
Martes
Miércoles
Jueves
Viernes
Sábado
Domingo
15. Inglés. 2º Primaria Repaso Segundo Trimestre.
Nombre: ________________________________
Ce-
lia Rodríguez Ruiz
To Have Got. Tener
I have got
You have got.
He has got
She has got
It has got
We have got
You have got
They have got
I _______
You ________
He ________
She _______
It _________
We ________
You ________
They _________
_____ have got
______ have got
_____ has got
_____ has got
____ has got
_____ have got
_____ have got
____ have got
Complete with to have (have got or has got) and
traslate
I____________________ two cats.
She _________ a pencil.
We_________ three dogs.
They________ a car.
16. Inglés. 2º Primaria Repaso SegundoTrimestre.
Complete with(has got, have got), and translate
Nombre: ________________________________
Celia Rodríguez Ruiz
They ________ a ball.
She____________ an orange juice
It _________________ a pencil
I_________________ an umbrella.
He _________________ a house.
You __________ a telephone.
She_______________ a horse.
17. Inglés. 2º Primaria Repaso Segundo Trimestre.
Nombre: ________________________________
Celia Rodríguez Ruiz
To Have Got negative form.
I have not got
You have not got.
He has not got
She has not got
It has not got
We have not got
You have not got
They have not got
I _______
You ________
He ________
She _______
It _________
We ________
You ________
They _________
_____ have not got
______ have not got
_____ has not got
_____ has not got
____ has not got
_____ have not got
_____ have not got
____ have not got
Complete with to have in negative form
I____________________ two cats.
She _________ a pencil.
We_________ three dogs.
They________ a car.
18. Inglés. 2º Primaria Repaso Segundo Trimestre.
Complete with am, is, are. And translate
Nombre: ________________________________
Celia Rodríguez Ruiz
They ________ in the park.
You____________ sad.
We_________________ happy.
She _________________ my sister.
It _________________ a dog.
He________________ Danny.
I _______________ in the street.
19. Inglés. 2º Primaria Repaso Segundo Trimestre.
Escribe la forma negativa del verbo to have got y tradu-
ce.
Nombre: ________________________________
Celia Rodríguez Ruiz
They ________ a ball.
She____________ an orange juice
It _________________ a pencil
I_________________ an umbrella.
He _________________ a house.
You __________ a telephone.
She_______________ a horse.
20. Inglés. 2º Primaria Repaso Segundo Trimestre.
Read, draw and color.
Nombre: ________________________________
Celia Rodríguez Ruiz
A blue skirt. A red boots. A green cap.
A yellow hat. A pink dress. A black trousers.
Write the word
Sunny snowy windy rainy