For the subject Practice II, we had to write a narrative about what were our feelings towards teaching and how we manage to teach inside the classroom.
Teaching English, Learning English, Educating through English Human being cannot but learn. to what extent is this seen in children learning English? Leonor Corradi
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.
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
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.
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
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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.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
1. Practice II: Didactics of ELT and Practicum at Primary School Level
Aimé
Huarte
Florencia
Pérez
Intercultural project: “Sports in Argentina and in USA”
24/10/2017
School N°25 “Granaderos de San Martin”
Course: 6th “B” and “D”
Teacher: Jorgelina Rodriguez
Timetable fit: Mondays and Thursdays from 16.05 to 17.30
Lesson aims:
As teachers, we’ll try to:
Focus on macro skills (speaking and writing) considering learners’ ages to
acquire language.
Revise vocabulary related to sports.
Identification of different sports, both local and international (USA)
Revision on grammatical structures ( can – can´t)
Revision on vocabulary related to different abilities.
Revision of reference
Objectives of the lesson:
During the lesson, students are expected to:
Revise the vocabulary related to sports: football, baseball, hockey, basketball,
ice skiing, skateboard, boxing, karate, etc.
Talk about abilities related to sports.
Revision of vocabulary related to different abilities ( jump, sing, run, walk, etc)
Revision on reference
Introduce sports practiced in the USA and in Argentina.
Students to be able to identify and compare both countries with the same
sports
Present a sport to the class and the exchange student, John Brakke.
Language:
Lexis: vocabulary about sports and abilities.
2. Practice II: Didactics of ELT and Practicum at Primary School Level
Aimé
Huarte
Florencia
Pérez
Functions: identifying and classifying different sports in Argentina and in the USA.
Routine (5’):
We are going to post on each of the classrooms a sheet of paper colorfully
designed by us with some threads hanging where we are going to put each of our
students ‘ names ( with a clip). Every time we enter the classroom, we are going to
choose three helpers. They will have to pick up all the names and give them to
their classmates to put them on. Before we leave the classroom, they have to give
them back so they can pick them up next class.
“1, 2, 3, silence please” (make use of it whenever the teacher/pedagogical partner
sees it necessary)
Breathing activity. Since one of the classes starts after the break, we will invite
our students to stand next to their desks and imagine they have a balloon inside
their hands. They are going to inhale and when they exhale, the balloon is going to
be a little bit bigger than before. We are going to repeat this procedure three times
and at the end, we will imaginary pop the balloon.
Warm up (5’):
As we were talking about the different kinds of sports in Argentina, we will revise
the vocabulary first.
We will activate the vocabulary with the following questions:
What sports do you remember from last class?
Which are played here in Argentina?
Which one do you think is the most popular?
Do you play any of them?
Do you know the name of some of the players?
Have you watched them on TV?
Body of the lesson:
Activity 1 (15’):
3. Practice II: Didactics of ELT and Practicum at Primary School Level
Aimé
Huarte
Florencia
Pérez
We prepared a PowerPoint presentation with the exchange student, John Brakke,
so as to introduce well-known sports in both countries, the USA and Argentina.
These sports were already introduced during our classes.
.
Activity 2 (10’):
We will divide the class into 4 groups. Each group will have assigned a sport. We
will provide the students with some colour pencils and cardboards so as for them to
draw about the sport they were assigned (from the USA or Argentina)
Each of the groups will have to write 3 sentences on the cardboard regarding
abilities using can/can’t
For example: “Volleyball players can jump high. They can’t sing.”
Activity 3 (10’)
Each one of the groups will present their work to their classmates and John. They
will be encouraged to speak about what they have drawn and their reasons as well
as read out loud the abilities they have chosen.