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James Cook was a famous English explorer. He studied mathematics and astronomy and became an expert mapmaker. In 1768, he sailed on a ship called the Endeavour to Tahiti in the Pacific Ocean. He took scientists and artists with him to collect plants and animals. After visiting Tahiti, Cook opened a letter instructing him to search for another continent, which he found on the east coast of Australia. Cook explored many other lands and islands, but was ultimately killed in Hawaii during his third voyage.
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This document discusses the differences between active and passive voice in English sentences. It explains that in active voice, the subject performs the action, while in passive voice, the subject receives the action. The document provides instructions for changing active sentences to passive, including changing the subject and object positions and adding a form of "be" plus the past participle verb. It discusses when to use passive voice, such as when the action is more important than the actor, and common mistakes to avoid, like using passive forms with verbs that cannot be passive.
Passive Voice
The document provides information about passive voice, including:
- The passive voice uses some form of "to be" (am, is, are, was, were) plus the past participle of the main verb.
- In the passive voice, the subject receives the action rather than performs it.
- Examples are provided to illustrate transforming sentences from active to passive voice by changing the subject and using a form of "to be" plus the past participle.
Passive voice
The document discusses the passive voice in Latin verbs. It explains that in Latin, verbs can be changed to the passive form using certain suffixes rather than rearranging words as in English. It provides the suffixes used to form the passive voice for various verb tenses in Latin, including present, imperfect, future, perfect, pluperfect, and future perfect tenses. Examples are given to illustrate passive forms for different verbs.
Passive voice
The document discusses passive voice in English and Indonesian. It defines passive voice as sentences where the subject receives the action of the verb or the verb is prefixed with "di/ter". It provides formulas and examples for changing sentences from active to passive voice for various tenses, including simple present, present continuous, present perfect, and past tenses. It explains how the subject, verb, and object change positions and forms in passive constructions compared to active sentences.
The use of passive voice
The document discusses the active and passive voice in English sentences. It defines active voice as having the subject perform the action and passive voice as having the subject receive the action. Some reasons to use the passive voice include emphasizing the recipient of the action, not knowing who performed the action, or the performer being irrelevant. The document also explains how to form the passive voice using auxiliary verbs and past participles and how tense is identified in passive voice sentences.
Passive Voice
The document discusses the passive voice in English. It explains what the passive voice is and how it is formed by using some form of "to be" plus the past participle of the main verb. It provides examples of the passive voice in various tenses, including the present, past, future, perfect, and progressive tenses. It also shows how to form interrogative and negative sentences in the passive voice.
Passive voice
The document discusses reasons for using the passive voice in writing, including when the agent is unknown, to emphasize new information, or to maintain focus on a subject. It provides examples of passive voice constructions and exceptions, such as having something done by someone else or using passive -ing forms. The document also contains exercises for rewriting sentences in the passive voice.
The Passive Voice
The document discusses the passive voice in English, including its formation, main uses, and semantic features. It covers passive verb forms, verbs that cannot be used passively, sentences using objects such as clauses or infinitives, object complements, and the uses of "get". It also discusses how the meaning of passives can vary depending on the lexical verb and types of passive constructions including agentive, non-agentive, reflexive, durative, and quasi-passives.
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Christopher Columbus had a difficult childhood, losing his wife and being attacked by the French during his first voyage, which set him on a path to explore. He wanted to find a direct trade route to Asia by sailing west. His voyages in the late 1400s opened up trade between Europe and the Americas, inspiring other explorers and changing the world through the establishment of European colonies in lands newly encountered by Europeans.
James Cook
James Cook was a British explorer born in 1728 who made three voyages of exploration and discovery in the Pacific Ocean. He mapped much of the region, made accurate navigational charts, and was the first European to visit many islands and lands, including becoming the first to circumnavigate and map Antarctica. Cook commanded three ships, the Endeavour, Resolution, and Adventure, and his explorations greatly expanded European knowledge of the Pacific and contributed to navigational accuracy. He died in 1779 after being stabbed by Hawaiians during his third voyage.
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Historians and mapmakers are debating the authenticity of a 1418 map found in Shanghai that appears to show America, predating Columbus' arrival by over 70 years. A British historian attributes the map to Chinese admiral Zhu Di's massive 15th century fleet. Researchers are testing the map's age. While Chinese scholars are skeptical, the map seems to support the idea that the Chinese reached the Americas before Columbus.
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James Cook was a British explorer born in 1728 who completed three voyages of exploration and made significant discoveries. On his first voyage from 1768-1771, he mapped New Zealand and became the first European to observe the transit of Venus and make landfall on the eastern coast of Australia. His second voyage from 1772-1775 took him south in search of the unknown southern continent. On his third and final voyage from 1776-1779, Cook explored the Pacific Northwest coast of North America and was killed in Hawaii in 1779 during a confrontation with locals.
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Christopher Columbus was an explorer who lived in the 15th century. He believed that the world was round, unlike many others at the time who thought you could fall off the edge. Columbus wanted to find a western route to Asia and sought funding from Ferdinand and Isabella of Spain. In 1492, Columbus set sail with three ships - the Nina, Pinta and Santa Maria - and landed in the Bahamas, believing he had reached Asia but had actually discovered the Americas.
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This document discusses how culture can influence the decisions we make. It prompts readers to reflect on an important decision in their own life and what shaped it. It then provides background information on Shakespeare and the Renaissance period in England when he wrote, covering topics like the importance of his works, the cultural developments of the time, details about his life and career, and features of English theaters in his era like the Globe.
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Christopher Columbus was an Italian explorer who lived from 1451 to 1506. He wanted to find a new route to Asia by sailing west across the Atlantic Ocean. In 1492, he embarked on his first voyage funded by the Spanish monarchy and discovered several islands in the Bahamas which he believed were in Asia but were actually the Caribbean. Over subsequent voyages, he explored more islands in the Caribbean and parts of Central and South America, though he never realized he had found a new continent. He died in Spain in 1506 still believing he had reached Asia.
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Halloween has its origins in the ancient Celtic festival of Samhain, marking the end of the harvest season. On October 31st, the Celts believed the boundary between the living and the dead became thinner, and spirits and demons walked the Earth. To celebrate and honor the event, the Celts built bonfires and wore costumes to ward off spirits. Over time, Halloween evolved with Christian influences to become a day of remembering the dead. Today, Halloween is celebrated in the US, Britain, and elsewhere with costumes, parties, trick-or-treating, and carving jack-o-lanterns from pumpkins.
Christopher Columbus Essay
Christopher Columbus was born in 1451 in Genoa, Italy. He had little formal schooling but learned much from sailors as Genoa was a busy seaport. Columbus worked with his father for a while as a weaver but his passion was sailing. After many years trying to get support, in 1492 King Ferdinand and Queen Isabella of Spain agreed to fund Columbus' expedition westward in search of a route to Asia. On August 3, 1492 Columbus set sail with three ships and 88 men. After many weeks at sea unrest grew among the crew until land was sighted on October 12, 1492, which Columbus named San Salvador. Columbus explored the new land and its native people
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This document provides a summary of Daniel Defoe's novel Robinson Crusoe. It notes that Defoe was born in 1660 in London and started writing novels later in life. The novel Robinson Crusoe is loosely based on the story of a man named Alexander Selkirk, who spent years alone on an island. The summary then outlines the plot of the novel, including Robinson Crusoe's journey, being shipwrecked on an island, his building of shelter and finding supplies, taking on Friday as a companion, and eventually being rescued after many years alone on the island.
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This document provides information about a quiz event hosted by Srinath Bhashyam and Siddharth Manickasundaram called the Big Bazaar Gen Quiz. It thanks various title, quiz, and associate sponsors. It also thanks donors and people who helped organize the event like Dr. M.S. Siva Kumar and IIT Madras Quiz Club conveners. The document provides details about the written qualification round including the number of questions, use of starred questions to resolve ties, and a request to turn off electronic devices. It begins asking the first question about a music festival and provides space for answers.
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The document provides a historical overview of several major events in space exploration from the 1960s to the 1980s:
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Christopher Columbus, a Genoese explorer and navigator, obtained support for his plan to reach Asia by sailing west from King Ferdinand and Queen Isabella of Spain in 1492. He set sail with three ships and 88 men, landing in the Bahamas rather than Asia. After exploring the islands and encountering the native Taíno people, Columbus returned to Spain with prisoners and goods. His voyage inaugurated a period of European colonization in the Americas over the next centuries.
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The document discusses predictions for life in the future by the end of the 21st century based on newspaper clippings from that time. These clippings predict that Chinese astronauts will have landed on Mars, a cure will have been found for the common cold, the oldest man will have celebrated his 150th birthday, and cars will have been able to run on seawater. Students are tasked with discussing whether other predictions, such as cities on the moon, are likely or unlikely by the end of the 21st century based on developments in science and technology.
Unit 8 speaking-english 12
The document discusses predictions for life in the future by the end of the 21st century based on newspaper clippings from that time. These clippings predict that Chinese astronauts will have landed on Mars, a cure will have been found for the common cold, the oldest man will have celebrated his 150th birthday, and cars will have been able to run on seawater. Students are tasked with discussing whether other predictions, such as cities on the moon, are likely or unlikely by the end of the 21st century based on developments in science and technology.
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Captain James Cook was a renowned British explorer who led three major voyages of discovery. On his first voyage from 1768-1771 aboard the Endeavour, Cook mapped New Zealand and became the first European to encounter Australia's eastern coastline. His second voyage from 1772-1775 saw Cook cross the Antarctic Circle and discover many Pacific islands. Cook's third and final voyage from 1776-1779 aimed to find the Northwest Passage, during which he discovered the Hawaiian Islands but was killed in a confrontation with Hawaiians in Kealakekua Bay. Cook circumnavigated the globe on his voyages and made significant contributions to exploration, navigation and cartography.
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Coloquio 170220203508
Thank you for sharing your reflections on working with young learners during your practicum. While it can be challenging, seeing them learn and develop their skills is very rewarding. Best of luck in your future teaching!
Certificado
Gisela Restivo completó con éxito el curso virtual "Las implicancias de la enfermedad en el aprendizaje" entre Octubre y Noviembre de 2015, cumpliendo con las 40 horas requeridas.
Certificado
Gisela Restivo completó con éxito el curso virtual "Las redes sociales en el aula" entre agosto y septiembre de 2015, con una carga horaria de 60 horas.
Restivo diagnostico institucional- periodo 3
Este documento presenta un diagnóstico de un curso de 4to año de la escuela secundaria Salesiano Deán Funes. Describe las características generales del grupo de 25 alumnos varones de entre 15 y 16 años, incluyendo que son charlatanes pero respetuosos, unidos a pesar de tener dos repetidores, y siempre de buen humor a pesar de tener doble jornada. También resume cómo se trabaja en la clase de inglés de 3 horas semanales, el nivel lingüístico de los estudiantes y algunos ejemplos de
Restivo informe institucional- periodo 3
El resumen describe el Colegio Salesiano Deán Funes, un colegio público de gestión privada en Comodoro Rivadavia. Ofrece educación primaria, secundaria técnica y bachillerato. Cuenta con 1250 estudiantes y amplias instalaciones como aulas, taller, biblioteca y gimnasio. Su proyecto educativo se basa en los principios de Don Bosco de formar buenos cristianos y ciudadanos. La mayor fortaleza es su prestigiosa oferta educativa, aunque algunos creen que no aceptar estudiantes
Tpd restivo- lesson plan 9
This lesson plan aims to teach students about vegetarianism through reading comprehension activities and developing their own opinions. Students will read a text about the increasing popularity of vegetarianism in the UK and discuss the differences between vegetarians and vegans. They will complete true/false and vocabulary matching activities to check comprehension. Students will then read opinions about vegetarianism and mark whether they are for or against it. To conclude, students will write their own opinion on vegetarianism and some will share their opinions aloud. The plan incorporates a variety of activities to engage different learning styles and develops reading, writing, listening and critical thinking skills.
Tpd restivo- lesson plan 8
The document provides a lesson plan for an English class focused on healthy and unhealthy habits. The 40-minute lesson involves 5 activities: a warm-up reviewing habits, reading a health questionnaire, finding synonyms in the text, answering the questionnaire in pairs, and analyzing the results. Language focuses are the quantifiers "how much" and "how many". The teacher aims to develop reading, speaking, and listening skills while reflecting on healthy lifestyles. Assessment involves observing student participation and productions throughout the class.
Tpd restivo- lesson plan 7
The document provides details about an English lesson for 4th year secondary students in Argentina. The 80-minute lesson focuses on quantifiers like "a lot of", "a little", and "a few". Students will develop reading, writing, and collaborative skills. They will read about eating habits around the world, discuss their own country's dishes, and practice using quantifiers to talk about food quantities through matching activities and writing sentences. The teacher will assess students' use of quantifiers and participation throughout the lesson.
Restivo tpd- lesson plan 6
The document provides a detailed lesson plan for an English class focusing on shopping vocabulary and dialog. The 40-minute lesson includes a warm-up activity reviewing shopping terms, listening to a dialogue about buying a t-shirt, answering comprehension questions, and putting dialogue lines in order. Students then practice the dialogue in pairs, taking on roles of shopper and assistant. For homework, students will write their own similar dialogue. The plan demonstrates variety in activities, clear aims and structure, and strategies for classroom management and assessment of learning.
Tpd restivo- lesson plan 5
This lesson plan is for a 4th year secondary school class with 25 students focused on future tenses. The lesson will include reviewing future tenses through a warm up activity and video. Students will then play an auction game in groups where they bid on sentences using future tenses. Finally, the sentences will be reviewed and the group that bought the most correct sentences will be declared the winner. The lesson incorporates a variety of activities, resources, and strategies to engage students and assess their understanding of future tenses.
Tpd restivo- lesson plan 4
This lesson plan aims to teach future tense using will and going to. The teacher will review food vocabulary and introduce pineapple and vegetarian. Students will complete dialogues using will for instant decisions and going to for plans. They will role play the dialogues. Students will then create short dialogues from situations using will. A game dividing the class into teams will review the language at the end of the lesson. The plan provides variety and opportunities for speaking practice while focusing on the target grammar points.
Tpd restivo- lesson plan 3
This document contains a lesson plan for a 4th year English class focusing on making future plans and predictions. The lesson plan includes aims, language focus, teaching approach, materials, seating arrangement, cooperative work elements, possible problems and solutions, language challenges students may face, and assessment. A variety of activities are outlined, including a warm-up on future intentions, presentation of target grammar, reading and comprehension exercises, a listening activity, pair work to ask and answer questions using the future tense, and a writing assignment where students draft an email about future travel plans.
Restivo tpd -lesson plan 2
This document outlines a 40-minute English lesson plan for 4th year secondary students focusing on future tense. The lesson plan includes a warm-up activity reviewing oil workers' jobs, an activity where students complete sentences in Ben's diary using the present continuous tense to express future arrangements, and homework assigning students to complete their own weekly diary. The teacher aims to review present continuous for future arrangements and develop students' speaking skills. No ICT is used and the lesson adheres to a communicative approach with individual student work and feedback from the teacher as students complete activities.
My journal tpd-Restivo
This document is a journal entry from a teacher trainee, Gisela Restivo, describing her lessons with a 4th year secondary school class. Over the course of 8 lessons, she discusses various teaching strategies, activities with students, and her reflections. Some effective strategies included using the communicative approach, involving students in real communication, and using technology like videos. However, getting students to speak more English, rather than their native language, during class was an ongoing challenge that required improvement.
Restivo informe institucional- periodo 3
El resumen describe el Colegio Salesiano Deán Funes, un colegio público de gestión privada en Comodoro Rivadavia. Ofrece educación primaria, secundaria técnica y bachillerato. Cuenta con 1250 estudiantes y amplias instalaciones como aulas, taller, biblioteca y gimnasio. Su proyecto educativo se basa en los principios de Don Bosco de formar buenos cristianos y ciudadanos. La mayor fortaleza es su prestigiosa oferta educativa, aunque algunos creen que no aceptar estudiantes
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Este documento presenta un diagnóstico grupal de los alumnos de 4to año "B" de un colegio secundario. Describe las características generales del grupo como charlatanes pero respetuosos, unidos a pesar de tener dos repetidores, y con buena predisposición. Explica también cómo se trabaja en clase de inglés con un libro de texto y carpetas, y evalúa el nivel lingüístico de los estudiantes.
Restivo TPD- lesson plan 1 - 7
This lesson plan aims to teach future simple tense using "will" to 25 4th year students. The 80 minute lesson includes a warm up activity predicting the future, watching a video on nanotechnology, reading and ordering a text on the topic, vocabulary work, sentence completion practice, and forming questions about the text. Formative assessment of students' written and oral work will be done throughout paired and individual activities using technology, worksheets, and questioning. The lesson follows a communicative approach and aims to develop listening, reading, and language skills through varied activities targeting the future tense.
Restivo Diagnóstico institucional- periodo 2
El documento presenta el diagnóstico de un curso de 3er grado de primaria. Describe las características de los 20 alumnos, incluyendo que son activos y participativos a pesar de tener 7 horas de clases, pero desordenados y charlatanes. También detalla cómo se trabaja la asignatura de inglés con libros de texto y cuaderno, y el espacio físico amplio del aula. Por último, propone actividades lúdicas y dinámicas centradas en el uso de la lengua para la práctica docente con este grupo
Restivo Informe institucional- periodo 2
El documento presenta información sobre la Escuela Manuel Belgrano, una institución privada y relativamente nueva en Comodoro Rivadavia. La escuela ofrece educación de calidad e integral para sus alumnos, con un enfoque en enseñar a pensar críticamente, a valorarse a uno mismo y a convivir en sociedad. Cuenta con un edificio nuevo con recursos para los estudiantes y docentes. La escuela ha crecido a lo largo de sus 12 años de funcionamiento y actualmente tiene alumnos hasta 5to año con un curso para cada grado.
Restivo tpd journal-period2
The document summarizes a teacher trainee's journal entries from their practicum teaching English to 3rd graders. In the first entry, the trainee describes using storytelling, images, and interactive activities which engaged students. Preparing materials thoroughly helped the trainee feel relaxed. The second entry notes the success of sharing a personal photo and playing board games, though games were noisy. The third entry finds that images, stories and games continue to engage students and using familiar techniques regularly is important. The trainee aims to leave a positive impression on students as they are like wet cement, taking on all influences.
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James cook- Power Point
- 1. Explorers travel to study and learn. Do you know the names of any famous explorers?
- 2. Cristopher Columbus Fernando de Magallanes James Cook Francisco P. Moreno
- 5. James Cook was the son of a poor English farm worker.
- 6. When he was young, he left home and became a sailor.
- 7. He studied mathematics and astronomy and became an expert mapmaker.
- 8. In 1768, Cook sailed on a ship, the Endeavour, to the island of …
- 9. Tahiti in the Pacific Ocean.
- 10. Cook took scientists and artists with him on the voyage. When they reached Tahiti, they collected plants and animals and drew them.
- 12. After his work in Tahiti, Cook opened a letter from the King of England.
- 13. The king told him to look for another continent.
- 14. Cook sailed to …
- 16. the east coast of Australia.
- 17. He took these new lands for the King of England and returned with accurate maps of all these places.
- 18. Cook went on two more voyages.
- 19. On the first voyage, he arrived at an island named Easter Island.
- 20. There were huge stone heads on the island.
- 21. On his next voyage, he explored the Hawaiian islands.
- 22. At first the Hawaiians were very nice to Cook and his men, but they soon got tired of their visitors.
- 23. Cook, left, but six days later his ship had a problem. He returned to Hawaii.
- 24. While he was in Hawaii, there was a fight and someone killed him.
- 25. James Cook monument in Hawaii.
- 26. Two hundred years later …
- 27. A small piece of James Cook´s ship the Endeavour went into space on the U.S. space shuttle also with the name Endeavour.
- 29. Read the story and complete exercise A on page 16.
- 31. On page 17 complete exercises: C, A and B.
- 32. We use the Simple Past to talk about actions and situations that began and ended in the past. We can use specific time expressions such : yesterday, last week, ten years ago. Examples: . I visited Berlin last week. . We went to the cinema last Saturday.
- 35. affirmative negative interrogative short answers I played I did not play (didn´t) Did I play? Yes, I did/No, I didn´t you played you did not play Did you play? Yes, you did/No, you didn´t he played he did not play Did he play? Yes, he did/No, he didn´t she played she did not play Did she play? Yes, she did/No, she didn´t it played it did not play Did it play? Yes, it did/No, it didn´t we played we did not play Did we play? Yes, we did/No, we didn´t you played you did not play Did you play? Yes, you did/No, you didn´t they played they did not play Did they play? Yes, they did/No, they didn´t
- 36. When Where What did they did he did you play soccer? go? do?
- 37. 1. Where did he travel? He traveled to Australia. 2. What did they collect? They collected plants and animals. 3. Where did he arrive? He arrived at an island. 4. Where did the Endeavour go? The Endeavour went into space.
- 38. Answer the questions on page 16. Complete exercises A, B, C and D.