The document provides an overview of the Spanish curriculum for Years 7, 8 and 9. It covers the following key points:
- Language skills progression including grammar structures, tenses and vocabulary covered in each year.
- Text types studied such as descriptions, reports and informal letters.
- Topics covered relating to personal information, school, free time, holidays and the wider world.
- Key skills developed including communication, problem solving and learning styles.
The language show 2010 less is definitely moreRachel Hawkes
The document discusses strategies for teaching language skills at key stage 3 with less focus on prescribed content and more emphasis on skills, creativity, and meaningful topics. It advocates for integrating learning across subjects and using a variety of stimulus materials, group tasks, and authentic texts. The goal is to move beyond textbooks and focus on skills that allow students to actively apply their knowledge in new contexts.
This document provides an overview of the objectives and content covered in Unit 7 of a 1st year bilingual English course. It includes vocabulary and grammar structures for talking about the past simple tense, regular and irregular verbs in the past, and vocabulary related to topics like biology, history, maths, and physical education. Expressions of time, listening exercises, and online resources are also outlined.
This document outlines ideas for progression in reading and writing skills from Key Stage 2 to Key Stage 3 of the UK curriculum. It discusses the new Key Stage 2 curriculum framework and provides learning objectives, suggested activities, and guidance for developing phonological awareness, reading comprehension, writing, and grammar skills over several years of study. Sample activities are also provided such as using songs, rhymes, games and interactive methods to reinforce vocabulary, sounds, and literacy.
This document summarizes the future tenses in Spanish. There are two future tenses: the immediate future tense formed with ir + a + infinitive (e.g. voy a jugar) and the future tense formed with the infinitive and endings (e.g. hablaré). The conditional tense is formed similarly to the future tense. There are 12 irregular verbs in the future and conditional tenses, including tener, haber, and saber. Practice exercises are provided to help learners practice forming verbs in the future tenses.
El documento explica el tiempo pretérito en español. El pretérito se usa para acciones completadas en el pasado. Se forma de manera regular para verbos -AR, -ER e -IR, pero algunos verbos como ser, ir, dar y ver son irregulares. También hay cambios en la forma "yo" para verbos que terminan en -car, -gar y -zar. Los verbos -ir que cambian la raíz en presente también cambian en pretérito, pero solo en las formas "él/ellos".
The document lists common regular and irregular verbs in English and their simple past tense forms, along with their Spanish translations. It includes over 50 verbs such as "be", "come", "go", "say", "see", "write", which are among the most frequently used in both languages.
PowerPoint Chapter 5: Recreaciones y pasatiemposmelvinkelley
Este documento presenta un capítulo sobre recreaciones y pasatiempos. Incluye una introducción con diferentes secciones como "Así se dice" y "Cultura". También contiene ejercicios y vocabulario sobre actividades de ocio, deportes, tiempo libre y estaciones del año. Finalmente, ofrece instrucciones gramaticales sobre verbos irregulares, el uso de "ir a + infinitivo", el presente progresivo y las diferencias entre "ser" y "estar".
Este documento ofrece una guía para elegir entre el pretérito y el imperfecto al usar verbos en el pasado en español. Explica que el pretérito se usa para acciones completadas en el pasado, mientras que el imperfecto se usa para acciones continuas o repetidas. Luego proporciona ejemplos detallados de cuándo usar cada tiempo verbal, incluidos casos como series de acciones, interrupciones, descripciones y más.
The language show 2010 less is definitely moreRachel Hawkes
The document discusses strategies for teaching language skills at key stage 3 with less focus on prescribed content and more emphasis on skills, creativity, and meaningful topics. It advocates for integrating learning across subjects and using a variety of stimulus materials, group tasks, and authentic texts. The goal is to move beyond textbooks and focus on skills that allow students to actively apply their knowledge in new contexts.
This document provides an overview of the objectives and content covered in Unit 7 of a 1st year bilingual English course. It includes vocabulary and grammar structures for talking about the past simple tense, regular and irregular verbs in the past, and vocabulary related to topics like biology, history, maths, and physical education. Expressions of time, listening exercises, and online resources are also outlined.
This document outlines ideas for progression in reading and writing skills from Key Stage 2 to Key Stage 3 of the UK curriculum. It discusses the new Key Stage 2 curriculum framework and provides learning objectives, suggested activities, and guidance for developing phonological awareness, reading comprehension, writing, and grammar skills over several years of study. Sample activities are also provided such as using songs, rhymes, games and interactive methods to reinforce vocabulary, sounds, and literacy.
This document summarizes the future tenses in Spanish. There are two future tenses: the immediate future tense formed with ir + a + infinitive (e.g. voy a jugar) and the future tense formed with the infinitive and endings (e.g. hablaré). The conditional tense is formed similarly to the future tense. There are 12 irregular verbs in the future and conditional tenses, including tener, haber, and saber. Practice exercises are provided to help learners practice forming verbs in the future tenses.
El documento explica el tiempo pretérito en español. El pretérito se usa para acciones completadas en el pasado. Se forma de manera regular para verbos -AR, -ER e -IR, pero algunos verbos como ser, ir, dar y ver son irregulares. También hay cambios en la forma "yo" para verbos que terminan en -car, -gar y -zar. Los verbos -ir que cambian la raíz en presente también cambian en pretérito, pero solo en las formas "él/ellos".
The document lists common regular and irregular verbs in English and their simple past tense forms, along with their Spanish translations. It includes over 50 verbs such as "be", "come", "go", "say", "see", "write", which are among the most frequently used in both languages.
PowerPoint Chapter 5: Recreaciones y pasatiemposmelvinkelley
Este documento presenta un capítulo sobre recreaciones y pasatiempos. Incluye una introducción con diferentes secciones como "Así se dice" y "Cultura". También contiene ejercicios y vocabulario sobre actividades de ocio, deportes, tiempo libre y estaciones del año. Finalmente, ofrece instrucciones gramaticales sobre verbos irregulares, el uso de "ir a + infinitivo", el presente progresivo y las diferencias entre "ser" y "estar".
Este documento ofrece una guía para elegir entre el pretérito y el imperfecto al usar verbos en el pasado en español. Explica que el pretérito se usa para acciones completadas en el pasado, mientras que el imperfecto se usa para acciones continuas o repetidas. Luego proporciona ejemplos detallados de cuándo usar cada tiempo verbal, incluidos casos como series de acciones, interrupciones, descripciones y más.
R hawkes cheney_school_session1_planning ks3Rachel Hawkes
The document discusses approaches to teaching languages at secondary school level with less prescribed content but a greater focus on key skills. It advocates for teaching that is clear, memorable, ensures learner success, allows different pacing, and provides individual feedback. Example techniques mentioned include using cognates, phonics, pictures, and technology to enhance interactions. The document also lists desired learner outcomes such as effective communicators, creative thinkers, and culturally aware global citizens.
R hawkes cheney_school_session1_planning ks3Rachel Hawkes
The document discusses approaches to teaching languages at KS3. It advocates focusing on key language skills and structures rather than prescribed content, using a variety of techniques to actively engage students. These include role plays, songs, images, games and using technology. The goal is to develop successful learners who can communicate confidently through a less prescribed, more creative approach.
The document summarizes key aspects of modern language teaching approaches for secondary school students in 3 sentences or less. It emphasizes focusing on communication skills over prescribed content, using creativity and culture to engage students in meaningful topics, and ensuring language skills are developed through both planned and unplanned speaking opportunities beyond the classroom.
This document provides a review of key vocabulary for a French exam, including:
1) Numbers, greetings, asking about age, family members, verbs like avoir and être, weather, time, school subjects, food, shopping, and travel.
2) Sample sentences showing common French expressions like asking someone's name, inviting someone to go out, and wishing them good luck on their exam.
3) Conjugations of common verbs like aller, manger, and parler in the present tense.
Phonics is a method of teaching children to read by learning the sounds associated with letters and letter combinations. It involves blending sounds together to read words and segmenting words into sounds to spell them. The document outlines the six phases of phonics instruction used in the UK, describing the letter-sound correspondences and reading/spelling skills taught in each phase from nursery through Year 2. Suggestions are provided for how parents can support phonics learning at home through reading, writing, word games, and using educational websites.
The document provides guidance for language assistants on effectively supporting children's language learning through three-way communication. It recommends preparing interactive activities using songs, games and projects on topics of interest. Examples given include using a song about a man in the moon to teach food vocabulary and making sandwiches. Preparing resources, adapting language levels and scaffolding learning are emphasized.
This document contains a table of contents and sections covering Spanish grammar topics such as:
- Preterite (-ar, -er/-ir) verbs and examples
- Imperfect vs preterite tense
- Ser vs estar
- Comparatives and superlatives
- Future tense conjugations
- Irregular verb forms
- Transition words
- Por vs para
It provides explanations, conjugations, examples and "trigger words" for the preterite, imperfect, and future verb tenses in Spanish.
This document provides information about a phonics workshop held at Sea Mills Primary School. It discusses:
- The aims of teaching phonics and how it helps children learn to read and spell words.
- The progression of phonics teaching through the six phases of the Letters and Sounds program from nursery to year 2.
- Key concepts and strategies taught in each phase such as blending, segmenting, graphemes, and phonemes.
- Tips and activities parents can do at home to support their child's phonics learning.
This document discusses various aspects of communication including its definition, purpose, types, processes, and importance. Some key points covered are:
- Communication is the sharing of information between individuals through various channels. Its purposes include expressing oneself, building relationships, and informing others.
- Types of communication include verbal, non-verbal, formal, informal, interpersonal, intrapersonal, and mass communication. Verbal communication includes speaking and writing while non-verbal includes body language, gestures, and facial expressions.
- The communication process involves a sender encoding a message, sending it through a channel, potential noise interfering, a receiver decoding the message, and feedback. Effective communication requires sending clear messages and correctly understanding responses.
This curriculum is designed for beginner Spanish students to develop fundamental language skills through communicative exercises. The course objectives are to develop the four communicative skills of listening, reading, speaking and writing as well as mastering grammar, vocabulary and idioms. The methodology uses a communicative approach with real-life materials to stimulate conversation. Functional content covers daily topics like introductions, weather, plans and preferences. Grammatical content includes instruction on nouns, articles, pronouns, verbs and sentence construction.
The document discusses revision techniques for learning and their effectiveness. It finds that some techniques have low impact and result in little recall, some have moderate impact, and some are high impact. High impact strategies include practice testing oneself using flashcards or a Leitner box system, and distributed practice that spreads studying out over time. The Leitner box approach involves categorizing cards into piles based on confidence level and prioritizing time spent on less confident areas. Examples of how to create effective flashcards are also provided.
This document discusses motivations for language learning and provides ideas for making language classes engaging. It lists challenges, fun, communication, learning new things, feeling successful, and being part of a community as motivating factors. It also provides classroom techniques like having students draw pictures from categories in the target language and give opinions on each other's drawings to facilitate communication practice.
This document provides guidance to students on developing writing skills such as choosing ideas, elaborating on ideas, understanding text structure, using appropriate language features, word choice, sentence structure, punctuation, and spelling. It emphasizes selecting focused main ideas, including relevant details, organizing ideas coherently, using language correctly, and checking for errors. Tips include thinking about the reader, writing type and purpose, elaborating on details, paragraphing, word frequency and variety, subjects and verbs agreeing, and using dictionaries for unknown words.
English 7
Synonyms and Antonyms
Subject- Verb Agreement
Oral Language
Written Language
Considerations When Speaking
Considerations When Listening
Dewy Decimal System
Spelling
This document defines and provides examples of the 8 parts of speech: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. For each part of speech, it discusses key types and how they are used in sentences. It also covers noun number and gender agreements, as well as how adjectives and adverbs form comparisons.
This document provides guidance on instructional materials, vocabulary, lesson content, and assessment for students with special needs. It suggests that teachers take existing lesson plans and modify them with accommodations to help special education students succeed. Teachers are encouraged to carefully select instructional materials that students can see, hear, or touch to maximize learning. They should also introduce new vocabulary before lessons, engage students in lessons, and provide alternate forms of assessment for students with special needs.
This document discusses communication, language, and literacy development in preschool children. It explains that developing strong language skills by age 5 is important for later school success. The document outlines typical developmental milestones in language from 12-36 months and potential causes of language delay, including less parent-child interaction, special needs, and more TV/technology use. It provides examples of preschool activities and home support that can help develop language and early literacy skills like phonics, writing, and vocabulary.
This document provides an overview of basic German grammar and vocabulary organized into 100+ sections. It covers pronunciation, the alphabet, nouns and cases, articles, pronouns, verbs like "to be" and "to have", useful words, question words, numbers, phrases, days/months, directions, colors and more. The level of detail is aimed at beginner German language learners to build foundational knowledge of core grammatical structures and common words.
1. El documento presenta 10 ideas para usar en el aula que incluyen construir una comunidad de aprendices y comenzar con los sonidos.
2. Se proporcionan ejemplos de actividades divertidas y desafiantes como la repetición con un giro.
3. El documento concluye discutiendo el significado de usar el idioma de manera significativa.
R hawkes cheney_school_session1_planning ks3Rachel Hawkes
The document discusses approaches to teaching languages at secondary school level with less prescribed content but a greater focus on key skills. It advocates for teaching that is clear, memorable, ensures learner success, allows different pacing, and provides individual feedback. Example techniques mentioned include using cognates, phonics, pictures, and technology to enhance interactions. The document also lists desired learner outcomes such as effective communicators, creative thinkers, and culturally aware global citizens.
R hawkes cheney_school_session1_planning ks3Rachel Hawkes
The document discusses approaches to teaching languages at KS3. It advocates focusing on key language skills and structures rather than prescribed content, using a variety of techniques to actively engage students. These include role plays, songs, images, games and using technology. The goal is to develop successful learners who can communicate confidently through a less prescribed, more creative approach.
The document summarizes key aspects of modern language teaching approaches for secondary school students in 3 sentences or less. It emphasizes focusing on communication skills over prescribed content, using creativity and culture to engage students in meaningful topics, and ensuring language skills are developed through both planned and unplanned speaking opportunities beyond the classroom.
This document provides a review of key vocabulary for a French exam, including:
1) Numbers, greetings, asking about age, family members, verbs like avoir and être, weather, time, school subjects, food, shopping, and travel.
2) Sample sentences showing common French expressions like asking someone's name, inviting someone to go out, and wishing them good luck on their exam.
3) Conjugations of common verbs like aller, manger, and parler in the present tense.
Phonics is a method of teaching children to read by learning the sounds associated with letters and letter combinations. It involves blending sounds together to read words and segmenting words into sounds to spell them. The document outlines the six phases of phonics instruction used in the UK, describing the letter-sound correspondences and reading/spelling skills taught in each phase from nursery through Year 2. Suggestions are provided for how parents can support phonics learning at home through reading, writing, word games, and using educational websites.
The document provides guidance for language assistants on effectively supporting children's language learning through three-way communication. It recommends preparing interactive activities using songs, games and projects on topics of interest. Examples given include using a song about a man in the moon to teach food vocabulary and making sandwiches. Preparing resources, adapting language levels and scaffolding learning are emphasized.
This document contains a table of contents and sections covering Spanish grammar topics such as:
- Preterite (-ar, -er/-ir) verbs and examples
- Imperfect vs preterite tense
- Ser vs estar
- Comparatives and superlatives
- Future tense conjugations
- Irregular verb forms
- Transition words
- Por vs para
It provides explanations, conjugations, examples and "trigger words" for the preterite, imperfect, and future verb tenses in Spanish.
This document provides information about a phonics workshop held at Sea Mills Primary School. It discusses:
- The aims of teaching phonics and how it helps children learn to read and spell words.
- The progression of phonics teaching through the six phases of the Letters and Sounds program from nursery to year 2.
- Key concepts and strategies taught in each phase such as blending, segmenting, graphemes, and phonemes.
- Tips and activities parents can do at home to support their child's phonics learning.
This document discusses various aspects of communication including its definition, purpose, types, processes, and importance. Some key points covered are:
- Communication is the sharing of information between individuals through various channels. Its purposes include expressing oneself, building relationships, and informing others.
- Types of communication include verbal, non-verbal, formal, informal, interpersonal, intrapersonal, and mass communication. Verbal communication includes speaking and writing while non-verbal includes body language, gestures, and facial expressions.
- The communication process involves a sender encoding a message, sending it through a channel, potential noise interfering, a receiver decoding the message, and feedback. Effective communication requires sending clear messages and correctly understanding responses.
This curriculum is designed for beginner Spanish students to develop fundamental language skills through communicative exercises. The course objectives are to develop the four communicative skills of listening, reading, speaking and writing as well as mastering grammar, vocabulary and idioms. The methodology uses a communicative approach with real-life materials to stimulate conversation. Functional content covers daily topics like introductions, weather, plans and preferences. Grammatical content includes instruction on nouns, articles, pronouns, verbs and sentence construction.
The document discusses revision techniques for learning and their effectiveness. It finds that some techniques have low impact and result in little recall, some have moderate impact, and some are high impact. High impact strategies include practice testing oneself using flashcards or a Leitner box system, and distributed practice that spreads studying out over time. The Leitner box approach involves categorizing cards into piles based on confidence level and prioritizing time spent on less confident areas. Examples of how to create effective flashcards are also provided.
This document discusses motivations for language learning and provides ideas for making language classes engaging. It lists challenges, fun, communication, learning new things, feeling successful, and being part of a community as motivating factors. It also provides classroom techniques like having students draw pictures from categories in the target language and give opinions on each other's drawings to facilitate communication practice.
This document provides guidance to students on developing writing skills such as choosing ideas, elaborating on ideas, understanding text structure, using appropriate language features, word choice, sentence structure, punctuation, and spelling. It emphasizes selecting focused main ideas, including relevant details, organizing ideas coherently, using language correctly, and checking for errors. Tips include thinking about the reader, writing type and purpose, elaborating on details, paragraphing, word frequency and variety, subjects and verbs agreeing, and using dictionaries for unknown words.
English 7
Synonyms and Antonyms
Subject- Verb Agreement
Oral Language
Written Language
Considerations When Speaking
Considerations When Listening
Dewy Decimal System
Spelling
This document defines and provides examples of the 8 parts of speech: nouns, pronouns, adjectives, verbs, adverbs, prepositions, conjunctions, and interjections. For each part of speech, it discusses key types and how they are used in sentences. It also covers noun number and gender agreements, as well as how adjectives and adverbs form comparisons.
This document provides guidance on instructional materials, vocabulary, lesson content, and assessment for students with special needs. It suggests that teachers take existing lesson plans and modify them with accommodations to help special education students succeed. Teachers are encouraged to carefully select instructional materials that students can see, hear, or touch to maximize learning. They should also introduce new vocabulary before lessons, engage students in lessons, and provide alternate forms of assessment for students with special needs.
This document discusses communication, language, and literacy development in preschool children. It explains that developing strong language skills by age 5 is important for later school success. The document outlines typical developmental milestones in language from 12-36 months and potential causes of language delay, including less parent-child interaction, special needs, and more TV/technology use. It provides examples of preschool activities and home support that can help develop language and early literacy skills like phonics, writing, and vocabulary.
This document provides an overview of basic German grammar and vocabulary organized into 100+ sections. It covers pronunciation, the alphabet, nouns and cases, articles, pronouns, verbs like "to be" and "to have", useful words, question words, numbers, phrases, days/months, directions, colors and more. The level of detail is aimed at beginner German language learners to build foundational knowledge of core grammatical structures and common words.
1. El documento presenta 10 ideas para usar en el aula que incluyen construir una comunidad de aprendices y comenzar con los sonidos.
2. Se proporcionan ejemplos de actividades divertidas y desafiantes como la repetición con un giro.
3. El documento concluye discutiendo el significado de usar el idioma de manera significativa.
Joined up real communication with real meaningRachel Hawkes
1. The document discusses strategies for developing students' spontaneous speaking skills in a foreign language, including listening carefully to the question, thinking of a quick response using known language, and asking a follow up question to continue the conversation.
2. A survey of students found that most equate spontaneous speaking with real-life conversations and see it as important for building confidence. However, many did not mention strategies for coping in an unplanned speaking situation.
3. The document provides examples of questions students could ask each other to practice spontaneous speaking and lists online resources available for language teaching.
1) El documento discute la importancia de promover la habilidad de hablar espontáneamente en un idioma extranjero y las estrategias para lograrlo. 2) Los estudiantes tienen más confianza y entusiasmo cuando pueden expresarse libremente. 3) Es necesario enseñar estructuras y sonidos para que los estudiantes se sientan cómodos hablando sin preparación.
El documento proporciona información sobre un evento que tendrá lugar en Londres el 19 de junio de 2010. Incluye una tabla con palabras divididas por sílabas y oraciones sobre las actividades diarias de una persona como "Me levanto a las ocho".
R hawkes cheney_school_session2_planningks4Rachel Hawkes
The document discusses the benefits of the new GCSE qualifications in languages and provides information about controlled assessment. It outlines that GCSE languages will now have 60% coursework assessment, allowing teachers more control over content and timing. Challenges for teachers include rethinking how speaking is taught and assessed to prepare students for the new criteria and tasks. Sample assessment criteria for the speaking component are also presented.
R hawkes cheney_school_session2_planningks4Rachel Hawkes
The document discusses the benefits of the new GCSE qualifications in languages and provides information about controlled assessment. It outlines that GCSE languages will now have 60% coursework assessment, allowing teachers more control over content and timing. Challenges for teachers include rethinking how speaking is taught and assessed to prepare students for new tasks. Sample assessment criteria for the GCSE speaking exam are also presented.
Upload all east_anglia_newgcse_speaking.pptRachel Hawkes
The document discusses teaching speaking skills for the new GCSE exam in languages. It aims to provide an overview of changes to the GCSE speaking assessment, look at implications for teaching speaking, and share ideas for curriculum planning and assessment. Key points include a focus on developing students' spontaneous speaking ability, using questioning to stimulate discussion, and helping students express themselves creatively in unrehearsed situations. Sample assessment criteria for the new GCSE speaking exam are also presented.
El documento habla sobre la enseñanza del español en las escuelas secundarias. Señala que la habilidad de hablar es la menos desarrollada en los estudiantes. Su incapacidad para expresarse afecta su confianza y entusiasmo. Cuando se les pide hablar más, su precisión y fluidez disminuyen porque no dominan bien las estructuras. También dice que no se enseñan bien los vínculos entre sonidos y letras. En general, no se enfoca lo suficiente en ayudar a los estudiantes a usar el idioma
Este documento narra la historia de Juan, un chico pobre que vive con su madre. Un día Juan va al mercado a vender su vaca para conseguir dinero. Su madre se enfada y tira las judías mágicas de Juan. Una de las judías crece mucho y Juan sube por ella hasta un castillo donde encuentra oro, una gallina y un arpa mágica, pero también un gigante malvado. Juan derrota al gigante cortando la judía mágica.
El documento presenta un modelo progresivo para el desarrollo del habla espontánea y planificada a través del análisis y discusión de imágenes visuales. Explica cómo los estudiantes de los grados 7, 8 y 9 pueden comparar y contrastar fotos, hacer y responder preguntas sobre ellas para mejorar sus habilidades lingüísticas.
El documento presenta una encuesta sobre gustos musicales en español. Incluye preguntas sobre qué tipo de música les gusta a los estudiantes, con qué frecuencia van a conciertos, cuántos CD tienen, qué instrumentos tocan y qué música conocen en español. También presenta vocabulario musical como instrumentos, géneros musicales y frases para discutir opiniones.
El documento proporciona instrucciones para analizar y resumir una película. Incluye vocabulario relacionado con el cine como género, personajes y temas. También presenta preguntas de comprensión y expresiones útiles para discutir una película.
This document provides an overview of a Spanish course focusing on listening to and composing rap music. The course introduces students to different styles of rap like reggaeton and teaches them about the history and culture of hip hop. Students analyze rap lyrics to identify rhyme and meter. They then write and perform their own original Spanish rap introductions. The lessons include listening to music, discussing opinions, learning vocabulary, analyzing existing raps, writing lyrics, and presenting raps to peers.
El documento presenta información sobre el rap español, incluyendo sus orígenes en la década de 1970 en Estados Unidos y su combinación de música, rima y ritmo. También contiene una canción de rap en español sobre la campaña presidencial de Barack Obama y preguntas sobre los gustos musicales de los estudiantes.
Este documento presenta una tabla con 8 ejemplos de diferentes clases de música como reggae, hip hop, clásica, folclórica, rock, jazz y pop. También incluye una lista de instrumentos musicales como teclado, guitarra, zampoña, tambor, saxofón y batería. Finalmente, proporciona oraciones y frases cortas para describir opiniones sobre diferentes tipos de música.
El documento habla sobre el origen y características del rap. Explica que el rap surgió en los años 1970 en Estados Unidos como una forma de música urbana que combina ritmo, rima y conversación sobre temas de la realidad social y política.
Roberto se presenta como alguien trabajador y serio de Ecuador. Su cumpleaños es el 2 de marzo. Conoce a Marisa de México, quien tiene 15 años y cumpleaños el 7 de enero. Ella es extrovertida y le gustan las películas de misterio y la pizza. Roberto prefiere las películas de ciencia ficción y libros de acción. Ambos acuerdan ir al centro para comer.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
1. Year 7 Spanish Curriculum Language skills Pronunciation Memory Sentence-building Creativity Performance Autonomy CREATE Creative: creative thinking generating ideas taking risks Reasoning: Analysing Problem-solving Decision-making Justifying Categorising Making links Empathic: Communicating Cooperating Speaking & listening (well) Group working Progression: Language structures pronouns common Irregular Verbs – SER, ESTAR, TENER, Hay present tense – REG verbs – AR/ER/IR indefinite & definite articles adjectives & adjective endings common conjunctions – y, pero, tambi én, porque, sin embargo time expressions question words impersonal verbs – me gusta etc.. radical-changing verbs se puede + infin near future – voy a +infin Progression: Text types Report Definition Questionnaire Description Informal letter Cross-curriculum links Content – Geography, Art Skills – ICT, Music, Geography, English Ways of working – Drama, Geography, English, FT, PE Content My world and the Spanish-speaking world – Personal details, Countries, Describing Places, Geographical features, Animals, Family, Physical Description School – Subjects, Likes & Dislikes, Reasons, Preferences, School Day, Time & Timetables, Comparisons of different schools Free time – Sports, Hobbies, Keeping Fit, Plans for the summer/weekend Town – Places in town, facilities, directions, describing places, saying what you can do, ‘selling’ a place Active: being active being attentive noticing responding with confidence Tenacious: persevering coping strategies leeping positive having goals Everlasting: effective memory skills developing ICT skills developing learning styles revising (well) transferring skills personal study skills PLTS S elf manager E ffective participator C reative Thinker R eflective learner Independent E nquirer T eam worker Joined-up thinking
2. Year 8 Spanish Curriculum Language skills Pronunciation Memory Sentence-building Creativity Performance Autonomy CREATE Creative: creative thinking generating ideas taking risks Reasoning: Analysing Problem-solving Decision-making Justifying Categorising Making links Empathic: Communicating Cooperating Speaking & listening (well) Group working Progression: Language structures common Irregular Verbs – SER, ESTAR, TENER, Hay & IR (in present & imperfect forms) greater range of regular present tense verbs – all persons radical-changing verbs key irregular preterit verbs – IR, SER regular preterit verbs – AR impersonal verbs – me gusta etc.. se puede + infin near future – voy a +infin adjectives & adjective endings comparisons : (más/menos que/tan..como) time expressions Progression: Text types Definition Questionnaire Instructions Description Leaflet/Brochure Narrative (Poetry) Cross-curriculum links Content – PSHE & RE Skills – ICT, Music, Geography, English Ways of working – Drama, Geography, English, FT, PE Content My World – Comparing people, Describing Freetime, Likes & Dislikes Healthy Living – Food & Drink, Diet, Comparing typical dishes, how to lead a healthy life, describing a meal out Holidays – Christmas & other festivals, holiday preferences, describing past holiday experiences Shopping – clothing, buying clothes and souvenirs, shops and facilities, comparing with Spain & other countries around the world Active: being active being attentive noticing responding with confidence Tenacious: persevering coping strategies leeping positive having goals Everlasting: effective memory skills developing ICT skills developing learning styles revising (well) transferring skills personal study skills PLTS S elf manager E ffective participator C reative Thinker R eflective learner Independent E nquirer T eam worker Joined-up thinking
3. Year 9 Spanish Curriculum Language skills Pronunciation Memory Sentence-building Creativity Performance Autonomy CREATE Creative: creative thinking generating ideas taking risks Reasoning: Analysing Problem-solving Decision-making Justifying Categorising Making links Empathic: Communicating Cooperating Speaking & listening (well) Group working Progression: Text types Definition Questionnaire Description Leaflet/Brochure Article Persuasive writing Narrative Summary Cross-curriculum links Content – History, Art, Geography, RE Skills – ICT, Music, Geography, English Ways of working – Drama, Geography, English, FT, PE Content The Wider World – Description & comparison of customs, festivals, places Media & Entertainment – Describing film & television programmes Health – Body and illness, discussing lifestyles Culture – Looking at cultural stereotypes, describing Spanish art, music & poetry, architecture, comparing life now and then, making predictions about society in the future Active: being active being attentive noticing responding with confidence Tenacious: persevering coping strategies leeping positive having goals Everlasting: effective memory skills developing ICT skills developing learning styles revising (well) transferring skills personal study skills Progression: Language structures r ange of verbs used confidently in: present, imperfect, preterit, simple future future tense longer phrases & subordinate clauses range of negatives: (no..nada, no..nunca, no..nadie) adverbs comparisons (as in Year 8) range of time expressions links & reasons: (así que, por lo tanto, no obstante, por esta razón, sin , para, en lugar de, con la intención de) PLTS S elf manager E ffective participator C reative Thinker R eflective learner Independent E nquirer T eam worker Joined-up thinking
4. KS3 French Core Language je – I tu – you ( sing .) il/elle – he/she on – we / one nous – we vous – you ( pl or formal.) ils/elles – they avoir – to have être – to be faire – to do Time words maintenant – now avant – before apr ès – after aujourd’hui – today hier – yesterday demain – tomorrow encore une fois - again toujours – always souvent – often quelquefois – sometimes jamais – never la semaine dernière – last week la semaine prochaine – next week Referring to things une chose – a thing ceci – this cela – that quelque chose – something (un) autre – (an)other beaucoup (de) – a lot (of) (un) peu – (a) little très – very tout – all/everything trop – too (much) Making links et – and ou – or aussi – also mais – but parce que – because avec – with sans - without Asking questions Porquoi? – why? Qu’est-ce que? – what? quand? – when? o ù ? – where? Qui? – who? Combien? – how much/many? C omment ? – how? Referring to places ici – here l à -(bas) – (over) there Opinions Je pense que – I think that Je crois que – I believe that Il me semble que – it seems that.. A mon avis.. – in my opinion.. Sentence building Pronouns Saying what you did Je suis all é(e) – I went j’ai fait– I did J’ai vu – I saw j’ai joué – I played j’ai mangé – I ate j’ai bu – I drank J’ai regardé – I watched J’ai travaillé – I worked J’ai voyagé – I travelled j’ai I have tu as you have il /elle/on a he/she/we have nous avons we have vous avez you have ( formal or .pl.) Ils/ elles ont they have je suis I am tu es you are il/elle/on est he/she is/we are nous sommes we are vous êtes you are ils / elles sont they are je fais I do tu fais you do il / elle/ on fait he/she /we do nous faisons we do vous faites you do ils / elles font they/you do Je peux / on peut I can / you/we can... Je veux I want to.. Je dois I have to… Je vais / on va + verb I’m going to/we’re going to… J’aime /je n’aime pas I like to / I don’t like to.. J’aime beaucoup I love to… Je voudrais I would like to…
5. Asking questions Wer? Who? Wo? Where? Was? What? Wann? When? Warum? Why? Wie? How? Wie viel? How much? Wie viele? How many? Time jetzt: now heute: today morgen: tomorrow gestern: yesterday letzte Woche: last week n ächste Woche: next week diese Woche: this week nie: never manchmal: sometimes oft: often immer: always dann: then Things das: that etwas: something nichts: nothing viel: much viele: many ein bisschen: a bit sehr: very zu: too Sentence building Opinions Ich mag …(nicht): I (don’t) like … Ich liebe …: I love … Ich hasse …: I hate … Ich finde … : I find … Meiner Meinung nach …: In my opinion Ich denke/glaube, dass … :I think/believe that … Saying what you did Ich habe … gemacht: I did … Ich habe … gespielt: I played … Ich habe … gesehen: I saw … Ich habe … gegessen: I ate … Ich habe … getrunken: I drank … Ich bin … gegangen: I went … Ich bin … gefahren: I travelled … Conjunctions und: and aber: but oder: or denn: because/for auch: also weil: because KS3 German Core Language pronouns wohnen: to live haben: to have sein: to be tragen: to wear helfen: to help sehen: to see ich I wohne habe bin trage helfe sehe du you (sing.) wohnst hast bist tr ägst hilfst siehst er/es/sie he/it/she wohnt hat ist tr ägt hilft sieht man (every)one wohnt hat ist tr ägt hilft sieht wir we wohnen haben sind tragen helfen sehen ihr you (pl.) wohnt haben seid tragt helft seht Sie you (formal) wohnen habt sind tragen helfen sehen sie they wohnen haben sind tragen helfen sehen Ich kann/man kann + infinitive verb (at end of sentence) I am/you are able to… Ich will I want to … Ich muss I have to … Ich werde I will … Ich mag I like to … Ich m öchte I would like to …
6. KS3 Spanish Core Language yo – I tú – you él/ella – he/she Usted – you (polite, sing.) nosotros – we vosotros – you (fam.pl.) ellos/ellas – they Ustedes – you (polite, pl.) tener – to have ser – to be estar – to be Time words ahora – now antes – before despu és – after hoy – today ayer – yesterday mañana – tomorrow otra vez - again siempre – always a menudo – often a veces – sometimes nunca – never la semana pasada – last week la semana que viene – next week Referring to things una cosa – a thing esto – this eso – that algo (m ás) – something (else) otro – (an)other mucho – a lot (un) poco – (a) little muy – very todo – all/everything Making links y – and o – or tambi én – also pero – but porque – because con – with sin - without Asking questions ¿Por qué? – why? ¿Qué? – what? ¿Cu ándo ? – when? ¿D ónde ? – where? ¿Qui én ? – who? ¿Cu ánto(s) ? – how much/many? ¿C ómo ? – how? Referring to places aqu í – here allí - there Opinions Pienso que – I think that Creo que – I believe that Me parece que – it seems that.. Sentence building Pronouns Saying what you did fui – I went hice – I did v í – I saw jugué – I played comí – I ate bebí – I drank tengo I have tienes you have tiene he/she/you have (pol.sing) tenemos we have tenéis you have (fam.pl.) tienen they/you have (pol.pl.) soy I am eres you are es he/she is/you are (pol.sing) somos we are sois you are (fam.pl.) son they/you are (pol.pl.) estoy I am est ás you are est á he/she is/you are (pol.sing) estamos we are est á you are (fam.pl.) est án they/you are (pol.pl.) puedo/puede I can/he,she can quiero/quiere I want to/he,she wants to… tengo que/tiene que I have to/he has to… voy a/va a + verb I’m going to/he is going to… (no) me (le) gusta I (don’t) like to/he doesn’t like to me (le) encanta I love to/he loves to… me (le) gustar ía I/he/she would like to…
7. KS3 Language Key Skills Memory 1 Sound/meaning 2 Visual/meaning 3 Spelling (core language words only) 4 (improved) speed of recall Pronunciation 1 repeat correctly 2 retain pronunciation 3 pronounce accurately from text Sentence building 1 say whole sentences from visual prompts 2 adapt sentences to make new meanings 3 Use key verbs to build new sentences Comprehension Infer/guess meaning from key words/cognates