Both the students and I enjoyed this lesson so much. Children really liked the puppets and used them so as to interact in L2. Although some changes were done on the spot, I felt that the activity was encouraging and enjoyable for students.
In this lesson students worked in their booklets. In order to create a meaningful context I created a story in which I included vocabulary I have taught in the two previous lessons and new items of clothes which were included in their booklets. It was the first time children were told a story in English so this activity proved to be a little disorganized but the children enjoyed it.
Following the main teacher´s tips, in this lesson I included an activity in which students were encouraged to stick some magazine pictures on wallpaper in order to make a poster. Students really enjoyed it and it gave me enough time to go round the room and elicit new chunks from students in isolation. It was a pity that the lesson was only 30 minutes, it would be better if students had had the possiblity of finding the pictures themselves in different magazines.
Both the students and I enjoyed this lesson so much. Children really liked the puppets and used them so as to interact in L2. Although some changes were done on the spot, I felt that the activity was encouraging and enjoyable for students.
In this lesson students worked in their booklets. In order to create a meaningful context I created a story in which I included vocabulary I have taught in the two previous lessons and new items of clothes which were included in their booklets. It was the first time children were told a story in English so this activity proved to be a little disorganized but the children enjoyed it.
Following the main teacher´s tips, in this lesson I included an activity in which students were encouraged to stick some magazine pictures on wallpaper in order to make a poster. Students really enjoyed it and it gave me enough time to go round the room and elicit new chunks from students in isolation. It was a pity that the lesson was only 30 minutes, it would be better if students had had the possiblity of finding the pictures themselves in different magazines.
Este es un trabajo que nos dejo la profe, con el cual evaluará nuestras habilidades para diseñar el desarrollo de una clase. Espero les pueda ayudar en algún momento
Este es un trabajo que nos dejo la profe, con el cual evaluará nuestras habilidades para diseñar el desarrollo de una clase. Espero les pueda ayudar en algún momento
In my first two lessons I had to teach children to identify boys and girls. In their booklets students had a page in which they were supposed to match a drawing of a boy and a girl to their clothes. As they could identify and name colours and numbers, I tried to use their background knowledge and create a context of children playing in a park which I believed was meaningful to their age and interests. Surfing the net, I found some engaging songs, pictures and a video as well.
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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
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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.
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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.
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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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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!
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
1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Ana Eccheri
Período de Práctica: Kindergarten
Institución Educativa: Escuela 75 – Vicente Calderón
Dirección: Ruta 71 s/n Villa El Blanco - Cholila
Sala : 4/5 años
Cantidad de alumnos: 15
Nivel lingüístico del curso: principiantes – jardín de infantes
Tipo de Planificación: clase
Unidad Temática: Daily morning routines
Clase Nº: 3
Fecha: 7 de junio de 2018
Hora: 10:30 a 11:20 hs.
Duración de la clase: 50’
Fecha de primera entrega: 2 de Junio 2018
· Teaching points: Daily routines
· Aims or goals: During this lesson, learners will be able to…
-Identify and say different things children do in the morning .
-Expand and increase their listening skills by listening to a song and also by following the
activities’ directions.
- Develop their ability to infer meaning through gestures while enhancing their gross
motor skills.
- Develop their fine motor skills by selecting and sticking pictures in the corresponding
posters.
Language focus:
Functions Lexis Structures Pronunciation
Revision Hello!
Look!
Face, mouth,
teeth, hair
he/she has
2. Listen!
Point!
Touch!
New
Describing
daily habits
wake up
wash
comb
have
go
I wash my…
I brush my..
I comb my…
I have
breakfast
I go to ……
/ʃ/ sound
wash
brush
Teaching approach: The lesson is based on the Natural Approach as the focus is on
listening, without pressuring the learners to produce the language orally, giving them the
opportunity to get familiar and internalize the sound system first.
The lesson is also sequenced following the PPP approach and some activities are based on
the TPR method (Total Physical Response) where children listen to the vocabulary chunks
and do the movements accordingly.
·
Integration of skills: Students will be integrating listening, visual and motor skills by
watching a video, listening to a song and trying to match sounds and images with things
they do in the morning as parts of their daily routine.
Materials and resources: Flashcards featuring images and things that are used to
perform certain morning routines or are related to them, Poster paper, assorted images
related to the topic theme and a youtube video (Wake Up! Daily Routines Song for Kids).
Pedagogical use of ICT in class or at home: A youtube video is used to create a context
in which to frame the teaching points. In addition, the audiovisual material is utilized as a
means to enhance and make the process of language acquisition easier for students.
Seating arrangement: To promote interaction and promote eye to eye contact, children
3. will sit in a circle on the floor. At some point, during the lesson students will be asked to
stand up and mime different actions.
Assessment: students` comprehension will be assessed not only by their verbal
productions but by any other means of expression and communication such as nodding,
pointing or miming.
- Routine -5’:
As I did in the previous class, I will try to set up a friendly and relaxed atmosphere by
greeting the children with a simplified version of the song “Hello everybody! So glad to see
you!
“Hello to Juan, Ramiro and Vicente! So glad to see you!”
“Hello to Olivia, Sofia and Tatiana!” So glad to see you!”
…………………..
So glad to see you!
…………………………………..
- Lead-in or Warm-up 5’ :
To prepare and introduce the children to the teaching points, I will lie down on the carpet
pretending that I’m sleeping, then I will say:
“Every morning, when the sun is rising I wake up and open my eyes”, at the same time, I
will be making gestures like stretching my arms, opening my eyes and start yawning.
I will continue talking while using gestures to act the actions, “Then I wash my face, have
breakfast, I brush my teeth and finally I go to school”
Trying to appraise understanding, I will ask questions as:
“Newen, do you wash your face after you wake up? Yes! Like this!? Yes? that’s right!”
“And…..Tatiana, Do you brush your teeth (miming) after you have breakfast (still miming)?
Yes! That’s very good! Everybody has to brush their teeth after breakfast!
“And… Mirella, Do you comb your hair (acting it up) before you go to school (gesturing
holding a backpack and walking)? Yes! I see it, your hair is neat and beautiful!”
4. I will praise the children: “Well done kids!”
Transition:
I will take out from a box the flash cards below and while showing them to the students
and pointing I will tell them: when the sun is cresting the horizon and the rooster starts
crowing a lot of things happen, Do you want to see more cards and see? Yes? Well, look!
Presentation - 10’:
Purpose: to expose students to more topic vocabulary and to facilitate meaning
comprehension with the help of mimes, gestures and images stuck on the board.
At this stage, I will teach the chunks of new vocabulary by pointing at different pictures,
say the actions they inspire and do the movements accordingly.
I stand up in front of the board and I will invite the students to stand up and come close
to the board as well.
I will point to the alarm clock and say and mime:
“I wake up!”
I will continue gesturing and repeating the same language chunk encouraging students to
coral repetition and imitation of the gestures I modelling.
“I wake up!” “I wake up!”
Subsequently, I will point to the next pictures and say and mime:
5. “After I wake up, “ I wash my face”, “I wash my face”
Following the same procedure, one after the other, I will go along the target vocabulary
chunks.
6. Development - 20’:
Purpose: to continue practising the target vocabulary, to recycle previous knowledge and
to encourage students to produce some vocabulary on their own.
- Activity 1– 5’:
I will encourage the children to make the movements on their own and to assess
comprehension I will change the order, for example, I will say:
“In the morning I wake up and I comb my hair, then I wash my face and I go to school. At
school, I have breakfast and brush my teeth”
I will follow the same procedure exploiting different order options.
“Well done children!”
- Activity 2- 5’:
I will invite the children to sit dawn on the rug, in the meanwhile I will stick the following
pictures on the board and I will prompt students to produce some vocabulary by asking and
pointing to the first image:
7. “What kind of picture is this?”………….. “I think is a ‘wake up’ picture!” Yes? No?”…..
“Yes! it’s a wake up picture!”
“Luciano, can you go to the board and show me a ‘comb my hair’ picture?”
‘Yes! That’s right! “ “Very good!”
What kind of picture is it ? EA: “Comb my hair”
Tatiana? Can you…………………….?
………………………………….
8. - Activity 3- 10’:
I will invite the children to stand up and move to their chairs. As they usually sit around a
rectangular table, I will display around the table, six poster papers with a theme prompting
picture on top.
9. Then, I will divide the children into four groups, I will give each group a container with
assorted pictures and I will ask them, to stick the pictures in the corresponding theme.
The following are some examples of the images the students will be asked to stick on the
poster paper.
10. I will encourage children to move around the table to stick the pictures and I will monitor
their work and help them when necessary.
Transition: “Well done kids!” “ Your posters are very nice!” “Congratulations!”
“Now, do you want to watch a video to sing and move along?” Yes”? Wait!”
Closure – 10’:
11. Purpose: Children will be further exposed to the target language and will be encouraged to
practice it and recycle it in a free and enjoyable manner.
I will get a computer and ask the children to stand and watch the video, dance, mime and
sing along.
https://www.youtube.com/watch?v=eUXkj6j6Ezw
Transcript
All right, all right!
Here we go!
I wake up, I wake up
I wake up, I wake up
I wash my face, I wash my face
I wash my face, I wash my face
This is what I do, when I wake up in the morning
Yeah!
This is what I do when I wake up
Yeah!
I brush my teeth, I brush my teeth
12. I brush my teeth, I brush my teeth
I comb my hair, I comb my hair
I comb my hair, I comb my hair
This is what I do when I wake up in the morning
Yeah!
This is what I do when I wake up
Yeah!
I eat breakfast, I eat breakfast
I eat breakfast, I eat breakfast
I go to school, I go to school
I go to school, I go to school
This is what I do, when I wake up in the morning
Yeah!
This is what I do when I wake up
Yeah!
I wake up, I wake up
I wash my face, I wash my face
I brush my teeth, I brush my teeth
I comb my hair, I comb my hair
I go to school, I go to school
All right, all right!
All right, all right!
All right, all right!
All right!
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