La escuela. casi una mujer
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The document provides information about a Spanish language class, including assignments for students. It details projects for students to write their class schedule and sentences about their most interesting classes. It also includes daily plans, assignments and questions for students, such as writing a paragraph about how they would feel if they had to move to a Spanish speaking country. Vocabulary and verbs are introduced each day as well.
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1) Questions from week 9
2) Powerspeak questions
3) Practice activities
4) Open question period
It also provides writing prompts for students to introduce themselves, ask and answer questions in pairs, discuss their family and careers, and share about their experience as an exchange student.
Language learner profile 2014 1
This document profiles an English language learner named Melanie Torres. It analyzes various aspects of her English abilities, including an interview transcription, analysis of her phonetic, grammatical and lexical skills, and a lesson plan designed to address weaknesses in her vocabulary. The analysis found Melanie has generally good pronunciation for her level, but makes some vowel and consonant mistakes typical of Spanish speakers. Her grammar shows inaccurate verb tense usage and omission of words like articles and pronouns. She also answered some questions with responses that were contextually inappropriate. The lesson plan aims to teach food and tradition vocabulary using grouping strategies to help learn meanings.
Sdhs. day 1_introducciones_spanish_ii
This document provides information for students in a Spanish class. It includes prompts for students to answer questions about themselves on an index card. It introduces the teacher and provides details about her background and travels. Classroom policies are outlined, including rules, grading, expectations, discipline procedures. Common classroom phrases are presented in Spanish. Students are instructed to find 10 classmates to ask and answer questions to get to know each other in Spanish only.
Ingles10
This document provides a schedule and assignments for an English class at Instituto Profesional y Técnico El Silencio in Panama. It includes the following information:
- Units 1, 2, and 3 will cover topics like vacations, movies, and extreme sports.
- Assignments include vocabulary exercises, language practice, reading comprehension questions, and speaking activities. Students must complete tasks from their student book and workbook.
- Deadlines are provided for each unit. Students must submit assignments by March 27th, April 10th, and April 24th respectively.
- The teacher's contact information is provided at the top in case students have any questions.
Creativity in the language classroom
The document discusses creativity in the language classroom and activities that can be used with young English learners between the ages of 3-12. It describes characteristics of different age groups and focuses that should be used, including listening, speaking, reading, writing, vocabulary and grammar. A variety of activity ideas are provided such as sentence games, riddles, word puzzles, songs and chants, jokes and brain teasers, and games involving movement. The goal is to keep students engaged through fun and interactive activities that suit their developmental levels and interests.
100 mispronounced words
Steve Norman compiled a list of 100 English words that Spanish and Catalan speakers commonly mispronounce. He shares activities teachers can use with students to help them practice pronouncing the problematic words correctly, such as having students decode phonetic transcriptions, define words, tell stories using words from the list, and play games where they identify words based on stress patterns or syllables. The goal is to make students aware of potential pronunciation problems and to help them overcome issues through regular practice with the list of mispronounced words.
Conversation 2
This document outlines the expectations and schedule for a Conversation II class. It introduces the teacher and provides their background and qualifications. It describes the goals of having discussions and speaking practice in each class. It outlines what students need for class and discusses the topics and activities that will be covered over the course of the semester, including daily journal writing, discussions, presentations, and meetings outside of class. Guidelines are provided around attendance and tardiness. Icebreaker activities are described to help students introduce themselves and get to know their classmates.
Curso de ingles
The document provides an overview and introduction to an English language course. It discusses the purpose of learning English in a practical way and in a short amount of time. It then outlines some key aspects of the 10 chapter course, which aims to teach English in an autonomous and visual way through daily 1 hour lessons. The course covers topics like pronouns, numbers, colors, days of the week, and provides exercises to help students gradually learn English in their own time and pace through a clear and well-explained method.
Lesson 5 - 5th grade (1).pptx
This document contains notes from an English class for 5th grade students. The class covered outdoor activities and the vocabulary related to them. Students learned about activities like kayaking, rafting, and rock climbing. They practiced classifying vocabulary words into categories of activities and equipment. Students completed worksheets and checklists to assess their understanding of the vocabulary. For homework, they were assigned additional online exercises to reinforce their learning.
Lesson 5 - 5th grade (1).pptx
This document contains notes from an English class for 5th grade students. The class covered outdoor activities and the vocabulary related to them. Students learned about activities like kayaking, rafting, and rock climbing. They practiced classifying vocabulary words into categories of activities and equipment. Students completed worksheets and checklists to assess their understanding of the vocabulary. For homework, they were assigned additional online exercises to reinforce their learning.
Ingles
This document provides an overview of an English language course. It discusses:
- The purpose of the course is to develop a practical knowledge of English in a short time through visual, self-study exercises that can be completed in 1 hour per day.
- The course consists of 10 chapters that teach English through practical exercises, which is the best way to assimilate the theory.
- It allows students to learn at their own pace in a gradual manner, covering topics like pronouns, numbers, days of the week, telling time, and more.
Curso de ingles
This document provides an overview of an English language course. It discusses:
- The purpose of the course is to develop a practical knowledge of English in a short time through visual, self-study exercises that can be completed in 1 hour per day.
- The course consists of 10 chapters that teach English through practical exercises, which is the best way to assimilate the theory.
- It allows students to learn at their own pace in a gradual manner, covering topics like pronouns, numbers, days of the week, telling time, and more.
Language Learner Profile
The document provides an analysis of an English language learner interview conducted in Spanish. It identifies several areas for improvement, including the omission of personal pronouns, incorrect use of tenses, and mispronunciation of certain sounds. A lesson plan is proposed to address these issues through preparation, presentation, practice and self-evaluation activities focused on asking and answering interview questions. The analysis recommends the learner gain more experience communicating in English to expand their abilities and suggests cooperation with others to enrich learning.
Grammar
This document provides an overview of English grammar, including its constituent parts of phonetics, lexicology, and grammar. It defines grammar as the science studying a language's structure, divided into morphology and syntax. Syntax is further explained, including classifications of sentences by purpose (declarative, interrogative, imperative) and structure (simple, compound, complex). Examples are provided to illustrate different sentence types and transformations.
Detailed Lesson Plan in English pdf
The document contains a detailed lesson plan in English for a class. The objectives are for students to apply the four types of English sentences, appraise the roles of a teacher, and perform a short mime about a teacher's sacrifices. The lesson plan outlines preliminaries like prayer and attendance. It reviews the four sentence types and motivates students by discussing teacher sacrifices. The main lesson has students read a story, identify difficult words, replace them with synonyms, and answer questions in 2-3 sentences. It concludes with the teacher collecting the students' papers.
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Sofía planea sus vacaciones de un mes visitando varios lugares en las Américas. Primero irá a las islas caribes para bucear y luego a México y Perú para explorar las pirámides y ruinas incas. También quiere bailar tango en Buenos Aires. Regresará a casa en avión.
Week 7 actividades
El documento contiene información sobre actividades que le gustan y no le gustan a la persona. Incluye preguntas sobre actividades favoritas, una lista de actividades comunes y menos comunes, y estructuras para hablar sobre lo que te gusta y no te gusta hacer usando verbos como gustar, encantar, aburrir. El propósito es ayudar a practicar el vocabulario y las estructuras para hablar sobre actividades y preferencias.
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Week 6 review and essay
Este documento contiene notas de una clase de español. Incluye vocabulario como verbos como "gustar", instrucciones para un ensayo, y una lista de temas a cubrir que incluyen likes, dislikes, tiempo libre, familia y actividades. El documento provee una guía para estudiantes para aprender y practicar el español.
Week 5 redes sociales.preferencias
Este documento contiene notas de clase sobre medios de comunicación sociales. Incluye vocabulario, ejemplos de conversaciones, y actividades como entrevistas y debates sobre las preferencias de redes sociales. El documento proporciona instrucciones diarias para la práctica de conversaciones sobre las cuentas y usos de redes sociales como Tumblr, Instagram, Facebook, Twitter y Snapchat.
Week 4 biografical information
Este documento contiene información sobre países hispanohablantes, incluyendo días de la semana, meses del año, números y fechas importantes. El objetivo es que los estudiantes puedan decir la fecha y hablar sobre sí mismos. Incluye ejercicios de práctica como entrevistas grabadas y su transcripción para corregir.
Week 6 caracteristicas
Este documento presenta una lección sobre adjetivos para describir personalidades y apariencias físicas. La lección incluye una lista de adjetivos comunes con ejemplos de oraciones, una actividad para practicar los adjetivos usando fotos, y un poema acróstico donde los estudiantes usan adjetivos para describirse a sí mismos. También presenta información sobre nacionalidades y asigna a los estudiantes crear un mensaje de voz sobre sí mismos y describirse usando los adjetivos.
Week 5 personalidad
Este documento contiene instrucciones para una lección sobre la personalidad. Incluye preguntas para presentarse, vocabulario de adjetivos de personalidad en español, instrucciones sobre el acuerdo de género y número con adjetivos, y actividades como entrevistas y poemas para practicar describir la personalidad.
Week 2
This document contains the daily agenda and activities for a Spanish class. The agenda includes sections for "Para Empezar" (to begin), activities, assessments, and a "boleto" (ticket) for reflection. Some of the day's activities involve practicing the alphabet, greetings, introductions, classroom phrases, age and origins. Assessments include a reading assessment and a writing assessment where students introduce themselves. The document provides context and instructions for the class's daily lessons and goals to improve Spanish proficiency.
Week 1
This document provides an overview of the first week of Spanish class for new students. It includes:
1) An agenda that covers introductions, rules and procedures, the weekly schedule, and a ticket out.
2) Information about required supplies, classroom rules and procedures, the weekly schedule, and technology resources for the class.
3) Daily agendas and activities including reviewing expectations and proficiency levels, setting up binders, and mini quizzes. Students are given daily exit tickets to complete.
Q4 w6 una celebración
Este documento contiene las notas de una clase de español. Incluye un resumen de una celebración de cumpleaños importante para la tía abuela de noventa años de la persona, con detalles sobre regalos, decoraciones, comida y las tareas que hizo. También contiene instrucciones diarias para actividades como hacer un vocabulario quiz, leer un pasaje y responder preguntas, y escribir respuestas breves. El objetivo parece ser practicar y mejorar las habilidades en español.
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This document provides prompts and topics for introducing oneself in Spanish when asked "háblame de ti" (tell me about yourself). It includes suggestions to mention your name, age, where you are from, birthday, personality traits, physical description, likes, dislikes and hobbies. Students are given time to write a paragraph introducing themselves covering these points and are told it will be graded. The document also provides examples of short introductions and errors to correct for practice.
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This document provides a performance feedback form and checklist for language learners to assess their proficiency level. It outlines the key characteristics and abilities expected at different proficiency levels from Novice Low to Intermediate 5. For each level, it describes the linguistic features learners are expected to demonstrate as well as areas they can work on to progress to the next level. The form is designed to help learners self-evaluate their abilities and identify specific language skills to focus on improving.
Q4 w3 viajes
Este documento contiene las notas de una clase sobre viajes. Incluye ejercicios para corregir direcciones y oraciones, así como actividades para generar ideas sobre lugares de vacaciones ideales y aventuras en climas cálidos y fríos. También pide a los estudiantes que describan sus vacaciones pasadas y sueños de vacaciones futuras.
Q4 w2 direcciones
El documento proporciona instrucciones para crear un mapa y direcciones. Los estudiantes deben elaborar un gran mapa con marcadores y dejar espacio para las direcciones al final. Luego deben caminar por la clase siguiendo las direcciones escritas en otros mapas y anotar sus respuestas. Finalmente, se les pide que escriban direcciones hasta la clase de la Sra. Orbik en la farmacia Walgreens.
Q4 w4 viajes-preterito
Este documento contiene notas de clase sobre la enseñanza de la conjugación del tiempo pasado (pretérito) en español. Incluye ejercicios de práctica como escribir oraciones en el pretérito describiendo a una persona llamada Esperanza, hablar con un compañero sobre las vacaciones ideales, y traducir una oración al español. También presenta un ejemplo de un estudiante describiendo sus vacaciones de invierno en el pretérito.
Q4 w1 directions
Este documento contiene una lista de términos relacionados con direcciones y una serie de instrucciones para llegar a diferentes lugares como la biblioteca y Walgreens usando esos términos de direcciones.
Q4 w2 mis amigos
El documento proporciona instrucciones para un proyecto de escritura sobre la amistad. Pide a los estudiantes que describan a su mejor amigo, las características de un buen amigo en general y por qué su mejor amigo encaja en esa descripción. También incluye preguntas sobre un artículo de lectura sobre la amistad y una lista de tareas para completar el proyecto de escritura.
Q4 w3 comunidad
El documento proporciona instrucciones y preguntas para que los estudiantes escriban un ensayo sobre su comunidad. Les pide que hagan un gráfico con lugares, actividades y modos de transporte. Luego, incluye una lista de preguntas para guiar la descripción de la comunidad, como lugares de interés, dirección, recomendaciones de lugares para visitar, qué les gusta hacer y dónde viven.
Q4 w1 mis amigos
El documento contiene una lista de palabras relacionadas con amigos, seguida de instrucciones para describir el mejor amigo de una persona. Incluye preguntas como el nombre, edad y lugar de origen del mejor amigo, así como características de un buen amigo como ser leal y guardar secretos.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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La escuela. casi una mujer
- 1. LA ESCUELA. CASI UNA MUJER Week 15
- 2. PARA PENSAR 18.11.13 The guidance counselor has asked you to write an email to Pepe, an exchange student from Nicaragua. He will be coming to your school in a few weeks, and he wants to know about some of the classes and teachers at Cordova. Write him an email giving him the information about your classes and teachers.
- 3. EL ORDEN DEL DÍA 18.11.13 Para Pensar Transcripción ¿Qué hay en la mochila? Mini pizarrones Compañeros Boleto
- 4. PROYECTO: MI HORARIO Primero Necesitas escribir su horario para cada día IE: La primera hora: la clase de ingles La segunda hora: la clase de español ETC Segundo Necesitas escribir tres oraciones sobre las tres clases más interesantes. IE: En la tercera hora tengo la clase de alemán. Me gusta la Señorita Smith, ella es inteligente. Necesito un diccionario.
- 5. EL HORARIO La Primera Hora: La clase de… La Segunda Hora: La clase de… Etc.
- 6. LAS ORACIONES 1. Tengo la clase de __________ en la __________ hora. 2. Me gusta ___________, es____________. 3. Necesito traer ______________.
- 7. BRING MATERIALS TO WORK ON PROJECT TOMORROW!!!!!!!
- 8. TRANSCRIPCIÓN Escribe una respuesta a Sofía. Necesitas contestar las preguntas en la transcripción.
- 9. ¿QUÉ HAY EN LA MOCHILA? Mini Pizarrones Escribe una oración sobre que hay en la mochila
- 15. ¿QUÉ HAY EN LA MOCHILA? Compañeros Pregunta un compañero “¿Qué hay en la mochila?” usando los papeles amarillos
- 16. BOLETO ¿En qué hora es tu clase de español? ¿Te interesa la clase de arte?
- 17. PARA PENSAR 19.11.13 Translation and questions Sub day
- 18. PARA PENSAR 20.11.13 Tenemos un diario hoy!!! Verbo del día: ser
- 19. VERBO DEL DÍA: SER To be (perminant) irregular Yo soy Nosotros somos Tú eres Vosotros sois Él/ella/Ud. es Ellos/ellas/Uds. son
- 20. EL ORDEN DEL DÍA 20.11.13 Para pensar y VDD Prueba Proyecto Boleto
- 21. BOLETO When is the project due?
- 22. PARA PENSAR 21.11.13 ¿Cómo son tus clases y maestros? (necesitas 5 oraciones) Verbo del día: enseñar
- 23. VERBO DEL DÍA: ENSEÑAR To teach enseñ Yo enseño Nosotros enseñamos Tú enseñas Vosotros enseñáis Él/ella/Ud. enseñas Ellos/ellas/Uds. enseñan
- 24. EL ORDEN DEL DÍA 21.11.13 Para pensar y VDD Trabajo de la clase Boleto
- 25. TRABAJO DE LA CLASE Use the following words to write 10 sentences about your classes Fácil Difícil Interesante Aburrido Divertido Práctico Importante
- 26. BOLETO What is due tomorrow?
- 27. PARA PENSAR 22.11.13 Write a paragraph in English about how you would feel and how you would cope if you were uprooted from your home and had to move to a Spanish Speaking country where NO ONE speaks English.
- 28. BOLETO Write 2 interesting things that have occured…
- 29. PARA PENSAR 25.11.13 Write a paragraph in English summarizing what happened in the movie we started watching Friday.
- 30. BOLETO Write 2 important things that have happened so far…
- 31. PARA PENSAR 26/11/12 Write a paragraph about how you would have felt had you been in Negi’s situation?...How would you have delt with things? Verbo del día: vivir
- 32. VERBO DEL DÍA: VIVIR To live viv Yo vivo Nosotros vivimos Tú vives Vosotros vivís Él/ella/Ud. vive Ellos/ellas/Uds. viven
- 33. EL ORDEN DEL DÍA Para pensar y verbo del día Termina la película discusión Prueba boleto
- 34. 1. What did you observe about the language shifts in the film. 2. What impact do these shifts have on the viewer? 3. How would the viewer's experience of the film change if it were entirely in English or Spanish? 4. What does success mean? 5. How would Esmeralda define success? 6. What is her dream once she comes to Brooklyn? 7. What is her friend Yolanda’s dream? 8. By the end of the film has she reached success? Why/why not? 9. Writers of the immigrant experience often vacillate between a sense of loss of culture and the excitement of new opportunities that the United States can offer. How does the film capture this dilemma? 10. Choose one of the main characters in the film. How does this character feel about being in America? 11. What role does the father play in Esmeralda's life? 12. Why do you think the filmmakers used flashbacks to express that relationship? 13. What response does it elicit from the viewer?
- 35. BOLETO What did you like about this movie?