Lesson 2
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This document provides an English lesson on relationships. It discusses describing people's personalities and physical appearances. It explains how to correctly ask about these by saying "What does she/he look like?" for physical appearance and "What is she/he like?" for character. The document asks students questions about whether relationships require sacrifice and what is most beautiful about relationships. It asks students to describe how to build a great relationship and discuss an important relationship in their life.
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E10 nov15 2010
This document provides an overview and analysis of the novel "The Absolutely True Diary of a Part-Time Indian" by Sherman Alexie. It discusses the different types of conflict in the novel including character vs. character, character vs. self, and character vs. society/environment/circumstances. Specific examples of these conflicts are outlined. Students are instructed to analyze the causes and resolutions of conflicts for an upcoming exam. A brief biography of Sherman Alexie is also provided along with directions to watch an author interview video focusing on events different from Alexie's own life and his attitude toward alcoholism. The class is assigned an in-class cause and effect paragraph writing exercise and homework on continuing to read the novel.
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The document discusses relative pronouns and clauses. It provides examples of relative pronouns being used as subjects and objects in relative clauses. It also discusses clauses using "it" and adverbial clauses with "when". Students are then asked to complete statements about things that bother them as a student using these types of clauses.
Noun clauses
A noun clause is a group of words that functions as a noun and typically includes a subject and verb. Noun clauses can be used as subjects, subject complements, objects, or objects of prepositions. They often follow verbs and adjectives that express mental activities or opinions and can be used to include questions in statements or report what someone said or asked. There are three types of noun clauses: those introduced by "that", those with wh- words, and those with "if/whether".
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The document asks the reader to complete sentences describing how they feel about different situations using clauses from the first part joined with adverbial clauses from the second part.
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Miss Sing arrived in Australia 30 years ago as a refugee from another country. She came by airplane and found it difficult to adjust due to not speaking English well, which made it hard to find a job and housing. The language barrier was the most challenging part of arriving. She was not given much information upon arrival and had to rely on friends and her church for help. It was difficult to find out about basic rights, education, job opportunities, and available assistance. The experience could have been improved by providing more organizations to help refugees. Her advice for new migrants is to not give up and keep trying.
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This document provides an overview and analysis of the novel "The Absolutely True Diary of a Part-Time Indian" by Sherman Alexie. It discusses the different types of conflict in the novel including character vs. character, character vs. self, and character vs. society/environment/circumstances. Specific examples of these conflicts are outlined. Students are instructed to analyze the causes and resolutions of conflicts for an upcoming exam. A brief biography of Sherman Alexie is also provided along with directions to watch an author interview video focusing on events different from Alexie's own life and his attitude toward alcoholism. The class is assigned an in-class cause and effect paragraph writing exercise and homework on continuing to read the novel.
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The document discusses relative pronouns and their uses. It provides examples of sentences containing relative pronouns and asks the reader to identify the relative pronouns, what they refer to, and their purpose in the clause. It focuses on the relative pronouns "who" and "that" being used as subjects and objects.
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A noun clause is a group of words that functions as a noun and typically includes a subject and verb. Noun clauses can be used as subjects, subject complements, objects, or objects of prepositions. They often follow verbs and adjectives that express mental activities or opinions and can be used to include questions in statements or report what someone said or asked. There are three types of noun clauses: those introduced by "that", those with wh- words, and those with "if/whether".
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The document discusses various types of English grammar including questions, tag questions, and embedded questions. It provides examples and rules for forming yes/no questions, wh-questions, tag questions, and embedded questions. Specifically, it covers the structures for questions using auxiliary verbs like do/does as well as the verb "to be". It also discusses forming more indirect and polite questions using phrases like "do you know" and "could you tell me".
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The document discusses clauses with "it" and adverbial clauses with "when".
It provides examples of sentences using "I don't mind it", "I don't like it", "I can't stand it", "It bothers me", and "It upsets me". These express how one feels about different situations.
It also gives examples of adverbial clauses with "when" followed by situations, such as "when people talk loudly at a movie" or "when a cell phone rings in class".
The document asks the reader to complete sentences describing how they feel about different situations using clauses from the first part joined with adverbial clauses from the second part.
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Sentences with Relative Clause - 関係詞を含む文
Standard Listening Speech - Level 5
Sentences with Relative Clause
今回のフォーカスは「関係詞を含む文」です。
文に関係詞が含まれると内容が一気に複雑になります。しかし、その使い方はそこまで複雑ではありません。
シンプルに関係詞というものを理解し、慣れていきましょう。
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Sentences with Relative Clause - 関係詞を含む文
Standard Listening Speech - Level 5
Sentences with Relative Clause
今回のフォーカスは「関係詞を含む文」です。
文に関係詞が含まれると内容が一気に複雑になります。しかし、その使い方はそこまで複雑ではありません。
シンプルに関係詞というものを理解し、慣れていきましょう。
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CLASS ASSIGNMENTS (Choose OneWriting Project, Discussion Grou.docx
CLASS ASSIGNMENTS (Choose One:
Writing Project, Discussion Group or Couple Enrichment):
Option #1:
WRITING
PROJECT
(Choose 1 out of the following 7 Topics)
:
Paper
heading
should include:
Student Name;
Student ID #;
and Section 001.
Pages must be:
typed and double-spaced:
12 point font;
1” margins.
It should be a minimum of 6 pages and is due on
March 30th
.
HARD COPY ONLY.
Choose 1 of the following 7 topics. Your paper should be divided into 2 sections.
Section 1: (2 -3 pages)
- “What Do You Think” - asks
you
to reflect and discuss the topic area.
Section 2: (3-4 pages)
– “What Does Research Tell Us” – asks you to discuss
your review
of the
literature, with appropriate references and bibliography, on the topic area.
PLEASE use the following headings within your paper:
Section 1: What Do You Think?
Section 2: What Does Research Tell Us?
1.
TOPIC 1
·
Section 1: What Do You Think?
:
Do you think that sex or violence on television influences how promiscuous or violent our society becomes? Do you think the sexual stereotypes in commercials and advertisements shape our attitudes toward gender relations? How do you think you have been influenced by the media?
·
Section 2: What Does Research Tell Us?
:
Discuss what research has revealed regarding the impact of sexually violent and degrading media on the attitudes and behaviors of men and women. What effect, if any, does this “exposure” have on intimate relationships?
2.
TOPIC 2
·
Section 1: What Do You Think?
:
Describe your ideal marriage/cohabitating partner and their characteristics (e.g. appearance, personality, and occupation). What circumstances or conflicts (if any) would lead you to consider a separation or divorce (e.g. infidelity, refusal to have children, disease, or cross-dressing)?
·
Section 2: What Does Research Tell Us?
:
After a review of the literature, discuss the factors that determine with whom we fall in love; and the principle factors involved in keeping a relationship strong.
3.
TOPIC 3
·
Section 1: What Do You Think?
:
Imagine that you have always been attracted emotionally and sexually to your own sex and that your family has rather traditional religious and conservative views. Would you tell your family about your attraction? If you were to disclose your sexual orientation to your family, how would you do it? What do you think their response would be?
·
Section 2: What Does Research Tell Us?
:
From your research, what are the steps that people can take to communicate to others about their sexual orientation? What is the process of “coming out”? Briefly discuss the social and psychological effects on people who are unable to disclose their sexual orientation or introduce a lifetime partner to family and friends.
4.
TOPIC 4:
·
Section 1: What Do You Think?
:
Both men and women may sometimes give unclear signals about whether they are willing to engage in sexual contact when they are in a potent.
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This document outlines learning objectives and instructions for writing a personal identity text in English. It includes examples of personal identity information like name, birthplace, address, school, hobbies, parents' names, blood type and email. Students are asked to work in pairs and introduce themselves using the provided questions as prompts to share their own personal identity details.
Deadline handout ndcte
This document outlines a lesson plan for teaching the novel Deadline by Chris Crutcher over 36 classes. It provides comprehension and connection questions for each chapter to guide discussion and analysis. Students are assigned journals and complete activities like creating a playlist related to the novel. The plan culminates in a final creative project and reflections on what was learned about themselves and their communities through the experience.
Writing the personal statement
The document provides guidance on writing effective personal statements for graduate school applications. It discusses two main types of personal statements - general statements and responses to specific questions. It then lists numerous questions for applicants to consider answering in their statements to demonstrate why they are a strong candidate. The document emphasizes answering the specific questions asked, telling a story with concrete examples, being specific, finding an angle, concentrating on the opening paragraph, detailing relevant experience and knowledge, avoiding certain subjects, doing research on the school, writing well, and avoiding cliches. It also provides two examples of successful personal statements that incorporate these recommendations.
Responding to a Text
This document provides guidance on how to effectively respond to a text. It outlines four key steps: 1) Understand and examine the text by identifying the main idea, evidence used, and facts versus opinions. 2) Filter through initial gut reactions by thinking critically about what causes those reactions and finding credible evidence to support one's views. 3) Respond by making a personal connection, challenging ideas, explaining how one's thinking has changed, or extending the ideas to another topic. 4) Choose two of these response types and write two paragraphs following a template of a topic sentence, quote, response with examples, and concluding sentence.
Thinking through the material covered in these 8 weeks.docx
Thinking through the material covered in these 8 weeks, respond to the following for your final exam:
1. What is your biggest takeaway with regard to the material on women and girls as
victims of crime? Why?
2. What is your biggest takeaway with regard to women and girls as
perpetrators of crime? Why?
3. What is your biggest takeaway with regard to women as
professionals in the criminal legal system? Why?
Each of these three questions should be answered in essay format, and material from your modules should be used and cited in your answers. Each essay should be 2-3 pages, double spaced, with no extraneous spacing (so a total of 6 to 9 pages). Please cite the information you use for your answers within and at the end of the text. Late submissions will receive a grade of zero.
View Rubric
Informative Rubric (1) (1)
Informative Rubric (1) (1)
Criteria
Ratings
Pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The main idea is easy to find. All the ideas are connected to the topic through explanation.
4 pts
Mastery
The main idea is easy to find. The examples and details are linked to the topic, but not well explained.
3 pts
Good Job
The main idea is easy to find. Most of the ideas are connected to the topic.
2 pts
Needs Improvement
The main idea may be hard to find. The examples and details are not connected.
1 pts
Needs Help
The writing is difficult to understand.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
The tone is academic, nothing is written in a personal manner.
4 pts
Mastery
The tone is objective but not academic, missing the precise academic vocabulary.
3 pts
Good Job
The writer used personal pronouns and or did not stay objective.
2 pts
Needs Improvement
There are many personal pronouns, it is informal.
1 pts
Needs Help
It is unclear what kind of style the writer used. It is personal.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
There are full introduction and concluding paragraphs. The ideas build on each other in an order that makes sense.
4 pts
Mastery
There are introductory and concluding paragraphs. The order of ideas makes sense.
3 pts
Good Job
The introduction and or conclusion may be missing information.
2 pts
Needs Improvement
Missing either the introduction or conclusion.
1 pts
Needs Help
The essay was written as one paragraph. No clear organization of ideas.
/ 5 pts
Purpose, Focus and Organization
view longer description
5 pts
Excellent
Transition words and phrases are used between paragraphs and in the paragraphs to move from one idea to the next smoothly.
4 pts
Mastery
Transition words and phrases are used, but may be repeated, or simple
3 pts
Good Job
The essay may be missing transitions, and/ or the ideas sound more like a list than a paragraph.
2 pts
Needs Improvement
There are few to no transitions, and the ideas are listed.
1 pts
Needs Help
It is difficu.
Question 1 Communication is important and each person has a.docx
There are four main communication styles: direct, indirect, emotional, and analytical. Each person has a distinct style they prefer. Listening is an important skill that requires identifying one's strengths and weaknesses, like any barriers that interfere with being an effective listener, and what can be done to overcome them. Speaking skills also have strengths and weaknesses that can be improved. Building good relationships is based on important elements like self-belief, trust, respect, empathy - which allow people to understand each other. Identifying signs of stress and how to cope with it is also significant.
Pade Presentationkathleen
This document describes a three-pronged approach to support developmental writing students that coordinates instruction between the classroom, learning center, and library. It aims to increase student engagement and long-term success through dedicated instruction from a librarian and academic coach. Students receive personalized meetings to set goals, learn time management, and receive referrals to other support services as needed. Barriers to success like difficulty evaluating sources or organizing papers are addressed. The program assesses outcomes through assignments, feedback forms, and class statistics.
1.pptx
The document discusses reading literature through a biographical context. It explains that understanding an author's life experiences, beliefs, and background can help readers better understand the author's works. It provides strategies for analyzing texts through this biographical lens, such as researching an author's beliefs and looking for connections between their life and themes in their writing. The document also notes some limitations of only interpreting works through biography and stresses the importance of multiple approaches to literary analysis.
Mentoring Up - SACNAS 2014 - Steve Lee
Mentoring Up encourages mentees to learn how to pro-actively manage their mentoring relationships. This presentation was delivered at the SACNAS conference in 2014.
Personalstatement
This document provides guidance on writing a personal statement for an application. It emphasizes sharing personal stories that demonstrate your uniqueness, maturity, and life lessons learned. The personal statement should highlight insights, sentiments, and significance through concise but informative writing. Applicants are encouraged to think about their audience and answer common questions through specific examples and details in a first-person voice without being overly formal. Multiple questions are provided to help spark ideas for personal stories to include. Students should have others review their statement and be prepared to rewrite it until it is perfect.
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Lesson 16
The document outlines the final exam for an English II lesson. The objectives are to examine students' communicative competence in pronunciation, fluency, vocabulary, and grammar usage, as well as strengthen their speaking ability. The exam consists of 3 activities: introducing oneself and describing where one lives; describing pictures; and answering questions about why one wants to become an English teacher, where they want to teach, strategies for being a good teacher, and their English learning experience.
Lesson 15
The document provides a lesson on using prepositions of place - in, on, at - correctly in English. It includes objectives of learning to use these prepositions to facilitate communication and strengthening speaking ability. Various activities are presented such as a warm-up asking about favorite places visited. Examples of using prepositions of place in conversations about office furniture arrangements are provided. Pictures are included to describe items' locations. A practice section encourages producing conversations and describing cities versus country living using these target prepositions.
Lesson 14
The document provides a lesson plan on using prepositions of time correctly with "in", "on", and "at" in English. The objectives are to learn how to use these prepositions to facilitate communication and strengthen speaking ability. The lesson includes warm-up questions, a review of prior knowledge, a presentation on the differences between the prepositions, practice examples in dialogues, a video link for additional examples, and production and assessment sections involving speaking and writing exercises using the target grammar points.
Lesson 13
This document provides a lesson plan on expressing wishes and regrets in English. It includes objectives, a warm-up discussion on chances lost in life, a review of using "I wish" and "if only" to express regrets, an activity to watch a video and practice examples, a conversation practice, and production questions for students to discuss their own wishes and regrets. It aims to help students strengthen their speaking ability and facilitate communication through correctly using expressions for wishes and regrets.
Lesson 12
This English lesson focuses on using prepositions of place correctly. The objectives are to learn how to use important prepositions of place like on, under, next to, in front of, behind, between, around and through to facilitate communication and strengthen speaking ability. The lesson includes a warm-up discussion, reviewing previous knowledge of prepositions, presenting new information, practicing with online exercises and sample conversations, opportunities for free speaking, and an assessment using prepositions of place to describe locations.
Lesson 11
This document is an English lesson plan about using comparatives and superlatives. It includes objectives of learning how to use comparatives and superlatives to facilitate communication and strengthen speaking ability. It involves warm-up questions, reviewing previous knowledge of comparatives and superlatives, presenting information on them, practicing with examples, answering questions using comparatives and superlatives, and assessing learning through a quiz.
Lesson 10
This English lesson focuses on correctly using comparatives in English. The objectives are to learn how to use comparatives to make comparisons between things and people, and to improve speaking ability. The lesson includes warm-up questions, reviews previous knowledge of comparatives, provides a practice video and conversation using comparatives, and has production and assessment sections asking students to use comparatives in responses.
Lesson 10
This English lesson focuses on correctly using comparatives in English. The objectives are to learn how to use comparatives to make comparisons between things and people, and to strengthen speaking proficiency. The lesson includes a warm-up asking students about decisions in life, reviewing what they know about comparatives, presenting information on comparative forms, providing practice with short video and conversation examples, and assessing students with a quiz.
Lesson 9
This English lesson focuses on teaching students the correct use of "there is" and "there are" by having them practice identifying and producing examples. It begins with warmup questions before reviewing previous knowledge on the topic. Students are directed to online grammar resources and practice activities to strengthen their understanding. Sample conversations demonstrate proper usage, and students conclude by describing pictures and having a short conversation using "there is" and "there are" correctly. They are assessed by describing the place they are currently in.
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Lesson 8
The document provides a lesson plan on using will versus be going to for talking about the future, including objectives to learn how to correctly use will and be going to and strengthen speaking ability. It includes warm-up questions about dreams for the future, examples sentences with will and be going to, and links to practice exercises and a sample conversation using will and be going to.
Lesson 7
This English lesson discusses activities to do depending on the weather and seasons. It defines weather, climate, and seasons and provides examples of activities suitable for different conditions like sunny, cloudy, rainy, winter and summer days. Students are asked to recommend activities for various weather types and seasons and recall a past travel experience, describing the weather and other details.
Lesson 4
This document provides an overview of basic English grammar structures including:
- Examples of simple present, present perfect, simple past, past perfect, future, and future perfect tenses.
- Presentations and practice exercises focused on simple present, present perfect, simple future, and future perfect tenses.
- A dialogue practice using present perfect tense and an assessment with a multiple choice grammar exercise.
The goal is to help students strengthen their English speaking ability through understanding and practicing basic affirmative, negative, and interrogative grammar structures.
Lesson 3
The document provides a lesson on describing houses and homes. It includes vocabulary and expressions used to describe objects, such as "it is the thing we use to...". It also contains a dialogue practice where two characters, Emma and Andrew, tour a house that is for sale. Emma describes each room of the house to Andrew, including features like the kitchen cabinets, carpet in the bedroom, and size of the other bedroom. At the end, Andrew asks about the price and says he will call Emma if interested in the home.
Lesson 6
This document provides a lesson on using conditionals in English. It introduces the zero, first, second, and third conditionals and provides examples of how to form sentences in each one. The lesson includes warm-up questions, reviews previous knowledge of conditionals, presents the topic, provides practice exercises with conversations demonstrating example uses of each conditional, and assessments for students to write a short story and sentences using the different conditionals.
Lesson 5
This document provides an English lesson on correctly using "how much" and "how many" to ask questions. It includes objectives, a warm-up discussion, a review of previous question formation knowledge, a presentation of the topic with examples, practice exercises using sample conversations and creating an original conversation, and an assessment quiz. The lesson teaches students the difference between using "how much" and "how many" depending on whether the item is a mass or count noun and provides opportunities to demonstrate comprehension through conversation roleplays and a final online test.
Lesson 1
This document provides an English lesson on special occasions. It discusses learning vocabulary related to special events and occasions, as well as how to correctly accept or decline invitations. The lesson includes expressions to use for making, accepting, and declining invitations. It also has links to practice quizzes and videos about special occasions vocabulary. The document encourages sharing memories of special occasions and provides pictures to describe. The overall goal is to learn skills for social interactions related to special events.
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- 2. • What do you think about this quotation? • Are you agree or disagree and why?
- 3. Topic: Relationships • Objective(s): Describe personality and physical appearance of people Learn important vocabulary to describe personality and physical appearance and talk about relationships • Learn the correct way to ask for physical appearance or personality
- 4. • Are you agree or disagree? • Do you consider a relationship implies sacrifices? Why? • What is the most beautiful of a relationship? • What is the key to have a great relationship?
- 5. How to ask for describing someone First that all, explain the difference between the following questions What does she/he look like? What is she/ like?
- 6. Explanation What does she/he look like? This question serves to ask for physical appearance What is she/ like? This question serves to ask for character
- 16. Read the text and answer the following question Are you agree or disagree and why?
- 17. Make a brief description of how to strong a great relationship Tell us about one important relationship you had or have and describe the person
- 18. Thank you for participating in my English class