Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...Anjenette Columnas
A Semi-Detailed Lesson Plan about Active and Passive Voice in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Semi-Detailed Lesson Plan - Gerunds (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Gerunds in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Semi-Detailed Lesson Plan - Active and Passive Voice (Junior High School - En...Anjenette Columnas
A Semi-Detailed Lesson Plan about Active and Passive Voice in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Semi-Detailed Lesson Plan - Gerunds (Junior High School - English 9)Anjenette Columnas
A Semi-Detailed Lesson Plan about Gerunds in the English Subject. I'm now a professional teacher and this lesson plan was used during my teaching demonstration in Sicayab National High School.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
ALUMNO RESIDENTE: Nadya Rutherford
Período de Práctica: nivel secundario
Institución Educativa: EPJA n° 15
Dirección: Av San Martin 861 – Puerto San Julián – Santa Cruz
Sala / Grado / Año - sección: 3° `A´
Cantidad de alumnos: 8
Nivel lingüístico del curso: elemental
Tipo de Planificación: clase
Unidad Temática:
Clase Nº: 2
Fecha: 29/09/2017
Hora: 7:30 – 8.10 pm
Duración de la clase: 40 minutos
Fecha de entrega: 24/09/2017
· Aims or goals:
During this lesson, learners will be able to…
• Develop their grammar awareness by reconstructing a text about some people´s
holidays.
• Develop their listening and speaking skills by talking about their past.
• Develop their writing skills by writing about themselves.
• Teaching points: - language focus:
Functions Lexis Structures Pronunciation
Revision Read about past
events
Adjectives
(was/were)
born
Was/were Was / /ɒ
Were / /ɜ
New
Talk about own
past events
Last
holiday
Wasn´t / weren´t
· Teaching approach or combination of methods / approaches:
Τhis plan follows the PPP (Presentation, practice, production) approach, which is integrated
2. with a CLIL (content and language integrated learning) approach, because the students learn
the topics in a coherent and meaningful context.
· Integration of skills: What skills will be integrated and how?
Speaking intends to be integrated constantly in the class, but the students speak when they feel
comfortable to do so. Listening is integrated through a song and the teacher´s instructions and
questions, in L2 all the time. Reading is integrated through reading comprehension. Writing is
integrated in the end, when the students have to write about their partner´s holiday.
· Materials and resources: computer, loudspeaker, copies for the students.
· Pedagogical use of ICT in class or at home: the students watch a video for the
routine and presentation stages. A blog was created to work at home and do
homework.
· Seating arrangement: the students sit on two people desks.
· Possible problems / difficulties and possible solutions during the class: I will
download videos before the class because there isn´t internet connection. If my
computer doesn´t work, I will use the board.
· Assessment: what will be assessed and how: the students´ pronunciation, listening
and speaking will be assessed through songs and getting the students to talk to each
other; grammar and vocabulary will be assessed through writing activities and
games.
STAGES IN THE LESSON
ROUTINE (5´)
Purpose: to greet the students.
T will greet the students, ask how they are and expect they answer her back.
T: Good evening!
S: Good evening!
T: How are you today?
F: Fine.
T: Great! I´m fine too!
Transition: Fantastic!
3. T: I was in San Luis in July. I love holidays! Were you in San Julian in July?
S: No. Buenos Aires! Río Gallegos!
T: Great! Let´s talk about holidays!
WARM-UP (10´)
Purpose: to revise the contents the students studied the previous class.
1. The students will watch a video about JANE and MARK´s holiday. Then they answer the
questions.
https://www.youtube.com/watch?v=Azi9LxBuZHw (until 1.30 minutes)
JANE AND MARK´S HOLIDAY
These are Mark and Jane. They like selfies.
They were on holiday. Now they have a lot of photos.
Answer the questions:
1. WAS ONLY MARK IN PARIS? No, he wasn´t.
2. WERE BOTH MARK AND JANE IN SYDNEY? No, they weren´t.
3. WAS JANE IN NEW YORK? Yes, she was.
4. WERE BOTH MARK AND JANE IN ROME? No, they weren´t.
5. WAS MARK IN PISA? No, he wasn´t.
6. WAS JANE ON A FARM? Yes, she was.
7. WAS MARK IN A CLOTHES SHOP? No, he wasn´t.
8. WERE MARK AND JANE IN A CAFÉ? Yes, they were.
9. WAS JANE IN BRUSSELS? Yes, she was.
10. WERE BOTH MARK AND JANE IN LONDON? No, they weren´t.
T: We are going to watch a video about Jane and Mark´s holiday. Pay attention to the
pictures because it´s a MEMORY GAME. Then, you will answer some questions about the
pictures.
(after the video)
T: Ok. Let´s see what you remember. In pairs, answer the questions about Jane and Mark´s
holiday. Do you remember how to answer? For example: number 1: WAS ONLY MARK IN
PARIS?
T: NOO.
T: Great! No, he wasn´t. Write complete answers (t writes ´NO, HE WASN´T´ on the board).
When you finish, we´ll watch the video again to check your answers.
4. Transition: Wonderful! Let´s talk about our holidays!
PRESENTATION (5´)
Purpose: to introduce the new teaching points.
2. T shows the students two negative sentences about JANE and MARK, and asks them to
put the sentences in order.
ROME WASN´T IN MARK. WEREN´T IN THEY BUENOS AIRES LAST HOLIDAY.
T: Look at these sentences. Are they in the correct order?
S: NOO.
T: Great. Can you help me to put them in order? What goes first?
S: Mark!
T: Yes! Mark what?
S: Mark wasn´t in Rome.
T: Fantastic! What about the second one?
S: They – weren´t – last holiday
T: OK. They weren´t …. in San Julián?
S: They weren´t in Buenos Aires last holiday.
Transition: Excellent! Now we are going to ask and answer about holiday.
DEVELOPMENT (10´)
Purpose: to practise the new teaching points.
3. T gives each student some sentences in which the words are not in the correct order.
They have to put them in order and ask their partner. (10´)
T: These words are NOT in order. Put the words in order and ask your partner about their
holiday. Is it clear? Can someone explain in Spanish? (a student explains).
Put the words in order. Then, ask and answer in pairs.
1. BUENOS AIRES WERE LAST HOLIDAY YOU IN?
2. YOU IN WERE SAN JULIAN?
3. HAPPY YOU WERE?
4. PUERTO MADRYN YOUR FRIENDS WERE IN?
5. YOUR FRIENDS SAN JULIAN IN WERE?
7
Transition: Now it´s time to write!
5. CLOSURE (5´)
Purpose: to check the students´ understanding of the topics studied today.
T asks the students to write sentences about their partners´ holiday. (5´).
T: Now you are going to write sentences about your partner. For example (T shows T a PPT
slide):
JOHN WAS IN LA PAMPA LAST HOLIDAY.
HE WASN´T IN SAN JULIAN.
HE WAS HAPPY.
T walks around and monitors the writings.
Transition: Fantastic! Finally, homework!
HOMEWORK (5´)
Purpose: to continue practising the contents at home.
T explains to the students that they have to play some games for homework. The have to
enter the blog, play games and answer some questions using WAS and WERE.
T: For homework, enter the blog, play games and then answer some questions about
yourself, OK? Have fun!
https://epja15ingles.blogspot.com.ar/
Hello, everybody!
Choose WAS or WERE:
https://www.usingenglish.com/quizzes/77.html
Questions:
http://www.engames.eu/verb_to_be/Was%20and%20Were%20in%20questions%20(Web)/index.html
Complete the sentences about your last HOLIDAY:
I was ______________________
My sister/brother ____________________
My friends ______________________________
My pet (dog/cat) ______________________
My mother and father ________________________
• To be completed by your tutors:
