The document discusses a computer problem of not being able to find a modem and asks the reader to list electronic devices for points. It provides no other details about solving the computer issue or scoring the device listing activity.
El documento proporciona información estadística sobre peticiones canalizadas por la Dirección General de Atención Ciudadana a diferentes dependencias gubernamentales en 2011. Muestra que la mayoría de las peticiones fueron dirigidas a dependencias gubernamentales y solo una pequeña proporción fue manejada directamente por la DGAC. Además, la mayoría de las peticiones fueron resueltas positivamente o se encuentran aún en proceso o sin respuesta.
This document outlines four tasks related to learning about simple machines:
1) Read about and create a graphic organizer on simple machines.
2) Visit websites to learn the six categories of simple machines, how each works, and examples with diagrams.
3) Locate an example of a simple machine used in daily life, take notes, and write a report.
4) Read a text about simple machines and answer corresponding questions. The overall goal is to become familiar with simple machines and design one to accomplish a specified task.
BETT is an annual education technology conference and trade show held in London. The 2013 BETT covered several key topics:
- Future learning trends in the digital age and how technology is changing the brain's plasticity and capacity for learning.
- Managing risks when adopting new educational technologies by benchmarking research and gathering input from various sources.
- Implementing "Bring Your Own Device" strategies in universities and the challenges of differing student access, separate networks for security, and ensuring technologies support pedagogy.
- The trend of informal workplace learning through social interactions and tools, with estimates that 70% of learning is informal.
This document outlines the course structure and schedule for an educational technology course taking place over 6 weeks. It details the various course activities including Monday morning meetings for presentations and information sharing, individual portfolio assignments, collaborative working sessions in small groups, and hands-on ICT workshops. The timetable provides the specific dates and times for each course element. It also lists the topics that will be covered in the student Pecha Kucha presentations during that morning's meeting, and gives instructions for portfolio assignment 3 regarding blogging about the presentations.
The chapter gives insight into the transmission electron microscope technique. From "Electron Microscopy and Analysis" textbook by Peter J. Goodhew, John Humphreys and Richard Beanland. Courtesy of Taylor and Francis Books UK.
El documento proporciona información estadística sobre peticiones canalizadas por la Dirección General de Atención Ciudadana a diferentes dependencias gubernamentales en 2011. Muestra que la mayoría de las peticiones fueron dirigidas a dependencias gubernamentales y solo una pequeña proporción fue manejada directamente por la DGAC. Además, la mayoría de las peticiones fueron resueltas positivamente o se encuentran aún en proceso o sin respuesta.
This document outlines four tasks related to learning about simple machines:
1) Read about and create a graphic organizer on simple machines.
2) Visit websites to learn the six categories of simple machines, how each works, and examples with diagrams.
3) Locate an example of a simple machine used in daily life, take notes, and write a report.
4) Read a text about simple machines and answer corresponding questions. The overall goal is to become familiar with simple machines and design one to accomplish a specified task.
BETT is an annual education technology conference and trade show held in London. The 2013 BETT covered several key topics:
- Future learning trends in the digital age and how technology is changing the brain's plasticity and capacity for learning.
- Managing risks when adopting new educational technologies by benchmarking research and gathering input from various sources.
- Implementing "Bring Your Own Device" strategies in universities and the challenges of differing student access, separate networks for security, and ensuring technologies support pedagogy.
- The trend of informal workplace learning through social interactions and tools, with estimates that 70% of learning is informal.
This document outlines the course structure and schedule for an educational technology course taking place over 6 weeks. It details the various course activities including Monday morning meetings for presentations and information sharing, individual portfolio assignments, collaborative working sessions in small groups, and hands-on ICT workshops. The timetable provides the specific dates and times for each course element. It also lists the topics that will be covered in the student Pecha Kucha presentations during that morning's meeting, and gives instructions for portfolio assignment 3 regarding blogging about the presentations.
The chapter gives insight into the transmission electron microscope technique. From "Electron Microscopy and Analysis" textbook by Peter J. Goodhew, John Humphreys and Richard Beanland. Courtesy of Taylor and Francis Books UK.
The document discusses different types of transport across cell membranes. There are two main types: passive transport, which requires no energy and involves molecules moving from high to low concentration areas via diffusion or osmosis; and active transport, which requires energy and moves molecules against their concentration gradient. Passive transport includes diffusion of molecules and osmosis of water moving through membrane channels and proteins from high to low concentration areas. Active transport transports molecules from low to high concentration areas using energy.
This document discusses the order of adjectives in English. It states that opinion adjectives come before factual adjectives when describing a noun. A chart shows the typical order of different types of adjectives: opinion, size, color, shape, nationality, and material. When using two color adjectives together, they are joined by "and". For three adjectives, a comma is used after the first and "and" is used between the last two if they follow a linking verb. Examples are provided to illustrate these rules.
The document provides information about possessive pronouns such as mine, yours, his, hers, its, ours, yours, and theirs. It explains that possessive pronouns are used to describe possession and do not need a noun after them, unlike possessive adjectives such as my, your, his, her, its, our, your, and their. The document also notes that the possessive forms her's and your's do not exist and provides practice exercises for students to reinforce their understanding of possessive pronouns.
The document provides instructions for a student to create an online crossword puzzle using vocabulary words from Unit 8 as part of a class assignment. It directs the student to use eclipsecrossword.com to build the puzzle and include at least 15 vocabulary words, with correct spelling and clear definitions. Teachers will evaluate the puzzles based on correct spelling, creativity, clear definitions, and including at least 15 words.
This English oral lesson document provides objectives, language focuses, examples, exercises and activities around making and responding to suggestions. The objectives are to give oral fluency practice and practice in making and responding to suggestions. Language focuses include expressions for making suggestions like "Why don't you..." and responding like "Yes, that's a good idea." Examples demonstrate using these expressions to give suggestions to solve problems or plan a birthday party. Exercises and pair work activities provide practice making and responding to suggestions for different situations.
You are preparing for a trip and need to remember important items. The document provides vocabulary exercises to help with a unit on traveling, including a quiz game online and workbook activities to build vocabulary skills related to planning a vacation.
This document introduces a webquest about time zones and timelines. It includes 5 tasks: 1) reading about time zones and answering questions, 2) displaying clocks to show different times in various zones, 3) taking notes on a website about time zones, 4) answering questions from slides using a time zone map, and 5) making an online timeline about the history of time zones after researching additional sites. The goal is for students to learn about how time zones work and how they have evolved over time.
This document outlines the final project for an English class, which involves students creating a parody video of the TV show "Project Runway". Students will be divided into teams with roles like designer, model, and judge. Each designer must choose a different decade and research fashion from that era. The teams must write a script, record their video, and will be assessed on their use of English vocabulary, teamwork, creativity and other criteria.
The document provides instructions for an English lesson that focuses on building vocabulary related to physical features like hair styles, facial hair, and accessories. It directs students to match pictures of features to vocabulary words and practice grammar through exercises on a Cambridge website. A table scores student performance on a series of assignments.
This document provides instruction on describing people through grammar structures. It discusses prior knowledge, describes people using structures like "have got", and includes exercises for practice in pairs and speaking to reinforce learning grammar and vocabulary for describing people.
This document outlines the final project for an English class, which involves students creating a parody video of the TV show "Project Runway". Students will be divided into teams to take on roles like designer, model, or judge. Each designer must choose a different decade and research fashion styles from that era. The teams must write a script, record their video, and will be assessed on their use of English, teamwork, creativity and other criteria.
The document discusses the different levels of organization in the human body. It begins by explaining there are cells, tissues, organs, and organ systems. It then focuses on the four main tissue types - epithelial, connective, muscular and nervous. Epithelial tissue covers surfaces and lines cavities. Connective tissue connects organs and provides structure. Muscular tissue causes movement. Nervous tissue responds to stimuli and transmits signals. Organs are composed of tissues working together to perform functions. The major organ systems and their functions are also listed.
This document provides instructions for students to create an animated flipbook in groups of four about learning English using technology. It explains what an animated flipbook is and includes topics they should cover in their booklet, such as forms of electronic communication, advantages and disadvantages of bulletin boards, and comparative adjectives. Students are directed to include their names on each article. The document also provides various website links and tutorials to help students learn how to create their animated flipbooks using free online software and upload them to their blogs. It concludes with an evaluation checklist for their writing and inclusion of extra information.
The document provides an introduction and instructions for using a microscope, including its main parts like the eyepiece, body tube, revolving nosepiece, objective lens, stage, stage clips, coarse and fine focus knobs, diaphragm, light, and base. It explains how to properly carry, clean, store, and focus the microscope, placing the slide on the stage and using the lowest objective lens setting before finely focusing with the other lenses.
The oral exam will evaluate students' knowledge, presentation skills, and ability to communicate through couple presentations. Students will be assigned one of five options: presenting a solution to a new problem, describing relevant experience and training, role-playing a situation from class, critiquing a video scenario, or making a phone call in English. Students should prepare by completing all assignments and exercises, and should listen carefully to questions during the exam.
The document provides instructions for a student to create an online crossword puzzle for their English Level II class. It specifies that the puzzle should include at least 15 vocabulary words from Unit 8 and should be created on one of two recommended crossword-making websites. It also lists evaluation criteria of correct spelling, creativity, clear definitions, and including at least 15 words. Students are encouraged to be creative and can add pictures.
This document discusses reading skills and provides information about cognates. It defines cognates as words in two languages that have a common origin and similar meaning and spelling. The document notes that cognates can help with reading comprehension but that meanings may differ over time. Examples of cognates like objective/objective and difficult/dificil are provided, as well as a warning about false cognates that look similar but mean different things.
Lesson 7A- Review discusses preparing for a trip by reviewing prior knowledge, vocabulary, and grammar related to giving advice and suggestions. Students are asked to imagine an item they would not leave behind for a trip and complete exercises practicing vacation vocabulary, identifying items being packed, and distinguishing between using "should" and "could" to give advice or make suggestions. The document assigns workbook exercises as homework to reinforce lesson concepts.
Four Square Writing is a graphic organizer method for teaching writing skills across grade levels and subjects. It involves folding a sheet of paper into four squares and writing a topic sentence in the center square. Supporting sentences are written in the other three squares to provide reasons, examples, or explanations for the topic sentence. The four square method can be used to generate paragraphs and full essays through a step-by-step process of adding details, examples, and transitions between ideas in each square. The goal is to help students develop well-organized writing with a clear thesis and supporting body paragraphs.
The document discusses different types of transport across cell membranes. There are two main types: passive transport, which requires no energy and involves molecules moving from high to low concentration areas via diffusion or osmosis; and active transport, which requires energy and moves molecules against their concentration gradient. Passive transport includes diffusion of molecules and osmosis of water moving through membrane channels and proteins from high to low concentration areas. Active transport transports molecules from low to high concentration areas using energy.
This document discusses the order of adjectives in English. It states that opinion adjectives come before factual adjectives when describing a noun. A chart shows the typical order of different types of adjectives: opinion, size, color, shape, nationality, and material. When using two color adjectives together, they are joined by "and". For three adjectives, a comma is used after the first and "and" is used between the last two if they follow a linking verb. Examples are provided to illustrate these rules.
The document provides information about possessive pronouns such as mine, yours, his, hers, its, ours, yours, and theirs. It explains that possessive pronouns are used to describe possession and do not need a noun after them, unlike possessive adjectives such as my, your, his, her, its, our, your, and their. The document also notes that the possessive forms her's and your's do not exist and provides practice exercises for students to reinforce their understanding of possessive pronouns.
The document provides instructions for a student to create an online crossword puzzle using vocabulary words from Unit 8 as part of a class assignment. It directs the student to use eclipsecrossword.com to build the puzzle and include at least 15 vocabulary words, with correct spelling and clear definitions. Teachers will evaluate the puzzles based on correct spelling, creativity, clear definitions, and including at least 15 words.
This English oral lesson document provides objectives, language focuses, examples, exercises and activities around making and responding to suggestions. The objectives are to give oral fluency practice and practice in making and responding to suggestions. Language focuses include expressions for making suggestions like "Why don't you..." and responding like "Yes, that's a good idea." Examples demonstrate using these expressions to give suggestions to solve problems or plan a birthday party. Exercises and pair work activities provide practice making and responding to suggestions for different situations.
You are preparing for a trip and need to remember important items. The document provides vocabulary exercises to help with a unit on traveling, including a quiz game online and workbook activities to build vocabulary skills related to planning a vacation.
This document introduces a webquest about time zones and timelines. It includes 5 tasks: 1) reading about time zones and answering questions, 2) displaying clocks to show different times in various zones, 3) taking notes on a website about time zones, 4) answering questions from slides using a time zone map, and 5) making an online timeline about the history of time zones after researching additional sites. The goal is for students to learn about how time zones work and how they have evolved over time.
This document outlines the final project for an English class, which involves students creating a parody video of the TV show "Project Runway". Students will be divided into teams with roles like designer, model, and judge. Each designer must choose a different decade and research fashion from that era. The teams must write a script, record their video, and will be assessed on their use of English vocabulary, teamwork, creativity and other criteria.
The document provides instructions for an English lesson that focuses on building vocabulary related to physical features like hair styles, facial hair, and accessories. It directs students to match pictures of features to vocabulary words and practice grammar through exercises on a Cambridge website. A table scores student performance on a series of assignments.
This document provides instruction on describing people through grammar structures. It discusses prior knowledge, describes people using structures like "have got", and includes exercises for practice in pairs and speaking to reinforce learning grammar and vocabulary for describing people.
This document outlines the final project for an English class, which involves students creating a parody video of the TV show "Project Runway". Students will be divided into teams to take on roles like designer, model, or judge. Each designer must choose a different decade and research fashion styles from that era. The teams must write a script, record their video, and will be assessed on their use of English, teamwork, creativity and other criteria.
The document discusses the different levels of organization in the human body. It begins by explaining there are cells, tissues, organs, and organ systems. It then focuses on the four main tissue types - epithelial, connective, muscular and nervous. Epithelial tissue covers surfaces and lines cavities. Connective tissue connects organs and provides structure. Muscular tissue causes movement. Nervous tissue responds to stimuli and transmits signals. Organs are composed of tissues working together to perform functions. The major organ systems and their functions are also listed.
This document provides instructions for students to create an animated flipbook in groups of four about learning English using technology. It explains what an animated flipbook is and includes topics they should cover in their booklet, such as forms of electronic communication, advantages and disadvantages of bulletin boards, and comparative adjectives. Students are directed to include their names on each article. The document also provides various website links and tutorials to help students learn how to create their animated flipbooks using free online software and upload them to their blogs. It concludes with an evaluation checklist for their writing and inclusion of extra information.
The document provides an introduction and instructions for using a microscope, including its main parts like the eyepiece, body tube, revolving nosepiece, objective lens, stage, stage clips, coarse and fine focus knobs, diaphragm, light, and base. It explains how to properly carry, clean, store, and focus the microscope, placing the slide on the stage and using the lowest objective lens setting before finely focusing with the other lenses.
The oral exam will evaluate students' knowledge, presentation skills, and ability to communicate through couple presentations. Students will be assigned one of five options: presenting a solution to a new problem, describing relevant experience and training, role-playing a situation from class, critiquing a video scenario, or making a phone call in English. Students should prepare by completing all assignments and exercises, and should listen carefully to questions during the exam.
The document provides instructions for a student to create an online crossword puzzle for their English Level II class. It specifies that the puzzle should include at least 15 vocabulary words from Unit 8 and should be created on one of two recommended crossword-making websites. It also lists evaluation criteria of correct spelling, creativity, clear definitions, and including at least 15 words. Students are encouraged to be creative and can add pictures.
This document discusses reading skills and provides information about cognates. It defines cognates as words in two languages that have a common origin and similar meaning and spelling. The document notes that cognates can help with reading comprehension but that meanings may differ over time. Examples of cognates like objective/objective and difficult/dificil are provided, as well as a warning about false cognates that look similar but mean different things.
Lesson 7A- Review discusses preparing for a trip by reviewing prior knowledge, vocabulary, and grammar related to giving advice and suggestions. Students are asked to imagine an item they would not leave behind for a trip and complete exercises practicing vacation vocabulary, identifying items being packed, and distinguishing between using "should" and "could" to give advice or make suggestions. The document assigns workbook exercises as homework to reinforce lesson concepts.
Four Square Writing is a graphic organizer method for teaching writing skills across grade levels and subjects. It involves folding a sheet of paper into four squares and writing a topic sentence in the center square. Supporting sentences are written in the other three squares to provide reasons, examples, or explanations for the topic sentence. The four square method can be used to generate paragraphs and full essays through a step-by-step process of adding details, examples, and transitions between ideas in each square. The goal is to help students develop well-organized writing with a clear thesis and supporting body paragraphs.