This lesson plan aims to teach 4-year-old beginner English students parts of the face using shapes. The lesson will begin with a review of shapes and numbers the students learned previously. Then, the teacher will introduce the new vocabulary of eyes, nose, mouth, and ears by having the students help put shapes in the correct places on a face template. The students will watch a video song about the parts of the face. Next, they will play a Simon Says game touching their own faces. Finally, the class will end by singing a goodbye song.
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.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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.
1. 1
I NSTITUTO DE FORMACIÓN DOCENTE CONTINUA
LENGUAS VIVAS BARILOCHE (A-052)
TALLER DE PRÁCTICA DOCENTE
Student:GieserLeticia
Períodode Práctica: Nivel Inicial
Numberof Students:28
Institution:Jardín Cavagnaro
Adress:Calle 70 – N° 2753
Age:4 yearsold
Level:Beginners
Lessonplan: a class
Date: May, 30th
Time: 30’ (9.30 a 10 HS)
Teaching Points: Parts of the face with shapes
Aims: During this lesson, learners will be able to…
To review the topics that they learnt in the previous classes.
To complete an activity with the shapes.
To understand the new vocabulary comparing with their body.
To develop the listening skill through a video with the parts of the
face.
Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
2. 2
REVISION Shapes (square –
circle – rectangle –
triangle - oval)
Numbers (1-10)
Size: small - Big
Describing
the quantity
shapes.
Recognizing
the different
shapes.
What’s this?
What colour is it?
How many…are
there?
Let’s count!
Where is…?
Three /θ/
NEW Parts of the face:
eyes – nose –
mouth - ears
Recognizing
and identify
the parts of
the face
This is my…
Touch your…
Nose /ʊ/
Mouth
Teaching Approach: The lessonis based on the Natural Approach, and organized
trough the PPP procedure (Harmer, 2010).
Materials and Resources: pictures about the different shapes and numbers made on
cardboard with different colours. A Video (Parts of the face) – a big circle and
shapes in cardboard to make a face.
Pedagogical use of ICT in class: in this lesson, the students will remember the
shapes and their size using images. Also they will remember the numbers. Activities
organised through the use of audio-visual materials enhance language learning and
acquisition. Also the students will watch a video to recognize and learn parts of the
face.
Seating arrangement: students will be sitting in a circle on the floor in order to
facilitate visual contact and interaction within the group. At some points in the
lesson, they’ll move around the class. The will participate using the board to
complete an activity.
Possible problems /difficulties and their possible solutionsduring the class: children
may not recognize the new vocabulary, but with the activity they will understand
and recognize every part of the face.
Potential problems students may have with the language: studentsmay find it hard
to pronounce some parts of the face, such as mouth, but this will change with the
teacher’s help.
Assessment: what willbe assessed and how: the teacher will check students’
comprehension by miming, doing gestures and watching if they perform the
actions or not. She will observe if they are interested in the video and understand
correctly. Encourage them to produce the new vocabulary touching their faces. If
they get shy, the teacher will check they can recognize the items by using pictures
about the topic.
Routine: 5’
3. 3
The teacher will get into the classroom and greet the students with a big bag: ‘Hello!, how
are you today?’ EA: Hello!
T: are you happy (she will miming that to sts can understand) or are you sad?
The teacher will ask to students to sit in a circle on the floor and we will sing the hello
song:
Hello. Hello. Hello. How are you?
I'm fine. I'm fine. I hope that you are too.
Hello. Hello. Hello. How are you?
I'm fine. I'm fine. I hope that you are too. (chorus x2)
Transition: ‘Well kids…’ ‘Sit down please and pay close attention!,
Warm – up 5’
Transition: ‘well now look! And very quickly we will review what we have learnt in the
previous classes!’
So here, the teacher will show to students the different cards that they used in the last class
and they will review the shapes and numbers. The teacher will show a bag where she will
have the flashcards about shapes, size and numbers. Here she will ask to students: ‘what’s
this?’ ‘Is it a…?’ ‘Is it big or small?’ ‘What colour…?’
She will show to students the cards and they will have to say what they can see on them.
Transition: ‘Ok kids’…’I’m so so sad’ (she will mime that she is sad). ‘I had a problem before
coming here’. ‘Can you help me?’ ‘I can’t order the parts of my faceee!!’
Presentation: 10’
The teacher will show to students and will stick on the board a big circle…but this circle
has another small circle on it (this last will simulate that it’s an eye).
So here the teacher will ask to students: ‘can you help me to put the parts in order?’ ‘What is
this?’ maybe the students will say what they think.
Here the teacher will show them the bag where there are the other parts (there are
different shapes to form a face). So here the teacher will explain to students that she has to
put them in order.
‘Agus, could you take another part?’ according to what he takes, the teacher will explain
him that they have to form a face…’so, where do you put it?’ and he will stick that shape to
form a face.
Transition: ‘Well done kids!’ ‘This is a…FACE!’ ‘Thank you for helping me!’
4. 4
‘Well this is face’ ‘where are your faces’? And here the teacher will start to touch her own
face, my eyes…my nose….my mouth….and she will invite them to do the same. Also the
teacher will show to students different flashcards to help them to understand:
Transition: ‘Well done!’ ‘But now, pay attention to this!’
The teacher will play the next video:
https://www.youtube.com/watch?v=B2pmcJPQW3Q
The videotime is:1:37, butwe will use until minute0:48.
Let's sing the eyes, nose, mouth and ears song.
Eyes nose mouth ears.
Eyes nose mouth ears.
5. 5
Eyes nose mouth ears.
Eyes nose mouth and ears.
Eyes nose, mouth ears.
Eyes nose, mouth ears.
Eyes nose, mouth ears.
Eyes nose, mouth and ears.
Eyes nose, mouth ears.
Eyes nose mouth ears.
Eyes nose mouth ears.
Eyes, nose mouth and ears.
Eyes nose mouth ears.
Eyes nose mouth ears.
Eyes nose mouth ears.
Eyes nose mouth and ears.
Whew, I'm tired!
This is a simple song that will become faster.
Once they watched it, the teacher will ask them: ‘ok, is it about monsters?’ ‘Is it
about….shapes?’ EA: ‘yes – no!’ so the teacher will say: the face!, in case the students don’t
realize it.
The teacher will encourage to students to touch their faces and say every part of it.
Procedure 5’
Activity: play a game
The teacher will play a ‘Simon says’ with the children. Here she will explain and show
flashcards about parts of the face that they will have to do what ‘Simon’ says….for example:
‘Simon says…..touchyour nose…’
She will help students in case they don’t remember the parts.
Closure: 5’
The will play the video again but this time they will listen and they will touch every part
that they listen, as quickly as they can.
Transition: ‘ok kids, let’s sing the bye bye song! ‘It was a great class’.
‘This is the way we say goodbye, say goodbye, say goodbye.
This is the way we say goodbye, to you, and you, and you.’