Breu tutorial de com funciona les Google apps de la intranet de "La Meva XTEC".
En aquesta primera part es parla de correu, contactes, xat, tasques i calendari.
Roman mosaics were made during the Roman period throughout the Roman Empire using geometrical blocks called tesserae placed together to create figures, motifs, and patterns. Materials for tesserae included local natural stones, cut brick, tile, and pottery to create colors like blue, black, red, white, and yellow. Mosaics were used in a variety of private and public buildings and often depicted social, entertaining, mythological or personal scenes within wider geometric patterns.
The document describes a CLIL (Content and Language Integrated Learning) lesson project on equivalent fractions taught in English by Joan Villarroya Bustos to a 6th grade class of 20 students. The lesson incorporates hands-on and group activities to help students understand, identify, and create equivalent fractions while practicing relevant mathematical and English language skills. While most activities went as planned, one online game did not work and had to be replaced with an alternative digital activity. In reflection, the teacher felt the lesson objectives were achieved and students were engaged, but managing language production remained a challenge of CLIL lessons.
Breu tutorial de com funciona les Google apps de la intranet de "La Meva XTEC".
En aquesta primera part es parla de correu, contactes, xat, tasques i calendari.
Roman mosaics were made during the Roman period throughout the Roman Empire using geometrical blocks called tesserae placed together to create figures, motifs, and patterns. Materials for tesserae included local natural stones, cut brick, tile, and pottery to create colors like blue, black, red, white, and yellow. Mosaics were used in a variety of private and public buildings and often depicted social, entertaining, mythological or personal scenes within wider geometric patterns.
The document describes a CLIL (Content and Language Integrated Learning) lesson project on equivalent fractions taught in English by Joan Villarroya Bustos to a 6th grade class of 20 students. The lesson incorporates hands-on and group activities to help students understand, identify, and create equivalent fractions while practicing relevant mathematical and English language skills. While most activities went as planned, one online game did not work and had to be replaced with an alternative digital activity. In reflection, the teacher felt the lesson objectives were achieved and students were engaged, but managing language production remained a challenge of CLIL lessons.
This document provides a list of ordinal numbers and their corresponding written forms for use in writing dates from the 1st to the 31st of the month. It lists the ordinal numbers and their written equivalents, such as 1st - first, 2nd - second, and so on up to 31st - thirty-first.
This document provides instructions for creating a video using Windows Movie Maker. It outlines 17 steps to import photos, videos, audio, add effects and transitions, and save the finished video. Key steps include opening Movie Maker, importing various media types by dragging and dropping onto the timeline, adding effects and transitions, and saving and watching the completed video.
The document provides instructions for creating a presentation on the food and recipes of Benin using information and photos found online. The presentation is to be created in the VI (Presentations editor) and include ordering information and photos, adding entries using Afegeix, and inserting background music between slides by selecting "Un altre so" and choosing a song from the class folder.
This document provides instructions for improving typing speed and accuracy through an online typing test and practice. Learners are asked to access a typing practice website, select the "Test" box to start a typing assessment, and then click "DEFAULT" and "START" to begin a standard test to enhance their skills.
This document provides instructions for a lesson on improving touch typing skills. It outlines 6 activities: 1) accessing an online typing tutor, 2) clicking a text box, 3) opening a file, 4) selecting and copying text from the file, 5) pasting the text into the box, and 6) starting a typing practice. The overall objectives are to increase typing speed, reduce errors, and understand the utility of typing practice.
The document provides instructions for a touch typing lesson that involves 9 steps: putting fingers in the correct starting position, clicking links to navigate to lessons, selecting a 40 letter lesson, and starting the lesson by typing on blue keys and either replaying for a partner or exiting to the next lesson.
This document provides instructions for sending emails and chatting with contacts using computer programs. It outlines three objectives: to send free messages to contacts, chat with contacts immediately, and demonstrate motivation to use computers. The activities described include composing and sending emails in English to contacts, and initiating live chats or sending messages to contacts by checking their status and double clicking on their username under the chat menu.
1. The document provides instructions for attaching a file to an email and sending it to group partners.
2. It lists activities like composing an email, writing a subject line, attaching a file from your folders, and sending the email.
3. Recipients can then open the email, download the attached file, and view the file sent by the partner.
1. The document provides objectives and activities for a science project on population for a presentations editor lesson.
2. The objectives are to find information online, include pictures in slides, make word maps, and create a guided project to showcase skills with new technologies.
3. The first activity instructs students to add new words from the science unit to the population project by adding definitions, images, and mind maps to explain terms like increase, decrease, immigrants, and emigrants.
This document provides instructions for a science project on population using presentation software. It includes 5 activities: 1) accessing Wikipedia's main page to find information, 2) searching Wikipedia and Google for definitions of population-related concepts, 3) finding related images on Google Images, 4) creating a word map of key vocabulary, and 5) optional additional activities like reading comprehension or fill-in-the-blank questions. The overall goal is to create a presentation with information, images, and a word map about different types of populations.
This document discusses classifying population and changes in population due to human migratory movements. It suggests an oral whole group activity to discuss these topics as well as individual written work for students.
1. The document provides instructions for including a new contact in an existing group in Gmail, sending an email to multiple contacts in a group, and reading received messages.
2. It describes how to click on "Contacts" to choose an existing group, add a new contact by entering their email address, and send a message to the group by composing an email and clicking send.
3. Users are then directed to their inbox where they can read any received messages from the group.
Viceverba_appdelmes_0624_joc per aprendre verbs llatinsDaniel Fernández
Vice Verba és una aplicació educativa dissenyada per ajudar els estudiants de llatí a aprendre i practicar verbs llatins d'una manera interactiva i entretinguda.
1. Lesson 1 T.A.C.: INITIATION INTO THE E-MAIL
Didactic aims:
1. To initiate into the e-mail.
2. To create an e-mail account.
3. To log in the gmail account.
4. To read and write messages.
5. To familiarize with the e-mail lexicon.
1. Create your own e-mail account:
1a. Open Internet by the browser Mozilla Firefox
1b. Write into the webs bar: www.gmail.com
1c. Click on Crea un compte
1d. Follow all the steps writing your data down.
1e. Your username must be your name and surnames by lower case letter (without capital letters or
accents), and your password, the word “pupil” and the number you occup into the class list. F.ex.:
“pupil08”
1f. Now, you have already created your gmail account. You are a gmail user!
1g. Close Internet.
2. Login to your GMAIL account:
2a. Open Internet with the Mozilla Firefox browser.
2b. Write into the webs bar: www.gmail.com
2c. Where you can see nom d’usuari, write yours, without the symbol @ or gmail.com
2d. Add your own contrasenya
2e. Click on Inicieu la sessió
Usermane
Password
3. CONSULTA ELS CORREUS ELECTRÒNICS REBUTS:
3a. Al menú de l’esquerra, clica una vegada sobre Safata d’entrada
3b. Per llegir un missatge, clica una vegada sobre l’assumpte o sobre l’emissor. Un cop llegit, per tornar a
veure els missatges rebuts, clica sobre Safata d’entrada una altra vegada
3c. Si el vols esborrar, clica al requadre de davant (t’apareixerà un tick) i clica sobre Suprimeix, del
menú de dalt. Si el vols tornar a consultar, el trobaràs a 6 més Paperera
3d. Si no vols rebre més missatges d’aquest usuari, clica al requadre de davant (t’apareixerà un tick) i
clica sobre Marca-ho com a correu brossa.
2. 4. ENVIA UN CORREU ELECTRÒNIC.
4a. Al menú de l’esquerra, clica sobre Redacta un missatge.
4b. Omple els camps que se’t demana amb el compte del teu company i envia-li una salutació qualsevol,
amb assumpte i missatge (EN ANGLÈS)
4c. Obrir ara el compte de l’altre company/usuari i consulteu-hi el missatge.
4d. Respon-lo, reenvia’l ...
5. OBRE UN CORREU ELECTRÒNIC:
5a. Obre el missatge que t’ha enviat el mestre i respon-lo a tots, perquè així et podràs agregar tots els
contacte que necessitaràs aquest curs.
A LA PROPERA SESSIÓ FAREM EXACTAMENT EL MATEIX DES DE L’ACTIVITAT 3, PERÒ
CANVIANT L’IDIOMA A ANGLÈS. ABANS, PERÒ, POTSER CALIA FAMILIARITZAR-NOS UN
COP AMB EL FORMAT I LES ACCIONS BÀSIQUES MÉS USUALS.