This document appears to be a language assessment test containing multiple choice, fill-in-the-blank, and short answer questions in Spanish about various grammar and vocabulary topics. It covers verbs, greetings, professions, family members, descriptions, numbers, days of the week, languages, activities, and ability questions in the present tense. The test contains questions about running, arranging plans, begging, coming, taking, singing, talking, walking, sending, carrying, jumping, drawing, preparing, searching for, paying, developing, taking photos, making tangible and intangible things, buying, professions like firefighters, doctors, guitar players, adjectives, siblings, birthplaces, ages, transportation, personality traits,
The document appears to be a language assessment test containing questions, words, numbers, and passages in Spanish. It includes exercises on running verbs in English, greetings, professions, descriptions of people, numbers, days of the week, possessive adjectives, languages, and answering yes/no questions using "can" and "will/won't". The assessment contains fill-in-the-blank and short answer questions to evaluate a student's Spanish language skills.
The document appears to be a test or evaluation containing multiple sections in Spanish related to learning English verbs, expressions, adjectives, nouns, numbers, days of the week, and questions about ability and plans using affirmative and negative responses. It includes fill-in-the-blank and short answer questions to assess a student's English language skills.
This document contains an English exam for Year 5 students. It has three sections. Section A contains a picture and students must write 5 sentences describing it. Section B contains information about three Malaysian states - Pahang, Sarawak, and Sabah - and students must complete a table with details and choose which state they would visit and why. Section C contains pictures and students must write a story based on the pictures using given words. The exam tests students' English language skills including writing descriptive sentences, completing tables, and writing short stories.
The document provides guidance on using "should/ought to" and "had better" to give advice. It states:
- "Should/ought to" are used to give advice or make a strong suggestion about what someone should do. They generally mean the same thing, but "should" is more common.
- "Had better" gives stronger, urgent advice that should be followed, otherwise something unpleasant may happen.
- It is customary to use "should" instead of "ought to", especially in questions.
- Examples are given of using these terms to provide advice for various situations.
The document describes a self-evaluation form for a student to assess their performance in art class over a period. The form includes boxes to check that best describes the student's class participation, consideration of aesthetic and cultural ideas in their artwork, and a section for the student to answer the 5 Ws and H questions about specific art activities. The student is also asked to rank 3 peer animations from best to worst quality based on criteria provided.
In this video we shall learn advanced concept of Noun forms. Here we shall practice filling up noun forms.
You can access the video for this powerpoint file here
http://youtu.be/zWriKAVwyXA
Kevin's Spoken English aims to teach quality, easy, fun and effective Spoken English Classes for free online. Kevin's Spoken English is the only course ever made to cover 9 areas of Language development like Reading, Understanding, Translation, Remembering, Speaking, Writing and Listening, apart from Grammar. Traditional Spoken English classes focus on just Grammar. But at Kevin's we have a Parameters based approach. It is a complete Language Learning System and most of all, it is free.
Not just that, we would upload loads of motivational and inspirational videos from time to time to help you in your journey of learning and life as whole. Avi Person Business Personality Development Institute is an sister initiative of Kevin's Spoken English.
If online learning is not your cup of tea, you can visit our Spoken English classes in Dilshukngar, Hyderabad. You may contact us at 9059 949 657 or email me at venky1921@yahoo.com
Also, I blog at www.venky1921.wordpress.com discussing my ideas about nation development and individual upliftment. Thanks for dropping by.
The document appears to be a language assessment test containing questions, words, numbers, and passages in Spanish. It includes exercises on running verbs in English, greetings, professions, descriptions of people, numbers, days of the week, possessive adjectives, languages, and answering yes/no questions using "can" and "will/won't". The assessment contains fill-in-the-blank and short answer questions to evaluate a student's Spanish language skills.
The document appears to be a test or evaluation containing multiple sections in Spanish related to learning English verbs, expressions, adjectives, nouns, numbers, days of the week, and questions about ability and plans using affirmative and negative responses. It includes fill-in-the-blank and short answer questions to assess a student's English language skills.
This document contains an English exam for Year 5 students. It has three sections. Section A contains a picture and students must write 5 sentences describing it. Section B contains information about three Malaysian states - Pahang, Sarawak, and Sabah - and students must complete a table with details and choose which state they would visit and why. Section C contains pictures and students must write a story based on the pictures using given words. The exam tests students' English language skills including writing descriptive sentences, completing tables, and writing short stories.
The document provides guidance on using "should/ought to" and "had better" to give advice. It states:
- "Should/ought to" are used to give advice or make a strong suggestion about what someone should do. They generally mean the same thing, but "should" is more common.
- "Had better" gives stronger, urgent advice that should be followed, otherwise something unpleasant may happen.
- It is customary to use "should" instead of "ought to", especially in questions.
- Examples are given of using these terms to provide advice for various situations.
The document describes a self-evaluation form for a student to assess their performance in art class over a period. The form includes boxes to check that best describes the student's class participation, consideration of aesthetic and cultural ideas in their artwork, and a section for the student to answer the 5 Ws and H questions about specific art activities. The student is also asked to rank 3 peer animations from best to worst quality based on criteria provided.
In this video we shall learn advanced concept of Noun forms. Here we shall practice filling up noun forms.
You can access the video for this powerpoint file here
http://youtu.be/zWriKAVwyXA
Kevin's Spoken English aims to teach quality, easy, fun and effective Spoken English Classes for free online. Kevin's Spoken English is the only course ever made to cover 9 areas of Language development like Reading, Understanding, Translation, Remembering, Speaking, Writing and Listening, apart from Grammar. Traditional Spoken English classes focus on just Grammar. But at Kevin's we have a Parameters based approach. It is a complete Language Learning System and most of all, it is free.
Not just that, we would upload loads of motivational and inspirational videos from time to time to help you in your journey of learning and life as whole. Avi Person Business Personality Development Institute is an sister initiative of Kevin's Spoken English.
If online learning is not your cup of tea, you can visit our Spoken English classes in Dilshukngar, Hyderabad. You may contact us at 9059 949 657 or email me at venky1921@yahoo.com
Also, I blog at www.venky1921.wordpress.com discussing my ideas about nation development and individual upliftment. Thanks for dropping by.
The document contains instructions for navigating between pages of a document using left and right facing arrows. It repeats sections with questions and answers, asking the reader to click the back or next arrows to navigate between pages.
The document is a student portfolio containing information about the student's kindergarten, name, photo, birthdate, height and weight over time, likes and dislikes, self-assessments of skills and progress, records of behavior observations, evaluations of difficulties and strategies from the start and end of periods, and notes.
The document is a worksheet asking a student to fill in adjectives and verbs to describe why Miki is sad and what Miki is making. It provides blanks for the student to write responses and for their partner to write follow up responses, but does not provide any context beyond Miki being sad.
This document discusses excuses and taking responsibility for one's actions. It begins by defining excuses and having the reader identify excuses they commonly use. It then discusses how excuses mask our true intentions and how we often make excuses for other people. The document urges the reader to stop making excuses for themselves or others and to take responsibility for their choices and behaviors. It provides examples of how making excuses can enable dysfunction. It encourages the reader to identify "boats" or things in their life that allow them to retreat to old behaviors and challenges them to burn those boats to facilitate change.
Bài tập chuyển đổi câu tiếng anh ( with key)Pigeonrose
This document contains sample sentence transformation questions from standardized tests for junior high school students in Ho Chi Minh City, Vietnam from 2000-2012. It includes 12 tests with multiple choice questions where students must transform the original sentence into the form indicated in parentheses. The goal is to assess students' ability to restructure sentences while maintaining the same meaning.
UPSR 2017 - Compilation English 014 (Section B) IMSHA LEARNING
This document contains 6 passages providing instructions and prompts for different sections of an English exam. The passages include pictures, advertisements, notices and other materials for students to reference in answering questions. Some of the key details include:
- Passage 1 asks students to list 3 activities to clean their class and write an email informing a friend about a volunteer opportunity.
- Passage 2 provides information about a hotel and asks students to list 3 things they would enjoy there and write an email telling a pen pal about activities at the hotel.
- Passage 3 gives information about Cameron Highlands and asks students to list 3 places to visit there and write a postcard about 3 activities during their stay.
- Passages
The document contains an English exam for year 5 students with 3 sections:
1) Writing 5 sentences describing a beach scene picture
2) Completing a table with product details and choosing a gift for mother's birthday
3) Writing a story based on pictures of a woman being attacked and rescued
This document contains four student exams from the Miracle Haven Community Learning Center in Brgy Ngoso, Gandara Samar. The exams cover the subjects of English, Mathematics, and Filipino and include tasks such as filling in missing words, numbers, and letters; matching words to pictures; writing numbers or words; and performing basic addition problems. The exams are designed to assess student learning and proficiency in these core subjects on a monthly basis.
This document contains sample tests from the Miracle Haven Community Learning Center for English, Filipino, and Mathematics. The English test has fill-in-the-blank questions about pictures and choosing answers. The Filipino test involves filling in missing vowels and consonants. The Mathematics test consists of writing number words and numbers 1-15. The tests are meant to be completed by students and signed by their parents.
The couple gets into an argument after Jade sees another woman's name on Liam's phone. Jade accuses Liam of cheating and physically assaults him. They go to a party but return home with Liam battered and bruised. Jade continues to emotionally and physically abuse Liam, showing controlling and paranoid behaviors, while she may be cheating herself by looking at another man's profile on Facebook.
This document is a worksheet from The Institute of ELC prepared by Ms. Ishrat Khan. It contains instructions and space for students to sequence pictures, describe scenes, answer questions about pictures, and write stories based on or inspired by the pictures. The worksheet aims to practice English language skills through visual aids.
The document provides examples of newspaper front pages from The New York Times, The New York Daily News, and The Indianapolis Star commemorating the 10th anniversary of 9/11 on September 11, 2011. It asks students to create a list of story ideas for the anniversary and reflect on what they remember about 9/11. The document suggests coverage of 9/11 would likely differ between a New York City paper and an Indianapolis paper.
The study aimed to ethically replicate the Stanford prison experiment to understand how social roles, identity, and power dynamics influence behavior. Researchers randomly assigned 14 healthy male participants to roles of prisoner or guard in a simulated prison environment. Observers closely monitored interactions over a 6-day period to analyze when and why participants identified with or criticized their assigned roles. The careful screening and monitoring of participants aimed to conduct the study safely and avoid the unethical behaviors of the Stanford prison experiment.
This document provides instructions for creating a merit badge counselor list to support the Boy Scouts of America merit badge program. It describes selecting head counselors for each merit badge category and recruiting additional counselors. Counselors must be approved and registered. The worksheet guides listing counselor names, contact info, and badges they are qualified to sign off on. Maintaining an up-to-date list annually will help Scouts earn merit badges from qualified local volunteers.
The document provides advice on personal sports branding, recommending that individuals be passionate about their work, provide insightful and valuable content tailored to their audience, maintain an online presence through social media to expand their reach, and focus on developing themselves authentically rather than just curating an image. The overall message is that personal branding involves consistently showing fans the real person behind the brand in order to inspire and empower others.
This document appears to be a student portfolio template containing sections for personal information, interests, self-assessments, observations, evaluations, and notes. It includes fields for the student's name, photo, birthdate, height and weight. There are also sections to track accomplishments over time, academic strengths and weaknesses, and strategies for improvement. The template seems designed to collect a variety of data about a student's development and learning progress throughout the school year.
The document is a lesson about using "have got" and includes examples, exercises, and pictures to practice forming questions and short answers about possession with "have got". It covers the affirmative, negative, and interrogative forms of "have got" including short forms. Students are asked to write out questions and answers, correct sentences, and look at pictures to determine what items characters "have got". The lesson provides practice with using "have got" in the context of asking and answering questions about possession.
This document contains a job applicant rating form used by Professor A. Castillo to evaluate candidates. The form includes sections to rate the applicant's education, visual and audio impressions, personal characteristics, habits/interests, leadership qualities, and work history. The interviewer provides favorable, questionable, or unfavorable ratings for over 50 criteria. At the end, they summarize if the applicant can do the job, progress in it, has interest, and potential for growth along with their strongest and weakest points. Space for additional comments is also included.
This document appears to be an English exam consisting of multiple sections assessing a student's knowledge of various grammatical concepts in English. The sections include conjugating verbs, expressions of farewell, adjectives, possessive adjectives, numbers, days of the week, short paragraphs assessing grammar and vocabulary, and questions assessing ability in English. The document contains over 50 fill-in-the-blank questions and short response items for the student to complete, testing their mastery of foundational English grammar.
This document is an English grammar exercise that focuses on the present continuous tense. It contains:
1. A list of verbs in their "-ing" form that students must write in the correct columns of regular or irregular verbs.
2. An explanation of how to form negative sentences in the present continuous tense using "not" after the auxiliary verb.
3. Several examples for students to write the same sentences in the negative form.
4. Pictures with sentences in the affirmative present continuous for students to write the corresponding negative sentences. The pictures depict various actions for students to practice this grammar point.
The document is a writing prompt for a short story contest for young writers. It provides blanks for the writer to fill in details like the title of their story, what a curious joaninha (ladybug) sees through its glasses that surprises it, what the object is and who or what may be inside, how the object and situations are described, what may happen, and how any situations could be resolved. The writer is prompted to fill in these details to create their short story submission for the contest.
The document contains instructions for navigating between pages of a document using left and right facing arrows. It repeats sections with questions and answers, asking the reader to click the back or next arrows to navigate between pages.
The document is a student portfolio containing information about the student's kindergarten, name, photo, birthdate, height and weight over time, likes and dislikes, self-assessments of skills and progress, records of behavior observations, evaluations of difficulties and strategies from the start and end of periods, and notes.
The document is a worksheet asking a student to fill in adjectives and verbs to describe why Miki is sad and what Miki is making. It provides blanks for the student to write responses and for their partner to write follow up responses, but does not provide any context beyond Miki being sad.
This document discusses excuses and taking responsibility for one's actions. It begins by defining excuses and having the reader identify excuses they commonly use. It then discusses how excuses mask our true intentions and how we often make excuses for other people. The document urges the reader to stop making excuses for themselves or others and to take responsibility for their choices and behaviors. It provides examples of how making excuses can enable dysfunction. It encourages the reader to identify "boats" or things in their life that allow them to retreat to old behaviors and challenges them to burn those boats to facilitate change.
Bài tập chuyển đổi câu tiếng anh ( with key)Pigeonrose
This document contains sample sentence transformation questions from standardized tests for junior high school students in Ho Chi Minh City, Vietnam from 2000-2012. It includes 12 tests with multiple choice questions where students must transform the original sentence into the form indicated in parentheses. The goal is to assess students' ability to restructure sentences while maintaining the same meaning.
UPSR 2017 - Compilation English 014 (Section B) IMSHA LEARNING
This document contains 6 passages providing instructions and prompts for different sections of an English exam. The passages include pictures, advertisements, notices and other materials for students to reference in answering questions. Some of the key details include:
- Passage 1 asks students to list 3 activities to clean their class and write an email informing a friend about a volunteer opportunity.
- Passage 2 provides information about a hotel and asks students to list 3 things they would enjoy there and write an email telling a pen pal about activities at the hotel.
- Passage 3 gives information about Cameron Highlands and asks students to list 3 places to visit there and write a postcard about 3 activities during their stay.
- Passages
The document contains an English exam for year 5 students with 3 sections:
1) Writing 5 sentences describing a beach scene picture
2) Completing a table with product details and choosing a gift for mother's birthday
3) Writing a story based on pictures of a woman being attacked and rescued
This document contains four student exams from the Miracle Haven Community Learning Center in Brgy Ngoso, Gandara Samar. The exams cover the subjects of English, Mathematics, and Filipino and include tasks such as filling in missing words, numbers, and letters; matching words to pictures; writing numbers or words; and performing basic addition problems. The exams are designed to assess student learning and proficiency in these core subjects on a monthly basis.
This document contains sample tests from the Miracle Haven Community Learning Center for English, Filipino, and Mathematics. The English test has fill-in-the-blank questions about pictures and choosing answers. The Filipino test involves filling in missing vowels and consonants. The Mathematics test consists of writing number words and numbers 1-15. The tests are meant to be completed by students and signed by their parents.
The couple gets into an argument after Jade sees another woman's name on Liam's phone. Jade accuses Liam of cheating and physically assaults him. They go to a party but return home with Liam battered and bruised. Jade continues to emotionally and physically abuse Liam, showing controlling and paranoid behaviors, while she may be cheating herself by looking at another man's profile on Facebook.
This document is a worksheet from The Institute of ELC prepared by Ms. Ishrat Khan. It contains instructions and space for students to sequence pictures, describe scenes, answer questions about pictures, and write stories based on or inspired by the pictures. The worksheet aims to practice English language skills through visual aids.
The document provides examples of newspaper front pages from The New York Times, The New York Daily News, and The Indianapolis Star commemorating the 10th anniversary of 9/11 on September 11, 2011. It asks students to create a list of story ideas for the anniversary and reflect on what they remember about 9/11. The document suggests coverage of 9/11 would likely differ between a New York City paper and an Indianapolis paper.
The study aimed to ethically replicate the Stanford prison experiment to understand how social roles, identity, and power dynamics influence behavior. Researchers randomly assigned 14 healthy male participants to roles of prisoner or guard in a simulated prison environment. Observers closely monitored interactions over a 6-day period to analyze when and why participants identified with or criticized their assigned roles. The careful screening and monitoring of participants aimed to conduct the study safely and avoid the unethical behaviors of the Stanford prison experiment.
This document provides instructions for creating a merit badge counselor list to support the Boy Scouts of America merit badge program. It describes selecting head counselors for each merit badge category and recruiting additional counselors. Counselors must be approved and registered. The worksheet guides listing counselor names, contact info, and badges they are qualified to sign off on. Maintaining an up-to-date list annually will help Scouts earn merit badges from qualified local volunteers.
The document provides advice on personal sports branding, recommending that individuals be passionate about their work, provide insightful and valuable content tailored to their audience, maintain an online presence through social media to expand their reach, and focus on developing themselves authentically rather than just curating an image. The overall message is that personal branding involves consistently showing fans the real person behind the brand in order to inspire and empower others.
This document appears to be a student portfolio template containing sections for personal information, interests, self-assessments, observations, evaluations, and notes. It includes fields for the student's name, photo, birthdate, height and weight. There are also sections to track accomplishments over time, academic strengths and weaknesses, and strategies for improvement. The template seems designed to collect a variety of data about a student's development and learning progress throughout the school year.
The document is a lesson about using "have got" and includes examples, exercises, and pictures to practice forming questions and short answers about possession with "have got". It covers the affirmative, negative, and interrogative forms of "have got" including short forms. Students are asked to write out questions and answers, correct sentences, and look at pictures to determine what items characters "have got". The lesson provides practice with using "have got" in the context of asking and answering questions about possession.
This document contains a job applicant rating form used by Professor A. Castillo to evaluate candidates. The form includes sections to rate the applicant's education, visual and audio impressions, personal characteristics, habits/interests, leadership qualities, and work history. The interviewer provides favorable, questionable, or unfavorable ratings for over 50 criteria. At the end, they summarize if the applicant can do the job, progress in it, has interest, and potential for growth along with their strongest and weakest points. Space for additional comments is also included.
This document appears to be an English exam consisting of multiple sections assessing a student's knowledge of various grammatical concepts in English. The sections include conjugating verbs, expressions of farewell, adjectives, possessive adjectives, numbers, days of the week, short paragraphs assessing grammar and vocabulary, and questions assessing ability in English. The document contains over 50 fill-in-the-blank questions and short response items for the student to complete, testing their mastery of foundational English grammar.
This document is an English grammar exercise that focuses on the present continuous tense. It contains:
1. A list of verbs in their "-ing" form that students must write in the correct columns of regular or irregular verbs.
2. An explanation of how to form negative sentences in the present continuous tense using "not" after the auxiliary verb.
3. Several examples for students to write the same sentences in the negative form.
4. Pictures with sentences in the affirmative present continuous for students to write the corresponding negative sentences. The pictures depict various actions for students to practice this grammar point.
The document is a writing prompt for a short story contest for young writers. It provides blanks for the writer to fill in details like the title of their story, what a curious joaninha (ladybug) sees through its glasses that surprises it, what the object is and who or what may be inside, how the object and situations are described, what may happen, and how any situations could be resolved. The writer is prompted to fill in these details to create their short story submission for the contest.
The document provides instructions and examples for students to practice expressing opinions in English. It includes 3 activities: 1) rewriting sentences using opinion phrases, 2) writing original sentences with given opinion phrases, and 3) giving opinions and reasons for various pictures using opinion phrases and linking words. The goal is to help students learn how to incorporate opinion phrases to express their own perspectives in English.
This document is a checklist for assessing the skills of a preschool child over two grading periods. It includes assessments of self-help skills like using utensils, dressing, toileting, and avoiding dangers. Communication skills are assessed like the nature of the child's communication, intelligibility of speech, responding to their name, listening comprehension, and relating experiences. Physical development skills are assessed like walking, grasping, catching, using scissors, and drawing. Pre-academic skills like knowing their age, address, body parts, and writing are also assessed. The checklist will be used to track the child's progress over the school year.
The document provides instructions for students to complete a weekly vocabulary study booklet. It directs students to cut out vocabulary words, put them in alphabetical order, use each word in a sentence, and staple the words into a booklet to take home and study. It includes a list of vocabulary words for the student to use in sentences in the booklet.
This document contains an exercise on simple past tense in English. It provides examples of forming positive, negative, and interrogative sentences in simple past tense and asks the student to complete sentences by filling in the blanks with verbs in their simple past form. It also contains exercises on irregular verbs in simple past tense, completing tables, transforming sentences between present and past tense, choosing the correct form of "be" verbs in simple past, and asking questions about the bold parts of sentences.
This document contains a variety of lesson plans, activities, and instructions for a classroom. It includes:
1) A reading passage called "The Strongest One" and instructions for students to visualize the story, identify characters and events, and summarize what happened.
2) Objectives for the week focused on visualization, summarization, antonyms, adjectives, and decimals.
3) A schedule that outlines the daily plan including reading, math, recess, lunch, and other activities.
4) Instructions for center assignments and topics to be covered in math including decimals and the metric system.
This document provides exercises to practice using the future tense "going to". It includes a table to fill in with the correct forms of "be" and to make sentences negative and questions. There are also sentence rearrangement exercises and a conversation to complete using prompts with "going to". The purpose is to practice using "going to" to talk about future plans and intentions.
This document provides team contact and meeting information for the Pre-AP Biology/Biology team. It lists Dan Patrick, Mendy Davis, and David Holbert as team contacts with their emails. The team meets weekly on Thursdays from 7:00-7:30pm in room 131.
This document contains forms related to student-parent-teacher conferences and interventions at Taloy Sur National High School in the Philippines. The forms include a student-parent-teacher conference form to document conferences about a student's behavior, academics, or other reasons. An anecdotal, contact, and home visitation form tracks observations of students, contacts made with parents to schedule conferences, and home visitation reports. The documents provide a way for the school to document interventions and agreements with students and parents to address issues.
This document is an English worksheet that contains questions asking students to describe objects in their home, the number of rooms in their house, complete sentences about an astronaut's daily routine in space, and imagine what daily life would be like on Mars. Students are asked to describe their imagined daily routine on Mars in 50-60 words.
The document contains exercises from an English language textbook for year 5 students. It includes exercises on listing spending plans with $500, planning purchases for a camping trip with a $100 budget, categorizing statements as examples of saving, spending or sharing money, and filling in blanks and answering questions about passages on responsible spending habits. The exercises focus on key concepts around personal finance for children such as earning, saving, spending and donating money.
This document appears to be an English written test for 6th grade students. It consists of multiple choice questions, fill-in-the-blank exercises, and short answer questions testing vocabulary, reading comprehension, grammar, and writing skills related to topics like food, menus, and verb tenses. The test covers labeling pictures, answering true/false questions, recommending dishes to customers, ordering from a menu, and writing emails - assessing a range of English language abilities for middle school level students.
The document contains 3 questions about the short story "The Scarlet Ibis" by James Hurst. Question 1 asks about the significance of the setting at the opening of the story. Question 2 asks about the symbolic meaning of the scarlet ibis. Question 3 asks how the narrator's feelings toward his brother change throughout the story. For each question, the document provides steps to restate the question, answer it with evidence from the text, explain the deeper meaning, and logically put the response together in complete sentences.
The document discusses the difference between using the verbs "make" and "do". "Make" should be used to express activities that create a physical object, such as making a cake, making a phone call, or making friends. "Do" should be used for daily activities or jobs that do not result in a physical object, such as doing the dishes, doing homework, or doing exercise. A list of example phrases with "make" and "do" is provided to illustrate the difference between how these verbs are used.
The document contains exercises to practice word order for different English tenses and structures, including superlatives, future tense questions, past simple, comparatives, present simple questions and statements. Students are instructed to reorder the words into correct sentences and then answer additional questions or determine if the sentences are true or false.
This document contains an Ignatian Pedagogical Paradigm (IPP) lesson plan template used by Ateneo de Zamboanga University Grade School. The template includes sections for Context, Experience, Reflection, and Action. The Context section collects information about the students such as their grade level, abilities, and learning preferences. The Experience section outlines the introduction, presentation of content, and discussion. The Reflection section considers what was learned. And the Action section determines how lessons can be applied in the future. The template provides guidance for instructors to develop well-rounded lessons informed by the students' experiences.
El documento contiene 20 preguntas sobre conceptos y figuras literarias relacionadas con la poesía. Las preguntas abarcan temas como recursos poéticos como la prosopopeya y la antítesis, características de movimientos literarios como el vanguardismo y el modernismo, elementos métricos como la rima y el verso libre, y figuras retóricas como la metáfora, el hipérbaton y el oxímoron.
Eduardo escribió a sus padres desde París, donde acababa de llegar después de un vuelo turbulento y retrasado. Planea visitar museos, monumentos, calles y parques en París durante los próximos días, y también ir a Versalles y posiblemente Euro Disney con sus 5 amigos, aunque tendrán que controlar los gastos debido a que van cortos de dinero.
Este documento contiene 20 preguntas de opción múltiple sobre temas de historia y literatura. Las preguntas cubren figuras políticas de la Segunda Guerra Mundial, el Secretario General de la ONU Javier Pérez de Cuellar, el origen de la Revolución Industrial en Inglaterra, la obra literaria "La Divina Comedia" de Dante Alighieri, y otros temas históricos, literarios y arquitectónicos.
Este documento contiene 10 preguntas de cultura general sobre temas como la historia de los Juegos Olímpicos, monumentos característicos de culturas antiguas como Egipto y Grecia, ubicaciones de sitios famosos como la Torre de Pisa y las Cataratas del Niagara, y figuras históricas como el primer líder indígena en levantarse contra el dominio español en Sudamérica. Las preguntas abarcan una variedad de temas culturales y geográficos de todo el mundo.
El documento habla sobre las extinciones recientes de animales como el mamut y los neandertales. También menciona que las extinciones de la megafauna pueden deberse a cambios climáticos o a la caza humana. Finalmente, señala que la influencia humana, como la destrucción de hábitats y el cambio climático, plantea una gran amenaza para la flora y fauna del planeta.
Este documento presenta una lista de palabras en español que llevan acento diacrítico y aquellas que no lo llevan, explicando cuándo se usa cada una. También incluye ejercicios para practicar la correcta colocación del acento diacrítico en palabras monosílabas y en pares de palabras que se diferencian solo por el acento.
Este documento explica qué son los adjetivos y cómo se usan. Los adjetivos describen sustantivos indicando cualidades como el tamaño, color, edad u otras características. El documento incluye ejercicios para identificar adjetivos y comprobar su concordancia de género y número con los sustantivos.
El documento habla sobre los tres grados del adjetivo en español: positivo, comparativo y superlativo. Explica que el superlativo se divide en absoluto y relativo. Luego da ejemplos de cada grado y pide identificar el grado del adjetivo en varias oraciones.
Este documento contiene 20 preguntas de opción múltiple sobre temas de historia y literatura. Las preguntas cubren figuras políticas de la Segunda Guerra Mundial, el Secretario General de la ONU Javier Pérez de Cuellar, el origen de la Revolución Industrial en Inglaterra, la obra literaria "La Divina Comedia" de Dante Alighieri, y otros temas históricos, literarios y arquitectónicos.
Este documento contiene 10 preguntas de cultura general sobre temas como la historia de los Juegos Olímpicos, monumentos característicos de culturas antiguas como Egipto y Grecia, ubicaciones de sitios famosos como la Torre de Pisa y las Cataratas del Niagara, y figuras históricas como el primer líder indígena en levantarse contra el dominio español en Sudamérica. Las preguntas abarcan una variedad de temas culturales y geográficos de todo el mundo.
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The document provides conjugation exercises for verbs in Spanish in different tenses, including preterite simple, preterite perfect, preterite imperfect, present simple, present perfect, and present imperfect. For each verb and tense, there are 8 blank spaces to write the conjugated verb form. The verbs provided for conjugation are brincar, despertar, saludar, doler, deslumbrar, derrumbar, abolir, forzar, and cocer.
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La princesa Casilda estaba triste y salió a los jardines del palacio donde un ángel en forma de mariposa la distrajo volando de flor en flor. Al seguir a la mariposa, Casilda descubrió detrás de unos muros a prisioneros nazarenos lamentándose hambrientos y encadenados.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. Evaluation 1 Level 2
1
Escribe en inglés todo el examen.
correr
arreglar
pedir limosna
venir
tomar (con la mano)
cantar
platicar
caminar
enviar
llevar a
___________________
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brincar
dibujar
preparar
buscar a
pagar
desarrollar
tomar fotos a
hacer cosas (materiales)
comprar
hacer cosas (no materiales)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
Expresiones de despedida
Adiós
Nos vemos luego
Nos vemos mañana
Nos vemos la semana que viene
Hasta mañana
Hasta la semana que viene
Hasta el jueves
Buenas noches (al irse)
Que tengas un buen día
Que tengas una buena semana
Que tengas un buen fin de semana
Tú también
Igualmente
Cuídate
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2. Evaluation 1 Level 2
2
bombero
doctor
guitarrista
un chico agradable
una niña bonita
siempre
una escuela vieja
en la casa
hormigas
osos
un pastel delicioso
un buen estudiante
mecánico
maestro de portugués
también
un libro interesante
arquitectos
en el trabajo
pelota
libros
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3. Evaluation 1 Level 2
3
Sandra, Jennifer and Jacky viven en Houston. Hablan inglés, alemán y chino. Sandra nació en
Tampa, Jennifer nació en Washington D.C., Jacky nació en San Francisco. Sandra tiene 24 años,
Jennifer tiene 25 and Jacky tiene 27. Son hermanas. Se van en carro a la escuela todas las
mañanas. Sandra es inteligente, Jennifer es muy paciente y Jacky es responsable.
______________________________________________________________________________
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Adjetivos posesivos
Tu
Mi
Su, sus (de él)
Su, sus (de ellos)
Su, sus (de usted)
Su (de ella)
Su (de cosa o animal)
Su, sus (de ellas)
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
___________________
idiomas
español
inglés
japonés
chino
portugués
francés
sueco
alemán
árabe
italiano
ruso
coreano
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5. Evaluation 1 Level 2
5
domingo
miércoles
sábado
martes
jueves
lunes
viernes
___________________
___________________
___________________
___________________
___________________
___________________
___________________
table
take
talent
talk
tap
activity
activate
hotel
cotton
motel
sight
state
wait
dirt
heat
Joseph y Patricia son hermanos. Viven en la
misma ciudad, pero en diferentes lugares.
Joseph es callado, Patricia es extrovertida. Los
dos estudian la misma carrera. Hablan tres
idiomas porqueson inteligentes. Celebran la
Navidad en la casa en Washington DC. Compran
varios regalos para primos, hermanas y padres.
Los dos practican deportes. Van al parque cerca
de un centro comercial grande a diario.
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6. Evaluation 1 Level 2
6
1.- Can Mary run 200 metersin30 seconds?_______________________________________________________________
___________________________________________________________________________________________________
2.- Can Alfredcome tomy partytomorrownight?___________________________________________________________
___________________________________________________________________________________________________
3.- Can youspeakJapanese verywell?___________________________________________________________________
___________________________________________________________________________________________________
4.- Can a 5-month-oldbabywalk? _______________________________________________________________________
___________________________________________________________________________________________________
5.- Can Silviaplaythe guitarverywell?___________________________________________________________________
___________________________________________________________________________________________________
6.- Can a turtle walkveryfast?_________________________________________________________________________
___________________________________________________________________________________________________
7.- Can manypeople inMexicoeatmeateveyday?_________________________________________________________
___________________________________________________________________________________________________
8.- Can Salvadorvisithisgrandparentseveryweek?________________________________________________________
___________________________________________________________________________________________________
9.- Can I teach youJapanese inthisschool?_______________________________________________________________
___________________________________________________________________________________________________
10.- Can Adriando hishomeworkafterdinnereveryday?____________________________________________________
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Answerthe followingquestions:
7. Evaluation 1 Level 2
7
1.- Will Jackhave a birthdyapartynextweek? _____________________________________________________________
___________________________________________________________________________________________________
2.- Won’tyou studyEnglishinthisschool nextyear?_________________________________________________________
___________________________________________________________________________________________________
3.- Will Armandorunthree kilometersinthe parktomorrow afternoon?________________________________________
___________________________________________________________________________________________________
4.- Won’tAlice workat a veryelegantrestaurantinChicagonextmonth?_______________________________________
___________________________________________________________________________________________________
5.- Will Ernestocome to Guasave nextthe dayaftertomorrow?? _____________________________________________
___________________________________________________________________________________________________
6.- Will Santiagolistentothe radiotonight??_____________________________________________________________
___________________________________________________________________________________________________
7.-
Answerthe followingquestions: