The document provides a leveling guide and lesson plans for teaching English to 1st and 2nd grade students, including introducing greetings, numbers, days of the week, classroom rules, and permission questions through various activities using images, worksheets, and games to practice the target vocabulary and assess student learning. Suggested activities over 5 sessions are detailed to present new content, provide practice opportunities, allow students to produce the language, and conclude each lesson with a wrap-up and assessment.
This document is a lesson plan for an English class focusing on routines and frequency adverbs. The plan outlines the teaching points, aims, language focus, approach, materials, activities, assessment, and components of the lesson. The lesson includes a warm up activity to review prior vocabulary, two main activities for students to practice identifying and using target language in sentences and matching activities, and a closure to assess learning. The plan provides details on the structure and flow of the 40 minute class.
PLANEACIONES DE INGLES PRIMARIA PNIEB planeacion de ingles para primariaEditorial MD
Descargalas aquí www.editorialmd.com PLANEACIONES DE INGLÉS PRIMARIA PNIEB planeacion de ingles para primaria. Referente a los ciclos nuevo programa
Si deseas descargar la planeación completa de los seis grados de inglés primaria ve a este enlace (copia y pega)
http://www.editorialmd.com/planeacion-ingles-primaria.html
O busca en GOOGLE: "planeaciones Editorial MD" y ¡Listo!
This document outlines a lesson plan for a secondary school English class. The lesson focuses on revising and practicing the past simple tense. It includes activities where students ask and answer questions about past personal events using the target structure "When did...". The lesson involves students working individually, in pairs, and in groups. It integrates reading, writing, speaking, and listening skills and makes use of the communicative language teaching approach.
This lesson plan is for a 6th grade English class focused on teaching time. The goals are for students to identify, name, and use different times, incorporate their knowledge of numbers, and develop writing skills. The lesson will use the PPP approach with three stages - a warm up using examples to introduce the topic, a development activity where students match times to words, and a closure game to practice telling time. Potential issues like students getting overexcited are addressed.
This lesson plan is for a 5th grade English class focusing on the verb "to be" in present tense. The unit has 3 lessons planned. Lesson 1 introduces the verb and has students write sentences using objects in the classroom. Lesson 2 practices the verb in affirmative, negative, and interrogative forms through a concentration game and worksheet. Lesson 3 reviews vocabulary from the year by having students draw pictures and write sentences using the pictured items. Each lesson includes a greeting, game, introduction, development activity, and closing assessment.
This lesson plan is for a 5th grade English class focusing on the verb "to be" in present tense over 3 lessons. Lesson 1 introduces the verb and has students write sentences using objects in the classroom. Lesson 2 practices the verb in affirmative, negative, and interrogative forms through a worksheet. Lesson 3 reviews vocabulary from the year by having students draw pictures and write sentences. Each lesson includes an opening game, main activity practicing the target grammar point, and closing assessment or feedback.
This document contains a lesson plan for an English class focused on routines and frequency adverbs. The lesson plan outlines the teaching points, aims, language focus, approach, materials, activities, and assessment. The 40 minute lesson includes a warm up activity to review vocabulary, a presentation of new vocabulary related to typical daily routines, a development activity where students match sentences to pictures, and a closure activity where students find hidden words related to the routines. The plan demonstrates organization, coherence in sequencing activities, inclusion of varied resources and learning styles, clear stages and strategies, and accuracy of language.
This document provides a lesson plan for a 40-minute English class for elementary level students. The lesson focuses on revising pronouns and the verb "to be". It includes a variety of activities like warm-up games, presentations of new vocabulary, reading and coloring activities, and listening exercises from the textbook. The plan aims to develop students' listening, speaking, reading and writing skills through repetition and practice of target grammar and vocabulary. Group work and hands-on activities are incorporated to encourage interaction and participation. The teacher evaluates students through observation and checking comprehension.
This document is a lesson plan for an English class focusing on routines and frequency adverbs. The plan outlines the teaching points, aims, language focus, approach, materials, activities, assessment, and components of the lesson. The lesson includes a warm up activity to review prior vocabulary, two main activities for students to practice identifying and using target language in sentences and matching activities, and a closure to assess learning. The plan provides details on the structure and flow of the 40 minute class.
PLANEACIONES DE INGLES PRIMARIA PNIEB planeacion de ingles para primariaEditorial MD
Descargalas aquí www.editorialmd.com PLANEACIONES DE INGLÉS PRIMARIA PNIEB planeacion de ingles para primaria. Referente a los ciclos nuevo programa
Si deseas descargar la planeación completa de los seis grados de inglés primaria ve a este enlace (copia y pega)
http://www.editorialmd.com/planeacion-ingles-primaria.html
O busca en GOOGLE: "planeaciones Editorial MD" y ¡Listo!
This document outlines a lesson plan for a secondary school English class. The lesson focuses on revising and practicing the past simple tense. It includes activities where students ask and answer questions about past personal events using the target structure "When did...". The lesson involves students working individually, in pairs, and in groups. It integrates reading, writing, speaking, and listening skills and makes use of the communicative language teaching approach.
This lesson plan is for a 6th grade English class focused on teaching time. The goals are for students to identify, name, and use different times, incorporate their knowledge of numbers, and develop writing skills. The lesson will use the PPP approach with three stages - a warm up using examples to introduce the topic, a development activity where students match times to words, and a closure game to practice telling time. Potential issues like students getting overexcited are addressed.
This lesson plan is for a 5th grade English class focusing on the verb "to be" in present tense. The unit has 3 lessons planned. Lesson 1 introduces the verb and has students write sentences using objects in the classroom. Lesson 2 practices the verb in affirmative, negative, and interrogative forms through a concentration game and worksheet. Lesson 3 reviews vocabulary from the year by having students draw pictures and write sentences using the pictured items. Each lesson includes a greeting, game, introduction, development activity, and closing assessment.
This lesson plan is for a 5th grade English class focusing on the verb "to be" in present tense over 3 lessons. Lesson 1 introduces the verb and has students write sentences using objects in the classroom. Lesson 2 practices the verb in affirmative, negative, and interrogative forms through a worksheet. Lesson 3 reviews vocabulary from the year by having students draw pictures and write sentences. Each lesson includes an opening game, main activity practicing the target grammar point, and closing assessment or feedback.
This document contains a lesson plan for an English class focused on routines and frequency adverbs. The lesson plan outlines the teaching points, aims, language focus, approach, materials, activities, and assessment. The 40 minute lesson includes a warm up activity to review vocabulary, a presentation of new vocabulary related to typical daily routines, a development activity where students match sentences to pictures, and a closure activity where students find hidden words related to the routines. The plan demonstrates organization, coherence in sequencing activities, inclusion of varied resources and learning styles, clear stages and strategies, and accuracy of language.
This document provides a lesson plan for a 40-minute English class for elementary level students. The lesson focuses on revising pronouns and the verb "to be". It includes a variety of activities like warm-up games, presentations of new vocabulary, reading and coloring activities, and listening exercises from the textbook. The plan aims to develop students' listening, speaking, reading and writing skills through repetition and practice of target grammar and vocabulary. Group work and hands-on activities are incorporated to encourage interaction and participation. The teacher evaluates students through observation and checking comprehension.
This document provides a lesson plan for a 40-minute English class for 3rd year students at Colegio Provincial J. M. Sobral. The lesson focuses on teaching vocabulary related to dogs and what they can offer people. It includes a warm-up activity reviewing vocabulary from a reading passage, presenting the passage in groups, and having students practice comprehending and matching the vocabulary with pictures. Assessment of vocabulary knowledge and comprehension is integrated throughout the lesson. The plan demonstrates organization, sequencing of activities to develop skills, and inclusion of various teaching strategies.
This document provides details of an English lesson for elementary school students in Argentina. It includes the following:
- The lesson aims to teach students about different school projects through vocabulary, listening activities, and a matching game.
- Students will learn vocabulary for subjects like math, science, art, and more. They will practice listening, speaking, and matching words to pictures.
- The lesson follows the PPP structure of presentation, practice, and production. It incorporates warm-up, development, and closure activities to reinforce the new vocabulary.
This lesson plan is for a 6th grade Spanish class in Buenos Aires, Argentina. The lesson focuses on recycling plastic bottles by transforming them into flower pots. Students will develop reading and speaking skills by reading online instructions for the project and discussing the steps. They will use netbooks to read blogs with ideas, then cut bottles, paint and decorate them to make flower pots to take home. The teacher will assess students' participation and work.
The lesson plan is for a 3rd grade art class to learn face parts vocabulary in English. The students will learn terms like eye, ear, nose and mouth using flashcards. They will then work in pairs to draw their partner's face from memory on a full sheet of paper using paint. The teacher will assess the students on including all face parts and using English questions and vocabulary words for colors.
This lesson plan is for a secondary level English class in Paraguay. The lesson focuses on teaching routines like getting up, having breakfast, doing homework, etc. The plan outlines the aims, language focus, materials, teaching approach, and activities. The 40 minute lesson will begin with greetings and a warm up activity reviewing prior vocabulary. New vocabulary will be introduced through the teacher describing their daily routine. Students will then practice the vocabulary through matching activities and writing short sentences about their own routines. The teacher will monitor students and assess their understanding and use of the new language.
This document outlines a lesson plan for a secondary English language class. The lesson focuses on teaching routines using frequency adverbs like "always" and "sometimes" in the third person singular. The plan includes 4 activities: a warm-up to review vocabulary, presenting new vocabulary, an activity for students to practice the new language, and a closure activity where students order pictures of a character's daily routine. The plan aims to develop students' speaking, listening, reading and writing skills through collaborative and communicative exercises.
This document provides information about a unit plan for an English teaching practicum. The unit focuses on teaching the verb "to be" in present tense.
The unit has three lessons that introduce and practice using the verb "to be" in affirmative, negative, and interrogative forms. Lesson plans include warm-up games, modeling sentences, student practice writing and speaking sentences, and feedback activities.
Assessments include having students write sentences using professions and pronouns as well as drawing pictures and creating sentences using vocabulary from the unit. The overall goals are for students to understand and use the verb "to be" to talk about themselves and describe people and things.
This document contains a unit outline and lesson plan designed by three teachers for a 4th year ESO class. The lesson plan, designed by Rosa María Fernández Alba, focuses on visual arts and the human form over 5 sessions. Students will learn techniques for gesture drawing using charcoal, soft pencils, felt pens and ink with models. They will practice quick sketches capturing poses, participate in critiques, and complete a final online exercise and reflection. The plan details learning objectives, materials, resources, procedures and assessments for each session.
This document outlines lessons on various topics:
1) A mathematics lesson on multiplying multi-digit numbers by one-digit numbers.
2) A English lesson revising the past simple tense and irregular verbs.
3) An activity where students are divided into teams to find treasures around the city by solving clues, taking selfies as proof.
It then discusses a lesson on phraseological units, their origins and uses. The lesson aims to help students distinguish free and stable expressions and expand their vocabulary.
PORTFOLIO (Teaching English to young learners)Kamola Azimova
This article discusses two learner-centered approaches to language teaching: Task-Based Learning (TBL) and Project-Based Learning (PBL). TBL focuses lessons around tasks for students to complete using the target language. Lessons involve a pre-task introduction, performing the task in groups, and reviewing language from the task. PBL takes a longer-term approach, basing an entire term or year around a central topic with investigations, collaboration, and a final product. Both aim to make students' needs central and expose them to authentic language use through communicative activities and projects. The article outlines the benefits and criticisms of these approaches.
Tpd 2017 secondary level - lesson plan - mestreflorenciaFlorencia Mestre
This document provides a lesson plan for an English class focusing on time and the simple present tense. The lesson will have 9 students who are beginners in English. It includes aims to identify simple present forms, describe time, and improve listening and pronunciation skills. Stages include a warm-up with greetings, a presentation on clock times and periods of the day, a development activity matching words to a word search, and a closure activity answering questions in pairs from the textbook. Homework involves creating sentences using simple present forms.
This document provides a lesson plan for a beginner English class focusing on school objects. The aims are for students to identify different school objects, develop listening and speaking skills, and use the indefinite article "a". The lesson will introduce school objects, colors, and numbers using flashcards, real objects, and worksheets. Students will practice recognizing, naming, counting, and describing objects. Formative assessment will involve short questions about objects, colors, and numbers to test pronunciation and recognition. The teacher will closely monitor students and provide support through gestures, modeling, and repetition to help overcome potential difficulties with vocabulary and language structures.
TEACHING VOCABULARY LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
This lesson plan is for a 4th grade class to teach students about colors over 40 minutes. It includes 5 stages: 1) Students watch a video about colors and learn the vocabulary. 2) The teacher reviews the colors and students provide examples. 3) Students play a guessing game to practice the colors. 4) Students are divided into groups for each color to write examples and compete in a game. 5) Students complete a worksheet in groups to develop social and vocabulary skills. The goal is for students to understand, identify, and express colors.
Vocabulary Squares Lesson- TEKS: Middle School: 2: A-E, 6: C, 8&9(inference only); High School 1: A-E
Student will define, illustrate, and give an opposite meaning to their vocabulary words
This document provides a lesson plan for a 45-minute English class for 14 6-7 year old students. The lesson aims to teach colours, numbers up to 10, and farm animals. It includes a variety of activities like greeting and warmup songs, a colour chant, connecting dots to identify animals and colours, and a closing "I Spy" game. The plan demonstrates scaffolding like repetition, gestures, and limiting L1 use. Assessment is through observation of students' language output.
This lesson plan is for an English class for young learners at the Escuela N° 46. The lesson focuses on teaching colors (pink, brown, orange) and revising colors (red, green, yellow, blue) and numbers (1-10). A variety of activities are planned, including singing songs, watching videos, playing games with balls and holes, and a coloring worksheet. Assessment will involve observing students' ability to identify and name colors. The lesson aims to develop listening skills and deepen understanding of colors and numbers.
Rhyming words, What are you doing next week?, Listening and WritingMavict Obar
The document provides a weekly lesson plan for a grade 3 class. Over the course of 5 days, students will learn new vocabulary words, discuss dreams and future plans, listen to audio passages, and complete related worksheets and activities. Some of the challenges anticipated include unwanted behavior, difficulty understanding texts, and difficulty writing or answering questions. Suggested solutions are proper classroom management, simplifying explanations, allowing more time, and providing one-on-one help. New vocabulary words to be learned include ice pack, plaster, barn, tidy, exciting, pill, bill, calendar, fact and opinion.
This lesson plan is for an English class at the secondary level focusing on routines and frequency adverbs. The plan includes 4 activities to introduce, practice, and assess the target language. Students will match images to vocabulary words, read a short text answering yes/no questions, reorder sentences using the new structures, and write 5 sentences about their own routines. The plan incorporates group work, whole class discussion and individual writing. Feedback is provided to help strengthen time management and response to student needs.
This lesson plan outlines an English language class for secondary students focusing on routines and frequency adverbs. The plan includes 5 activities to introduce, practice, and assess the target language. Students will identify routines using adverbs of frequency, greet their teacher, develop listening skills through group work, write sentences about routines, and demonstrate their understanding through a sentence formation activity. The plan aims to develop students' speaking, listening, reading and writing abilities in English.
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article and match explanations for its use.
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
More Related Content
Similar to Leveling_Guide_1st_and_2nd_Grade.pdf 123
This document provides a lesson plan for a 40-minute English class for 3rd year students at Colegio Provincial J. M. Sobral. The lesson focuses on teaching vocabulary related to dogs and what they can offer people. It includes a warm-up activity reviewing vocabulary from a reading passage, presenting the passage in groups, and having students practice comprehending and matching the vocabulary with pictures. Assessment of vocabulary knowledge and comprehension is integrated throughout the lesson. The plan demonstrates organization, sequencing of activities to develop skills, and inclusion of various teaching strategies.
This document provides details of an English lesson for elementary school students in Argentina. It includes the following:
- The lesson aims to teach students about different school projects through vocabulary, listening activities, and a matching game.
- Students will learn vocabulary for subjects like math, science, art, and more. They will practice listening, speaking, and matching words to pictures.
- The lesson follows the PPP structure of presentation, practice, and production. It incorporates warm-up, development, and closure activities to reinforce the new vocabulary.
This lesson plan is for a 6th grade Spanish class in Buenos Aires, Argentina. The lesson focuses on recycling plastic bottles by transforming them into flower pots. Students will develop reading and speaking skills by reading online instructions for the project and discussing the steps. They will use netbooks to read blogs with ideas, then cut bottles, paint and decorate them to make flower pots to take home. The teacher will assess students' participation and work.
The lesson plan is for a 3rd grade art class to learn face parts vocabulary in English. The students will learn terms like eye, ear, nose and mouth using flashcards. They will then work in pairs to draw their partner's face from memory on a full sheet of paper using paint. The teacher will assess the students on including all face parts and using English questions and vocabulary words for colors.
This lesson plan is for a secondary level English class in Paraguay. The lesson focuses on teaching routines like getting up, having breakfast, doing homework, etc. The plan outlines the aims, language focus, materials, teaching approach, and activities. The 40 minute lesson will begin with greetings and a warm up activity reviewing prior vocabulary. New vocabulary will be introduced through the teacher describing their daily routine. Students will then practice the vocabulary through matching activities and writing short sentences about their own routines. The teacher will monitor students and assess their understanding and use of the new language.
This document outlines a lesson plan for a secondary English language class. The lesson focuses on teaching routines using frequency adverbs like "always" and "sometimes" in the third person singular. The plan includes 4 activities: a warm-up to review vocabulary, presenting new vocabulary, an activity for students to practice the new language, and a closure activity where students order pictures of a character's daily routine. The plan aims to develop students' speaking, listening, reading and writing skills through collaborative and communicative exercises.
This document provides information about a unit plan for an English teaching practicum. The unit focuses on teaching the verb "to be" in present tense.
The unit has three lessons that introduce and practice using the verb "to be" in affirmative, negative, and interrogative forms. Lesson plans include warm-up games, modeling sentences, student practice writing and speaking sentences, and feedback activities.
Assessments include having students write sentences using professions and pronouns as well as drawing pictures and creating sentences using vocabulary from the unit. The overall goals are for students to understand and use the verb "to be" to talk about themselves and describe people and things.
This document contains a unit outline and lesson plan designed by three teachers for a 4th year ESO class. The lesson plan, designed by Rosa María Fernández Alba, focuses on visual arts and the human form over 5 sessions. Students will learn techniques for gesture drawing using charcoal, soft pencils, felt pens and ink with models. They will practice quick sketches capturing poses, participate in critiques, and complete a final online exercise and reflection. The plan details learning objectives, materials, resources, procedures and assessments for each session.
This document outlines lessons on various topics:
1) A mathematics lesson on multiplying multi-digit numbers by one-digit numbers.
2) A English lesson revising the past simple tense and irregular verbs.
3) An activity where students are divided into teams to find treasures around the city by solving clues, taking selfies as proof.
It then discusses a lesson on phraseological units, their origins and uses. The lesson aims to help students distinguish free and stable expressions and expand their vocabulary.
PORTFOLIO (Teaching English to young learners)Kamola Azimova
This article discusses two learner-centered approaches to language teaching: Task-Based Learning (TBL) and Project-Based Learning (PBL). TBL focuses lessons around tasks for students to complete using the target language. Lessons involve a pre-task introduction, performing the task in groups, and reviewing language from the task. PBL takes a longer-term approach, basing an entire term or year around a central topic with investigations, collaboration, and a final product. Both aim to make students' needs central and expose them to authentic language use through communicative activities and projects. The article outlines the benefits and criticisms of these approaches.
Tpd 2017 secondary level - lesson plan - mestreflorenciaFlorencia Mestre
This document provides a lesson plan for an English class focusing on time and the simple present tense. The lesson will have 9 students who are beginners in English. It includes aims to identify simple present forms, describe time, and improve listening and pronunciation skills. Stages include a warm-up with greetings, a presentation on clock times and periods of the day, a development activity matching words to a word search, and a closure activity answering questions in pairs from the textbook. Homework involves creating sentences using simple present forms.
This document provides a lesson plan for a beginner English class focusing on school objects. The aims are for students to identify different school objects, develop listening and speaking skills, and use the indefinite article "a". The lesson will introduce school objects, colors, and numbers using flashcards, real objects, and worksheets. Students will practice recognizing, naming, counting, and describing objects. Formative assessment will involve short questions about objects, colors, and numbers to test pronunciation and recognition. The teacher will closely monitor students and provide support through gestures, modeling, and repetition to help overcome potential difficulties with vocabulary and language structures.
TEACHING VOCABULARY LESSON PLAN FOR YOUNG LEARNERSMüberra GÜLEK
This lesson plan is for a 4th grade class to teach students about colors over 40 minutes. It includes 5 stages: 1) Students watch a video about colors and learn the vocabulary. 2) The teacher reviews the colors and students provide examples. 3) Students play a guessing game to practice the colors. 4) Students are divided into groups for each color to write examples and compete in a game. 5) Students complete a worksheet in groups to develop social and vocabulary skills. The goal is for students to understand, identify, and express colors.
Vocabulary Squares Lesson- TEKS: Middle School: 2: A-E, 6: C, 8&9(inference only); High School 1: A-E
Student will define, illustrate, and give an opposite meaning to their vocabulary words
This document provides a lesson plan for a 45-minute English class for 14 6-7 year old students. The lesson aims to teach colours, numbers up to 10, and farm animals. It includes a variety of activities like greeting and warmup songs, a colour chant, connecting dots to identify animals and colours, and a closing "I Spy" game. The plan demonstrates scaffolding like repetition, gestures, and limiting L1 use. Assessment is through observation of students' language output.
This lesson plan is for an English class for young learners at the Escuela N° 46. The lesson focuses on teaching colors (pink, brown, orange) and revising colors (red, green, yellow, blue) and numbers (1-10). A variety of activities are planned, including singing songs, watching videos, playing games with balls and holes, and a coloring worksheet. Assessment will involve observing students' ability to identify and name colors. The lesson aims to develop listening skills and deepen understanding of colors and numbers.
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The document provides a weekly lesson plan for a grade 3 class. Over the course of 5 days, students will learn new vocabulary words, discuss dreams and future plans, listen to audio passages, and complete related worksheets and activities. Some of the challenges anticipated include unwanted behavior, difficulty understanding texts, and difficulty writing or answering questions. Suggested solutions are proper classroom management, simplifying explanations, allowing more time, and providing one-on-one help. New vocabulary words to be learned include ice pack, plaster, barn, tidy, exciting, pill, bill, calendar, fact and opinion.
This lesson plan is for an English class at the secondary level focusing on routines and frequency adverbs. The plan includes 4 activities to introduce, practice, and assess the target language. Students will match images to vocabulary words, read a short text answering yes/no questions, reorder sentences using the new structures, and write 5 sentences about their own routines. The plan incorporates group work, whole class discussion and individual writing. Feedback is provided to help strengthen time management and response to student needs.
This lesson plan outlines an English language class for secondary students focusing on routines and frequency adverbs. The plan includes 5 activities to introduce, practice, and assess the target language. Students will identify routines using adverbs of frequency, greet their teacher, develop listening skills through group work, write sentences about routines, and demonstrate their understanding through a sentence formation activity. The plan aims to develop students' speaking, listening, reading and writing abilities in English.
This document contains a lesson plan for an English class focusing on language learning experiences and tenses. It includes details such as the date, class details, teaching points, aims and goals, language focus, teaching approach, activities, materials, and potential issues. The lesson plan involves students discussing their experiences learning English in groups, focusing on the tenses used. They then complete a chart practicing the tenses. Finally, students analyze sentences using the definite article and match explanations for its use.
Similar to Leveling_Guide_1st_and_2nd_Grade.pdf 123 (20)
The debris of the ‘last major merger’ is dynamically youngSérgio Sacani
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
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A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
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Thematic analysis in qualitative research is a time-consuming and systematic task, typically done using teams. Team members must ground their activities on common understandings of the major concepts underlying the thematic analysis, and define criteria for its development. However, conceptual misunderstandings, equivocations, and lack of adherence to criteria are challenges to the quality and speed of this process. Given the distributed and uncertain nature of this process, we wondered if the tasks in thematic analysis could be supported by readily available artificial intelligence chatbots. Our early efforts point to potential benefits: not just saving time in the coding process but better adherence to criteria and grounding, by increasing triangulation between humans and artificial intelligence. This tutorial will provide a description and demonstration of the process we followed, as two academic researchers, to develop a custom ChatGPT to assist with qualitative coding in the thematic data analysis process of immersive learning accounts in a survey of the academic literature: QUAL-E Immersive Learning Thematic Analysis Helper. In the hands-on time, participants will try out QUAL-E and develop their ideas for their own qualitative coding ChatGPT. Participants that have the paid ChatGPT Plus subscription can create a draft of their assistants. The organizers will provide course materials and slide deck that participants will be able to utilize to continue development of their custom GPT. The paid subscription to ChatGPT Plus is not required to participate in this workshop, just for trying out personal GPTs during it.
ESR spectroscopy in liquid food and beverages.pptxPRIYANKA PATEL
With increasing population, people need to rely on packaged food stuffs. Packaging of food materials requires the preservation of food. There are various methods for the treatment of food to preserve them and irradiation treatment of food is one of them. It is the most common and the most harmless method for the food preservation as it does not alter the necessary micronutrients of food materials. Although irradiated food doesn’t cause any harm to the human health but still the quality assessment of food is required to provide consumers with necessary information about the food. ESR spectroscopy is the most sophisticated way to investigate the quality of the food and the free radicals induced during the processing of the food. ESR spin trapping technique is useful for the detection of highly unstable radicals in the food. The antioxidant capability of liquid food and beverages in mainly performed by spin trapping technique.
GBSN - Biochemistry (Unit 6) Chemistry of Proteins
Leveling_Guide_1st_and_2nd_Grade.pdf 123
1. SUBSECRETARÍA DE EDUCACIÓN BÁSICA
COORDINACIÓN DE IDIOMAS
CICLO ESCOLAR 2023-2024
Leveling Guide – 1st and 2nd Grade
School’s name: CCT:
AEE’s name: ID: Grade: 1st
and 2nd
Product
Leveling Guide – 1st
and 2nd
Grade
Social practice of the language:
Exchanges expressions of daily use
Learning outcomes:
- Reviews exchanges of greetings and farewells in daily use
- Participates in brief personal introductions
- Participates in short dialogues about weekdays
- Participates in short dialogues about classroom rules
Learning Environment:
Familiar and community
Communicative Activity:
N/A
Suggested activities
Session 1
Warm up: 5 minutes
Material: Image 1
Introduce and act out greetings and farewells with volunteers briefly in all warm up activities. Use image 1 to introduce numbers.
Have students repeat them after you in different tones of voice and/or playing broken telephone for fun.
Presentation: 10 minutes
Material: Image 1, board, eraser, chalk
Use image 1 as a reference to have boys stand up and say the numbers as you point to them. After several rounds, have girls take
their turn. Have students count different things inside or outside the classroom, visible through the window like trees, cars etc. Make
sure everyone participates counting items.
Practice: 20 minutes
Material: N/A
Introduce my name is_______. Provide a model of the following speech and have students practice it.
Hello/good morning
My name is______.
Production: 10 minutes
Material: N/A
Introduce I am (to say one’s age), and have students stand up, greet the group and tell you their age. Provide a model.
Wrap up: 5 minutes
Material: N/A
Challenge students to tell you both their name and age at once. If time allows, have students write that personal information in their
notebook. Use farewells to conclude the class after all wrap up activities.
Knowing about the language
(Background):
Greetings/farewells:
- hi, hello, good morning/afternoon
- bye, goodbye
Numbers:
- 1 to 10
- My name is_________.
- I am __ (age).
2. 2 of 20
Suggested activities
Session 2
Warm up: 5 minutes
Material: N/A
Review greetings and farewells briefly. Ask students to count 1 – 10 in teams by rows.
Presentation: 20 minutes
Material: Notebook, pencil, pencil colors, speaker
Have students draw and label numbers 1 to 10 in their notebook. They may decorate their work for fun. Use the following background
song about numbers https://bit.ly/3YTGubK
Practice: 10 minutes
Material: Image 2, template 1, pencil colors, scissors
Use image 2 to introduce the days of the week. Drill the vocabulary as a whole class activity and assign tasks like:
to analyze similarities in writing
to count the number of letters
to count the number of vowels
to count the number of weekdays
to count the number of weekend days
if they all start with a capital letter
to analyze the sound of the first letter
Production: 10 minutes
Material: N/A
Write on the board the days of the week with missing letters and have students complete them in their notebook or provide a copy
of template 1 to reinforce that a week starts with Sunday in the American calendar.
Wrap up: 5 minutes
Material: N/A
Ask students when the days of the week might be used. Elicit; for birthdays, parties, going to the movies, fruits and vegetables on
sale in Soriana and S-Mart, a doctor’s appointment, the soccer game called El Clasico, to know if they have English class that day, etc.
Praise all participation. Tell them that in English class, it will be used to write the date on the board at the beginning of class.
Knowing about the language
(Background):
Days of the week:
- Sunday
- Monday
- Tuesday
- Wednesday
- Thursday
- Friday
- Saturday
- sound
- first letter
- capital letter
- weekday
- weekend
- week
- date
Suggested activities
Session 3
Warm up: 5 minutes
Material: Song, speaker, board, chalk, eraser
Elicit the day of the week. Use it to write the date on the board e.g., Wednesday, August 30th, 2023. Remind students that the days
of the week are always capitalized in English. Ask them to copy the date while you play background music, Days of the week
https://bit.ly/2S6QLNq and monitor their work. Once everyone is finished ask them if they were able to notice what the song was
about.
Knowing about the language
(Background):
- capitalized
3. 3 of 20
Presentation: 15 minutes
Material: Images 3 – 8
Introduce classroom rules using images 3 - 8. Ask students why each one of the classroom rules is important.
Practice: 10 minutes
Material: Worksheet 1, colored pencils
Provide a copy of worksheet 1 to each student and ask them to write their name and the date. Read instructions and have students
complete the task and paste their work in the notebook.
Production: 10 minutes
Material: N/A
Review at least seven different color names. Have students write down the classroom rules on a list in their notebook and then
dictate for them to color each rule a specific color e.g., Color Raise your hand, green.
Wrap up: 10 minutes
Material: Worksheet 1 (done)
Divide the class into 2 teams. Using worksheet 1 ask one student from each team to tell you the color of a specific classroom rule
and show you their completed worksheet 1, e.g., What color is Bring materials? If the color is identified correctly, the team gets a
point.
- classroom rules
- respect peers
- follow directions
- bring materials
- listen carefully
- raise your hand
- Colors
Suggested activities
Session 4
Warm up: 10 minutes
Material: Images 3 – 8
Begin the class by eliciting the name of the weekday, writing the date on the board, using images 3 – 8 to say the classroom rules (if
possible, leave them on the wall for daily use) and having students stand up to count from 0 – 10 (whoever makes a mistake counting
has to sit down) for several rounds until everyone has participated. E.g., the first person on the row says zero, the second person
says one, the third says three, etc. until ten. After someone sits down, the count restarts from zero.
Presentation: 10 minutes
Material: Images 9 – 12
Explain the need for more classroom language such as questions for permissions, to go to the restroom, drinking water, asking to
borrow an eraser and sharpening a pencil. Use images 9 – 12 to introduce vocabulary.
Practice: 15 minutes
Material: Die, images 9 – 12
Have the previous images (9-12) on the board with the permission written underneath and numbered as the example below. Divide
the class into 2 teams. Using a die have students read the rule of the number the die lands on aloud. If the rule is read correctly, the
team gets a point. Help students to read it after you for a point.
Knowing about the language
(Background):
- zero
- May I go to the restroom?
- May I come in?
- May I go drink water?
- May I borrow your eraser?
- May I go sharpen my pencil?
4. 4 of 20
1.
May I go to the restroom?
Production: 10 minutes
Material: Images 9 – 12
Using the previous material still on the board, dictate the rules in different order for students to write down.
Wrap up: 5 minutes
Material: N/A
One at a time, read the rules just dictated. Students should say its number aloud and using their fingers.
Suggested activities
Session 5
Warm up: 10 minutes
Material: Board, chalk, eraser
Begin the class with a routine such as the one used in session 4. Introduce the vocabulary and ask students for scenarios where magic
words can be used.
Practice: 10 minutes
Material: Board, chalk, eraser, notebook
Introduce the following sentences on the board for students to read after you and copy. Introduce them one at a time and note that
not all sentences may be used. Introduce as many as possible within 10 minutes. When reading the sentences for practice fill in the
blanks verbally only. The writing will take place in the next activity.
1. We have English class ____ times a week. (3)
2. Our English class is on __________, __________ and __________. (weekdays)
3. I can count from ____ to ____ in English. (0-10 or applicable range)
4. One classroom rule is ________________________________________________________.
5. One permission question is ________________________________________________________.
6. My favorite magic word is ________________.
7. My favorite colors are __________ and __________.
8. The word WATER has ____ letters. (5)
9. The word RESTROOM has ____ letters.
10. 5 + 5 = ____
Knowing about the language
(Background):
Magic words:
- Thank you
- You’re welcome
5. 5 of 20
Practice: 10 minutes
Material: N/A
Explain how to answer the previous fill-in-the-blanks activity and monitor its completion. Introduce the writing of required colors for
sentence number seven.
Production: 10 minutes
Material: N/A
Allow students to mingle, share and observe peers’ work to read a sentence to each other.
Wrap up: 10 minutes
Material: Certificate of Achievement
Feel free to motivate students with a Certificate of Achievement (if possible) from the following link https://bit.ly/3QlSqNW or the
last page of this leveling guide. If used, be sure to have enough copies.
Assessment tools:
Observation
Evaluation record sheet
Checklist
Checklist Yes No
1. Student is able to identify greetings and farewells.
2. Student is able to identify numbers from 1 – 10.
3. Student is able to identify some days of the week.
4. Student is able to identify first letter sounds of some vocabulary.
5. Student is able to identify similarities in written vocabulary.
6. Student capitalizes days of the week in writing.
7. Student is able to identify permission questions.
8. Student follows classroom rules.
9. Student is able to follow a class routine.
10. Student shows positive social interaction among peers.
References and resources:
https://bit.ly/2S6QLNq
https://bit.ly/3QlSqNW
https://bit.ly/3YTGubK
In order to have a successful class development it is very important to consider the recommendations stated in the lesson plan form available in SAPI:
Principal’s name and signature: Date: