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The document contains 3 sections with the header "Name: CAN/CAN'T Match:" followed by 4 sentences in each section comparing what a "she" or "he" can or can't do. The first sentence in each section states that "She can't walk." The second sentence states that "He can cook." The third sentence states that "She can play football." And the fourth sentence states that "He can't skate."
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Practical nº 11 Ramirez - Assad
Este documento presenta el análisis de los Núcleos de Aprendizaje Prioritarios (NAP) para lenguas extranjeras en Argentina. Los NAP tuvieron como objetivo establecer estándares nacionales para la enseñanza de lenguas extranjeras considerando una perspectiva intercultural y plurilingüe. Se delimitaron cinco lenguas (alemán, francés, inglés, italiano y portugués) y se definieron cuatro recorridos de aprendizaje posibles de acuerdo con el ciclo escol
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Suggestopedia is a language teaching method developed in the 1970s that aims to eliminate psychological barriers to learning. It uses relaxing music, comfortable furniture, and an authoritative teacher to put students in a highly suggestible state where they can learn up to five times faster. Key aspects include dramatic readings of texts synchronized with music, role-plays, and maintaining a pseudo-passive state to optimize recall and learning without conscious effort. While controversial, some of its techniques like incorporating music, relaxation, and positive expectations have been useful in language education.
Practical nº 11 Ramirez - Assad
Este documento describe los Núcleos de Aprendizaje Prioritarios (NAP) para lenguas extranjeras en Argentina. Explica que los NAP tuvieron como objetivo establecer estándares nacionales para cinco idiomas (alemán, francés, inglés, italiano y portugués) con un enfoque intercultural y plurilingüe. Describe la organización de los NAP en cuatro recorridos de aprendizaje y seis ejes principales. También presenta situaciones de enseñanza esperadas que promueven el apre
Teaching foreign language for specific purposes
This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.
Final reflection - Laura ramírez
Laura reflects on her teaching practicum experience, noting how her initial fears of being unable to control a classroom vanished as she got to know her students better. While classroom management was a challenge, she learned to accept the pace of her lessons and focus on engaging activities the students enjoyed, like games and using the whiteboard. By the end of the practicum, Laura felt proud of the road safety educational project she implemented with her co-teacher and mentor's support. Saying goodbye to her students, she realized she had succeeded in her goal despite initial frustrations and hopes to teach them again in the future.
Narrative first class
Besim Assad taught their first class and reflected on the experience. They and their co-teacher Laura prepared activities for the students that involved name badges, vocabulary flashcards, and examples of likes and dislikes. While the students enjoyed the activities and were engaged, everything took longer than expected. As a result, there was not enough time for the planned concluding game to reinforce the lesson's topic.
Lesson Plan N°10 Assad - Ramirez
This lesson plan outlines a road safety project for 5th grade students. The students will work in pairs to create cardboard signs with sentences and drawings about rules for pedestrians, such as things they can and cannot do in the street. During the lesson, the students will finish and polish their signs. In the next class, they will present their signs orally to their classmates and display them around the school. The goal is to develop vocabulary and language structures around traffic safety.
Lesson Plan N°7 Assad - Ramirez
The weekly lesson plan is for grade 5 classes C and D on Wednesday. The topic is things that can or cannot do certain actions. Vocabulary, structures, skills, and functions will be developed including present simple third person singular. A worksheet activity will match sentences to pictures and order questions and answers to check student progress. The class will conclude by listening and moving to the song "From Head to Toe" to review all vocabulary taught.
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Practical nº 11 Ramirez - Assad
Este documento presenta el análisis de los Núcleos de Aprendizaje Prioritarios (NAP) para lenguas extranjeras en Argentina. Los NAP tuvieron como objetivo establecer estándares nacionales para la enseñanza de lenguas extranjeras considerando una perspectiva intercultural y plurilingüe. Se delimitaron cinco lenguas (alemán, francés, inglés, italiano y portugués) y se definieron cuatro recorridos de aprendizaje posibles de acuerdo con el ciclo escol
Suggestopedia
Suggestopedia is a language teaching method developed in the 1970s that aims to eliminate psychological barriers to learning. It uses relaxing music, comfortable furniture, and an authoritative teacher to put students in a highly suggestible state where they can learn up to five times faster. Key aspects include dramatic readings of texts synchronized with music, role-plays, and maintaining a pseudo-passive state to optimize recall and learning without conscious effort. While controversial, some of its techniques like incorporating music, relaxation, and positive expectations have been useful in language education.
Practical nº 11 Ramirez - Assad
Este documento describe los Núcleos de Aprendizaje Prioritarios (NAP) para lenguas extranjeras en Argentina. Explica que los NAP tuvieron como objetivo establecer estándares nacionales para cinco idiomas (alemán, francés, inglés, italiano y portugués) con un enfoque intercultural y plurilingüe. Describe la organización de los NAP en cuatro recorridos de aprendizaje y seis ejes principales. También presenta situaciones de enseñanza esperadas que promueven el apre
Teaching foreign language for specific purposes
This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.
Final reflection - Laura ramírez
Laura reflects on her teaching practicum experience, noting how her initial fears of being unable to control a classroom vanished as she got to know her students better. While classroom management was a challenge, she learned to accept the pace of her lessons and focus on engaging activities the students enjoyed, like games and using the whiteboard. By the end of the practicum, Laura felt proud of the road safety educational project she implemented with her co-teacher and mentor's support. Saying goodbye to her students, she realized she had succeeded in her goal despite initial frustrations and hopes to teach them again in the future.
Narrative first class
Besim Assad taught their first class and reflected on the experience. They and their co-teacher Laura prepared activities for the students that involved name badges, vocabulary flashcards, and examples of likes and dislikes. While the students enjoyed the activities and were engaged, everything took longer than expected. As a result, there was not enough time for the planned concluding game to reinforce the lesson's topic.
Lesson Plan N°10 Assad - Ramirez
This lesson plan outlines a road safety project for 5th grade students. The students will work in pairs to create cardboard signs with sentences and drawings about rules for pedestrians, such as things they can and cannot do in the street. During the lesson, the students will finish and polish their signs. In the next class, they will present their signs orally to their classmates and display them around the school. The goal is to develop vocabulary and language structures around traffic safety.
Lesson Plan N°7 Assad - Ramirez
The weekly lesson plan is for grade 5 classes C and D on Wednesday. The topic is things that can or cannot do certain actions. Vocabulary, structures, skills, and functions will be developed including present simple third person singular. A worksheet activity will match sentences to pictures and order questions and answers to check student progress. The class will conclude by listening and moving to the song "From Head to Toe" to review all vocabulary taught.
Lesson Plan N°6 Assad - Ramirez
This lesson plan outlines a 45-minute English class for 5th graders focusing on the vocabulary and structures of "can" and "can't". The plan includes a warm-up activity reviewing animals and actions, a worksheet for students to practice sentences with "can" and "can't", and ordering questions and answers. It will conclude with listening to and mimicking a song about body parts and actions to reinforce the lesson's vocabulary. The overall aim is for students to develop their ability to express what things can and cannot do.
Lesson Plan n9 Assad - Ramirez
The lesson plan outlines a 45-minute class for 5th grade students on road safety education. The class will have students work in groups to design cardboard signs with sentences and drawings about rules for pedestrians, such as what they can and cannot do in the street. In the next class, students will present their signs to their classmates and the signs will be displayed in the school. The lesson aims to develop vocabulary and structures around traffic terms and ability expressions, as well as speaking, reading and writing skills.
Vanesa's feedback on Road Safety Education class at the library
The student teacher observed a workshop on road safety that lasted over an hour. The student teacher only had 5 minutes to explain the activity and was unable to provide examples or vocabulary practice. While the activity was appropriate, using "must" and "mustn't" may have been better than "can" and "can't" when discussing traffic laws. The mentor teacher took on too large a role during the workshop and did not give the student teacher enough opportunities to lead. For future observations, the student teacher needs to take a more active role in teaching and not let the mentor teacher dominate the classroom interactions.
Lesson plan n°1 Assad - Ramirez
This lesson plan is for a 5th grade class and focuses on teaching the third person singular form of the verb "like". The plan outlines introducing vocabulary like actions, objects, and foods using examples with "he" and "she". Flashcards will be used to review vocabulary and students will play a matching game. Finally, students will be split into groups to interview each other using the flashcards to practice asking if someone likes or doesn't like an item in third person singular form. The goal is for students to learn and practice using this grammar structure orally.
Jasmine Kendall Presentation
Jasmine Kendall lives in Ingleton, a small town of 2000 people located in North England. She studies at Durham University in the North of England. She enjoys rowing, fish and chips, and Scotland, but does not like cricket or London.
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Lesson Plan N°5 Assad - Ramirez
This lesson plan is for a 5th grade class on Friday about things students can and cannot do. The 45 minute lesson will begin with taking attendance and a warm-up game of mimicking actions like swim, fly, and wink to review vocabulary. Students will then play a game where the teacher dares them to perform actions and say if they can or cannot do it. Next, students will complete a worksheet filling in sentences about their abilities. The class will end with another round of the mimic game to reinforce the vocabulary from the lesson.
Preparing materials for esp teaching
English for Specific Purposes (ESP) focuses on meeting learners' specific language needs for their careers or fields of study. ESP emerged because general English was not always helpful in real-life professional contexts. ESP materials can be tailored textbooks or teacher-created materials that are relevant to learners' subject areas and needs. Tailor-made ESP materials provide purposeful learning opportunities and stimulate learners' curiosity about topics related to their lives and careers. ESP teachers evaluate and improve materials through pre-use, in-use, and post-use evaluation to ensure the materials best suit learners' needs.
First observed lesson narrative ramirez
Laura was nervous about being observed for a lesson she taught with other teachers about an Intercultural Project at the school's library. However, the observer, Lujan, helped Laura feel more comfortable by saying she would sit at the back and not interfere. Although Laura was disappointed that another teacher introduced the guest speaker instead of her as planned, she forgot about the observation once the lesson started. The feedback from Lujan was helpful, as she pointed out things like having Laura introduce the guest next time and not silencing overly loud students if they were actively participating. Overall, Laura felt the lesson went well and being observed was not as bad as she anticipated.
Final reflection about my practicum
Besim Assad completed their teaching practicum and reflects on the experience. They found teaching challenging at first but learned with hard work and responsibility anything is possible. Besim worked with a pedagogical partner and mentor teacher to design engaging activities covering key skills, though some activities worked better than others. Developing new activities without textbooks was difficult and required research. Besim connected well with students but struggled with behavior issues, realizing how to better handle such situations in the future. Overall, the positive relationships and feedback led Besim to feel they did great work and hope to teach again soon.
Lujan's feedback on the Intercultural Project
- The document provides feedback on an intercultural project delivered by trainees Laura Ramírez and Bessim Assad to two 5th grade classes at Escuela No 4. The project involved a guest speaker, Jasmine, sharing about her hometown, family, likes, and customs in England.
- While the intercultural project was interesting for students and they were engaged, the mentor teacher did most of the guiding and explaining during the lesson. The feedback suggests that the trainees need to take a more active role in guiding lessons during their practicum.
- The trainees showed proper teacher stance when intervening, but should seek to participate more. Besim made some minor mistakes in language use and pronunciation that the feedback
Lesson plan N°3 Assad - Ramirez
This lesson plan outlines an intercultural exchange activity between 5th grade English and Argentinian students about their respective cultures. Students will listen to a presentation by a student from England, Jasmine, about her home, family, likes and dislikes regarding British culture, geography, food, landmarks and sports. Selected students will then interview Jasmine, asking if she likes various Argentinian cultural elements, and write down her answers. Finally, all students will produce sentences using what they learned and third person singular verbs to practice their English skills.
First teaching lesson narrative ramirez
Laura enjoyed her first teaching lesson despite initial nerves. The lesson plan she prepared with her partner engaged the students. However, she wants to work on getting quiet students to speak up more and moving around the classroom. Two students disrupted the class by screaming, but Laura was able to get them back on task by challenging them to solve the activity after they claimed it was too easy. Laura says her partner Besim's lesson went well overall, though he could improve his explanations. They helped each other with classroom discipline and their teamwork was positive.
Lesson plan n2 assad - ramirez
The weekly lesson plan outlines a 45-minute class for 5th grade students focusing on the third person singular form of the verb "like". The lesson will begin with a warm-up activity where students act out likes and dislikes. They will then complete sentences about characters' preferences based on pictures. Finally, students will listen to a song and complete a chart indicating what each speaker says they like or dislike. The goal is to develop vocabulary and structures around present simple verbs in third person as well as speaking, listening and writing skills.
Lesson Plan N°4 Assad - Ramirez
This lesson plan is for a 5th grade Spanish class and focuses on teaching students to express what activities they can and cannot do using the present simple tense. The 45-minute lesson will begin with an introduction of the vocabulary words "can" and "can't" through examples on the whiteboard. Students will then play a flashcard game asking each other questions about sports to practice the vocabulary. They will complete a worksheet filling in sentences about their own abilities. The lesson will conclude with a charades-style game where students mimic actions for their peers to identify using "can" and "can't".
Lesson plan N°3 Assad - Ramirez
This lesson plan outlines an intercultural exchange activity between 5th grade Argentinian students and an English student, Jasmine Kendall. The plan involves Jasmine giving a presentation about her home, family, likes and dislikes of British culture. Students will then have the opportunity to interview Jasmine, asking questions using the structure "Do you like..." and writing down her answers. Finally, students will write sentences using "She likes/doesn't like..." based on Jasmine's responses. The goal is for students to learn about each other's cultures while practicing the present simple tense in third person singular.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
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Lesson Plan N°6 Assad - Ramirez
This lesson plan outlines a 45-minute English class for 5th graders focusing on the vocabulary and structures of "can" and "can't". The plan includes a warm-up activity reviewing animals and actions, a worksheet for students to practice sentences with "can" and "can't", and ordering questions and answers. It will conclude with listening to and mimicking a song about body parts and actions to reinforce the lesson's vocabulary. The overall aim is for students to develop their ability to express what things can and cannot do.
Lesson Plan n9 Assad - Ramirez
The lesson plan outlines a 45-minute class for 5th grade students on road safety education. The class will have students work in groups to design cardboard signs with sentences and drawings about rules for pedestrians, such as what they can and cannot do in the street. In the next class, students will present their signs to their classmates and the signs will be displayed in the school. The lesson aims to develop vocabulary and structures around traffic terms and ability expressions, as well as speaking, reading and writing skills.
Vanesa's feedback on Road Safety Education class at the library
The student teacher observed a workshop on road safety that lasted over an hour. The student teacher only had 5 minutes to explain the activity and was unable to provide examples or vocabulary practice. While the activity was appropriate, using "must" and "mustn't" may have been better than "can" and "can't" when discussing traffic laws. The mentor teacher took on too large a role during the workshop and did not give the student teacher enough opportunities to lead. For future observations, the student teacher needs to take a more active role in teaching and not let the mentor teacher dominate the classroom interactions.
Lesson plan n°1 Assad - Ramirez
This lesson plan is for a 5th grade class and focuses on teaching the third person singular form of the verb "like". The plan outlines introducing vocabulary like actions, objects, and foods using examples with "he" and "she". Flashcards will be used to review vocabulary and students will play a matching game. Finally, students will be split into groups to interview each other using the flashcards to practice asking if someone likes or doesn't like an item in third person singular form. The goal is for students to learn and practice using this grammar structure orally.
Jasmine Kendall Presentation
Jasmine Kendall lives in Ingleton, a small town of 2000 people located in North England. She studies at Durham University in the North of England. She enjoys rowing, fish and chips, and Scotland, but does not like cricket or London.
Suggestopedia
Presentation about a a teaching method developed in 1970s by a psychiatist educator called Georgi Lozanov (1926-2012)
Lesson Plan N°5 Assad - Ramirez
This lesson plan is for a 5th grade class on Friday about things students can and cannot do. The 45 minute lesson will begin with taking attendance and a warm-up game of mimicking actions like swim, fly, and wink to review vocabulary. Students will then play a game where the teacher dares them to perform actions and say if they can or cannot do it. Next, students will complete a worksheet filling in sentences about their abilities. The class will end with another round of the mimic game to reinforce the vocabulary from the lesson.
Preparing materials for esp teaching
English for Specific Purposes (ESP) focuses on meeting learners' specific language needs for their careers or fields of study. ESP emerged because general English was not always helpful in real-life professional contexts. ESP materials can be tailored textbooks or teacher-created materials that are relevant to learners' subject areas and needs. Tailor-made ESP materials provide purposeful learning opportunities and stimulate learners' curiosity about topics related to their lives and careers. ESP teachers evaluate and improve materials through pre-use, in-use, and post-use evaluation to ensure the materials best suit learners' needs.
First observed lesson narrative ramirez
Laura was nervous about being observed for a lesson she taught with other teachers about an Intercultural Project at the school's library. However, the observer, Lujan, helped Laura feel more comfortable by saying she would sit at the back and not interfere. Although Laura was disappointed that another teacher introduced the guest speaker instead of her as planned, she forgot about the observation once the lesson started. The feedback from Lujan was helpful, as she pointed out things like having Laura introduce the guest next time and not silencing overly loud students if they were actively participating. Overall, Laura felt the lesson went well and being observed was not as bad as she anticipated.
Final reflection about my practicum
Besim Assad completed their teaching practicum and reflects on the experience. They found teaching challenging at first but learned with hard work and responsibility anything is possible. Besim worked with a pedagogical partner and mentor teacher to design engaging activities covering key skills, though some activities worked better than others. Developing new activities without textbooks was difficult and required research. Besim connected well with students but struggled with behavior issues, realizing how to better handle such situations in the future. Overall, the positive relationships and feedback led Besim to feel they did great work and hope to teach again soon.
Lujan's feedback on the Intercultural Project
- The document provides feedback on an intercultural project delivered by trainees Laura Ramírez and Bessim Assad to two 5th grade classes at Escuela No 4. The project involved a guest speaker, Jasmine, sharing about her hometown, family, likes, and customs in England.
- While the intercultural project was interesting for students and they were engaged, the mentor teacher did most of the guiding and explaining during the lesson. The feedback suggests that the trainees need to take a more active role in guiding lessons during their practicum.
- The trainees showed proper teacher stance when intervening, but should seek to participate more. Besim made some minor mistakes in language use and pronunciation that the feedback
Lesson plan N°3 Assad - Ramirez
This lesson plan outlines an intercultural exchange activity between 5th grade English and Argentinian students about their respective cultures. Students will listen to a presentation by a student from England, Jasmine, about her home, family, likes and dislikes regarding British culture, geography, food, landmarks and sports. Selected students will then interview Jasmine, asking if she likes various Argentinian cultural elements, and write down her answers. Finally, all students will produce sentences using what they learned and third person singular verbs to practice their English skills.
First teaching lesson narrative ramirez
Laura enjoyed her first teaching lesson despite initial nerves. The lesson plan she prepared with her partner engaged the students. However, she wants to work on getting quiet students to speak up more and moving around the classroom. Two students disrupted the class by screaming, but Laura was able to get them back on task by challenging them to solve the activity after they claimed it was too easy. Laura says her partner Besim's lesson went well overall, though he could improve his explanations. They helped each other with classroom discipline and their teamwork was positive.
Lesson plan n2 assad - ramirez
The weekly lesson plan outlines a 45-minute class for 5th grade students focusing on the third person singular form of the verb "like". The lesson will begin with a warm-up activity where students act out likes and dislikes. They will then complete sentences about characters' preferences based on pictures. Finally, students will listen to a song and complete a chart indicating what each speaker says they like or dislike. The goal is to develop vocabulary and structures around present simple verbs in third person as well as speaking, listening and writing skills.
Lesson Plan N°4 Assad - Ramirez
This lesson plan is for a 5th grade Spanish class and focuses on teaching students to express what activities they can and cannot do using the present simple tense. The 45-minute lesson will begin with an introduction of the vocabulary words "can" and "can't" through examples on the whiteboard. Students will then play a flashcard game asking each other questions about sports to practice the vocabulary. They will complete a worksheet filling in sentences about their own abilities. The lesson will conclude with a charades-style game where students mimic actions for their peers to identify using "can" and "can't".
Lesson plan N°3 Assad - Ramirez
This lesson plan outlines an intercultural exchange activity between 5th grade Argentinian students and an English student, Jasmine Kendall. The plan involves Jasmine giving a presentation about her home, family, likes and dislikes of British culture. Students will then have the opportunity to interview Jasmine, asking questions using the structure "Do you like..." and writing down her answers. Finally, students will write sentences using "She likes/doesn't like..." based on Jasmine's responses. The goal is for students to learn about each other's cultures while practicing the present simple tense in third person singular.
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Vanesa's feedback on Road Safety Education class at the library
Vanesa's feedback on Road Safety Education class at the library
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
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