Mini lesson plan ppp
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The document outlines an activity where students will talk about photographs. It includes an agenda, objectives to develop students' communication, listening and writing skills, and instructions for three activities. In activity one, students work in pairs to discuss favorite photographs. Activity two involves students asking and answering questions about photographs using wh-questions. Activity three provides a language structure for students to use when describing photographs.
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The original mini lesson plan
The document outlines an agenda for an English language class with three main activities. Students will bring in photos to share and ask each other questions about using who, what, where, when and why. They will then practice language structures and functions by describing photos using sample sentences. Finally, the class will wrap up by discussing what they learned, found challenging, and found easy about the activities.
The original mini lesson plan
The document outlines an agenda for an English class focusing on photographs. It includes 4 activities: 1) recalling what photographs are, 2) a warm-up discussion of photographs, 3) having students take and describe their own photographs, and 4) learning sample language structures for describing photographs. The objectives are to practice photo vocabulary, discuss photos, and describe photos in writing using simple language structures.
Tutorial Photos
Photo sharing can be used in the classroom in various ways to inspire writing, reflections, and raise questions. Photos provide an open-ended resource for learning. Tools like Flickr and Picasa allow sharing photos and using them as writing prompts, for storytelling projects, and for student discussions through photo annotations. Teachers can create slideshows from uploaded photos to engage students in analyzing photos in terms of context, technical quality, and distinguishing between facts and opinions.
Transcription video fase 4
This presentation provides an overview of a course on designing printed materials for face-to-face learning environments. The course objectives are to learn the characteristics and guidelines for designing printed materials and to design materials that develop communicative skills. Students will complete activities over four weeks that include reading materials, designing activities for different skills, and collaboratively designing a workshop. They will produce individual activities and participate in designing a group workshop that incorporates all communicative skills. Resources provided include digital readings, guidelines, examples, and tools to support the design work.
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This 9-day project-based learning unit teaches 3rd grade students about non-fiction text features through creating their own non-fiction books. Students begin by taking notes on non-fiction books to develop pages in a rough draft booklet. They then study exemplar texts and use them to design text features for their own non-fiction pieces. Next, students write two non-fiction texts using the features and annotate how readers can use the features. Finally, students edit, publish and share their final books, and write a conclusion about the importance of text features in non-fiction reading.
Task 3
The document summarizes a pre-service teacher's observation of a T.L.E. class at Sinawingan High School. The cooperating teacher, Jenny F. Pabiling, used the textbook T.L.E. 1 and materials like laptops and embroidery supplies aligned with the lesson objectives. The pre-service teacher gained insights about being creative without access to advanced technology and writing clearly for student comprehension when resources are limited.
A. classroom observation
The pre-service teacher observed a TLE class where students gave reports on assigned topics. The cooperating teacher introduced the topic and assisted the student reporters. After the student presentations, the teacher provided clarification and allowed time for student questions before summarizing the lesson. The observation concluded that the student-centered strategy worked well for the class.
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Recommended
The original mini lesson plan
The document outlines an agenda for an English language class with three main activities. Students will bring in photos to share and ask each other questions about using who, what, where, when and why. They will then practice language structures and functions by describing photos using sample sentences. Finally, the class will wrap up by discussing what they learned, found challenging, and found easy about the activities.
The original mini lesson plan
The document outlines an agenda for an English class focusing on photographs. It includes 4 activities: 1) recalling what photographs are, 2) a warm-up discussion of photographs, 3) having students take and describe their own photographs, and 4) learning sample language structures for describing photographs. The objectives are to practice photo vocabulary, discuss photos, and describe photos in writing using simple language structures.
Tutorial Photos
Photo sharing can be used in the classroom in various ways to inspire writing, reflections, and raise questions. Photos provide an open-ended resource for learning. Tools like Flickr and Picasa allow sharing photos and using them as writing prompts, for storytelling projects, and for student discussions through photo annotations. Teachers can create slideshows from uploaded photos to engage students in analyzing photos in terms of context, technical quality, and distinguishing between facts and opinions.
Transcription video fase 4
This presentation provides an overview of a course on designing printed materials for face-to-face learning environments. The course objectives are to learn the characteristics and guidelines for designing printed materials and to design materials that develop communicative skills. Students will complete activities over four weeks that include reading materials, designing activities for different skills, and collaboratively designing a workshop. They will produce individual activities and participate in designing a group workshop that incorporates all communicative skills. Resources provided include digital readings, guidelines, examples, and tools to support the design work.
Pbl nf edwards
This 9-day project-based learning unit teaches 3rd grade students about non-fiction text features through creating their own non-fiction books. Students begin by taking notes on non-fiction books to develop pages in a rough draft booklet. They then study exemplar texts and use them to design text features for their own non-fiction pieces. Next, students write two non-fiction texts using the features and annotate how readers can use the features. Finally, students edit, publish and share their final books, and write a conclusion about the importance of text features in non-fiction reading.
Task 3
The document summarizes a pre-service teacher's observation of a T.L.E. class at Sinawingan High School. The cooperating teacher, Jenny F. Pabiling, used the textbook T.L.E. 1 and materials like laptops and embroidery supplies aligned with the lesson objectives. The pre-service teacher gained insights about being creative without access to advanced technology and writing clearly for student comprehension when resources are limited.
A. classroom observation
The pre-service teacher observed a TLE class where students gave reports on assigned topics. The cooperating teacher introduced the topic and assisted the student reporters. After the student presentations, the teacher provided clarification and allowed time for student questions before summarizing the lesson. The observation concluded that the student-centered strategy worked well for the class.
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This document outlines a 4-session art unit for a 2nd grade classroom using GLAD strategies. It introduces concepts of line, shape, and primary colors through the artwork of Piet Mondrian. Strategy One uses a song to teach primary colors. Strategy Two builds a multilingual word wall. Strategy Three leverages students' knowledge of their neighborhood for a mapping activity. Strategy Four incorporates partner work.
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This document outlines a lesson plan for teaching high school seniors about Shakespeare's sonnets. It involves having students listen to a podcast about the sonnets, read and discuss 5-6 in small groups, and create a vocal recording ("Voki") discussing their favorite line. The objectives are for students to become familiar with Shakespeare's sonnets and close reading skills. The methods include discussion, technology, and writing. Media used will be the podcast, online discussion via Facebook, and vocal recordings ("Voki"). Materials are computers, internet access, copies of the sonnets, and paper/pens. Students will be evaluated based on their group work discussing and paraphrasing the sonnets, as well as completing the vocal recording assignment
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This document summarizes a CLIL (Content and Language Integrated Learning) course that took place in Scarborough, UK from August 1-12, 2016. The objectives of the course were to collect teaching resources for CLIL, improve foreign language skills, share ideas and experiences, and create a network of European teaching contacts. The course methodology provided active participation and ideas/resources to implement in classrooms. Participants were teachers of various nationalities and levels. Lessons covered both English language instruction and using English as the medium for non-language content like art, food, books and more. Key aspects of CLIL like activating prior knowledge, scaffolding understanding, and focusing on language, speaking, writing and assessment were also addressed.
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This document outlines a lesson plan to teach high school seniors about Shakespeare's sonnets. It involves having students listen to a podcast about the sonnets, read and discuss 5-6 in small groups, paraphrase one in modern English, and create an audio recording commenting on their favorite line. The objectives are for students to become familiar with Shakespeare's sonnets in preparation for possible future literature courses. The methods include discussion, technology, and writing. Materials include computers, internet access, copies of the sonnets, and paper/pencil. Students will be evaluated on their group work and completion of the audio recording assignment.
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Lesson Plan For Research...
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Production log 1
Joshua Whipday created a production log to track his progress on designing moodboards and images for a hip hop adaptation of Romeo and Juliet over 7 weeks. He took photos inspired by the play, merged them in Photoshop and Illustrator, and continued working on the final designs. In the deadline week, he finished touching up the illustrations and wrote an evaluation of his work before uploading everything to his blog to submit.
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This document provides a template for a Phase 1 lesson plan that includes sections for students and setting, background, learning objectives, materials, procedures and timing, and reflection. The template instructs teachers to identify their target students and class setting in section A. Section B asks teachers to describe previous and subsequent lessons. Section C requires teachers to state learning objectives and expected student results. Section D prompts teachers to list needed materials and sources. Section E directs teachers to outline step-by-step procedures and timing in a table format. Finally, section F instructs teachers to reflect on how the lesson uses authentic materials and group work and is appropriate for the targeted age/grade level.
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The original mini lesson plan
The document outlines an agenda for an English language class with three main activities. Students will bring in photos to share and ask each other questions about using who, what, where, when and why. They will then practice language structures and functions by describing photos using sample sentences. Finally, the class will wrap up by discussing what they learned, found challenging, and found easy about the activities.
The original mini lesson plan
The document outlines an agenda for an English language class with three main activities. Students will bring in photos to share and ask each other questions about using who, what, where, when and why. They will then practice language structures and functions by describing photos using sample sentences. Finally, the class will wrap up by discussing what they learned, found challenging, and found easy about the activities.
Brochure of photography
The brochure was made by 5 schools from Latvia, Lithuania, Turkey, Poland and Portugal in the framework of Erasmus+ project "Arts for Life: developing life skills through the art.", No. 2018-1-LV01-KA229-046988_1.
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This document is a daily lesson log for an English teacher, Rasmia T. Albano, at San Isidro National High School for the week of September 4-8, 2023. The log outlines the objectives, content, learning resources, procedures, and reflection for lessons on analogies. Objectives include understanding analogy types and supplying words to complete analogies. Content will cover analogy, types of analogy, and supplying words. Learning resources include textbooks, modules, and online sources. Procedures involve tasks on analogies, such as identifying relationships and missing words. Reflection will assess student progress and ways to improve instruction.
Language Ed Comp Exam Pres
The artifacts reflect the teacher's philosophy of having high expectations for students, responding flexibly to their needs, and providing real-world skills. The lessons used complex texts and academic vocabulary while allowing peer support. Assessments measured student skills and allowed revision. Future teaching will maintain high expectations, focus on real-world skills, and use artifacts as learning tools to continually improve instruction for all students.
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Mountain Elementary School's SMART START program for the first week of school focuses on building community and establishing routines through academic mini mixers. These mixers help students get to know each other through activities like the Frayer Model note-taking activity where they "Frayer a Friend" in 20 minutes, and a Venn diagram activity comparing dogs and cats in 25 minutes. An App Mini Mixer uses iPads to have students work in pairs taking photos around a topic to create a collage in the Pic Collage app in 30 minutes, with extensions allowing voting on favorites and practice with other content areas.
Day 2 assure
This document outlines a lesson plan for teaching high school seniors about Shakespeare's sonnets. It involves having students listen to a podcast about the sonnets, read and discuss 5-6 in small groups, and create a vocal recording ("Voki") discussing their favorite line. The objectives are for students to become familiar with Shakespeare's sonnets and close reading skills. The methods include discussion, technology, and writing. Media used will be the podcast, online discussion via Facebook, and vocal recordings ("Voki"). Materials are computers, internet access, copies of the sonnets, and paper/pens. Students will be evaluated based on their group work discussing and paraphrasing the sonnets, as well as completing the vocal recording assignment
FAMILY PROJECT
This document outlines a lesson plan where students will work in groups to create digital family albums using the ZooBurst storytelling application. Students will bring family photos to class, choose one to describe, and recreate it on ZooBurst, adding details about family members. They will then compile these into a group album to share online. The process will involve roles, feedback, rubric assessment, and participation of multiple teachers across subjects.
FKC Conference
The document discusses technology integration activities for kindergarteners. It describes how students in the kindergarten program use computers everyday and technology is fully integrated into the curriculum. Some early learning software used in August includes Living Books favorites. In September/October, students are introduced to the Early Learning Toolkit for drawing and writing. In October/November/December, students are introduced to Kidspiration using teacher made templates. Throughout the rest of the year, expectations increase as students build on these programs. The document provides examples of different teacher made templates used in Kidspiration for subjects like reading/writing, math, science, and social studies.
Syllabus mw schedule
This document outlines the schedule and assignments for an oral and interpersonal communication course across 5 units over the semester. It includes assigned readings from the textbook and pre-class and post-class assignments for each class, such as completing chapter questions, drafting a communication inventory, researching jobs and conducting mock interviews, creating conflict scenarios and presentations, and final group project of preparing and presenting a board meeting.
CLIL methodology
This document discusses Content and Language Integrated Learning (CLIL). It defines CLIL as a dual-focused approach used to teach content and language simultaneously to promote mastery of both. The document outlines several aims of CLIL, including introducing new concepts, improving performance in content areas and the target language, and increasing cultural awareness. It also discusses literacy, the "4Cs" framework of culture, content, communication and cognition, and Bloom's taxonomy of cognitive skills. Assessment strategies for CLIL like formative and summative assessments are presented. Finally, the document provides examples of online and digital resources that can be used to support CLIL.
Clil course
This document summarizes a CLIL (Content and Language Integrated Learning) course that took place in Scarborough, UK from August 1-12, 2016. The objectives of the course were to collect teaching resources for CLIL, improve foreign language skills, share ideas and experiences, and create a network of European teaching contacts. The course methodology provided active participation and ideas/resources to implement in classrooms. Participants were teachers of various nationalities and levels. Lessons covered both English language instruction and using English as the medium for non-language content like art, food, books and more. Key aspects of CLIL like activating prior knowledge, scaffolding understanding, and focusing on language, speaking, writing and assessment were also addressed.
Chapter3 090909204546-phpapp01
The document summarizes the core principles focused on during the first week of implementing Content and Language Integrated Learning (CLIL) methodology across different educational settings. These include a primary school, secondary school, and vocational school. The main principles are developing students' language skills and confidence, integrating content and language, building on existing knowledge through scaffolding, using cooperative and authentic activities, and focusing on multiple subjects. The document also provides examples of activities that could be done in each setting during the first week to introduce CLIL, such as name games, setting learning outcomes, and reading texts related to the content topic.
Lesson plan 8
The lesson plan aims to assess and improve students' speaking skills through activities that practice describing clothes and colors. Students will act out descriptions of animals using masks, learn clothing vocabulary from flashcards, draw and label their favorite outfits, and write descriptions of the outfits following a teacher-provided model. The plan promotes speaking confidence and uses language from previous classes.
Day 2 assure
This document outlines a lesson plan to teach high school seniors about Shakespeare's sonnets. It involves having students listen to a podcast about the sonnets, read and discuss 5-6 in small groups, paraphrase one in modern English, and create an audio recording commenting on their favorite line. The objectives are for students to become familiar with Shakespeare's sonnets in preparation for possible future literature courses. The methods include discussion, technology, and writing. Materials include computers, internet access, copies of the sonnets, and paper/pencil. Students will be evaluated on their group work and completion of the audio recording assignment.
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This document outlines a lesson plan for a 9th standard English unit on mass media. The lesson objectives are to understand the relevance of mass media, different types of mass media, and the basic functions of mass media. The lesson contains various stages where students are asked questions about their hobbies, reading newspapers, other sources of information, identifying different media in an image, and whether media serve individuals or groups. As an assignment, students are asked to identify their favorite mass media and write about its major functions.
Lesson Plan For Research...
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Production log 1
Joshua Whipday created a production log to track his progress on designing moodboards and images for a hip hop adaptation of Romeo and Juliet over 7 weeks. He took photos inspired by the play, merged them in Photoshop and Illustrator, and continued working on the final designs. In the deadline week, he finished touching up the illustrations and wrote an evaluation of his work before uploading everything to his blog to submit.
Lesson plan template
This document provides a template for a Phase 1 lesson plan that includes sections for students and setting, background, learning objectives, materials, procedures and timing, and reflection. The template instructs teachers to identify their target students and class setting in section A. Section B asks teachers to describe previous and subsequent lessons. Section C requires teachers to state learning objectives and expected student results. Section D prompts teachers to list needed materials and sources. Section E directs teachers to outline step-by-step procedures and timing in a table format. Finally, section F instructs teachers to reflect on how the lesson uses authentic materials and group work and is appropriate for the targeted age/grade level.
FINAL SHOWCASE
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Final Showcase
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Introducing Topic and Main Idea
This bulletin board project aimed to help students differentiate between topics and main ideas through engaging activities. Students used reference charts and worksheets to identify commonalities between words and determine main ideas. They analyzed pictures and passages to identify topics like transportation and highlight the key ideas around different types of transportation. Templates were provided for students to create their own passages and identify topics and main ideas.
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The document outlines an agenda for an English language class with three main activities. Students will bring in photos to share and ask each other questions about using who, what, where, when and why. They will then practice language structures and functions by describing photos using sample sentences. Finally, the class will wrap up by discussing what they learned, found challenging, and found easy about the activities.
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The document outlines an agenda for an English language class with three main activities. Students will bring in photos to share and ask each other questions about using who, what, where, when and why. They will then practice language structures and functions by describing photos using sample sentences. Finally, the class will wrap up by discussing what they learned, found challenging, and found easy about the activities.
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This document contains the class schedule and lesson plans for an English class in 3 ARIF from Sunday to Thursday. The lessons cover various language skills including listening, speaking, reading, writing, language arts and grammar. On Sunday, the lesson focuses on listening and speaking, involving a song about daily activities. On Monday, the reading lesson involves choral reading, questions and group reading about daily routines. On Tuesday, the writing lesson has students matching pictures to text about daily schedules. Wednesday's language arts lesson reviews the daily activities song through singing and questions. Thursday's grammar lesson teaches the difference between proper and common nouns through identification activities.
Nievas - Primary level - Journals
This document contains a trainee teacher's reflections on three English lessons taught to a 5th grade class in primary school. In the first lesson, the teacher focused on developing the students' communicative skills through activities incorporating the four skills of reading, writing, listening and speaking around the topic presented. Students engaged well with the colorful materials and interactive activities. The second lesson connected the topic of giving directions to a story, and students were enthusiastic about choosing paths and completing writing activities. For the third lesson, the teacher aimed to improve students' writing skills through describing cities, though more scaffolding was needed for the writing portions. Overall, the students reacted positively to the lessons and engaged well with the various interactive materials and activities.
Virtual Lesson Plan: Theme
This lesson plan spans 5 days and focuses on identifying themes in the book "The One and Only Ivan" by Katherine Applegate. Students will work in small groups to discuss themes they identify, provide examples from the text, and relate themes to other works. They will write an essay explaining the theme of the book and providing evidence. Differentiation is provided through leveled reading groups, scaffolding resources, and optional extension activities. A variety of technologies support collaboration and project-based learning, aligning with Merrill's principles of activating prior knowledge and applying new skills.
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一比一原版圣托马斯大学毕业证(UST毕业证书)学历如何办理
精仿办理【微信号:176555708】【精仿办理(UST毕业证书)】【微信号:176555708】《成绩单、外壳、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
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二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
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2、国（境）学习人员提供就业推荐信服务
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【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
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一比一原版(SBU毕业证书)肯特州立大学毕业证如何办理
原版办理【微信号:BYZS866】【(SBU毕业证书)肯特州立大学毕业证】【微信号:BYZS866】《成绩单、外壳、雅思、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【关于学历材料质量】
我们承诺采用的是学校原版纸张（原版纸质、底色、纹路）我们工厂拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有成品以及工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号BYZS866】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号BYZS866】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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一比一原版办理（Caltech毕业证)加州理工学院毕业证
一比一原版出售【微信：176555708】【《加州理工学院毕业证》(Caltech学位证成绩单)】【微信：176555708】(留信学历认证永久存档查询)采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份【微信：176555708】
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
办理加州理工学院毕业证（Caltech学位证）学位证【微信：176555708 】外观非常精致，由特殊纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理加州理工学院毕业证（Caltech学位证）学位证【微信：176555708 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理加州理工学院毕业证（Caltech学位证）学位证【微信：176555708 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理加州理工学院毕业证（Caltech学位证）学位证【微信：176555708 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
一比一原版西三一大学毕业证(TWU毕业证书)学历如何办理
加急办理【微信号:176555708】【加急办理(TWU毕业证书)】【微信号:176555708】《成绩单、外壳、offer、真实留信官方学历认证（永久存档/真实可查）》采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路）我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信号:176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信号:176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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一比一原版不列颠哥伦比亚大学毕业证(UBC毕业证书)学历如何办理
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三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
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按照学校原版(UPenn文凭证书)宾夕法尼亚大学毕业证快速办理
办理【(UPenn毕业证书)宾夕法尼亚大学毕业证】【176555708微信号】存档可查的成绩单、外壳、offer、留信学历认证（永久存档真实可查）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【我们承诺采用的是学校原版纸张（纸质、底色、纹路），我们拥有全套进口原装设备，特殊工艺都是采用不同机器制作，仿真度基本可以达到100%，所有工艺效果都可提前给客户展示，不满意可以根据客户要求进行调整，直到满意为止！】
【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信176555708】文凭即可
二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信176555708】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
留信网服务项目：
1、留学生专业人才库服务（留信分析）
2、国（境）学习人员提供就业推荐信服务
3、留学人员区块链存储服务
→ 【关于价格问题（保证一手价格）】
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：客户在留信官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
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◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(aiti毕业证书)澳洲悉尼翻译学院毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(aiti毕业证书)澳洲悉尼翻译学院毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(aiti毕业证书)澳洲悉尼翻译学院毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(aiti毕业证书)澳洲悉尼翻译学院毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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Mini lesson plan ppp
- 1. ACTIVITY: TALKING ABOUT PHOTOGRAPHS Wednesday, April 27th 2011 Agenda Welcome Warm up Activity #1 Instruction Activity #2 Question about photographs using Wh question Activity #3 Sample Language Structure & Functions
- 2. ACTIVITIES Bring in 3 or 4 of your own photos to show to the class. To help students ask and answer questions about photographs To develop students’ listening skills To develop students’ writing skills To develop students' communication skills Ask students to guess what the pictures have in common Tell the students that the common link is that they are all your photos
- 4. Prepare an oral report of what the photographs is about
- 11. Talk about favorite photographs.
- 13. Students prepare the questions in pairs.
- 14. Point out that some of them have more than one possible option.
- 16. WRAP UP Ask students example of the topic Close it with a review