This homework schedule rotates between 4 weeks, with Week 1 assignments repeating after Week 4 is completed. Each week includes daily home reading assignments. Spelling words are assigned for Tuesdays and Thursdays, while Wednesdays involve writing about the previous weekend. The class calendar provides details on all assignments.
This document provides a weekly schedule for a classroom from Monday, March 18th to Friday, March 22nd. It includes assignments and assessments for math, writing, and reading due throughout the week, including a word work review, narrative writing draft, think through math parent signature, plot homework, math fact fluency assessment, geometry homework, and end of the grading period.
The document provides a tutorial on when to use the present simple tense in English. It lists 4 main uses: 1) for facts and things that are always or generally true, 2) for more permanent situations, 3) for regular habits or routines, and 4) to describe feelings and thoughts. Examples are given for each use case to illustrate when the present simple tense would be appropriate.
The document provides examples of when to use the present simple tense in English. The present simple is used to describe: 1) facts and general truths, 2) more or less permanent situations, 3) regular habits or routines, and 4) feelings and thoughts. It then provides examples for each category, such as "the weather is hot in summer" and "I go to school at eight o'clock."
The document is a weekly schedule for the week of April 24-28 for Mrs. Neal's third grade class. It includes a daily reading assignment of 30 minutes along with logging pages and minutes read. The math questions for the week involve calculating hours of sleep, comparing amounts of sleep, and converting reading minutes to hours. Students are reminded to go to bed early, eat breakfast, and bring a book each day. Upcoming events that week include a Mother's Day tea and end of year pool party.
1. Pronouns are words that replace nouns. Subjects and objects in sentences often use pronouns.
2. Examples show pronouns being used as subjects like "I" and "you" or objects like "me" and "him".
3. A table lists common subject and object pronouns like "I - me", "he - him", and "it - it".
1. Pronouns are words that replace nouns. Subjects and objects in sentences often use pronouns.
2. Examples are given of subject and object pronouns like I, you, he, she, it, we, they, me, him, her, us, them.
3. A practice exercise is provided to complete sentences by choosing the correct subject or object pronoun. The answers are then given.
This homework schedule rotates between 4 weeks, with Week 1 assignments repeating after Week 4 is completed. Each week includes daily home reading assignments. Spelling words are assigned for Tuesdays and Thursdays, while Wednesdays involve writing about the previous weekend. The class calendar provides details on all assignments.
This document provides a weekly schedule for a classroom from Monday, March 18th to Friday, March 22nd. It includes assignments and assessments for math, writing, and reading due throughout the week, including a word work review, narrative writing draft, think through math parent signature, plot homework, math fact fluency assessment, geometry homework, and end of the grading period.
The document provides a tutorial on when to use the present simple tense in English. It lists 4 main uses: 1) for facts and things that are always or generally true, 2) for more permanent situations, 3) for regular habits or routines, and 4) to describe feelings and thoughts. Examples are given for each use case to illustrate when the present simple tense would be appropriate.
The document provides examples of when to use the present simple tense in English. The present simple is used to describe: 1) facts and general truths, 2) more or less permanent situations, 3) regular habits or routines, and 4) feelings and thoughts. It then provides examples for each category, such as "the weather is hot in summer" and "I go to school at eight o'clock."
The document is a weekly schedule for the week of April 24-28 for Mrs. Neal's third grade class. It includes a daily reading assignment of 30 minutes along with logging pages and minutes read. The math questions for the week involve calculating hours of sleep, comparing amounts of sleep, and converting reading minutes to hours. Students are reminded to go to bed early, eat breakfast, and bring a book each day. Upcoming events that week include a Mother's Day tea and end of year pool party.
1. Pronouns are words that replace nouns. Subjects and objects in sentences often use pronouns.
2. Examples show pronouns being used as subjects like "I" and "you" or objects like "me" and "him".
3. A table lists common subject and object pronouns like "I - me", "he - him", and "it - it".
1. Pronouns are words that replace nouns. Subjects and objects in sentences often use pronouns.
2. Examples are given of subject and object pronouns like I, you, he, she, it, we, they, me, him, her, us, them.
3. A practice exercise is provided to complete sentences by choosing the correct subject or object pronoun. The answers are then given.
This document provides activities and questions to practice using the present indefinite tense to talk about likes and dislikes. It includes examples from three people discussing their busiest day of the week. The first person says Sunday is their busiest day because all their relatives come for lunch and dinner. The second person dislikes Mondays and provides a detailed schedule, getting up early to work, take classes, and give tutoring until arriving home late. The third person says Saturday is their busiest day, as they clean in the morning, shop in the afternoon, and teach an evening class until 10pm.
This document outlines the schedule and assignments for a classroom from Monday, May 14th to Friday, May 18th. It includes daily assignments such as reading for 20 minutes, spelling homework, a spelling test on Friday, and science assignments on traits due Wednesday and Friday. All library books were due back by Friday the 18th at the end of the year.
The document provides information on using future tenses in English, including the present continuous for plans and arrangements, "be going to" for predictions, and sample conversations using future tense forms. Examples are given of questions and responses using will, be going to, present continuous, and plans/hopes expressed with hope/want/plan and infinitives.
The narrator felt they had many friends in 4th grade, but when starting 5th grade most of those friends no longer wanted to be friends with them. One friend moved away without saying goodbye, while others became friends with a neighbor who did not like the narrator. At a birthday party for one of the old friends, the narrator did not talk to anyone and cried in the car on the way home feeling friendless. However, the narrator is looking forward to starting middle school to make new friends and plans to continue being friends with one neighbor who lives across the street, even though they will be in different grades.
The document describes the student's classroom, which has many children, teachers, windows, chairs, tables, a cupboard, and blackboard. It also discusses the computer lab, which is big with many computers and a projector, and the library, which has many books and is enjoyed by the student and their class.
The document outlines Lizzy's schedule for Tuesday through Friday which includes studying and homework for various school subjects like history, math, and ASL in the mornings and evenings with school from 10:30am to 3pm each day except Wednesday which has an all day essay. Wednesday also has a big break while Friday allows for starting an essay of choice.
This document provides an introduction to pronouns and adjectives. It includes examples of objective pronouns such as "I, me, he, him, she, her, we, us, they, them". Possessive adjectives are also demonstrated like "my, your, his, her, its, our, their". Finally, demonstrative adjectives are listed with matching possessive pronouns such as "this, that, these, those" paired with "mine, yours, his, hers, ours, theirs".
The document summarizes a teacher's reflective journal entries about implementing task-based learning in their EFL classroom. Through analyzing their journal entries, the teacher found their teaching improved in four key areas: 1) developing a better rapport with students, 2) making the classroom more learning-centered, 3) realizing the importance of detailed lesson planning, and 4) gaining insights from reflecting on mistakes to avoid repeating them. Reflective journaling provided an opportunity for the teacher to critically evaluate their experiences and identify effective practices to continue or problems to address.
The author reflects on what they have learned through their educational technology program. They realize that effectively integrating technology into their teaching requires ongoing learning and developing their skills in content, technology, and teaching (TPACK). Looking forward, the author outlines goals to (1) adopt new teaching methods using technology, (2) integrate technology across their school, and (3) foster a culture of technology use. They acknowledge challenges but draw motivation from supporting resources like colleagues and students.
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
A narrative report on teaching experiencesYuna Lesca
Diosdado Macapagal High School is located in Sto. Domingo, Mexico, Pampanga. It was established in 2004 with 97 students and has grown significantly over the years to now serve over 1,368 students. The school aims to provide quality education through the cooperation of its administrators, teachers, parents, and community partners. It offers various academic and extracurricular programs throughout the year, including field trips, performances, and celebrations of holidays.
This document is a portfolio created by Orly Abellanosa for her practice teaching. It includes:
- Reflections on her readiness and preparation to teach students.
- Notes about her first experiences at her cooperating school and interactions with her cooperating teacher and students.
- A case study of a teenage student who became pregnant and how it affected her school performance and experience.
Field Study and Pre - Service Teaching Portfolioaleli ariola
This document provides information about Laguna State Polytechnic University, including its vision, mission, goals, and objectives for the Bachelor of Secondary Education program. The university aims to provide advanced education, professional, technological, and vocational instruction. Its mission is to primarily serve the Philippines and global economy. The College of Education is committed to developing students' full potential and equipping them with knowledge, skills, and attitudes for teacher education and related fields to meet changing demands. The Bachelor of Secondary Education program objectives are to produce graduates who can serve as role models, provide a wholesome learning environment, facilitate diverse learning, use various teaching methods and materials, use assessment data to improve plans, and strengthen school-community links.
This document outlines an English language lesson about daily routines. It includes activities where students discuss the daily schedules of family members and classmates. Students watch a video about a boy named Fred's daily routine and answer questions. They also imagine the routine of a classmate named Alexandra who works as a secretary and studies English, asking each other questions. Finally, students work in pairs roleplaying conversations where they describe the occupation and typical day of a family member or friend.
This document discusses effective time management strategies for students. It acknowledges common excuses for poor time management like believing tasks will take less time than they do. It emphasizes the importance of treating time as a valuable resource and planning ahead to avoid last-minute crunches. The document provides a step-by-step process for creating a monthly calendar to schedule assignments based on syllabus due dates with the goal of completing work gradually over time rather than procrastinating. Daily schedules are also suggested to help prioritize tasks.
Tc1 Lesson 13 my schedule course materialJoanne Chen
Li Dashan has a busy schedule this semester with four classes. He has class every day, including English, math, engineering, and writing on various weekdays from 8am to 3:30pm. After class, he goes home to do homework, and on weekends often goes out to eat with his family.
This document discusses learning about telling time, dates, days, and months in English. It provides examples of activities students will do to practice these skills, such as listening to the teacher say times and repeating, discussing daily schedules in groups, and learning the names of months. The overall goal is to help students learn and practice discussing time, dates, days and months in English through repetition and interactive group activities.
Asking About Daily Activities (Simple Present Tense)iin hermiyanto
A firefighter's life is tougher than an ordinary life. Firefighters must be prepared and designed to handle emergencies. They wake up early in the morning to start their day, which involves responding to emergencies and saving lives. Firefighters work long hours and face dangerous situations on a daily basis. Though challenging, their work protects communities.
Ms. Sarah Mueller is a Grade 5 teacher at GSIS in her second year of teaching there. She comes from Pennsylvania in the US and graduated from Geneva College with degrees in Elementary and Special Education. She provides an overview of the Grade 5 weekly schedule, homework expectations, reading and spelling practices, units of inquiry covered, math instruction, computer use policies, and invites parents to contact her with any questions.
The document contains an English diagnostic test for 5th grade students in the first semester. It includes 5 worksheets covering topics like meeting family, home, hobbies, daily routines, and nature as a favorite subject. The worksheets consist of grammar exercises, filling in blanks, matching activities, writing compositions, and answering true/false questions. The goal is to assess students' English language skills in areas like verbs, pronouns, prepositions, word order and tenses.
The document contains an English diagnostic test for 5th grade students in the first semester. It includes 5 worksheets covering topics like meeting family, home, hobbies, daily routines, and nature as a favorite subject. The worksheets consist of grammar exercises, filling in blanks, matching activities, writing compositions, and answering true/false questions. The goal is to assess students' English language skills in areas like verbs, pronouns, prepositions, word order and tenses.
The document provides examples of common language used in classroom situations, including:
1. Greetings and questions used at the beginning of a lesson like "Good morning" and "How are you?".
2. Simple instructions for students such as "Sit down" and "Open your books".
3. Phrases for ending the lesson including setting homework, saying goodbye, and having students leave the classroom in an orderly fashion.
4. Additional language for managing classroom activities, correcting errors, and addressing spontaneous situations that arise.
This document provides activities and questions to practice using the present indefinite tense to talk about likes and dislikes. It includes examples from three people discussing their busiest day of the week. The first person says Sunday is their busiest day because all their relatives come for lunch and dinner. The second person dislikes Mondays and provides a detailed schedule, getting up early to work, take classes, and give tutoring until arriving home late. The third person says Saturday is their busiest day, as they clean in the morning, shop in the afternoon, and teach an evening class until 10pm.
This document outlines the schedule and assignments for a classroom from Monday, May 14th to Friday, May 18th. It includes daily assignments such as reading for 20 minutes, spelling homework, a spelling test on Friday, and science assignments on traits due Wednesday and Friday. All library books were due back by Friday the 18th at the end of the year.
The document provides information on using future tenses in English, including the present continuous for plans and arrangements, "be going to" for predictions, and sample conversations using future tense forms. Examples are given of questions and responses using will, be going to, present continuous, and plans/hopes expressed with hope/want/plan and infinitives.
The narrator felt they had many friends in 4th grade, but when starting 5th grade most of those friends no longer wanted to be friends with them. One friend moved away without saying goodbye, while others became friends with a neighbor who did not like the narrator. At a birthday party for one of the old friends, the narrator did not talk to anyone and cried in the car on the way home feeling friendless. However, the narrator is looking forward to starting middle school to make new friends and plans to continue being friends with one neighbor who lives across the street, even though they will be in different grades.
The document describes the student's classroom, which has many children, teachers, windows, chairs, tables, a cupboard, and blackboard. It also discusses the computer lab, which is big with many computers and a projector, and the library, which has many books and is enjoyed by the student and their class.
The document outlines Lizzy's schedule for Tuesday through Friday which includes studying and homework for various school subjects like history, math, and ASL in the mornings and evenings with school from 10:30am to 3pm each day except Wednesday which has an all day essay. Wednesday also has a big break while Friday allows for starting an essay of choice.
This document provides an introduction to pronouns and adjectives. It includes examples of objective pronouns such as "I, me, he, him, she, her, we, us, they, them". Possessive adjectives are also demonstrated like "my, your, his, her, its, our, their". Finally, demonstrative adjectives are listed with matching possessive pronouns such as "this, that, these, those" paired with "mine, yours, his, hers, ours, theirs".
The document summarizes a teacher's reflective journal entries about implementing task-based learning in their EFL classroom. Through analyzing their journal entries, the teacher found their teaching improved in four key areas: 1) developing a better rapport with students, 2) making the classroom more learning-centered, 3) realizing the importance of detailed lesson planning, and 4) gaining insights from reflecting on mistakes to avoid repeating them. Reflective journaling provided an opportunity for the teacher to critically evaluate their experiences and identify effective practices to continue or problems to address.
The author reflects on what they have learned through their educational technology program. They realize that effectively integrating technology into their teaching requires ongoing learning and developing their skills in content, technology, and teaching (TPACK). Looking forward, the author outlines goals to (1) adopt new teaching methods using technology, (2) integrate technology across their school, and (3) foster a culture of technology use. They acknowledge challenges but draw motivation from supporting resources like colleagues and students.
The student teacher reflects on their experience, noting they gained confidence and strengthened their belief in nurturing the whole child. Their classroom management style evolved to match their cooperating teacher's approach. They appreciated the support of a team of teachers and mentors. The experience reinforced the importance of implementing new standards thoughtfully and providing real-world applications. While more responsibilities await as a full teacher, the student feels prepared to take on tasks like student placement. Overall, the student is grateful for the learning experience and support at their school.
A narrative report on teaching experiencesYuna Lesca
Diosdado Macapagal High School is located in Sto. Domingo, Mexico, Pampanga. It was established in 2004 with 97 students and has grown significantly over the years to now serve over 1,368 students. The school aims to provide quality education through the cooperation of its administrators, teachers, parents, and community partners. It offers various academic and extracurricular programs throughout the year, including field trips, performances, and celebrations of holidays.
This document is a portfolio created by Orly Abellanosa for her practice teaching. It includes:
- Reflections on her readiness and preparation to teach students.
- Notes about her first experiences at her cooperating school and interactions with her cooperating teacher and students.
- A case study of a teenage student who became pregnant and how it affected her school performance and experience.
Field Study and Pre - Service Teaching Portfolioaleli ariola
This document provides information about Laguna State Polytechnic University, including its vision, mission, goals, and objectives for the Bachelor of Secondary Education program. The university aims to provide advanced education, professional, technological, and vocational instruction. Its mission is to primarily serve the Philippines and global economy. The College of Education is committed to developing students' full potential and equipping them with knowledge, skills, and attitudes for teacher education and related fields to meet changing demands. The Bachelor of Secondary Education program objectives are to produce graduates who can serve as role models, provide a wholesome learning environment, facilitate diverse learning, use various teaching methods and materials, use assessment data to improve plans, and strengthen school-community links.
This document outlines an English language lesson about daily routines. It includes activities where students discuss the daily schedules of family members and classmates. Students watch a video about a boy named Fred's daily routine and answer questions. They also imagine the routine of a classmate named Alexandra who works as a secretary and studies English, asking each other questions. Finally, students work in pairs roleplaying conversations where they describe the occupation and typical day of a family member or friend.
This document discusses effective time management strategies for students. It acknowledges common excuses for poor time management like believing tasks will take less time than they do. It emphasizes the importance of treating time as a valuable resource and planning ahead to avoid last-minute crunches. The document provides a step-by-step process for creating a monthly calendar to schedule assignments based on syllabus due dates with the goal of completing work gradually over time rather than procrastinating. Daily schedules are also suggested to help prioritize tasks.
Tc1 Lesson 13 my schedule course materialJoanne Chen
Li Dashan has a busy schedule this semester with four classes. He has class every day, including English, math, engineering, and writing on various weekdays from 8am to 3:30pm. After class, he goes home to do homework, and on weekends often goes out to eat with his family.
This document discusses learning about telling time, dates, days, and months in English. It provides examples of activities students will do to practice these skills, such as listening to the teacher say times and repeating, discussing daily schedules in groups, and learning the names of months. The overall goal is to help students learn and practice discussing time, dates, days and months in English through repetition and interactive group activities.
Asking About Daily Activities (Simple Present Tense)iin hermiyanto
A firefighter's life is tougher than an ordinary life. Firefighters must be prepared and designed to handle emergencies. They wake up early in the morning to start their day, which involves responding to emergencies and saving lives. Firefighters work long hours and face dangerous situations on a daily basis. Though challenging, their work protects communities.
Ms. Sarah Mueller is a Grade 5 teacher at GSIS in her second year of teaching there. She comes from Pennsylvania in the US and graduated from Geneva College with degrees in Elementary and Special Education. She provides an overview of the Grade 5 weekly schedule, homework expectations, reading and spelling practices, units of inquiry covered, math instruction, computer use policies, and invites parents to contact her with any questions.
The document contains an English diagnostic test for 5th grade students in the first semester. It includes 5 worksheets covering topics like meeting family, home, hobbies, daily routines, and nature as a favorite subject. The worksheets consist of grammar exercises, filling in blanks, matching activities, writing compositions, and answering true/false questions. The goal is to assess students' English language skills in areas like verbs, pronouns, prepositions, word order and tenses.
The document contains an English diagnostic test for 5th grade students in the first semester. It includes 5 worksheets covering topics like meeting family, home, hobbies, daily routines, and nature as a favorite subject. The worksheets consist of grammar exercises, filling in blanks, matching activities, writing compositions, and answering true/false questions. The goal is to assess students' English language skills in areas like verbs, pronouns, prepositions, word order and tenses.
The document provides examples of common language used in classroom situations, including:
1. Greetings and questions used at the beginning of a lesson like "Good morning" and "How are you?".
2. Simple instructions for students such as "Sit down" and "Open your books".
3. Phrases for ending the lesson including setting homework, saying goodbye, and having students leave the classroom in an orderly fashion.
4. Additional language for managing classroom activities, correcting errors, and addressing spontaneous situations that arise.
This document contains a detailed lesson plan for teaching English to 9th grade students. The lesson focuses on analyzing literature to understand unchanging values in a volatile, uncertain, complex, and ambiguous (VUCA) world. Key aspects of the lesson include:
1) Students read and analyze a script depicting a conversation between a pastor and a boy to identify values like open-mindedness, curiosity, and resilience.
2) Students are divided into groups to role play scenarios highlighting the importance of values in coping with a changing world.
3) The teacher emphasizes that while the world changes rapidly, values like kindness, understanding, and compassion remain important for dealing with unpredictability.
The document outlines the process a class of students and their teacher took to establish classroom rules for the new school year. The students worked in teams to remember the previous year's rules and suggest new ones. They then presented their rules to the class for discussion and agreement. The agreed upon rules were written on a board by the students. The teacher ensured the rules were clear and the board was displayed publicly so the students could refer to it. The goal was for the students to take ownership of the rules through their collaborative involvement in the process.
This document contains a practice test for a 7th grade English class. The test has multiple choice, fill-in-the-blank, translation, and short answer questions about subjects like have/has got, translating common school and daily life words to Mongolian, typical school schedules and times, and describing class subjects on a particular day of the week. The test is assessing the student's English language skills in various areas related to school, daily routine, and basic grammar.
detailed lesson plan on adverbs for grade 6Jinky Macugay
This document provides a detailed lesson plan for a Grade 6 English class focusing on identifying adverbs and their different types. The objectives are for students to identify adverbs in sentences and differentiate between types of adverbs. The lesson plan outlines teacher and student activities including a spelling exercise, phonics drill, reading conversation examples to identify adverbs, and explaining the four types of adverbs - time, place, manner, and frequency. Students practice identifying adverbs, their function, and classifying them according to the four types through example sentences.
This document provides activities and questions to practice using the present indefinite tense to talk about likes and dislikes. It asks about the busiest day of the week, what is usually done on that day, whether it is liked or disliked, and the daily schedule including wake up time, work hours, meal times, after work activities, return home time, and bedtime. It includes examples from three individuals discussing their busiest days as Sunday, Monday, and Saturday respectively.
Miss O'Leary introduces herself and provides an overview of the 5th grade curriculum and classroom policies and procedures to welcome students to the new school year. Key subjects covered include reading, spelling, social studies, science, math, and religion. Classroom rules, consequences, jobs, and rewards are also outlined. Students will keep binders and assignment notebooks to stay organized.
This document outlines an activity to practice asking and answering wh- questions in the present and past tense. Students are divided into groups and each group is given wh- question words like who, what, when, where. The teacher reads an answer and the first student from a group to sit in the designated chair with the correct question word scores points. Their goal is to form a complete wh- question using the question word and present tense verbs. There are example answers and questions provided.
The document provides homework questions about time and daily routines. Students are asked to complete sentences about what a family usually does after work and school, where the children usually are at home, and where the family usually eats dinner. They are also asked questions to have short conversations identifying the time based on clocks showing different hours. Finally, students are asked how often they do certain activities, choosing from the options of always, usually, sometimes, and never.
This document provides examples of common language used in classroom instruction and interaction between teachers and students. It includes greetings and questions to check on students at the beginning of class, instructions for classroom activities and tasks, questions to check comprehension, ways to conclude class and assign homework, and phrases for giving feedback and corrections to students.
This document contains information about personality traits and describes the personality of the writer's best friend, Ben. It states that Ben is friendly, outgoing, and reliable. He is happiest when around other people and likes to go to parties to talk to people and make friends easily. Ben also laughs a lot, which makes others laugh too. He is someone who can be depended on to help others and stays calm in stressful situations.
The document provides vocabulary and grammar structures for talking about health problems and giving medical advice in Thai. It includes examples of having and recommending symptoms, a sample conversation at a pharmacy where a student gets advice for treating the flu, and classroom activities to practice medical vocabulary and role playing as doctors.
This document provides information about planets in the solar system. It begins with definitions of key terms like planet, solar system, and crater. It then provides details about the properties of each planet from Mercury to Pluto in order from the Sun. These include each planet's composition, features, number of moons, and position in the solar system. The document concludes with activities for students to learn more about the planets through a bingo game and debate.
This document lists different genres of films and television shows such as talk show, action, comedy, horror, romantic, adventure, sci-fi, drama, thriller, historical, animation, fantasy and documentary.
The document instructs readers to form groups of 3 people, watch the movie "Real Steel", and have each group write comments on whether they liked or disliked scenes, actors, or actresses in the movie and why. An example comment is provided that expresses interest and amazement with the story and actors/actresses.
The document discusses movie genres and asks students about the types of movies they like. It provides examples of movies from genres like science fiction, thriller, romantic, historical, comedy, adventure, and discusses whether certain students find genres exciting, boring, scary or suited to their personality. Student preferences are shared for movies starring actors like Jodie Foster, Mel Gibson, Antonio Banderas, Julia Roberts, and Nicholas Cage.
The document provides instructions for a movie trivia game to be played in groups. It explains that groups of 3 people will be formed, one member from each group will draw another group to answer a question. Each group member rolls a die and the totals are used to select and answer a question. Correct answers allow the group to spin a wheel for points, while incorrect answers do not let them spin. The rest of the document provides sentences with missing words that are either grammatically correct or incorrect versions to practice parts of speech.
Chinese New Year is celebrated for 15 days and involves cleaning houses, paying debts, wearing new red clothes, and spending time with family. Special foods are eaten that symbolize good things for the new year, like noodles for long life. Festivities include firecrackers, dragon parades with puppet lions and dragons, and giving gifts of money in red envelopes. The goal is to ensure the coming year is a lucky one.
This document discusses a biology activity on plant morphology and the parts of flowers. It includes information on multiple intelligences and focuses on linguistic intelligence. Key parts of flowers like the carpel, receptacle, stamens, and pollen are defined. Students are directed to compare themselves to different types of flowers and act them out for the class to guess.
This document lists different animals including bee, giraffe, chicken, elephant, bird, monkey, cat, fish, cow, dog, duck, lion, pig, rabbit, rat, tiger, buffalo, and zebra without any additional context or information provided about each animal.
The document discusses the structure and properties of water molecules. It explains that a water molecule is made up of two hydrogen atoms bonded to one oxygen atom at an angle of 105 degrees, giving the molecule a slight positive and negative charge. This dipole nature allows hydrogen bonds to form between water molecules, accounting for many of water's unique properties like its high heat capacity and ability to dissolve other substances. The document also notes water can exist as a solid, liquid, or gas and discusses how its molecular structure influences these different states.
The document provides information about addition and subtraction in Prathomsuksa 2 mathematics. It includes vocabulary terms like plus, minus, and change. It discusses questions using how many and how much followed by examples. There are practice problems solving for how many fruits in all and how much change is owed. The document ends with a role play example of a customer buying toys and getting change at a toy shop.
Here is a 153-word description of myself as a scientist:
If I were a scientist, I would study marine biology. I have always been fascinated by the ocean and interested in learning more about the diverse plant and animal life that exists below the surface. Each day would be an adventure as I scuba dive to observe sea creatures in their natural habitat and collect samples for further analysis back in my lab. Through careful observation and documentation, I hope to discover new species and gain insights into the delicate underwater ecosystems. I would also spend time aboard a research vessel, trawling the ocean to bring up specimens from different depths. Analyzing my findings under a microscope would be incredibly rewarding as I work to expand our understanding of life in the sea
The document discusses common free time activities such as visiting family, going shopping, doing homework, playing sports, and going to parties. It provides vocabulary related to these activities and examples of sentences using the future tense to talk about plans, for example "I am going to visit my family." Pictures are included to illustrate the different activities.
The document discusses a classroom activity where students are divided into groups of 9. Each group sends a representative to the front where the teacher shows them a fruit without naming it. The representative then has 30 seconds to describe the fruit to their group using adjectives. If the group guesses the fruit correctly, they earn 1 point. Each group takes a turn sending a representative to participate in the activity. The purpose is to practice using adjectives to describe objects without directly stating the name. The activity is meant to be done in rounds with all student groups participating.
This document provides instructions for a classroom activity where students will work in groups to rebrand a given product by creating an advertisement. The activity asks students to form groups of 4, choose a picture of a product, rename and rebrand the product to make it more interesting, prepare their new advertisement in 5 minutes, and then present their new product advertisement to the class by acting it out. The document provides example products that groups could choose from, including drinking water, milk, cereal, fried chicken, soft drink, cosmetic, chocolate, mobile, and watch.
9. AM PM
Ante Meridiem* Post Meridiem*
Latin for "before midday" Latin for "after midday"
When:
24 Hour
Clock: Midnight to Noon Noon to Midnight
0:00 to 11:59 12:00 to 23:59
10. The rules for telling time in English
In English we use "past" to say times after the hour until half past, or 30
minutes past the hour.
-We use "to" to say times before the hour from 31 minutes until the full hour.
-In English we use o'clock only at the full hour. Example: It's eight o'clock
-We can also just say the numbers in groups of two. Example: It's seven twenty-
five
-When speaking about the different times of the day we often use: in the
morning, in the afternoon, in the evening.
-Be careful! In English we use at night NOT in the night.
13. Direction :
1.Make a group of 5.
2.First student from each group stand up, one of you
choose the number on power point.
3.Teacher ask the question to the representative who
choose the number.
4.The student who answered have to ask the same
question your friends who standing.
5.When the first student from each group have done it,
the second student from each group stand up and
we will do the chain question again.
For example