Plenary
•Download as PPT, PDF•
2 likes•3,126 views
This document discusses what was learned on a given day, including a new phrase, the most important lesson, a repeated phrase from prior lessons, what was attempted, the most challenging activity, the most helpful activity, and the most enjoyable activity.
Report
Share
Report
Share
Recommended
Plenary cards
The document appears to be a student reflection on a lesson. It discusses how the student did not know certain things at the start of the lesson, things they need to improve on, and the most important part of the lesson. It prompts the student to think of a question to ask the class about what they learned, and reflects on what was easy or difficult during the lesson as well as what was enjoyed or not. It closes by discussing what was learned and next steps to improve.
Reported speech
This document provides information on reported speech in Vietnamese, including how to change verbs, pronouns, adverbs of time and place, and other elements when changing direct speech to indirect speech. Some examples are provided to illustrate these changes. The document also provides exercises to practice changing direct speech to indirect speech.
Pitstops and plenaries
This document contains a series of questions about reflecting on a learning experience. It asks the learner to consider what they enjoyed most, what they learned, who helped them learn, whether they achieved the learning objective, what they are most pleased about understanding, how they learned and what they now know about themselves as a learner, what they found difficult, how their thinking has changed, what was interesting or unexpected about the lesson and how it helped them learn, where else they could apply the skill and in what contexts, the advantages and disadvantages of working in that way, the most thought-provoking question, advice for the teacher, three key points that summarize their learning, the feelings and emotions they experienced and which were most helpful, and the
Blooms Question Dice
This document outlines instructions for a dice game where students work in pairs to generate analysis questions for each other based on a text. It involves the following steps:
1) Students work in pairs with dice and post-it notes labeled with their names and dice rolls.
2) They roll the dice twice to determine two analysis task starters from an Understanding, Analysing, Evaluating grid based on the dice numbers.
3) Students create their own analysis tasks based on the task starters and something achievable from their lessons.
4) They swap post-it notes and answer one of the partner's analysis questions, using evidence from the text.
5) Students then swap work and provide feedback with
Rag plenary
The document discusses having students fill out post-its to provide feedback on a lesson, with sections for things they did well, things they want to recap next lesson, and things they struggled with.
Starter activities[1]
The document contains a variety of prompts and activities for students, including: drawing pictures, writing descriptions, making words from letters, math problems, writing captions for pictures, and arguing for or against statements. The prompts cover topics like space, football, Victorians, and more. Students are encouraged to be creative and use descriptive language.
Quick plenaries
This document outlines steps and activities for a plenary session:
1) It includes prompts for students to reflect on what they learned, what was challenging, and how to improve. Questions guide partner and small group discussions.
2) A series of guided exercises have students describe their understanding in writing, including filling in triangles to show their progress and creating their own success criteria.
3) Peer assessment is incorporated where students provide feedback on each other's work.
4) Interactive activities like creating questions and writing definitions keep students engaged as they reinforce and assess their comprehension of the lesson concepts.
Setting up a lesson for good progress
The document provides guidance on setting up lessons to promote student progress. It discusses several key principles:
1. Lessons should build on existing understanding and push students just beyond their current level to promote learning.
2. Having clear learning objectives helps students understand what they are learning and know they are making progress. Objectives should specify what students will know, understand, and be able to do by the end of the lesson.
3. Progress should be continuously checked throughout the lesson using a variety of formative assessment strategies so teachers can ensure all students are learning.
Recommended
Plenary cards
The document appears to be a student reflection on a lesson. It discusses how the student did not know certain things at the start of the lesson, things they need to improve on, and the most important part of the lesson. It prompts the student to think of a question to ask the class about what they learned, and reflects on what was easy or difficult during the lesson as well as what was enjoyed or not. It closes by discussing what was learned and next steps to improve.
Reported speech
This document provides information on reported speech in Vietnamese, including how to change verbs, pronouns, adverbs of time and place, and other elements when changing direct speech to indirect speech. Some examples are provided to illustrate these changes. The document also provides exercises to practice changing direct speech to indirect speech.
Pitstops and plenaries
This document contains a series of questions about reflecting on a learning experience. It asks the learner to consider what they enjoyed most, what they learned, who helped them learn, whether they achieved the learning objective, what they are most pleased about understanding, how they learned and what they now know about themselves as a learner, what they found difficult, how their thinking has changed, what was interesting or unexpected about the lesson and how it helped them learn, where else they could apply the skill and in what contexts, the advantages and disadvantages of working in that way, the most thought-provoking question, advice for the teacher, three key points that summarize their learning, the feelings and emotions they experienced and which were most helpful, and the
Blooms Question Dice
This document outlines instructions for a dice game where students work in pairs to generate analysis questions for each other based on a text. It involves the following steps:
1) Students work in pairs with dice and post-it notes labeled with their names and dice rolls.
2) They roll the dice twice to determine two analysis task starters from an Understanding, Analysing, Evaluating grid based on the dice numbers.
3) Students create their own analysis tasks based on the task starters and something achievable from their lessons.
4) They swap post-it notes and answer one of the partner's analysis questions, using evidence from the text.
5) Students then swap work and provide feedback with
Rag plenary
The document discusses having students fill out post-its to provide feedback on a lesson, with sections for things they did well, things they want to recap next lesson, and things they struggled with.
Starter activities[1]
The document contains a variety of prompts and activities for students, including: drawing pictures, writing descriptions, making words from letters, math problems, writing captions for pictures, and arguing for or against statements. The prompts cover topics like space, football, Victorians, and more. Students are encouraged to be creative and use descriptive language.
Quick plenaries
This document outlines steps and activities for a plenary session:
1) It includes prompts for students to reflect on what they learned, what was challenging, and how to improve. Questions guide partner and small group discussions.
2) A series of guided exercises have students describe their understanding in writing, including filling in triangles to show their progress and creating their own success criteria.
3) Peer assessment is incorporated where students provide feedback on each other's work.
4) Interactive activities like creating questions and writing definitions keep students engaged as they reinforce and assess their comprehension of the lesson concepts.
Setting up a lesson for good progress
The document provides guidance on setting up lessons to promote student progress. It discusses several key principles:
1. Lessons should build on existing understanding and push students just beyond their current level to promote learning.
2. Having clear learning objectives helps students understand what they are learning and know they are making progress. Objectives should specify what students will know, understand, and be able to do by the end of the lesson.
3. Progress should be continuously checked throughout the lesson using a variety of formative assessment strategies so teachers can ensure all students are learning.
Stone Cold Lesson 17 - Reading Assessment 2
1) Oliver walked 20 miles in one day with no food other than dry bread crusts and water, and slept under a haystack alone and afraid in the empty fields.
2) The next morning Oliver was cold, stiff, and hungry, having to trade his penny for a small loaf of bread after walking another 12 miles.
3) By the seventh morning after leaving home, Oliver arrived in Barnet barely able to crawl, with bleeding feet and covered in dust, sitting alone on a doorstep as people passed by without helping him.
Unit 21 p6
The document provides information on aspects of contract and business law for a course assignment. It discusses key topics like the Sale of Goods Act 1979 and implied terms regarding title, description, fitness and quality. It also covers the Supply of Goods and Services Act 1982 and protections for consumers. Learners are given tasks to research cases, summarize legislation, and analyze how consumers are protected in the event of a contract breach for goods or services. The learning mentors request additional information be created on consumer law protections for buying clothes and internet service contracts.
The plenary producer
The document provides a list of over 50 potential plenary activities that teachers can use at the end of a lesson. Some of the suggested plenaries include having students answer questions about the lesson, write instructions for a task related to the lesson content, tell the teacher three things they learned, and create a comic strip or storyboard summarizing the key points. The list aims to give teachers varied options for reviewing and assessing student understanding of the lesson material in an engaging way.
Stereotypes in media
Stereotypes are oversimplified ideas about groups that are usually wrong. Stereotypes form the basis of discrimination and help inequality grow, especially against minorities. Mass media helps spread and normalize stereotypes. In media, women are often portrayed as weak and in need of saving by men. Racial stereotypes commonly depict Black people as violent, Asians as martial artists or cheap labor, and Latin people as domestic workers. Ethnic stereotypes sometimes show Jewish people as rich and greedy or Arabs as terrorists. Overall, the document discusses how mass media frequently relies on and promotes harmful stereotypes.
Reflection
This document discusses reflection and metacognition in education. It provides guidance for teachers on developing reflective practices in their classrooms. Some key points include:
- Reflective learning involves thinking about one's own thinking and learning processes. It helps students strengthen their ability to learn.
- Teachers should model reflective thinking, ask reflective questions, and train students to reflect routinely. Regular reflection helps teachers and students evaluate and improve the teaching and learning process.
- Reflection requires making time for it, planning opportunities for students to reflect, and teaching reflective techniques. It benefits learning when used before, during and after lessons.
Stone Cold Lesson 16 - Looking Back
This document appears to be a lesson plan that discusses looking back on a novel. It prompts students to consider how the novel ended compared to their expectations, whether they would recommend it, and if it remains relevant. It also includes discussion questions about societal help for the homeless versus prison costs and support. Students are asked to prepare a one-minute speech on a statement and reflect on their abilities according to the lesson goals.
Media And Stereotypes (English Teachable Version)
The document discusses media literacy and identity formation among teenagers. It explores how media constructs stereotypes and influences behavior. While media companies used to control messaging, the rise of social media has empowered teenagers as "produsers" who both consume and create content. The assignment challenges students to deconstruct common stereotypes portrayed in media and create their own media responses in a classroom blog by analyzing images, videos, and creating posters. The goal is for students to take control of their own representations rather than accepting predefined labels.
Stone Cold Lesson 8 - No-One Cares
This document discusses varying attitudes toward homelessness presented in the novel Stone Cold and in real life. Some views expressed are disgust, embarrassment, the idea that homelessness is self-inflicted, that homeless people are addicts or don't want to work. However, others believe that some people are left with little choice but to live on the streets or admire those who sell newspapers to earn money. The lesson asks if the novel has changed readers' minds about homeless people.
Stone Cold Lesson 4 - Missing Link
The document provides lesson material on a novel about a character named Link. It includes questions about Link's experiences trying to find employment and housing. It then prompts students to summarize Link's story in 300 words or less from the perspective of a charity wanting to increase awareness of youth homelessness. The summary should describe each step that led Link to becoming homeless in London in a way that generates sympathy from the reader.
Stone Cold Lesson 9 – Spare Any Change
This document provides lesson materials about persuading readers, including:
1) An activity asking students to analyze persuasive devices used in a passage about sleeping rough, including direct address, questions, and short sentences.
2) A request for students to write a short summary of what the author wants readers to think at the end of the passage, and to persuade them to think or do.
3) Learning objectives that students will be able to select relevant quotations, comment on language use, and identify purposes and viewpoints.
Stone Cold Lesson 6 & 7 - Writing Assessment 1
The document provides information about an upcoming writing assessment for students. It explains that students will have one lesson to prepare for a controlled writing task where they will write a letter from the perspective of Link to his mother. In the letter, Link will tell his mother about the problems he is facing including being evicted, being hungry and cold, being threatened, and being mugged. Students will be marked on their ability to write imaginative, thoughtful texts appropriate to the task, to structure and organize the text effectively, and to use varied sentences, correct syntax and punctuation, appropriate vocabulary, and correct spelling.
Stone Cold Lesson 10 - Reading Assessment 1
The document is a reading passage from the novel Stone Cold about two homeless people, Link and Ginger, who pay Captain Hook six pounds to spend the night on his cramped canal boat. The boat is described as resembling a slave ship with too many damp, unwashed bodies crammed together in the poor lighting. Though the smell and close quarters are unpleasant, it is warm and safer than outside, with the rocking of the boat becoming quite pleasant once one adjusts to the smell.
Stone Cold Lesson 5 - Making a Fortune (Line)
This document provides instructions for students to analyze and summarize parts of a novel. It asks students to:
1. Summarize a character's discourse on killing in three paragraphs using provided prompts.
2. Identify and note six key moments from a character's narrative in order, including quotes, and place them on a chart to show how the character's emotions change.
3. Check their understanding by sharing their chart with others and identifying the high and low points in the character's emotions.
The document aims to help students deduce, infer, interpret events and ideas from the novel and effectively organize quotes about the changing emotions of a character.
Stone Cold Lesson 2 - Meet Link and Shelter
The document provides lesson plans and activities for students to analyze the opening pages of the novel "Link" by Robert Swindells. It includes instructions for students to identify facts about the main character Link from descriptions in the text, analyze how the author establishes characters and hooks the reader's interest, and complete a descriptive writing exercise using adjectives. The goal is for students to understand how Swindells engages readers in the opening of the novel and to improve their own descriptive writing skills.
Stone Cold Lesson 11 - Speaking and Listening Assessment
By the end of the lesson, all students will be able to identify what makes a good presentation, most will realize how important preparation is for a speech, and some will begin preparing their own speech. The task is for students to write and do a three-minute presentation about their hopes and ambitions for the future by age 30, which can include topics like their career goals, travel plans, education plans, life goals, and dreams. Extra credit will be given to those who conduct research about their desired careers.
Stone Cold Lesson 13 - What's The Big Issue
This document provides lesson instructions for analyzing a passage from "The Big Issue" and creating a magazine front cover. It states that by the end of the lesson, all students will be able to retrieve quotations from the text, most will be able to identify magazine layout conventions, and some will understand how conventions impact readers. Students are asked to answer comprehension questions about pages 61-69 and then design their own Big Issue cover targeting homeless people with uplifting stories.
Stone Cold Lesson 14 & 15 - Writing Assessment 2
The document defines different types of newspapers and provides examples of each. National newspapers contain some national and international news focused on a specific area of a country. Regional newspapers contain local news topics in detail for towns and cities. Local newspapers cover news across the whole country and internationally. Tabloid newspapers cover all national and international news often in a serious way. Broadsheet newspapers also cover all national and international news but may contain more personal stories or gossip.
Stone Cold Lesson 12 - Storyboarding an Advert
This document provides information and questions about creating a storyboard for a public service announcement about the organization FRANK and raising awareness of drug and alcohol abuse among homeless people. It tests the reader's understanding of facts versus opinions about drugs, provides background on the challenges of homelessness, and assigns the reader the task of developing a storyboard on the given topic.
Prop character types (A2 media studies)
Vladimir Propp was a Russian formalist scholar who studied folk tales in the 1920s. He identified that many folk tales shared similar narrative structures and characters fulfilling narrative functions that drive the plot. Propp's theory outlines character archetypes like the hero, villain, donor, and princess. His work influenced filmmaking and showed that fairy tales follow a specific narrative structure. Propp's theory can be applied to analyze the plot and characters of horror films like Halloween and Texas Chainsaw Massacre in terms of the hero confronting the villain while receiving help from donors.
Sherbert Lemon Exercise
The document provides guidance for students on describing objects using their senses. It instructs students to examine, feel, smell, taste, and listen to a sherbet lemon candy without eating it. The document then prompts students to write a description of a meal they've had with friends or family, including the people, setting, and food.
Como eres
El documento presenta varias preguntas y respuestas sobre la apariencia física de una persona en francés. Proporciona detalles sobre el color y tipo de pelo, color de ojos, rasgos faciales como pecas y barba/bigote, uso de gafas, estatura, peso y color de piel.
El Salvador.Clara.Lyri
El Salvador is a small Central American country located between Honduras and Guatemala along the Pacific Ocean. It has a population where many live in poverty and face challenges from natural disasters, and has a history of gaining independence from Spain in 1821 after a war. The culture is marked by traditional dress, food, and a flag featuring blue and white colors representing the ocean and peace.
More Related Content
Viewers also liked
Stone Cold Lesson 17 - Reading Assessment 2
1) Oliver walked 20 miles in one day with no food other than dry bread crusts and water, and slept under a haystack alone and afraid in the empty fields.
2) The next morning Oliver was cold, stiff, and hungry, having to trade his penny for a small loaf of bread after walking another 12 miles.
3) By the seventh morning after leaving home, Oliver arrived in Barnet barely able to crawl, with bleeding feet and covered in dust, sitting alone on a doorstep as people passed by without helping him.
Unit 21 p6
The document provides information on aspects of contract and business law for a course assignment. It discusses key topics like the Sale of Goods Act 1979 and implied terms regarding title, description, fitness and quality. It also covers the Supply of Goods and Services Act 1982 and protections for consumers. Learners are given tasks to research cases, summarize legislation, and analyze how consumers are protected in the event of a contract breach for goods or services. The learning mentors request additional information be created on consumer law protections for buying clothes and internet service contracts.
The plenary producer
The document provides a list of over 50 potential plenary activities that teachers can use at the end of a lesson. Some of the suggested plenaries include having students answer questions about the lesson, write instructions for a task related to the lesson content, tell the teacher three things they learned, and create a comic strip or storyboard summarizing the key points. The list aims to give teachers varied options for reviewing and assessing student understanding of the lesson material in an engaging way.
Stereotypes in media
Stereotypes are oversimplified ideas about groups that are usually wrong. Stereotypes form the basis of discrimination and help inequality grow, especially against minorities. Mass media helps spread and normalize stereotypes. In media, women are often portrayed as weak and in need of saving by men. Racial stereotypes commonly depict Black people as violent, Asians as martial artists or cheap labor, and Latin people as domestic workers. Ethnic stereotypes sometimes show Jewish people as rich and greedy or Arabs as terrorists. Overall, the document discusses how mass media frequently relies on and promotes harmful stereotypes.
Reflection
This document discusses reflection and metacognition in education. It provides guidance for teachers on developing reflective practices in their classrooms. Some key points include:
- Reflective learning involves thinking about one's own thinking and learning processes. It helps students strengthen their ability to learn.
- Teachers should model reflective thinking, ask reflective questions, and train students to reflect routinely. Regular reflection helps teachers and students evaluate and improve the teaching and learning process.
- Reflection requires making time for it, planning opportunities for students to reflect, and teaching reflective techniques. It benefits learning when used before, during and after lessons.
Stone Cold Lesson 16 - Looking Back
This document appears to be a lesson plan that discusses looking back on a novel. It prompts students to consider how the novel ended compared to their expectations, whether they would recommend it, and if it remains relevant. It also includes discussion questions about societal help for the homeless versus prison costs and support. Students are asked to prepare a one-minute speech on a statement and reflect on their abilities according to the lesson goals.
Media And Stereotypes (English Teachable Version)
The document discusses media literacy and identity formation among teenagers. It explores how media constructs stereotypes and influences behavior. While media companies used to control messaging, the rise of social media has empowered teenagers as "produsers" who both consume and create content. The assignment challenges students to deconstruct common stereotypes portrayed in media and create their own media responses in a classroom blog by analyzing images, videos, and creating posters. The goal is for students to take control of their own representations rather than accepting predefined labels.
Stone Cold Lesson 8 - No-One Cares
This document discusses varying attitudes toward homelessness presented in the novel Stone Cold and in real life. Some views expressed are disgust, embarrassment, the idea that homelessness is self-inflicted, that homeless people are addicts or don't want to work. However, others believe that some people are left with little choice but to live on the streets or admire those who sell newspapers to earn money. The lesson asks if the novel has changed readers' minds about homeless people.
Stone Cold Lesson 4 - Missing Link
The document provides lesson material on a novel about a character named Link. It includes questions about Link's experiences trying to find employment and housing. It then prompts students to summarize Link's story in 300 words or less from the perspective of a charity wanting to increase awareness of youth homelessness. The summary should describe each step that led Link to becoming homeless in London in a way that generates sympathy from the reader.
Stone Cold Lesson 9 – Spare Any Change
This document provides lesson materials about persuading readers, including:
1) An activity asking students to analyze persuasive devices used in a passage about sleeping rough, including direct address, questions, and short sentences.
2) A request for students to write a short summary of what the author wants readers to think at the end of the passage, and to persuade them to think or do.
3) Learning objectives that students will be able to select relevant quotations, comment on language use, and identify purposes and viewpoints.
Stone Cold Lesson 6 & 7 - Writing Assessment 1
The document provides information about an upcoming writing assessment for students. It explains that students will have one lesson to prepare for a controlled writing task where they will write a letter from the perspective of Link to his mother. In the letter, Link will tell his mother about the problems he is facing including being evicted, being hungry and cold, being threatened, and being mugged. Students will be marked on their ability to write imaginative, thoughtful texts appropriate to the task, to structure and organize the text effectively, and to use varied sentences, correct syntax and punctuation, appropriate vocabulary, and correct spelling.
Stone Cold Lesson 10 - Reading Assessment 1
The document is a reading passage from the novel Stone Cold about two homeless people, Link and Ginger, who pay Captain Hook six pounds to spend the night on his cramped canal boat. The boat is described as resembling a slave ship with too many damp, unwashed bodies crammed together in the poor lighting. Though the smell and close quarters are unpleasant, it is warm and safer than outside, with the rocking of the boat becoming quite pleasant once one adjusts to the smell.
Stone Cold Lesson 5 - Making a Fortune (Line)
This document provides instructions for students to analyze and summarize parts of a novel. It asks students to:
1. Summarize a character's discourse on killing in three paragraphs using provided prompts.
2. Identify and note six key moments from a character's narrative in order, including quotes, and place them on a chart to show how the character's emotions change.
3. Check their understanding by sharing their chart with others and identifying the high and low points in the character's emotions.
The document aims to help students deduce, infer, interpret events and ideas from the novel and effectively organize quotes about the changing emotions of a character.
Stone Cold Lesson 2 - Meet Link and Shelter
The document provides lesson plans and activities for students to analyze the opening pages of the novel "Link" by Robert Swindells. It includes instructions for students to identify facts about the main character Link from descriptions in the text, analyze how the author establishes characters and hooks the reader's interest, and complete a descriptive writing exercise using adjectives. The goal is for students to understand how Swindells engages readers in the opening of the novel and to improve their own descriptive writing skills.
Stone Cold Lesson 11 - Speaking and Listening Assessment
By the end of the lesson, all students will be able to identify what makes a good presentation, most will realize how important preparation is for a speech, and some will begin preparing their own speech. The task is for students to write and do a three-minute presentation about their hopes and ambitions for the future by age 30, which can include topics like their career goals, travel plans, education plans, life goals, and dreams. Extra credit will be given to those who conduct research about their desired careers.
Stone Cold Lesson 13 - What's The Big Issue
This document provides lesson instructions for analyzing a passage from "The Big Issue" and creating a magazine front cover. It states that by the end of the lesson, all students will be able to retrieve quotations from the text, most will be able to identify magazine layout conventions, and some will understand how conventions impact readers. Students are asked to answer comprehension questions about pages 61-69 and then design their own Big Issue cover targeting homeless people with uplifting stories.
Stone Cold Lesson 14 & 15 - Writing Assessment 2
The document defines different types of newspapers and provides examples of each. National newspapers contain some national and international news focused on a specific area of a country. Regional newspapers contain local news topics in detail for towns and cities. Local newspapers cover news across the whole country and internationally. Tabloid newspapers cover all national and international news often in a serious way. Broadsheet newspapers also cover all national and international news but may contain more personal stories or gossip.
Stone Cold Lesson 12 - Storyboarding an Advert
This document provides information and questions about creating a storyboard for a public service announcement about the organization FRANK and raising awareness of drug and alcohol abuse among homeless people. It tests the reader's understanding of facts versus opinions about drugs, provides background on the challenges of homelessness, and assigns the reader the task of developing a storyboard on the given topic.
Prop character types (A2 media studies)
Vladimir Propp was a Russian formalist scholar who studied folk tales in the 1920s. He identified that many folk tales shared similar narrative structures and characters fulfilling narrative functions that drive the plot. Propp's theory outlines character archetypes like the hero, villain, donor, and princess. His work influenced filmmaking and showed that fairy tales follow a specific narrative structure. Propp's theory can be applied to analyze the plot and characters of horror films like Halloween and Texas Chainsaw Massacre in terms of the hero confronting the villain while receiving help from donors.
Sherbert Lemon Exercise
The document provides guidance for students on describing objects using their senses. It instructs students to examine, feel, smell, taste, and listen to a sherbet lemon candy without eating it. The document then prompts students to write a description of a meal they've had with friends or family, including the people, setting, and food.
Viewers also liked (20)
Stone Cold Lesson 11 - Speaking and Listening Assessment
Stone Cold Lesson 11 - Speaking and Listening Assessment
More from alice ayel
Como eres
El documento presenta varias preguntas y respuestas sobre la apariencia física de una persona en francés. Proporciona detalles sobre el color y tipo de pelo, color de ojos, rasgos faciales como pecas y barba/bigote, uso de gafas, estatura, peso y color de piel.
El Salvador.Clara.Lyri
El Salvador is a small Central American country located between Honduras and Guatemala along the Pacific Ocean. It has a population where many live in poverty and face challenges from natural disasters, and has a history of gaining independence from Spain in 1821 after a war. The culture is marked by traditional dress, food, and a flag featuring blue and white colors representing the ocean and peace.
Restaurant.Comic.Strip
El documento habla sobre una visita a un restaurante. Un grupo de amigos decidió ir a cenar juntos a un restaurante italiano en el centro de la ciudad. Pidieron pasta, pizza y vino tinto para acompañar la comida. Disfrutaron de una agradable velada compartiendo risas y conversaciones.
Easter In France
Easter in France is known as Pâques. The week leading up to Easter includes traditions like Mardi Gras celebrations and Lent. On Good Friday, there is a minute of silence at 3pm to commemorate the time of Jesus' death. Easter Sunday is marked by church bells ringing and children receiving chocolate eggs and bells as gifts. April Fool's pranks include children sticking paper fish cutouts on adults' backs.
Asking and giving basic directions
To ask where a place is and give basic directions in French based on Expo1, module 4
Describing town in French
Based on Expo 1, module 4. At the end of the lesson, students should be able to write a short description of their hometown.
Food in French
year 8 are working in groups on making a film about a disastrous dinner. This slideshow is for them to learn basic food in French and do their menu for their restaurant.
More from alice ayel (20)
Recently uploaded
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/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Recently uploaded (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Plenary
- 1. Today, I have learnt that... Using a new phrase I have learned today, I can now say... The most im-portant thing I have learned today is... A phrase I have used in both of the last two lessons is... Today, I have tried to... The hardest thing we have had to do was... The activity which most helped my learning was... The most enjoyable activity was... 1 2 3 4 5 6 7 8
Editor's Notes
- Choose a student to start the plenary. Give him/her a choice of number. Click on the number, and one of the speech bubbles will change colour. The student then reads out the sentence and completes it in an appropriate manner. He/She may then choose who goes next!