A review of the Hants RDA's work in 2008-2009 and a preview of plans for 2009-2010; Presented by Executive Director, Ryan MacNeil, at the Hants RDA's annual general meeting on June 4, 2009 in the Mount Uniacke Fire Hall.
Slides from my recent presentation on Solvency II projects syndrome at the Insurance Risk and Capital Management Conference in Prague held in June 2012
The property located at 19 Allaura Blvd. in Aurora is a 19,470 square foot manufacturing facility on 1.38 acres that is currently leased by Five Star Tooling Manufacturing Inc. The tenant has occupied the facility for 6 years with an additional 4 years remaining on the lease. The asking price for the property is $2,200,000.
El documento habla sobre la importancia del reciclaje para reducir la contaminación y conservar los recursos naturales limitados de la Tierra. Explica que el reciclaje involucra reutilizar materiales como vidrio, papel, aluminio y plásticos para nuevos productos en lugar de desecharlos. También destaca la necesidad de desechar pilas y baterías de forma segura para evitar contaminación, y menciona las tres erres del reciclaje: reducir, reutilizar y reciclar.
Este documento proporciona instrucciones sobre varios aspectos de la gramática española, incluyendo verbos como gustar, tiempos verbales como el imperfecto y el pretérito, expresiones como hacer + tiempo + que, verbos reflexivos, mandatos afirmativos y negativos, y la colocación de pronombres. El documento ofrece una guía concisa pero completa sobre estos temas fundamentales de la gramática.
This document provides a summary of a Christmas Day spent in Florence, Italy. It describes visits to important Renaissance art locations like the Brancacci Chapel, coffee at the historic Caffe Gilli, browsing shops along Via Tornabuoni, and lunch at Procacci of ham and truffle panini with Chardonnay. The day was spent immersed in the art, history, and culture of Florence through its churches, cafes, and food on a relaxing Christmas Eve holiday.
Catherine of Siena was born in 1347 in Siena, Italy and had a vision of St. Dominic which led her to join the Third Order of the Dominicans in 1363. She recorded her mystical experiences in "The Dialogue of Divine Providence" between 1377-1378. Catherine was told by Christ to enter public life where she helped the poor and sick. She became known as a "doctor of the church" and wrote letters persuading Pope Gregory XI to return to Rome. Catherine experienced the bubonic plague as a child and accusations of heresy, but was a influential Italian mystic, Christian saint, and conversationalist known for her writings and followers.
A review of the Hants RDA's work in 2008-2009 and a preview of plans for 2009-2010; Presented by Executive Director, Ryan MacNeil, at the Hants RDA's annual general meeting on June 4, 2009 in the Mount Uniacke Fire Hall.
Slides from my recent presentation on Solvency II projects syndrome at the Insurance Risk and Capital Management Conference in Prague held in June 2012
The property located at 19 Allaura Blvd. in Aurora is a 19,470 square foot manufacturing facility on 1.38 acres that is currently leased by Five Star Tooling Manufacturing Inc. The tenant has occupied the facility for 6 years with an additional 4 years remaining on the lease. The asking price for the property is $2,200,000.
El documento habla sobre la importancia del reciclaje para reducir la contaminación y conservar los recursos naturales limitados de la Tierra. Explica que el reciclaje involucra reutilizar materiales como vidrio, papel, aluminio y plásticos para nuevos productos en lugar de desecharlos. También destaca la necesidad de desechar pilas y baterías de forma segura para evitar contaminación, y menciona las tres erres del reciclaje: reducir, reutilizar y reciclar.
Este documento proporciona instrucciones sobre varios aspectos de la gramática española, incluyendo verbos como gustar, tiempos verbales como el imperfecto y el pretérito, expresiones como hacer + tiempo + que, verbos reflexivos, mandatos afirmativos y negativos, y la colocación de pronombres. El documento ofrece una guía concisa pero completa sobre estos temas fundamentales de la gramática.
This document provides a summary of a Christmas Day spent in Florence, Italy. It describes visits to important Renaissance art locations like the Brancacci Chapel, coffee at the historic Caffe Gilli, browsing shops along Via Tornabuoni, and lunch at Procacci of ham and truffle panini with Chardonnay. The day was spent immersed in the art, history, and culture of Florence through its churches, cafes, and food on a relaxing Christmas Eve holiday.
Catherine of Siena was born in 1347 in Siena, Italy and had a vision of St. Dominic which led her to join the Third Order of the Dominicans in 1363. She recorded her mystical experiences in "The Dialogue of Divine Providence" between 1377-1378. Catherine was told by Christ to enter public life where she helped the poor and sick. She became known as a "doctor of the church" and wrote letters persuading Pope Gregory XI to return to Rome. Catherine experienced the bubonic plague as a child and accusations of heresy, but was a influential Italian mystic, Christian saint, and conversationalist known for her writings and followers.
Práctica profesional informe de reunion de padresRafael Alejandro
Este documento presenta el formato de una reunión de padres y apoderados en el Colegio "San Vicente" para el curso 7° básico. La reunión abordará temas como la intervención y reevaluación de contenidos académicos, información sobre el acoso sexual en el colegio, detalles sobre la Jornada de Orientación Vocacional e Informativa, entrega y discusión de notas e informes, y la rendición de cuentas del tesorero.
Lesson plan 11 octavo basico adverbs of frequencyRafael Alejandro
This lesson plan focuses on teaching adverbs of frequency to describe daily routines. Students will learn to distinguish different adverbs of frequency and how they are used to talk about how often activities are done. They will watch videos that explain adverbs of frequency and provide examples of their use. Students will then complete activities to practice using these adverbs, including interviewing classmates about their daily routines. The goal is for students to gain skills in listening, speaking, reading and writing about frequency adverbs and daily activities in English.
The document discusses adverbs of frequency and their placement in sentences. It provides rules for using adverbs of frequency with action verbs, verbs "to be", and verbs in a sequence. Examples are given to demonstrate the rules. Finally, it prompts writing questions using adverbs of frequency and interviewing a partner.
This document provides information about using past tense verbs in English. It includes examples of regular and irregular past tense verbs. It discusses forming the past tense of regular verbs by adding "-ed" and exceptions. Questions are provided to practice changing verbs to past tense. Sample conversations are given to practice using past tense verbs in questions and answers.
This lesson plan focuses on teaching students about using the past simple tense. It includes activities like watching a song video that explains regular and irregular past verb forms, completing a presentation about the past simple tense including affirmative and negative forms, and having students write a short paragraph about what they did last weekend using past tense verbs. The expected outcomes are that students will be able to distinguish between affirmative and negative past simple forms and write about past events using this tense.
Colegio San Vicente is a private school located in Valparaiso, Chile that was founded in 1982 and provides education from preschool through secondary school. The school's philosophy focuses on person-centered education with an emphasis on humanism, autonomy, creativity, environmentalism, and social responsibility. Classrooms are spacious but have few resources, though a computer lab helps mitigate this. Students are engaged during lessons which involve presentations, readings, and worksheets, with the teacher providing instruction and clarification. While students are motivated by meaningful activities, the school does not assign homework, expecting students to learn independently with teacher assistance. Students are encouraged to participate in extracurricular activities for rewards and recognition. The English levels vary, with
This document provides examples of comparatives and superlatives in English by listing common adjectives and their comparative and superlative forms. It also includes an example comparing test result scores from 40% to 20% to 0% to demonstrate the use of comparatives and superlatives.
Lesson plan 7 comparative and superlatives 1ero medioRafael Alejandro
The lesson plan outlines an English lesson for students to learn about comparative and superlative adjectives, including identifying regular and irregular forms. The lesson includes introducing the topic through a song, a tutorial presentation explaining formation of comparatives and superlatives, and post-lesson games to reinforce the concepts learned. The goal is for students to understand how to make comparisons using comparative and superlative adjectives.
Rafael Munoz Toledo completed an internship at Colegio "San Vicente" school where he helped students with various assignments. For his first activity, he assisted 1st grade students with presentations on English-speaking countries over 3 weeks. The students reacted positively, asking for feedback and following instructions. He was later asked to give grammar and speaking workshops to different grades and provide exam preparation assistance. While no special materials were required, he incorporated songs, videos, and presentations into lessons, which engaged students but required additional activities for comprehension. Lesson planning was an ongoing process informed by the teacher and students, with initial plans taking 2-3 hours but developing continuously throughout the internship.
The document describes Rafael Munoz Toledo's experience collaborating with students at Colegio "San Vicente" school. It discusses the first activity he was asked to help with, which involved students researching and presenting on English-speaking countries over 3 weeks. It notes the positive atmosphere and engagement of the students. Rafael was also asked to give grammar and speaking workshops. He found that audiovisual materials like songs and videos engaged students when used appropriately within lessons. Developing effective lesson plans took continuous practice and refinement over his internship period.
Lesson plan 9 octavo basico question words in the pastRafael Alejandro
This lesson plan focuses on teaching WH-question words in the past tense using auxiliary verbs like "did". The plan has three main parts:
1. An introduction where students will review WH-question words in the present and be introduced to questions using "did" like "What did you do?".
2. An activity where students work in groups taking turns asking and answering WH-questions about past activities.
3. A video song that models the target questions "What did you do?", "Where did you go?", and "Who did you see?" while providing vocabulary for common past activities.
This document contains a series of incomplete questions with blanks for question words and subjects. It can be used as a game to teach students question formation by having them match question beginnings to possible endings to form valid questions. The game is played in small groups where students take turns drawing question beginnings and using ending cards to complete the questions, working together to form as many correct questions as possible.
Lesson plan 9 octavo basico question words in the pastRafael Alejandro
This lesson plan focuses on teaching WH-question words in the past tense using auxiliary verbs like "did". The plan has three main parts:
1) An introductory activity where students will work in groups to ask and answer WH-questions about past activities.
2) Students will watch a video song demonstrating WH-questions plus "did" and analyze its use of vocabulary for past activities.
3) Optionally, students may read lyrics to another song highlighting WH-questions in the present and past tenses.
The document contains a series of sentences with blanks that are to be filled in with question words. The sentences cover common questions about one's best friend, occupation, place and date of birth, reasons for being late, favorite sport, name, age, and reasons for being happy. The goal is to complete the sentences with the most suitable question word within a 15 second time limit for each one.
Lesson plan 8 octavo basico question words in the presentRafael Alejandro
The lesson plan involves students practicing question words in the present simple tense through a role playing activity where they will interview a famous star. Students will review question words like what, when, where, how through a tutorial presentation and exercises. They will then work in groups to create interview questions using question words for their role playing activity.
This one sentence document does not provide enough context or information to generate a meaningful 3 sentence summary. The document contains a single word, "Example", repeated multiple times without any other details.
This lesson plan focuses on teaching modal verbs to first year high school students through songs and games. In the introduction, students will review modal verbs like should, shouldn't, can, can't, must, and might. Then, students will identify modal verbs in song lyrics from a mashed-up music video. In the post stage, students will practice modal verbs by playing online games about can, can't, must, must not, may, and might. The goal is for students to understand the meaning and appropriate use of different modal verbs.
This document provides examples of using possessive determiners and possessive pronouns in sentences. It includes examples of replacing possessive determiners with possessive pronouns, choosing the correct possessive form, and completing sentences with the appropriate possessive.
Lesson plan 7 octavo basico possesive pronouns iiRafael Alejandro
The lesson plan focuses on teaching 8th grade students the difference between possessive pronouns and possessive adjectives. The teacher introduces possessive pronouns like mine, yours, his, hers, and theirs and explains how they are used to talk about possession. Students then practice using possessive pronouns and adjectives correctly in sentences about personal possessions to distinguish when to use each. They complete a worksheet with exercises using possessive pronouns.
The lesson plan outlines an English class for 1ero Medio students that introduces modal verbs such as can, should, may through activities like defining them, providing examples of their use, having students practice forming sentences using modal verbs, and completing a worksheet to reinforce the concepts. The goal is for students to understand how modal verbs convey obligation, necessity, ability, requests and suggestions by the end of the lesson.
Práctica profesional informe de reunion de padresRafael Alejandro
Este documento presenta el formato de una reunión de padres y apoderados en el Colegio "San Vicente" para el curso 7° básico. La reunión abordará temas como la intervención y reevaluación de contenidos académicos, información sobre el acoso sexual en el colegio, detalles sobre la Jornada de Orientación Vocacional e Informativa, entrega y discusión de notas e informes, y la rendición de cuentas del tesorero.
Lesson plan 11 octavo basico adverbs of frequencyRafael Alejandro
This lesson plan focuses on teaching adverbs of frequency to describe daily routines. Students will learn to distinguish different adverbs of frequency and how they are used to talk about how often activities are done. They will watch videos that explain adverbs of frequency and provide examples of their use. Students will then complete activities to practice using these adverbs, including interviewing classmates about their daily routines. The goal is for students to gain skills in listening, speaking, reading and writing about frequency adverbs and daily activities in English.
The document discusses adverbs of frequency and their placement in sentences. It provides rules for using adverbs of frequency with action verbs, verbs "to be", and verbs in a sequence. Examples are given to demonstrate the rules. Finally, it prompts writing questions using adverbs of frequency and interviewing a partner.
This document provides information about using past tense verbs in English. It includes examples of regular and irregular past tense verbs. It discusses forming the past tense of regular verbs by adding "-ed" and exceptions. Questions are provided to practice changing verbs to past tense. Sample conversations are given to practice using past tense verbs in questions and answers.
This lesson plan focuses on teaching students about using the past simple tense. It includes activities like watching a song video that explains regular and irregular past verb forms, completing a presentation about the past simple tense including affirmative and negative forms, and having students write a short paragraph about what they did last weekend using past tense verbs. The expected outcomes are that students will be able to distinguish between affirmative and negative past simple forms and write about past events using this tense.
Colegio San Vicente is a private school located in Valparaiso, Chile that was founded in 1982 and provides education from preschool through secondary school. The school's philosophy focuses on person-centered education with an emphasis on humanism, autonomy, creativity, environmentalism, and social responsibility. Classrooms are spacious but have few resources, though a computer lab helps mitigate this. Students are engaged during lessons which involve presentations, readings, and worksheets, with the teacher providing instruction and clarification. While students are motivated by meaningful activities, the school does not assign homework, expecting students to learn independently with teacher assistance. Students are encouraged to participate in extracurricular activities for rewards and recognition. The English levels vary, with
This document provides examples of comparatives and superlatives in English by listing common adjectives and their comparative and superlative forms. It also includes an example comparing test result scores from 40% to 20% to 0% to demonstrate the use of comparatives and superlatives.
Lesson plan 7 comparative and superlatives 1ero medioRafael Alejandro
The lesson plan outlines an English lesson for students to learn about comparative and superlative adjectives, including identifying regular and irregular forms. The lesson includes introducing the topic through a song, a tutorial presentation explaining formation of comparatives and superlatives, and post-lesson games to reinforce the concepts learned. The goal is for students to understand how to make comparisons using comparative and superlative adjectives.
Rafael Munoz Toledo completed an internship at Colegio "San Vicente" school where he helped students with various assignments. For his first activity, he assisted 1st grade students with presentations on English-speaking countries over 3 weeks. The students reacted positively, asking for feedback and following instructions. He was later asked to give grammar and speaking workshops to different grades and provide exam preparation assistance. While no special materials were required, he incorporated songs, videos, and presentations into lessons, which engaged students but required additional activities for comprehension. Lesson planning was an ongoing process informed by the teacher and students, with initial plans taking 2-3 hours but developing continuously throughout the internship.
The document describes Rafael Munoz Toledo's experience collaborating with students at Colegio "San Vicente" school. It discusses the first activity he was asked to help with, which involved students researching and presenting on English-speaking countries over 3 weeks. It notes the positive atmosphere and engagement of the students. Rafael was also asked to give grammar and speaking workshops. He found that audiovisual materials like songs and videos engaged students when used appropriately within lessons. Developing effective lesson plans took continuous practice and refinement over his internship period.
Lesson plan 9 octavo basico question words in the pastRafael Alejandro
This lesson plan focuses on teaching WH-question words in the past tense using auxiliary verbs like "did". The plan has three main parts:
1. An introduction where students will review WH-question words in the present and be introduced to questions using "did" like "What did you do?".
2. An activity where students work in groups taking turns asking and answering WH-questions about past activities.
3. A video song that models the target questions "What did you do?", "Where did you go?", and "Who did you see?" while providing vocabulary for common past activities.
This document contains a series of incomplete questions with blanks for question words and subjects. It can be used as a game to teach students question formation by having them match question beginnings to possible endings to form valid questions. The game is played in small groups where students take turns drawing question beginnings and using ending cards to complete the questions, working together to form as many correct questions as possible.
Lesson plan 9 octavo basico question words in the pastRafael Alejandro
This lesson plan focuses on teaching WH-question words in the past tense using auxiliary verbs like "did". The plan has three main parts:
1) An introductory activity where students will work in groups to ask and answer WH-questions about past activities.
2) Students will watch a video song demonstrating WH-questions plus "did" and analyze its use of vocabulary for past activities.
3) Optionally, students may read lyrics to another song highlighting WH-questions in the present and past tenses.
The document contains a series of sentences with blanks that are to be filled in with question words. The sentences cover common questions about one's best friend, occupation, place and date of birth, reasons for being late, favorite sport, name, age, and reasons for being happy. The goal is to complete the sentences with the most suitable question word within a 15 second time limit for each one.
Lesson plan 8 octavo basico question words in the presentRafael Alejandro
The lesson plan involves students practicing question words in the present simple tense through a role playing activity where they will interview a famous star. Students will review question words like what, when, where, how through a tutorial presentation and exercises. They will then work in groups to create interview questions using question words for their role playing activity.
This one sentence document does not provide enough context or information to generate a meaningful 3 sentence summary. The document contains a single word, "Example", repeated multiple times without any other details.
This lesson plan focuses on teaching modal verbs to first year high school students through songs and games. In the introduction, students will review modal verbs like should, shouldn't, can, can't, must, and might. Then, students will identify modal verbs in song lyrics from a mashed-up music video. In the post stage, students will practice modal verbs by playing online games about can, can't, must, must not, may, and might. The goal is for students to understand the meaning and appropriate use of different modal verbs.
This document provides examples of using possessive determiners and possessive pronouns in sentences. It includes examples of replacing possessive determiners with possessive pronouns, choosing the correct possessive form, and completing sentences with the appropriate possessive.
Lesson plan 7 octavo basico possesive pronouns iiRafael Alejandro
The lesson plan focuses on teaching 8th grade students the difference between possessive pronouns and possessive adjectives. The teacher introduces possessive pronouns like mine, yours, his, hers, and theirs and explains how they are used to talk about possession. Students then practice using possessive pronouns and adjectives correctly in sentences about personal possessions to distinguish when to use each. They complete a worksheet with exercises using possessive pronouns.
The lesson plan outlines an English class for 1ero Medio students that introduces modal verbs such as can, should, may through activities like defining them, providing examples of their use, having students practice forming sentences using modal verbs, and completing a worksheet to reinforce the concepts. The goal is for students to understand how modal verbs convey obligation, necessity, ability, requests and suggestions by the end of the lesson.