Pt1 09, 01, 2012.
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This document provides the lesson plan for an English class focusing on talking about where someone is from. The objectives are to use simple present tense to ask and answer questions about locations. Students will practice this through an activity where they interview classmates to fill in a chart matching countries to cities. Vocabulary for countries is then introduced through images. The class wraps up by reviewing if the objectives and learning strategy were achieved and if the task was completed. Homework includes reviewing the unit, playing an online grouping game, and creating sample conversations.
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This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these. This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
Test10
The document provides example sentences to practice various English language skills, including:
1) Putting verbs in the correct form
2) Unjumbling words to form sentences
3) Answering questions
4) Translating sentences from English to another language
The document contains multiple examples for students to work through for each skill.
UNIT 1 - MY INTERESTS.pptx (FOUR CORNERS 2)
1. The document appears to be from an English language learning textbook. It includes a table of contents and lessons about interests, sports and exercise, and hobbies.
2. The lessons include vocabulary, conversations, grammar explanations and exercises around topics like asking questions about interests, sports someone plays, and asking for repetition in conversations.
3. The document provides context and materials to help English language learners practice speaking, reading and writing about common topics through interactive classroom activities and exercises.
INGLES_8_MODULO_1.pdf
Here are some key points about murals and graffiti:
- Graffiti is writing or drawings made on a wall or other surface without permission. It is usually considered vandalism.
- Murals are large paintings done directly on a wall. They are usually created with permission and aim to beautify an area or share a message.
- Graffiti started as a way for gangs and groups to mark territory. Now some see it as a rebellious art form, while others still view it as vandalism.
- Murals often depict people, places, or events of cultural or historical significance. They can promote community pride and beautify neighborhoods.
- Some cities have programs where
110_Where-Are-You-From_Can.pdf
This document provides an ESL lesson plan for teaching students how to ask and answer questions about where someone is from and their nationality. The lesson includes dialogues for students to practice, lists of countries and nationalities, and review questions. The goal is for students to learn to ask about and state their country of origin, nationality, and languages spoken.
Language intro
This document outlines the policies, requirements, curriculum, and formatting guidelines for an English language course. It provides details on expectations for student behavior, assignments, notebooks, spelling tests, essays, class discussions, activities, and criteria for grading various assessments. The goal is to teach students English language skills like nouns, oral communication, questioning, and interviews through different lessons, activities, and evaluations.
Describing pictures and people борщ ю.о.
This document provides an overview of modules for describing pictures and people. The pictures section includes introductions to describing pictures using sentences, structures like countable/uncountable nouns and quantifiers, and prepositions. The people section covers describing appearance with parts of the face/head, adjectives for faces/hair/features, and constructing sentences to describe people. The goal is to learn grammar and vocabulary for accurately portraying visual subjects in writing.
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English 7 Week 7 Grade 7- Differentiation of cultures
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ENG-7-Q3-L2-L3-Use-of-Appropriate-Oral-Language-Stance-and-Behavior-in-Giving...
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Introduce Yourself
The document introduces the topic of team work. It provides instructions and vocabulary for introducing oneself and talking about team work. The document then models how to introduce oneself by providing personal information like name, age, occupation. It asks questions to check understanding of introducing oneself and discussing team work.
Introduce yourself
This document contains an introduction from an English teacher asking a student to introduce themselves. It provides the student's personal information including their first, middle, and last name, ID number, email address, and phone number. It then asks the student a series of yes or no questions to assess if they were able to introduce themselves and answer questions without help.
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A person's weekly routine is described in a schedule. It involves working in the morning and afternoon on weekdays, having lunch at noon, studying in the evenings, and sleeping at night. Weekends involve working in the morning.
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This document asks the reader to describe themselves as a team member by answering questions about whether they like to work alone or with others and how they feel working in a team. It prompts the reader to use an adjective to describe themselves as a team member and assess if they have understood the objective of describing their profile on a team.
Team Member Profile
This document asks the student to summarize their profile as a team member by having them describe if they prefer to work alone or with others, and how they feel working with a team. It prompts the student to use an adjective to describe themselves as a team member, and to assess the objective of the class.
Team work
The document introduces Natalia Mojica Rojas, an English teacher, and discusses team work. It provides objectives and vocabulary for the lesson. Natalia introduces herself by giving her name, age, and occupation. Questions are provided to help students introduce themselves as well. The document then asks questions to assess if students understand introducing themselves and team work concepts. It asks students if they can introduce themselves and answer team work questions without help.
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El documento describe la naturaleza y el rol del maestro y el estudiante en la modalidad de enseñanza a distancia. Explica que los maestros requieren destrezas como claridad en instrucciones, atención a los estudiantes y uso de recursos tecnológicos. Los estudiantes necesitan autorregularse, monitorear su progreso y trabajar de forma colaborativa con los maestros y compañeros. La modalidad a distancia pone a prueba las habilidades de ambos y requiere entrenamiento.
K5 10, 20, 2012.
The document provides the agenda for an English class on October 20th, 2012. It includes objectives of asking about food, examples of food-related language, and a tip on using grouping as a learning strategy. It then describes grouping and provides a task where students ask each other about favorite foods and record the answers in a chart. The wrap up section reviews if objectives were achieved, strategies used, and tasks completed. Homework includes workbook pages, online verb games, and creating a food ordering conversation.
Pt1 10, 20, 2012.
The document provides instructions and examples for an activity where students ask each other "where are you?" to practice locations and responses. It includes an introduction, objectives, vocabulary, steps for the activity, examples of dialogues, and a chart for recording classmate responses. The activity aims to practice asking and answering about locations in English.
K5 10, 06, 2012.
This document provides instructions for an activity to practice talking about likes and dislikes. Students will interview 5 classmates to find out what activities each likes, loves, dislikes and hates. They will organize this information into a chart grouping each classmate's responses. The objectives are to talk about someone's likes and dislikes, and practice the language "What does he love?" and "What does she hate?".
K5 09, 15, 2012.
This document contains the lesson plan and materials for an English class discussing favorite sports. The objectives are to talk about likes and dislikes in sports and follow conversational patterns. Students practice asking and answering questions about favorite sports using a provided format. They then complete a task to find classmates' favorite sports and record the information in a chart. Vocabulary for sports is reviewed. For homework, students practice exercises in their book, write a paragraph describing their favorite sport, and review sports vocabulary online.
K5 09, 22, 2012.
The document discusses a lesson plan about sports equipment. The communicative objective is to talk about the equipment needed to play different sports. As an example, baseball requires a bat. The students are tasked with finding out from classmates the equipment needed for their favorite sports. A suggested conversation pattern models asking and answering about sports equipment. The homework assigns practice pages, online games, and creating a conversation.
Pt1 09, 29, 2012
This document provides lesson plans and materials for an English class focusing on objects. Students will speak about classmates' favorite objects using simple present tense. They will follow a pattern to interview each other about their favorite object from a provided list. The lesson teaches vocabulary related to common objects and has students draw a chart to record the favorite objects of their classmates. It includes exercises, homework, and a written task to interview a family member about their favorite objects.
K5 09, 29, 2012.
The document provides instructions and examples for an activity where students ask each other how often they do various activities. Students are asked to find out how often 5 classmates do activities like ride bikes, watch TV, play sports, draw, read, and play computer games. Examples of question and answer patterns are provided for students to follow. The homework is to complete practice book pages on verbs and play online verb games, and have a conversation asking about each other's activities.
Pt1 parents meeting
Este documento proporciona información sobre los requisitos y calificaciones para la clase de español impartida por la profesora Natalia Mojica. Incluye detalles sobre las fechas de quizes y reportes escritos y orales, el mínimo requerido para cada calificación final, servicios de apoyo disponibles para los estudiantes, y recomendaciones generales.
Pt1 09, 22, 2012
This document outlines a lesson plan for an English class. The objectives are asking and talking about things using simple present tense. Students will learn vocabulary for common objects and practice a conversation pattern to interview classmates about their favorite objects. The lesson includes drawing objects, completing a chart with classmates' names and favorites, and wrapping up by reviewing objectives and homework.
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Pt1 08,04,2012.
This document provides an overview of an English lesson plan that focuses on communicating personal information and introducing people. The lesson objectives are to talk about ourselves and others using simple present tense language. The learning strategy highlighted is recycling patterns and grouping. Students will interview classmates, asking questions about family and hobbies, and organize their responses using charts.
K5 08,04,2012
This document provides instructions for an activity where students will interview classmates to find out how many times per week they have English, math, and science classes. It outlines communicative and language objectives, a learning strategy for managing social interaction, and a suggested conversation pattern for conducting the interviews. Students are asked to interview at least 5 classmates and record their responses. A homework assignment is also provided.
Pt1 07, 28, 2012.
This document contains lesson plans and homework for a language class. The objectives are to practice asking and spelling last names using the simple present tense. Students are tasked with finding out how many last names they can ask and spell correctly within 5 minutes by following a name spelling pattern. The homework assigns workbook pages 8, 9 and 10.
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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
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Pt1 09, 01, 2012.
- 1. Saturday September 1 , st 2012.
- 3. Objectives Communicative: Talking about where someone is from. Language: Simple present. • “Where are you from? • I am from Colombia. I’m not from the United States. • He’s from Colombia.”
- 5. Using Imagery! What? Using images to understand the meaning of new vocabulary. How? Steps: 1. Look at the images around the vocabulary and see if they directly relate to the words. 2. If not, identify the places, people and things in the images. 3. Then think about the context. 4. Make sure you understand the relationship between the image and the vocabulary. Why? To understand and memorize new vocabulary more easily by visualizing things in your mind.
- 6. Task Find out what cities belong to what countries by interviewing your classmates.
- 7. Steps 1. Draw the following chart in your notebook: Country City Example: Example: 1.Brazil. 1.a. Brasilia. 2.U. S. b. 3.Canada. c. 4.Mexico. d. 5.Japan. 2. a. b. c. d. 3. … 4. … 5. …
- 8. 2. Stand up. 3. Interview 5 classmates following this pattern: A: Hi! What city do you have? B: Hi! I have Brasilia. A: From what country is Brasilia? B: It is from Brazil. B: Ok. Thanks, bye. A: Ok. Thanks, bye.
- 9. A: Hi! What city do you have? B: Hi! I have __________. A: From what country is __________? B: It is from __________. B: Ok. Thanks, bye. A: Ok. Thanks, bye.
- 10. Vocabulary Countries! 1. Draw the IPA chart in your notebook. 2. Try to guess the words with your couple. 3. Once you find out the right words, grade your couple’s pronunciation.
- 11. Let’s start! Match the vocabulary with the images!
- 12. Steps 1. List in a column the words from the IPA chart. 1. Brazil. 2. U. S. 3. Canada. 4. Mexico. 5. Japan.
- 13. 2. Look at the images. 3. Match the letters to the words. 4. Compare your answers with your couple. 5. After you find out the right answers, correct them.
- 14. A. D. B. D. E. C. C.
- 15. Open your book on page 24.
- 16. Wrap up! 1. Did we achieve the objectives? 2. Did we use today’s learning strategy? 3. Did we complete our task?
- 17. Homework 1. Book. Unit 2. Review. Pages 28 and 29. 2. Play the following game online: http://learnenglishkids.britishcouncil.org/en/word-games/group-the-words/co 3. Create a conversation to introduce somebody from a different country. Example: A: Hi! Where is your friend from? B: Hi! She is from__________. A: From what city? B: She is from __________. A: Ok. Thanks, bye. B: Ok. Thanks, bye.