Giáo án Tiếng Anh lớp 5 học Kì 2 Chương trình mớitieuhocvn .info
Để tải nhanh giáo án Giáo án Tiếng Anh lớp 5 học Kì 2 Chương trình mới, bản đầy đủ không bị lỗi font thầy cô gõ trên google | tutenglish.com | sau đó thầy cô sẽ vào trang Giáo án, đề thi Tiếng Anh dành cho
Giáo viên. Thầy cô vào mục Tiếng Anh 5. Thầy cô nhấn vào biểu tượng tải xuống là thầy cô có ngay giáo án chuẩn. Chúc thầy cô vui vẻ!
students learning English in the second term of Intermediate Grade 2 in Saudi Intermediate Schools. Lift Off! 3 and 4 follow Lift Off! 1 and 2, the new Macmillan English course for the First Intermediate Grade. Lift Off! 4 is intended for use in the second term of Second Intermediate Grade. The components of Lift Off! A combined Student’s Book andWorkbook A Teacher’s Book A CD The Student's Book The Student’s Book of Lift Off! 4 begins with a list of contents. This is designed to assist teachers to understand the overall plan of the course, and it is followed by a list of essential rubrics/instructions and grammatical terms that the students will need to understand. The rubrics and instructions are translated into Arabic. There are ten units in the Student’s Book Lift Off! 4. Each unit contains four lessons. The fourth lesson in each unit is a Review. It provides a review of the language in the unit and recycles the grammar, functions and vocabulary of the previous three lessons. No new structures or words are introduced in the Review. There is a dictionary at the end of the book that contains the new vocabulary introduced in Lift Off! 4. Lift Off! 4 includes new topics, functions, grammar and skills practice which build on the language of previous materials. Lift Off! 4 presumes that students have covered the material in Lift Off! 1–3 and that they need to revise and recycle this material. The Workbook A lesson in theWorkbook is designed to follow the corresponding lesson in the Student's Book and should never be taught first. Workbook lessons consolidate and practise the material covered in Student’s Book lessons. As with the Student’s Book, the Workbook contains ten units. The only difference is that there are three lessons in eachWorkbook unit practising the material in lessons 1–3 of each Student’s Book unit. It is important to note that theWorkbook is mainly intended for homework and is not meant for extensive use in class. Special features of the Student’s Book Many lessons contain a Look! box. These boxes explain aspects of language that students may find new, difficult or confusing. Some lessons contain a Pronunciation corner devoted specifically to aspects of pronunciation. Some lessons contain poems and rhymes which students can copy and learn to improve their pronunciation, stress and rhythm when speaking English. 2 Introduction Many lessons contain a pair work icon suggesting that the exercise is best done by students in pairs. Listening exercises are indicated by to show that a CD player and the CD are required. The track number beside the listening exercise lets you know which section of the CD you require for that exercise. When students are required to complete a written exercise they will often see . It is a tenet of Lift Off! that students should, in pairs, check each other’s work. Teachers should, of course, also check that the students are doing this satisfactorily. Every Review lesson contains a Grammar
Iz Oz Over The Rainbow Presentation TESOL lesson ppt by Gwen Atkinson, May 2010gwenda atkinson
Over the Rainbow, Israel Kamakawiwo'ole and Judy Garland, Wizard of Oz, TESOL lesson ppt ("hidden" slides are for teachers; presented slides are for learners). Presented at the Kotesol 7th Annual Seoul Conference (March 2010) and the Extensive Reading Symposium (November 2009).
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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2. “The growth of reading skills
fits a deficit, not a lag model.”
Fletcher & al 1994
Foorman, Francis, Fletcher &Lyon 1996
Liberman & al,1989
Stanovich & Seigel,1994
Wagner, Torgesen & Rashotte 1994
3. Dr. Julian Elliott
“What we need instead is for
teachers to look at each
child`s educational needs &
spot problems early
on(without pursuing a
diagnosis)”.
Heated discussion…
4. Dr. Linea Ehri
“Grapheme phoneme
knowledge is essential to read
words in English”.
Dr. Stanislas Dehane
“Graphemes map onto
phonemes”.
5.
6. “Phonological awareness is
the greatest
breakthrough in reading
research of the 21st century.”
Dr. Reid Lyon, Chief of the N.I.C.H.D.
7. Phonological Awareness
• The ability to hear and
manipulate the sound
structure of language.
• This is an encompassing
term that involves
working with the sounds
of language at the word,
syllable, and phoneme
level.
8. This is why we MUST learn to
clearly articulate the sounds of
our language!
42. Orthographic mapping – “Holy Grail”
Dr. Linea Ehri
It involves the formation of letter sound connections to bond
the spellings, pronunciations and meanings of specific words in
memory.
Recommended reading:
Essentials of Assessing, Preventing & Overcoming Reading
Difficulties
Dr. David Kilpatrick
43.
44. TESTIMONIAL
I am the Learning for All Teacher at a northern Ontario school. Many of our students are First Nations,
transient or simply do not come to school on a regular basis. I received the Remediation Plus Program in
December. It was bought for a Grade 8 student in our school who was reading at a grade 1 level. He was
unwilling to try conventional programs as they were “babyish”, and spent most of his day out of the
classroom and causing trouble. I received the program and I immediately went to work, watching the
videos and training myself on how to deliver the program. The videos showed me everything I needed to
know. I continue to use them, as they model many of the individual lessons.
I began by doing the assessments that came with the program. Jo-Anne Gross and I then spent an hour
on the phone, going over the results, and planning where to start and answering any questions I had. My
grade 8 boy and I started the program at the beginning of January. I promised him, he would be reading
very soon! I don’t think he really believed me, but thank goodness he was willing to give it a try. The
lessons were fast paced and incorporated a multi-sensory approach that made it fun. By the middle of
January, I could tell his confidence was growing, and his behavior had improved! He was staying in his
class all day! One day at the end of February, we were playing a math game. He grabbed one of the cards
out of my hand and with a giant grin on his face, he read it to me and his class!! He was so proud and so
was I!! The program works! It is easy to follow, quick paced and fun.
Once you have watched the videos and practiced on a fellow teacher once or twice, you are ready to go! It
is amazing to see the progress happen so quickly. I am now using the program on other students in our
school from as young as grade 3. I am seeing similar results, and they love it! I would definitely
recommend it to others who have students who are not experiencing success with their reading programs.
--
Dana Allen
Our Lady of Fatima
Learning For All