This document contains exercises for a student to practice vowels, diphthongs, spelling, and reading. The exercises include:
1. Drawing figures that start with certain letters.
2. Completing words missing vowels.
3. Finding missing vowels in a sequence.
4. Reading words and copying them.
5. Circling known diphthongs in words.
6. Completing partial words.
The Children of Grade 2 must know about the sentence and its type with the correct use of capitalization and punctuation marks. This is the first part of the sentence and its type.
The Children of Grade 2 must know about the sentence and its type with the correct use of capitalization and punctuation marks. This is the first part of the sentence and its type.
1. A. Change the articles and the adjectives according to the new n.docxvannagoforth
1. A. Change the articles and the adjectives according to the new nouns. Do not enter full sentences into the space provided. Enter only the words needed, separate each entry with a comma.
EXAMPLE: El mapa amarillo= ________silla_________= Response: la silla amarilla.
1. el libro rojo = ______puertas_______
2. las doctoras altas = ______ niña______
3. un señor aleman = _______señoras_______
4. una lección nueva = _____libros_______
(Points : 2)
2. B. Complete the following sentences, using the present tense of the verbs given in parentheses. Do not enter full sentences into the space provided. Enter only the words needed, separate each entry with a comma.
1. Marta_________(vivir) en la calle Huerta y _____________(estudiar) en la
Universidad del Distrito Federal. Ella ___________(tomar) cuatro clases y ___________
(trabajar) en el hospital "El Samaritano"; _______(ser) recepcionista.
2. Yo no _____(ser) estudiante en la universidad. Yo ________ (trabajar) en el hospital con Marta, pero a veces Marta tambien________ (trabajar) en una clinica privada
(Points : 4)
3.
C. Write this sentence in Spanish
The class is at one thirty.___________________________
(Points : 1)
4. C. Write this number in Spanish.
23.576
(Points : 1)
5. D. Write the POSSESSIVE ADJECTIVES that correspond to each subject. Do not enter full sentences into the space provided. Enter only the words needed, separate each entry with a comma.
EXAMPLE: Yo quiero _______ libro y ______ zapatos. Response: Yo quiero MI libro y MIS zapatos.
1. Yo necesito_________pluma y ________libros.
2. Ellos tienen ____________lápices.
3. Nosotras hablamos con ______profesor.
4. ¿Cómo son_______compañeros de clase, Maria?
5. ¿Ud. llama a ______prima o a ________amigas?
(Points : 4)
6. E. Write the following sentences in Spanish, using words instead of numbers (use the verb "ser").
1. It's 1:45___________________
2. It's 12:40__________________
(Points : 2)
7. F. Complete the following conversation, using the present indicative of the verb "ser." Pay close attention to the conjugations of necessary verbs. Do not enter full sentences into the space provided. Enter only the words needed, separate each entry with a comma.
CARLOS: ¿ De dónde ______Uds.?
LOS MUCHACHOS (they respond): _______ de Chile. (Then they ask)¿ De dónde _______ tu?
CARLOS (responds): ___________de Ecuador. - ¿Y Ana ?
LOS MUCHACHOS (they respond): Ella _______de La Habana.
(Points : 2)
8. What would you say in the following situation? Write complete sentences.
You describe your favorite pet or animal. Give four characteristics.
(Points : 2)
9. What would you say in the following situation? Write complete sentence(s).
Ask a friend if he/she wants to study.
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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
1. Nome: ___________________________________________
Data______/______/_____
1. Desenha figuras cujos nomes comecem por:
2. Completa as palavras com as vogais que faltam:
___greja ___vos ___rso __sa ___rva
m__c__co f___t___ l__p__s f__lh__ l__vr__
p__r__ c__st__nh__ c__g__m__lo pr__gu__ç__ s____a
3. Descobre as vogais que faltam:
a o i _ _ _ i o e _ A U _ O_ E _ I U _
a e i o u
2. Nome: ___________________________________________
Data______/______/_____
1- Lê.
Como li?
1.1 – Copia
ai __________________________________________________________________________
au _________________________________________________________________________
ei___________________________________________________________________________
eu __________________________________________________________________________
iu__________________________________________________________________________
oi___________________________________________________________________________
ou__________________________________________________________________________
ui__________________________________________________________________________
Como está a minha letra?
3. 2- Rodeia os ditongos que já conheces:
lixeira vaidoso noiva ouriço roupa Paulo
cadeira Laura biscoito pneu pau boi caiu
3 – Completa as palavras
carapau pai baloiço touro padeiro chapéu
carap___ p___ ba___iço t___ro pad___ro chap____
3. Completa com ai, au, ei, eu, iu, ou, oi e ui.
passad___ra r___o dinoss___ro comb___o palm___ra
ca___ pn___ bal___a g___vota tes___ro