This lesson plan is for a kindergarten class about pets. The lesson will introduce different pets like dogs, cats, birds and fish. Students will learn to identify and name pets, develop listening skills through songs, practice counting to 10, and improve fine motor skills by painting. The 30-minute lesson will begin with a greeting song to get students in a learning mindset. Students will then review counting different animals in images. Next, students will count and paint pets on a worksheet while the teacher circulates to help. The lesson will end by singing a goodbye song. The plan aims to engage students through various activities addressing different learning styles and uses techniques like modeling and repetition to reinforce key concepts.
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Biological screening of herbal drugs: Introduction and Need for
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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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Instructions for Submissions thorugh G- Classroom.pptx
Saboy tpd - kindergarten - lesson 3
1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
AlumnoPracticante: Saboy,María Fernanda
Períodode Práctica: Nivel Inicial
InstituciónEducativa: InstitutoModeloViedma
Dirección:Maestro Chirinos795 – Viedma– Río Negro
Sala / Grado / Año – sección:Sala de 5 años – TM
Cantidad de alumnos: 30
Nivel lingüísticodel curso:Principiantes
Tipo de Planificación:Clase
Unidadtemática: Mascotas
Clase Nº:3
Fecha: 09/08/2018
Hora: 10:30 – 11:00 hs.
Duración de la clase: 30’
Fecha de primera entrega:05/08/2018
. Teaching Points:Pets(dog,cat, bird,fish, mouse)
. Aims: Duringthislesson,learnerswillbe able to…
- Identifyandname differentanimals(pets).
- Developtheirlisteningskillsbylisteningtoasong.
- Practise countingnumbersfrom1 to 10.
- Developtheirfinemotorskillsbypainting.
- To deepentheirunderstandingof commandsorinstructions(e.g.sitdown,standup,
make a circle).
. Language Focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Look!
Listen!
Sitdown
Giving
commandsor
instructions.
Let’slistento…
What isthis/it?
It’sa…
Look /ʊ/
Stand/ᴂ/
2. Standup
Numbers from1
to 10
Answering
simple questions
What…?
Where…?
NEW Dog, cat, bird,
fish,rabbit
Countingand
naminganimals
How many…? Dog /ɒ/
Cat /ᴂ/
Bird/ɜ:/
. Teaching approach: This lessonisbasedonthe Natural Approachandorganizedaccordingto
the PPPmethod.
. Materialsand resources:songs(“Hello”and“Goodbye”),differentworksheets.
. Pedagogical use of ICT inclass: In thislesson,childrenwilllistentothe songsinorderto sing
along.
. Seatingarrangement: While listeningtothe song,the childrenwill standinacircle and sing
the song,makingthe movementsthattheylearnedthe previousclasses.
. Cooperative work: learnersof thisage are inthe parallel playstage.Althoughtheycanplay
together,itcan be difficultforthemtocarry out groupwork activities.
. Assessment:whatwill be assessedandhow:I’ll checkthatstudentscanidentifyandcount
the animalsinthe drawings.
Routine – 5’
Purpose:to start the lesson,getthe studentsinto the mood for work and establishrapport.
I’ll getintothe classroomand greetstudents:“How are youtoday?”
Students’expectedanswers:“Fine”,“I’mfine”,“Good”,“Verywell”
Teacher:“Now,let’s listentothe “Hellosong”– (The songis1:18’)
(While playingthe song,the studentswill singandmime the actionsthatthe songmentions,as
theyhave watchedthe videointhe pastand know the movements.Besides,thisisthe song
that theylistentoeverydayas the classstarts) (The Teacherwill alsosingandmime the
actions)
URL address(forthe song): https://www.youtube.com/watch?v=tVlcKp3bWH8
Lyrics:
Hello! Hello! Hello, how are you? (Repeat)
I'm good! I'm great! I'm wonderful! (Repeat)
3. Hello! Hello! Hello, how are you? (Repeat)
I'm tired. I'm hungry. I'm not so good. (Repeat)
Hello! Hello! Hello, how are you? (Repeat 3x)
Note:At thisstage of the lesson,the headteacheralwayswrites the date,the weather(one or
twowords like “sunny,cloudy,cold”)andthe currenttopicon the blackboard(shapes,pets,
etc.) for the studentstocopyin theirnotebooks.Insteadof copying,Iwill bringaworksheet
for themto stick.
THURSDAY, 2 AUGUST 2018
COLD, SUNNY
TOPIC: PETS
Warm-up– 3’
Purpose:to introduce the topic and the teaching points
I will show the students3or 4 imagesof more than one animal (torevise whatwe didlast
class),andask themaboutthe images.
T: “How many dogscan you see?”
EA: “Five”
T: “How many cats can you see?”
EA: “Three”
N.B.I couldstickon the blackboardthe numbersthat I preparedforlastclass,but I coulddo
that before startingthe lesson(inordernottowaste time duringthe class). Ithink thatthey
needsome supportincase theydo notrememberhow towrite the numbers.
Transition:
T: “Now YOU will have tocount andpaintthe animals.Are youready?”
EA: “Yes”,“Sí”
4. Presentation– 5’:
Purpose:to furtherexpose the learnersto the target language about pets.
Now,I will showandmodel the activitythattheywill have todo. Iwill show themthe
worksheet(abiggerone) andexplain:T
T
T: “Now,you have to countthe petsand write the numberlike this”(Here Ican countthe dogs
inthe firstline,andmake the childrenrepeatorfollow mycounting.Ican draw the number4
on the blackboard,or–if I stickthe numbersonthe board- I can pointat number4).
EA: (repeatingwithme) “One,two,three,four”
T: “Verygood!Nowyou have to write the number4 here (pointing)”
T: “Then,you have to paintthe pets”(Here,Iwill model whattheyhave todo.I will graba
pencil andmime the actionof painting).Are youready?”
EA: “Yes,yes”
Transition:
T: “OK children. Let’sstartto work”
Development– 15’
Here,I will handoutthe worksheetsforthemtowork.While theyare working,Iwill walk
aroundthe classroom, checkingthattheyare workingcorrectlyandhelpingstudentsif
necessary.
Once theyfinishthe activity,theywill stickthe worksheetsintheirnotebooks.Iwill helpthem
to do this.
N.B. If the lessonwere longer,thisactivitycouldbe partof it. The classteachertoldme that
the kidslove drawingandpainting,thatiswhyI decidedtoinclude it.
5. Transition:
T: “VeryGood children!Youwere wonderful!”“Now,it’stime tosaygoodbye.Let’s
listentothe Goodbye song.
Closure – 2’
At thisstage,we will playandsingthe Goodbye song(if there isenoughtime).The whole song
lasts3:13’, but the followinglyricsare repeated,sowe couldsingthe verse andchorusonly
once.
Lyrics:
(Verse)
It's time to go home (3 times)
It's time to say "Goodbye"
I had so much fun
and you had so much fun
we all had so much fun
and now we say "Goodbye"
(Chorus)
Goodbye, goodbye see you again (repeat)
Materialsand Resources:
-Songs:“Hello”song”– SuperSimple Songs,“Goodbye songforkids”– The SingingWalrus
-Pictures:The imagesare actuallybigger.Here Ireducedthemforconvenience matters.Ialso
pastedthemoncardboard for use inthe classroom.
-Worksheets:Date andweather.Countandpaint.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization
Coherence and
sequencing
6. Variety of resources
– Learning styles
Stages and activities
Teaching strategies
Language accuracy
Observations Minimumscore:18 / 30
Score:____ /30
