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This document provides an introduction to the first unit of an English course which focuses on introducing yourself, asking where someone is from, and answering basic questions about personal information using vocabulary words like "hello", "I'm", and "my" as well as sentences and questions with the verb "to be". The unit objectives are to talk to someone for the first time, introduce yourself, say where you are from, and ask people where they are from. Students will be evaluated by answering questions giving personal information and introducing themselves.
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Unit 2 activities 1 2
The document provides guidance on exploring and analyzing a character from a play. It recommends reading the entire play to fully understand the character, and asking questions about traits like appearance, behavior, thoughts, and reactions to events. Students are encouraged to experiment by trying different delivery speeds, voices, physical behaviors, costumes, props and settings to discover aspects of the character. The goal is to gain a complete interpretation through exploration and testing possibilities.
Order of adjectives
The document discusses the order of adjectives in English. It lists 7 categories of adjectives from most common to least common order: 1) opinion, 2) size/shape, 3) age, 4) color, 5) origin, 6) material, and 7) purpose. Examples are provided for each category of adjective.
Adjectives
The document provides rules for ordering adjectives in English by categorizing adjectives into 7 types: 1) opinion, 2) shape/size, 3) age, 4) color, 5) origin, 6) material, and 7) purpose. Adjectives are generally ordered from opinion adjectives first to purpose adjectives last, with examples provided for each category.
Kibbey procedures
1. Come into class quietly, get any needed materials, and sit in your assigned seat to work on bellwork quietly.
2. Raise your hand to speak and avoid yelling or talking over the teacher; personal conversations should be kept to a minimum. Students are only allowed two passes per week.
3. Trash must be kept at your desk and thrown away on your way out of class at the end of the period. Supplies should be treated with respect and returned neatly to the designated cabinet without throwing items.
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Presentación open house
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The document provides guidance on exploring and analyzing a character from a play. It recommends reading the entire play to fully understand the character, and asking questions about traits like appearance, behavior, thoughts, and reactions to events. Students are encouraged to experiment by trying different delivery speeds, voices, physical behaviors, costumes, props and settings to discover aspects of the character. The goal is to gain a complete interpretation through exploration and testing possibilities.
Order of adjectives
The document discusses the order of adjectives in English. It lists 7 categories of adjectives from most common to least common order: 1) opinion, 2) size/shape, 3) age, 4) color, 5) origin, 6) material, and 7) purpose. Examples are provided for each category of adjective.
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Kibbey procedures
1. Come into class quietly, get any needed materials, and sit in your assigned seat to work on bellwork quietly.
2. Raise your hand to speak and avoid yelling or talking over the teacher; personal conversations should be kept to a minimum. Students are only allowed two passes per week.
3. Trash must be kept at your desk and thrown away on your way out of class at the end of the period. Supplies should be treated with respect and returned neatly to the designated cabinet without throwing items.
powerpoint NJ K-12
The document discusses writing instruction and standards for K-12 education in New Jersey. It notes that students were often graded based on quantity over quality in high school. The new writing standards adopted in 2010 emphasize writing in clear, organized language for different audiences and purposes. The document also discusses developing skills like working with ambiguity, multiple viewpoints, and creating conversations between texts, which are less didactic than traditional writing approaches.
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The document announces an open house to showcase students' personal albums expressing who they are through various talents. Students learned about poetic devices and expression in English and Spanish class. Their summative assessment included an introduction, slogan, collage, personality quiz, and sharing talents. Parents would view their child's album and ask questions, and students would reflect on what they learned and how it makes them feel. The open house celebrates the students' talents and hard work.
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This document discusses researching film genres. It focuses on the horror/thriller genre which the author has chosen for their video project. They feel this genre will be good to create because they like the key components of horror films such as sinister non-diegetic music and think they can produce a great piece of work.
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This document contains questions for an English student named Sandra Hidalgo. It asks for her name, age, and reason for studying English in 3 short questions.
Lo mejor de mi vida bebe
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Lucid dreaming allows a person to take control of their dream world, helping them overcome their fears and eliminate nightmares. This technique is particularly useful for mental health. By taking control of their dreams, individuals can face challenging scenarios in a controlled environment, which can help reduce anxiety and increase self-confidence.
Addressing Common Concerns
Physical Harm in Dreams Lucid dreaming is fundamentally safe. In a lucid dream, everything is a creation of your mind. Therefore, nothing in the dream can physically harm you. Despite the vividness and realness of the dream experience, it remains entirely within your mental landscape, posing no physical danger.
Mental Health Risks Concerns about developing PTSD or other mental illnesses from lucid dreaming are unfounded. As soon as you wake up, it's clear that the events experienced in the dream were not real. On the contrary, lucid dreaming is often seen as a therapeutic tool for conditions like PTSD, as it allows individuals to reframe and manage their thoughts.
Potential Risks of Lucid Dreaming
While generally safe, lucid dreaming does come with a few risks as well:
Mixing Dream Memories with Reality Long-term lucid dreamers might occasionally confuse dream memories with real ones, creating false memories. This issue is rare and preventable by maintaining a dream journal and avoiding lucid dreaming about real-life people or places too frequently.
Escapism Using lucid dreaming to escape reality can be problematic if it interferes with your daily life. While it is sometimes beneficial to escape and relieve the stress of reality, relying on lucid dreaming for happiness can hinder personal growth and productivity.
Feeling Tired After Lucid Dreaming Some people report feeling tired after lucid dreaming. This tiredness is not due to the dreams themselves but often results from not getting enough sleep or using techniques that disrupt sleep patterns. Taking breaks and ensuring adequate sleep can prevent this.
Mental Exhaustion Lucid dreaming can be mentally taxing if practiced excessively without breaks. It’s important to balance lucid dreaming with regular sleep to avoid mental fatigue.
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Sandy hidalgo
- 1. E NGLISH UNLIMITED BASIC I
- 2. INTRODUCTION During this first unit you will be able to introduce yourself and ask questions to your friends in order to get personal information.
- 3. OBJ ECTIVES: • Talk to someone for the first time. • Introduce yourself. • Say where you are from. • Ask people where they are from.
- 5. EVA LUATION: • Students has to answer some questions giving personal information. • Students has to introduce themselves.