In this lesson students worked in their booklets. In order to create a meaningful context I created a story in which I included vocabulary I have taught in the two previous lessons and new items of clothes which were included in their booklets. It was the first time children were told a story in English so this activity proved to be a little disorganized but the children enjoyed it.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
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
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
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: Yanina Servetto
Período de Práctica: Nivel Inicial
Institución Educativa: Instituto Privado de Enseñanza de Lengua
Inglesa ‘Dreamland’
Dirección: J.M. De Rosas 64, Macachín, La Pampa
Sala / Grado / Año - sección: Preparatorio
Cantidad de alumnos: 5
Nivel lingüístico del curso: Principiante
Tipo de Planificación: Clase
Unidad Temática: Ropa
Clase Nº: 1
Fecha: 09/05/2018
Hora: 19:00- 20:00 HS.
Duración de la clase: 60’
Fecha de primera entrega: 04/05/2018
Teaching points: “What are you wearing? I’m wearing..”
Skirt, shirt, gloves, boots
Aims or goals:
During this lesson, learners will be able to…
- To identify and name different clothes and colours
- To revise and learn new items
- To develop their speaking and listening skills by singing,
repeating, asking and answering questions
- To work collaboratively
-
Language focus:
Functions Lexis Structures
Pronunciation
Revision Clothes
vocabulary
and
colours
T-shirt,
trousers,
shoes,
hat, coat,
What is
this? It’s
a… (hat)
What are
Trousers
/aʊ/
2. scarf,
shorts
they? They
are..
(trousers)
What color
is it? It’s..
(blue)
New Identify
and name
new items
Skirt,
shirt,
gloves,
boots
What are
you
wearing?
I’m
wearing..
(a T-shirt)
Gloves /ʌ/
Teaching approach: The lesson is based on the CLT approach,
and organized through the TPR instruction.
Integration of skills: What skills will be integrated and
how?
Speaking skill will be integrated by asking and answering
questions, by repeating, singing, and by checking the tasks
orally. Listening skill will be promoted through singing and
listening to songs.
Materials and resources: bag, some clothes, worksheets,
pieces of a picture, video song.
Pedagogical use of ICT in class or at home: Usual songs and
a video song will be used during the lesson to promote the
development of speaking and listening skills.
Seating arrangement: Until the closure stage, students will
work in their seats as there is little space in the classroom, and
then for the activity of the closure, students will stand up in a
circle or sit down on the floor.
Assessment: what will be assessed and how
I will assess students by making them repeat words, answer
and ask questions, by miming and checking their answers
orally.
Routine: 5’
Purpose: to start the lesson, and establish rapport with
students
3. When students enter the classroom, I’ll say: “Hello
children! How are you?” EA: Hello!
I’ll ask students to sit down and we’ll sing the usual
welcome song:
“Hello Ricky, it’s time to say
Hello everyone, it’s time to play
(Repeat x3)
After singing, I’ll ask students to take their puppets by
taking my own puppet, and we’ll present one another by
saying
“What’s your name? My name is..”
Warm-up: 5’
Purpose: to introduce the topic and help students revise
vocabulary related to clothes they already know.
I’ll bring to the class a bag which contains different
clothes. Then, I’ll explain them that there are many things
inside the bag and we have to discover and say what they
are.
I’ll put the bag near the students so they can see well,
and together we’ll look inside it.
After opening the bag, I’ll ask one students to take one
item of clothes. Then, I’ll ask:
T: “What is it? EA: T-shirt! T: “Yes, it’s a T-shirt, and what
colour is it?” EA: “red” T: “Yes, it’s red! Very good!
I’ll continue in the same way with the other students and
clothes inside the bag.
Presentation: 15’
Purpose: to introduce the teaching points and present the
target language.
4. I’ll invite Kathleen to work together. I’ll ask her:
“What are you wearing today?” She’ll answer by pointing
and naming her clothes. Then, she’ll ask me the same
question and I’ll describe my clothes.
Then, Kathleen and I will put on some clothes from the bag
I have used before. This time the clothes are new ítems for
the students.
We’ll ask one another again “What areyou wearing today?”
and answer “I’m wearing…”, meanwhile we’ll show
students the new clothes.
Then, I’ll ask them to repeat after me the new words.
Finally, I’ll use the same structures as above to ask
students what they are wearing, and also encourage them
to ask to other pairs. I’ll allow them to put on clothes from
the bag, if they want, and then answer the question.
Transition: “Very good children! Now, let’s do some
activities…
Development: 25’
Purpose: Practice and production
Activity 1: Students work individually. I’ll provide them
the following worksheet.
(the left halves will be coloured so then students will Paint
the other halves using the same colours)
Name _____________________
Match and colour
5. When students finish, we’ll check answers orally as well as
colours (Kathleen will help me with this speaking task).
We’ll use structures like “What is this? What colour is it?”
Transition: “Greatchildren! Now, let’s do one last activity…”
Activity 2: I’ll give students eight pieces from a picture,
and I’ll explain to them that they have to put the pieces
together to make a complete picture.
Additional info: This activity will be adapted to the student
who has motor disability, so the pieces for her will be only
six)
6. Students’ answers will be checked orally.
Both activities can be pasted in students’ notebooks as
homework.
Transition: “Very good job kids! Ok, it’s time to sing the
‘Tidy up song’…”
Tidy up, tidy up
Now it’s time to tidy up
Tidy up, tidy up
Now it’s time to tidy up
(Repeat x 3)
Closure: 10’
Purpose: to end the lesson by singing and miming a video
song
https://www.youtube.com/watch?v=xRyjbyBcPok
Transcript:
This is a song about the colour of your clothes. What colour are you
wearing today?
7. If you're wearing red,
If you're wearing red
If you are wearing red,
Jump up and down
Jump, jump, jump, jump, jump, jump,
Jump up and down.
If you're wearing orange
If you're wearing orange
If you are wearing orange, turn around
Turn, turn, turn,
Turn around.
If you're wearing blue
If you're wearing blue
If you are wearing blue, tap your toes
Tap, tap, tap, tap, tap, tap,
Tap your toes.
If you're wearing purple
If you're wearing purple
If you are wearing purple, stomp your feet
Stomp, stomp, stomp, stomp, stomp, stomp,
Stomp your feet.
If you're wearing green
If you're wearing green
If you are wearing green, touch your nose
Touch, touch, touch, touch, touch, touch,
Touch your nose.
And if you're wearing yellow
And if you're wearing yellow
If you are wearing yellow, shout hurray
Hurray, hurray, hurray,
Shout hurray!
The format in which the stages are presented will vary
according to the teaching approach or combination of
approaches you decide to base your lesson plan upon.
8. You must always include this chart, which will be
completed by your tutor:
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below
Standard
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources –
Learning
styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observations Minimum score: 18 / 30
Score: _20___ /30
Good start, Yani!
Work on sequencing, so that activities develop smoothly one
after the other.
I am dubious about the worksheet – is it really challenging/
meaningful? Do not feel obliged to give them written activities,
unless they really develop (any) skills. Instead, you should use
class time to develop speaking/listening skills.
Have a nice time!!