Show and tell rubric bachillerato
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This rubric provides guidelines for students to prepare and present a "Show and Tell" presentation to the class. Students will choose an object to bring to class and create a 3-4 minute presentation with 4-5 PowerPoint or Prezi slides explaining what the object is and why it is special. The presentation will be evaluated based on length, visual quality, grammar/vocabulary, and speaking skills. A high-quality presentation will be the full length, include captions on multiple images, demonstrate complex language with no errors, and be clearly spoken from memory.
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Show and tell rubric
This rubric provides guidelines for students to prepare and present a "Show and Tell" presentation to the class. Students will choose an object to bring to class and create a short slideshow to present about the object. The presentation should be 3-4 minutes long and include 4-5 slides with pictures and captions about the object. Students will explain orally why the object is special to them. The rubric evaluates students on the length of their presentation, the quality of their visual presentation, their grammar and vocabulary use, and their speaking skills.
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R ubrica
1. Students are to create a visual presentation with 4-5 slides about an object or piece of information. The presentation should include title, images with captions, and some explanatory text. Students will present their work orally to the class without reading directly from the slides.
2. When presenting, students should introduce the topic, describe what can be seen in the images, and who is doing what. They should also write about the author and discuss other aspects like colors, feelings, style, and texture.
3. Students must prepare what they will say for the 1 minute oral presentation on a separate paper and learn it by heart. The presentation will be evaluated based on criteria like the quality of the visuals,
How to make good presentations (1)
The document provides tips for giving a successful presentation, including greeting the audience, introducing yourself, sticking to the main point, rehearsing, engaging the audience through body language, being prepared for questions, and closing strongly. It emphasizes preparing a good introduction, not reading slides, keeping the presentation interesting, and citing references.
Giving oral presentations
This document provides tips for preparing and delivering oral presentations. It recommends writing out the full speech, doing practice runs with and without visual aids, and using connectors to link points. When presenting, it advises establishing eye contact, being responsive to the audience, using an expressive voice, not speaking too quickly, facing the audience, and leaving time for questions. It also lists example presentation videos that are available online.
Oral presentations
This document provides guidance on preparing and delivering an effective oral presentation. It recommends brainstorming and outlining the topic, researching the content, and preparing any visual aids. Presentations should include an introduction to capture attention and outline key points, a body to present the main points in a logical order, and a conclusion to summarize and restate the purpose. When delivering, it is important to speak to the audience clearly and make eye contact, using vocal variation and body language to engage listeners. Presenters should rehearse and feel confident presenting to overcome nervousness.
Presentation skill mpdd 29.02.2008
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Vista's learning
we vistas learning providing free education for syllabus CBSE & KSSEB,KSCERT,TNSCERT for class1-class 10 in language kannada,english,tamil,malayalam at absolutely no cost daily streaming on youtube
CHECK OUR CHANNEL
https://www.youtube.com/channel/UC_D7dSeZzbOnbia_BvVFX_w
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Show and tell rubric
This rubric provides guidelines for students to prepare and present a "Show and Tell" presentation to the class. Students will choose an object to bring to class and create a short slideshow to present about the object. The presentation should be 3-4 minutes long and include 4-5 slides with pictures and captions about the object. Students will explain orally why the object is special to them. The rubric evaluates students on the length of their presentation, the quality of their visual presentation, their grammar and vocabulary use, and their speaking skills.
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Students will participate in a narrative structure workshop to test teamwork and composition skills learned. In groups of 4, students will be given a jealousy-themed scenario and must create at least 8 shot sequences to demonstrate the scenario, with no sound and in-camera editing only. Four scenario options will be provided: 1) a person suspects they are being followed, 2) a person suspects their partner is having an affair, 3) a person is upset about rumors being spread by a friend, or 4) a person is heartbroken about someone leaving them. The workshop aims to develop skills for future A2 media productions assessments.
R ubrica
1. Students are to create a visual presentation with 4-5 slides about an object or piece of information. The presentation should include title, images with captions, and some explanatory text. Students will present their work orally to the class without reading directly from the slides.
2. When presenting, students should introduce the topic, describe what can be seen in the images, and who is doing what. They should also write about the author and discuss other aspects like colors, feelings, style, and texture.
3. Students must prepare what they will say for the 1 minute oral presentation on a separate paper and learn it by heart. The presentation will be evaluated based on criteria like the quality of the visuals,
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This document provides tips for preparing and delivering oral presentations. It recommends writing out the full speech, doing practice runs with and without visual aids, and using connectors to link points. When presenting, it advises establishing eye contact, being responsive to the audience, using an expressive voice, not speaking too quickly, facing the audience, and leaving time for questions. It also lists example presentation videos that are available online.
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Vista's learning
we vistas learning providing free education for syllabus CBSE & KSSEB,KSCERT,TNSCERT for class1-class 10 in language kannada,english,tamil,malayalam at absolutely no cost daily streaming on youtube
CHECK OUR CHANNEL
https://www.youtube.com/channel/UC_D7dSeZzbOnbia_BvVFX_w
#VISTASLAERNING #FREELIVECLASS #CBSE #KSEEB #TNSCERT #KSCERT
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The document contains sentences with blanks that need to be filled in with verbs. It discusses writing an essay, visiting parents, traveling to Paris, a soccer player not scoring a goal, cars flying in the future, helping someone by contacting John, having an online meeting, taking a shower before bed, not beginning a party until Maria arrives, and returning a book after reading it.
Listening sports
She was the first woman to complete a backflip at a Stubai Glacier ski resort in Austria. Before attempting tricks, snowboarders think through the jump to prepare. She used her skills and bravery to catapult herself to the top of snowboard competitions, being named Austria's sportswoman of the year multiple times. In another video, a snowboarder announced he would demonstrate tricks, implying an imminent planned action. He has won several medals so far in his career.
Negative prefixes
This document discusses negative prefixes in adjectives. It notes that negative prefixes modify the word they precede but not the grammatical category. So an adjective remains an adjective. It then lists common negative prefixes like "dis", "il", "im", "in", "ir", and "un" and provides examples of negative adjectives formed with each prefix. It cautions that not all words beginning with these prefixes are negative adjectives, providing examples like "insist", "discuss", "important", and "illuminate" which are verbs or non-negative adjectives.
Ing uses
The document discusses uses of the "-ing" form in English grammar. It notes that "-ing" is not always part of a continuous verb tense, as it can also be used as the subject of a sentence or after prepositions and verbs like "like" and "dislike". Some examples are provided such as "I am tired of playing chess" and "We enjoy going to the movies". The document also clarifies that just because a verb ends in "-ing", it does not necessarily mean it is part of a continuous verb tense in English.
Future tenses structure + uses
The document summarizes the structure and uses of the future continuous and future perfect tenses in English grammar. For the future continuous, it describes the affirmative, negative, and question forms using "will be + verb+ing" and gives examples of its uses to refer to actions happening at a certain time in the future or to ask about future plans. For the future perfect, it outlines the affirmative, negative, and question structures which use "will have + past participle" and provides examples of its use to refer to actions completed before other future actions.
Time clause
Este documento describe las oraciones subordinadas de tiempo en inglés. Estas oraciones introducen una situación temporal y dependen de una oración principal. Pueden usarse conjunciones como "when", "after", "as soon as", "until", "while" seguidas del presente o presente perfecto. También se pueden usar oraciones subordinadas de tiempo en oraciones compuestas para expresar cuándo ocurre una acción.
The future tenses
The document discusses three ways to express future tense in English: the future simple using "will"; the future with "be going to"; and the present continuous for future meaning. It provides the structures and examples for making affirmative, negative, and wh- questions using these three future tense forms. Key aspects covered include using "will" plus the infinitive, "be going to" plus the infinitive, and the present participle with a future meaning reference.
Past tenses
This document provides information on various English verb tenses used to talk about the past:
- The Past Simple is used to talk about completed past actions and past habits. It takes the "-ed" verb form or irregular forms.
- The Past Continuous describes actions that were in progress at a specific time in the past or actions happening simultaneously. It uses "was/were + -ing" verb form.
- The Past Perfect Simple is used to talk about actions completed before other past actions or times. It uses "had + past participle" verb form.
- The Past Perfect Continuous emphasizes the duration of a past action before another past action, often using expressions like "for" or "since". It uses
Show and tell modified rubric
This rubric outlines criteria for evaluating student presentations ("Show and Tell") in a class. It will count for 10-15% of the final grade. Students will be assessed on the length of their presentation, the quality of their visual presentation using PowerPoint or similar tool, their grammar and vocabulary usage, and their public speaking skills. Higher scores are given for presentations that are longer than 3 minutes, use 3-4 slides with images and captions, demonstrate complex sentences and vocabulary without mistakes, and involve clear pronunciation with minimal notes. Lower scores reflect very short presentations, lack of images or proper formatting, many grammar errors, and heavy reliance on reading notes.
Workbook reading unit 1
This document contains the answers to exercises in a reading workbook for Unit 1. Exercise 1 contains one answer, Exercise 2 contains 6 answers, Exercise 3 contains 4 answers, and Exercise 4 contains 5 short answers to reading comprehension questions. The answers assess comprehension of a reading passage about different perspectives on what contributes to happiness and lifestyle preferences.
Workbook unit 1 solutions b
This document contains exercises from a Spanish workbook for 1st year high school students. Exercise 6 contains 5 sentences with verbs in different tenses. Exercise 7 contains 6 sentences with time expressions. Exercise 8 contains 9 sentences using present perfect and other verb tenses. Exercise 9 contains 9 sentences using the present simple and continuous tenses. The document provides examples of verb conjugations and tenses for students to practice.
Workbook unit 1 solutions
This document contains exercises from a Spanish workbook for 1st year high school students. The vocabulary section provides sample sentences about breakfast, teachers, and weather. The grammar section includes exercises practicing present continuous tense, question forms, and affirmative and negative statements using common verbs like watch, leave, spend, teach, get up, visit, celebrate, come, and run. Students are asked to identify the correct verb forms and respond to simple questions about daily routines and current activities.
Present simple tenses
This document provides information on the uses of different tenses in English, including the present simple, present continuous, present perfect simple, and present perfect continuous tenses. It explains that the present simple is used for schedules, habits, general truths, feelings and emotions. The present continuous expresses future arrangements, current actions, and temporary situations. The present perfect simple is used for repeated past actions, life experiences, unfinished time periods, and completed actions relevant to the present. The present perfect continuous expresses long actions with obvious results and actions that began in the past and continue to the present.
Maya angelou still i rise
This document provides information about the poet Maya Angelou and instructions for a scavenger hunt activity analyzing her poem "Still I Rise." It introduces similes and metaphors, then asks students to find examples of repetition, rhyme, similes, and a metaphor in the poem to analyze its literary devices.
The passive solution
This document contains examples of changing sentences from active to passive voice. It provides the original active sentences and their transformed passive counterparts. It also gives examples of changing future tense sentences using will, be going to, and future perfect constructions into the passive voice. The document demonstrates how to manipulate sentences between active and passive forms.
Active passive
The document discusses active and passive voice structures. It provides examples of changing sentences from active to passive voice in the present simple, present perfect, and future tenses. The main changes involve making the subject the recipient of the action and placing the agent of the action after "by". Examples are given for both affirmative and negative sentences. Additional sentences are provided to be changed from active to passive voice.
Modals final explanation
1. Modals are auxiliary verbs that are placed before the main verb in the infinitive form without "to", and they express modality such as prohibition, lack of necessity, ability, requests, obligation, advice, and possibility.
2. Modals cannot be conjugated for tense or person and do not have non-personal forms. Common modals include can, could, may, might, must, shall, should, would, and have to.
3. When expressing a modal verb in a different tense, a different modal form is sometimes used, such as "can" for present ability and "could" for past ability.
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