The document discusses homeschooling and regular school education. It includes 4 post-writing activities:
1) A crossword game completed while writing.
2) Completing sentences while writing.
3) Working in pairs to write statements supporting the idea that homeschooling will remain popular, and that some parents prefer homeschooling to regular school, citing facts from the passage.
4) Working in pairs to decide whether they would choose homeschooling or regular school for their own child and explain their reasoning.
The document discusses appropriate behaviors in different foreign cultures, noting that in England people should queue and wait their turn, physical displays of affection are inappropriate in many Asian countries, and exchanging business cards is important in Japan. It includes questions about cultural behaviors and a listening activity to match behaviors to countries. Students are instructed to role play cultural behaviors from assigned countries.
This document contains information about teaching a lesson on the life cycle of frogs:
1. It includes teaching procedures, learning activities, texts and powerpoint slides about the stages of a frog's development from tadpole to adult frog.
2. Students will learn about the present simple tense and use it to describe the different stages such as "a tadpole grows legs" and "a frog lives on land and in water".
3. The lesson incorporates group activities, videos and songs to reinforce the concepts being taught.
The document provides information about making pizza, including ingredients and cooking instructions. It discusses the topics of food and general cultural information about pizza. The document contains 5 sections that include vocabulary words, grammar rules, pre-reading questions, activities for while-reading and post-reading, and a rubric for assessment. Some of the key details are that the ingredients of pizza include flour, water, yeast, sauce, cheese, and toppings and there are 4 activities suggested which are ordering a pizza, answering questions, decision making, and fantasizing about pizza.
This document provides information about three ancient empires - the Roman Empire, Mongol Empire, and Aztec Empire. It includes vocabulary terms, a description of the superlative structure, and listening activities to complete while and after listening to a passage about the empires. The activities include filling out a table with details about each empire, identifying correct statements, summarizing using a spider map, and designing pictures to protect an empire from invasion.
A meddlesome woman gets lost in the desert and is rescued by a couple of eagles. While they carry her to safety, she tries to turn them against each other with gossip, causing them to drop her."
"Villagers prepare weapons to kill a tiger threatening their village. When the tiger hears that one man claims his weapon is his penis, it runs away in fear and later dies after encountering a pregnant woman."
"A new monk is taught by his elder how to receive offerings by having an egg hurled at his head. Later, when people bring the elder monk's favorite fruit, the new monk remembers the lesson and hurls the fruit at the elder, surprising him."
This document provides information about three ancient empires: the Roman Empire, Mongol Empire, and Aztec Empire. It compares key details of each empire such as time period, geographic reach, population size, and notable rulers. The document also includes an activity where the listener chooses one of the empires to imagine ruling over and draws a picture designing protections against invasion.
Here are two facts from the passage to support each statement using transitional words:
Homeschooling is likely to remain popular:
The United States has the highest number of homeschooled children with as many as 1.1 million. Furthermore, homeschooling has grown in popularity since the 1970s.
Some parents prefer homeschooling to regular school:
Some parents thought the local schools were bad, so they decided to teach their children themselves. In addition, some parents wanted their children to learn about religion, which was not taught in school.
The document discusses several students and their musical abilities, with Abby playing piano for many years, Nita playing guitar for two years, Carlos singing in a choir for a year, and Paul playing drums at home for two years. It also mentions the students' idea to start a band together and talk to Abby's cousin about joining his music group.
The document discusses appropriate behaviors in different foreign cultures, noting that in England people should queue and wait their turn, physical displays of affection are inappropriate in many Asian countries, and exchanging business cards is important in Japan. It includes questions about cultural behaviors and a listening activity to match behaviors to countries. Students are instructed to role play cultural behaviors from assigned countries.
This document contains information about teaching a lesson on the life cycle of frogs:
1. It includes teaching procedures, learning activities, texts and powerpoint slides about the stages of a frog's development from tadpole to adult frog.
2. Students will learn about the present simple tense and use it to describe the different stages such as "a tadpole grows legs" and "a frog lives on land and in water".
3. The lesson incorporates group activities, videos and songs to reinforce the concepts being taught.
The document provides information about making pizza, including ingredients and cooking instructions. It discusses the topics of food and general cultural information about pizza. The document contains 5 sections that include vocabulary words, grammar rules, pre-reading questions, activities for while-reading and post-reading, and a rubric for assessment. Some of the key details are that the ingredients of pizza include flour, water, yeast, sauce, cheese, and toppings and there are 4 activities suggested which are ordering a pizza, answering questions, decision making, and fantasizing about pizza.
This document provides information about three ancient empires - the Roman Empire, Mongol Empire, and Aztec Empire. It includes vocabulary terms, a description of the superlative structure, and listening activities to complete while and after listening to a passage about the empires. The activities include filling out a table with details about each empire, identifying correct statements, summarizing using a spider map, and designing pictures to protect an empire from invasion.
A meddlesome woman gets lost in the desert and is rescued by a couple of eagles. While they carry her to safety, she tries to turn them against each other with gossip, causing them to drop her."
"Villagers prepare weapons to kill a tiger threatening their village. When the tiger hears that one man claims his weapon is his penis, it runs away in fear and later dies after encountering a pregnant woman."
"A new monk is taught by his elder how to receive offerings by having an egg hurled at his head. Later, when people bring the elder monk's favorite fruit, the new monk remembers the lesson and hurls the fruit at the elder, surprising him."
This document provides information about three ancient empires: the Roman Empire, Mongol Empire, and Aztec Empire. It compares key details of each empire such as time period, geographic reach, population size, and notable rulers. The document also includes an activity where the listener chooses one of the empires to imagine ruling over and draws a picture designing protections against invasion.
Here are two facts from the passage to support each statement using transitional words:
Homeschooling is likely to remain popular:
The United States has the highest number of homeschooled children with as many as 1.1 million. Furthermore, homeschooling has grown in popularity since the 1970s.
Some parents prefer homeschooling to regular school:
Some parents thought the local schools were bad, so they decided to teach their children themselves. In addition, some parents wanted their children to learn about religion, which was not taught in school.
The document discusses several students and their musical abilities, with Abby playing piano for many years, Nita playing guitar for two years, Carlos singing in a choir for a year, and Paul playing drums at home for two years. It also mentions the students' idea to start a band together and talk to Abby's cousin about joining his music group.
Let's invite our friends to join our band.
B: That's a great idea! I will ask _____________ and _____________ .
A: Okay, I will ask _______________ too. Hopefully they can join us.
B: Yes, it will be fun to play music together.
The document describes the life cycle of frogs, noting that frogs live both on land and in water, mother frogs lay eggs in the water, and tadpoles hatch from the eggs and grow legs as they develop into frogs. Key stages include tadpoles growing inside eggs, emerging from eggs, growing legs, and eventually transforming into frogs that can lay more eggs.
The document provides instructions for making pizza, including using a comma to separate elements in a series and connect independent clauses, as well as setting off introductory elements. It discusses the key ingredients needed like crust, flour, water, yeast, sauce, cheese, and various toppings. The passage also includes questions to test comprehension of the pizza making process and ingredients.
This document provides information on appropriate behaviors in different cultures. It discusses behaviors like exchanging business cards in Japan, standing in lines in England, and not hugging or kissing in many Asian countries. Imperative sentences are used to give examples of dos and don'ts, such as not putting a business card in your pocket right away or remembering to call professionals "dottore" in Italy.
This document provides information about teaching speaking skills to English language learners. It discusses four activities that can be used:
1. Discussions - Students discuss topics in small groups to share ideas and practice speaking. Agree/disagree discussions are suggested.
2. Role play - Students pretend social roles and contexts to speak in different situations.
3. Simulations - Similar to role plays but more elaborate, bringing props to create realistic environments.
4. Picture prompts - Students describe pictures to practice vocabulary and sentence structures related to topics like vacations. Feedback is provided to improve speaking.
The document provides instructions for an experiment on acids and bases. Students are asked to:
1) Perform experiments dropping blue-pea juice into lemon juice, orange juice, soap, and detergent and observe any color changes.
2) Record the results and whether each solution demonstrated acidic or basic properties.
3) Present their lab results to the class.
The document also includes a listening quiz where students will hear descriptions of solutions and write down the solution name and whether it is acidic or basic.
Anne told Sam about her family's summer vacation. She went camping with her family and went hiking near their campsite. While hiking, they reached the top of a high mountain where the view was beautiful. On the way back from hiking, Anne found an old bronze jar buried in the ground. Her father dug it up. When they returned from vacation, they took the jar to a museum since it was hundreds of years old. Anne seemed to enjoy her camping trip with her family where they went hiking and discovered an ancient artifact.
This document provides information about teaching speaking skills to English language learners. It discusses four activities that can be used:
1. Discussions - Students discuss topics in small groups to share ideas and practice speaking. Agree/disagree discussions are suggested.
2. Role play - Students pretend social roles and contexts to speak in different situations.
3. Simulations - Like role plays but more elaborate, bringing props to create realistic environments for speaking practice.
4. Picture prompts - Students describe pictures to practice vocabulary and speaking about visual content. Suggestions are given for implementing these activities effectively in the classroom.
This document discusses acids and bases. It defines them according to Arrhenius' theory as substances that produce H+ ions (acids) or OH- ions (bases) when dissolved in water. Acids have a pH below 7 and taste sour, while bases have a pH above 7 and taste bitter. Examples of common acids and bases are provided, along with their properties. The document also introduces the pH scale and explains how pH values indicate acid strength. Finally, it describes an experiment to test solutions and identify them as acids or bases using blue-colored juice that changes color in their presence.
This document discusses new teaching practices for new literacies. It advocates for using multiple means of representation, action/expression, and engagement in teaching. Some specific strategies mentioned include using hashtags in learning activities, problem-based learning, and nonlinguistic representations. The document is authored by Dr. Curtis Chandler and contains his contact information.
This document is the table of contents for the Reading Works! 3 Textbook. It lists the units, chapters, and lessons contained in the book. The textbook is divided into 4 units that cover various topics about knowing oneself, growing with others, gearing up for success, and keeping up with the world. Each unit contains multiple chapters and each chapter contains 2-4 lessons. Each lesson lists the reading skill it focuses on in parentheses after the lesson title. The table of contents provides an overview of the structure and content of the Reading Works! 3 textbook.
The document provides biographical information about the author, consultant, and reviewer of the Reading Works! 5 Textbook. It notes their educational backgrounds and current roles. It also lists the author as Rachelle I. Torreon and the consultant as Corazon Y. Delgado, and Catherine C. Carag as the reviewer.
The document provides information on summarizing texts through identifying key points, topics, and using context clues and word roots and affixes. It discusses the effects of climate change and using graphic organizers to summarize information. It also explains strategies for adding suffixes like -tion and -ion to base words to form new words. Some examples provided are investigate-investigation and operate-operation. The document emphasizes the importance of connecting information to personal experiences when summarizing.
The document is an answer key booklet that contains answer keys for various units or chapters. It lists the contents as including answer keys for units 1 through 6. The booklet was published by Oxford University Press, which is a department of the University of Oxford that furthers the university's objectives of excellence in research, scholarship, and education through global publishing.
This document provides information about Quarter 2 Module 3 on Vocabulary Development for Grade 8 English. It discusses the following lessons:
Lesson 17 focuses on distinguishing between and giving examples of verbal, situational, and dramatic irony. Lesson 18 covers discriminating between literal and figurative language. Lesson 19 identifies figures of speech that show emphasis such as hyperbole and litotes.
The module aims to help students develop proficient skills in speaking, reading, writing, and thinking through meaningful communication. It contains clear instructions and activities to teach the objectives aligned with the Most Essential Learning Competencies. Assessment and answers are also included to evaluate student learning.
Here are 3 appropriate responses using comparatives:
1. Taking part in charity actions and making donations is more rewarding than riding motorbikes.
2. Watching films is as enjoyable as listening to music.
3. Reading stories is less entertaining than playing video games.
This document provides information about a textbook titled "Reading Works! 4 Textbook". It includes:
1) Details about the author, consultant, and reviewer who created the textbook. The author and consultant have degrees in education and experience teaching, while the reviewer is pursuing a master's degree in education.
2) An introduction addressed to students explaining that the textbook aims to make reading enjoyable and relevant by matching students' experiences. It contains units on knowing yourself, growing with others, gearing up for success, and keeping up with the world.
3) A table of contents listing the units, chapters, and lessons included in the textbook, along with brief descriptions of the reading skills addressed in each lesson.
This document outlines a unit on dangers to the environment. It includes 10 tips for learning success such as developing thinking skills, reading texts, using strategies to understand information, and assessing work. Students will work on explicit, implicit and reflective questions about topics like pollution, the greenhouse effect, and global warming. They will also complete a group project creating a PowerPoint presentation about an endangered animal and present their findings to the class. The unit aims to teach students how human activities and the environment affect each other.
1. The lesson plan discusses teaching a class about how birth order can impact personality and relationships by having students read a text, watch a video, and answer comprehension questions.
2. The reading text discusses a sociologist's theory that firstborns are more likely to accept their parents' values while later-borns may rebel, and that birth order can indicate relationship compatibility, like a firstborn husband and later-born wife.
3. The psychologist also claims firstborns tend to be perfectionists from parental pressure, middle children may find talents where firstborns lack, and lastborns have more freedom and are more creative.
Let's invite our friends to join our band.
B: That's a great idea! I will ask _____________ and _____________ .
A: Okay, I will ask _______________ too. Hopefully they can join us.
B: Yes, it will be fun to play music together.
The document describes the life cycle of frogs, noting that frogs live both on land and in water, mother frogs lay eggs in the water, and tadpoles hatch from the eggs and grow legs as they develop into frogs. Key stages include tadpoles growing inside eggs, emerging from eggs, growing legs, and eventually transforming into frogs that can lay more eggs.
The document provides instructions for making pizza, including using a comma to separate elements in a series and connect independent clauses, as well as setting off introductory elements. It discusses the key ingredients needed like crust, flour, water, yeast, sauce, cheese, and various toppings. The passage also includes questions to test comprehension of the pizza making process and ingredients.
This document provides information on appropriate behaviors in different cultures. It discusses behaviors like exchanging business cards in Japan, standing in lines in England, and not hugging or kissing in many Asian countries. Imperative sentences are used to give examples of dos and don'ts, such as not putting a business card in your pocket right away or remembering to call professionals "dottore" in Italy.
This document provides information about teaching speaking skills to English language learners. It discusses four activities that can be used:
1. Discussions - Students discuss topics in small groups to share ideas and practice speaking. Agree/disagree discussions are suggested.
2. Role play - Students pretend social roles and contexts to speak in different situations.
3. Simulations - Similar to role plays but more elaborate, bringing props to create realistic environments.
4. Picture prompts - Students describe pictures to practice vocabulary and sentence structures related to topics like vacations. Feedback is provided to improve speaking.
The document provides instructions for an experiment on acids and bases. Students are asked to:
1) Perform experiments dropping blue-pea juice into lemon juice, orange juice, soap, and detergent and observe any color changes.
2) Record the results and whether each solution demonstrated acidic or basic properties.
3) Present their lab results to the class.
The document also includes a listening quiz where students will hear descriptions of solutions and write down the solution name and whether it is acidic or basic.
Anne told Sam about her family's summer vacation. She went camping with her family and went hiking near their campsite. While hiking, they reached the top of a high mountain where the view was beautiful. On the way back from hiking, Anne found an old bronze jar buried in the ground. Her father dug it up. When they returned from vacation, they took the jar to a museum since it was hundreds of years old. Anne seemed to enjoy her camping trip with her family where they went hiking and discovered an ancient artifact.
This document provides information about teaching speaking skills to English language learners. It discusses four activities that can be used:
1. Discussions - Students discuss topics in small groups to share ideas and practice speaking. Agree/disagree discussions are suggested.
2. Role play - Students pretend social roles and contexts to speak in different situations.
3. Simulations - Like role plays but more elaborate, bringing props to create realistic environments for speaking practice.
4. Picture prompts - Students describe pictures to practice vocabulary and speaking about visual content. Suggestions are given for implementing these activities effectively in the classroom.
This document discusses acids and bases. It defines them according to Arrhenius' theory as substances that produce H+ ions (acids) or OH- ions (bases) when dissolved in water. Acids have a pH below 7 and taste sour, while bases have a pH above 7 and taste bitter. Examples of common acids and bases are provided, along with their properties. The document also introduces the pH scale and explains how pH values indicate acid strength. Finally, it describes an experiment to test solutions and identify them as acids or bases using blue-colored juice that changes color in their presence.
This document discusses new teaching practices for new literacies. It advocates for using multiple means of representation, action/expression, and engagement in teaching. Some specific strategies mentioned include using hashtags in learning activities, problem-based learning, and nonlinguistic representations. The document is authored by Dr. Curtis Chandler and contains his contact information.
This document is the table of contents for the Reading Works! 3 Textbook. It lists the units, chapters, and lessons contained in the book. The textbook is divided into 4 units that cover various topics about knowing oneself, growing with others, gearing up for success, and keeping up with the world. Each unit contains multiple chapters and each chapter contains 2-4 lessons. Each lesson lists the reading skill it focuses on in parentheses after the lesson title. The table of contents provides an overview of the structure and content of the Reading Works! 3 textbook.
The document provides biographical information about the author, consultant, and reviewer of the Reading Works! 5 Textbook. It notes their educational backgrounds and current roles. It also lists the author as Rachelle I. Torreon and the consultant as Corazon Y. Delgado, and Catherine C. Carag as the reviewer.
The document provides information on summarizing texts through identifying key points, topics, and using context clues and word roots and affixes. It discusses the effects of climate change and using graphic organizers to summarize information. It also explains strategies for adding suffixes like -tion and -ion to base words to form new words. Some examples provided are investigate-investigation and operate-operation. The document emphasizes the importance of connecting information to personal experiences when summarizing.
The document is an answer key booklet that contains answer keys for various units or chapters. It lists the contents as including answer keys for units 1 through 6. The booklet was published by Oxford University Press, which is a department of the University of Oxford that furthers the university's objectives of excellence in research, scholarship, and education through global publishing.
This document provides information about Quarter 2 Module 3 on Vocabulary Development for Grade 8 English. It discusses the following lessons:
Lesson 17 focuses on distinguishing between and giving examples of verbal, situational, and dramatic irony. Lesson 18 covers discriminating between literal and figurative language. Lesson 19 identifies figures of speech that show emphasis such as hyperbole and litotes.
The module aims to help students develop proficient skills in speaking, reading, writing, and thinking through meaningful communication. It contains clear instructions and activities to teach the objectives aligned with the Most Essential Learning Competencies. Assessment and answers are also included to evaluate student learning.
Here are 3 appropriate responses using comparatives:
1. Taking part in charity actions and making donations is more rewarding than riding motorbikes.
2. Watching films is as enjoyable as listening to music.
3. Reading stories is less entertaining than playing video games.
This document provides information about a textbook titled "Reading Works! 4 Textbook". It includes:
1) Details about the author, consultant, and reviewer who created the textbook. The author and consultant have degrees in education and experience teaching, while the reviewer is pursuing a master's degree in education.
2) An introduction addressed to students explaining that the textbook aims to make reading enjoyable and relevant by matching students' experiences. It contains units on knowing yourself, growing with others, gearing up for success, and keeping up with the world.
3) A table of contents listing the units, chapters, and lessons included in the textbook, along with brief descriptions of the reading skills addressed in each lesson.
This document outlines a unit on dangers to the environment. It includes 10 tips for learning success such as developing thinking skills, reading texts, using strategies to understand information, and assessing work. Students will work on explicit, implicit and reflective questions about topics like pollution, the greenhouse effect, and global warming. They will also complete a group project creating a PowerPoint presentation about an endangered animal and present their findings to the class. The unit aims to teach students how human activities and the environment affect each other.
1. The lesson plan discusses teaching a class about how birth order can impact personality and relationships by having students read a text, watch a video, and answer comprehension questions.
2. The reading text discusses a sociologist's theory that firstborns are more likely to accept their parents' values while later-borns may rebel, and that birth order can indicate relationship compatibility, like a firstborn husband and later-born wife.
3. The psychologist also claims firstborns tend to be perfectionists from parental pressure, middle children may find talents where firstborns lack, and lastborns have more freedom and are more creative.
Okay, let's break this down step-by-step:
* Original weight: 220 lbs
* He lost 20% of 220 lbs
* To calculate 20% of 220, change 20% to a decimal: 20% = 0.20
* Multiply the whole (220 lbs) by the percent (0.20):
220 x 0.20 = 44
* So he lost 44 lbs
* His weight after losing 20% was: 220 - 44 = 176 lbs
* Then he gained 5 lbs back
* So his new weight is: 176 + 5 = 181 lbs
The answer is C.
Does this make sense? Let me know if you need any part explained further.
This document is a student's digital portfolio containing summaries of their work and activities from the school year. It includes reflections on classes like Science, Social Studies, Math, French, and assignments from various subjects. The student was involved in many extracurricular activities like leadership, cross country, basketball, volleyball, and worked in the library. The portfolio shows the student's strengths in time management and determination through their diverse involvement in academics and extracurriculars.
This document provides an introduction and overview of the Cracking Comprehension teaching and assessment guide for Year 4. It includes 15 comprehension units organized by text type (fiction, non-fiction, plays, and poetry) along with 9 assessment tasks. The guide is designed to help students develop reading comprehension skills and strategies to answer questions in KS2 National Tests. It also supports the expectations of the National Curriculum. The units and assessments cover a range of content domains assessed in reading tests. Suggestions are provided for how to use the teaching units and assessment tasks to support learning.
Here are the key points to remember when writing a literature review:
- The purpose is to establish the current state of knowledge on your research topic and place your study in the context of prior work
- Use a thematic, chronological, or typological structure to organize related studies
- Synthesize agreements and disagreements across studies using phrases like "similarly, author B points to..." or "however, author C argues..."
- Properly cite and reference all sources used in the review using a standard style like APA or MLA
This 1-week unit plan for 2nd grade focuses on bullying prevention through the story "Hey Little Ant". Students will:
1) Compare characters in the story and discuss how bullying affects everyone. They will journal about how they would feel if bullied.
2) Research similarities between ants and children, and ways that all living things are alike. They will discuss how not to judge others based on appearance.
3) Create an anti-bullying poster using Glogster to demonstrate their understanding of bullying's effects.
The unit aligns with Common Core standards for reading informational texts, writing, speaking, and language conventions. Assessment will include observation, pre/post tests, group work, and student projects
The document provides information on writing effective thesis statements and body paragraphs in essays. It defines what a thesis statement is and gives examples of strong and weak thesis statements. A good thesis statement is a single sentence that states your topic, opinion, and reasons. The document then discusses how to structure body paragraphs, with each paragraph focusing on one main idea from the thesis statement. Effective body paragraphs include a topic sentence, explanation, examples/evidence, and conclusion. Supporting sentences provide further details and justification to develop the main point.
This document provides the lesson plan for Unit 3 Week 2 (Lesson 20) of a Grade 3 class. The lesson focuses on the story "A Learning Experience for Malou". Over the course of 5 days, students will work on decoding words with au and ow diphthongs, identifying descriptive words, differentiating between facts and opinions, writing sentences with correct punctuation, and having a summative test. Activities include reading the story, vocabulary exercises, decoding practice, identifying descriptive words in sentences, determining facts vs opinions, and writing sentences with various punctuation marks. The goal is for students to improve their reading, writing, and comprehension skills through engaging with the story and language exercises.
The document outlines the objectives and procedures for an English lesson on identifying explicit and implicit claims in written texts. The teacher will divide students into groups to complete an activity where they must: 1) List implicit information in a given text, 2) Identify explicit information, and 3) Make their own claims of fact about the text. The lesson teaches students about different types of claims - explicit, implicit, and claims of fact - and how to critically examine claims in texts. Students will analyze a sample text to practice identifying these different types of claims.
1. 4
Unit: Education and Careers
Topic: Education System
52010513017
52010513024
52010513040
3 10 4
2. 3
Unit: Education and Careers
Topic: Education System
1.
3. 1.
while-writing, activity1: cross word game
2.
while writing, activity 2:
complete the sentence)
3.
post-writing, activity 3: statement
supporting
4.
post-writing,
activity 4: decision making
2.
1.1.2.4/ .3
1.1.3.3/ .3
4. 3.3.1.1/ .3
4.4.1.1 .3
4.4.2.2 .3
Vocabulary: the United Kingdom, famous, exist,
religion, homeschooling, appear
Structure: Transitional word
We use transitional words to enhance logical
organization and understandability and improve the
5. connections between thoughts. They indicate relations,
whether within a sentence, paragraph, or paper.
1. Addition (use for continuing a common line of
reasoning or add more detail of the previous
also, again, as well as, besides, coupled
statement)
with, furthermore,
in addition, likewise, moreover, similarly
Example: The United Kingdom has about 50,000
homeschooled children, and Canada has around
60,000. In addition, The United States has the highest
number with as many as 1.1 million homeschooled
children.
2. Consequence (to tell the effect, result, or
outcome of something occurring earlier," "an act
or instance of following something as an effect,
accordingly, as a result, consequently, for this
result, or outcome" or "the conclusion reached by
reason, for this purpose,
a line of reasoning; inference)
hence, otherwise, so then, subsequently,
therefore, thus, thereupon, wherefore
6. Example: Even after schools appeared in the city, there
were few schools in the country. As a result, many
children still had to study at home.
3. Contrast and Comparison (difference and similar)
by the same token, conversely, instead, likewise, on
one hand,
on the other hand, on the contrary, rather, similarly,
yet, but, however, still, in contrast
Example: Most children went back to school. However
there are thousands of children who did not.
4. Illustration (to give an example)
7. for example, for instance, for one thing, as an
illustration,
illustrated with, as an example, in this case
Example: Homeschooling is very popular in Western
countries. For example, The United Kingdom, Canada,
and The United State
4.
1. Power point
2. Text 1,2
3.
8. 5.
Pre – writing
1. homeschooled 1.
boy homeschooled boy
2. 2.
-What is his name
-How old is he?
3.
-What's instrument he can
play?
3. Text 1
Power point
4.
4. Text 2
power
Power point
point
9. -In addition
power point
- The United Kingdom has
about 50,000 homeschooled
children, and Canada has
around 60,000. transitional
-As a result
word , The United States
has the highest number with
as many as 1.1 million
homeschooled children.
- Even after schools -However
appeared in the city, there
were few schools in the
country. transitional word -For example
, many children still had to
study at home.
- Most children went back to
school.
transitional word there 5. Text 3
are thousands of children homeschooling
who did not.
10. - Homeschooling is very 6.
popular in Western
countries. transitional - The education that the
word , The United Kingdom, children learn at home.
Canada, and The United - No, it isn’t.
State
-Abraham Lincoln and
5. Text 3 Thomas Edison
homeschooling -Yes, it is.
6.
1.
-What is homeschooling? 2.
-Is regular school is older
that homeschooling?
3.
-Can you tell me some
famous people who were
homeschooled? -
-Is homeschooling remains
popular?
11. While – writing
Activity 1 cross word game
1.
2.
1.
2.
3. activity 2
- 3.
-
5.
Activity 2 complete the
sentence
1. 10
2. activity 2
3.
14. 6
Activity1: while-
writing/ cross
word game
Activity2: while
writing/complete
the sentence
Activity3: post-
writing/statement
supporting
Activity4 post-
writing/decision
making
20. /
13-15
9-12
5- 8
1-4
Activity 3 post-writing
Work in pair. Read the following statement about
homeschooling. Write two facts from the passage to
support each statement by using transitional word.
Then, present in front of the class.
21. Homeschooling is likely Some parents prefer
to remain popular homeschooling to
regular school
22. Activity 4 post-writing
Work in pairs. Supporting that you have a child, what
kind of school you will choose for your child between
homeschooling and regular school? Why?
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