The document is a lesson plan for a 6th grade class. The lesson plan aims to introduce new vocabulary related to transportation accidents and emergency services. It involves practicing pronunciation of sounds, completing exercises with the new vocabulary, role playing emergency scenarios, and discussing differences in emergency response between countries. The lesson incorporates listening, speaking, and writing practice to help students learn and reinforce the new lexical and grammatical concepts.
This document appears to be an audio course booklet for Collins Easy Learning French – Stage 2. It provides 12 units of material to help learners improve their French language skills. Each unit focuses on common conversational phrases and vocabulary related to topics like checking into a hotel, renting a car, asking personal questions, and making weekend plans. The booklet provides the key phrases in each unit, transcripts of dialogues and conversations, and tips for pronunciation. It is meant to be used along with accompanying audio tracks to help learners practice listening and speaking.
Pedagogical Approaches Based on Intensive Listening & Reading Aloud of Auth...N.K KooZN
This is one suggestion
for those who are struggling
in the class room where student’s parasympathetic nervous system is always activating or
for those who want to get out of
grammar translation method
that is only valid in your school term test.
This study explores the effects of authorized textbook-based intensive listening & reading aloud in the high school classroom. After intensive listening to the text and a quick comprehension check of the grammar points, my students in the experimental group read aloud about 4,000 words, 10 times per lesson, which equaled a total of 40,000 words per year. The control group read less than the experimental group. 40,000 words are equivalent to the quantity for 5-8 times of the National Center Test. It is an impossible number by the conventional grammar translation method. The results of the nationwide mock exam showed 41 students out of 84 of the experimental group obtained higher T-score (Deviation Value) compared with a year ago, while 28 students out of 83 of the control group did. These numerical differences indicate the effects of reading a large number of words (40,000) aloud. A detailed description of the procedures are introduced, and detailed results of the mock exam and the 5-point Likert scale are also provided.
Learning Mandarin Chinese Pinyin and Tones with interactive ebook. To download the free ebook, please visit http://mandarinchinesewebquest.blogspot.com/2013/05/learning-pinyin-and-tones.html
This document contains an English exam with multiple sections testing different grammar and language skills. Section 1 contains a phonetic transcription exercise. Section 2 focuses on word emphasis. Section 3 tests verb forms. Section 4 involves choosing the best word to complete sentences. Section 5 is a gap fill exercise. Section 6 prompts rewriting sentences in different styles or perspectives. The document evaluates proficiency in English grammar, spelling, pronunciation, and sentence structure.
Este documento agradece a Dios por su misericordia y a la congregación por sus oraciones y apoyo. También anima a los jóvenes aspirantes a seguir adelante con Cristo, alcanzando victorias.
The document discusses implementing curriculum changes in small rural secondary schools. It outlines opportunities and barriers to changing the curriculum, such as offering more vocational options through partnerships with local further education colleges and businesses. Solutions proposed include flexible timetabling, transport solutions, and developing student skills and ambitions through links with local employers. The benefits of rural schools in providing local, personalized education are balanced with the challenges of maintaining small school sizes and specialist subject offerings.
The document discusses the development of a personalized competency curriculum for year 7 students with three pathway options - Ready to Learn, Learning Plus, and Learning to Learn - that differ in terms of subject setting and lessons. It describes the nature of teaching and learning under this new curriculum and notes successes in student achievement and recognition, while also acknowledging challenges faced in implementation.
This document appears to be an audio course booklet for Collins Easy Learning French – Stage 2. It provides 12 units of material to help learners improve their French language skills. Each unit focuses on common conversational phrases and vocabulary related to topics like checking into a hotel, renting a car, asking personal questions, and making weekend plans. The booklet provides the key phrases in each unit, transcripts of dialogues and conversations, and tips for pronunciation. It is meant to be used along with accompanying audio tracks to help learners practice listening and speaking.
Pedagogical Approaches Based on Intensive Listening & Reading Aloud of Auth...N.K KooZN
This is one suggestion
for those who are struggling
in the class room where student’s parasympathetic nervous system is always activating or
for those who want to get out of
grammar translation method
that is only valid in your school term test.
This study explores the effects of authorized textbook-based intensive listening & reading aloud in the high school classroom. After intensive listening to the text and a quick comprehension check of the grammar points, my students in the experimental group read aloud about 4,000 words, 10 times per lesson, which equaled a total of 40,000 words per year. The control group read less than the experimental group. 40,000 words are equivalent to the quantity for 5-8 times of the National Center Test. It is an impossible number by the conventional grammar translation method. The results of the nationwide mock exam showed 41 students out of 84 of the experimental group obtained higher T-score (Deviation Value) compared with a year ago, while 28 students out of 83 of the control group did. These numerical differences indicate the effects of reading a large number of words (40,000) aloud. A detailed description of the procedures are introduced, and detailed results of the mock exam and the 5-point Likert scale are also provided.
Learning Mandarin Chinese Pinyin and Tones with interactive ebook. To download the free ebook, please visit http://mandarinchinesewebquest.blogspot.com/2013/05/learning-pinyin-and-tones.html
This document contains an English exam with multiple sections testing different grammar and language skills. Section 1 contains a phonetic transcription exercise. Section 2 focuses on word emphasis. Section 3 tests verb forms. Section 4 involves choosing the best word to complete sentences. Section 5 is a gap fill exercise. Section 6 prompts rewriting sentences in different styles or perspectives. The document evaluates proficiency in English grammar, spelling, pronunciation, and sentence structure.
Este documento agradece a Dios por su misericordia y a la congregación por sus oraciones y apoyo. También anima a los jóvenes aspirantes a seguir adelante con Cristo, alcanzando victorias.
The document discusses implementing curriculum changes in small rural secondary schools. It outlines opportunities and barriers to changing the curriculum, such as offering more vocational options through partnerships with local further education colleges and businesses. Solutions proposed include flexible timetabling, transport solutions, and developing student skills and ambitions through links with local employers. The benefits of rural schools in providing local, personalized education are balanced with the challenges of maintaining small school sizes and specialist subject offerings.
The document discusses the development of a personalized competency curriculum for year 7 students with three pathway options - Ready to Learn, Learning Plus, and Learning to Learn - that differ in terms of subject setting and lessons. It describes the nature of teaching and learning under this new curriculum and notes successes in student achievement and recognition, while also acknowledging challenges faced in implementation.
The document is a manual for WUFI® Passive 3.0 software. It describes the installation process and provides an overview of the software's main features and user interface. WUFI® Passive allows both monthly energy balance calculations for Passive House verification as well as dynamic hygrothermal building simulations. The manual outlines the different calculation modes and guides users through the project setup process using the software's menus, project tree, and 3D building visualization interface.
The document outlines the compensation plan and requirements for a multi-level marketing company selling Nectura bottles. It details the currency exchange rate, product commission values, membership fees, qualification criteria for commissions and bonuses, and projected earnings over time assuming a duplicating team is built. Retail prices and startup package options are provided for those wishing to become a user-retailer and begin building their own team.
Senge's principle of building a shared vision involves creating a vision for the future of an organization through interaction and compromise between individual visions, rather than a leader dictating a singular vision. A shared vision fosters genuine commitment over mere compliance. For a vision to be shared, members must enroll in it voluntarily, as vision cannot be sold by the leader. When an organization has a shared vision created this way, it provides a driving force for change and learning as members are motivated by their shared goals.
Joining a Curriculum Delivery PartnershipSteve Keeble
This document discusses implementing the new secondary curriculum and joining an established locality partnership. It addresses challenges small rural schools may face, including changing school culture to accept vocational learning for all pupils. Issues discussed include transporting students to off-site facilities, recruiting rural staff, and merging secondary and further education provider cultures. The document emphasizes developing a shared vision, investing in teacher professional development, and creating flexible timetables to support vocational learning. Student outcomes from vocational programs, like improved engagement and completion rates, are also highlighted.
This document outlines the process and regulations for an initial public offering (IPO) conducted by a company called PapERazzi to raise funds in an efficient manner and allow various stakeholders to participate. The key details include a registration period from November 18th to 30th for 19 total shares priced at $100 each. Selected shareholders will be notified by November 31st and asked to provide payment from December 2nd to 3rd, with chances transferring to others if payment is not made in two days. The IPO aims to facilitate fundraising while allowing students, parents, teachers to be involved in the company's programs.
The document discusses best practices for 14-19 vocational curriculum. It notes the need for a broad, balanced curriculum that prepares students for adult life and careers by developing employability skills. There is also a need to respond to the fast-changing economy by offering more approved vocational programs and work-related learning. Proposals include making vocational courses the norm and improving student retention. The goal is to deliver technical skills needed in an advanced economy through a more diverse, character-based education system.
El documento habla sobre la importancia de la privacidad y la seguridad en línea en la era digital. Explica que los usuarios deben tomar medidas para proteger su información personal, como usar contraseñas seguras y software antivirus actualizado. También enfatiza que las empresas deben implementar medidas de seguridad sólidas para proteger los datos de los clientes.
The document discusses developing a modern, world-class curriculum. It explores using a competency curriculum in key stage 3, an academic/applied curriculum in key stage 4, extended learning sessions from ages 11-16, and innovative curriculum enhancement opportunities using the school's specialism. The objective is to inspire and challenge learners and prepare them for the future. It discusses driving curriculum development with five key questions, developing compelling learning experiences, principles for 14-19 pathways and accreditation, enhancing the curriculum through extra-curricular activities, and priorities for developing the new curriculum.
This document provides an overview of the THERM 6.3 and WINDOW 6.3 simulation software manuals. It discusses key fenestration product characteristics that impact energy performance such as frame materials, glazing types, coatings, and edge spacers. The document also summarizes important fenestration heat transfer mechanisms including conduction, convection, radiation, U-factor, solar heat gain, visible transmittance and condensation resistance. Algorithms used in the THERM and WINDOW software are briefly described.
The document discusses cross-curricular dimensions in curriculum design and planning. It emphasizes that dimensions should not be viewed in isolation but rather as interdependent. Schools can use dimensions to design compelling learning experiences focused on an identified priority, such as community participation. An example is provided of a challenge asking students to choose a sport, identify accessibility issues for spectators, and propose new technological solutions to improve the spectator experience, linking several curriculum subjects and dimensions like community participation, technology, and creativity.
Senge's principle of building a shared vision involves creating a vision for the future of an organization through interaction and compromise between individual visions, rather than a leader dictating a singular vision. A shared vision fosters genuine commitment over mere compliance. For a vision to be shared, members must enroll in it voluntarily, as vision cannot be sold by the leader. When an organization has a shared vision created this way, it provides a driving force for change and learning as members are motivated by their shared goals.
This lesson plan is about teaching animals and actions to young English learners. The teacher will revise animals and actions taught in previous classes through a warm-up activity where students match pictures and words. Students will then watch videos of birds in England and identify mallards, geese, and swans. They will practice writing sentences about what each bird can and cannot do by completing a chart in small groups. The goal is for students to recognize vocabulary and develop listening, speaking, and writing skills.
The document describes a lesson plan for an English class focusing on jobs in a TV studio. The lesson includes reading a text about a TV studio, matching vocabulary words to their definitions, completing sentences using "was" and "were", role playing a conversation between the director and cameraman, asking and answering questions about the text, and assigning homework to write sentences using provided vocabulary words. The overall goal is for students to develop their reading and speaking skills related to describing people and events in a TV studio.
Bizet planes secundaria class 1 completoMarina Bizet
The document provides a lesson plan for a secondary English class. The lesson aims to introduce phrasal verbs and zero and first conditional sentences. A variety of activities are used including a song, worksheet exercises, storytelling in groups, and a board game. Teaching methods include PPP and communicative approach. Students practice listening, speaking, reading and writing skills. Materials include a PowerPoint, textbook, pictures, and game boards.
This lesson plan is for a 1st year English class in Argentina and focuses on jobs and occupations. The plan has the following key points:
- It introduces and revises vocabulary related to jobs and occupations through a PowerPoint presentation and worksheet activities. Students learn about different jobs through matching activities and examples.
- Speaking, listening and writing skills are developed through group and pair activities where students ask and answer questions about jobs and describe what people do.
- The lesson is sequenced through warm-up, presentation of new material, practice activities, and a game to review content. A variety of teaching strategies engage students and integrate the four language skills.
- Assessment is ongoing through teacher observation and student participation
The document discusses standards and basic competencies related to Indonesian language skills. It covers comprehending and conveying meanings in short, simple spoken texts like procedures and reports for everyday interactions. It also addresses understanding and expressing meanings accurately, fluently, and appropriately in similar short monologues. Indicators and materials and examples are provided for adjective clauses, imperative sentences, and the use of for, during, and while in time expressions. A procedural text is defined and its typical structure of goal, materials, steps, and other elements is outlined. Sample questions and answers are given to practice these concepts.
The document discusses standards and basic competencies related to Indonesian language skills. It covers comprehending and conveying meanings in short, simple spoken texts like procedures and reports for everyday interactions. It lists indicators like understanding procedures and reports, conveying content accurately. The material section discusses adjective clauses, imperative sentences, and the differences between "for", "during", and "while". It defines procedural texts and gives an example structure. Multiple choice and essay practice questions are provided at the end.
The document provides a language learner profile for two students, analyzing various aspects of one student's English learning. It includes sections on the student's background, an oral interview transcript, and analyses of the student's phonetic, grammatical, and lexical abilities based on the interview. The analyses identify several common errors in the student's pronunciation of vowels and consonants, use of verb tenses, and omission of words like articles and pronouns. The profile aims to understand the student's strengths and weaknesses to improve their English learning.
Choosing a career is a complex task that requires consideration of multiple factors. The document discusses teaching pupils about different professions and having them analyze factors to consider before making a choice. It involves developing listening and speaking skills through exercises on professions and modal verbs. Pupils learn about various jobs through lexical drills and a listening activity comparing careers to people's interests. The goal is to help pupils understand the process of career selection and importance of studying to have good job opportunities.
This lesson plan summarizes a Spanish class for 3rd year students focused on dogs. The plan outlines the following:
- Context details like the class date, time, students, and topic ("Dogs sweet dogs")
- Learning objectives are to understand what dogs can offer people, learn vocabulary, develop speaking and reading skills
- Activities include a warm-up video on dogs, presenting vocabulary, reading and comprehending a text through matching and questions
- Materials used are flashcards, books, videos, and worksheets
- Skills integrated are reading and speaking through questions, text comprehension activities, and vocabulary practice
- Assessment checks previous knowledge, comprehension of video/vocabulary/text, and completion of class activities
The document is a manual for WUFI® Passive 3.0 software. It describes the installation process and provides an overview of the software's main features and user interface. WUFI® Passive allows both monthly energy balance calculations for Passive House verification as well as dynamic hygrothermal building simulations. The manual outlines the different calculation modes and guides users through the project setup process using the software's menus, project tree, and 3D building visualization interface.
The document outlines the compensation plan and requirements for a multi-level marketing company selling Nectura bottles. It details the currency exchange rate, product commission values, membership fees, qualification criteria for commissions and bonuses, and projected earnings over time assuming a duplicating team is built. Retail prices and startup package options are provided for those wishing to become a user-retailer and begin building their own team.
Senge's principle of building a shared vision involves creating a vision for the future of an organization through interaction and compromise between individual visions, rather than a leader dictating a singular vision. A shared vision fosters genuine commitment over mere compliance. For a vision to be shared, members must enroll in it voluntarily, as vision cannot be sold by the leader. When an organization has a shared vision created this way, it provides a driving force for change and learning as members are motivated by their shared goals.
Joining a Curriculum Delivery PartnershipSteve Keeble
This document discusses implementing the new secondary curriculum and joining an established locality partnership. It addresses challenges small rural schools may face, including changing school culture to accept vocational learning for all pupils. Issues discussed include transporting students to off-site facilities, recruiting rural staff, and merging secondary and further education provider cultures. The document emphasizes developing a shared vision, investing in teacher professional development, and creating flexible timetables to support vocational learning. Student outcomes from vocational programs, like improved engagement and completion rates, are also highlighted.
This document outlines the process and regulations for an initial public offering (IPO) conducted by a company called PapERazzi to raise funds in an efficient manner and allow various stakeholders to participate. The key details include a registration period from November 18th to 30th for 19 total shares priced at $100 each. Selected shareholders will be notified by November 31st and asked to provide payment from December 2nd to 3rd, with chances transferring to others if payment is not made in two days. The IPO aims to facilitate fundraising while allowing students, parents, teachers to be involved in the company's programs.
The document discusses best practices for 14-19 vocational curriculum. It notes the need for a broad, balanced curriculum that prepares students for adult life and careers by developing employability skills. There is also a need to respond to the fast-changing economy by offering more approved vocational programs and work-related learning. Proposals include making vocational courses the norm and improving student retention. The goal is to deliver technical skills needed in an advanced economy through a more diverse, character-based education system.
El documento habla sobre la importancia de la privacidad y la seguridad en línea en la era digital. Explica que los usuarios deben tomar medidas para proteger su información personal, como usar contraseñas seguras y software antivirus actualizado. También enfatiza que las empresas deben implementar medidas de seguridad sólidas para proteger los datos de los clientes.
The document discusses developing a modern, world-class curriculum. It explores using a competency curriculum in key stage 3, an academic/applied curriculum in key stage 4, extended learning sessions from ages 11-16, and innovative curriculum enhancement opportunities using the school's specialism. The objective is to inspire and challenge learners and prepare them for the future. It discusses driving curriculum development with five key questions, developing compelling learning experiences, principles for 14-19 pathways and accreditation, enhancing the curriculum through extra-curricular activities, and priorities for developing the new curriculum.
This document provides an overview of the THERM 6.3 and WINDOW 6.3 simulation software manuals. It discusses key fenestration product characteristics that impact energy performance such as frame materials, glazing types, coatings, and edge spacers. The document also summarizes important fenestration heat transfer mechanisms including conduction, convection, radiation, U-factor, solar heat gain, visible transmittance and condensation resistance. Algorithms used in the THERM and WINDOW software are briefly described.
The document discusses cross-curricular dimensions in curriculum design and planning. It emphasizes that dimensions should not be viewed in isolation but rather as interdependent. Schools can use dimensions to design compelling learning experiences focused on an identified priority, such as community participation. An example is provided of a challenge asking students to choose a sport, identify accessibility issues for spectators, and propose new technological solutions to improve the spectator experience, linking several curriculum subjects and dimensions like community participation, technology, and creativity.
Senge's principle of building a shared vision involves creating a vision for the future of an organization through interaction and compromise between individual visions, rather than a leader dictating a singular vision. A shared vision fosters genuine commitment over mere compliance. For a vision to be shared, members must enroll in it voluntarily, as vision cannot be sold by the leader. When an organization has a shared vision created this way, it provides a driving force for change and learning as members are motivated by their shared goals.
This lesson plan is about teaching animals and actions to young English learners. The teacher will revise animals and actions taught in previous classes through a warm-up activity where students match pictures and words. Students will then watch videos of birds in England and identify mallards, geese, and swans. They will practice writing sentences about what each bird can and cannot do by completing a chart in small groups. The goal is for students to recognize vocabulary and develop listening, speaking, and writing skills.
The document describes a lesson plan for an English class focusing on jobs in a TV studio. The lesson includes reading a text about a TV studio, matching vocabulary words to their definitions, completing sentences using "was" and "were", role playing a conversation between the director and cameraman, asking and answering questions about the text, and assigning homework to write sentences using provided vocabulary words. The overall goal is for students to develop their reading and speaking skills related to describing people and events in a TV studio.
Bizet planes secundaria class 1 completoMarina Bizet
The document provides a lesson plan for a secondary English class. The lesson aims to introduce phrasal verbs and zero and first conditional sentences. A variety of activities are used including a song, worksheet exercises, storytelling in groups, and a board game. Teaching methods include PPP and communicative approach. Students practice listening, speaking, reading and writing skills. Materials include a PowerPoint, textbook, pictures, and game boards.
This lesson plan is for a 1st year English class in Argentina and focuses on jobs and occupations. The plan has the following key points:
- It introduces and revises vocabulary related to jobs and occupations through a PowerPoint presentation and worksheet activities. Students learn about different jobs through matching activities and examples.
- Speaking, listening and writing skills are developed through group and pair activities where students ask and answer questions about jobs and describe what people do.
- The lesson is sequenced through warm-up, presentation of new material, practice activities, and a game to review content. A variety of teaching strategies engage students and integrate the four language skills.
- Assessment is ongoing through teacher observation and student participation
The document discusses standards and basic competencies related to Indonesian language skills. It covers comprehending and conveying meanings in short, simple spoken texts like procedures and reports for everyday interactions. It also addresses understanding and expressing meanings accurately, fluently, and appropriately in similar short monologues. Indicators and materials and examples are provided for adjective clauses, imperative sentences, and the use of for, during, and while in time expressions. A procedural text is defined and its typical structure of goal, materials, steps, and other elements is outlined. Sample questions and answers are given to practice these concepts.
The document discusses standards and basic competencies related to Indonesian language skills. It covers comprehending and conveying meanings in short, simple spoken texts like procedures and reports for everyday interactions. It lists indicators like understanding procedures and reports, conveying content accurately. The material section discusses adjective clauses, imperative sentences, and the differences between "for", "during", and "while". It defines procedural texts and gives an example structure. Multiple choice and essay practice questions are provided at the end.
The document provides a language learner profile for two students, analyzing various aspects of one student's English learning. It includes sections on the student's background, an oral interview transcript, and analyses of the student's phonetic, grammatical, and lexical abilities based on the interview. The analyses identify several common errors in the student's pronunciation of vowels and consonants, use of verb tenses, and omission of words like articles and pronouns. The profile aims to understand the student's strengths and weaknesses to improve their English learning.
Choosing a career is a complex task that requires consideration of multiple factors. The document discusses teaching pupils about different professions and having them analyze factors to consider before making a choice. It involves developing listening and speaking skills through exercises on professions and modal verbs. Pupils learn about various jobs through lexical drills and a listening activity comparing careers to people's interests. The goal is to help pupils understand the process of career selection and importance of studying to have good job opportunities.
This lesson plan summarizes a Spanish class for 3rd year students focused on dogs. The plan outlines the following:
- Context details like the class date, time, students, and topic ("Dogs sweet dogs")
- Learning objectives are to understand what dogs can offer people, learn vocabulary, develop speaking and reading skills
- Activities include a warm-up video on dogs, presenting vocabulary, reading and comprehending a text through matching and questions
- Materials used are flashcards, books, videos, and worksheets
- Skills integrated are reading and speaking through questions, text comprehension activities, and vocabulary practice
- Assessment checks previous knowledge, comprehension of video/vocabulary/text, and completion of class activities
The document provides details of an English lesson plan for 6th grade students, including the aims to teach telling time using phrases like "o'clock", "quarter past", and "half past". The plan involves a warmup activity reviewing TV programs, a presentation teaching the new time phrases, and a development section where students listen to a dialogue and complete exercises practicing the target language. Skills integration, materials, seating arrangement, and assessment are also outlined.
ENG101- English Comprehension- Lecture 31Bilal Ahmed
This document discusses topic sentences and paragraph structure. It begins by defining the key elements of a well-written paragraph: a topic sentence, supporting details, and a concluding sentence. It then examines the characteristics of a good topic sentence, noting that it should contain both a topic and controlling idea. The document provides examples and exercises for writing effective topic and concluding sentences. It emphasizes that a topic sentence can appear in different locations within a paragraph and sometimes serves to summarize the main points.
This document provides an overview and strategies for the TOEIC listening test. It describes the four main question types in the test - location questions, action questions, situation questions, and similar-sounding word questions. For each question type, it lists common vocabulary used in the questions and sample questions with answer choices. The document aims to help test-takers understand the different question formats and strategies for choosing the correct answer in each case. Sample transcripts and an answer key are also included.
This document provides examples and explanations of the differences between several English prepositions:
- On time means arriving or occurring at a specific scheduled time. In time means arriving or occurring just before a deadline to avoid negative consequences.
- Examples are given of using each preposition in sentences about jobs interviews, flights, classes, and traffic.
- Other related phrases discussed are "just in time", "in the nick of time", "in the end", and "at the end". Exercises are provided to practice using the prepositions correctly.
- In conclusion, prepositions are important to connect parts of sentences and indicate spatial and temporal relationships.
This document provides examples and explanations of the differences between several English prepositions:
- On time means arriving or occurring at a specific scheduled time. In time means arriving or occurring just before a deadline to avoid negative consequences.
- Examples are given to illustrate the differences, such as arriving for a job interview on time versus getting to the hospital in time to save an injured patient.
- Other prepositions covered include in the end, which refers to what happens finally after discussion or consideration, versus at the end, which refers to the concluding part of a period of time or event. Exercises are provided to reinforce understanding of the correct usage.
Universidad nacional-de-chimborazo (4)Lizzi Vistin
This document provides examples and explanations of the differences between several English prepositions:
- On time means arriving or occurring at a specific scheduled time. In time means arriving or occurring just before a deadline to avoid negative consequences.
- Examples are given to illustrate the differences, such as arriving for a job interview on time versus getting to the hospital in time to save an injured patient.
- Other prepositions covered include in the end, which refers to what happens finally after discussion or consideration, versus at the end, which refers to the last part of a period of time or event. Exercises are provided to reinforce understanding of the correct usage.
This document provides examples and explanations of the differences between several English prepositions:
- On time means arriving or occurring at a specific scheduled time. In time means arriving or occurring just before a deadline to avoid negative consequences.
- Examples are given to illustrate the differences, such as arriving for a job interview on time versus getting to the hospital in time to save an injured patient.
- Other prepositions covered include in the end, which refers to what happens finally after discussion or consideration, versus at the end, which refers to the last part of a period of time or event. Exercises are provided to reinforce understanding of the proper uses.
This document provides examples and explanations of the differences between several English prepositions:
- On time means arriving or occurring at a specific scheduled time. In time means arriving or occurring just before a deadline to avoid negative consequences.
- Examples are given to illustrate the differences, such as arriving for a job interview on time versus getting to the hospital in time to save an injured patient.
- Other prepositions covered include in the end, which refers to what happens finally after everything is considered, and at the end, which refers to the final part of a period of time or event. Exercises are provided to reinforce understanding of the proper uses.
إنجليزي للصف الثاني الثانوي الترم الأول 2017 - موقع ملزمتيملزمتي
This document provides an overview of the aims and content of an English language unit about schools. The unit will focus on talking about school, reading about schools around the world, listening to a tour of a school building, and writing about one's own school. Key language points covered include using can/can't and must/mustn't to talk about rules and obligations, present simple tense, prepositions of location, and vocabulary related to school subjects and facilities. Lessons will also provide exercises to practice the target grammar and vocabulary.
إنجليزي للصف الثاني الثانوي الترم الأول 2017 - موقع ملزمتي
лан конспект уроку
1. 1
9.12.09.
План-конспектурокув 6-А класі
Тема:«Transport» Підтема: «Accidents. Emergency services»
Цілі:
Практичні - ознайомитиучнів з новими ЛО; навчити розуміти їх на слух,
вимовляти та вживати в мовленні; тренувати навички артикуляції звуків [e] та
[æ]; удосконалюватиграматичні навички (стверджувальні речення в часі Present
Continious, загальні запитання в Present Simple, стверджувальні речення в часі
Future Simple); розвивативміння аудіювати текст, ігноруючи незнайоиі слова;
розвивативміння складати діалогічні єдності.
Загальноосвітня - поглибитизнання учнів про роботутермінових служб.
Розвиваючі – розвиватимовну здогадкута мовленнєву реакцію; розвивати
мовленнєві та інтелектуальні здібностіучнів (короткочаснупам’ять, увагу,
кмітливість) в умовах гри, роботив парах; розвиватиздатність мовного
самоконтролю, самостійність у праці.
Виховні – виховувати повагу до праці, представників різних професій;
виховувати почуття ввічливості, толерантного ставлення до думки однокласників.
Обладнання:підручники (Students’ Books “Opportunities”(Beginner) by
Michael Harris and David Mower; Language power-books by Amanda Maris); картки
із зображенням представників різних професій; малюнки, що ілюструють нові
ЛО; роздатковийматеріал – друковані завдання; індивідуальні завдання для
слабких учнів.
Тип уроку – комбінований.
План уроку
Початок уроку Час
I Організація класу………………………………………………………….1хв.
II Повідомлення теми, мети уроку…………………………………………1хв.
III Фонетична зарядка………………………………………………………3хв.
Основна частинауроку
IV Презентація нового матеріалу…………………………………………..8хв.
2. 2
V Тренування вимовляння нових ЛО та вживання їх в мовленні………..7 хв.
VI Виконання умовно-комунікативних вправ (навчання реплікування)...8 хв.
VII Складання діалогічних єдностей……………………………………….7хв.
VIII Аудіювання тексту……………………………………………………...6хв.
Заключна частина уроку
IX Підведення підсумків. Повідомлення домашнього завдання ………....2хв.
X Виставлення оцінок, їх мотивація……………………………………….2 хв.
Етап. Мета. Прийом. Зміст роботи
1 Етап
I Організація
класу.
I Мета:перевірка
присутності; фор-
мування готовності
учнів до участі в
навчальній діяль-
ності.
Прийом : бесіда.
Режим: T – Class, T
– P1.
T.: Good morning, pupils! I am glad to see you again.
Class:Good morning, teacher!
T.: Is everybody present?
P1: No, one pupil is absent today.
T.: Who is absent today? Why?
II Мета:
повідомлення теми
та мети уроку.
Прийом:слово
вчителя.
Режим: T – Class.
T.: Todaywe are going to talk about accidents on the
roads and the work of emergency services. We will also
revise the topic “Professions”, practice to pronounce
sounds [e] and [æ] and make up dialogues.
III Мета:
тренування
вимовляння звуків
T.: Let’s practice short sound [e]. Repeat after me: “Ted
meant to spend the night in a tent”.
Class:Ted meant to spend the night in a tent.
3. 3
[e] та [æ].
Прийом:
повторення хором
за вчителем;
розучування
скоромовок.
Режим: T – Class; T
– P1, P2, P3…Pn.
T.: Good!And now one by one.
P1: Ted meant to spend the night in a tent.
Pn: Ted meant to spend the night in a tent.
T.: And now let’s practice sound [æ]. To pronouncethe
sound [æ] keep your mouse wide open and repeat after
me: “A fat cat sat on a mat and rapidly ate a rat”.
Class:A fat cat sat on a mat and rapidly ate a rat.
T.: Great! And now one by one.
P1: A fat cat sat on a mat and rapidly ate a rat.
Pn: A fat cat sat on a mat and rapidly ate a rat.
T.: Very good. Thank you.
2 Етап
IV Мета:
семантизація нових
ЛО.
Прийом:здогадка,
переклад.
Режим: T – Class.
T: I am going to tell you a short story. While telling the
story I will show you the pictures (Додаток№ 1). And
you are to guess about the meaning of the new words
from this story with the help of the pictures.
So, let’s begin!
There was a girl named Kate (picture 1). She lived in a
large city (picture 2). One day she left her house (picture
3) and went to schoolon a schoolbus (picture 4). Every-
thing was good at first. The day was sunny and calm
(picture 5). But suddenly the schoolbus stopped near the
Central park (picture 6). There was a car accident
(pictures 7, 8) on a road. Who can guess how do we translate
“a car accident” ? A drunk taxi-driver (picture 9) ran into a
truck (picture 10). Someone called the police (picture 11)
How would you translate “the police”? And the police officer
(picture 12) came in a minute and took the taxi-driver
away. What the translation for “a police officer”? One of the
cars was on fire (picture 13). So the fire brigade (picture
14, 15) came and five brave fire fighters (picture 16)
4. 4
saved the car. How do we translate “a fire brigade” and “a fire
fighter” ? Everyone was all right, but the ambulance
(picture 17) came and the nurses (picture 18, 19) took
some people to the hospital (picture 20, 21). Who can guess
what is “an ambulance”, “a nurse” and “a hospital”? Kate
thought: “It’s so good that the police officer, the fire
fighters and nurses came so fast! They saved the people!
They are so brave! I also want to help people. ”
Now let’s write down the new words into the
dictionaries:
сar accident – автомобільна аварія; автокатастрофа;
police – міліція;
police officer – міліціонер;
fire brigade – пожежна команда;
fire fighter – пожежник;
ambulance – швидка; машина швидкої допомоги;
nurse – медсестра;
hospital – лікарня.
V Мета:Навчити
учнів вимовляти
нові ЛО та вживати
їх в мовленні.
Прийом:
а) підстановка
нових ЛО у зразок;
Режим: виконання -
самостійно;
перевірка: P1, P2,
P3…Pn.
T: Fill in the gaps with the new words, meaning different
professions (police officer, fire fighter, nurse, ambulance
driver):
1. My sister is a …………. She works at a hospital.
2. I think, an ………………… should be able to drive
very fast and carefully.
5. 5
б) заповнення
пропусків в діалозі;
Режим: виконання -
самостійно;
перевірка: P1, P2,
P3…Pn.
в) виконання тесту
перехресного
вибору(на
3. This ………………….is very brave. He has saved this
boy from fire.
4. That man is a ………………….. He has a gun and
wears police uniform.
Key: 1.nurse; 2.ambulance driver; 3. fire fighter; 4.police
officer.
T.: Fill in the gaps in the dialogue using the new words
from the box below:
ambulance / fire brigade / police /
car accident / hospital
- What happened? Why are you late? You look so
terrified!
- I have just seen a…………………..! It was shocking!
- Oh my god! Is everyone OK?
- Nothing serious, but anyway the……………….came
and some people were taken to the……………..
- And did anyone call the ….…………?
- Yes, of course. The police officer arrived in a minute.
- And the…………………………also was there, because
one of the cars was on fire.
Key: car accident; ambulance; hospital; police; fire
brigade.
T: Come to the board one by one and match the words
with the pictures (Додаток№ 2).
6. 6
знаходження
відповідностей).
Режим: P1, P2,
P3…Pn.
VI Мета:
удосконалення
лексико–
граматичних
навичок; навчання
реплікування.
Прийом:
а) відповіді на
запитання.
Режим: T - P1, T -
P2, … T - Pn.
б) комунікативно-
лінгвістична гра.
Режим: P1 – P2, P3,
…Pn.
T: Find a police officer, a fire fighter, a nurse and an
ambulance driver in the photos in your books on page 97
and answer my questions:
- Where’s the nurse? What is he doing?
P1: The nurse is near the ambulance. He is helping a man.
- Can you show me an ambulance driver in the photo?
What is he doing?
P2: Yes, I can. Here he is in an ambulance. He is driving.
- Is there a police officer in the picture? What’s he doing?
P3: Yes, there is a police officer in the picture. He is
sitting in a police car near the police station.
- And where is a fire fighter? What is he busy with?
P4: Here is a fire fighter. He is doing his job: he is saving
people from fire.
T: Our game is called “Professions”. The captain thinks
of a profession and the others ask him general questions.
The captain may answer only “Yes” or “No”. The others
try to guess what professionhe is talking about. Who
wants to be the first captain?
E.g.:
P1: Is it a dangerous profession?
P2 (the captain): Yes, it is.
P3: Do people of this profession wear uniforms?
P2: Yes, they do.
7. 7
в) комунікативно-
лінгвістична гра.
Режим: P1 – P2, P3,
…Pn.
P4: Is their uniform red?
P2: No, it is not.
P5: Is it blue?
P2: Yes, it is.
P6: Do they have a gun?
P2: Yes, they do.
P6: Is it a police officer?
P2: Yes, it is. You are right!
T: Let’s play a game called “Imaginary Country”. We are
going to build our own fairy country but we need people
of different professions in it. Who is going to be our
ruler? Who will you be?
P1: I will be a doctor.
P2: And I will be a nurse.
P3: I am going to be a fire fighter.
And what shall we build in our imaginary land?
P1: First of all, we shall build houses and schools.
P2: We also shall build hospitals and police stations.
P3: We shall need to build factories, fire stations and
shops.
VII Мета:
розвиватинавички
діалогічного
мовлення.
Прийом:
обговорення в
парах; складання
ДЄ;
T: Look at the photos in your Students’ Books on page
97. Work in pairs. How are these things different or
similar in our country?
1. the colour of uniforms of police officers, nurses and
fire fighters;
2. the colour of ambulances, police cars and fire
engines.
Make up short dialogues, for example:
8. 8
P1 – P2, P3 – P4, … - Police officers in the USA wear black uniforms. Do
police officers in Ukraine wear the same uniforms?
- In our country police officers don’twear black
uniforms. They wear blue uniforms.
VIII Мета:
розвитокуміння
аудіювати текст.
Прийом:
а)активне слухання.
Режим: T – Class.
б) виконання тесту
T: Listen to the dialogue. Be very attentive and get
ready to answer the questions after that.
- Hi Kate! How are you?
- Thanks Peter, great! And what about you? Where is
your brother? I haven’t seen him for ages.
- You know, he works till late at night.
- Really? Where does he work?
- At the police station.
- Is he a police officer?
- That’s right!
- Has he a black uniform and a gun?
- Yes, he has. But the uniform is blue.
- Does your brother like his job?
- Of course.
- What does he say? Is the police officer’s work hard?
- Sure, it’s very dangerous and hard!
- I see. Do you also want to be a police officer?
- May be.
- Why?
- Because I also want to help people, to make the
world better. And what about you?
- I want to be a nurse and work on the ambulance: to
save people lives.
T: Mark the following statements with T if they are true
9. 9
альтернативного
вибору;
Режим: виконання -
самостійно;
перевірка: P1, P2,
P3…Pn.
в) бесіда.
Режим: T - P1, T -
P2, … T - Pn.
or with F if they are false.
1. Peter’s brother is a fire fighter.
2. Peter’s brother wears a green uniform.
3. The work of the police officer is very hard.
4. Peter doesn’twant to be a police officer.
5. Kate wants to be a nurse.
6. Peter and Kate want to help people in future.
7. Kate wants to have a modern and popular
profession.
Key: 1) F; 2) F; 3) T; 4) F; 5) T; 6) T; 7) F.
T: What are the speakers talking about?
P1: They are talking about Peter’s brother, his work and
their plans for the future.
T: What can you tell about Peter’s brother? Where does
he work? What professiondoes he have? What uniform
does he wear?
P2: Peter’s brother is a police officer. He works at the
police station. He works till late at night. He wears a
blue uniform and a gun. He likes his job. But it is very
dangerous and hard.
T: Is the police officer’s work hard? What do you
think? Is it dangerous? Do you want to be a police
officer?
P3: Sure. The police officer’s work is very dangerous
and hard. I also want to help people, to make the world
better, but I don’twant to be a police officer. It’s not for
me.
T: What do the speakers want to be in future? Why?
What do you want to be when you grow up?
10. 10
P4: Peter wants to be a police officer and Kate wants to
be a nurse. They want to save people, to help them. As
for me, I want to be a sailor in the future.
IX Мета: підведення
підсумків уроку;
повідомлення
домашнього
завдання.
Прийом: бесіда.
Режим: T – Class.
Т: Pupils, you were very active during the lesson. I am
very pleased with your work. Todaywe found out more
about accidents on the roads and the work of emergency
services. We also revised the topic “Professions”,
practiced to pronounce sounds [e] and [æ]. Besides you
practiced in oral speech and made micro-dialogues of
your own.
Your home task will be:
- to make up your own dialogues by filling in the gaps
in the dialogue with your own variant and to
dramatize it at the next lesson (Додаток № 3);
- to do Exercises № 1 and 2 on page 76 in your
Language Power Books.
X Мета:виставлення
оцінок, їх мотивація.
Прийом: слово
вчителя.
Режим: T – Class.
Т: You all have worked hard and your marks are…
I hope you enjoyed the lesson.