The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document is about SupEFL Flashcards for sports. It provides project information for the flashcards, including the project number 2014-1-DE02-KA200-001093 and that it was created by Learnmera Oy and The Language Menu website. The flashcards can be used to learn vocabulary related to different sports.
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document is about SupEFL flashcards for transport and provides project information including the project number and organizations involved. It contains 8 pages of flashcards on modes of transportation but does not show the flashcard content.
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document is about SupEFL Flashcards for sports. It provides project information for the flashcards, including the project number 2014-1-DE02-KA200-001093 and that it was created by Learnmera Oy and The Language Menu website. The flashcards can be used to learn vocabulary related to different sports.
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document is about SupEFL flashcards for transport and provides project information including the project number and organizations involved. It contains 8 pages of flashcards on modes of transportation but does not show the flashcard content.
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document is about a flashcard set called "SupEFL Flashcards: Body Parts" that was created by Learnmera Oy as part of the SupEFL project numbered 2014-1-DE02-KA200-001093 to teach body parts vocabulary in a foreign language. The flashcards provide illustrations and the accompanying words for various body parts in another language.
The document is about a flashcard set called "SupEFL Flashcards: Body Parts" that was created by Learnmera Oy as part of the SupEFL project numbered 2014-1-DE02-KA200-001093 to teach body parts vocabulary in a foreign language. The flashcards provide images and words to label different parts of the body.
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
Tom is sick with a cold and cannot join his friend George for a basketball match that afternoon. When George calls to ask him to play, Tom explains that he is too ill. Tom's mother later tells him he should rest instead of playing basketball until he feels better.
There are many different types of rooms found in homes. Common rooms include bedrooms for sleeping, bathrooms for hygiene, kitchens for cooking and eating, and living rooms for relaxing and entertaining guests. Other rooms that may be present are home offices, laundry rooms, dens, playrooms, and storage areas like attics, basements, or garages.
The document describes a game where the player must navigate items in a classroom to reach the goal and win honey. Along the way, friendly bees can help or the player can get stung and have to go back spaces. The player also has their honey stolen at one point and must go back spaces. The game board lists common classroom items the player must read and navigate through.
This document contains a list of winter clothing items including headwear, outerwear, gloves and mittens, lower body wear, and footwear to prepare for cold and wet weather conditions such as hats, scarves, mittens, gloves, socks, tights, cardigans, coats, leggings, shoes, rain boots, sweaters, raincoats, and umbrellas.
See my TEFL webpage at http://www.globalcitizen.co.uk
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document is about a flashcard set called "SupEFL Flashcards: Body Parts" that was created by Learnmera Oy as part of the SupEFL project numbered 2014-1-DE02-KA200-001093 to teach body parts vocabulary in a foreign language. The flashcards provide illustrations and the accompanying words for various body parts in another language.
The document is about a flashcard set called "SupEFL Flashcards: Body Parts" that was created by Learnmera Oy as part of the SupEFL project numbered 2014-1-DE02-KA200-001093 to teach body parts vocabulary in a foreign language. The flashcards provide images and words to label different parts of the body.
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
Tom is sick with a cold and cannot join his friend George for a basketball match that afternoon. When George calls to ask him to play, Tom explains that he is too ill. Tom's mother later tells him he should rest instead of playing basketball until he feels better.
There are many different types of rooms found in homes. Common rooms include bedrooms for sleeping, bathrooms for hygiene, kitchens for cooking and eating, and living rooms for relaxing and entertaining guests. Other rooms that may be present are home offices, laundry rooms, dens, playrooms, and storage areas like attics, basements, or garages.
The document describes a game where the player must navigate items in a classroom to reach the goal and win honey. Along the way, friendly bees can help or the player can get stung and have to go back spaces. The player also has their honey stolen at one point and must go back spaces. The game board lists common classroom items the player must read and navigate through.
This document contains a list of winter clothing items including headwear, outerwear, gloves and mittens, lower body wear, and footwear to prepare for cold and wet weather conditions such as hats, scarves, mittens, gloves, socks, tights, cardigans, coats, leggings, shoes, rain boots, sweaters, raincoats, and umbrellas.
See my TEFL webpage at http://www.globalcitizen.co.uk
Download to enjoy the full audio/animation.
This selection of my favourite English lesson resources is adapted specifically for other Hong Kong primary children. All have an informal, fun-based approach and are original designs courtesy of yours truly.
Some Powerpoints cover several lessons and include accompanying printable worksheets and games - most can be adapted for older or younger pupils.
Please contact regarding any errors or copyright claims.
This document lists various articles of clothing including t-shirts, hats, shorts, skirts, socks, shoes, ties, shirts, dresses, trousers, pajamas, swimsuits, gloves, mittens and coats.
This document lists different types of clothing organized into units, with Unit 3 focusing on clothes. It includes winter items like scarves, hats, coats and gloves; everyday clothes such as shirts, trousers, skirts; and swimwear like swimsuits and flip-flops. The document categorizes common articles of clothing.
These cards feature images of clothes that can be used for the memory game or as bingo balls for a clothes bingo game. It is recommended that the cards are printed, attached to poster board, and cut out for use in these games. The cards and instructions are copyrighted by www.bogglesworldesl.com.
Este documento fornece uma ficha de revisão de língua portuguesa para o 5o ano com 12 questões. As questões cobrem tópicos como divisão silábica, classificação de frases, formas verbais, elementos da oração e quantificadores. O objetivo é avaliar as habilidades linguísticas dos alunos e fornecer uma revisão dos principais conceitos gramaticais.
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
This document provides information about the SupEFL Flashcards: Nature project. It lists the project number 2014-1-DE02-KA200-001093 and identifies Learnmera Oy and www.thelanguagemenu.com as organizations associated with creating flashcards to help teach English language learners about nature-related topics.
The document discusses SupEFL flashcards for music that were created as part of an EU project. The flashcards cover music vocabulary and were developed by Learnmera Oy and funded by the EU under project number 2014-1-DE02-KA200-001093. The flashcards are available on The Language Menu website.
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
SupEFL flashcards: buildings and places (in english)Veronica Gelfgren
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document was created for project SupEFL (Supplemental Self-Help in english as a foreign language for learners with specific diferences/difficulties). Project number: 2014-DE02-KA200-001093
The document is a series of 18 pages from a flashcard set titled "Info4Migrants Flashcards: Clock" that was created by Learnmera Oy as part of an EU-funded project (I4M project number: UK/13/LLP-LdV/TOI-615) to teach clock times to migrants. Each page contains an image of a clock face set to a different time.
Similar to Sup EFL flashcards: clothes and accessories (9)
EU Project TAU's Seminar 2 material - Part 4
Contemporary methods and forms of work with adult learner: Institutions & Teachers’ role in the digital world
EU Project TAU's Seminar 2 material - Part 3
Contemporary methods and forms of work with adult learner: e-Skills & e-Literacy: using digital tools to learn
EU Project TAU's Seminar 1 material - Part 2
Creation of favorable educational environment, management and planning work with adult learners: Educating different audiences
EU Project TAU's Seminar 1 material - Part 1
An Introduction to Creation of favorable educational environment, management and planning work with adult learners
EU Project TAU's Seminar 1 material - Part 4
Creation of favorable educational environment, management and planning work with adult learners: Teaching methods & management
EU Project TAU's Seminar 1 material - Part 3
Creation of favorable educational environment, management and planning work with adult learners: Motivating Learners
This document discusses how inborn qualities influence learning. It notes that people receive and process information in different ways, depending on their language, experiences, mental abilities, and learning styles (visual, auditory, reading/writing, kinesthetic). The most effective way to teach everyone is through diversity and giving students options that suit their preferred learning styles. Intelligence is determined by brain activity, innate qualities, acquired skills, and one's environment. It exists in multiple layers, including logical, interpersonal, and kinesthetic abilities. The key is allowing students to learn in a way that works best for their unique combination of talents.
The document discusses different types of problem participants in training situations and provides advice on how to handle them. It identifies four types: the indifferent, skeptics, the aggressive, and the extremely active. It then provides strategies for dealing with specific issues like participants being late, knowing too much, not understanding, and being dissatisfied. Overall, it recommends preparing thoroughly, using engaging teaching methods, addressing problems directly but with humor, and focusing on creating a positive learning environment for all.
This document discusses planning adult education events and programs. It provides guidance on preparing for an event through organizing logistics and developing a schedule. When making the teaching and learning program, the document recommends considering goals, content, participant needs, title, educational objectives, content structure, time allocation, and recording the event plan. Program design principles should ensure adaptability, clarity, targeting the audience, maintaining excitement, and including hidden learning objectives. Proper planning of goals, content, methods, and consideration of participant skills and needs are essential for effective adult education programs and events.
Pedagogy refers to the teaching of children, while andragogy refers to the teaching of adults. The document outlines several key differences between pedagogy and andragogy:
1. Pedagogy aims to teach set content to children who do not determine their own learning goals, while andragogy aims to teach adults based on their needs, readiness, and expectations.
2. Children are motivated by grades and external factors, while adults are internally motivated to learn practical knowledge.
3. Pedagogy provides formalized principles and standards, while andragogy presents modular content tailored to learners' needs.
The document provides guidance for successfully delivering an adult training seminar. It emphasizes the importance of preparation in the 11 hours before the event, including preparing the room and materials. It stresses that the first impression is critical and is formed by the prepared environment, the presenter's competence and warmth. The document also discusses communication dynamics in a group, including fears, roles and problem-solving, as well as the need to create a secure atmosphere for learning. Overall, the key aspects are thorough preparation, a positive first impression through non-verbal communication, and understanding group dynamics to achieve the seminar's goals.
This document outlines the roles and responsibilities of an adult teacher. It discusses that an adult teacher's main role is to assist and help learners change, not teach, by leading participants to suggestions and questions, providing encouragement and support, and summarizing. It also emphasizes helping learners participate in the learning process by motivating, activating, and finding each learner's ability to work while giving feedback. Finally, it stresses pursuing agreement and unity in the group by observing processes, encouraging positive dynamics and tolerance.
This document discusses key aspects of adult learning and maturity. It addresses criteria for adulthood, signs of a mature person, and characteristics of immaturity. It also examines differences in adult learners compared to children, how mental qualities change with age, important conditions for adult learning like experience and reflection, and strategies for understanding and engaging adult students.
The document discusses the DIALoguE project, which aims to develop a new educational technology tool to make history lessons more engaging for students. Specifically, the tool will involve converting history topics into film scenes that include aspects like settings, costumes, and music. The goals are to generate innovative teaching approaches, enhance effective learning, and develop students' critical thinking skills. By using technology and an interactive approach of shooting student films, the project expects to raise teacher awareness of new methods, improve how students engage with history, and foster common historical understanding across Europe.
Mobile-Tech Multiplier Event Presentation Helsinki 20 June 2017Veronica Gelfgren
The Mobile-Tech project provides training resources to help vocational education and training (VET) centers and schools improve their use of mobile learning technologies. The project offers an open collaborative learning platform with online training courses and materials for VET trainers. The platform includes a Trainer's Guide, online training course, and interactive resources like a wiki and forum. The goal is to provide skills and competences for VET trainers to implement mobile learning methodologies and create new teaching materials and apps to use in their classrooms.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.