PPT about telling time. Explain how to tell time in English. In the PPT give example the formula to use time. And explain conversation telling time about daily conversation and also daily routines.
This document provides a syllabus for an English course at SMK Bakti Mandiri Cipadung high school. It outlines 3 competencies to be achieved over 1 semester, with materials, activities, assessments, and allocation of time. Competency 1 focuses on basic social interactions including greetings, introductions, thanks, and apologies. Competency 2 covers naming objects, people, time, describing characteristics. Competency 3 involves producing simple utterances for basic functions like expressing feelings, asking permission, offering things. Assessments include oral tests like role plays and descriptions, and written tests such as filling in passages, arranging dialogues.
The document provides a weekly lesson plan overview for a Spanish class along with explanations of lesson components and standards. The lesson plan focuses on food vocabulary and includes learning targets, activities, assessments, and homework for each day. Explanations provide context on abbreviations used and how vocabulary is introduced, practiced, and assessed throughout the week with games and a quiz on Friday. The pacing guide outlines vocabulary, grammar, and cultural objectives covered over the semester along with tied standards.
Jefferson introduces himself by saying his name, age, and where he is from. He provides a model for others to introduce themselves with their name, age, and place of origin. The lesson teaches students to greet each other, ask and answer personal information questions, and introduce someone using the simple present tense of the verb "to be".
This document provides an overview of the curriculum and programs at Chesterbrook Academy. It summarizes that the academy offers:
1) A personalized learning approach with individualized plans and differentiated instruction in small classrooms of 1 teacher for every 4 students.
2) Programs in phonics, reading, writing, math, science, social studies and technology that are tailored to students' levels.
3) Enrichment activities including field trips, buddy programs, musical performances and holiday events to enhance the academic experience.
ENGLISH PLANNER - for students and techers at schoolCarmenVentocilla2
This document outlines an English curriculum for 2nd grade students from March to May. It includes 3 units of study, competencies and capabilities, and a monthly schedule detailing weekly lessons, activities, and objectives. The curriculum aims to develop students' oral and written communication skills in English through stories, songs, games, crafts and experiments. Lessons incorporate warm-up activities, content review, and reflection questions to engage students and assess their understanding.
1. The document is a syllabus for the subject of English for grade 10 at SMK Tunas Bangsa Tawangsari. It outlines 6 competencies to be achieved over 148 hours of study across 2 semesters.
2. Each competency includes indicators of achievement, materials to be taught, learning activities, assessment methods and allocation of time. Learning materials include textbooks, magazines and other resources. Values such as reading habits, honesty and environmental awareness are also included.
3. The syllabus provides a comprehensive plan for developing students' basic English communication skills including greetings, descriptions, conversations and understanding simple memos, menus and schedules over the 2 semesters.
Welcome to our Overview for Learning English with 7 part lesson series. Learning English for Beginners as ESL program. Support videos on Youtube.
I hope you enjoy learning English with me.
Helping Teachers: Success with Intensive Service Delivery Models in the SchoolsBilinguistics
With increases in caseload size it can be difficult to organize and structure groups in order to ensure that our students get the most out of their therapy time. Join us as we discuss a pilot study that examines how to group multiple children with multiple disorders in short, intense therapy and produce great results.
This document provides a syllabus for an English course at SMK Bakti Mandiri Cipadung high school. It outlines 3 competencies to be achieved over 1 semester, with materials, activities, assessments, and allocation of time. Competency 1 focuses on basic social interactions including greetings, introductions, thanks, and apologies. Competency 2 covers naming objects, people, time, describing characteristics. Competency 3 involves producing simple utterances for basic functions like expressing feelings, asking permission, offering things. Assessments include oral tests like role plays and descriptions, and written tests such as filling in passages, arranging dialogues.
The document provides a weekly lesson plan overview for a Spanish class along with explanations of lesson components and standards. The lesson plan focuses on food vocabulary and includes learning targets, activities, assessments, and homework for each day. Explanations provide context on abbreviations used and how vocabulary is introduced, practiced, and assessed throughout the week with games and a quiz on Friday. The pacing guide outlines vocabulary, grammar, and cultural objectives covered over the semester along with tied standards.
Jefferson introduces himself by saying his name, age, and where he is from. He provides a model for others to introduce themselves with their name, age, and place of origin. The lesson teaches students to greet each other, ask and answer personal information questions, and introduce someone using the simple present tense of the verb "to be".
This document provides an overview of the curriculum and programs at Chesterbrook Academy. It summarizes that the academy offers:
1) A personalized learning approach with individualized plans and differentiated instruction in small classrooms of 1 teacher for every 4 students.
2) Programs in phonics, reading, writing, math, science, social studies and technology that are tailored to students' levels.
3) Enrichment activities including field trips, buddy programs, musical performances and holiday events to enhance the academic experience.
ENGLISH PLANNER - for students and techers at schoolCarmenVentocilla2
This document outlines an English curriculum for 2nd grade students from March to May. It includes 3 units of study, competencies and capabilities, and a monthly schedule detailing weekly lessons, activities, and objectives. The curriculum aims to develop students' oral and written communication skills in English through stories, songs, games, crafts and experiments. Lessons incorporate warm-up activities, content review, and reflection questions to engage students and assess their understanding.
1. The document is a syllabus for the subject of English for grade 10 at SMK Tunas Bangsa Tawangsari. It outlines 6 competencies to be achieved over 148 hours of study across 2 semesters.
2. Each competency includes indicators of achievement, materials to be taught, learning activities, assessment methods and allocation of time. Learning materials include textbooks, magazines and other resources. Values such as reading habits, honesty and environmental awareness are also included.
3. The syllabus provides a comprehensive plan for developing students' basic English communication skills including greetings, descriptions, conversations and understanding simple memos, menus and schedules over the 2 semesters.
Welcome to our Overview for Learning English with 7 part lesson series. Learning English for Beginners as ESL program. Support videos on Youtube.
I hope you enjoy learning English with me.
Helping Teachers: Success with Intensive Service Delivery Models in the SchoolsBilinguistics
With increases in caseload size it can be difficult to organize and structure groups in order to ensure that our students get the most out of their therapy time. Join us as we discuss a pilot study that examines how to group multiple children with multiple disorders in short, intense therapy and produce great results.
The lesson plan aims to teach sixth grade students about healthy habits over two class periods of 40 minutes each. Students will learn and practice vocabulary related to food and using the present simple and continuous tenses. Through activities like singing, discussing breakfast foods from around the world, reading about a character's lunch, completing a crossword, and sorting foods into healthy and unhealthy categories, students will recognize healthy activities and foods and develop cultural awareness of healthy living. The teacher anticipates some students may struggle with new grammar structures and will provide support through visual aids, gestures, and use of both English and the students' first language.
The document discusses a listening section from an English textbook for Form 2 students. The listening section has 3 parts: Part A involves identifying pictures related to cooking vegetables individually; Part B is completing a mind map with information from an audio recording individually; Part C involves working in groups to list vegetables and their nutritional values to share with friends. The document analyzes that the listening tasks use bottom-up processing by deriving meaning from sounds to words to meaning. It is assessed that the tasks provide purpose, use authentic materials at a beginner level, and help develop accurate hearing comprehension of language components, but do not acquaint students with different cultures or use informal English.
This document outlines the learning objectives, vocabulary, activities, and assessments for a lesson about telling time and describing daily schedules. The lesson will focus on having students ask and answer questions about times, daily activities, and use adverbs of frequency. Learning activities include listening to times and descriptions of schedules to fill in clocks and match to pictures, asking each other questions about school times and daily routines, ordering adverbs of frequency, and describing their own schedules. Assessments include asking and answering what activities are done at certain times, and writing times and sentences about daily routines.
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
This document provides information for parents about Year 4 at the school. It outlines the staff teaching Year 4 and describes the curriculum including daily reading sessions, maths and English lessons, homework expectations, and topics covered in science and the wider curriculum. It also includes the school timetable with sessions for different subjects each day. Parents are encouraged to read with their child for 10 minutes daily and keep in touch with teachers.
Presented by Debra Burgess, Senior English Language Fellow, and English Teachers Stefany Espinel and Veronica Huaman. You can watch this video following this address http://youtu.be/G9sFm9KDewA
This document provides guidance on teaching pronunciation in the English as a second language (ESL) classroom. It discusses defining pronunciation goals for students in a sensitive manner. Teaching pronunciation can improve comprehensibility, listening skills, and ability to communicate effectively in English. The document covers teaching pronunciation at both the segmental (individual sounds) and suprasegmental (stress, rhythm, intonation) levels. It provides examples of techniques for teaching sounds and prosodic features, including minimal pairs, tongue twisters, dictation, and exploring the impact of students' first language. The goal of teaching pronunciation is to help students improve their ability to understand others and be understood.
This document provides techniques for effectively learning English, including keeping a journal, reading books, rewriting class notes, watching TV/movies, keeping a vocabulary notebook, and speaking English with friends. It emphasizes taking an active approach to learning, such as guessing meanings from context while reading instead of looking up every word. A positive mindset is also important, saying "my English is improving" rather than focusing on current limitations. The goal is to make English learning fun and enjoyable.
Presentation looks at numerous strategies for teaching vocabulary to little kids. Based on the book by the same name by Keith Pruitt. It also goes into the Hart and Risley study and why this study is important.
This document outlines a plan to expand vocabulary in English. The goal is to learn 2000+ words through various methods by the end of the first year of university. These include reading books, listening to music, speaking with native English speakers, and using vocabulary learning apps and websites. The plan considers learning styles like reading aloud, watching videos, viewing images, and making maps with words and examples. It proposes devoting free time to independent study and managing distractions to focus on learning. Measuring success will involve counting new words learned over time and testing vocabulary in real conversations.
Here are the types of noise and effects identified for each example:
1) Talking in Block A with a friend - Physical noise from other people in the area, potential misunderstandings. Cognitive and affective effects from learning how to do course selection.
2) SMS typo of 'car' instead of 'cat' - Semantic noise from the typo. Potential for misunderstanding and affective effects if the friend is confused or upset.
3) Learning beatbox alone from YouTube - No noise. Psychomotor effects from practicing and learning the physical skill of beatboxing. Cognitive effects from watching and understanding the tutorial.
Communication and media studies for beginnersMadhaviReddy70
This document provides information about a Communication Science course offered at the University of Zululand. It includes details about the lecturer, learning outcomes, assessment dates and weights, course content outline, lecture dates and times, course rules and responsibilities, and a tentative schedule of topics to be covered each week. The course aims to introduce students to basic communication principles and develop their communication skills and competencies.
This document outlines the agenda for an English grammar class. It discusses what a corpus is, including the Corpus of Contemporary American English, and how it can be used to study real world language usage. It then lists vocabulary words for students to individually study and present on. The document concludes by assigning homework of reviewing for Test 1 on Thursday covering grammar topics and vocabulary from the class and readings.
This document discusses using question words in English. It provides examples of common question words like who, what, where, when, why, which, how many, how much, what time, how long, and how often. It explains when to use each question word and gives examples of questions and answers using them. The goals are to ask and answer questions in English considering the context and interlocutor. Students will practice using question words through role plays, interviews, and homework activities.
This document provides information about the upcoming school year at Worple Primary School. It outlines the school staff, basic rules and expectations, uniform policy, homework expectations, and enrichment activities. It discusses new assessment procedures without levels, importance of attendance and punctuality, and ways for parents to support the school through volunteering. The document is intended to inform parents and students about the curriculum and expectations for the upcoming school year.
The document provides information for parents about their child's experience in Year 3. It outlines classroom organization, the curriculum, required school supplies, home learning expectations, and opportunities for parents to be involved through trips and expertise. The Year 3 team works together to help children grow, achieve, and develop through their academic work and making balanced choices.
Gestures help speakers organize spatial and motor information when speaking. They allow information to be presented in a multidimensional manner and can supplement words, especially when conveying mental images or concepts. There are different types of gestures like deictic, iconic, metaphoric, and emblems. Gestures benefit the speaker cognitively and increase the informational value of a message by about 60% when used with speech. Lessons involving gestures are more effective than those without, and learners who gesture spontaneously retain information better. Vocal variations also convey meaning. Features like pitch, rate of speech, volume, pauses, and prosody can reveal emotions and influence perceptions of dominance, anxiety, and persuasiveness. A
This document provides information for parents about the Stage 2 classroom at Mount Annan Christian College. It summarizes that the Stage 2 classroom has two teachers and approximately 50 students who work together in a flexible learning space. The classroom offers students comfort and flexibility to choose their own seats each day and manage their own behavior. The classroom structure facilitates group-based learning and project-based learning approaches. It provides details on classroom policies and procedures, subjects being taught, homework expectations, and how to communicate with the classroom teachers.
This document provides information about the Reading Recovery program at Central Elementary School including:
- Reading Recovery is an effective early intervention program for struggling readers as confirmed by the US Department of Education.
- Nearly 2 million American first graders have participated in Reading Recovery with 75% reaching grade level standards after lessons.
- Highly trained teachers work intensively with individual children daily to build on their strengths and knowledge.
- Families can support the program by ensuring regular attendance, listening to children read books from the program, and making reading time positive.
This term, Stage 2 students will be learning about journeys in an integrated English unit, studying math concepts like number, measurement, and data, and exploring changes of state in their science unit on melting. They will also examine British colonization of Australia in HSIE. Students will participate in art, music, and physical education. Key events include a meet the teacher evening, swimming carnival, excursion, and camp. Homework will include spelling practice and reading.
This document provides information about procedure texts. It defines a procedure text as a type of text that contains instructions on how to do or make something. It discusses the different types of procedure texts which include user guides, tips, and instructions. It outlines the common text structure of a procedure text including the goal, materials, steps, and linguistic elements used such as imperative sentences and adverbs. An example is then given of a procedure text on how to make orange juice, listing the materials, tools, and steps to make orange juice. At the end, students are asked to practice creating their own procedure text on making a drink.
The document provides information on announcement text, including defining announcements as formal notifications about events or facts. It outlines the typical structure of announcements, including an opening, content, and closing. As an example, it shares an announcement for an Art Festival Competition being held at a school to commemorate its 25th anniversary, including the date, time, place, participating grade, and list of competition choices.
The lesson plan aims to teach sixth grade students about healthy habits over two class periods of 40 minutes each. Students will learn and practice vocabulary related to food and using the present simple and continuous tenses. Through activities like singing, discussing breakfast foods from around the world, reading about a character's lunch, completing a crossword, and sorting foods into healthy and unhealthy categories, students will recognize healthy activities and foods and develop cultural awareness of healthy living. The teacher anticipates some students may struggle with new grammar structures and will provide support through visual aids, gestures, and use of both English and the students' first language.
The document discusses a listening section from an English textbook for Form 2 students. The listening section has 3 parts: Part A involves identifying pictures related to cooking vegetables individually; Part B is completing a mind map with information from an audio recording individually; Part C involves working in groups to list vegetables and their nutritional values to share with friends. The document analyzes that the listening tasks use bottom-up processing by deriving meaning from sounds to words to meaning. It is assessed that the tasks provide purpose, use authentic materials at a beginner level, and help develop accurate hearing comprehension of language components, but do not acquaint students with different cultures or use informal English.
This document outlines the learning objectives, vocabulary, activities, and assessments for a lesson about telling time and describing daily schedules. The lesson will focus on having students ask and answer questions about times, daily activities, and use adverbs of frequency. Learning activities include listening to times and descriptions of schedules to fill in clocks and match to pictures, asking each other questions about school times and daily routines, ordering adverbs of frequency, and describing their own schedules. Assessments include asking and answering what activities are done at certain times, and writing times and sentences about daily routines.
- Pronunciation teaching is most effective when it incorporates connected speech practice rather than isolated sounds. Teachers should apply pronunciation rules to authentic activities rather than abstract material.
- Developing speaking skills requires extensive language exposure, cultural understanding, and meaningful interactive practice such as information gap activities where students ask each other questions.
- Teachers should maximize student talking time, provide feedback without interrupting fluency, and create a low-pressure environment where all students can regularly participate.
This document provides information for parents about Year 4 at the school. It outlines the staff teaching Year 4 and describes the curriculum including daily reading sessions, maths and English lessons, homework expectations, and topics covered in science and the wider curriculum. It also includes the school timetable with sessions for different subjects each day. Parents are encouraged to read with their child for 10 minutes daily and keep in touch with teachers.
Presented by Debra Burgess, Senior English Language Fellow, and English Teachers Stefany Espinel and Veronica Huaman. You can watch this video following this address http://youtu.be/G9sFm9KDewA
This document provides guidance on teaching pronunciation in the English as a second language (ESL) classroom. It discusses defining pronunciation goals for students in a sensitive manner. Teaching pronunciation can improve comprehensibility, listening skills, and ability to communicate effectively in English. The document covers teaching pronunciation at both the segmental (individual sounds) and suprasegmental (stress, rhythm, intonation) levels. It provides examples of techniques for teaching sounds and prosodic features, including minimal pairs, tongue twisters, dictation, and exploring the impact of students' first language. The goal of teaching pronunciation is to help students improve their ability to understand others and be understood.
This document provides techniques for effectively learning English, including keeping a journal, reading books, rewriting class notes, watching TV/movies, keeping a vocabulary notebook, and speaking English with friends. It emphasizes taking an active approach to learning, such as guessing meanings from context while reading instead of looking up every word. A positive mindset is also important, saying "my English is improving" rather than focusing on current limitations. The goal is to make English learning fun and enjoyable.
Presentation looks at numerous strategies for teaching vocabulary to little kids. Based on the book by the same name by Keith Pruitt. It also goes into the Hart and Risley study and why this study is important.
This document outlines a plan to expand vocabulary in English. The goal is to learn 2000+ words through various methods by the end of the first year of university. These include reading books, listening to music, speaking with native English speakers, and using vocabulary learning apps and websites. The plan considers learning styles like reading aloud, watching videos, viewing images, and making maps with words and examples. It proposes devoting free time to independent study and managing distractions to focus on learning. Measuring success will involve counting new words learned over time and testing vocabulary in real conversations.
Here are the types of noise and effects identified for each example:
1) Talking in Block A with a friend - Physical noise from other people in the area, potential misunderstandings. Cognitive and affective effects from learning how to do course selection.
2) SMS typo of 'car' instead of 'cat' - Semantic noise from the typo. Potential for misunderstanding and affective effects if the friend is confused or upset.
3) Learning beatbox alone from YouTube - No noise. Psychomotor effects from practicing and learning the physical skill of beatboxing. Cognitive effects from watching and understanding the tutorial.
Communication and media studies for beginnersMadhaviReddy70
This document provides information about a Communication Science course offered at the University of Zululand. It includes details about the lecturer, learning outcomes, assessment dates and weights, course content outline, lecture dates and times, course rules and responsibilities, and a tentative schedule of topics to be covered each week. The course aims to introduce students to basic communication principles and develop their communication skills and competencies.
This document outlines the agenda for an English grammar class. It discusses what a corpus is, including the Corpus of Contemporary American English, and how it can be used to study real world language usage. It then lists vocabulary words for students to individually study and present on. The document concludes by assigning homework of reviewing for Test 1 on Thursday covering grammar topics and vocabulary from the class and readings.
This document discusses using question words in English. It provides examples of common question words like who, what, where, when, why, which, how many, how much, what time, how long, and how often. It explains when to use each question word and gives examples of questions and answers using them. The goals are to ask and answer questions in English considering the context and interlocutor. Students will practice using question words through role plays, interviews, and homework activities.
This document provides information about the upcoming school year at Worple Primary School. It outlines the school staff, basic rules and expectations, uniform policy, homework expectations, and enrichment activities. It discusses new assessment procedures without levels, importance of attendance and punctuality, and ways for parents to support the school through volunteering. The document is intended to inform parents and students about the curriculum and expectations for the upcoming school year.
The document provides information for parents about their child's experience in Year 3. It outlines classroom organization, the curriculum, required school supplies, home learning expectations, and opportunities for parents to be involved through trips and expertise. The Year 3 team works together to help children grow, achieve, and develop through their academic work and making balanced choices.
Gestures help speakers organize spatial and motor information when speaking. They allow information to be presented in a multidimensional manner and can supplement words, especially when conveying mental images or concepts. There are different types of gestures like deictic, iconic, metaphoric, and emblems. Gestures benefit the speaker cognitively and increase the informational value of a message by about 60% when used with speech. Lessons involving gestures are more effective than those without, and learners who gesture spontaneously retain information better. Vocal variations also convey meaning. Features like pitch, rate of speech, volume, pauses, and prosody can reveal emotions and influence perceptions of dominance, anxiety, and persuasiveness. A
This document provides information for parents about the Stage 2 classroom at Mount Annan Christian College. It summarizes that the Stage 2 classroom has two teachers and approximately 50 students who work together in a flexible learning space. The classroom offers students comfort and flexibility to choose their own seats each day and manage their own behavior. The classroom structure facilitates group-based learning and project-based learning approaches. It provides details on classroom policies and procedures, subjects being taught, homework expectations, and how to communicate with the classroom teachers.
This document provides information about the Reading Recovery program at Central Elementary School including:
- Reading Recovery is an effective early intervention program for struggling readers as confirmed by the US Department of Education.
- Nearly 2 million American first graders have participated in Reading Recovery with 75% reaching grade level standards after lessons.
- Highly trained teachers work intensively with individual children daily to build on their strengths and knowledge.
- Families can support the program by ensuring regular attendance, listening to children read books from the program, and making reading time positive.
This term, Stage 2 students will be learning about journeys in an integrated English unit, studying math concepts like number, measurement, and data, and exploring changes of state in their science unit on melting. They will also examine British colonization of Australia in HSIE. Students will participate in art, music, and physical education. Key events include a meet the teacher evening, swimming carnival, excursion, and camp. Homework will include spelling practice and reading.
This document provides information about procedure texts. It defines a procedure text as a type of text that contains instructions on how to do or make something. It discusses the different types of procedure texts which include user guides, tips, and instructions. It outlines the common text structure of a procedure text including the goal, materials, steps, and linguistic elements used such as imperative sentences and adverbs. An example is then given of a procedure text on how to make orange juice, listing the materials, tools, and steps to make orange juice. At the end, students are asked to practice creating their own procedure text on making a drink.
The document provides information on announcement text, including defining announcements as formal notifications about events or facts. It outlines the typical structure of announcements, including an opening, content, and closing. As an example, it shares an announcement for an Art Festival Competition being held at a school to commemorate its 25th anniversary, including the date, time, place, participating grade, and list of competition choices.
This document outlines the key elements of analyzing a storybook using the 5W1H technique. The 5W1H technique can be used to understand a story by asking who, what, where, when, why, and how questions. It discusses applying the 5W1H questions to analyze characters, settings, problems, and messages in stories. The document also covers language tenses and identifying the title, author, characters, setting, problem, and moral/message of stories. It encourages practicing analyzing stories and concludes by asking what was learned.
This document provides information about descriptive texts, including defining them as texts that identify and describe something like a place, person, or animal. It lists the generic structure of descriptive texts as including an identification section and a description section. It also outlines some common grammatical features used in descriptive texts such as focusing on specific participants, using identifying processes, adjectives, and simple present tense. Finally, it provides an example of a descriptive text and prompts the reader to practice writing descriptions of places.
This document lists various fruits in Indonesian and English, including apple, avocado, banana, grapes, kiwi, lemon, pineapple, plum, cherry, strawberry, orange, peach, mango, watermelon, dragon fruit, guava, and melon. It asks the reader's favorite fruit, which is answered as mango. It also contains some tongue twisters and questions about what was learned.
This document provides instructions for using a presentation template from Slidesgo. It includes:
1. An overview of the template's contents, including slides on the template structure, illustrations, credits, resources and instructions.
2. Details about customizable elements like fonts, colors, graphics and icon sets.
3. Guidelines on how to edit the template while maintaining proper attribution to Slidesgo. Users can modify but not redistribute the template without permission.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
2. What was the previous
topic we learnt?: Let's
Review
3.
4. • Students can identify and understand the text used to
give and ask for information about time.
• Students are able to tell their daily routines based on
the correct linguistic elements (intonation, speech, and
stress on words).
6. What is time
?
Time is a concept to measure, to quantify and to compare the
duration of events or the intervals between them, and even,
sequence events. We measure time in seconds, minutes, hours,
days, weeks, months, and years with clocks and calendars.
7. AM : Ante Meridiem _ Hours before noon
PM : Post Meridiem _ Hours past noon
A.M. &
P.M.
12.00 AM is Midnight
We are sleeping at the time
12.00 PM is noon
We eat lunch at the time
Important!
9. How to tell time in English?
Formula
• Hours + Minutes (American Style)
• Minutes + past/to +hour (British Style)
Source: www.english study page.com