The weekly schedule includes practicing describing pictures in speaking class, learning about neither-nor and either-or in grammar, pronunciation of -es/-s endings, a listening lesson about healthcare reform in the US, and writing an abstract.
This document provides a lesson plan on the use of stative verbs. It begins by defining stative verbs as verbs that describe a permanent state, such as seem, belong, and have. It explains that these verbs do not normally have continuous forms. The document then contrasts the simple present and present continuous tenses. It provides examples of sentences using stative verbs correctly and incorrectly. Finally, it includes an exercise for students to choose between the simple present and present continuous for different stative verbs. The overall goal is for students to learn to properly use stative verbs.
Allows non native Eng.speaking administrators to learn the language to communicate with native speaking teachers. Get the powerpoint and add your translation to share here -
The author wakes up at 5:30am from Monday to Friday to get ready for work. They take a shower, wake and prepare their son for school, making breakfast and driving him to school before starting their job at 8am. After work from 4-4:20pm, they help their son with homework before studying from 5:45-10pm, when they get their son in pajamas and go to sleep.
The document provides information about various geographical locations, landmarks, and facts about the United States and other countries. It discusses that English is widely spoken around the world, details population statistics and temperatures in some US states, describes famous US landmarks like the Grand Canyon and Statue of Liberty, notes popular sports and activities like rock climbing and surfing, and gives brief overviews of famous people and culture in countries like the UK, Australia, and others.
The document discusses dates and times, noting that they are not always as simple as having 60 seconds in a minute and 24 hours in a day due to factors like leap seconds and daylight saving time. It recommends using the DateTime module to handle date and time calculations since it accounts for these complexities and exceptions. The DateTime module can construct objects from various inputs, manipulate dates through arithmetic, and output dates in different formats.
Our 5th grade English coursebook presents in the form of a listening practice task the pancakes, a delicacy that is usually included in the English breakfast. 5th grade learners in the Primary School of Pteleos, Greece, actually had the opportunity to try the English breakfast at school!
Bob Marley was a famous reggae singer born in 1945 in Jamaica who formed the band The Wailers with Bunny Livingston and Peter Tosh. He is best known for his reggae songs and helped popularize reggae music around the world.
The document provides information about the months of the year, days of the week, and time formats including 12-hour and 24-hour clocks. It lists the months in order and details for each month its number in the year, name, and position relative to the previous and following months. It also includes exercises matching months to numbers and completing sentences with month names. Additionally, it covers different date writing formats used internationally, ways to express time in words, and conversions between 12-hour and 24-hour clocks.
This document provides a lesson plan on the use of stative verbs. It begins by defining stative verbs as verbs that describe a permanent state, such as seem, belong, and have. It explains that these verbs do not normally have continuous forms. The document then contrasts the simple present and present continuous tenses. It provides examples of sentences using stative verbs correctly and incorrectly. Finally, it includes an exercise for students to choose between the simple present and present continuous for different stative verbs. The overall goal is for students to learn to properly use stative verbs.
Allows non native Eng.speaking administrators to learn the language to communicate with native speaking teachers. Get the powerpoint and add your translation to share here -
The author wakes up at 5:30am from Monday to Friday to get ready for work. They take a shower, wake and prepare their son for school, making breakfast and driving him to school before starting their job at 8am. After work from 4-4:20pm, they help their son with homework before studying from 5:45-10pm, when they get their son in pajamas and go to sleep.
The document provides information about various geographical locations, landmarks, and facts about the United States and other countries. It discusses that English is widely spoken around the world, details population statistics and temperatures in some US states, describes famous US landmarks like the Grand Canyon and Statue of Liberty, notes popular sports and activities like rock climbing and surfing, and gives brief overviews of famous people and culture in countries like the UK, Australia, and others.
The document discusses dates and times, noting that they are not always as simple as having 60 seconds in a minute and 24 hours in a day due to factors like leap seconds and daylight saving time. It recommends using the DateTime module to handle date and time calculations since it accounts for these complexities and exceptions. The DateTime module can construct objects from various inputs, manipulate dates through arithmetic, and output dates in different formats.
Our 5th grade English coursebook presents in the form of a listening practice task the pancakes, a delicacy that is usually included in the English breakfast. 5th grade learners in the Primary School of Pteleos, Greece, actually had the opportunity to try the English breakfast at school!
Bob Marley was a famous reggae singer born in 1945 in Jamaica who formed the band The Wailers with Bunny Livingston and Peter Tosh. He is best known for his reggae songs and helped popularize reggae music around the world.
The document provides information about the months of the year, days of the week, and time formats including 12-hour and 24-hour clocks. It lists the months in order and details for each month its number in the year, name, and position relative to the previous and following months. It also includes exercises matching months to numbers and completing sentences with month names. Additionally, it covers different date writing formats used internationally, ways to express time in words, and conversions between 12-hour and 24-hour clocks.
The document discusses various standards and concepts related to timekeeping, including solar time, mean solar days, Coordinated Universal Time (UTC), time zones, leap seconds, Unix time, and Network Time Protocol (NTP). It explains how UTC approximates solar time, how time zones define offsets from UTC, and how leap seconds are inserted to keep UTC synchronized with solar time.
This document discusses working with dates and times in R using the lubridate and ggplot2 packages. It covers parsing dates and times from strings, accessing date-time elements, manipulating date-times by adding or subtracting time spans, and performing arithmetic on date-times and time spans. Different types of time spans like durations, periods, and intervals are also introduced along with converting between them.
Dominic is confused about pictures of himself with other kids he doesn't recognize. He decides to travel to his brother's former university at Cambridge to learn more. On the train, he meets Zita, his mother's former student, who helps him navigate the university. He stays with Zita and realizes his father wants him to be just like his brother. He later learns from his brother's friend and girlfriend about his brother's death. They share he and his brother have the same birthmark. While waiting for the train, Dominic's father spots him so he leaves, and meets one of his brother's famous former professors who takes him to work and shares more about his smart brother, though Dominic senses something strange about
Donald is a dinosaur who always wakes up late and rushes through his morning routine before biking to school. At school, Donald's favorite subjects are music and history, though he is not very good at playing the violin. He gets scared when learning about huge dinosaurs from the past that were over 11 meters tall and weighed 100,000 kilos. After school Donald likes to play football with friends before doing homework and eating his favorite food, pizza, for dinner.
Karen wakes up at 4:55 am, takes a shower, brushes her teeth, gets dressed and has a quick breakfast. She leaves for school at 6:05 am and returns home around 12:30 pm, where she has lunch at 1:15 pm. After doing homework and playing on her computer while listening to music, Karen goes to bed at 11:00 pm.
Sensor technologies in the milking parlour, can they replace or complement hu...Claudia Kamphuis
Sensors in milking parlours can monitor cow health and productivity by replacing or complementing human senses. The document discusses various sensor technologies that have been introduced for monitoring udder health, milk composition, fertility, cow composition, and metabolic disorders. While sensors have benefits like improving health, welfare, and productivity, their adoption has been limited. Sensors may not always accurately monitor parameters of interest and there are tradeoffs between sensitivity and specificity. Additionally, sensor information is often not fully utilized on farms due to limitations in performance, lack of understanding, and insufficient learning support. In conclusion, sensors have potential but must be combined with management decisions to effectively monitor cow health and productivity.
This daily lesson plan outlines a 45-minute English language class for 4th grade students focusing on a story with good values. The teacher will begin with a role play introduction of Little Red Riding Hood. Students will then read the story and discuss unfamiliar words. Working in groups, the students will rearrange scrambled sentences from the story and create a "story bottle" retelling the plot and adding their own ending. The lesson aims to develop the students' creative thinking and appreciation for moral values in stories.
The English family lives in London, with mum enjoying swimming, dad liking shopping, and children Jimmy and Nicola favoring math and music. On weekends, the family enjoys a big breakfast with mum and dad preferring eggs, bacon and sausage while the children love cereal and milk, followed by tea and toast. During the week, the children eat lunch at school and dinner together at home at 6:30pm, with typical meals being fish and chips, chicken, pasta or pork.
The school schedule shows that students have classes on Monday, Tuesday, Wednesday, Thursday and Friday. During the week students take a variety of core subjects including mathematics, ethics, music, writing, reading, religion, physical education, arts, Spanish, English, geography, natural science, computer science and social science. On Fridays students have a break from regular classes.
The document summarizes the activities over 7 days for students from Spain, France, Romania and Germany visiting Ioannina, Greece. On the first day, the students arrived from their home countries by plane or bus and were welcomed. Over subsequent days, the visitors participated in welcoming ceremonies, games to get to know each other, decided on a logo, learned about Greek culture, and went on a city game tour and excursions. They also visited cultural sites, engaged in workshops, and had a farewell party on the last day before departing. The week-long trip provided an opportunity for the international students to experience Greek culture and make new friends.
The document discusses different types of verbs in the English language. It defines verbs as words that describe actions or states of being. It outlines several classifications of verbs, including: action verbs, transitive/intransitive verbs, dynamic/stative verbs, linking verbs, finite/non-finite verbs, irregular/regular verbs, and auxiliary verbs like be, have, will and do. Examples are provided for each verb type to illustrate how verbs are used in sentences and how their form may change based on tense, voice or other grammatical rules.
This document outlines the weekly menu for an organization called the Wives Connection. It provides the breakfast, lunch, and dinner options for each day of the week across two weeks. The menu includes traditional Nigerian dishes like eba and semo, dodo, jollof rice, amala and draw soup, as well as other global options like oats, noodles, and sandwiches. The variety of meals incorporates proteins, grains, vegetables and soups to provide balanced and nutritious options each day.
Verbs can be classified according to their form and type. According to form, verbs have 4 forms: the base form (Vbase), the third person singular form (Vs), the past tense form (Ved), and the present participle form (Ving). Verbs are also classified as regular or irregular depending on whether they form their past tense and past participle with a "d" suffix. According to type, verbs can be single word verbs, phrasal verbs which are combinations of a verb and preposition or particle, dynamic verbs which indicate actions and can be used in continuous tenses, or stative verbs which indicate states of being and cannot be used in continuous tenses. Some verbs have both dynamic
This document contains an English exercise on possessive adjectives. It includes matching possessive adjectives to nouns and pronouns, filling in blanks with the correct possessive adjective, and translating sentences from English to Spanish. The exercise provides examples of using possessive adjectives like "my, your, his, her, our, their" in different contexts.
The document provides information about school subjects and presents a sample timetable and worksheet activities for students. It includes matching pictures to subject names, ordering subject words by number, reading a letter describing a student's school schedule, filling in a timetable chart based on the letter, making your own timetable, and answering comprehension questions about subjects and schedules. The various activities provide examples and practice with school subjects and timetables in English.
Slides of Ricardo Sousa's presentation at TEDxMunich last 7th of June, 2011, titled "Entrepreneurship as School Subject".
Feedback? mail[at]ricardosousa.me
The document provides guidance on describing, comparing and contrasting, speculating, and reacting to photographs. It lists questions and vocabulary to use for each task. For describing, it suggests noting what can be seen and is happening, the location, activities, clothing, weather, and feelings. For comparing, it offers words for similarities like "all" and differences like "but". When speculating, it recommends using words like "may" and "seems". Expressing reactions could involve saying what is wanted to do or how something looks. The document aims to help discuss photographs by outlining language for each analytical step.
The document outlines an 8 step production schedule for creating a video, including drawing a storyboard, testing shots of location and lighting, practicing with a camera and tripod, doing a first cut, making a rough cut, reshoots if needed, a new edit, and final edit to be embedded on a blog and evaluated. Each task notes that it helped prepare and improve the creator's skills, ideas, or production for the video.
The document discusses stative verbs, which express a state rather than an action and are not used in continuous tenses. It provides examples of different types of stative verbs including verbs of the senses, feelings/emotions, opinion, and others. It notes some stative verbs like feel, hurt, look, watch, and listen that can be used in continuous tenses to express deliberate actions. The document also explains how some stative verbs have different meanings depending on whether they are used in continuous or simple tenses to express a state or an action.
The document provides a list of words and phrases related to Halloween and horror themes. It includes terms like bats, pumpkin patch, broom, cauldron, witch, brew, costumes, ghost, goblin, haunted house, Jack-O-Lantern, mummy, owl, potion, pumpkin pie, pumpkin, squash, gourd, vampire, warlock, sorcerer, magician, werewolf. It also lists adjectives that express fear, terror and horror such as spooky, creepy, ominous, macabre, sinister, horrifying, dark, eerie. Finally, it asks if something is a "terror movie" or a "horror movie".
This legendary Spanish character inspired many literary works depicting his seductions of women. The document summarizes the 1630 play by Tirso de Molina, considered the first written version of the Don Juan legend. It describes Don Juan seducing various women including Isabela, Tisbea, and Ana, and killing Ana's father Don Gonzalo. At the end of the play, Don Gonzalo's ghost appears to Don Juan at a churchyard and drags him to hell for his sins.
The document discusses various standards and concepts related to timekeeping, including solar time, mean solar days, Coordinated Universal Time (UTC), time zones, leap seconds, Unix time, and Network Time Protocol (NTP). It explains how UTC approximates solar time, how time zones define offsets from UTC, and how leap seconds are inserted to keep UTC synchronized with solar time.
This document discusses working with dates and times in R using the lubridate and ggplot2 packages. It covers parsing dates and times from strings, accessing date-time elements, manipulating date-times by adding or subtracting time spans, and performing arithmetic on date-times and time spans. Different types of time spans like durations, periods, and intervals are also introduced along with converting between them.
Dominic is confused about pictures of himself with other kids he doesn't recognize. He decides to travel to his brother's former university at Cambridge to learn more. On the train, he meets Zita, his mother's former student, who helps him navigate the university. He stays with Zita and realizes his father wants him to be just like his brother. He later learns from his brother's friend and girlfriend about his brother's death. They share he and his brother have the same birthmark. While waiting for the train, Dominic's father spots him so he leaves, and meets one of his brother's famous former professors who takes him to work and shares more about his smart brother, though Dominic senses something strange about
Donald is a dinosaur who always wakes up late and rushes through his morning routine before biking to school. At school, Donald's favorite subjects are music and history, though he is not very good at playing the violin. He gets scared when learning about huge dinosaurs from the past that were over 11 meters tall and weighed 100,000 kilos. After school Donald likes to play football with friends before doing homework and eating his favorite food, pizza, for dinner.
Karen wakes up at 4:55 am, takes a shower, brushes her teeth, gets dressed and has a quick breakfast. She leaves for school at 6:05 am and returns home around 12:30 pm, where she has lunch at 1:15 pm. After doing homework and playing on her computer while listening to music, Karen goes to bed at 11:00 pm.
Sensor technologies in the milking parlour, can they replace or complement hu...Claudia Kamphuis
Sensors in milking parlours can monitor cow health and productivity by replacing or complementing human senses. The document discusses various sensor technologies that have been introduced for monitoring udder health, milk composition, fertility, cow composition, and metabolic disorders. While sensors have benefits like improving health, welfare, and productivity, their adoption has been limited. Sensors may not always accurately monitor parameters of interest and there are tradeoffs between sensitivity and specificity. Additionally, sensor information is often not fully utilized on farms due to limitations in performance, lack of understanding, and insufficient learning support. In conclusion, sensors have potential but must be combined with management decisions to effectively monitor cow health and productivity.
This daily lesson plan outlines a 45-minute English language class for 4th grade students focusing on a story with good values. The teacher will begin with a role play introduction of Little Red Riding Hood. Students will then read the story and discuss unfamiliar words. Working in groups, the students will rearrange scrambled sentences from the story and create a "story bottle" retelling the plot and adding their own ending. The lesson aims to develop the students' creative thinking and appreciation for moral values in stories.
The English family lives in London, with mum enjoying swimming, dad liking shopping, and children Jimmy and Nicola favoring math and music. On weekends, the family enjoys a big breakfast with mum and dad preferring eggs, bacon and sausage while the children love cereal and milk, followed by tea and toast. During the week, the children eat lunch at school and dinner together at home at 6:30pm, with typical meals being fish and chips, chicken, pasta or pork.
The school schedule shows that students have classes on Monday, Tuesday, Wednesday, Thursday and Friday. During the week students take a variety of core subjects including mathematics, ethics, music, writing, reading, religion, physical education, arts, Spanish, English, geography, natural science, computer science and social science. On Fridays students have a break from regular classes.
The document summarizes the activities over 7 days for students from Spain, France, Romania and Germany visiting Ioannina, Greece. On the first day, the students arrived from their home countries by plane or bus and were welcomed. Over subsequent days, the visitors participated in welcoming ceremonies, games to get to know each other, decided on a logo, learned about Greek culture, and went on a city game tour and excursions. They also visited cultural sites, engaged in workshops, and had a farewell party on the last day before departing. The week-long trip provided an opportunity for the international students to experience Greek culture and make new friends.
The document discusses different types of verbs in the English language. It defines verbs as words that describe actions or states of being. It outlines several classifications of verbs, including: action verbs, transitive/intransitive verbs, dynamic/stative verbs, linking verbs, finite/non-finite verbs, irregular/regular verbs, and auxiliary verbs like be, have, will and do. Examples are provided for each verb type to illustrate how verbs are used in sentences and how their form may change based on tense, voice or other grammatical rules.
This document outlines the weekly menu for an organization called the Wives Connection. It provides the breakfast, lunch, and dinner options for each day of the week across two weeks. The menu includes traditional Nigerian dishes like eba and semo, dodo, jollof rice, amala and draw soup, as well as other global options like oats, noodles, and sandwiches. The variety of meals incorporates proteins, grains, vegetables and soups to provide balanced and nutritious options each day.
Verbs can be classified according to their form and type. According to form, verbs have 4 forms: the base form (Vbase), the third person singular form (Vs), the past tense form (Ved), and the present participle form (Ving). Verbs are also classified as regular or irregular depending on whether they form their past tense and past participle with a "d" suffix. According to type, verbs can be single word verbs, phrasal verbs which are combinations of a verb and preposition or particle, dynamic verbs which indicate actions and can be used in continuous tenses, or stative verbs which indicate states of being and cannot be used in continuous tenses. Some verbs have both dynamic
This document contains an English exercise on possessive adjectives. It includes matching possessive adjectives to nouns and pronouns, filling in blanks with the correct possessive adjective, and translating sentences from English to Spanish. The exercise provides examples of using possessive adjectives like "my, your, his, her, our, their" in different contexts.
The document provides information about school subjects and presents a sample timetable and worksheet activities for students. It includes matching pictures to subject names, ordering subject words by number, reading a letter describing a student's school schedule, filling in a timetable chart based on the letter, making your own timetable, and answering comprehension questions about subjects and schedules. The various activities provide examples and practice with school subjects and timetables in English.
Slides of Ricardo Sousa's presentation at TEDxMunich last 7th of June, 2011, titled "Entrepreneurship as School Subject".
Feedback? mail[at]ricardosousa.me
The document provides guidance on describing, comparing and contrasting, speculating, and reacting to photographs. It lists questions and vocabulary to use for each task. For describing, it suggests noting what can be seen and is happening, the location, activities, clothing, weather, and feelings. For comparing, it offers words for similarities like "all" and differences like "but". When speculating, it recommends using words like "may" and "seems". Expressing reactions could involve saying what is wanted to do or how something looks. The document aims to help discuss photographs by outlining language for each analytical step.
The document outlines an 8 step production schedule for creating a video, including drawing a storyboard, testing shots of location and lighting, practicing with a camera and tripod, doing a first cut, making a rough cut, reshoots if needed, a new edit, and final edit to be embedded on a blog and evaluated. Each task notes that it helped prepare and improve the creator's skills, ideas, or production for the video.
The document discusses stative verbs, which express a state rather than an action and are not used in continuous tenses. It provides examples of different types of stative verbs including verbs of the senses, feelings/emotions, opinion, and others. It notes some stative verbs like feel, hurt, look, watch, and listen that can be used in continuous tenses to express deliberate actions. The document also explains how some stative verbs have different meanings depending on whether they are used in continuous or simple tenses to express a state or an action.
The document provides a list of words and phrases related to Halloween and horror themes. It includes terms like bats, pumpkin patch, broom, cauldron, witch, brew, costumes, ghost, goblin, haunted house, Jack-O-Lantern, mummy, owl, potion, pumpkin pie, pumpkin, squash, gourd, vampire, warlock, sorcerer, magician, werewolf. It also lists adjectives that express fear, terror and horror such as spooky, creepy, ominous, macabre, sinister, horrifying, dark, eerie. Finally, it asks if something is a "terror movie" or a "horror movie".
This legendary Spanish character inspired many literary works depicting his seductions of women. The document summarizes the 1630 play by Tirso de Molina, considered the first written version of the Don Juan legend. It describes Don Juan seducing various women including Isabela, Tisbea, and Ana, and killing Ana's father Don Gonzalo. At the end of the play, Don Gonzalo's ghost appears to Don Juan at a churchyard and drags him to hell for his sins.
El documento lista varias palabras, objetos y conceptos relacionados con Halloween como "murciélago", "cementerio", "disfraz", "fantasma", "duende", "tumba", "casa encantada" y "calabaza". También incluye adjetivos como "terrorífico", "misterioso" y "horripilante" para describir cosas espeluznantes.
The document discusses the general characteristics of La Novela Picaresca, a Spanish literary genre. Some of the key characteristics include: an open structure with disconnected adventures; double temporality where the narrator speaks of past characters from the present; and autobiographical elements where the narrator knows the characters' past, present, and future events from a first-person perspective. A central figure of the genre is the "pícaro," or anti-hero, who is witty but amoral, of humble origins, and a thief and liar. The document asks if these characteristics apply to the specific work "Rinconete y Cortadillo."
This document provides a critical analysis of the novel Rinconete y Cortadillo by Cervantes in 5 sections. It argues that the plot represents an escape from ordinary society for the two main characters. It also asserts that the novel serves as a social satire and ridicule of Seville through characters like the innkeeper's wife and the boys' eventual joining of the thieves' confraternity. Additionally, it notes that no single character narrates but several observe the action. The document suggests the main characters manipulate reality and the reader through exaggerated language and that Monipodio's house mirrors real society, with him acting as a judge. It poses that Cervantes may be criticizing or exalting his
This document provides a critical analysis of the novel Rinconete y Cortadillo by Cervantes in 5 sections. It argues that the plot represents an escape from ordinary society for the main characters. It also asserts that the novel serves as a social satire and criticism of Seville through its ridicule of the city and manipulation of reality. The characters, including the narrator and Monipodio, are analyzed as satirical devices that mirror and critique real social norms. The document hypothesizes that Cervantes may have been criticizing or exalting aspects of the city through the novel based on his own experiences there.
The weekly schedule includes lessons on graphology and signatures, making up new words in grammar, writing exercises to correct errors and fill in prepositions, a listening dictation, and a review of grammar, vocabulary and pronunciation from the prior week.
Este documento presenta una lista de alimentos en español agrupados en cinco categorías: frutas, verduras, carne, pescado y lácteos. La lista incluye más de 100 alimentos comunes con sus nombres en español como plátano, alcachofa, fresas, uvas, sandía, lechuga, judías verdes, tomate, patatas, boniatos, maíz, pimientos, huevos, filete, pescado frito, mantequilla, leche, zumo de naranja y más. El objetivo es que
Este documento describe la vida cotidiana en España, incluyendo las partes del día, las comidas típicas, los alimentos comunes para cada comida, y un ejemplo de un día típico con horas.
The document summarizes the pronunciation rules for the suffix -s/-es when added to third person singular verbs, plural nouns, and in Saxon genitive (possessive) contexts. It explains that the suffix is pronounced /ɪz/ when added to words ending in certain consonants like /s/, /z/, /ʃ/, and is pronounced /s/ when added to words ending in other consonants like /p/, /t/, /k/. For all other endings like vowels and consonants such as /b/, /d/, /g/, the suffix is pronounced /z/. It provides examples for each rule and notes two exceptions involving plural nouns and words already ending in /s/ or /z
This weekly schedule outlines the English lessons and activities for students from 28-30 September. It includes speaking exercises on summer vacation and games, lessons on phrasal verbs, correcting errors and filling in gaps in writing, a listening comprehension on Google vs. Facebook, pronunciation practice with the suffix -s, and reading comprehension with vocabulary on English expressions.
Este documento presenta el plan de estudios de un curso sobre expresiones culturales españolas. El curso consta de varias lecciones sobre temas como la vida cotidiana en España, la influencia árabe, Cristóbal Colón, Miguel de Cervantes, Gustavo Adolfo Bécquer, Don Juan, Carmen y la figura de la mujer, el barroco religioso y la Navidad. Incluye tareas escritas, presentaciones orales y excursiones relacionadas con los temas. El curso concluye con dos exámenes finales.
This document provides information about a course on Spanish literature and culture. It outlines the professor's office hours, evaluation criteria which includes written assignments, oral presentations, and a final exam. It also details a class schedule spanning the semester which includes lectures, field trips, assignments, oral presentations, and tests focused on topics like daily life in Spain, Arab influence, famous authors like Cervantes and Becquer, figures like Don Juan and Carmen, Baroque religiosity, and Christmas traditions. The final exams will evaluate both course content and speaking ability.
The weekly schedule for 31 May includes completing a writing exercise on prepositions, working on connected speech in a pronunciation lesson, and listening to a lesson about earthquakes.
The weekly schedule includes practicing vocabulary with verbs similar to "think", listening to instructions for making toffee apples and stories about adrenaline rushes, working on pronunciation of long words and connected speech, and doing a speaking activity called Taboo.
This weekly schedule outlines English language lessons from 24-27 May, including pronunciation of long words, listening comprehension on adrenaline rushes and earthquakes, and a writing exercise to complete prepositions.
This weekly schedule outlines English language lessons from 24-27 May, including pronunciation of long words, listening comprehension on adrenaline rushes and earthquakes, and a writing exercise to complete prepositions.
This weekly schedule outlines English language lessons from 24-27 May, including pronunciation of long words, listening comprehension on adrenaline rushes and earthquakes, and a writing exercise to complete prepositions.
This weekly schedule outlines English language lessons from 24-27 May, including pronunciation of long words, listening comprehension on adrenaline rushes and earthquakes, and a writing exercise to complete prepositions.
This weekly schedule outlines English language learning activities for May 24-25, including completing a writing exercise on prepositions, listening lessons on adrenaline rushes and earthquakes, practicing connected speech in pronunciation, discussing differences between men and women in speaking, playing a vocabulary game called Scattergories, doing a dictation listening exercise, and playing the speaking game Taboo.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).