Classroom Project by IINT-602
University of Veracruz
Coatzacoalcos Language Center
Jovani Misrain Hernández
Nek Saúl Pérez
Carlos Alexis Román
Academic:
M,T.E. Asunción Coutiño
1) Students from Romania, Bulgaria, Turkey, Poland, Croatia, Italy and Finland participated in a week-long exchange program in Järvenpää, Finland from May 15-21, 2016.
2) They attended lessons at the local school, engaged in arts and music activities, visited local attractions like forests and lakes, and stayed with host families.
3) Highlights included baking pastries, drama and music lessons, a trip to Helsinki, playing baseball, and a farewell party. The students were sad to leave their new friends and promised to keep in touch.
Alin, a 12-year-old from Romania, describes his experience participating in a youth exchange program in Croatia. Over the course of several days, he and other students took part in various cultural activities such as welcoming ceremonies, Croatian language lessons, puppet shows, visiting schools, museums, and historical sites. They also participated in fundraising efforts for charity and enjoyed social activities like parties in the evenings. While the first day was difficult adjusting, Alin found the experience to be very nice and had fun learning about Croatian culture and making new friends.
The document summarizes the 7th meeting of an Erasmus+ project called "Young citizens of Europe – our future" that took place in Järvenpää, Finland from May 15-21, 2016. Students and teachers from Osnovna škola Bartola Kašića in Vinkovci, Croatia participated along with the host school Koivusaaren koulu. Over the course of the week-long meeting, participants took part in welcoming ceremonies, baked pastries, decorated shirts with motifs from their countries, took an English lesson led by the Croatian students, played baseball, visited schools and landmarks in Helsinki, and saw the home of famous Finnish composer
What do we like most about the English subject?verogoi
The student enjoyed several aspects of their English class including learning about verbs in the past tense and doing a project on "People from the Past" where they researched historical figures. They also liked making a video about their school. The student felt the video project was a good idea and that they were happy with the end result.
The document provides a photographic journal and reflections from a teacher's experience participating in a program in the Canadian educational system. It touches on several key aspects of their time, including interactions with students and staff, observations of the school culture and classroom experiences, excursions around Ottawa, and reflections on their learnings over the course of the program. The journal entries span the teacher's entire time in Canada and provide glimpses into various parts of the educational experience from both a professional and personal perspective.
The document contains summaries from students of Salaspils 1st Secondary School in Latvia of various trips and exchanges they participated in. It describes a film project creating films of Riga legends. It discusses trips to Vilnius, Lithuania and visits to various sites in Riga, Latvia. It details a visit of Lithuanian students to Salaspils where they did sports, activities and sightseeing. It also summarizes an Erasmus+ project meeting hosted at the school and a project corner created showcasing the different partner countries and schools.
(1) Anna traveled to Naples, Italy with her family and classmates to participate in an exchange program. (2) The group visited various sites around Naples including Mount Vesuvius, the ancient city of Ercolano, and Sorrento along the coast. (3) Anna enjoyed learning about different cultures, seeing beautiful places, and experiencing Italian culture through food and interactions with local students.
The document summarizes Pink's experiences from Thailand representing her country in the JENESYS program in Japan. She shares memories from visiting sites like Kyoto and Hiroshima, participating in cultural events, staying with a host family, and making friends from different countries. The JENESYS program gave her valuable cultural experiences and realizations that she will never forget.
1) Students from Romania, Bulgaria, Turkey, Poland, Croatia, Italy and Finland participated in a week-long exchange program in Järvenpää, Finland from May 15-21, 2016.
2) They attended lessons at the local school, engaged in arts and music activities, visited local attractions like forests and lakes, and stayed with host families.
3) Highlights included baking pastries, drama and music lessons, a trip to Helsinki, playing baseball, and a farewell party. The students were sad to leave their new friends and promised to keep in touch.
Alin, a 12-year-old from Romania, describes his experience participating in a youth exchange program in Croatia. Over the course of several days, he and other students took part in various cultural activities such as welcoming ceremonies, Croatian language lessons, puppet shows, visiting schools, museums, and historical sites. They also participated in fundraising efforts for charity and enjoyed social activities like parties in the evenings. While the first day was difficult adjusting, Alin found the experience to be very nice and had fun learning about Croatian culture and making new friends.
The document summarizes the 7th meeting of an Erasmus+ project called "Young citizens of Europe – our future" that took place in Järvenpää, Finland from May 15-21, 2016. Students and teachers from Osnovna škola Bartola Kašića in Vinkovci, Croatia participated along with the host school Koivusaaren koulu. Over the course of the week-long meeting, participants took part in welcoming ceremonies, baked pastries, decorated shirts with motifs from their countries, took an English lesson led by the Croatian students, played baseball, visited schools and landmarks in Helsinki, and saw the home of famous Finnish composer
What do we like most about the English subject?verogoi
The student enjoyed several aspects of their English class including learning about verbs in the past tense and doing a project on "People from the Past" where they researched historical figures. They also liked making a video about their school. The student felt the video project was a good idea and that they were happy with the end result.
The document provides a photographic journal and reflections from a teacher's experience participating in a program in the Canadian educational system. It touches on several key aspects of their time, including interactions with students and staff, observations of the school culture and classroom experiences, excursions around Ottawa, and reflections on their learnings over the course of the program. The journal entries span the teacher's entire time in Canada and provide glimpses into various parts of the educational experience from both a professional and personal perspective.
The document contains summaries from students of Salaspils 1st Secondary School in Latvia of various trips and exchanges they participated in. It describes a film project creating films of Riga legends. It discusses trips to Vilnius, Lithuania and visits to various sites in Riga, Latvia. It details a visit of Lithuanian students to Salaspils where they did sports, activities and sightseeing. It also summarizes an Erasmus+ project meeting hosted at the school and a project corner created showcasing the different partner countries and schools.
(1) Anna traveled to Naples, Italy with her family and classmates to participate in an exchange program. (2) The group visited various sites around Naples including Mount Vesuvius, the ancient city of Ercolano, and Sorrento along the coast. (3) Anna enjoyed learning about different cultures, seeing beautiful places, and experiencing Italian culture through food and interactions with local students.
The document summarizes Pink's experiences from Thailand representing her country in the JENESYS program in Japan. She shares memories from visiting sites like Kyoto and Hiroshima, participating in cultural events, staying with a host family, and making friends from different countries. The JENESYS program gave her valuable cultural experiences and realizations that she will never forget.
In March 2017, students and teachers from France, Spain, and Denmark visited Wroclaw, Poland to stay with host families and participate in cultural exchanges. Over the course of a week, the visiting students experienced Polish culture through homestays, sightseeing tours of the historic city, activities like bowling and a trip to the mountains, and educational presentations about each country's culture and language projects. The international visit provided an opportunity for intercultural learning, practicing English, and creating memories that the students will not forget.
Two students presented information about their school's Comenius project to elementary school students. They explained what the Comenius project is and provided facts about the four participating countries - Sweden, Turkey, Czech Republic, and Lithuania. The students had the elementary students try to guess animal names and draw pictures in the different languages. The presentation concluded with a quiz about the cultures and a chance for students to write new English words they learned. The presentations were a success and the students learned more about the countries involved in the Comenius project.
The document provides a daily summary of activities from April 8th to April 13th 2011 during a student exchange program in Barcelona, Spain. It describes visits to landmarks like Park Güell, Montjuïc, and La Sagrada Familia as well as presentations, workshops on recycling, and time spent with exchange students from other countries. The week culminated in an emotional goodbye as the Polish students departed ahead of the others leaving at the end of the program.
Davis Sichinsambwe is a Zambian artist seeking a position. He holds a Masters in Fine Art and Bachelor's in Art. He has over 25 years of experience teaching art and design at various colleges in Zambia. His areas of specialization include painting, drawing, and developing new art techniques. He is a member of several professional art organizations and has exhibited his work nationally and internationally.
Primary school –kindergarten nr 90 is located in Gates of the City, Moldova with nice views. It opened in 1995 and has two floors with 17 classrooms, an assembly hall, offices, cafeteria, library, and two gyms hosting 401 students. Students participate in sports, English, theatre and other clubs with class sizes ranging from 20-34 students. In October, kindergarten students painted traditional Moldovan costumes and in projects, the school collaborates with European schools.
Regard sur notre école power point english oct 2014naladu76
This document provides information about the town of Mannevillette, located in Normandy, France. It details the town's population size, mayor, and proximity to seaside and cities like Le Havre. The bulk of the text focuses on the local primary school, including class sizes, teachers, schedules, activities, and facilities. It also discusses cultural events and activities in the surrounding area, including the towns of Le Havre, Fécamp, and Rouen.
The document summarizes a student trip to Sicily from May 17-22, 2015. The students participated in cultural activities and lessons. They visited Catania, Mount Etna, and Taormina. They enjoyed learning about local history, art, cooking traditional dishes, and seeing the volcanoes. The trip concluded with an emotional goodbye dinner as the students had to return home but had formed strong friendships during the cultural exchange.
1) Students from Romania participated in an Erasmus+ exchange program in San Giovanni La Punta, Italy where they took part in lessons, cultural activities, and visited sites around Catania.
2) During their welcome ceremony, they enjoyed performances by Italian students and a folk show of Sicilian traditions. They also sampled traditional foods from different countries.
3) The students had lessons in Italian, French, music, chemistry, and cooking where they learned new words, songs, recipes, and how to make plastic from milk. They also participated in a water experience game and visited museums in Catania.
4) They took a day trip to Taormina where they went to the beach and had their final party
The students had an enjoyable experience meeting and getting to know the Catalonian and Lithuanian students who greeted them warmly at the airport. They quickly became friends and shared stories, though it was initially awkward not knowing each other. A guided tour of a church provided interesting information about its architecture and history. The host families welcomed the students and they engaged in various activities together like going for walks and eating meals. Various planned activities like a party, boat trip, beach day, and museum visit allowed the students to experience Catalonian culture and bond with each other. Saying farewell after five fantastic days was difficult as friendships had formed.
Trip to Finland from March 9-September 8, 2010.
The students had various adventures and experiences during their trip. They visited schools, dairy farms, electronics factories, forests, and cities. They went shopping for souvenirs, tried local foods like toast with sugar, and went bowling or to spas.
It was a long journey home, with 5 hours on a train to Helsinki, a flight to Amsterdam, and then another flight back to Oporto. The students thanked all those involved in the Comenius Project for the fabulous learning experience in Finland.
Irem Sayin multidiciplinary flipped learning with ict erasmus+ka2 projectAyla Savaşçı
The document describes the activities of international students over several days visiting schools and areas of Lithuania. They created introduction videos, had a welcome party, participated in lessons, wrote and shared short stories in international groups, visited horse museums and learned to make bread. They also went shopping with host families, enjoyed bowling, toured the capital city of Vilnius including walking around and buying gifts, and had dinner at a shopping center. On the final day, it was difficult to say goodbye to new friends.
The document summarizes activities from a Nordplus Junior project called "Let's act together" involving schools from Estonia, Latvia, and Lithuania. Students visited each other's countries for a week at a time, participating in lessons, cultural activities, and excursions. In Lithuania, they visited sites like the Hill of Crosses and Hill of Witches, had art and music lessons, and went to an art gallery. In Latvia, activities included lessons in Kusa school and trips to Madona and Cesvaine. Their visit to Estonia consisted of lessons, trips to museums and science centers, and bowling. The visits aimed to share cultures and make friends across borders through school collaboration.
This document summarizes a trip to England from February 14th to 18th, 2011 by teachers participating in a Comenius exchange project. The teachers visited Freezewater Saint George School where they observed student assemblies and shared teaching methods from their home countries with English students. The group also planted trees, toured London via an unusual vehicle, visited a high school and factory, and expressed gratitude to their English hosts for an unforgettable learning experience.
This document is a personal timeline of educational technology from the author's childhood in the 1970s through their current studies. It describes the author's early experiences with music and television as a child before computers were common. It then discusses the author's return to college in 2008 and how technologies like online research and listening to music while studying have enhanced their learning experience. The document advocates for embracing existing and new technologies to engage students and provide no limits to what they can achieve.
This document summarizes the activities of some Danish exchange students in Reus, Spain over 5 days from March 17th-23rd. It describes visits to local landmarks like a car show and Roman walls, sharing meals with other exchange students, playing games, shopping, attending a soccer match, and spending time at homes and schools with their Spanish hosts despite some rainy weather.
This document contains feedback from students on various presentations given by their classmates. The feedback includes comments on the content presented, design aspects, and personal remarks. It is noted that Hüseyin impressed the group the most with his presentation. The document expresses appreciation to all students for sharing their presentations.
The document is a collection of reflections from an artist on the role of imagination and art in their life. As a child, their imagination helped occupy them during travels with their mother. They found they could create entire worlds and stories through art, which they now share with others through different styles and genres to tell unique stories. The artist finds passion and purpose in using their creativity to spread joy and bring their imagined worlds to life for others through artwork.
The document provides a summary of a week-long exchange program between students from Germany, the Netherlands, the UK, and Finland. It includes:
- A daily log of activities with the Finnish students, including visits to museums, a city tour of Helsinki, curling, and a day trip to Tallinn, Estonia.
- Descriptions of the host families and experiences staying with them.
- An overview of the Oulunkylän Yhteiskoulu school, including details about classes, subjects, and facilities.
- Comparisons between the school systems in Finland, the Netherlands, England, and observations of Finnish lessons.
The document discusses using a virtual classroom called The Connected Classroom found at http://moourl.com/cclass. It lists features like emoticons, backchanneling, recording, file sharing, an interactive whiteboard, polling, and videoconferencing. It also describes students asking questions during a virtual lesson with bats. Other topics discussed include virtual class events like an Easter hat parade and a literacy lesson on pottery. Connections were made with students in different countries and time zones.
This document provides details of an English language lesson plan for a 4th year secondary level class in Buenos Aires, Argentina. The lesson focuses on travel experiences and involves listening to an interview about the importance of travel. Key points of the lesson include introducing vocabulary related to travel, having students listen to and discuss the interview, and practicing writing suggestions and advice in an informal letter about whether to participate in a student exchange program. The lesson aims to develop students' listening skills, vocabulary, and ability to give suggestions in writing.
This document outlines topics and materials for peace education in English classes in Japan. It discusses:
1) Topics covered in Japanese textbooks related to peace such as Anne Frank's diary, civil rights movements, and environmental issues.
2) Teaching materials that can be used for peace education from newspapers, the internet, guest speakers, libraries, and more.
3) Examples of guest speakers that have spoken on peace education such as former soldiers, professors, and peace activists.
4) Books, DVDs, and comic books related to war, Hiroshima, and human rights that can supplement peace education.
In March 2017, students and teachers from France, Spain, and Denmark visited Wroclaw, Poland to stay with host families and participate in cultural exchanges. Over the course of a week, the visiting students experienced Polish culture through homestays, sightseeing tours of the historic city, activities like bowling and a trip to the mountains, and educational presentations about each country's culture and language projects. The international visit provided an opportunity for intercultural learning, practicing English, and creating memories that the students will not forget.
Two students presented information about their school's Comenius project to elementary school students. They explained what the Comenius project is and provided facts about the four participating countries - Sweden, Turkey, Czech Republic, and Lithuania. The students had the elementary students try to guess animal names and draw pictures in the different languages. The presentation concluded with a quiz about the cultures and a chance for students to write new English words they learned. The presentations were a success and the students learned more about the countries involved in the Comenius project.
The document provides a daily summary of activities from April 8th to April 13th 2011 during a student exchange program in Barcelona, Spain. It describes visits to landmarks like Park Güell, Montjuïc, and La Sagrada Familia as well as presentations, workshops on recycling, and time spent with exchange students from other countries. The week culminated in an emotional goodbye as the Polish students departed ahead of the others leaving at the end of the program.
Davis Sichinsambwe is a Zambian artist seeking a position. He holds a Masters in Fine Art and Bachelor's in Art. He has over 25 years of experience teaching art and design at various colleges in Zambia. His areas of specialization include painting, drawing, and developing new art techniques. He is a member of several professional art organizations and has exhibited his work nationally and internationally.
Primary school –kindergarten nr 90 is located in Gates of the City, Moldova with nice views. It opened in 1995 and has two floors with 17 classrooms, an assembly hall, offices, cafeteria, library, and two gyms hosting 401 students. Students participate in sports, English, theatre and other clubs with class sizes ranging from 20-34 students. In October, kindergarten students painted traditional Moldovan costumes and in projects, the school collaborates with European schools.
Regard sur notre école power point english oct 2014naladu76
This document provides information about the town of Mannevillette, located in Normandy, France. It details the town's population size, mayor, and proximity to seaside and cities like Le Havre. The bulk of the text focuses on the local primary school, including class sizes, teachers, schedules, activities, and facilities. It also discusses cultural events and activities in the surrounding area, including the towns of Le Havre, Fécamp, and Rouen.
The document summarizes a student trip to Sicily from May 17-22, 2015. The students participated in cultural activities and lessons. They visited Catania, Mount Etna, and Taormina. They enjoyed learning about local history, art, cooking traditional dishes, and seeing the volcanoes. The trip concluded with an emotional goodbye dinner as the students had to return home but had formed strong friendships during the cultural exchange.
1) Students from Romania participated in an Erasmus+ exchange program in San Giovanni La Punta, Italy where they took part in lessons, cultural activities, and visited sites around Catania.
2) During their welcome ceremony, they enjoyed performances by Italian students and a folk show of Sicilian traditions. They also sampled traditional foods from different countries.
3) The students had lessons in Italian, French, music, chemistry, and cooking where they learned new words, songs, recipes, and how to make plastic from milk. They also participated in a water experience game and visited museums in Catania.
4) They took a day trip to Taormina where they went to the beach and had their final party
The students had an enjoyable experience meeting and getting to know the Catalonian and Lithuanian students who greeted them warmly at the airport. They quickly became friends and shared stories, though it was initially awkward not knowing each other. A guided tour of a church provided interesting information about its architecture and history. The host families welcomed the students and they engaged in various activities together like going for walks and eating meals. Various planned activities like a party, boat trip, beach day, and museum visit allowed the students to experience Catalonian culture and bond with each other. Saying farewell after five fantastic days was difficult as friendships had formed.
Trip to Finland from March 9-September 8, 2010.
The students had various adventures and experiences during their trip. They visited schools, dairy farms, electronics factories, forests, and cities. They went shopping for souvenirs, tried local foods like toast with sugar, and went bowling or to spas.
It was a long journey home, with 5 hours on a train to Helsinki, a flight to Amsterdam, and then another flight back to Oporto. The students thanked all those involved in the Comenius Project for the fabulous learning experience in Finland.
Irem Sayin multidiciplinary flipped learning with ict erasmus+ka2 projectAyla Savaşçı
The document describes the activities of international students over several days visiting schools and areas of Lithuania. They created introduction videos, had a welcome party, participated in lessons, wrote and shared short stories in international groups, visited horse museums and learned to make bread. They also went shopping with host families, enjoyed bowling, toured the capital city of Vilnius including walking around and buying gifts, and had dinner at a shopping center. On the final day, it was difficult to say goodbye to new friends.
The document summarizes activities from a Nordplus Junior project called "Let's act together" involving schools from Estonia, Latvia, and Lithuania. Students visited each other's countries for a week at a time, participating in lessons, cultural activities, and excursions. In Lithuania, they visited sites like the Hill of Crosses and Hill of Witches, had art and music lessons, and went to an art gallery. In Latvia, activities included lessons in Kusa school and trips to Madona and Cesvaine. Their visit to Estonia consisted of lessons, trips to museums and science centers, and bowling. The visits aimed to share cultures and make friends across borders through school collaboration.
This document summarizes a trip to England from February 14th to 18th, 2011 by teachers participating in a Comenius exchange project. The teachers visited Freezewater Saint George School where they observed student assemblies and shared teaching methods from their home countries with English students. The group also planted trees, toured London via an unusual vehicle, visited a high school and factory, and expressed gratitude to their English hosts for an unforgettable learning experience.
This document is a personal timeline of educational technology from the author's childhood in the 1970s through their current studies. It describes the author's early experiences with music and television as a child before computers were common. It then discusses the author's return to college in 2008 and how technologies like online research and listening to music while studying have enhanced their learning experience. The document advocates for embracing existing and new technologies to engage students and provide no limits to what they can achieve.
This document summarizes the activities of some Danish exchange students in Reus, Spain over 5 days from March 17th-23rd. It describes visits to local landmarks like a car show and Roman walls, sharing meals with other exchange students, playing games, shopping, attending a soccer match, and spending time at homes and schools with their Spanish hosts despite some rainy weather.
This document contains feedback from students on various presentations given by their classmates. The feedback includes comments on the content presented, design aspects, and personal remarks. It is noted that Hüseyin impressed the group the most with his presentation. The document expresses appreciation to all students for sharing their presentations.
The document is a collection of reflections from an artist on the role of imagination and art in their life. As a child, their imagination helped occupy them during travels with their mother. They found they could create entire worlds and stories through art, which they now share with others through different styles and genres to tell unique stories. The artist finds passion and purpose in using their creativity to spread joy and bring their imagined worlds to life for others through artwork.
The document provides a summary of a week-long exchange program between students from Germany, the Netherlands, the UK, and Finland. It includes:
- A daily log of activities with the Finnish students, including visits to museums, a city tour of Helsinki, curling, and a day trip to Tallinn, Estonia.
- Descriptions of the host families and experiences staying with them.
- An overview of the Oulunkylän Yhteiskoulu school, including details about classes, subjects, and facilities.
- Comparisons between the school systems in Finland, the Netherlands, England, and observations of Finnish lessons.
The document discusses using a virtual classroom called The Connected Classroom found at http://moourl.com/cclass. It lists features like emoticons, backchanneling, recording, file sharing, an interactive whiteboard, polling, and videoconferencing. It also describes students asking questions during a virtual lesson with bats. Other topics discussed include virtual class events like an Easter hat parade and a literacy lesson on pottery. Connections were made with students in different countries and time zones.
This document provides details of an English language lesson plan for a 4th year secondary level class in Buenos Aires, Argentina. The lesson focuses on travel experiences and involves listening to an interview about the importance of travel. Key points of the lesson include introducing vocabulary related to travel, having students listen to and discuss the interview, and practicing writing suggestions and advice in an informal letter about whether to participate in a student exchange program. The lesson aims to develop students' listening skills, vocabulary, and ability to give suggestions in writing.
This document outlines topics and materials for peace education in English classes in Japan. It discusses:
1) Topics covered in Japanese textbooks related to peace such as Anne Frank's diary, civil rights movements, and environmental issues.
2) Teaching materials that can be used for peace education from newspapers, the internet, guest speakers, libraries, and more.
3) Examples of guest speakers that have spoken on peace education such as former soldiers, professors, and peace activists.
4) Books, DVDs, and comic books related to war, Hiroshima, and human rights that can supplement peace education.
This document outlines a lesson plan for a class focusing on holiday activities using the simple past tense. The lesson includes reading a text about classmates' holidays, completing sentences about holiday activities, writing a letter describing a past holiday with missing verbs, and students sharing about their favorite past vacations. The goals are for students to develop their reading, writing, listening and speaking skills related to describing past holiday experiences and activities using regular past tense verbs.
The University of Kentucky Student Center is described as the energetic hub of the campus, featuring dining options like Panda Express, recreational areas like Cats Den for games, and other amenities. The author shares their positive experiences socializing and relaxing at the Student Center between classes, especially enjoying familiar Chinese food and games at Panda Express and Cats Den which helped them feel more at home away from home. Interviews with other students highlighted how the Student Center is a popular space for meals, socializing, and finding a sense of community while relaxing from busy class schedules.
Write My Essays For Me. Online assignment writing service.Amanda Burkett
The document provides instructions for requesting essay writing assistance from the website HelpWriting.net in 5 steps: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work. The service aims to provide original, high-quality content through a bidding system and revision process.
The document summarizes a school called FEDAC-PRATS Presentació in Prats de Lluçanès, Catalonia, Spain. It has 170 students from ages 0-12 and 16 teachers. Students have morning and afternoon classes with subjects like Catalan, Spanish, English, math, science, art, music and more. The school organizes activities like weekly swimming in fall, a summer camp, excursions, plays, and festivals. Students also work on four projects about multilingualism, the environment, generations, and ICT/Web 2.0. In closing, the students say they love their school.
The document summarizes a school called FEDAC-PRATS Presentació in Prats de Lluçanès, Catalonia, Spain. It has 170 students from ages 0-12 and 16 teachers. Students have morning and afternoon lessons, learning subjects like Catalan, Spanish, English, math, science, art, music and more. The school organizes activities like weekly swimming in fall, a summer camp, excursions, plays, and festivals. Students also work on four projects about multilingualism, the environment, generations, and ICT/Web 2.0. In closing, the students say they love their school.
The document describes the experiences of a group of students in a TEFL certification course in Chiang Mai, Thailand. It details the increasing workload and homework assignments required. It then discusses the practical teaching portions of the course, with last minute changes and rehearsals with classmates. Various challenges arose during teaching placements at local schools, including animals interrupting class and inappropriate items brought into the classroom. Despite these difficulties, some learning occurred for both the students and their pupils. New friendships were formed among the international group of students, who came from various backgrounds but shared a common goal of learning to teach English.
The document summarizes the activities of an international school cooperation project between Gymnasio Lianokladiou school in Greece and several other schools in Iceland, Cyprus, Turkey, the United Kingdom, Finland, Bulgaria, and Poland. It describes student introductions and exchanges of information about each other's schools and countries. It also outlines joint activities carried out by the students such as Christmas celebrations, music sharing, creativity projects, discussions on blogs and forums, and chat meetings between students and teachers. A concluding excursion within Greece is also summarized.
My primary school project by germán 6th bEnglishtime6
This document summarizes the author's experience at their primary school, Los Cármenes School in Spain. Some of the highlights included favorite teachers like English teacher Xaro, fun activities with friends like Halloween celebrations and trips, and subjects like English. The author concludes they are grateful and happy to have attended this school since age 4, where they learned, made lifelong friends, and had many positive memories and special moments over the years.
The document describes the author's one month experience in Kiev, Ukraine through AIESEC's global community development program. As an intern, the author helped organize lessons, games, and activities for children ages 8-18 at a summer camp. This was the author's first international trip alone, which provided an opportunity to learn about Ukrainian culture and make friends from around the world. The experience helped broaden the author's mindset and perspective, feeling they had become more independent and now viewed themselves as a global citizen with an international outlook.
This document provides information about ILSC's junior programs for students ages 10-17. It describes two main program streams: International Academy Programs for high school entry, and Language Adventure Programs for cultural immersion. Students can learn English or French while living with a homestay family or in a residence. The programs are offered in various North American locations like Vancouver, Toronto, and Montreal. Students take language classes and participate in cultural activities and excursions. The goal is to provide an exciting language learning experience abroad through cultural immersion and making international friends.
- The document outlines a lesson plan for teaching English to third year students focused on Halloween.
- The lesson plan includes aims to develop listening, speaking, reading and understanding skills through activities matching vocabulary, answering questions, reading a story introduction and identifying correct information.
- Key vocabulary like pumpkin, ghost, and witch are presented and the story introduction from the book "Halloween Horror" is explored through a missing word activity and comprehension questions.
1) Two Italian students, Marta and Era, went on a school trip to Opole, Poland for a European art project called Comenius along with four other girls from their school.
2) During their week-long trip, they met and stayed with Polish partner students, visited local schools and museums, created frescoes at an art institute, socialized with students from Sweden and France, and experienced Polish culture and cuisine.
3) They had an especially fun and memorable time and were sad to say goodbye, but were grateful for the opportunity to learn from such a wonderful exchange program.
This document provides a lesson plan for an English class for 7th grade students in Argentina. The 80-minute lesson focuses on using the verb "to be" to describe favorite things. Activities include listening to a song, answering yes/no questions about the singer, completing sentences in the song lyrics, and asking/answering questions about pictures using the verb "to be". The lesson integrates listening, speaking, and writing skills and uses a video, pictures, and group/individual work. The teacher assesses comprehension through question-asking and encourages production of the target language.
This 1-day lesson plan taught 6th grade students about New York City through a reading and listening activity about landmarks and places in NYC. Students read a transcript about various NYC locations, watched a video with the same information, and completed an online quiz to check comprehension. They were then divided into groups to match images of 20 NYC landmarks with their names. The goal was for students to improve their English reading, writing, listening and speaking skills while learning about NYC culture. The lesson aimed to help students appreciate foreign languages and cultures.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. University of Veracruz
Language Center
Classroom Project:
Yearbook
Intermediate English 602
Team members:
Hernández Pérez Jovani Misrain
Pérez Mendoza Nek Saúl
Román Altamirano Carlos Alexis
Academic:
M.T.E. Asunción Coutiño Clemente
November, 2017
3.
4. José Alfonso Berlanga Carvallo Age: 20
Profession: Student and
air conditioning technician
Origin: Veracruz
E-mail:
pepebeca97@hotmail.com
Likes: I like listen to music,
to exercise, playing sport,
and going out with my
friends
Dislikes: The lying,
hypocritical and conceited
people
Abilities: Facility to
manage groups of people,
Public speaking, Agility and
Speed
Natividad Gutiérrez Barrios Age: 27
Profession: Operative
Trainee
Origin: Coatzacoalcos
E-mail:
natrix_17@hotmail.com
Likes: I like listening music,
watching some old series,
singing and reading
interesting books.
Dislikes: All kind of Seafood
Abilities: Conflict resolution,
Problem solving, Strategic
thinking.
5. Jovani Misrain Hernández
Pérez
Age: 21
Profession: Psychology
student
Origin: Coatzacoalcos;
Ver.
E-mail:
Misrahp@hotmail.com
Likes: Go to run on the
beach,play soccer and to
eat tacos
Dislikes: Wake up early
and do homework
Abilities: Play the guitar
and drive
Bryan Uryel Matus Patraca Age: 20
Profesion: Student
Origin: Mexican email:
Bryan.uryel@gmail.com.mx
Likes: play videogames
and eat nachos
Dislikes: bad people
Abilities: good at coding,
solve problems
6. Nek Saúl Pérez Mendoza Age:18
Profession: Student
Origin: Mexico, Veracruz
E-mail:
nekmendoza2@gmail.com
Likes: I like pizza, I like
going to the movies,
listening to music and
playin videogames.
Dislikes: I don’t like
chicken noodle soup, and I
don’t like doing homework
Abilities: Leadership,
Responsible
Fátima Reyes Alejandro Age: 17
Profession: Student
Origin: Mexico
E-mail:
fatimareyes88@gmail.com
Likes: I enjoy being with
my friends, listening to
music and to relax in my
house with mi family.
Dislikes: Hypocritical
people.
Abilities: Quick learner,
empathy, emotion
management.
7. Carlos Alexis Román
Altamirano
Age: 19 years
Profession: Engineering
student
Origin: Coatzacoalcos,
Veracruz
E-mail:
calexroalt@gmail.com
Likes:
Music covers by
orchestras, scientific
investigation, be
supportive, travel, coffee,
know people
Dislikes:
Hypocritical people, soccer
Abilities:
Ease of communication;
manage and organize
events; do projects and
investigations; ease of
teaching
M.T.E. Asunción Coutiño
Clemente
Age: 50
Profession: English
teacher
Origin: Coatzacoalcos, Ver
E-mail: acoutiño@uv.mx
Likes:
Take pictures, surfing on
the web
Dislikes:
Whaching sports shows
Abilities: Speak english
and french, swim
8.
9. Before the semester will end, one
day we planned a reunion to study
some difficult topics...
When we arrived to the
university, we saw around and
wondered where we could study,
because on saturday the
University is to full of students
(from SEA) it seemed a diffcult
decission. One of us had a great
idea even though all gave
opinnions...
10. The deccision was that we would study at USBI lake,
after this, we ejoyed the time.
The nice thing about studying together is that you can
answer your questions and have other oppinions...
11. We were working hard in the semester nevertheless some day we
discovered when was Neck's birthday!!!
We didn't know that Neck was going to become 18 years (In
México when someone becomes 18 years old, he reaches their
age of mayority. so its legal)
We were working like always in the language center but when
the class was over we decided to have a surprise party for Neck!
Although we knew that day were Neck's birthday we decided to lie
him.
He was supposed that we didn't know the date, while we were in
the car we stayed in Little Cesars, where we celebrated with pizzas
and soda.
13. When we walked into the
movie theater, the first thing
we looked at is the movie
marquee.
This shows us all the
movies that are playing and
their showtimes. Then we
decided what movie we were
going to watch, we decided
to watch IT because is great.
14.
15. Language Center
The Language Center is an institution from the University of Veracruz.
This center is in the fifth region of the University, called Coatzacoalcos.
The Language Center of Coatzacoalcos was founded in September, 1990 by five professors, an administrator, and the academic
cordinator.
At the beginning The Language
Center only taught French and
English. Currently there are English,
German, French, Japanese, Chinese,
Italian, and Portugues class as foregin
languages also there are natives
language class, as Náhuatl and
Zoque-Popoluca, with around 35
professors and more administrative
personal to have a best service and
education.
19. A free day...
A day that we went out
class, we decided to go to
the movie theater... As soon
as we were in front the
movie billboard, we started
to think what could be the
best movie to watch... It was
difficult, so we decided to
take a time for a good
deccision...
20. It was funny because inside the movie theater we found
some games and we started to playe them, afther finishing
we decided to watch "Happy Death Day".
Also we spend our time in a shopping mall searching
things for christmas...
21.
22.
23. A day we decided to have a free day...
While we were in Jovanni’s car, we looked over
there and found the beach, it was strange... before we
continuing in the car we decided to stay there.
From the moment we were thinking in the most
important deccision, "Would be a good idea go swiming?"
24. We were thinking on this for some minutes... But some
later, Bryan and Alexis started to swim the water, when we
observed them, they were swiming and playing, before this
deccision we took many photos and talked about some
childhood things...
25. While we take a free day we think in what could we do to the Proyecto Aula, it was a good day...
26.
27. A saturday we decided to continue with Nek's birthday...
This was a surprise any of us knew what could we do as soon as we were together we started to
think in that idea...
After thinking we decided to visit the most popular place for UV students!!!!
We didn't have to go there nevertheless it was so funny.
Many people (UV students) visit that place all days at night, when many students are going out... But
on saturday it was no so full.
We enjoyed the time talking and listening to songs one of the funniest things were when we say to
the waiter, Another "promo" but he could not listen to us!!!
After finishing we went to our houses...