This document discusses graphic novels and their use in the English classroom. It begins by defining graphic novels as fictional, novel-length stories that combine visual elements like comics with text. It then outlines how to read graphic novels by considering both language and visual elements, as well as the relationship between text and images. The document argues that graphic novels can help develop narrative competence, visual literacy, and multiliteracy skills for students. It provides several examples of reading tasks that can support using graphic novels, such as taking notes, reconstructing plots, and identifying themes. Finally, it notes some pros of graphic novels include motivating students and developing reading strategies, while a con is the dominance of images requires visual literacy.
This document outlines key elements of science fiction including advanced technologies like robots, mutants, ray guns, and teleportation devices. It also discusses common futuristic settings like outer space, underground civilizations, and post-apocalyptic worlds. Common science fiction themes are explored such as unexplained phenomena, self-knowledge, and humans interacting with technology. The difference between science fiction and fantasy is also defined. Finally, examples of popular science fiction movies and TV shows are listed.
This document provides a template for analyzing political cartoons by prompting the reader to identify the events or issues depicted, any real or symbolic people portrayed, the cartoonist's opinion on the topic, and whether the reader agrees or disagrees with that opinion.
This document discusses graphic novels and their use in the English classroom. It begins by defining graphic novels as fictional, novel-length stories that combine visual elements like comics with text. It then outlines how to read graphic novels by considering both language and visual elements, as well as the relationship between text and images. The document argues that graphic novels can help develop narrative competence, visual literacy, and multiliteracy skills for students. It provides several examples of reading tasks that can support using graphic novels, such as taking notes, reconstructing plots, and identifying themes. Finally, it notes some pros of graphic novels include motivating students and developing reading strategies, while a con is the dominance of images requires visual literacy.
This document outlines key elements of science fiction including advanced technologies like robots, mutants, ray guns, and teleportation devices. It also discusses common futuristic settings like outer space, underground civilizations, and post-apocalyptic worlds. Common science fiction themes are explored such as unexplained phenomena, self-knowledge, and humans interacting with technology. The difference between science fiction and fantasy is also defined. Finally, examples of popular science fiction movies and TV shows are listed.
This document provides a template for analyzing political cartoons by prompting the reader to identify the events or issues depicted, any real or symbolic people portrayed, the cartoonist's opinion on the topic, and whether the reader agrees or disagrees with that opinion.
This document contains a list of Dutch words related to locations in a city including prepositions indicating positions like "behind" and "next to", traffic elements like "traffic lights" and "road sign", parts of a city like "sidewalk", "building", "roundabout", "stairs", "block", "bridge", "square", "centre", structures like "house" and "houses", and types of areas like "city" and "Cities".
This document contains a list of Christmas and New Year's related words in Dutch, including mother, silent night, snowman, happy new year, and merry Christmas. It also instructs the reader to search YouTube for videos of kiwis flying.
This document contains a list of Dutch words related to locations in a city including prepositions indicating positions like "behind" and "next to", traffic elements like "traffic lights" and "road sign", parts of a city like "sidewalk", "building", "roundabout", "stairs", "block", "bridge", "square", "centre", structures like "house" and "houses", and types of areas like "city" and "Cities".
This document contains a list of Christmas and New Year's related words in Dutch, including mother, silent night, snowman, happy new year, and merry Christmas. It also instructs the reader to search YouTube for videos of kiwis flying.
3. Wassen toegestaan?
Het eerste dat je
controleert is of het
kledingstuk gewassen mag
worden of dat het naar de
stomerij moet. Dit kan je
terugvinden in het
waslabel in je kleding.
4.
5. Hand- of machinewas?
Kijk vervolgens of de
kleding in de wasmachine
mag. Ook dit kan je zien in
het waslabel. Sorteer de
kleding die met de hand
gewassen moet worden
apart.
6.
7. Nieuwe kleding?
Nieuwe gekleurde kleding
kan de eerste keer het
beste apart of met de
hand gewassen worden
om te voorkomen dat de
kleur afgeeft op andere
kledingstukken.
8.
9. Soort textiel?
Sommige stoffen vragen
om een speciale aanpak.
Kleding van wol en acryl
verliezen bijvoorbeeld snel
hun vorm in de
wasmachine. Voor dit
soort fragiele stoffen is op
de meeste moderne
wasmachines een speciaal
programma aanwezig. (of
handwas)
10.
11. Kleur, zwart of wit?
Vervolgens ga je de was
sorteren in drie stapels. Je
maakt een stapel met alle
witte kleding, een stapel
met de zwarte/grijze
kleding en een stapel met
alle gekleurde kleding.
12.
13. Temperatuur
Sorteer je stapels nog eens
door op temperatuur:
Maak voor iedere stapel
nog aparte stapels waarin
je sorteert op 30 graden,
40 graden en 60 graden.
14.
15. Ernstige vervuiling
Maak indien nodig nog
aparte stapels wanneer
sommige kleding erg
vervuild is en dus meer
wasmiddel nodig heeft..