This document provides tips for teacher organization including collecting student papers, numbering materials, organizing by letter groups, using electronic lesson plans, binder clip organization, and noting sources for teacher discounts. It suggests a variety of organizational strategies and resources for classroom success.
The document discusses getting students to write with more complex sentence structures than just subject verb. It was written by Tracy Brady, a teacher at East Syracuse Minoa. The hashtag #superlecny and Twitter handle @mmebrady provide context that this was a tweet about teaching writing skills.
This document provides an overview of the importance of considering the audience when giving a presentation. It discusses how having an audience benefits the presenter by providing purpose, focus, and opportunity for feedback. The audience also plays an active role by engaging with the presenter's ideas, which increases learning opportunities and motivation for both parties. The document then outlines presentational and interpretive speaking benchmarks for Novice to Advanced language levels, providing examples of presentation topics and interpretive listening activities.
Using the common core standards to improve world language instructionmmebrady
The document discusses using the Common Core State Standards to improve world language instruction. It begins by asking participants to write a short press release describing the CCSS. It then provides a definition of the CCSS, stating that they are nationally benchmarked standards designed to set high expectations aligned with college and career readiness across all subject areas. The document goes on to list several CCSS standards that are already addressed in world language instruction, such as writing narratives, revising work, and using technology. It provides an example lesson plan for teaching about a famous Latin American figure that incorporates writing, reading, speaking, and language standards. It concludes by listing some resources for the CCSS.
Differentiated instruction in the lote classroommmebrady
This document provides an overview of Jennifer-RichWalter's model of differentiated instruction. It defines the essential elements of curriculum as content, process, and product. Content is the material being taught, process refers to how students make sense of the content, and product is the assessment. The nature of the student is also discussed, including a student's readiness, interests, and learning profile. Readiness reflects their current knowledge, interests are what they enjoy learning about, and learning profile is their preferred style of learning.
“The state of the field effects of program type, personality, and language b...mmebrady
This document summarizes a presentation given by Amanda Brown and her graduate students on the state of research regarding effects of program type, teacher personality, and language background on second language classrooms. The presentation covered comparisons of standard, intensive, and immersion language programs; the role of teacher personality; and a review of student and teacher perceptions of non-native English speaking teachers. While research on some topics like the impact of personality is inconclusive, intensive programs appear more effective than standard, and both students and teachers perceive benefits and limitations to non-native teacher status.
This document provides tips for teacher organization including collecting student papers, numbering materials, organizing by letter groups, using electronic lesson plans, binder clip organization, and noting sources for teacher discounts. It suggests a variety of organizational strategies and resources for classroom success.
The document discusses getting students to write with more complex sentence structures than just subject verb. It was written by Tracy Brady, a teacher at East Syracuse Minoa. The hashtag #superlecny and Twitter handle @mmebrady provide context that this was a tweet about teaching writing skills.
This document provides an overview of the importance of considering the audience when giving a presentation. It discusses how having an audience benefits the presenter by providing purpose, focus, and opportunity for feedback. The audience also plays an active role by engaging with the presenter's ideas, which increases learning opportunities and motivation for both parties. The document then outlines presentational and interpretive speaking benchmarks for Novice to Advanced language levels, providing examples of presentation topics and interpretive listening activities.
Using the common core standards to improve world language instructionmmebrady
The document discusses using the Common Core State Standards to improve world language instruction. It begins by asking participants to write a short press release describing the CCSS. It then provides a definition of the CCSS, stating that they are nationally benchmarked standards designed to set high expectations aligned with college and career readiness across all subject areas. The document goes on to list several CCSS standards that are already addressed in world language instruction, such as writing narratives, revising work, and using technology. It provides an example lesson plan for teaching about a famous Latin American figure that incorporates writing, reading, speaking, and language standards. It concludes by listing some resources for the CCSS.
Differentiated instruction in the lote classroommmebrady
This document provides an overview of Jennifer-RichWalter's model of differentiated instruction. It defines the essential elements of curriculum as content, process, and product. Content is the material being taught, process refers to how students make sense of the content, and product is the assessment. The nature of the student is also discussed, including a student's readiness, interests, and learning profile. Readiness reflects their current knowledge, interests are what they enjoy learning about, and learning profile is their preferred style of learning.
“The state of the field effects of program type, personality, and language b...mmebrady
This document summarizes a presentation given by Amanda Brown and her graduate students on the state of research regarding effects of program type, teacher personality, and language background on second language classrooms. The presentation covered comparisons of standard, intensive, and immersion language programs; the role of teacher personality; and a review of student and teacher perceptions of non-native English speaking teachers. While research on some topics like the impact of personality is inconclusive, intensive programs appear more effective than standard, and both students and teachers perceive benefits and limitations to non-native teacher status.
L'indicatif présent des verbes du 1er groupe à 2 bases [verbes en -CER, -GER...Filip Vermeulen
Français langue étrangère (FLE) · Grammaire · Conjugaison · L'indicatif présent des verbes en -ER du 1er groupe à 2 bases: rappel des caractéristiques et particularités de leur formation et exercides de révision · Niveau [A1]-A2-[B1] du CECRL · Apprenants hispanoparlants ou autres
On passe en revue l'indicatif présent des verbes en -GER (changer), -CER (commencer), -AYER (essayer), -OYER (nettoyer), -UYER (essuyer), -E.ER (acheter, appeler, jeter) ou encore -É.ER (préférer).
À la fin du document on vous renvoie à des ressources supplémentaires (tutoriels et exercices), et en bas des tableaux listant les verbes dans le document vous trouverez des hyperliens vers des conjugueurs.
La Srta. Weisbrod vive en Perryville, Nueva York y es medio puertorriqueña, habiendo vivido dos años en Puerto Rico. Ella asiste la universidad de Cortland y trabaja en Dunkin' Donuts mientras estudia karate, con la meta de obtener su cinta negra. Su sueño es ser maestra de español luego de siempre haber querido ayudar a estudiantes con el idioma.
The document discusses moving towards a paperless classroom by reducing the use of paper-based activities. It asks teachers about their current paper use and reasons for wanting to reduce paper consumption. It then provides some low-tech solutions like using individual whiteboards and publishing assignments digitally using tools like Wikispaces, Google Docs, Edublog and Pinterest instead of printing. Resources for learning more about a paperless classroom are also mentioned.
Canada's flag features a maple leaf which has represented the country's nature and environment since the 18th century. Canada's population in 2011 was 33,369. Several countries including East Timor, British Indian Ocean Territory, British Virgin Islands, Ecuador, El Salvador, Marshall Islands, Northern Mariana Islands, Palau, Panama, Turks and Caicos Islands, and the United States use the US dollar as their official currency.
Switzerland uses the Swiss franc (CHF) as its currency, issuing only banknotes and coins rather than paper money. It has a unique square flag among countries. The population of Switzerland is currently around 7.8 million people.
The Democratic Republic of the Congo (DRC) is a French-speaking country in Africa. It has a population of over 71 million people and its flag is light blue with 7 yellow stars. The currency of the DRC is the Congolese franc.
Most of Vietnam follows Buddhism and focuses on karma, good deeds, and examining one's mind and nature. Pho bo, a beef noodle soup, and nuoc cham, a dipping sauce, are popular dishes. Vietnam has a long history and over 50 ethnic groups that cultivate different crops and speak various languages in addition to Vietnamese. While some Vietnamese prefer tradition, others embrace technology and economic growth, though the government restricts some websites and limits online time. Vietnam experienced rapid economic growth with foreign aid but also high inflation and a poor performing stock market, highlighting ongoing political and economic challenges.
Cameroon has a diverse population that practices several religions including Christianity, Islam, and traditional African beliefs. The diet consists of starchy foods like cassava and plantains eaten with spicy sauces. Historically, Cameroon was first colonized by Germany but was later divided between France and Britain after World War 1, gaining independence in 1960. Today the economy relies on oil, agriculture, and fishing but faces issues of unemployment and poverty.
The Mali Civilization has a majority Islamic population that believes praying to spirits will increase crop yields. Mali was once an independent nation but is now under French rule. It has experienced military coups and border disputes with Burkina Faso. One of its greatest leaders was Tombocot, and the country now has a republican government with presidential elections every 5 years. The staple foods are millet and corn, and one custom is praying to God for bountiful harvests.
The document discusses the diversity of La Reunion Islands. It notes that the majority religion is Roman Catholic, and describes some of the religious practices of Muslims, Hindus, and Buddhists who live there. It also discusses the local cuisine, which incorporates influences from places like France, China, Madagascar, and Africa. The economy was traditionally based on agriculture but is shifting towards greener energy sources. Politically, La Reunion is an overseas department of France and uses the same laws and constitution.
Niger is a country in West Africa where the population is largely divided along religious and ethnic lines. In the north, 95% of people are Muslim while 5% are Christian, and in the south 99% are Christian. Many Nigerians also follow traditional animist beliefs and celebrate various festivals throughout the year. Niger gained independence from France in 1960 and has since experienced political instability and conflict. The country faces economic challenges such as high prices and a large trade deficit. Traditional foods in Niger include millet, sorghum, beans, rice grown along the Niger River, and peanuts which are an important cash crop. When food is scarce, Nigerians may eat bitter green berries or cooked leaves if ill. Cultural practices vary by
Reunion Island is a French territory located in the Indian Ocean. The population is mostly Catholic (86%) but also includes Muslims and Hindus. The island's economy was traditionally based on agriculture, with sugarcane as the primary crop, but now services dominate. Unemployment remains high at one third of the labor force. The island is working to transition to greener energy sources like solar panels and develop tourism to relieve unemployment.
Formation M2i - Onboarding réussi - les clés pour intégrer efficacement vos n...M2i Formation
Améliorez l'intégration de vos nouveaux collaborateurs grâce à notre formation flash sur l'onboarding. Découvrez des stratégies éprouvées et des outils pratiques pour transformer l'intégration en une expérience fluide et efficace, et faire de chaque nouvelle recrue un atout pour vos équipes.
Les points abordés lors de la formation :
- Les fondamentaux d'un onboarding réussi
- Les outils et stratégies pour un onboarding efficace
- L'engagement et la culture d'entreprise
- L'onboarding continu et l'amélioration continue
Formation offerte animée à distance avec notre expert Eric Collin
Newsletter SPW Agriculture en province du Luxembourg du 12-06-24BenotGeorges3
Les informations et évènements agricoles en province du Luxembourg et en Wallonie susceptibles de vous intéresser et diffusés par le SPW Agriculture, Direction de la Recherche et du Développement, Service extérieur de Libramont.
Le fichier :
Les newsletters : https://agriculture.wallonie.be/home/recherche-developpement/acteurs-du-developpement-et-de-la-vulgarisation/les-services-exterieurs-de-la-direction-de-la-recherche-et-du-developpement/newsletters-des-services-exterieurs-de-la-vulgarisation/newsletters-du-se-de-libramont.html
Bonne lecture et bienvenue aux activités proposées.
#Agriculture #Wallonie #Newsletter #Recherche #Développement #Vulgarisation #Evènement #Information #Formation #Innovation #Législation #PAC #SPW #ServicepublicdeWallonie
Cycle de Formation Théâtrale 2024 / 2025Billy DEYLORD
Pour la Saison 2024 / 2025, l'association « Le Bateau Ivre » propose un Cycle de formation théâtrale pour particuliers amateurs et professionnels des arts de la scène enfants, adolescents et adultes à l'Espace Saint-Jean de Melun (77). 108 heures de formation, d’octobre 2024 à juin 2025, à travers trois cours hebdomadaires (« Pierrot ou la science de la Scène », « Montage de spectacles », « Le Mime et son Répertoire ») et un stage annuel « Tournez dans un film de cinéma muet ».
15. Choisis le bon mot
Choisis le bon mot et écris le mot sur la ligne.
1. Cette pièce s’appelle Le garçon qui joue
_____________ (avec moi, des tours).
Mets les mots en ordre
Mets les mots en ordre et fais un dessin de la phrase.
1. petit chien aime Amélie son Pico
_____________________________________
16. Les phrases bizarres
Copie la phrase et fais un dessin la phrase.
1. Pico est très triste et il pleure.
Les questions totales
_____________________________________
Réponds aux questions en phrases complètes.
5. Est-ce qu’Henri est le frère ou la soeur de Christine ?
_____________________________________________
6. Est-ce que Christine pense que son frère est un peu fou ou très fou ?
________________________________
17. Les phrases coupées : partie 1
Voici des phrases, mais elles sont coupées en deux parties ! Mets les deux parties ensemble
pour faire une phrase complète. Dessine une ligne de la première partie à la deuxième partie.
Écris la phrase complète.
1. Dans cette histoire, il y a
son sac.
2. Henri aime beaucoup jouer
son petit chien, Pico.
3. Un jour, il arrive à la maison avec
4. La cousine d’Henri aime
Henri.
des tours.
un garçon qui
s’appelle
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
4. _____________________________________________________________________
18. Les questions partielles
Réponds aux questions en phrases complètes.
1. Qui joue des tours ?
______________________________________________________________
10. Où est Henri quand l’histoire commence ?
____________________________________________________________
Mes phrases bizarres !
Écris des phrases bizarres et fais un dessin de chaque
phrase.