Canada's province of Nova Scotia is located in eastern Canada along the Atlantic coast. Its capital and largest city is Halifax, with a population of around 375,000 people. Nova Scotia has a population of over 937,000 people, many of whom live along the coast. The province was originally inhabited by the Mi'kmaq people and later saw French and British settlers arrive and establish the first permanent European settlement of Port Royal in 1605. Today Nova Scotia has a diverse population and economy focused on fishing and coal mining.
The document contains several examples of authentic materials that were used for data collection in an Intensive English program, including:
1. A penpal letter from an Intensive English student.
2. Sentences from irregular verb homework and tests given to the regular and intensive groups.
3. Short texts written by Intensive English students.
4. A short story written by an Intensive English student titled "Victoria is Dead!".
The document contains the responses from two CEGEP teachers, Elisabeth and Ann, to questions about providing feedback on ESL student writing assignments. Elisabeth provides detailed responses about the length of assignments, types of feedback activities she uses, and importance of analyzing errors. Ann shares that in past years students would throw out papers with error codes, so this year she is requiring in-class corrections and rewrites to be handed back for students to pass the final exam.
1. The document contains an educational material with exercises for students to complete sentences in simple present and simple past tenses with verbs and pronouns. It includes sections for students to fill out with the date, points received, and their signature.
2. The material also includes a questionnaire about providing feedback on ESL students' written assignments. The questions cover topics like when students should start writing, expected word counts, planning time spent on writing, motivating students to write, correcting methods, and the importance of writing in English.
3. The exercises and questionnaire appear to be materials used for an action research project related to teaching writing skills to ESL students.
This document provides a 10-lesson plan for teaching English as a second language to grade 6 students. The plan focuses on the writing process, revising texts, simple future tense, and writing narratives. Lessons include lectures, activities from textbooks, and time for students to work on writing assignments individually and with partners. The teacher will provide feedback and correct student work. The goal is to help students improve their writing skills in English.
This document summarizes an action research project on providing constructive feedback to ESL students' written assignments. The researcher investigated how to provide feedback that would help students learn from their mistakes. After reviewing literature on different feedback methods, the researcher tested various techniques with their students. The techniques included focusing on what students did correctly, having students self-correct, and using peer feedback. The researcher analyzed the results and effects on student writing and their own professional development. The research found that feedback had a greater impact on stronger students, who learned from mistakes more quickly than weaker students.
This document introduces four theatre pieces that will be presented by groups of grade 6 students. It lists the names of the students in each group and their piece's title, though some of the titles are not provided. The document thanks those students responsible for music, lights, and stage setup. It concludes by wishing the audience an enjoyable presentation and great day.
Canada's province of Nova Scotia is located in eastern Canada along the Atlantic coast. Its capital and largest city is Halifax, with a population of around 375,000 people. Nova Scotia has a population of over 937,000 people, many of whom live along the coast. The province was originally inhabited by the Mi'kmaq people and later saw French and British settlers arrive and establish the first permanent European settlement of Port Royal in 1605. Today Nova Scotia has a diverse population and economy focused on fishing and coal mining.
The document contains several examples of authentic materials that were used for data collection in an Intensive English program, including:
1. A penpal letter from an Intensive English student.
2. Sentences from irregular verb homework and tests given to the regular and intensive groups.
3. Short texts written by Intensive English students.
4. A short story written by an Intensive English student titled "Victoria is Dead!".
The document contains the responses from two CEGEP teachers, Elisabeth and Ann, to questions about providing feedback on ESL student writing assignments. Elisabeth provides detailed responses about the length of assignments, types of feedback activities she uses, and importance of analyzing errors. Ann shares that in past years students would throw out papers with error codes, so this year she is requiring in-class corrections and rewrites to be handed back for students to pass the final exam.
1. The document contains an educational material with exercises for students to complete sentences in simple present and simple past tenses with verbs and pronouns. It includes sections for students to fill out with the date, points received, and their signature.
2. The material also includes a questionnaire about providing feedback on ESL students' written assignments. The questions cover topics like when students should start writing, expected word counts, planning time spent on writing, motivating students to write, correcting methods, and the importance of writing in English.
3. The exercises and questionnaire appear to be materials used for an action research project related to teaching writing skills to ESL students.
This document provides a 10-lesson plan for teaching English as a second language to grade 6 students. The plan focuses on the writing process, revising texts, simple future tense, and writing narratives. Lessons include lectures, activities from textbooks, and time for students to work on writing assignments individually and with partners. The teacher will provide feedback and correct student work. The goal is to help students improve their writing skills in English.
This document summarizes an action research project on providing constructive feedback to ESL students' written assignments. The researcher investigated how to provide feedback that would help students learn from their mistakes. After reviewing literature on different feedback methods, the researcher tested various techniques with their students. The techniques included focusing on what students did correctly, having students self-correct, and using peer feedback. The researcher analyzed the results and effects on student writing and their own professional development. The research found that feedback had a greater impact on stronger students, who learned from mistakes more quickly than weaker students.
This document introduces four theatre pieces that will be presented by groups of grade 6 students. It lists the names of the students in each group and their piece's title, though some of the titles are not provided. The document thanks those students responsible for music, lights, and stage setup. It concludes by wishing the audience an enjoyable presentation and great day.
1) The document summarizes an "Intensive English Movie Night" event where students from various schools presented movies, commercials, news programs, and other projects they created.
2) The event featured introductions from student hosts, interviews with presenters, and viewing of the student works.
3) The evening concluded with thank yous to attendees, students, teachers, and English monitors who helped with the projects and event.
This document contains a student's self-assessment of their English communication competency. The student rated themselves a B for participation in oral communication, meaning they participate regularly. For functional language, they rated themselves a C, indicating they sometimes use classroom language and new vocabulary correctly. The form is signed by the student's teacher and parent to acknowledge their review and comments.
The document outlines evaluation criteria for students at different ESL levels (C1, C2, C3). It describes key features that will be evaluated such as participation in oral interaction, use of strategies, and use of resources. Rating scales from A to D are provided to assess students as always outstanding, often satisfactory, sometimes unsatisfactory, or never very unsatisfactory.
This document provides a lesson plan for a secondary English as a second language class focusing on the simple future tense. [1] The plan outlines targeted competencies in oral interaction, text comprehension and writing. [2] It describes activities to introduce and practice the simple future tense using "will" and "be going to", including examples, exercises from the textbook, and group work. [3] Students will be evaluated on participation and completing homework assignments on the simple future tense.
This document outlines a 9 lesson plan for an English secondary class covering topics like the simple future tense, sports, seasons, irregular verbs, lyrics, board games, and a future scrapbook project over a 3 week period from March 25th to April 14th. It details the objectives, activities, materials, and evaluations for each lesson involving 3 student groups with different characteristics and competencies.
The document provides an overview of the Core English as a Second Language (ESL) program in Quebec secondary schools. It describes the two ESL programs, Core and Enriched, which aim to develop students' English communication skills. The Core ESL program focuses on developing students' ability to interact orally in English, understand texts in English, and write and produce texts in English. It emphasizes using an integrated approach to develop these three competencies through interactive learning activities.
1) The document summarizes an "Intensive English Movie Night" event where students from various schools presented movies, commercials, news programs, and other projects they created.
2) The event featured introductions from student hosts, interviews with presenters, and viewing of the student works.
3) The evening concluded with thank yous to attendees, students, teachers, and English monitors who helped with the projects and event.
This document contains a student's self-assessment of their English communication competency. The student rated themselves a B for participation in oral communication, meaning they participate regularly. For functional language, they rated themselves a C, indicating they sometimes use classroom language and new vocabulary correctly. The form is signed by the student's teacher and parent to acknowledge their review and comments.
The document outlines evaluation criteria for students at different ESL levels (C1, C2, C3). It describes key features that will be evaluated such as participation in oral interaction, use of strategies, and use of resources. Rating scales from A to D are provided to assess students as always outstanding, often satisfactory, sometimes unsatisfactory, or never very unsatisfactory.
This document provides a lesson plan for a secondary English as a second language class focusing on the simple future tense. [1] The plan outlines targeted competencies in oral interaction, text comprehension and writing. [2] It describes activities to introduce and practice the simple future tense using "will" and "be going to", including examples, exercises from the textbook, and group work. [3] Students will be evaluated on participation and completing homework assignments on the simple future tense.
This document outlines a 9 lesson plan for an English secondary class covering topics like the simple future tense, sports, seasons, irregular verbs, lyrics, board games, and a future scrapbook project over a 3 week period from March 25th to April 14th. It details the objectives, activities, materials, and evaluations for each lesson involving 3 student groups with different characteristics and competencies.
The document provides an overview of the Core English as a Second Language (ESL) program in Quebec secondary schools. It describes the two ESL programs, Core and Enriched, which aim to develop students' English communication skills. The Core ESL program focuses on developing students' ability to interact orally in English, understand texts in English, and write and produce texts in English. It emphasizes using an integrated approach to develop these three competencies through interactive learning activities.
1. Lundi 20 avril 2009
Chers parents,
Le 22 avril prochain, les élèves auront la chance d’aller visiter la 6e édition du
Mini-Salon de la formation professionnelle au Centre de formation
professionnelle André-Morissette de Plessisville.
Il s’agit d’une activité qui s’adresse à tous les élèves de 6e année de la
Commission scolaire des Bois-Francs. Au cours de la visite, les élèves auront
l’occasion de manipuler des outils, de tester leurs aptitudes, bref, d’explorer les
métiers tout en s’amusant.
Le départ en autobus est prévu à 1h45 et le retour à l’école vers 15h35. Il n’y
aura donc pas de changement à l’horaire habituel.
Merci,
Geneviève Charland
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Coupon-réponse
J’autorise mon enfant à participer à cette activité : Oui Non □ □
Nom de l’enfant : _______________________________
Signature d’un parent :___________________________________