This document provides suggestions for effective lead-ins for a lesson plan about the 60-year history of International House. It recommends lead-ins that awaken learner interest by being memorable, keeping things fresh with variety, and not being too long. Some example lead-in suggestions include a quick quiz matching pictures to anniversary years of IH, a running dictation activity about IH's history, and a map activity locating IH schools worldwide. The document concludes that effective lead-ins should be learner-focused, engaging, encourage active participation, vary daily, be interesting, new, and stimulating.
1) La miastenia gravis es una enfermedad autoinmune crónica caracterizada por debilidad y fatigabilidad muscular causada por una alteración en la transmisión neuromuscular en la unión neuromuscular.
2) Los principales métodos de tratamiento incluyen fármacos anticolinesterásicos, inmunosupresores como prednisona, azatioprina y micofenolato mofetilo, plasmaféresis e inmunoglobulina.
3) La timectomía se reserva para casos de miastenia gravis generalizada o o
La pandemia de COVID-19 ha tenido un impacto significativo en la economía mundial. Muchos países experimentaron fuertes caídas en el PIB y aumentos en el desempleo debido a los cierres generalizados y las restricciones a los viajes. Aunque las vacunas han permitido la reapertura de muchas economías, los efectos a largo plazo en sectores como el turismo y los viajes aún no están claros. Se espera que la recuperación económica mundial sea desigual y dependa de factores como el control del virus y el ac
This document provides suggestions for effective lead-ins for a lesson plan about the 60-year history of International House. It recommends lead-ins that awaken learner interest by being memorable, keeping things fresh with variety, and not being too long. Some example lead-in suggestions include a quick quiz matching pictures to anniversary years of IH, a running dictation activity about IH's history, and a map activity locating IH schools worldwide. The document concludes that effective lead-ins should be learner-focused, engaging, encourage active participation, vary daily, be interesting, new, and stimulating.
1) La miastenia gravis es una enfermedad autoinmune crónica caracterizada por debilidad y fatigabilidad muscular causada por una alteración en la transmisión neuromuscular en la unión neuromuscular.
2) Los principales métodos de tratamiento incluyen fármacos anticolinesterásicos, inmunosupresores como prednisona, azatioprina y micofenolato mofetilo, plasmaféresis e inmunoglobulina.
3) La timectomía se reserva para casos de miastenia gravis generalizada o o
La pandemia de COVID-19 ha tenido un impacto significativo en la economía mundial. Muchos países experimentaron fuertes caídas en el PIB y aumentos en el desempleo debido a los cierres generalizados y las restricciones a los viajes. Aunque las vacunas han permitido la reapertura de muchas economías, los efectos a largo plazo en sectores como el turismo y los viajes aún no están claros. Se espera que la recuperación económica mundial sea desigual y dependa de factores como el control del virus y el ac
Aislamiento en Marina Mercante - Marc Borrás - 4 págIngeniería Marina
El estudio analizó las condiciones laborales de 18 empresas navieras españolas, encontrando que los convenios actuales se encuentran desfasados. Se realizaron encuestas a tripulantes que revelaron la necesidad de mejorar la planificación de viajes y comunicaciones. El estudio propuso un convenio tipo con recomendaciones como ampliar licencias, reducir horas extras, mejorar la planificación de relevos, e implementar medidas para mejorar la calidad de vida a bordo.
Memoria de Actividades 2013
Centro Regional de Transfusión Sanguínea de Córdoba
Servicio Andaluz de Salud
Consejería de Igualdad, Salud y Políticas Sociales
RTE comptabilise en permanence les données fournies par tous les acteurs du marché.
Cela lui permet de publier, mensuellement et annuellement, des données exhaustives portant sur le système électrique français consommation, production, importations et exportations), seules à même de refléter l’économie réelle du secteur.
http://www.rte-france.com
http://www.audeladeslignes.com
El documento contiene preguntas y respuestas sobre José Antonio Panclarte y Labastida, el padre fundador de la congregación Hijas de María Inmaculada de Guadalupe y del Colegio Labastida en México. Se proporciona información sobre su educación, obras fundadas y la filosofía del colegio.
El documento proporciona una breve historia de los ordenadores desde las primeras máquinas mecánicas en el siglo 17 hasta las supercomputadoras modernas. Explica la evolución de los ordenadores desde las máquinas analógicas a los primeros ordenadores electrónicos y luego la introducción de los circuitos integrados que permitieron ordenadores más pequeños y potentes. También describe las cinco generaciones de ordenadores y los tres principales sistemas operativos modernos de Mac OS X, Windows y Ubuntu.
Este documento es la revista número 24 de la Sociedad Micológica Cántabra. Contiene 20 artículos sobre hongos y micología, así como noticias sobre las actividades y eventos de la Sociedad durante el año, incluyendo excursiones, conferencias, jornadas micológicas y la organización del VI Encuentro Internacional de Micología del Arco Atlántico. La revista es editada por la Sociedad para compartir conocimientos sobre hongos con sus socios y otras sociedades micológicas.
This document discusses various ways that Post-It notes can be used in language teaching. It describes how Post-Its can be used for individual error correction, grouping errors by area, simulating speaking through writing, facilitating discussions, recording new vocabulary, noting answers, and highlighting phrases of the day. Benefits mentioned include providing individual attention, keeping students involved, organizing vocabulary visually, and emphasizing chunks of language.
1) Dogme classes focus on conversation-driven and emergent language rather than standardized exams, which allow little creativity and flexibility.
2) Exam classes have disadvantages like backwash effect, inflexible content, and artificial tasks, but can provide valid proficiency levels and skills applicable outside class.
3) Conversation-driven activities aim to relax students and build rapport to support language learning through discussion and scaffolding rather than exam practice.
4) Materials-light approaches address emergent needs through minimal resources and adapting activities based on student difficulties.
This document describes projects that connect students to the world by allowing them to communicate with foreign pen pals through a safe and monitored blog, develop reading, writing, listening and speaking skills, and share videos, audio recordings and photo slideshows on platforms like YouTube, Vimeo and Fotobabble. It provides contact information for Noreen Lam from IH Santander who oversees these projects.
StringNet is an English knowledgebase containing about 2 billion multiword patterns extracted from text. These patterns, called hybrid n-grams, can include specific words, word forms, or parts of speech. An example is "take the unprecedented step of [v-ing]". Each pattern is linked to related patterns by parent, child, expand, and contract relations. Teachers can use StringNet patterns and relations in classroom activities like substitution drills, noticing in reading, pre-teaching vocabulary, and games.
This document welcomes the reader to IH TOC6 and introduces Lucy Horsefield as the Chief Operating Officer and Monica Green as the Executive Director. It also reminds the reader of the website www.ihjournal.com and ends with thanks.
The document discusses using more authentic and engaging audio materials in English lessons rather than typical lessons focused on listening comprehension questions. It suggests choosing audio that the teacher is personally interested in that is rich in imagery or themes to raise student curiosity. Examples of exploiting audio include practicing fluency in informal settings, Cambridge-style speaking activities, focusing on language upgrades, and creative activities like having students write their own scripts. It also presents the idea of incorporating phonology lessons on topics like weak forms, connected speech, and teaching diphthongs. The key message is to choose audio that both the teacher and students will find interesting and enjoyable.
Aislamiento en Marina Mercante - Marc Borrás - 4 págIngeniería Marina
El estudio analizó las condiciones laborales de 18 empresas navieras españolas, encontrando que los convenios actuales se encuentran desfasados. Se realizaron encuestas a tripulantes que revelaron la necesidad de mejorar la planificación de viajes y comunicaciones. El estudio propuso un convenio tipo con recomendaciones como ampliar licencias, reducir horas extras, mejorar la planificación de relevos, e implementar medidas para mejorar la calidad de vida a bordo.
Memoria de Actividades 2013
Centro Regional de Transfusión Sanguínea de Córdoba
Servicio Andaluz de Salud
Consejería de Igualdad, Salud y Políticas Sociales
RTE comptabilise en permanence les données fournies par tous les acteurs du marché.
Cela lui permet de publier, mensuellement et annuellement, des données exhaustives portant sur le système électrique français consommation, production, importations et exportations), seules à même de refléter l’économie réelle du secteur.
http://www.rte-france.com
http://www.audeladeslignes.com
El documento contiene preguntas y respuestas sobre José Antonio Panclarte y Labastida, el padre fundador de la congregación Hijas de María Inmaculada de Guadalupe y del Colegio Labastida en México. Se proporciona información sobre su educación, obras fundadas y la filosofía del colegio.
El documento proporciona una breve historia de los ordenadores desde las primeras máquinas mecánicas en el siglo 17 hasta las supercomputadoras modernas. Explica la evolución de los ordenadores desde las máquinas analógicas a los primeros ordenadores electrónicos y luego la introducción de los circuitos integrados que permitieron ordenadores más pequeños y potentes. También describe las cinco generaciones de ordenadores y los tres principales sistemas operativos modernos de Mac OS X, Windows y Ubuntu.
Este documento es la revista número 24 de la Sociedad Micológica Cántabra. Contiene 20 artículos sobre hongos y micología, así como noticias sobre las actividades y eventos de la Sociedad durante el año, incluyendo excursiones, conferencias, jornadas micológicas y la organización del VI Encuentro Internacional de Micología del Arco Atlántico. La revista es editada por la Sociedad para compartir conocimientos sobre hongos con sus socios y otras sociedades micológicas.
This document discusses various ways that Post-It notes can be used in language teaching. It describes how Post-Its can be used for individual error correction, grouping errors by area, simulating speaking through writing, facilitating discussions, recording new vocabulary, noting answers, and highlighting phrases of the day. Benefits mentioned include providing individual attention, keeping students involved, organizing vocabulary visually, and emphasizing chunks of language.
1) Dogme classes focus on conversation-driven and emergent language rather than standardized exams, which allow little creativity and flexibility.
2) Exam classes have disadvantages like backwash effect, inflexible content, and artificial tasks, but can provide valid proficiency levels and skills applicable outside class.
3) Conversation-driven activities aim to relax students and build rapport to support language learning through discussion and scaffolding rather than exam practice.
4) Materials-light approaches address emergent needs through minimal resources and adapting activities based on student difficulties.
This document describes projects that connect students to the world by allowing them to communicate with foreign pen pals through a safe and monitored blog, develop reading, writing, listening and speaking skills, and share videos, audio recordings and photo slideshows on platforms like YouTube, Vimeo and Fotobabble. It provides contact information for Noreen Lam from IH Santander who oversees these projects.
StringNet is an English knowledgebase containing about 2 billion multiword patterns extracted from text. These patterns, called hybrid n-grams, can include specific words, word forms, or parts of speech. An example is "take the unprecedented step of [v-ing]". Each pattern is linked to related patterns by parent, child, expand, and contract relations. Teachers can use StringNet patterns and relations in classroom activities like substitution drills, noticing in reading, pre-teaching vocabulary, and games.
This document welcomes the reader to IH TOC6 and introduces Lucy Horsefield as the Chief Operating Officer and Monica Green as the Executive Director. It also reminds the reader of the website www.ihjournal.com and ends with thanks.
The document discusses using more authentic and engaging audio materials in English lessons rather than typical lessons focused on listening comprehension questions. It suggests choosing audio that the teacher is personally interested in that is rich in imagery or themes to raise student curiosity. Examples of exploiting audio include practicing fluency in informal settings, Cambridge-style speaking activities, focusing on language upgrades, and creative activities like having students write their own scripts. It also presents the idea of incorporating phonology lessons on topics like weak forms, connected speech, and teaching diphthongs. The key message is to choose audio that both the teacher and students will find interesting and enjoyable.
This document discusses internet memes, including what they are, how they spread virally, and their impact on language and communication. It defines memes as cultural ideas that are shared widely online through images, videos, hashtags or phrases. Memes can include photo captions, stock characters with specific meanings, or repurposed historical art. The document suggests memes are part of everyday life and influence how English is used, through changes to grammar, vocabulary, and slang. Examples provided include image macros and a meme using archaic language to set rap lyrics to popular music.
This document discusses the rationale for giving homework and the benefits it provides students. It notes that homework engages students with real-world topics, exposes them to new language, and makes them more confident and enthusiastic learners. The document also shares feedback from students, with some preferring interactive online tasks while others find workbook exercises most helpful for improving grammar and writing. It concludes by encouraging the reader to try an alternative homework task and share the results.
The document discusses how teachers can encourage language acquisition outside of the classroom. It recommends that teachers (1) encourage experimentation by having learners set goals for independent language practice, (2) provide resources for learners to practice on their own time, and (3) discuss learners' independent practice experiences in the classroom to maintain motivation. The goal is for teachers to act as enablers who facilitate additional language learning outside of instruction time through goal-setting, providing resources, and bringing the independent work back into class discussions.
Captain Redbeard tells a story to learners about finding treasure from a chest and using it to buy a new pirate ship. Co-constructing the story worked well because the learners were actively involved, had some control, and there was a clear reason for them to listen and participate while the storyteller could react to them. Alternatives suggested letting learners decide more of the story or certain aspects of it.
The document discusses co-constructing a story with learners by having the teacher start telling a story and leaving space for learners to contribute details and help advance the plot, keeping them actively engaged. It suggests this approach worked well because the learners were involved, had some control, and there was motivation to listen and participate. Alternatives mentioned include having learners decide more of the story or certain aspects of it.
The document provides suggestions for creating and using posters in the classroom. It asks questions about what makes a good poster, how to provide input and feedback to students, and how to ensure posters are used to promote language production and learning. The document also offers ideas on exploiting posters after they are created, such as giving students roles in group work, setting posters as homework, and recycling posters for future classes. Finally, it recommends some online tools that can be used to create digital posters.
This document outlines a process-based approach to teaching writing without requiring students to write full paragraphs or compositions. It involves activating students' prior knowledge through discussion, having them analyze model letters, and practicing the structure and appropriate language. Students brainstorm ideas, evaluate language, and organize their thoughts. They then work with partners to provide feedback and refine their ideas before producing a final draft. The goal is to engage students in higher-order thinking about writing before having them produce full compositions.
This document outlines a process-based approach to teaching writing without requiring students to write full paragraphs or compositions. It involves activating students' prior knowledge through discussion, having them analyze model letters, and practicing the structure and appropriate language. Students brainstorm ideas, evaluate language, and organize their thoughts. They then work with partners to provide feedback and refine their ideas before producing a final draft. The goal is to engage students in higher-order thinking about writing before having them produce full compositions.
The document provides suggestions for creating and using posters in the classroom. It asks questions about what makes a good poster, how to provide input and feedback to students, and how to ensure posters are used to promote language production and learning. The document also offers ideas on exploiting posters after they are created, such as giving students roles in group work, setting posters as homework, and recycling posters for future classes. Finally, it recommends some online tools that can be used to create digital posters.
The document provides guidance on creating effective posters for language learning classes. It asks questions about what makes a good poster, how to get students engaged in the process, and how to ensure they are producing language. Some tips include providing clear instructions and feedback, setting roles for group work, and finding ways to reuse the posters later, such as for error correction. The document also shares some online tools that can be used for creating digital posters and gives ideas for follow-up activities to further learning.
The document discusses six key topics that were covered at the IATEFL 2014 conference. The topics included how technology can be both terrific and terrifying for language teaching, the importance of evidence in the field, whether experience alone constitutes evidence, stereotypical schoolroom approaches, desirable developments in teaching methods, and making lesson observations beneficial rather than adversarial for teachers.
The document outlines 5 ways to raise one's professional profile: 1) Get involved in professional development activities at school, 2) Get involved in local professional organizations, 3) Join national professional organizations, 4) Publish or present at international conferences, and 5) Maintain an active online presence through blogging or social media. The document provides tips on raising one's profile through involvement at various levels from local to international in order to advance one's career.
The document outlines 5 ways to raise one's professional profile: 1) Get involved in professional development activities at school, 2) Get involved in local professional organizations, 3) Join national professional organizations, 4) Publish or present at international conferences, and 5) Maintain an active online presence through blogging or social media. The document provides tips on raising one's profile through involvement at various levels from local to international in order to advance one's career.
Please replace the IHWO logo in the bottom left corner with your school’s if you can .
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Put session or section title in top left and then content in text box. Remember animation doesn;t work in Blackboard, so you need a new slide for anything you want to appear on top of a slide.
Please replace the IHWO logo in the bottom left corner with your school’s if you can .