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Nelson mandela
1. The document appears to be classroom materials from a teacher asking students to take on different roles to interact with a text about Nelson Mandela.
2. One role is the "Questioner" who is asked to write down questions they have while reading about events, characters, meanings and more.
3. Another role is the "Literary Luminary" who finds important or interesting sections of the text to have the group discuss further.
4. A "Researcher" draws a mind map of important people in Mandela's life and their roles.
5. An "Illustrator" draws a picture or timeline of key events from the book and explains their choices.
How to write a haiku
This document provides instructions on how to write a haiku poem. It explains that a haiku has 3 lines with a 5-7-5 syllable pattern and focuses on seasons or nature. Examples are given that follow this structure, including one about winter, one about a cat, and one that is funny. The last part outlines steps for writing a haiku, such as selecting a topic like a season or nature item, thinking of an observation for the last line, and making sure to count syllables. Students are then prompted to work with a partner to create their own haikus.
103 2-summer vacation missions
1. The document provides a student with assignments to complete over summer vacation, including finishing missions, preparing for a debate and spelling bee in early September, and assessing portfolios after school begins.
2. The teacher provides contact information and encourages the student to enjoy their vacation.
3. The student is given a number of assignments to complete over the summer, such as studying materials daily, preparing presentations, creating recipes and videos, exploring educational programs and websites, arranging their portfolio, and learning an English song.
How to write a haiku ppt
This document provides information about haiku poems, including:
1. Haiku are 3-line poems with a 5-7-5 syllable pattern that typically describe seasons or nature.
2. Examples of haiku are provided on topics like winter, a sleeping cat, and a funny poem about a dog eating homework.
3. Instructions are given for writing haiku, such as selecting a type, picking a topic, planning an observation for the last line, and following the syllable pattern.
苗栗縣公館國中103 下學期九年級第一次英語科段考考題 康軒第六冊L1-3
This passage discusses how volunteering can help both others in need as well as the volunteer themselves. It notes that volunteering allows people to help those affected by disasters, the homeless, or animals in shelters by spending free time assisting others. Volunteering helps people, animals, the environment, or any cause someone cares about. The passage also explains that volunteering can help volunteers process difficult feelings from personal hardships or disasters by taking positive action to address problems.
01 hanlin english b3 u5 warm up job+ dialogue
This document contains an English reading passage about several students - Patty, David, and Judy - and their career interests and hobbies. It discusses what Patty likes to do with her classmates, what she wants to be in the future, and what she hates doing. It also mentions that David enjoys acting and wants to be an actor like a famous Taiwanese actor. Finally, it describes Judy inviting her friend Ted over for dinner at her house and her mother's cooking skills. The document contains exercises for students to complete in pairs or groups about the passage.
02 hanlin english b3 u5 reading a ji shi
The document contains a reading passage about a famous Taiwanese chef named A Ji Shi who shares his story of becoming a chef. The passage describes how A Ji Shi started working in a restaurant at age 15 and worked very hard for many years to become a well-known chef, and now also teaches people how to cook. The document provides tasks for students to complete in groups or pairs such as summarizing the reading, answering comprehension questions about the reading, identifying new words, and describing a dream job.
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This document provides an exercise on using the past continuous tense involving the Titanic. It includes 8 questions about actions that were ongoing or happening in the past with answer blanks for students to fill in the past continuous form of the listed verbs. Some questions reference calling someone, sitting in a cafe, going to the library and having a swim, neighbors being noisy, walking and meeting a friend, and the Titanic crossing the Atlantic when it struck an iceberg. The exercise is intended to practice the past continuous tense.
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Nelson mandela
1. The document appears to be classroom materials from a teacher asking students to take on different roles to interact with a text about Nelson Mandela.
2. One role is the "Questioner" who is asked to write down questions they have while reading about events, characters, meanings and more.
3. Another role is the "Literary Luminary" who finds important or interesting sections of the text to have the group discuss further.
4. A "Researcher" draws a mind map of important people in Mandela's life and their roles.
5. An "Illustrator" draws a picture or timeline of key events from the book and explains their choices.
How to write a haiku
This document provides instructions on how to write a haiku poem. It explains that a haiku has 3 lines with a 5-7-5 syllable pattern and focuses on seasons or nature. Examples are given that follow this structure, including one about winter, one about a cat, and one that is funny. The last part outlines steps for writing a haiku, such as selecting a topic like a season or nature item, thinking of an observation for the last line, and making sure to count syllables. Students are then prompted to work with a partner to create their own haikus.
103 2-summer vacation missions
1. The document provides a student with assignments to complete over summer vacation, including finishing missions, preparing for a debate and spelling bee in early September, and assessing portfolios after school begins.
2. The teacher provides contact information and encourages the student to enjoy their vacation.
3. The student is given a number of assignments to complete over the summer, such as studying materials daily, preparing presentations, creating recipes and videos, exploring educational programs and websites, arranging their portfolio, and learning an English song.
How to write a haiku ppt
This document provides information about haiku poems, including:
1. Haiku are 3-line poems with a 5-7-5 syllable pattern that typically describe seasons or nature.
2. Examples of haiku are provided on topics like winter, a sleeping cat, and a funny poem about a dog eating homework.
3. Instructions are given for writing haiku, such as selecting a type, picking a topic, planning an observation for the last line, and following the syllable pattern.
苗栗縣公館國中103 下學期九年級第一次英語科段考考題 康軒第六冊L1-3
This passage discusses how volunteering can help both others in need as well as the volunteer themselves. It notes that volunteering allows people to help those affected by disasters, the homeless, or animals in shelters by spending free time assisting others. Volunteering helps people, animals, the environment, or any cause someone cares about. The passage also explains that volunteering can help volunteers process difficult feelings from personal hardships or disasters by taking positive action to address problems.
01 hanlin english b3 u5 warm up job+ dialogue
This document contains an English reading passage about several students - Patty, David, and Judy - and their career interests and hobbies. It discusses what Patty likes to do with her classmates, what she wants to be in the future, and what she hates doing. It also mentions that David enjoys acting and wants to be an actor like a famous Taiwanese actor. Finally, it describes Judy inviting her friend Ted over for dinner at her house and her mother's cooking skills. The document contains exercises for students to complete in pairs or groups about the passage.
02 hanlin english b3 u5 reading a ji shi
The document contains a reading passage about a famous Taiwanese chef named A Ji Shi who shares his story of becoming a chef. The passage describes how A Ji Shi started working in a restaurant at age 15 and worked very hard for many years to become a well-known chef, and now also teaches people how to cook. The document provides tasks for students to complete in groups or pairs such as summarizing the reading, answering comprehension questions about the reading, identifying new words, and describing a dream job.
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This document provides an exercise on using the past continuous tense involving the Titanic. It includes 8 questions about actions that were ongoing or happening in the past with answer blanks for students to fill in the past continuous form of the listed verbs. Some questions reference calling someone, sitting in a cafe, going to the library and having a swim, neighbors being noisy, walking and meeting a friend, and the Titanic crossing the Atlantic when it struck an iceberg. The exercise is intended to practice the past continuous tense.
05 hanlin english book 3 u4 reading
1. The document is about a woman named Lora who lost her wedding ring.
2. Lora looked everywhere in her house for her lost wedding ring.
3. Lora's husband eventually found the ring on a plate in the kitchen.
02 hanlin english b3 u4 what were you doing dialogue
This document contains instructions for an English language learning activity. It involves students working individually and in groups to understand dialogues on pages 46-47 of their textbook. The tasks include guessing the story based on pictures, listing verbs from the dialogues, discussing the timeline of events, filling in blanks in a diary based on the dialogues, and creating an ending for the unfinished diary. Students are asked to share their work with other groups and read their completed diary aloud to other pairs for feedback.
01 hanlin english b3 u4 what were you doing warm up household chores 1
The document provides instructions for students to complete two tasks. For task one, students work in groups to research common household chores using their cellphones and mind maps. They list chores and can earn more points for their group the more they include. For task two, students individually write in past tense about household chores they did in the past using the provided pattern of "I verb+past time". They also write in present tense about chores they currently do.
過去進行式 for teacher
The document discusses the past continuous tense in English grammar. It provides examples of how to use the past continuous tense to describe actions that were ongoing at a specific time in the past. It contrasts the past continuous with the simple past tense used for momentary or instant actions. Some key points include:
- The past continuous tense uses "was/were + verb+ing" to talk about something that was happening at a specific time in the past.
- It can be used with time expressions like "at 5 o'clock" or in sentences with "when" to describe two simultaneous past actions, one ongoing and one momentary.
- Momentary actions expressed with verbs like "go", "come",
過去進行式 Ss
The document discusses the past continuous tense in English. It explains that the past continuous tense, formed with was/were + verb+ing, describes an action that was ongoing at a specific time in the past. It provides examples of using the past continuous tense and contrasts it with the present continuous tense. It then gives additional examples of using the past continuous tense with time expressions and when combined with other past tense verbs, including momentary actions.
03 hanlin english book 3 u6 it is terrible to be sick dialogue
This document contains an English textbook passage with exercises for students to practice a dialogue about a boy named Kevin who gets sick. The passage is divided into 4 tasks:
1. Students ask each other questions about their health and eating habits.
2. Students read a dialogue on page 74 and answer comprehension questions about where Kevin came back from and why he returned early.
3. Students read a dialogue on page 75 and answer questions about Kevin's symptoms, treatment, and reasons for not resting.
4. Students work in groups to complete Kevin's diary entry about getting sick during a trip to the library. They also consider what they would say to Kevin as a friend who is sick.
05 hanlin english book 3 u6 reading kevins diary
This document provides instructions for students to complete two tasks related to a reading passage. The first task has students read the passage in a group and complete a mind map. The second individual task asks students to create a four-panel comic strip retelling a bad day from their own life.
04 3 hanlin english b3 u6 theme words picture book a sick day for amos mc gee
This document contains a reading comprehension activity about the story "A Sick Day for Amos McGee." It includes questions to answer before, during, and after reading the story. The questions probe who Amos McGee is, where he works, what the animals will do when they find out he is sick, and what activities the reader would do with the animals if they were Amos. It also asks about times the reader has been sick from school.
01 quiz are-you-a-healthy-eater
The document appears to be a quiz that assesses how healthy a person's eating habits are. It contains 12 multiple choice questions about things like meal frequency, food choices, and snacking habits. The quiz then provides a score and feedback based on the answers. A score from 0-15 indicates an unhealthy diet with room for improvement. A score of 16-30 means a generally healthy diet with some room for minor changes. The healthiest score is 31-36, which is described as treating one's body with respect through diet and moderation.
04 4 crossword health esl vocabulary
I have a headache. The document is a word search puzzle about common health issues and remedies. It contains words related to headaches, stomachaches, hospitals, fever, medicine, doctors, matters, rest, and chocolate.
04 5 healthproblem boardgame
The document describes a game where the player moves along a path collecting items and avoiding obstacles to reach the goal and win honey. As the player progresses, they name items and can get help from a friendly bee or get stung and need to move back. The goal is to be the first to reach the finish line.
Kungshen english book 5 lesson 2 reading blue cheese
The document provides instructions and tasks for an English lesson on blue cheese. It includes questions to guide reading about blue cheese's origins in Italy and popularity in America. Students are asked to discuss what they know about blue cheese, read about its history, and answer comprehension questions. They also retell the story based on pictures and discuss dishes they enjoy with cheese.
01 hanlin english b3 u2 dialogue
The document discusses having a group discussion about the Moon Festival and completing a mind map with questions about traditions, John's experience celebrating, where he went and who he went with, what Kevin did and the song he sang in a contest for the holiday. Students are then tasked with summarizing the stories from two dialogues in their textbook by creating their own mind map about the Moon Festival.
02 hanlin english b3 u2 reading
The document provides instructions for a classroom activity involving the myth of Diana and Endymion. Students are asked to work in pairs to create a dialogue between the characters after Endymion wakes up, and then individually write a short reflection on the myth and complete a story map with key details.
Kungshen english book 5 lesson 2 reading role play
1) A reading comprehension activity from an English textbook instructs students to work in groups and role play a 2-minute scenario set in a cave at night.
2) The students must decide character names and write a script before acting it out.
3) The role play will be evaluated on voice, eye contact, fluency, actions, and involvement based on a 20-point rubric.
03 Hanlin English B3 U3 outsing reading donate old shoes
Donate Your Old Shoes is a 501(c)(3) nonprofit organization that was founded with the mission of "Putting shoes on the shoeless worldwide." The organization collects gently used shoes through donation drives at schools, businesses, and churches. Seeing people in Nicaragua without shoes inspired the founder to create the organization to help provide footwear for those in need around the world. Donate Your Old Shoes stores all collected shoes and ships them to verified organizations helping populations lacking access to shoes in places like Africa and elsewhere globally.
Kungshen english book 5 lesson 2 dialogue
Samantha is a TV host who is visiting Mr. Wu's restaurant to film a segment on the restaurant's famous century eggs for her show. The dialogue discusses Samantha interviewing Mr. Wu about the history and properties of century eggs, which are preserved eggs that develop a strong smell after being buried for months.
05 hanlin english b3 unit 3 reading a thank-you card
The document provides instructions for students to read a thank you card passage and answer comprehension questions about it. It then asks students to write thank you cards to two friends based on a provided template of using "Thank + somebody + for + N/Ving" or "Thanks to + somebody, ...". The questions ask about the type of card, who it is from, the date, why it was written, the name of a robot, and who picked a blue cap.
Kungshen english book 5 lesson 2 be bored with egg
This document is an English lesson about different types of egg dishes. It contains tasks that ask students to discuss egg dishes they have tried, guess the Chinese meanings of cooking terms related to eggs, and interview classmates about their favorite egg dishes. The lesson aims to introduce vocabulary around cooking with eggs and engage students in conversations about food.
1060304夢的n次方苗栗場議堂課 黃毓芬
This document discusses techniques for managing classroom discussions and addressing challenges in English textbooks. It provides strategies for different grade levels, including grouping students, warm-up activities, vocabulary and grammar exercises. It also lists online resources and recommends emphasizing student participation and questioning. The overall aim is to make lessons engaging and help students improve their English abilities.
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Destacado
05 hanlin english book 3 u4 reading
1. The document is about a woman named Lora who lost her wedding ring.
2. Lora looked everywhere in her house for her lost wedding ring.
3. Lora's husband eventually found the ring on a plate in the kitchen.
02 hanlin english b3 u4 what were you doing dialogue
This document contains instructions for an English language learning activity. It involves students working individually and in groups to understand dialogues on pages 46-47 of their textbook. The tasks include guessing the story based on pictures, listing verbs from the dialogues, discussing the timeline of events, filling in blanks in a diary based on the dialogues, and creating an ending for the unfinished diary. Students are asked to share their work with other groups and read their completed diary aloud to other pairs for feedback.
01 hanlin english b3 u4 what were you doing warm up household chores 1
The document provides instructions for students to complete two tasks. For task one, students work in groups to research common household chores using their cellphones and mind maps. They list chores and can earn more points for their group the more they include. For task two, students individually write in past tense about household chores they did in the past using the provided pattern of "I verb+past time". They also write in present tense about chores they currently do.
過去進行式 for teacher
The document discusses the past continuous tense in English grammar. It provides examples of how to use the past continuous tense to describe actions that were ongoing at a specific time in the past. It contrasts the past continuous with the simple past tense used for momentary or instant actions. Some key points include:
- The past continuous tense uses "was/were + verb+ing" to talk about something that was happening at a specific time in the past.
- It can be used with time expressions like "at 5 o'clock" or in sentences with "when" to describe two simultaneous past actions, one ongoing and one momentary.
- Momentary actions expressed with verbs like "go", "come",
過去進行式 Ss
The document discusses the past continuous tense in English. It explains that the past continuous tense, formed with was/were + verb+ing, describes an action that was ongoing at a specific time in the past. It provides examples of using the past continuous tense and contrasts it with the present continuous tense. It then gives additional examples of using the past continuous tense with time expressions and when combined with other past tense verbs, including momentary actions.
03 hanlin english book 3 u6 it is terrible to be sick dialogue
This document contains an English textbook passage with exercises for students to practice a dialogue about a boy named Kevin who gets sick. The passage is divided into 4 tasks:
1. Students ask each other questions about their health and eating habits.
2. Students read a dialogue on page 74 and answer comprehension questions about where Kevin came back from and why he returned early.
3. Students read a dialogue on page 75 and answer questions about Kevin's symptoms, treatment, and reasons for not resting.
4. Students work in groups to complete Kevin's diary entry about getting sick during a trip to the library. They also consider what they would say to Kevin as a friend who is sick.
05 hanlin english book 3 u6 reading kevins diary
This document provides instructions for students to complete two tasks related to a reading passage. The first task has students read the passage in a group and complete a mind map. The second individual task asks students to create a four-panel comic strip retelling a bad day from their own life.
04 3 hanlin english b3 u6 theme words picture book a sick day for amos mc gee
This document contains a reading comprehension activity about the story "A Sick Day for Amos McGee." It includes questions to answer before, during, and after reading the story. The questions probe who Amos McGee is, where he works, what the animals will do when they find out he is sick, and what activities the reader would do with the animals if they were Amos. It also asks about times the reader has been sick from school.
01 quiz are-you-a-healthy-eater
The document appears to be a quiz that assesses how healthy a person's eating habits are. It contains 12 multiple choice questions about things like meal frequency, food choices, and snacking habits. The quiz then provides a score and feedback based on the answers. A score from 0-15 indicates an unhealthy diet with room for improvement. A score of 16-30 means a generally healthy diet with some room for minor changes. The healthiest score is 31-36, which is described as treating one's body with respect through diet and moderation.
04 4 crossword health esl vocabulary
I have a headache. The document is a word search puzzle about common health issues and remedies. It contains words related to headaches, stomachaches, hospitals, fever, medicine, doctors, matters, rest, and chocolate.
04 5 healthproblem boardgame
The document describes a game where the player moves along a path collecting items and avoiding obstacles to reach the goal and win honey. As the player progresses, they name items and can get help from a friendly bee or get stung and need to move back. The goal is to be the first to reach the finish line.
Kungshen english book 5 lesson 2 reading blue cheese
The document provides instructions and tasks for an English lesson on blue cheese. It includes questions to guide reading about blue cheese's origins in Italy and popularity in America. Students are asked to discuss what they know about blue cheese, read about its history, and answer comprehension questions. They also retell the story based on pictures and discuss dishes they enjoy with cheese.
01 hanlin english b3 u2 dialogue
The document discusses having a group discussion about the Moon Festival and completing a mind map with questions about traditions, John's experience celebrating, where he went and who he went with, what Kevin did and the song he sang in a contest for the holiday. Students are then tasked with summarizing the stories from two dialogues in their textbook by creating their own mind map about the Moon Festival.
02 hanlin english b3 u2 reading
The document provides instructions for a classroom activity involving the myth of Diana and Endymion. Students are asked to work in pairs to create a dialogue between the characters after Endymion wakes up, and then individually write a short reflection on the myth and complete a story map with key details.
Kungshen english book 5 lesson 2 reading role play
1) A reading comprehension activity from an English textbook instructs students to work in groups and role play a 2-minute scenario set in a cave at night.
2) The students must decide character names and write a script before acting it out.
3) The role play will be evaluated on voice, eye contact, fluency, actions, and involvement based on a 20-point rubric.
03 Hanlin English B3 U3 outsing reading donate old shoes
Donate Your Old Shoes is a 501(c)(3) nonprofit organization that was founded with the mission of "Putting shoes on the shoeless worldwide." The organization collects gently used shoes through donation drives at schools, businesses, and churches. Seeing people in Nicaragua without shoes inspired the founder to create the organization to help provide footwear for those in need around the world. Donate Your Old Shoes stores all collected shoes and ships them to verified organizations helping populations lacking access to shoes in places like Africa and elsewhere globally.
Kungshen english book 5 lesson 2 dialogue
Samantha is a TV host who is visiting Mr. Wu's restaurant to film a segment on the restaurant's famous century eggs for her show. The dialogue discusses Samantha interviewing Mr. Wu about the history and properties of century eggs, which are preserved eggs that develop a strong smell after being buried for months.
05 hanlin english b3 unit 3 reading a thank-you card
The document provides instructions for students to read a thank you card passage and answer comprehension questions about it. It then asks students to write thank you cards to two friends based on a provided template of using "Thank + somebody + for + N/Ving" or "Thanks to + somebody, ...". The questions ask about the type of card, who it is from, the date, why it was written, the name of a robot, and who picked a blue cap.
Kungshen english book 5 lesson 2 be bored with egg
This document is an English lesson about different types of egg dishes. It contains tasks that ask students to discuss egg dishes they have tried, guess the Chinese meanings of cooking terms related to eggs, and interview classmates about their favorite egg dishes. The lesson aims to introduce vocabulary around cooking with eggs and engage students in conversations about food.
Destacado (20)
02 hanlin english b3 u4 what were you doing dialogue
02 hanlin english b3 u4 what were you doing dialogue
01 hanlin english b3 u4 what were you doing warm up household chores 1
01 hanlin english b3 u4 what were you doing warm up household chores 1
03 hanlin english book 3 u6 it is terrible to be sick dialogue
03 hanlin english book 3 u6 it is terrible to be sick dialogue
04 3 hanlin english b3 u6 theme words picture book a sick day for amos mc gee
04 3 hanlin english b3 u6 theme words picture book a sick day for amos mc gee
Kungshen english book 5 lesson 2 reading blue cheese
Kungshen english book 5 lesson 2 reading blue cheese
Kungshen english book 5 lesson 2 reading role play
Kungshen english book 5 lesson 2 reading role play
03 Hanlin English B3 U3 outsing reading donate old shoes
03 Hanlin English B3 U3 outsing reading donate old shoes
05 hanlin english b3 unit 3 reading a thank-you card
05 hanlin english b3 unit 3 reading a thank-you card
Kungshen english book 5 lesson 2 be bored with egg
Kungshen english book 5 lesson 2 be bored with egg
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1060304夢的n次方苗栗場議堂課 黃毓芬
This document discusses techniques for managing classroom discussions and addressing challenges in English textbooks. It provides strategies for different grade levels, including grouping students, warm-up activities, vocabulary and grammar exercises. It also lists online resources and recommends emphasizing student participation and questioning. The overall aim is to make lessons engaging and help students improve their English abilities.
My dream my quotation
This document provides writing prompts for students to reflect on discrimination, write down a favorite quotation, and describe their dreams and goals. Students are asked to look at pictures that may imply discrimination and identify any anti-discrimination symbols in their lives. They are also prompted to write their own quotation or motto after reflecting on a quote by Steve Jobs about never giving up on one's dreams. Guidance is given for writing about dreams and goals, such as discussing childhood dreams and specific plans for achieving one's dream career. Students then rate how much they care about others and how attentive they want to be after the lesson.
About martin luther king jr
Martin Luther King Jr. was a prominent civil rights leader in the United States in the 1950s and 1960s. He advocated for non-violent protest and civil disobedience to end racial segregation and discrimination. Some of the key events in his life included leading the Montgomery Bus Boycott in 1955-1956, helping to organize the March on Washington in 1963 where he delivered his famous "I Have a Dream" speech, and receiving the Nobel Peace Prize in 1964 for his nonviolent resistance to racial prejudice. However, his advocacy was met with resistance and he was assassinated in Memphis, Tennessee in 1968 at the age of 39 while supporting a sanitation workers' strike.
Martin luther king jr
This document outlines roles for group members to prepare a summary of a reading. It describes 5 roles:
1. Summarizer - Prepare a 3 minute summary conveying the key points and main highlights.
2. Questioner - Write down questions about the reading.
3. Literary Luminary - Locate special sections or quotations and reasons they are important.
4. Connector - Find connections between the reading and personal experiences or current events.
5. Self-assessment - Members rate their understanding of the material on a 1-10 scale.
Love letter or dear john letter
This letter is ending a romantic relationship. The author states that their love for the recipient is gone and their dislike has grown. They no longer find the recipient's face appealing and want to look at other girls. They never wanted to marry the recipient and found their last conversation boring. The author believes the recipient only thinks of themselves. The author thinks life would be difficult if they married and they do not want to give their heart to the recipient. The author considers the recipient foolish, selfish, and unable to care for or help the author. The author wants the recipient to understand this is the truth and it would be a favor if the recipient considers the relationship over as the author no longer cares for them or wants to be their boyfriend
Tag Question Lets Make A Trip
98學年度桃園縣魅力教學發表會
根據康軒版B5L5附加問句設計
發表時間:98年12月30日
發表地點:桃園縣平南國中
發表內容:說明教案設計的理念基礎及教學特色
Tag Question
課文中提到旅遊的準備與選擇
因此選擇了台灣觀光廣告做為warm up的活動
引導學生進入主題
並運用歸納法
引導學生自行歸納出附加問句的規則
最後再運用小組競賽給予孩子們更多的練習機會並且可以學會團隊合作
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