El documento presenta una lección sobre cómo dar y seguir direcciones en español. Incluye vocabulario clave como "izquierda", "derecha", "todo recto", y verbos como "toma", "sigue", y "cruza". Los estudiantes ven un video que muestra ejemplos de cómo dar direcciones y completan ejercicios interactivos para practicar dar y seguir direcciones. Al final, toman un examen de opción múltiple para evaluar su comprensión.
Este documento contiene instrucciones para dar direcciones en español. Incluye expresiones comunes como "toma la primera a la derecha", "sigue todo recto", y "cruza la plaza". También presenta ejercicios interactivos para practicar dar y seguir direcciones.
Aprende a dar y comprender direcciones en español nivel A1-A2 Carmen Barrena
Este documento proporciona instrucciones sobre cómo dirigirse a desconocidos en español, hacer preguntas, situar lugares y dar direcciones. Incluye frases para saludar, preguntar por direcciones, dar instrucciones paso a paso, verificar la comprensión y agradecer. El objetivo es enseñar los términos y estructuras básicas para pedir y dar indicaciones en español.
This presentation provides an overview of basic finance concepts including income sheets, balance sheets, and cash flow monitoring. It explains that an income sheet shows a company's profits and losses, a balance sheet shows the company's assets and liabilities, and a cash flow statement shows where a company's money comes from and goes. It also outlines steps for developing a budget, including setting goals, defining the budget's scope, quantifying assumptions, and building the budget. Tips are provided for top-down and bottom-up budgeting approaches.
This document is a table of contents for an English language textbook titled "Elementary A2 English Unlimited". It contains information at the A2 level of the Common European Framework of Reference for Languages.
В доповіді описано те, як проводити перформенс тестування веб-систем, на що необхідно звернути увагу, а також як коректно представити результати вашої роботи. Мінімум теорії, максимум прикладів з особистого досвіду. В доповіді будуть освітлені особливості перформенс тестування в аутсорсингових проектах
This document outlines the rules and objectives for a greeting card making activity involving teams. The aims are to create sets of 10 greeting cards while satisfying certain criteria. Teams must make 3 congratulation cards, 3 seasonal cards, and 4 birthday cards with 3 pictures, 4 colors, and a 6 word message per card. Teams will be monitored and points awarded based on correct sets and criteria satisfaction. The activity is meant to test teamwork, attention to detail, leadership, strategy, time management, and working under pressure. In conclusion, all teams worked hard to complete at least one set of cards while demonstrating various design approaches.
Este documento contiene instrucciones para dar direcciones en español. Incluye expresiones comunes como "toma la primera a la derecha", "sigue todo recto", y "cruza la plaza". También presenta ejercicios interactivos para practicar dar y seguir direcciones.
Aprende a dar y comprender direcciones en español nivel A1-A2 Carmen Barrena
Este documento proporciona instrucciones sobre cómo dirigirse a desconocidos en español, hacer preguntas, situar lugares y dar direcciones. Incluye frases para saludar, preguntar por direcciones, dar instrucciones paso a paso, verificar la comprensión y agradecer. El objetivo es enseñar los términos y estructuras básicas para pedir y dar indicaciones en español.
This presentation provides an overview of basic finance concepts including income sheets, balance sheets, and cash flow monitoring. It explains that an income sheet shows a company's profits and losses, a balance sheet shows the company's assets and liabilities, and a cash flow statement shows where a company's money comes from and goes. It also outlines steps for developing a budget, including setting goals, defining the budget's scope, quantifying assumptions, and building the budget. Tips are provided for top-down and bottom-up budgeting approaches.
This document is a table of contents for an English language textbook titled "Elementary A2 English Unlimited". It contains information at the A2 level of the Common European Framework of Reference for Languages.
В доповіді описано те, як проводити перформенс тестування веб-систем, на що необхідно звернути увагу, а також як коректно представити результати вашої роботи. Мінімум теорії, максимум прикладів з особистого досвіду. В доповіді будуть освітлені особливості перформенс тестування в аутсорсингових проектах
This document outlines the rules and objectives for a greeting card making activity involving teams. The aims are to create sets of 10 greeting cards while satisfying certain criteria. Teams must make 3 congratulation cards, 3 seasonal cards, and 4 birthday cards with 3 pictures, 4 colors, and a 6 word message per card. Teams will be monitored and points awarded based on correct sets and criteria satisfaction. The activity is meant to test teamwork, attention to detail, leadership, strategy, time management, and working under pressure. In conclusion, all teams worked hard to complete at least one set of cards while demonstrating various design approaches.
Lili was born in Ambato, Ecuador to parents Angel and Elvira. She has three siblings and studied at Ambato High School before starting university. During her studies, Lili participated in teaching contests and worked at Eugenio Mera School while pursuing her degree in education, which she has now completed.
This document provides a lesson plan for teaching students about food vocabulary and using present and past tenses to describe meals. The objectives are to use food and meal vocabulary in context of present tense and to describe past meals using past tense. The lesson includes activities where students practice describing usual and past meals in pairs and groups, as well as listening and speaking assessments.
The document provides instructions and objectives for a lesson on introducing yourself and your family members in Spanish. Students are asked to provide their name, age, siblings' names and ages, and parents' names and ages. The lesson also includes activities for students to practice introducing themselves and their families to a partner.
This document discusses how publishers can connect their brands to LinkedIn's large professional network through the LinkedIn InShare plugin and Share API. It provides statistics on LinkedIn's growth and engaged audience. The key benefits for publishers highlighted are increased content distribution and exposure, traffic generation, and access to unique user data and insights. Examples are given of how sharing and traffic have increased significantly for publishers like Business Insider, Forbes, and TechCrunch through their use of LinkedIn sharing tools.
The document summarizes the achievements and non-achievements of the Halo team for the period ending August 10th, 2013. Key achievements included good international relations, management training, and sustaining existing clients. Non-achievements were failing to meet raising, matching, and realization targets for the first quarter due to visa issues and undelivered raises from the prior year. The way forward focuses on raising short term work visas, reverse appointments, using LinkedIn for outreach, improving management training, and strengthening account management.
This presentation provides instructions for raising an opportunity on the AIESEC website. It notes that the user must first create an organization and align opportunities to that organization. The steps then guide the user to log in, click on organizations, add a new organization and fill in the details. Next, the user selects opportunities, creates a new one for GCDP or GIP, fills in the required information and selects the organization and timelines. Once completed, the opportunity is created.
Program comprehension is a crucial activity, preliminary to
any software maintenance task. Such an activity can be diffcult when the source code is not adequately documented, or the documentation is outdated. Differently from the many existing software re-documentation approaches, based on different kinds of code analysis, this paper describes CODES (mining sourCe cOde Descriptions from developErs diScussions), a tool which applies a \social" approach to software re-documentation. Specically, CODES extracts candidate method documentation from StackOver ow discussions, and
creates Javadoc descriptions from it. We evaluated CODES
to mine Lucene and Hibernate method descriptions. The
results indicate that CODES is able to extract descriptions
for 20% and 28% of the Lucene and Hibernate methods with a precision of 84% and 91% respectively.
Demo URL: http://youtu.be/Rnc5ni1AAzc
Demo Web Page:
www.ing.unisannio.it/spanichella/pages/tools/CODES
The Headliners review summarizes their achievements and non-achievements over the past quarter. They achieved better results in their second quarter, launched successful social media campaigns, and improved department culture. However, they had lesser on-ground presence, failed to capitalize on LinkedIn and Pinterest, and formed fewer marketing partnerships than targeted. Most targets for the year were not achieved including youth engagement, media appearances, and partnerships. The way forward includes improved synergy mapping, tracking, market research, feedback systems, and more public relations and showcasing.
This document outlines the steps to join, fund, and manage a puzzle savings plan account. It describes initiating the plan, selecting certificate details, reviewing terms and conditions, setting savings goals and transfer settings. It also explains how to review transaction history, choose optional missions, and terminate the savings plan contract. The steps include logging in, typing passwords, selecting accounts, entering amounts, and confirming transactions.
This document is an award application for Best LC in Expansions. It summarizes the talent management, learning, leadership development, and membership growth activities of the AIESEC Hyderabad LC in 2013. Some key highlights include over 100 operational training sessions delivered, 15 LEAD sessions conducted, standardized induction and mentorship programs, over 400 MB applicants and over 350 new members recruited through various drives and initiatives, and contributions to national programs.
The document describes the process of designing a 3D post-apocalyptic city environment over several months. The designer began by creating roads and basic buildings, then added more architectural details and structures. Street lamps, vehicles like cars and buses, and interior building details were also modeled. Color and texturing were later applied, lighting was set up, and a fly-through sequence of the completed virtual environment was generated.
This document discusses AIESEC's launch pad program in Hyderabad and introduces their CIM program, including a CIM brochure, CIM policy, and LC brochure. It also mentions a search tool for exchange packages and exchange policies as well as asking what comes next after participating in these programs and events.
The Spartanburg Area Chamber of Commerce introduces Connect For Lunch, a program where members can spend over an hour each week having lunch with two or three different Chamber members. This allows participants to easily build their local business network by swapping referrals, becoming clients or customers of each other, and sharing business insights. Members can RSVP for upcoming lunches with just 30 seconds of time, and the restaurant reservation will be handled for them so all they need to do is show up. The program aims to help members create and strengthen business relationships on their lunch hours in a convenient way.
The document summarizes the activities and results of two quarters for an organization's network promotions, IM development tools, and corporate communications efforts. In quarter 1, they conducted various promotional activities, developed tools like brochures and booklets, and published newsletters. In quarter 2, they continued promotions and added initiatives like brand launches and case studies, while also creating additional tools. Things that worked well included specific brand launches, newsletters, and booklets. Things that did not work as well included some promotional activities and partnerships. Going forward, they plan to focus on initiatives like geographic information systems, branding, knowledge management, and membership development.
This talent management review summarizes key initiatives for developing and retaining talent. Programs like LEAD, recruitment and induction, CAP, EPIC, and new recruit mentorship worked well, while associate membership, TMP and TLP targets, and member retention and LEAD feedback needed improvement. Targets for raises, matches and realizations through the TMP and TLP programs were achieved.
An Empirical Investigation on Documentation Usage Patterns in Maintenance TasksSebastiano Panichella
When developers perform a software maintenance
task, they need to identify artifacts—e.g., classes or more specifically
methods—that need to be modified. To this aim, they
can browse various kind of artifacts, for example use case
descriptions, UML diagrams, or source code.
This paper reports the results of a study—conducted with 33
participants— aimed at investigating (i) to what extent developers
use different kinds of documentation when identifying artifacts
to be changed, and (ii) whether they follow specific navigation
patterns among different kinds of artifacts.
Results indicate that, although developers spent a conspicuous
proportion of the available time by focusing on source code,
they browse back and forth between source code and either
static (class) or dynamic (sequence) diagrams. Less frequently,
developers—especially more experienced ones—follow an “integrated”
approach by using different kinds of artifacts.
The document summarizes the key achievements and non-achievements of an organization against their targets for the year. They achieved 11 of their 20 targets and had successes such as defining operating procedures, winning campaigns, and generating revenue without investment. Areas for improvement included missing targets in the first quarter and not fully capitalizing on opportunities from certain programs. The document concludes with the sign-off of the Vice President summarizing the year.
Designing for Shared Regulatory Processes in CSCL (CSCL 2013 -Workshop)TieLab
Designing for Shared Regulatory Processes in CSCL
CSCL 2013 Invited Workshop - Panel Presentation
Mariel Miller & Allyson Hadwin
University of Victoria
http://place.dawsoncollege.qc.ca/~echarles/?OpenItemURL=S00446B71
The Dragons team review document summarizes their second quarter performance, goals, and plan for improvement. It states that their second quarter member matching and intern job roles worked well but other goals like fundraising were not fully achieved. Their targets for raising new members, member matching, and realization of matches were only partially met. The document lists current active and inactive members and outlines a plan of action to improve partnerships, fundraising, member engagement activities, and marketing to better achieve their goals.
The document provides instructions for using a mobile card wallet application. It describes how to log in, add a new mobile card, review transaction history, make mobile checkouts, register a debit card, and view cards in the wallet. The steps include choosing icons, entering passwords, selecting cards, reviewing policies, and confirming transactions.
Este documento contiene una lista de términos relacionados con direcciones y una serie de instrucciones para llegar a diferentes lugares como la biblioteca y Walgreens usando esos términos de direcciones.
Este documento presenta una lección sobre lugares en la ciudad y cómo dar direcciones. Introduce vocabulario sobre lugares comunes como museos, aeropuertos y parques, así como preposiciones y direcciones. La lección enseña a los estudiantes a nombrar lugares, entender direcciones y hablar sobre ubicaciones y cómo llegar a ellas.
Lili was born in Ambato, Ecuador to parents Angel and Elvira. She has three siblings and studied at Ambato High School before starting university. During her studies, Lili participated in teaching contests and worked at Eugenio Mera School while pursuing her degree in education, which she has now completed.
This document provides a lesson plan for teaching students about food vocabulary and using present and past tenses to describe meals. The objectives are to use food and meal vocabulary in context of present tense and to describe past meals using past tense. The lesson includes activities where students practice describing usual and past meals in pairs and groups, as well as listening and speaking assessments.
The document provides instructions and objectives for a lesson on introducing yourself and your family members in Spanish. Students are asked to provide their name, age, siblings' names and ages, and parents' names and ages. The lesson also includes activities for students to practice introducing themselves and their families to a partner.
This document discusses how publishers can connect their brands to LinkedIn's large professional network through the LinkedIn InShare plugin and Share API. It provides statistics on LinkedIn's growth and engaged audience. The key benefits for publishers highlighted are increased content distribution and exposure, traffic generation, and access to unique user data and insights. Examples are given of how sharing and traffic have increased significantly for publishers like Business Insider, Forbes, and TechCrunch through their use of LinkedIn sharing tools.
The document summarizes the achievements and non-achievements of the Halo team for the period ending August 10th, 2013. Key achievements included good international relations, management training, and sustaining existing clients. Non-achievements were failing to meet raising, matching, and realization targets for the first quarter due to visa issues and undelivered raises from the prior year. The way forward focuses on raising short term work visas, reverse appointments, using LinkedIn for outreach, improving management training, and strengthening account management.
This presentation provides instructions for raising an opportunity on the AIESEC website. It notes that the user must first create an organization and align opportunities to that organization. The steps then guide the user to log in, click on organizations, add a new organization and fill in the details. Next, the user selects opportunities, creates a new one for GCDP or GIP, fills in the required information and selects the organization and timelines. Once completed, the opportunity is created.
Program comprehension is a crucial activity, preliminary to
any software maintenance task. Such an activity can be diffcult when the source code is not adequately documented, or the documentation is outdated. Differently from the many existing software re-documentation approaches, based on different kinds of code analysis, this paper describes CODES (mining sourCe cOde Descriptions from developErs diScussions), a tool which applies a \social" approach to software re-documentation. Specically, CODES extracts candidate method documentation from StackOver ow discussions, and
creates Javadoc descriptions from it. We evaluated CODES
to mine Lucene and Hibernate method descriptions. The
results indicate that CODES is able to extract descriptions
for 20% and 28% of the Lucene and Hibernate methods with a precision of 84% and 91% respectively.
Demo URL: http://youtu.be/Rnc5ni1AAzc
Demo Web Page:
www.ing.unisannio.it/spanichella/pages/tools/CODES
The Headliners review summarizes their achievements and non-achievements over the past quarter. They achieved better results in their second quarter, launched successful social media campaigns, and improved department culture. However, they had lesser on-ground presence, failed to capitalize on LinkedIn and Pinterest, and formed fewer marketing partnerships than targeted. Most targets for the year were not achieved including youth engagement, media appearances, and partnerships. The way forward includes improved synergy mapping, tracking, market research, feedback systems, and more public relations and showcasing.
This document outlines the steps to join, fund, and manage a puzzle savings plan account. It describes initiating the plan, selecting certificate details, reviewing terms and conditions, setting savings goals and transfer settings. It also explains how to review transaction history, choose optional missions, and terminate the savings plan contract. The steps include logging in, typing passwords, selecting accounts, entering amounts, and confirming transactions.
This document is an award application for Best LC in Expansions. It summarizes the talent management, learning, leadership development, and membership growth activities of the AIESEC Hyderabad LC in 2013. Some key highlights include over 100 operational training sessions delivered, 15 LEAD sessions conducted, standardized induction and mentorship programs, over 400 MB applicants and over 350 new members recruited through various drives and initiatives, and contributions to national programs.
The document describes the process of designing a 3D post-apocalyptic city environment over several months. The designer began by creating roads and basic buildings, then added more architectural details and structures. Street lamps, vehicles like cars and buses, and interior building details were also modeled. Color and texturing were later applied, lighting was set up, and a fly-through sequence of the completed virtual environment was generated.
This document discusses AIESEC's launch pad program in Hyderabad and introduces their CIM program, including a CIM brochure, CIM policy, and LC brochure. It also mentions a search tool for exchange packages and exchange policies as well as asking what comes next after participating in these programs and events.
The Spartanburg Area Chamber of Commerce introduces Connect For Lunch, a program where members can spend over an hour each week having lunch with two or three different Chamber members. This allows participants to easily build their local business network by swapping referrals, becoming clients or customers of each other, and sharing business insights. Members can RSVP for upcoming lunches with just 30 seconds of time, and the restaurant reservation will be handled for them so all they need to do is show up. The program aims to help members create and strengthen business relationships on their lunch hours in a convenient way.
The document summarizes the activities and results of two quarters for an organization's network promotions, IM development tools, and corporate communications efforts. In quarter 1, they conducted various promotional activities, developed tools like brochures and booklets, and published newsletters. In quarter 2, they continued promotions and added initiatives like brand launches and case studies, while also creating additional tools. Things that worked well included specific brand launches, newsletters, and booklets. Things that did not work as well included some promotional activities and partnerships. Going forward, they plan to focus on initiatives like geographic information systems, branding, knowledge management, and membership development.
This talent management review summarizes key initiatives for developing and retaining talent. Programs like LEAD, recruitment and induction, CAP, EPIC, and new recruit mentorship worked well, while associate membership, TMP and TLP targets, and member retention and LEAD feedback needed improvement. Targets for raises, matches and realizations through the TMP and TLP programs were achieved.
An Empirical Investigation on Documentation Usage Patterns in Maintenance TasksSebastiano Panichella
When developers perform a software maintenance
task, they need to identify artifacts—e.g., classes or more specifically
methods—that need to be modified. To this aim, they
can browse various kind of artifacts, for example use case
descriptions, UML diagrams, or source code.
This paper reports the results of a study—conducted with 33
participants— aimed at investigating (i) to what extent developers
use different kinds of documentation when identifying artifacts
to be changed, and (ii) whether they follow specific navigation
patterns among different kinds of artifacts.
Results indicate that, although developers spent a conspicuous
proportion of the available time by focusing on source code,
they browse back and forth between source code and either
static (class) or dynamic (sequence) diagrams. Less frequently,
developers—especially more experienced ones—follow an “integrated”
approach by using different kinds of artifacts.
The document summarizes the key achievements and non-achievements of an organization against their targets for the year. They achieved 11 of their 20 targets and had successes such as defining operating procedures, winning campaigns, and generating revenue without investment. Areas for improvement included missing targets in the first quarter and not fully capitalizing on opportunities from certain programs. The document concludes with the sign-off of the Vice President summarizing the year.
Designing for Shared Regulatory Processes in CSCL (CSCL 2013 -Workshop)TieLab
Designing for Shared Regulatory Processes in CSCL
CSCL 2013 Invited Workshop - Panel Presentation
Mariel Miller & Allyson Hadwin
University of Victoria
http://place.dawsoncollege.qc.ca/~echarles/?OpenItemURL=S00446B71
The Dragons team review document summarizes their second quarter performance, goals, and plan for improvement. It states that their second quarter member matching and intern job roles worked well but other goals like fundraising were not fully achieved. Their targets for raising new members, member matching, and realization of matches were only partially met. The document lists current active and inactive members and outlines a plan of action to improve partnerships, fundraising, member engagement activities, and marketing to better achieve their goals.
The document provides instructions for using a mobile card wallet application. It describes how to log in, add a new mobile card, review transaction history, make mobile checkouts, register a debit card, and view cards in the wallet. The steps include choosing icons, entering passwords, selecting cards, reviewing policies, and confirming transactions.
Este documento contiene una lista de términos relacionados con direcciones y una serie de instrucciones para llegar a diferentes lugares como la biblioteca y Walgreens usando esos términos de direcciones.
Este documento presenta una lección sobre lugares en la ciudad y cómo dar direcciones. Introduce vocabulario sobre lugares comunes como museos, aeropuertos y parques, así como preposiciones y direcciones. La lección enseña a los estudiantes a nombrar lugares, entender direcciones y hablar sobre ubicaciones y cómo llegar a ellas.
Este documento presenta preguntas sobre una ciudad y las respuestas de alguien que vive allí. La persona dice que lo que más le gusta de Londres es la variedad de edificios históricos y modernos. Recomienda visitar el barrio de Covent Garden por sus tiendas, teatros y restaurantes. Opina que la comida asiática en Londres suele ser de buena calidad y a precios razonables. Para desconectar del trabajo, le gusta no hacer siempre lo mismo los fines de semana y ser espontáneo en lugar de vivir en rutina.
El documento proporciona un algoritmo de 18 pasos para ir de la escuela a la aduana, que incluye girar en varias esquinas, cruzar calles, y caminar distancias específicas.
Este documento proporciona instrucciones para un juego de localización en el que los jugadores deben seguir direcciones para encontrar a una persona. Incluye vocabulario sobre lugares en la ciudad, direcciones e instrucciones para el juego. Los jugadores deben seguir indicaciones como "toma la primera izquierda" o "sigue todo recto" y recibirán comentarios como "caliente" o "frío" dependiendo de cuán cerca o lejos estén de la persona que buscan.
Las instrucciones indican salir del colegio, girar a la izquierda y caminar media cuadra para cruzar la calle. Luego se deben caminar dos cuadras sin doblar en ninguna esquina y girar otra vez a la izquierda hasta llegar a un edificio rosa.
Este documento presenta instrucciones para un turista que visita las ciudades de Madrid y Barcelona en España. En Madrid, el turista se hospeda en el Hotel Wellington y visita la Plaza Mayor, el Mercado de El Rastro y el Museo del Prado, con direcciones e información sobre cada lugar. Luego viaja a Barcelona, se hospeda en el Hotel Axel y visita la Sagrada Familia, La Rambla y Casa Mila, también con direcciones e información sobre cada atracción turística.
El documento proporciona instrucciones en 11 pasos para caminar desde la escuela hasta el Teatro Municipal, incluyendo girar en esquinas, cruzar calles usando semáforos peatonales, y subir escaleras para llegar al Teatro.
Algoritmo para ir desde la escuela hasta la plaza rivadavia caminando matias ...MatasAguzzi
El primer algoritmo proporciona instrucciones para ir caminando desde la escuela hasta la Plaza Rivadavia girando a la izquierda y derecha en las esquinas y caminando 3 cuadras. El segundo algoritmo detalla cómo conducir desde la escuela hasta la plaza doblando a la derecha e izquierda en diferentes calles y conduciendo distancias específicas.
Este documento presenta un ejercicio de comprensión auditiva en inglés. En el episodio, Mike le pregunta al recepcionista de un hotel cómo llegar al banco. El recepcionista le da instrucciones confusas sobre girar a la izquierda en la primera, segunda o tercera calle. La recepcionista femenina aclara que debe girar en la cuarta calle a la izquierda. Finalmente, el recepcionista masculino confirma que la cuarta calle es la correcta para llegar al banco.
El documento contiene información sobre un plan de lecciones para enseñar a los estudiantes a hablar sobre sus vacaciones pasadas en el tiempo pasado (pretérito) en español. El objetivo es que los estudiantes puedan escribir oraciones sencillas sobre a dónde fueron de vacaciones y cómo fue el viaje. Algunos estudiantes podrán dar detalles sobre el medio de transporte y algunos podrán decir con quién fueron. El documento proporciona ejemplos de países, medios de transporte y actividades para que los estudiantes pract
Este documento resume la sinopsis de la película Hable con ella de Pedro Almodóvar. Narra la historia de Mateo Blanco, un escritor que queda ciego tras un accidente. Vive con la ayuda de su antigua directora de producción Judit y su hijo Diego. La película explora temas como las relaciones complejas, la fatalidad y la estructura familiar no tradicional, todo lo cual es característico de la obra de Almodóvar.
El documento analiza varios temas centrales en la película Volver de Pedro Almodóvar, incluyendo la familia, las relaciones personales, la cultura urbana y rural, las mujeres, las tradiciones y la cultura de la muerte. Muchos de estos temas están influenciados por la propia vida de Almodóvar, quien creció siendo cuidado por vecinas cercanas y está familiarizado con la cultura de la muerte en su región natal de La Mancha.
El documento describe los elementos básicos del cine como los planos, movimientos, montaje, sonido, color e iluminación. Explica conceptos como los diferentes tipos de planos, movimientos de cámara, la importancia del montaje y cómo puede cambiar el significado de una película. También analiza el uso del color y la luz en el cine, destacando cómo el director Pedro Almodóvar utiliza colores como el rojo, amarillo y azul para crear atmósferas características en sus películas.
El documento presenta brevemente los uniformes de un bombero, una enfermera y una mujer policía para que sean memorizados en 15 segundos. Luego hace 6 preguntas sobre el origen de diferentes trajes típicos, como si son de España u otro país.
El documento presenta los objetivos de una clase sobre compras de ropa. Los objetivos son consolidar el vocabulario y las estructuras relacionadas con las compras de ropa utilizando una variedad de tiempos verbales como presente, pasado y futuro. Además, el documento incluye un ejercicio en el que los estudiantes deben elegir artículos de ropa de una tienda y justificar su elección.
Este documento contiene las notas de una clase de español. La clase incluyó actividades interactivas para identificar diferentes tipos de tiendas y productos que se pueden comprar en ellas. Los estudiantes aprendieron cómo decir y entender diferentes tipos de tiendas y productos en español, y cómo describir sus compras normales y comparar sus compras actuales con las del pasado.
El 15 de enero de 2013, los estudiantes de la Academia Hammersmith completaron una hoja de trabajo en parejas sobre el uniforme escolar. La tarea incluía etiquetar artículos de ropa, traducir oraciones al español y completar oraciones usando adjetivos comparativos y superlativos.
The document contains simple Spanish sentences describing what various people wear. It pairs the English and Spanish words for common clothing items like jumpers, skirts, boots, caps, jackets, sweatshirts, socks, dresses and shoes to demonstrate how to say "wear" in Spanish ("llevo/lleva/llevas").
El documento describe un plan de lecciones sobre uniformes escolares. La lección incluye objetivos como describir uniformes escolares y comparar artículos de ropa usando adjetivos. También incluye vocabulario sobre colores y partes del uniforme, así como ejercicios gramaticales sobre acuerdos de género y número y comparaciones.
El documento proporciona una lección sobre la ropa en español. Incluye vocabulario sobre diferentes tipos de ropa y accesorios, así como instrucciones gramaticales sobre cómo describir lo que una persona usa normalmente y con qué frecuencia. El objetivo es que los estudiantes puedan hablar y comprender una descripción de la ropa de alguien, escribir oraciones extendidas sobre la ropa y describir lo que normalmente usan y cuándo usan ciertos artículos.
La economía cubana ha dependido históricamente del azúcar, especialmente para las exportaciones. Sin embargo, la demanda de azúcar cubano disminuyó en el siglo XX debido a la competencia estadounidense y la Gran Depresión, lo que provocó una crisis económica en Cuba. Más recientemente, el turismo y la agricultura diversificada han ganado importancia para la economía, mientras que la industria azucarera sigue enfrentando desafíos.
El documento proporciona información sobre la geografía de Cuba. Cuba se extiende por 1250 km desde el Cabo de San Antonio hasta Punta Quemado, con más de 200 bahías y 289 playas. La mayor parte de la isla es montañosa o de colinas, con las principales cadenas montañosas siendo la Sierra del Escambray, la Cordillera de Guaniguanico y la Sierra Maestra, que contiene el punto más alto de Cuba. El clima de Cuba se describe como tropical, con temperaturas altas y una temporada de lluvias de mayo a
El documento describe las tradiciones y celebraciones navideñas más importantes en España, incluyendo el sorteo de la Lotería de Navidad el 22 de diciembre, la cena de Nochebuena el 24, la comida familiar en Navidad el 25, las bromas de los Santos Inocentes el 28, la cena y las 12 uvas de la suerte en Nochevieja el 31, la comida del Año Nuevo el 1 de enero, la cabalgata de los Reyes Magos el 5 de enero y la apertura de regalos el Día de Reyes el
Pedro Almodóvar nació en 1951 en Calzada de Calatrava, Ciudad Real, España, en el contexto de la dictadura franquista. Creció en una familia humilde y emigró a Madrid a los 16 años para escapar de la pobreza de Extremadura. En Madrid descubrió el cine y la cultura y comenzó a escribir guiones y hacer cortometrajes underground. Tras la muerte de Franco en 1975, formó parte del movimiento contracultural de la Movida Madrileña. Su primer largometraje comercial en 1980 tuvo é
El documento proporciona información sobre la geografía, principales ciudades y breve historia de Cuba. Cuba es una isla en el mar Caribe con una superficie de 110,860 km2. Sus ciudades principales son La Habana, Santiago de Cuba, Camagüey y Holguín. La historia de Cuba incluye la colonización española en 1492, las guerras por la independencia contra España en los siglos XIX y principios del XX, y la revolución de 1959 que estableció el gobierno socialista actual liderado por Fidel Castro y el Che
1. DO NOW: Vocabulary challenge
• What does it mean?
1. Vivo en el suroeste de Inglaterra, en la capital.
2. Mi barrio se llama Shepherds Bush y está en el suroeste de
Londres.
3. Me encanta mi ciudad porque es tranquila y muy limpia.
4. No me gusta mi barrio porque es industrial y ruidoso.
5. Mañana voy a ver un partido .
6. La semana que viene voy a comprar regalos para navidad.
7. En vacaciones voy a salir con mis amigos, además voy a
hacer deporte en el polideportivo.
8. En verano voy a tomar el sol en la playa.
2. Viernes 7 Noviembre
¿Por dónde se va?
Objetivos:
- To be able to understand someone giving directions L4b
-To take part in a conversation asking for directions L4a
-To be able to give detailed directions L5c
3. Vídeo: ¿Dónde está…?
• Watch the video and write down the
expressions used in order to give directions.
• http://www.bbc.co.uk/languages/spanish/talk/dir
4. Las Direcciones
Está a la izquierda
Cruza la plaza
Está a la derecha
Sigue todo recto
Cruza la calle
5. Las Direcciones
Toma la primera calle a la
derecha
Toma la primera calle a la
izquierda
Toma la segunda calle
a la derecha
Toma la segunda
calle a la izquierda
14. ¿Por dónde se va al / a la …?
Speaking
T ú e s tá s
aquí
Tome la primera a la derecha.
Siga todo recto.
Tome la primera a la izquierda.
15. In pairs
¿Por dónde se va
¿Por dónde se va
a la estación de tren?
a la estación de tren?
al parque?
al parque?
a la oficina de turismo…?
a la oficina de turismo…?
Tome/a
la primera
la segunda a la izquierda
la tercera a la derecha
Siga/ sigue todo recto
16. Go to the following website
• Watch episode 3 and complete the interactive
exercises from Mi Vida Loca. This will revise
places in town and directions.
• http://www.bbc.co.uk/languages/spanish/mividalo
/
18. Direccionesel final
Hasta
de la calle.
Hasta el
semáforo.
Hasta el cruce.
Cruce la plaza.
19. Direcciones ¿Qué dirección es?
Tome la primera a la derecha.
Tome la segunda a la derecha.
Hasta el final de la calle.
Hasta el semáforo.
Tome la tercera a la izquierda.
Cruce la
plaza.
20. Lee las
Pop corn way descripciones.
10 ¿Adónde van?
8
6 1.café
7 4 1 2.restaurante
3 3.oficina de turismo
2 9 4.farmacia
4.farmacia
5 5.discoteca
5.discoteca
6.correos
6.correos
Tome la recto a la derecha, de la
Tuerza aprimera hasta el final plaza a
Siga todola derecha y tomela primera
derecha, cruce la siga
tome la
a izquierda está a la Al
lala izquierda y derecha. final
todo y está la siga final de la de
segunda a yyestá al todo recto calle.
calle rectolaaizquierda. derecha. la 7.parque
7.parque
hasta el cruce, tuerza a y está a la
calle tuerza a la derechala derecha y
8.centro
siga todo
derecha. recto hasta el final de la
calle. 9.estadio
10.piscina
10.piscina
23. Revisitamos los objetivos
• Objetivos:
• - To be able to understand someone giving
directions L4b
• To take part in a conversation asking for
directions L4a
• To be able to give detailed directions L5c
25. Quiz
1
A)A LA IZQUIERDA
B)A LA DERECHA
C)TODO DERECHO
26. 2
A)A LA IZQUIERDA
B)A LA DERECHA
C)TODO DERECHO
27. 3
A)A LA IZQUIERDA
B)A LA DERECHA
C)TODO DERECHO
28. 4
A)TOMA LA PRIMERA A LA DERECHA
B) TOMA LA SEGUNDA A LA IZQUIERDA
C) TOMA LA PRIMERA A LA IZQUIERDA
29. 5
A)TOMA LA PRIMERA A LA DERECHA
B) TOMA LA SEGUNDA A LA IZQUIERDA
C) TOMA LA TERCERA A LA DERECHA
30. 6
• Cruza la plaza means...
a)Cross the road
b)Cross the square
c) Cross the river
31. 7
• ¿por dónde se va al estadio? Means...
a)what’s the way to the stadium?
b)What’s the way to the cathedral?
c) What’s the way to the bus station?
32. 8
• Todo recto y toma la primera a la derecha
means...
a)Go straight on and turn right
b)Turn left and go straight on
c) Go straight on and turn the first street on the
right.
33. Quiz
1
A)A LA IZQUIERDA
B)A LA DERECHA
C)TODO DERECHO
34. 2
A)A LA IZQUIERDA
B)A LA DERECHA
C)TODO DERECHO
35. 3
A)A LA IZQUIERDA
B)A LA DERECHA
C)TODO DERECHO
36. 4
A)TOMA LA PRIMERA A LA DERECHA
B) TOMA LA SEGUNDA A LA IZQUIERDA
C) TOMA LA PRIMERA A LA IZQUIERDA
37. 5
A)TOMA LA PRIMERA A LA DERECHA
B) TOMA LA SEGUNDA A LA IZQUIERDA
C) TOMA LA TERCERA A LA DERECHA
38. 6
• Cruza la plaza means...
a)Cross the road
b)Cross the square
c) Cross the river
39. 7
• ¿por dónde se va al estadio? Means...
a)what’s the way to the stadium?
b)What’s the way to the cathedral?
c) What’s the way to the bus station?
40. 8
• Todo recto y toma la primera a la derecha
means...
a)Go straight on and turn right
b)Turn left and go straight on
c) Go straight on and turn the first street on the
right.
41. Sube- go up Dobla
Tuerce – turn
Baja – go down
Cruza - cross
Notas del editor
Transcript: Tuerce a la derecha Tuerza a la derecha Tuerce a la izquierda Tuerza a la izquierda Sigue todo recto Siga todo recto Cruza la plaza Cruce la plaza
Some further directions vocabulary appears on mouseclick.
Transcript: ¿ Por dónde se va al parque? Toma la primera a la izquierda. ¿ Por dónde se va al hospital? Toma la primera a la derecha. ¿ Por dónde se va a la piscina? Sigue todo recto.
Transcript: ¿Por dónde se va a la estación de autobuses? Tome la segunda a la izquierda ¿Por dónde se va a la farmacia? Tome la primera a la derecha ¿Por dónde se va al café? Tome la segunda a la derecha ¿Por dónde se va a la oficina de turismo? Tome la primera a la izquierda ¿Por dónde se va al estadio? Siga todo recto ¿Por dónde se va a la gasolinera? Tome la tercera a la izquierda
Pupils use the plan on the right to fill in the missing words of the journey from home to school. This could be followed up by pupils writing or presenting their own set of directions from one place to another.
Practice using al and a la. Pupils match up the words at the bottom to the correct form of the question.
Practice using al and a la. Pupils match up the words at the bottom to the correct form of the question.
Oral stimulus for pupils to practise asking for and giving simple directions.
Interactive map for oral practice of directions vocabulary. Click on the arrows to move the red dot around the map. This can be used for whole class, pair or group work. Pupils could give each other directions, which can then be followed on the map.
More complex directions vocabulary. Use mouseclick to reveal arrows and directions.
Vocabulary revision. On each mouseclick a symbol of a direction appears.
On each mouseclick a set of directions appears. Pupils decide where the people are going. On the next mouse click the answer turns orange.
Pupils listen to the directions and decide which number the people are going to. Transcript: - Perdone señor, ¿hay un restaurante por aquí? - Sí, siga todo recto hasta los semáforos, tuerza a la derecha y está a la izquierda. - Perdone señora, ¿por dónde se va a la piscina? - Bueno, no está lejos, tome la primera a la izquierda y está a la derecha al final de la calle. - Señorita, ¿dónde está el estadio? - El estadio, bueno, siga todo recto, tome la tercera a la izquierda y está inmediatamente a la derecha. - ¿Por dónde se va a la oficina de turismo? - Siga todo recto hasta la plaza, cruce la plaza y está a la derecha. - ¿Hay un bar por aquí? - Sí, hay uno muy cerca. Tome la primera a la derecha y está al final de la calle a la izquierda.
Pupils should use the following phrases when giving directions: Hasta el final de la calle. Hasta el semáforo. Tome la primera/ segunda/ tercera a la izquierda/ derecha. Cruce la plaza. As an extension, invite volunteers to give a series of directions. The rest of the class have to work out which place they end up at.