El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
El documento describe diferentes condiciones climáticas en español e inglés, incluyendo que hace sol, calor, frío, nublado, viento, fresco, tormenta, buen tiempo y mal tiempo.
El documento presenta diferentes condiciones climáticas en español y su traducción al inglés, incluyendo que hace frío, calor, llueve, nieva, hace sol y viento. Repite varias de estas condiciones múltiples veces sin orden aparente.
Este documento presenta diferentes condiciones climáticas en español y noruego, incluyendo hacer frío/calor, hacer sol/viento, llover/nevar, estar nublado/despejado, haber tormenta/niebla, y la temperatura en grados.
El documento presenta diferentes formas de describir el tiempo en inglés, incluyendo las estaciones, condiciones del tiempo como sol, calor, frío, viento, lluvia y nieve, y temperaturas usando grados Farenheit y Centígrados. Ofrece oraciones para preguntar y describir el tiempo usando verbos como "hacer" y "estar", y nombres de condiciones como "soleado", "nublado" y "lloviendo".
El documento presenta diferentes formas de describir el tiempo atmosférico en inglés, incluyendo las estaciones del año, las condiciones del tiempo como sol, calor, frío y viento, y las temperaturas en grados Farenheit y Centígrado. También cubre cómo preguntar sobre el tiempo actual y pronosticar el tiempo, como lluvia o nieve.
El documento habla sobre los diferentes tipos de clima y la importancia de estar preparados para el clima dependiendo de la época del año y el lugar. Explica que a veces el clima puede cambiar rápidamente de lluvioso a soleado, frío a caliente, por lo que es importante llevar paraguas, gafas de sol, abrigo y trajes de baño para estar preparados para cualquier condición climática. El documento concluye agradeciendo la atención del lector.
El documento habla sobre los diferentes tipos de clima y la importancia de estar preparados para el clima dependiendo de la época del año y el lugar. Explica que a veces el clima puede cambiar rápidamente de lluvioso a soleado, frío a caliente, por lo que siempre es bueno llevar paraguas, gafas de sol, abrigo y traje de baño para estar preparado para cualquier condición climática. El documento concluye agradeciendo la atención del lector.
El documento describe diferentes condiciones climáticas en español e inglés, incluyendo que hace sol, calor, frío, nublado, viento, fresco, tormenta, buen tiempo y mal tiempo.
El documento presenta diferentes condiciones climáticas en español y su traducción al inglés, incluyendo que hace frío, calor, llueve, nieva, hace sol y viento. Repite varias de estas condiciones múltiples veces sin orden aparente.
Este documento presenta diferentes condiciones climáticas en español y noruego, incluyendo hacer frío/calor, hacer sol/viento, llover/nevar, estar nublado/despejado, haber tormenta/niebla, y la temperatura en grados.
El documento presenta diferentes formas de describir el tiempo en inglés, incluyendo las estaciones, condiciones del tiempo como sol, calor, frío, viento, lluvia y nieve, y temperaturas usando grados Farenheit y Centígrados. Ofrece oraciones para preguntar y describir el tiempo usando verbos como "hacer" y "estar", y nombres de condiciones como "soleado", "nublado" y "lloviendo".
El documento presenta diferentes formas de describir el tiempo atmosférico en inglés, incluyendo las estaciones del año, las condiciones del tiempo como sol, calor, frío y viento, y las temperaturas en grados Farenheit y Centígrado. También cubre cómo preguntar sobre el tiempo actual y pronosticar el tiempo, como lluvia o nieve.
El documento habla sobre los diferentes tipos de clima y la importancia de estar preparados para el clima dependiendo de la época del año y el lugar. Explica que a veces el clima puede cambiar rápidamente de lluvioso a soleado, frío a caliente, por lo que es importante llevar paraguas, gafas de sol, abrigo y trajes de baño para estar preparados para cualquier condición climática. El documento concluye agradeciendo la atención del lector.
El documento habla sobre los diferentes tipos de clima y la importancia de estar preparados para el clima dependiendo de la época del año y el lugar. Explica que a veces el clima puede cambiar rápidamente de lluvioso a soleado, frío a caliente, por lo que siempre es bueno llevar paraguas, gafas de sol, abrigo y traje de baño para estar preparado para cualquier condición climática. El documento concluye agradeciendo la atención del lector.
The Year 3 students at the school created mosaic suns inspired by architect Antoni Gaudí's work. They learned about Gaudí's unique style that incorporated natural shapes and bright colors in his buildings. The students then worked to design and construct their own mosaic suns reflecting Gaudí's influence.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Starting to write in another language isn't as easy as simply picking up a pen or pencil, especially for younger learners. This presentation looks at the difficulties they may face and how we can best best support learners as they begin to write in their new language.
Resources and activities with a reading focusClare Seccombe
This document provides examples of methods and resources for teaching vocabulary, grammar, phrases, sentences, and full texts in a foreign language. It includes hands-on activities like dominoes, puzzles, and flashcards for teaching individual words, as well as games, posters, and digital tools for practicing phrases and short sentences. It also discusses using authentic children's books, stories, poems and websites to expose students to full written texts in the target language.
This document discusses various games that can be used in language classrooms to help students practice and embed the target language while having fun. It provides a list of 33 different game ideas, including well-known games like noughts and crosses, bingo, pictionary, and hangman, as well as some less common games like pelmanism, kim's game, number tennis, and trapdoor. The document suggests that games are an effective way for students to learn language unconsciously through an enjoyable competitive or interactive activity where they can practice with peers or the teacher.
The document discusses flag descriptions from the year 2016. In April of that year, descriptions were provided for various flags. However, without more context around the purpose or topic of the flags, it is difficult to determine what information the document aimed to convey in only 3 sentences or less.
This document discusses creativity in primary language classrooms and provides examples of craft activities that can promote creativity. It defines craft as an activity involving skill in making things by hand. Some craft ideas presented include origami, bookmarks, door hangers, fortune tellers, pencil pots, dice, board games, bunting, flags, puppets, felt sewing, playdoh, greeting cards, paper dolls, paper animals, beads, masks, crowns, photo frames, shakers, jigsaws, and story sticks. The goal is to use crafts to help students be creative and inventive rather than just repeating what others have done.
Virtually all subjects serve more than one purpose by being valuable disciplines in their own right while also adding value to cross-curricular studies. The document lists topics from the primary languages curriculum that connect to other subjects like literacy, math, history, art, music, geography, science, and more. It suggests history as an example of how languages can join into cross-curricular learning.
This short document appears to be a positive message celebrating the start of a second year of something. It contains the Spanish phrase "¡muy bien!" which means "very good!" followed by "Year 2!" indicating the beginning of a second year.
The document discusses findings from Ofsted reports on modern language teaching in primary and secondary schools in the UK. In primary schools, pupils made most progress in speaking and listening, while examples of systematically planned reading were rare and writing even more so. In secondary schools, students' written work was often too short and lacked extended creative writing due to a lack of knowledge of grammatical rules. The document then defines a mini-book as a short piece of writing in book format that can be printed, handwritten, illustrated and decorated. It provides examples of different types of mini-book formats and links to resources on making mini-books.
El documento contiene repeticiones de palabras sin sentido como "Anclas", "Patanclas", "Azalas" y "A blancas" agrupadas en bloques de texto. Cada bloque repite la misma estructura de palabras sin sentido.
1) According to Ofsted reports, achievement in primary schools was good or outstanding in around 60% of schools visited, with pupils making most progress in speaking and listening.
2) While some schools planned reading systematically, this was rare, and planning for writing was even more rare.
3) At the secondary level, students' written work was often too short and lacked creative writing because students did not know or could not apply grammatical rules. Writing did not build upon speaking skills in many classes observed.
using Web2.0 tools to promote and facilitate readingClare Seccombe
This document lists various websites that can be used to support reading development and encourage cultural, emotional, spiritual, and social growth in students. It provides links to websites for creating and sharing stories, comics, voice recordings, and other digital media like Storybird, Storyjumper, Voicethread, Little Bird Tales, and Toondoo. Additional resources for digital stories and student projects are also referenced.
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
El documento describe diferentes métodos para enseñar y aprender, desde los más pasivos como contar historias o mostrar imágenes, hasta los más activos que involucran al estudiante como realizar proyectos o experimentos. Explica que los métodos más efectivos son aquellos que involucran directamente al estudiante en lugar de simplemente mostrarle o contarle.
The Year 3 students at the school created mosaic suns inspired by architect Antoni Gaudí's work. They learned about Gaudí's unique style that incorporated natural shapes and bright colors in his buildings. The students then worked to design and construct their own mosaic suns reflecting Gaudí's influence.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Starting to write in another language isn't as easy as simply picking up a pen or pencil, especially for younger learners. This presentation looks at the difficulties they may face and how we can best best support learners as they begin to write in their new language.
Resources and activities with a reading focusClare Seccombe
This document provides examples of methods and resources for teaching vocabulary, grammar, phrases, sentences, and full texts in a foreign language. It includes hands-on activities like dominoes, puzzles, and flashcards for teaching individual words, as well as games, posters, and digital tools for practicing phrases and short sentences. It also discusses using authentic children's books, stories, poems and websites to expose students to full written texts in the target language.
This document discusses various games that can be used in language classrooms to help students practice and embed the target language while having fun. It provides a list of 33 different game ideas, including well-known games like noughts and crosses, bingo, pictionary, and hangman, as well as some less common games like pelmanism, kim's game, number tennis, and trapdoor. The document suggests that games are an effective way for students to learn language unconsciously through an enjoyable competitive or interactive activity where they can practice with peers or the teacher.
The document discusses flag descriptions from the year 2016. In April of that year, descriptions were provided for various flags. However, without more context around the purpose or topic of the flags, it is difficult to determine what information the document aimed to convey in only 3 sentences or less.
This document discusses creativity in primary language classrooms and provides examples of craft activities that can promote creativity. It defines craft as an activity involving skill in making things by hand. Some craft ideas presented include origami, bookmarks, door hangers, fortune tellers, pencil pots, dice, board games, bunting, flags, puppets, felt sewing, playdoh, greeting cards, paper dolls, paper animals, beads, masks, crowns, photo frames, shakers, jigsaws, and story sticks. The goal is to use crafts to help students be creative and inventive rather than just repeating what others have done.
Virtually all subjects serve more than one purpose by being valuable disciplines in their own right while also adding value to cross-curricular studies. The document lists topics from the primary languages curriculum that connect to other subjects like literacy, math, history, art, music, geography, science, and more. It suggests history as an example of how languages can join into cross-curricular learning.
This short document appears to be a positive message celebrating the start of a second year of something. It contains the Spanish phrase "¡muy bien!" which means "very good!" followed by "Year 2!" indicating the beginning of a second year.
The document discusses findings from Ofsted reports on modern language teaching in primary and secondary schools in the UK. In primary schools, pupils made most progress in speaking and listening, while examples of systematically planned reading were rare and writing even more so. In secondary schools, students' written work was often too short and lacked extended creative writing due to a lack of knowledge of grammatical rules. The document then defines a mini-book as a short piece of writing in book format that can be printed, handwritten, illustrated and decorated. It provides examples of different types of mini-book formats and links to resources on making mini-books.
El documento contiene repeticiones de palabras sin sentido como "Anclas", "Patanclas", "Azalas" y "A blancas" agrupadas en bloques de texto. Cada bloque repite la misma estructura de palabras sin sentido.
1) According to Ofsted reports, achievement in primary schools was good or outstanding in around 60% of schools visited, with pupils making most progress in speaking and listening.
2) While some schools planned reading systematically, this was rare, and planning for writing was even more rare.
3) At the secondary level, students' written work was often too short and lacked creative writing because students did not know or could not apply grammatical rules. Writing did not build upon speaking skills in many classes observed.
using Web2.0 tools to promote and facilitate readingClare Seccombe
This document lists various websites that can be used to support reading development and encourage cultural, emotional, spiritual, and social growth in students. It provides links to websites for creating and sharing stories, comics, voice recordings, and other digital media like Storybird, Storyjumper, Voicethread, Little Bird Tales, and Toondoo. Additional resources for digital stories and student projects are also referenced.
El documento describe diferentes condiciones climáticas como calor, frío, viento, lluvia, nieve, niebla, tormenta, sol, nubes y hielo a través de varias preguntas sobre "¿Qué tiempo hace?".
El documento describe diferentes métodos para enseñar y aprender, desde los más pasivos como contar historias o mostrar imágenes, hasta los más activos que involucran al estudiante como realizar proyectos o experimentos. Explica que los métodos más efectivos son aquellos que involucran directamente al estudiante en lugar de simplemente mostrarle o contarle.
José Luis Jiménez Rodríguez
Junio 2024.
“La pedagogía es la metodología de la educación. Constituye una problemática de medios y fines, y en esa problemática estudia las situaciones educativas, las selecciona y luego organiza y asegura su explotación situacional”. Louis Not. 1993.
LA PEDAGOGIA AUTOGESTONARIA EN EL PROCESO DE ENSEÑANZA APRENDIZAJEjecgjv
La Pedagogía Autogestionaria es un enfoque educativo que busca transformar la educación mediante la participación directa de estudiantes, profesores y padres en la gestión de todas las esferas de la vida escolar.
SEMIOLOGIA DE HEMORRAGIAS DIGESTIVAS.pptxOsiris Urbano
Evaluación de principales hallazgos de la Historia Clínica utiles en la orientación diagnóstica de Hemorragia Digestiva en el abordaje inicial del paciente.
ACERTIJO DESCIFRANDO CÓDIGO DEL CANDADO DE LA TORRE EIFFEL EN PARÍS. Por JAVI...JAVIER SOLIS NOYOLA
El Mtro. JAVIER SOLIS NOYOLA crea y desarrolla el “DESCIFRANDO CÓDIGO DEL CANDADO DE LA TORRE EIFFEL EN PARIS”. Esta actividad de aprendizaje propone el reto de descubrir el la secuencia números para abrir un candado, el cual destaca la percepción geométrica y conceptual. La intención de esta actividad de aprendizaje lúdico es, promover los pensamientos lógico (convergente) y creativo (divergente o lateral), mediante modelos mentales de: atención, memoria, imaginación, percepción (Geométrica y conceptual), perspicacia, inferencia y viso-espacialidad. Didácticamente, ésta actividad de aprendizaje es transversal, y que integra áreas del conocimiento: matemático, Lenguaje, artístico y las neurociencias. Acertijo dedicado a los Juegos Olímpicos de París 2024.