This document provides information about a location including its name, location, how to travel there, interesting facts about the place, pricing details, and operating hours. In a concise 3 sentences, the document outlines key details about a site that would be useful for planning a visit.
This document provides an interview template with questions to ask a partner about their name, where they live, who they live with, interests, habits and background. It then provides exercises to complete questions with question words like what, when, why, how etc. and to write questions for given answers. The questions cover topics like name, age, location, family, school, activities, preferences and birthday.
This document provides instructions and examples for drawing self-portraits and describing physical appearance. It includes a description of a woman with curly brown hair, big brown eyes with long eyelashes, a long nose, small ears with earrings, and a big mouth with thin lips. It then gives examples of words to use for physical descriptions, including parts of the body and objects. An example sentence describes a tall, thin, happy, and polite girl with long hair, green eyes, and a small mouth who does not have earrings. Cut-out words are provided to form descriptive sentences using a "sentence machine."
This document contains vocabulary words and exercises related to clothing and fashion. It includes lists of clothing items like shoes, socks, jeans, shirts, jackets, and accessories in both English and Spanish. There are also sections that provide descriptions of colors and include matching and sentence building activities. Students are prompted to describe people's outfits using sentences with subjects, verbs like "to wear", articles of clothing, and colors. Links to printable and downloadable paper dolls, a clothing crossword puzzle, and a photo are provided at the end.
This document contains vocabulary words and exercises related to clothing and fashion in Spanish. It includes a list of clothing and accessory terms with their Spanish translations. There are also coloring pages of a wardrobe and bus stop scene. The rest of the document consists of matching, sentence building, and descriptive writing exercises to practice describing articles of clothing, colors, and outfits in Spanish. Pictures are provided of cut-out paper dolls and clothing items to cut out and play matching games with.
This document contains vocabulary words and exercises related to clothing and colors in Spanish. It includes a list of clothing vocabulary words in Spanish along with their English translations. There are also sections with color words, a matching game to practice colors, and sentence-building exercises to practice describing what people are wearing using affirmative, negative, and interrogative sentences. The document concludes with examples of describing people's outfits and a self-description exercise for the student.
The document provides instructions and materials for creating matching and vocabulary games about animal body parts and descriptions. It includes lists of animal body parts and adjectives in English and Spanish to cut out and use for matching games. It also includes a table to write opposites and a space to describe and draw an imaginary dinosaur. The purpose is to help learn and practice animal vocabulary and descriptions in English.
The document outlines objectives for an art analysis activity. The activity aims to have students: 1) observe pictures of art and identify feelings based on facial expressions and body language; 2) discuss their interpretations with partners and reach agreements; and 3) practice describing feelings in English by labeling emotions depicted in various pieces of art. Examples of art are provided for analysis along with suggested feeling labels and space for additional descriptions.
The document outlines an activity plan to teach students about warm and cold colors using a color wheel. Students first observe the color wheel to distinguish warm and cold colors. They are then shown examples and left to create their own drawings using colors. Their drawings are later analyzed to see if they correctly used warm and cold colors. Some students mixed green with warm colors, which could be because they did not pay attention, are familiar with the green of their region, or wanted to be creative. The goal is for students to learn through doing and observing, not to evaluate their art for correctness.
This document appears to be a game where students express different feelings and emotions. It includes short phrases expressing common feelings like anger, surprise, sadness, boredom, feeling good, interest, excitement, and tiredness. At the end it thanks second grade students for their participation in the activity and congratulates them on their artistic skills.
The document appears to be about telling time. It includes a diagram of a clock face with the numbers 1-12 and markings for quarter hours. It also includes tables with the terms for times written in words, such as "ten past" for 10 minutes past the hour and "twenty-five past" for 25 minutes past the hour. The document provides information about reading analog clock time and stating the time in words.
Jane is an 8-year-old girl who lives in London and attends Prince School. She takes the bus to school. Her favorite subject is math, which she has on Mondays, Wednesdays, and Fridays. On Wednesday, she has math at 9am and ICT at 11:30am. She likes Fridays because she has science, math, music, and PE. She does not like English, which she has on Tuesdays and Thursdays.
The document provides pictures and instructs the reader to observe and describe what the people in the pictures are doing in one sentence. It focuses on oral practice by having the reader describe visual content aloud in a brief manner.
The document discusses how to form comparative and superlative adjectives in English. It explains that there are two main types of adjectives: short adjectives of one or two syllables, and long adjectives of more than two syllables. For short adjectives, the comparative is formed by adding "-er" and the superlative by adding "-est". For long adjectives, "more" precedes the adjective for the comparative and "most" precedes it for the superlative. There are some exceptions to these rules. The document provides a chart that shows examples of comparative and superlative forms and the rules for irregular adjectives. It also gives examples of how to
This document provides instruction on using the present simple tense in English. It covers affirmative, negative, and interrogative forms for the present simple tense. Examples are given for the first, second, third-person singular and plural forms using common verbs like read, write, listen. Conjugations for regular and irregular verbs in the third-person singular are also demonstrated. Several exercises are included for students to practice forming sentences in the present simple tense and engaging in a short dialogue.
The document provides links to webpages about the lungs and respiratory system and asks questions to learn about lung anatomy and function. Specifically, it directs the reader to pages that will help answer what lungs are needed for, how many and what size lungs humans have, where lungs are located in the body, what protects lungs, and what color lungs are.
The document summarizes activities and events that took place at St. Faith's School in London as part of their participation in the 1-2-3 Health Comenius project. It describes how the school created official partnerships with schools in Poland, Italy, Spain and Turkey in 2011. It discusses cultural exchange activities between partner schools, including students making Christmas cards for each other and celebrating European cultures. It highlights the success of hosting visitors from partner schools and how the project helped the school community become more aware, tolerant and united.
This document summarizes the activities and learnings from a Comenius project called "1-2-3 Health!" involving multiple countries. Students learned about health from different cultural perspectives and had opportunities to meet new friends from partner countries. They discovered healthy and unhealthy foods, enjoyed communicating with other children, and learned that living a healthy lifestyle involves both nutrition and physical activity. The families also contributed by sharing advice and sayings about healthy habits like eating well, exercising, and safety.
The document describes the three main stages of digestion: digestion, absorption, and elimination of waste. During digestion, food is chewed and mixed with saliva in the mouth before traveling to the stomach. In the stomach, food is mixed with gastric juices to form chyme. During absorption in the small intestine, nutrients from chyme are absorbed into the bloodstream with help from the liver, gallbladder, and pancreas. Indigestible waste matter then travels to the large intestine where it forms feces to be excreted.
This document discusses different animals and poses questions about obsession and spirituality. It asks if obsession can be spiritual and how to answer in a balanced and calm way. While hard to fully understand, it seems to touch on finding balance and perspective.
The document contains a list of positions of various objects as well as instructions to observe and write V or X. It also includes a drawing with labeled classroom objects and their positions, such as a book on the table, mice under the chair, and a lunch bag opposite the chalkboard.
Rhinos live on land and are endangered because people kill them to sell their horns. Fish live in rivers and are endangered because of pollution. Whales live in oceans and are endangered because people hunt them for oil. Trees live in forests and are endangered because humans destroy their habitats. These animals are all threatened due to human activities like poaching, pollution, hunting, and deforestation.
This document provides a matching activity where students must match four animals - otter, quetzal, rhino, and whale - with their names and descriptions. The otter is described as having small ears, short legs and a long tail. The quetzal is a beautiful bird that is green, red, black and grey with a very long tail. The rhino is big and heavy with horns that eats grass. The whale is the biggest animal that lives in the sea.
1. The document provides examples of how to ask and answer yes/no questions about living in Spanish.
2. It shows the words for "I", "you", "he", "she", "it", "we", and "they" and pairs them with the verb "to live" in the present tense.
3. It then shows the negative forms without the verb "to live" and provides short sample questions and answers like "Does he live?" "Yes, he does" / "No, he doesn't".
The document outlines objectives for an art analysis activity. The activity aims to have students: 1) observe pictures of art and identify feelings based on facial expressions and body language; 2) discuss their interpretations with partners and reach agreements; and 3) practice describing feelings in English by labeling emotions depicted in various pieces of art. Examples of art are provided for analysis along with suggested feeling labels and space for additional descriptions.
The document outlines an activity plan to teach students about warm and cold colors using a color wheel. Students first observe the color wheel to distinguish warm and cold colors. They are then shown examples and left to create their own drawings using colors. Their drawings are later analyzed to see if they correctly used warm and cold colors. Some students mixed green with warm colors, which could be because they did not pay attention, are familiar with the green of their region, or wanted to be creative. The goal is for students to learn through doing and observing, not to evaluate their art for correctness.
This document appears to be a game where students express different feelings and emotions. It includes short phrases expressing common feelings like anger, surprise, sadness, boredom, feeling good, interest, excitement, and tiredness. At the end it thanks second grade students for their participation in the activity and congratulates them on their artistic skills.
The document appears to be about telling time. It includes a diagram of a clock face with the numbers 1-12 and markings for quarter hours. It also includes tables with the terms for times written in words, such as "ten past" for 10 minutes past the hour and "twenty-five past" for 25 minutes past the hour. The document provides information about reading analog clock time and stating the time in words.
Jane is an 8-year-old girl who lives in London and attends Prince School. She takes the bus to school. Her favorite subject is math, which she has on Mondays, Wednesdays, and Fridays. On Wednesday, she has math at 9am and ICT at 11:30am. She likes Fridays because she has science, math, music, and PE. She does not like English, which she has on Tuesdays and Thursdays.
The document provides pictures and instructs the reader to observe and describe what the people in the pictures are doing in one sentence. It focuses on oral practice by having the reader describe visual content aloud in a brief manner.
The document discusses how to form comparative and superlative adjectives in English. It explains that there are two main types of adjectives: short adjectives of one or two syllables, and long adjectives of more than two syllables. For short adjectives, the comparative is formed by adding "-er" and the superlative by adding "-est". For long adjectives, "more" precedes the adjective for the comparative and "most" precedes it for the superlative. There are some exceptions to these rules. The document provides a chart that shows examples of comparative and superlative forms and the rules for irregular adjectives. It also gives examples of how to
This document provides instruction on using the present simple tense in English. It covers affirmative, negative, and interrogative forms for the present simple tense. Examples are given for the first, second, third-person singular and plural forms using common verbs like read, write, listen. Conjugations for regular and irregular verbs in the third-person singular are also demonstrated. Several exercises are included for students to practice forming sentences in the present simple tense and engaging in a short dialogue.
The document provides links to webpages about the lungs and respiratory system and asks questions to learn about lung anatomy and function. Specifically, it directs the reader to pages that will help answer what lungs are needed for, how many and what size lungs humans have, where lungs are located in the body, what protects lungs, and what color lungs are.
The document summarizes activities and events that took place at St. Faith's School in London as part of their participation in the 1-2-3 Health Comenius project. It describes how the school created official partnerships with schools in Poland, Italy, Spain and Turkey in 2011. It discusses cultural exchange activities between partner schools, including students making Christmas cards for each other and celebrating European cultures. It highlights the success of hosting visitors from partner schools and how the project helped the school community become more aware, tolerant and united.
This document summarizes the activities and learnings from a Comenius project called "1-2-3 Health!" involving multiple countries. Students learned about health from different cultural perspectives and had opportunities to meet new friends from partner countries. They discovered healthy and unhealthy foods, enjoyed communicating with other children, and learned that living a healthy lifestyle involves both nutrition and physical activity. The families also contributed by sharing advice and sayings about healthy habits like eating well, exercising, and safety.
The document describes the three main stages of digestion: digestion, absorption, and elimination of waste. During digestion, food is chewed and mixed with saliva in the mouth before traveling to the stomach. In the stomach, food is mixed with gastric juices to form chyme. During absorption in the small intestine, nutrients from chyme are absorbed into the bloodstream with help from the liver, gallbladder, and pancreas. Indigestible waste matter then travels to the large intestine where it forms feces to be excreted.
This document discusses different animals and poses questions about obsession and spirituality. It asks if obsession can be spiritual and how to answer in a balanced and calm way. While hard to fully understand, it seems to touch on finding balance and perspective.
The document contains a list of positions of various objects as well as instructions to observe and write V or X. It also includes a drawing with labeled classroom objects and their positions, such as a book on the table, mice under the chair, and a lunch bag opposite the chalkboard.
Rhinos live on land and are endangered because people kill them to sell their horns. Fish live in rivers and are endangered because of pollution. Whales live in oceans and are endangered because people hunt them for oil. Trees live in forests and are endangered because humans destroy their habitats. These animals are all threatened due to human activities like poaching, pollution, hunting, and deforestation.
This document provides a matching activity where students must match four animals - otter, quetzal, rhino, and whale - with their names and descriptions. The otter is described as having small ears, short legs and a long tail. The quetzal is a beautiful bird that is green, red, black and grey with a very long tail. The rhino is big and heavy with horns that eats grass. The whale is the biggest animal that lives in the sea.
1. The document provides examples of how to ask and answer yes/no questions about living in Spanish.
2. It shows the words for "I", "you", "he", "she", "it", "we", and "they" and pairs them with the verb "to live" in the present tense.
3. It then shows the negative forms without the verb "to live" and provides short sample questions and answers like "Does he live?" "Yes, he does" / "No, he doesn't".
How to Configure Recurring Revenue in Odoo 17 CRMCeline George
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This slide will represent how to configure Recurring revenue. Recurring revenue are the income generated at a particular interval. Typically, the interval can be monthly, yearly, or we can customize the intervals for a product or service based on its subscription or contract.
Hannah Borhan and Pietro Gagliardi OECD present 'From classroom to community ...EduSkills OECD
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Hannah Borhan, Research Assistant, OECD Education and Skills Directorate and Pietro Gagliardi, Policy Analyst, OECD Public Governance Directorate present at the OECD webinar 'From classroom to community engagement: Promoting active citizenship among young people" on 25 February 2025. You can find the recording of the webinar on the website https://oecdedutoday.com/webinars/
Mastering Soft Tissue Therapy & Sports Taping: Pathway to Sports Medicine Excellence
This presentation was delivered in Colombo, Sri Lanka, at the Institute of Sports Medicine to an audience of sports physiotherapists, exercise scientists, athletic trainers, and healthcare professionals. Led by Kusal Goonewardena (PhD Candidate - Muscle Fatigue, APA Titled Sports & Exercise Physiotherapist) and Gayath Jayasinghe (Sports Scientist), the session provided comprehensive training on soft tissue assessment, treatment techniques, and essential sports taping methods.
Key topics covered:
Soft Tissue Therapy The science behind muscle, fascia, and joint assessment for optimal treatment outcomes.
Sports Taping Techniques Practical applications for injury prevention and rehabilitation, including ankle, knee, shoulder, thoracic, and cervical spine taping.
Sports Trainer Level 1 Course by Sports Medicine Australia A gateway to professional development, career opportunities, and working in Australia.
This training mirrors the Elite Akademy Sports Medicine standards, ensuring evidence-based approaches to injury management and athlete care.
If you are a sports professional looking to enhance your clinical skills and open doors to global opportunities, this presentation is for you.
The PLA Beyond Borders: Chinese Military Operations in Regional and Global Co...Dadang Solihin
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Buku The PLA Beyond Borders: Chinese Military Operations in Regional and Global Context diedit oleh Joel Wuthnow, Arthur S. Ding, Phillip C. Saunders, Andrew Scobell, dan Andrew N.D. Yang, merupakan karya komprehensif yang membahas operasi militer China di luar batas wilayahnya, termasuk dalam konteks regional dan global.
Buku ini terdiri dari 12 bab yang dibagi menjadi dua bagian utama: bagian pertama membahas faktor-faktor pendukung (enablers) yang memungkinkan operasi militer China, sementara bagian kedua fokus pada teori dan praktik operasi militer China.