LIFE AND WORKS IN LONDON‚ 1888-89 “I am dedicating myself night and day to certain studies ... about our country‚ its history‚ its administration ;... the very rich collection of the British Museum‚ a collection which cannot be found anywhere else is serving my purpose. For this reason. I will stay here for a long time.’’ -Jose Rizal After his travels in the United States‚ Rizal lived in London from May‚ 1888 to March ‚ 1889. He chose this English City to be his new home for three
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ENGLISH LESSON PLAN FOR 2 IKHLAS CLASS : 2 Ikhlas SUBJECT : English DAY/DATE : Wednesday/15 May 2013 TIME : 10.10 – 11.30 THEME/TOPIC: People : Happy Teacher’s Day LEARNING OUTCOMES: 1.1 (b) Taking part in discussions. 2.2 (e) using dictionaries (f) getting meaning of unfamiliar words by using word attack skills. 3.2 (c) composing simple cards for Teacher’s Day. BEHAVIOURAL OBJECTIVES: By the end of the lesson‚ students should be able to: i) Express orally three qualities about their teachers
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Hand washing lesson plan 1 hour max Lesson objective To help the students to understand how and when to wash their hands and to help them understand why it is important. What must we learn? Everybody must learn how they should properly wash their hands? What should we learn? They should be able to learn WHY they need to wash their hands. What could we learn? They could be able to teach other people how to be hygienic. Key words in the session: Soap Wash Clean Dirty
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The Necklace” by Guy de Maupassant‚ a young woman named Madame Loisel struggles with envious and ungrateful desires to be a woman of higher class in her community. She is married to a man whom has a decent job and who genuinely loves her due to the fact that he did not receive a dowry when he bewedded Loisel. Although Madame Loisel is disconcerted about her financial position‚her and her husband live a decent middle class life. Unfortunately for Loisel‚ things will not only get bad but worse when
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Lesson Plan for Narrative Text Authors : Harini Ambarwati‚ Bernadeta Elmiatra and Christinelly Marshelene Lotulung | School and Grade: SMA XXI (Semester 1) | Duration: 2 x 45 minutes | Subject : English Unit : Narative Text | Language focus : Speaking‚ Writing‚ Listening and Reading. | Competency Standard : Understand the meaning and able to create both of written and oral narrative
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| |Lesson Title: Introducing Nouns | |Level: Primary Grade | |Time Frame for Lesson: 4 days
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PPG TESL COHORT II FEBRUARY 2012 SEMESTER 5 (2014) KSSR LISTENING AND SPEAKING LESSON PLAN Prepared by : Puan Anita bt Ahmad Class : Year 3 Elit Level: Intermediate/Average Enrolment: 25 pupils Date : 4th March 2014 Time : 11.00 a.m. – 12.00 p.m. (60 minutes) Theme : World of Knowledge Topic : Having Fun Title : Routines Focused Skill: Listening and Speaking Integrated Skill: Writing Learning Standard: 1.2.1 Able to participate in daily conversations: (e) talk about oneself
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Department of Education Region X Division of Bukidnon District of Dangcagan Dangcagan Central Elementary School LESSON PLAN IN KINDERGARTEN Week: 30 Day: Monday I – Content Focus: People can buy different kinds of food in the market II – Meeting Time 1: Message: Some people buy their food from the public market Questions: Have you ever been to a market? What does your family buy from the market? III – Work Period 1: Teacher-supervision: Picture Cards: Foods
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changing fortune of their protagonist in ‘The Necklace’ and ‘Disabled’ In this essay I will compare and contrast the techniques used by Guy De Maupassant and Wilfred Owen in order to evaluate how each writer conveys the changing fate of their protagonist. Both writers show how the difference between appearance and reality can have a tragic effect on a person’s fate‚ but for the protagonists‚ the long-term consequences are different. In ‘The Necklace’ De Maupassant’s presentation of his protagonist’s
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“The Diamond Necklace” by Guy de Maupassant is a story that tells of a woman named Mathilde Loisel and her dissatisfaction of being poor. She was not born to riches or to a high status family so she allowed herself to be married into a man of the working class. Her husband was a little clerk of the Ministry of Public Instruction. Mathilde felt that had she been born into a higher status family she would enjoy the delicacies and luxuries of a rich family. She suffered ceaselessly because she
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