_____________________________________________________________________________________________________________________________ Main Aims: By the end of the lesson the learners will be able to Pronounce and use in context new vocabulary with the phoneme /ə/ and recognise the stress in new vocabulary Subsidiary aims: By the end of the lesson the learners will also be able to Materials (please include attributions) A4 visuals on board to elicit story with TL CD for pronunciation of TL Handouts
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we let x = the number of hours it takes them to paint the kitchen working together. Below is a table that relates the data from our problem. We are using the concept that (rate)(time) = fraction of the task done. Now we can write an equation to represent: Fraction of work done by Sue in x hours + Fraction of work done by Joe in x hours = 1 job completed For your initial response: Complete both parts. a) Solve the rational equation in the example above. Make sure you label your answer properly
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SoE Madeline Hunter Lesson Plan Author(s): Date: 10/20/14 Title of Lesson: The Giving Tree Mentor Teacher: Core Components Subject‚ Content Area or Topic: Language Arts‚ Reading Student Population: 2nd grade Dyslexia This lesson plan will be taught to a regular education second grade class of ethnically and educationally diverse students. Learning Community: suburban Demographics LPISD 2nd grade Elementary students Classroom context – Team teaching Learning Objectives (for Cognitive
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How to plan For a Listening Skill Lesson Teacher | Observer | Date | Lesson number | Class level Elementary | Number of students | Timetable fit | Previous lesson: Reading and speaking skillThis lesson: Listening and speaking skillNext lesson: Listening and speaking skill | for the teacher) | * To provide an engaging lessons for students and improving their listening skill. * To monitor closely and make sure the
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several concepts about fractions. One concept students in fourth grade will need to master is learning how to tell if fractions are equivalent with unlike denominators. There are a few prerequisite skills that are necessary in order for the students to understand this concept. The first thing students need to know is what fractions are. Fractions are a way of counting parts of a whole. Secondly‚ the students need to know how to identify parts of a fraction. The top number in a fraction is the numerator
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Ms. Eubank Science /food/ nutrition fourth period Special education final six weeks lesson plan Sixth Six weeks EOC 04/15/13-06/01/13 Teacher Candidate: Deborah Eubank | Course: Science‚ Food Nutrition‚ Life Skills | LESSON PREPARATION [before the lesson] | Topic: Reading‚ Comprehension‚ Research‚ Writing‚ Communication‚ Life Skills | Concept: Individuality and Acceptance | Subject: Science / Food- nutrition | Grade:9-11 S.P.E.D | Primary Objective:The students will be divided
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Title of Lesson ____Be safe in the environment____ Subject(s) _Theatre and Health and Safety_ Name: __ Grade level(s): _Second Grade_ Lesson Duration: __1 hour 20 minutes________ National/State Standards (as required by subject area) Objective(s) Assessment of Objective(s) South Carolina Academic Standards: Health and Safety Grade Two Standard 7: The student will demonstrate the ability to practice health-enhancing behaviors and to avoid or reduce health risks. Indicator:
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Lesson Plan Name: Geometric Solids Content Area: Math Grade Level: Kindergarten Time Frame: 45 min Prior to this lesson the students had a lesson on attributes. The children defined and identified attributes in different two-dimensional shapes. MA Framework Standard: Geometry K.G Identify and describe shapes (squares‚ circles‚ triangles‚ rectangles‚ hexagons‚ cubes‚ cones‚ cylinders‚ and spheres). 2. Correctly name shapes regardless of their orientations or overall size. Identify
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In Lacsap’s Fractions‚ when looking for a general pattern for the numerator‚ it can be noted that it does not increase linearly but exponentially. Numerators are 3‚6‚10‚ and 15‚ each preceding numerator added by one plus the row number. Using this general statement it can be concluded that the numerator in the 6th row is 21 (15+6)‚ and 28 for the 7th. Generating a Statement for the Numerator: To generate an equation for the numerator of the fraction‚ the fraction data must be organized and
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Semi-Detailed Lesson Plan for Hyperthyroidism Instructor: Jerome C. Curameng Time: 4:30 – 6:00 pm Room: 208 Learners: BSN 3-A I. Objectives: At the end of this lesson‚ students should be able to: 1. Describe hyperthyroidism 2. Understand the development of the disease. 3. Identify the needed care for hyperthyroidism 4. Give certain manifestations for hyperthyroidism 5. Arrange the schematic diagram/pathophysiology of hyperthyroidism 6. Construct preventive measures for hyperthyroidism
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