INTERESSES DIFUSOS E COLETIVOS ESQUEMATIZADO CLEBER MASSON PDF

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Descubra todo lo que Scribd tiene para ofrecer, incluyendo libros y audiolibros de importantes editoriales. By the end of the 6-year primary schooling, pupils will be able to pronounce words and speak confidently with the correct stress, rhythm and intonation.

By the end of the 6-year primary schooling, pupils will be able to listen and respond appropriately in formal and informal situations for a variety of purposes. Able to listen, follow and give instructions. By the end of the lesson, pupils should be able to: 1. Thinking skills, multiple intelligences. Teacher shows a picture and asks a few questions. Pupils answer the question : Who are they?

What are they doing? What do you thing they are looking for? Have you lost anything before? Teacher prepares a list of things that pupils need to find in class. Multiple intelligences. Pupils ask their friends to find a few things: Something red Something round Something from the plant Assessment Teacher asks pupils to work in pairs and ask their partner to find: Something square in shape Something yellow Something made of wood Pupils say out the things that they have found.

Remedial Teacher prepares cards with pictures and says the names of object in the pictures. Pupils listen carefully to the teacher and put the pictures on the middle of the table. Teacher shows blank template of bubble diagram.

Teacher asks pupils to predict the ways to find lost objects. Teacher explains the steps in the bubble diagram. Teacher prepares sentence strips.

Assessment Pupils read the text that has been arranged. Remedial Teacher reads the text together with the pupils. Enrichment Teacher prepares worksheet. First, calm down and take deep breaths. Think positively. Next, always check where the item should be first. Teacher shows a torchlight, toothbrush, and a magnifying glass.

Pupils choose the objects that want to use to find their lost belonging. Teacher prepares picture cards with jumbled up letters and paste them on the board.

Pupils come forward and rearrange the letters to form correct words. Pupils rewrite the words on the board. Assessment Multiple intelligences. Teacher prepares a set of questions. Teacher asks pupils to answer the questions. Pupils fill in the blanks with given answers. Enrichment Pupils choose five items that they want to have in their detective kit and state the reason.

How do you feel when you lost it? Rewrite the answers in paragraph. When did it happen? Teacher shows word cards of adverbs of frequency.

Thinking skills 2. Pupils match the adverbs of frequency with the correct explanations. Teacher shows examples of adverbs of frequency in sentences. Teacher prepares dice template on a piece of different colored paper. Pupils throw the dice and make a sentence based from the words appear on the dice. Pupils use the help cue prepared by the teacher in order to construct sentence. Assessment Pupils do the worksheet. Remedial Pupils match the adverbs of frequency with the correct explanation.

Enrichment Pupils circle the adverbs found in the worksheet. Make a sentence using adverbs of frequency. Fill in the blanks with the correct answer. May Li never loses her things. Vijay has never been to the robotic class.

Sigat often visits his grandmother who is living in Sabah. Miss Anita seldom goes for a holiday. Anang is always early to school. Teacher shows a word card An Enjoyable Holiday and pastes it on the board.

Pupils sit in groups and discuss about the title on the board. Teacher elicits answer from pupils and asks them to write their answer on the board. Teacher shows picture of an.

Teacher asks questions regarding the picture: Does this picture show an enjoyable holiday? Have you been to this place? Do you think people are enjoying themselves? Teacher draws pupils attention by changing the title enjoyable to a boring holiday. Teacher provides simple bubble map template and asks pupils to complete the bubble map regarding a boring holiday. Comience la prueba gratis Cancele en cualquier momento. Unit 6 Lost and Found. Cargado por mahfuzahrahman. Fecha en que fue cargado Sep 06, Compartir este documento Compartir o incrustar documentos Opciones para compartir Compartir en Facebook, abre una nueva ventana Facebook.

Denunciar este documento. Descargar ahora. Carrusel Anterior Carrusel Siguiente. Buscar dentro del documento. Content Standards 1. Pupils say SNAP when they get the same pictures. Teacher says the name of the object Pupils find the hidden object from the pictures. Appendix 1 blank template Drilling 3. Teacher shows the bubble diagram and asks pupils to read.

Appendix 2 4. Sequencing Group work Appendix 3 6. Pupils arrange the strips on a piece of paper. Pupils read the steps. Lastly, retrace your steps. Then, search for your lost item from a different perspective. Remember, be systematic. Appendix 4 State True or False. Do not calm down and take deep breaths. Search your lost item from one perspective only. Retrace your last steps.

Try to find the item on the place it should be. Follow the proper steps. Learning Standard 3. Pupils state other objects that they might use to find lost objects.

Teacher explains the use of each item. Appendix 2 Multiple Intelligence Thinking skills Pupils come forward and rearrange the letters to form correct words. Pupils rewrite the answers in a form of paragraph. Remedial Pupils fill in the blanks with given answers. What did you lose?

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