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As with the classic Nick Sharratt picture book (https://zhilservis-rzn.ru/free/?key=8793) Do You Like Ketchup on your Cornflakes, it is best if you put the words on the left-hand side and pictures on the right-hand side of each two-page spread. This means that the book can be read with the pictures folded behind the book first of all in order to test students’ listening comprehension or reading skills. You can then show the visuals if you want to.
Each unit also includes tasks that correspond to the five papers included in CAE. The Maximiser also includes a few activities for the students’ entertainment, such as games or crosswords. Overall, I found this book more test oriented than the First Certificate Gold Plus Pack but also very attractive to both students and teachers alike.
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As long as you can trust students not to make a mess, TPR can be combined with the fake colouring idea by asking students to use their capped pens to “Colour the window green” etc. You can make this into a kind of Simon Says-style game by getting students to (pretend to) colour things in if they are already the colour you say, or in a more challenging version you can ask students to only colour things in if they aren’t already the colour that you said.
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If you want to, you are now also ready to get students to colour following instructions like “The apple is red” and “Colour the table brown”. However, I still find colouring in a bit too time consuming at this stage. Good time-saving alternatives include getting them to pretend to colour with the caps of their felt-tip pens still on and drawing things with colour pencils (leaving the middle white to save time). If I do actual colouring at this stage, I can only justify this by adding more listening and/ or speaking.
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Muscle tissue CHAPTER 2 There are three types of muscle tissue: smooth muscle (found in the digestive tract, blood vessel, urinary tract and reproductive tract), skeletal muscle (found in legs and hands) and cardiac muscle (found in the heart wall) (Figure 2/4). Contraction and relaxation of smooth muscle enable involuntary activities such as peristalsis along the digestive tract. Skeletal muscle is involved in controlled movement. Skeletal muscles contract and relax to generate movement in bones and limbs. Cardiac muscle builds walls of the heart that contract to pump blood to the whole body. Cardiac muscle contraction is involuntary. Nerve tissue Nerve tissue is made of neuron or nerve cells (Photograph 2/6). Each neuron consists of a cell body and nerve fibre called dendrite and axon. Nerve tissues can detect stimuli and then send information in the form of an electrical signal (nerve impulses) to the muscles or glands.
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Face2face is a six level general English course for adults and young adults. It goes from Starter level through to Advanced. The Teacher's Book offers comprehensive support including teaching notes, answer keys, photocopiable activities, extra teaching ideas plus useful classroom techniques and activities for advanced classes. The photocopiable activities include 10 Vocabulary Plus worksheets to teach additional lexis, 10 Progress Tests, 10 Help with Listening worksheets and over 30 Class Activities (https://zhilservis-rzn.ru/free/?key=2614) for extra communicative language practice. The Teacher's Book also contains a description of the face2face methodology and an easy-to-use reference showing how face2face Advanced relates to the requirements of level C1 of the CEF. It also includes photocopiable instructions for the Student's Book CD-ROM/Audio CD.
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Organs perform special heart cardiac muscle tissue functions as a result of the combination of tissues that nerve tissue connective tissue form the organ. For example, the heart organ is composed PHOTOGRAPH 2/9 Tissues that form the heart organ of epithelial tissue, cardiac muscle tissue, connective 37 tissue and nerve tissue. The epithelial tissue fills up space in the heart. Cardiac muscle tissue functions in pumping blood to the rest of the body. Connective tissues such as the blood, connect the systems in the organ.
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To make the language more memorable, it’s great if you can combine touching colours with a song or two. Unfortunately, songs like I Can Sing a Rainbow tend to be rather dull and unsuited to TPR. Most songs also lack any other obvious way to make the meaning clear and check that students understand what they are singing. Instead, I recommend you make up your own TPR chant or song, such as a version of the song that I stole from one of my old schools, which simply goes “Touch, touch, touch, something red.
Communication in biology involves tables, graphs and biological drawings. Tables Volume of oxygen released (cm3) Tables are used to record and present data. When you conduct an CHAPTER 1investigation, the experimental data needs to be recorded in a suitable table. A table allows you to organise data systematically for easy comparison. ICT 1/2 The headings in the table consist of the manipulated variable and the responding variable with the respective unit. Video: How to draw a graph a. The manipulated variable is placed in the column on the (Accessed on 21 left side. August 2021) b. The responding variable is placed in the column on the right side. Table 1/2 shows an example of a table in an experiment on the TABLE 1/2 Volume of oxygen released by effects of different temperatures (manipulated variable) aquatic plants at different temperatures on the volume of oxygen (O2) released by aquatic plants Temperature Volume of oxygen (responding variable). Graph(°C) released (cm3) 30 2/0 The relationship between the manipulated variable and 40 14/0 responding variable can be illustrated in the form of a 50 12/0 graph. There are several types of graphs such as line graphs, bar charts and histograms.
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Preparation of animal cell slide 4 Examine the cheek cells through a light microscope. Draw the cheek cells that can be observed.
All cell components perform their respective functions to ensure that the cells function at the CHAPTER 2 optimum level. The collaboration of all the components of the cells is similar to a factory with different parts and each with its specific function. What happens to the cell if there is a deficiency, absence or failure in any of the cell components such as lysosomes, mitochondrion, chloroplasts or ribosomes? Failure of the mitochondrion function or a mitochondrion disjunction can cause stunted growth, weak muscles, hearing and vision problems. Tay-Sachs is a hereditary disease caused by the failure of enzymes to produce in the lysosomes.
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When this becomes too easy, I mix the cards up a little after turning them over to the colour words side. We then mix the cards up more and more each time we play the game until the cards are so mixed that the activity becomes impossible without trying to read the words. If this is too challenging, I reduce the number of cards, underline parts of the words on the cards to make the key letters stand out, or add shapes outlined in black around the words to help them use word shape. If one student is always winning the game, you can take away the race element by getting them to take turns guessing where the next colour is or putting them in pairs and get them to take turns challenging each other to find the right word. If slapping the colours from written hints becomes too easy, you could try covering or taking away one colour word card, making students read all the rest of the cards so that they can work out which one is missing.
Sooner or later you will want to discourage using just the first letters, so you need to introduce words which have the same first letters like “black” and “brown” at the same time. When students have got used to them, they will then be ready for words with the same first two letters like “black” and “blue” and “green” and “grey”. At this stage they might find that the tactic of reading from the front of the word is not always the most efficient way of quickly reading words, and it might be better to switch straight to spotting the “ck” at the end of “black” or the “ee” in the middle of “green”.
However, this cell is a complete unit of life like multicellular organisms. Unicellular organisms carry out all life processes: respiration, movement, nutrition, responding to stimulus, reproduction, growth and excretion. Protozoans are the simplest form of unicellular organisms.
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The activity that I tend to use first to teach colour word recognition is Slap, meaning getting students to slap their hands down on flashcards on the table, like a sit-down version of the running and touching activities above. First of all we play some games of Slap with the colour side up, including spoken hints like “R, r” before saying “Red” to prepare them for the later stages. I then slowly turn the cards over one by one so that the side with the written prompt is facing up, drilling the names of the colours each time. We then play the same flashcard slapping game, but with students only able to see the written word (or part of it such as key letters). This means that students can use whatever they can read and/ or their memory of where the cards are to slap the right card, giving students with lower reading levels a chance to still get some points.
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Obviously the first thing students need to know is what is being talked about when the teacher says basic colour words like “Red”, “Yellow” and “Blue”. Other colours that I would define as basic include pink, orange, black, white, purple, and brown. I might also include light blue, dark blue, light green, dark green and grey, especially if those are included in the colouring pencils that students will be using, if there are many things in the classroom with those colours, or if some students are likely to know the most basic colour words even before the first class.