Author: chris

Oral Language Course: Pre-schoolers (4-5)
The class preparation time is crucial to ensure the achievement of the objectives set by the teacher. This paper makes the best effort to highlight the importance of pre-planning, and the aspects to be included in the planning. Therefore, depending on the school, the goal is to encourage the development of linguistic and communicative competence in, children, as well as, provide students with various communicative contexts in which they find an opportunity to use the language in various purposes. Teaching oral communication to the preschoolers should enable the development of communicative competence of the child, which means you have to provide the necessary opportunities so he/she can access social conventions that help them know when they can or should speak, when it suits, etc., to interact effectively in different communicative situations he/she  will be immersed in throughout life.
Learning Environment
The area needed for this will be in the classroom.  A blackboard, dry erase board, and markers are necessary for the children to expand their intellectual thinking on a subject. Resource books with clear information and diagrams are also needed. The child learns to speak by living in society. Learning to communicate through speech, first in the family context, then increases their linguistic repertoire from interaction with others and finally develops oral communication in schools from their previous knowledge, in various contexts, especially in the formal which must incorporate certain conventions and the use of specific linguistic resources.  Developing orally implies giving children an extremely useful tool for socialization and its development as a subject of knowledge, to the extent that as in many situations. One way to develop oral language at the preschooler level is through play, as it is considered the fundamental activity of the child and is the principle that guides the educational activity. It is a way of interacting with reality and learning.
Activities and Elements of the Lesson Plan
In working alone or in in groups, the children will learn how to speak.  Through it, children will express their feelings, fears, affections and fantasies. It is also important for the development of the child, as it contributes to their psychological, social learning and the laws of the physical world and the growth of intelligence. The students will be doing the following:
• Develop and strengthen their confidence in their own abilities and expressive     communication through spoken language;
• Strengthen their ability to express, to share ideas, feelings, experiences, desires and             preferences showing interest in being heard and understood;
• Use the word as a creative tool; and
• Describe objects, people, events, etc.
Activities
1. Game #1- Who is in the hat?
Randomly from a box, pull two or three hats and place them on the board. Ask the students to complete the figures according to what the hat simulates to them. Once they are finished drawing, ask who these characters are and how they can relate to each of them.
Example: A king and a witch – Are they friends? Will the witch want to bewitch the king? Why? Are they going to do something together? Are they fighting? Why?
2. Continue activity 1
The day after the completion of activity one, the teacher will lead a story with characters selected through hats by the students (the king if they chose a crown, a witch if they chose a witch’s hat, a cowboy, etc.) and leave the open ending for the story so each child can provide an oral story as they wish the story to end.
3. Game #2 – Match the shoes!
At the end of the week, the teacher will take several drawings of shoes, some with high heels, high black boots, work boots, etc., and draw on the board different people: a woman, a princess, a witch, a firefighter, a dancer, and children should determine the type of shoes that each draws. The teacher will ask questions such as what shoes match the board person so the student can have an opportunity to participate orally. Here you see the response of children from this activity is better or worse in relation to activity number one, if they changed the way they express verbally in public (in front of the class), among other things.

In the Book ” The Time Bind” Arlie Hochschild
How does Pearson’s novel illustrate the argument about the cultural contradictions of motherhood that Hays is making in her article on the “Mommy Wars” (in Skolnick, pp.59-75)? Can you think of any possible solutions to this dilemma?

What were the cultural expectations of men and women in the 1950s? How had they changed from the 1920s? The 1930s?

Write about the themes revenge and jealousy in Shakespeare’s Othello, make it on an 8th grade level please, nothing too fancy.

From the book “The new humanities reader” by Richard miller and Kurt Spellmeyer, there is an essay by the title of “Homo Religiosus”. In that Essay, the Author, Karen Armstrong explores the shared roots of modern religion in order to show ways that religion and its rituals were practices that had meaning and purpose in the lives of pre-modern people. These ancestors saw their religion as mythical and metaphorcal, and were likely to repudiate any gods that did not directly influence their daily lives. Using that essay and any contemporary image that has been invested with meaning and signaficance, explore the ways in which modern people invest their lives with meaning and significance.

Some questions to consider:

How does modern worship of the image differ from the religious practices and ritual of pre-modern people? Might the idea or ritual represented by your image enable people to “transcend”, as early religion enabled its followers? What theme does the image share with the theme you found in Armstrong’s essay? In what ways does the image does/ does not the image function practically for people? What is the contexts for the image? Does it have different meanings for different people?

1. Thesis- Last paragraph
2. Image should be described at one point plz.
3. Intro paragraph should be precise, focus on the one aspect Armstrong’s essay that relates to your idea…later on you may address more context as you discuss the ways in which the various aspect relate to your ideas.
4. Have quotations from Armstrong’s essay in the paper.

Please have a works cited page.

I need to write an argumentative essay about Global warming is a serious threat to humankind and people should be worried about it.

Research paper

Topic:

What are the roles and responsibilities of juvenile probation officers

THIS IS A POINT-BY-POINT PAPER!!!!! For this paper, you must use the following topic:  Compare and/or contrast Mrs. Mallard (Story of An Hour) and Sarah Penn (The Revolt of Mother).  Both women live in a time period where the husband is expected to be dominant, and both husbands are indeed dominant but loving.  (Idea that you may or may not want to pursue: Both women are described as victorious; which one is more responsible for her victory?  Why?  What does this suggest about personal development and the extent to which it is limited?)
Requirements
1. MLA heading

2. Your own title, properly capitalized without quotation marks or italicizing

3. Introduction should include attention getter (hook), any background information necessary, and thesis sentence.  Your introduction should include story titles and authors and a brief identification of characters upon first reference.  Story titles should be placed in quotation marks.

4. Cite each paraphrase or quotation by page. The developmental sentences should include facts and details from the story or stories.  Include paraphrases and quotations, and provide parenthetical citations for these

research paper

Topic:

industrialization and invention (1860-1990s)

1. Make up some data, and complete the distribution below:

X	f	%	Cum f	Cum %
9	15	4.9	205	100.0
8	15	7.3	195	95.1
7	21	10.2	180	87.8
6	32	15.6	159	77.6
5	46	22.4	127	62
4	31	15.1	81	39.6
3	23	11.2	50	24.5
2	18	8.8	27	13.3
1	9	4.4	9	4.5
N= 205		99.9

 

 

 

 

 

 

 

2. For the following data:

22 37 14 17 27 41 30 13 19 21 49 37 29 20 16 17 34 16 35 24 16 12 29 30

X	f	%	Cum f	Cum %
10
9
8
7
6
5
4
3
2
1
N=

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

a. Which is more appropriate, a regular or a grouped frequency distribution table? Explain why.

b. Construct the appropriate table.

c. Based on the table, what is the shape of the distribution?

 

 

 

 

 

 

 

3.         Use SPSS to analyze the data in the table below:

 

 

 

1. Create two variables in data sheet sex and Exam Score.
2. Create a grouped distribution where I = 10, name the new variable interval.
3. Create histograms of where I = 5, and I =10.
4. Create a frequency distribution table of exam scores where I = 10, list all of the score class intervals 90-99 down to 30-39.
5. Construct a table showing the descriptive statistics of both the ungrouped and grouped exam scores.
6. Analyze the exam score for each gender separately showing the following:
   1. Descriptive statistics for each gender.
   2. Histograms for each gender.
   3. Stem-Leaf figures for each gender.
   4. Box Plots for each gender.
   5. List the Z-score values for each score in a table entitled :

Standardized Scores of Midterm Exam Scores.