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Flashcard for Kids: Insects tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất cả các lĩnh vực...
ran an an an Complete each word to rhyme with , then say the word. Hint: Use the picture clues to help. Write the missing short vowel in each word, then say the word. Write these words in the correct shapes, then say the words. Teacher Note: Practice with high-frequency words. Circle the words that rhyme. v n b g m p h t c t r t short a Write the missing short vowel in each word, then say the word. Write these words in the correct shapes, then say the words. Teacher Note: Practice with high-frequency words. a Circle the word that best completes the sentence, then write the word in the blank. Word Bank Read the words in the Word Bank. Write the missing letter in each word, then say the word. ham an and nts at ants Circle the word that best completes the sentence, then write the word in the blank. Circle the things that have the short a sound, then write about the picture. Use the Word Bank to help you. Teacher Note: Ask emergent writers to simply write their favorite short-a words from the picture. Word Bank short a Complete each word to rhyme with , then say the word. Hint: Use the picture clues to help. hen en en en Write these words in the correct shapes, then say the words. Teacher Note: Practice with high-frequency words. Complete each word to rhyme with , then say the word. Hint: Use the picture clues to help. Write a different word that rhymes with . Draw a picture to match the word. fall t wb sm Write these words in the correct shapes, then say the words. Teacher Note: Practice with high-frequency words. he r e Write the missing short vowel in each word, then say the word. Circle the word that best completes the sentence, then write the VnDoc - Tải tài liệu, văn pháp luật, biểu mẫu miễn phí Flashcard for Kids: Insects Printable flash card illustrating: ant, butterfly, grasshopper, bee, ladybird, colorado potato beetle, fly, mosquito, dragonfly VnDoc - Tải tài liệu, văn pháp luật, biểu mẫu miễn phí Hình ảnh tiếng Anh theo chủ đề Insects côn trùng mang đến cho em từ vựng hình ảnh loại côn trùng giúp em có thêm nhiều từ vựng tiếng Anh Chủ đề hình ảnh tiếng Anh Insects đặc biệt phù hợp với chương trình tiếng Anh lớp 3, 4, trở lên Ở độ tuổi em nhận diện từ vựng có kiến thức loại côn trùng em học tiếng Anh Ant /ænt/: kiến Fly /flai/: ruồi Butterfly /'bʌtǝflai/: bướm VnDoc - Tải tài liệu, văn pháp luật, biểu mẫu miễn phí Dragonfly /'drægǝnflai/: chuồn chuồn Bee /bi:/: ong Wasp /wɔsp/: ong bắp cày Bumblebee /'bʌmbl,bi:/: ong nghệ Moth /mɔθ/: bướm đêm Flea /fli:/: bọ chét 10 Ladybird / 'leidibǝ:d/: bọ rùa 11 Beetle /'bi:tl/: bọ cánh cứng 12 Grasshopper /'gra:s,hɔpǝ/: châu chấu 13 Cockroach /'kɔkroutʃ/: gián 14 Mosquito /,mǝs'ki:tou/: muỗi 15 Cicada /si'ka :dǝ/ : ve sầu 16 Worm /'wɜrm/: sâu 17 Glowworm /'glou,wɜm/: đom đóm 18 Bug /bʌg/: rệp 19 Louse /laos/: rận 20 Cricket /'krikit/: dế 21 Looper /'lu:pǝ/: sâu đo 22 Earwig /'iǝwig/: sâu tai 23 Leaf-miner /,li:f'mainǝ/: sâu ăn 24 Horse-fly /'hɔ:s,flai/: mòng 25 Mayfly /'meiflai/; phù du 26 Midge /midʒ/: muỗi vằn 27 Mantis /'mæntis/: bọ ngựa 28 Termite /'tǝ:mait/ : mối Học tiếng Anh trẻ em qua hình ảnh nói riêng học tiếng Anh trẻ em nói chung bạn cần lựa chọn cho trẻ học phù hợp với độ tuổi Nếu học sai độ tuổi, học khó dễ khiến bé thấy chán nản lo lắng học Vì vậy, VnDoc.com phân loại chương trình học tiếng Anh trẻ em khác chủ đề nội dung học tập khác Hãy tham khảo Tiếng Anh trẻ em VnDoc.com để có học hay cho nhé! 22 F u n A c t i v i t i e s F o r K i d s or How To Get Your Kids Out of Your Hair For Days! This book is provided free of charge by PaperToys.com Please feel free to distribute this ebook from your web site. http://PaperToys.com Illustrations and graphics by Erika Taguchi at http://blurmedia.com/erika 22 F u n A c t i v i t i e s F o r K i d s or How To Get Your Kids Out of Your Hair For Days! Tent City Scratch Pictures Stick or Pick Soap Sculptures Waxy Nature Pictures Pinecone People Paper Plate Art Water Globes Eggshell Pencil Holder Collage Color and a Shave Sock Puppet Friendship Bracelet Drive Me Crazy I'm In Business Designer Shop Model Child Let's Go To School Call Me Inchworm Library Word Search TENT CITY By using your imagination to determine the shape and materials, you will learn to think and improve your concentration skills. You will learn to cooperate with others when you have someone help you build the Tent City. You will also discover patience when the "walls" fall down and you have to put them back up. material needed: let's get started: 1. chairs, blankets, and sheets Choose a room in the house that has a lot or free space. Place the chairs in the area they want to build their tent city in. Any number of chairs can be used. Two to four is usually a good number for most spaces. The chairs can be placed across from each other - in a straight line - in a circle - or in no order. 2. Starting with the heaviest blanket or sheet, drape it over the chairs. Continue draping the remaining ones using the chairs. Tying the ends around a doorknob or tucking it under another piece of furniture will add more room. 3. When the Tent City is up, play inside it. You can pretend it's a fort in the wilderness, a home, a job or any other place you can think of. Scratch PIctures If you're a Budding artist, you will develop your creativity and a sense of pride when this project is completed. You will increase your hand/eye coordination. If you use a still life or picture to get ideas to draw from, your eye for detail will become sharper. If you choose to do an abstract picture or something from your imagination, your personal sense of style will become more developed. Some ideas: Building a still life or using a picture is a good idea for younger children. Other children can draw pictures from their imagination such as birds and clouds in the sky, cars, animals, etc. material needed: let's get started: 1. Color the white paper. Use a crayon to divide the paper into small or large sections. Color each section a different color except black. 2. With a black crayon, color the entire sheet that was just colored with different colors, black. 3. Place the paper on a flat surface or ironing board. 4. Cover the paper with waxed paper. 5. Cover with a towel and iron. Go over it a few times. The waxed paper will melt onto the colored sheet. 6. When cool, use a toothpick to scratch out a picture. white paper, crayons, waxed paper, toothpick or something to scratch with, iron, towel, ironing board or a flat surface STICK OR PICK Building houses, fences, barns or sidewalks is easy to do using Popsicle sticks. For beginners, a fence or ramp will be the easiest to do. This activity helps improve hand/eye coordination and concentration. World famous architects may have starting out building stick houses. material needed: let's get started: 1. popsicle sticks, glue Decide what to build. The basic of this activity is to glue the Popsicle sticks together. To build a wall for a house - glue them together on the sides. Use five to ten Popsicle sticks for each wall. The front of the house will use two panels of two to seven Popsicle's to leave room for a door. Experienced builders can leave room for a window. Build a panel for the floor and the roof. 2. When Nam Duong Primary School PHIU KIM TRA NH K THáNG THứ NHấT NM HC 2010-2011. Mụn: Ting Anh- Lp 4(Lets go 1B) Thi gian: 40 phỳt ( Khụng k thi gian giao ) H v tờn:. Lp:4 I. Điền từ còn thiếu vào đoạn hội thoại em đã đợc học( 2 điểm) 1.What . it? 2. Happy , Jenny! I dont . How are you? What . it? seven years old. a doll. This is you. II. Nối tranh vẽ và câu cho thích hợp(2 điểm) 1. a, Catch a ball. 2. b, Its a little yo-yo. 3. c, Jump rope 4. d, Its a long pencil. Gv Đinh Thị Xuyến Page 1 of 3 Nam Duong Primary School III. Khoanh tròn một từ khác với các từ còn lại(2 điểm) 1. Jenny John birthday Kate 2. a robot seven two nine 3. long round big box 4. How a puzzle What Can 4. play catch name hit IV. Nhìn vào tranh vẽ và viết câu trả lời(2 điểm) 1. What is it? . 2. Can she play with a yo- yo? Yes, . 3. How old are you? . 4. Is it a round box? . 5. Is it a jump rope? THe end. Gv Đinh Thị Xuyến Page 2 of 3 Nam Duong Primary School Gv §inh ThÞ XuyÕn Page 3 of 3 405.557.0167 / 800.522.8462 www.CreditUnionOne.org Public Speaking Tips For Kids By: James Masterson Public speaking is one skill that kids should enhance. Aside from practice, public speaking for kids requires personal coaching. Personal coaching includes the development of self‐confidence and the effort on helping kids to improve their public speaking skills. For beginners it is important that they undergo this kind of learning to have a better public speaking approach. Kids have their own skills and abilities on how to deliver a presentation. It is up to the coach to bring out that natural skill in them. The kid only needs to listen and internalize all the things that the coach will teach. If you are the kid being trained, you will be introduced to an approach in public speaking that can be convenient to you. The coach will not attempt to change your style and be different to other speakers; although speakers seem to be more effective if the audience finds him unique in his public speaking. The coach will try to enhance your own skills and talents that are already present in you. You can expect comments and feedback from your coach during the training process. He will provide you the much needed guidance and specific knowledge for the coach is obliged to produce a better result in your training. Here are some reasons why you will need a personal coach: ‐ You may ask for a coach if you need help on a specific presentation that is very important to you. ‐If you want to concentrate on specific communication and speaking issues that are covered in general workshops and seminars. ‐If you have encountered sessions and workshops that progress slowly and are too standard or maybe do not get your interest. ‐When you are too busy to attend trainings because you cannot choose just one that can answer your needs. ‐If you are not comfortable in the team setting or you may feel that your speaking skills are on a much higher level. ‐If you have undergone public communication and speaking lessons before and you may need additional knowledge and enhancement. ‐If you have found you work much better and develop faster with a personal approach. Getting a personal coach does not mean you are a slow learner or have poor communication skills. There are many reasons why will you need to have a personal coach, as mentioned in the above list. Coaching can be just like that, like any sport where a team needs a coach to perform well and be guided on the executions. For a child that wants to be trained in public speaking as early as in his early childhood, it could be better if the child is already trained on how to address and interact to other people by means of public speaking. About the author: James Masterson is Stand out, Be Recognized and Be Remembered keynote speaker. Click Here To read his latest advice http://free‐online‐course.com/masterson Article Source: www.isnare.com Public Speaking for Kids! "Tell 'em what you're going to tell, 'em; tell 'em; and then tell 'em what you told 'em." Vocabulary Articulation – The act of producing a speech sound. How your total vocal process works. There are several steps to this entire process. First, you need air from the lungs, your vocal cords in your larynx must be working, your mouth and tongue must be in sync, and you have to make sure that you have got some saliva in your mouth to keep things oiled. Body Language - nonverbal, usually unconscious, communication through the use of postures, gestures, facial expressions etc. Pronunciation – the way a word sounds and is spoken, phonics, the result of producing a sound Variance – the ability to change the pitch, volume, speed etc of your speech to keep your voice interesting Pitch - pitch refers to the highs and lows of your voice. Whatever you do, avoid a monotone! The 5 Organs of Speech • The tongue • The lips • The soft palate • The hard palate • The teeth The Process of writing a speech 1. Things to think about a. Who is your audience? b. What’s the point? - write a focus statement c. Where are you speaking? d. How much time do you have? e. What is the occasion? serious, humorous, business 2. Write a first draft 3. Read aloud, edit and rewrite – use a buddy to help with this 4. The copy you read from should be large font, double spaced, and written with indicators for yourself – stress this point, slow down here, pause etc. 5. Practice! Practice! Practice! The Process of Listening and Evaluating a Speech As a Listener . * Do not judge the person by his or her speech. Be genuine and sincere. * Do not practice or think about your comments while the person is speaking. * While the person is speaking, have a positive regard for the speaker. * Try to understand the speaker from his or her point of view. As an Evaluator? * Share feelings and thoughts with the speaker. * Make "I" statements (e.g., "I think your speech was?" or "I feel you need to?") * Be specific. * Be constructive, not destructive. * Remember that each speaker is unique. * Comment only on the speech - not on the speaker. * Do not project your own biases onto the speech. When offering a critique do not: * Drift off during the speech and then pretend to have all of the right comments. * Try to show-off by listing trivial concerns or to nit-pick. * Make comments directed at speaker's personality. * Don’t let someone "get away" with a flawed speech. Take the personal risk of being honest. Evaluation Worksheet Each of these letters stands for an area of the speech evaluation, each being a critical part of a person's speech. After each letter, you will award a written number on a 1 to 5 scale. "1" is very poor. "2" is okay. "3" is average. "4" is very good. "5" excellent. "D/A" means does not apply to the speech. A= Analysis - how well does the speaker understand the topic? R = Reasoning - is the speech reasonable? Do you believe it? E = Evidence - what was the quality of the support material offered? Did it justify the claim made? O = Organization - did the speech have a clear beginning, body, and ending. Did it "flow?" D = Delivery - overall, how was the delivery? Dl = Relaxed - did the speaker seem relaxed? D2 = Eye contact - was there sufficient eye contact? D3 = Physical Relationship - What was the physical relationship with the audience? Did you feel comfortable with the speaker, or did he or she make you nervous? D4 = Vocal quality - was the rate, tone, pitch and volume appropriate to the subject material? C = Comment - just write down a one or two-sentence comment on anything that struck you as being important. K-2 activity Bring in something for show and tell. Tell the class 3 things about the item you brought in. Practice smiling