How to Teach Students About Holidays & History
Earth Day was founded in 1970 as a day of education about environmental issues, and Earth Day 2018 occurs on Sunday, April 22. The holiday is now a global celebration that’s sometimes extended into Earth Week, a full seven days how to Teach Students About Holidays & History events focused on green living. A highlight of the United Nations’ Earth Day celebration in New York City is the ringing of the Peace Bell, a gift from Japan, at the exact moment of the vernal equinox.
Senate in 1962, Senator Gaylord Nelson, a Democrat from Wisconsin, was determined to convince the federal government that the planet was at risk. Nelson announced the Earth Day concept at a conference in Seattle in the fall of 1969 and invited the entire nation to get involved. The wire services carried the story from coast to coast. Telegrams, letters and telephone inquiries poured in from all across the country. On April 22, rallies were held in Philadelphia, Chicago, Los Angeles and most other American cities, according to the Environmental Protection Agency. The first Earth Day was effective at raising awareness about environmental issues and transforming public attitudes.
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Public opinion polls indicate that a permanent change in national priorities followed Earth Day 1970. When polled in May 1971, 25 percent of the U. Since 1970, Earth Day celebrations have grown. In 2000, Earth Day focused on clean energy and involved hundreds of millions of people in 184 countries and 5,000 environmental groups, according to EDN. We strive for accuracy and fairness. But if you see something that doesn’t look right, contact us!
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2:1 or first class degrees than their white peers. The report, called Degrees of Racism, said BME students’ confidence and engagement during their studies is affected by ‘racial exclusion and discrimination in the learning and teaching environment at SOAS’. It added that this is due to combination of many factors, including a ‘white curriculum’, BME students being ‘excluded’ from classroom discussions and both other students and teachers had said ‘explicitly racist comments’ to BME students. When describing ‘barriers’ students face when they want to access support from lecturers and tutors, it said: ‘Non-white students were comparatively less likely than their peers to be able to access the advantages of cultural familiarity with their tutor.
Some felt it unrealistic to expect their white tutors to be able to empathise with their problems, especially those who had experienced racial abuse in comparable settings in the past. For non-white students from working-class backgrounds, the gap in life experience was sometimes compounded. Both of my tutors are white men. I find it hard to tell a white teacher my problems. Most teachers come from privileged backgrounds which BME students can’t relate to. The union’s report suggested that lecturers ‘must be prepared to acknowledge that they are capable of racism, and should be prepared to discuss how’ as a way to combat the issues their students face. However, the report face a backlash from other academics.
Sir Anthony Seldon, 63, vice-chancellor of Buckingham University, told The Sunday Times: ‘White people can’t teach BME students? I think this claim is unfair and untrue and disrespectful to universities and members of staff. The report comes after students demanded figures as Plato, Descartes, Immanuel Kant and Bertrand Russell should be largely dropped from the curriculum simply because they are white. The union said studying philosophy ‘the majority of philosophers on our courses’ should be from Africa and Asia. A spokesperson for SOAS said: ‘While the recommendations and conclusions do not necessarily reflect the view of the whole SOAS community, they have helped to spark productive debate. We value the contributions of all our staff and students to these conversations.
We want to make sure that the higher education experience is a positive one for students from all backgrounds. He added that questions of diversity and inclusion are ‘integrated’ across the work of the university, and the school has commissioned a report looking at the attainment gap with the University of East London. SOAS, said: ‘We attach a great deal of importance to our diverse community here at SOAS. It enables a wide range of perspectives to be brought into the classroom, which greatly benefits and enriches the academic debates and discussions. Our diversity is something of which we are very proud. Jasmine Zheng, 21, says that in January she and her then-boyfriend Zhiwei Zheng, 26, took a trip from Manhattan’s Chinatown to Atlantic City for a night of gambling.
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The comments below have been moderated in advance. We are no longer accepting comments on this article. Intimidated by the thought of taming your garden for summer? Rochelle Humes powers through London Marathon as she completes her first 26. Gordon Ramsay’s twins Jack and Holly, 18, complete first London Marathon as he celebrates impressive 4. Channing Tatum hangs out with ‘Bachelor’ Arie Luyendyk Jr.
Pippa’s timely baby news shifts spotlight from troubled father-in-law to his VERY different sons but she reach out to Vogue after wedding ban? An oily secuder and a flirty heiress: This is REAL Victorian melodrama! I want to make sure I respond to it in the appropriate way! This image released by Paramount Pictures shows John Krasinski, left, and Noah Jupe in a scene from “A Quiet Place. People learning the English language around the world should not adopt the ‘Queen’s English’, a linguist said today. Dr Mario Saraceni, of the University of Portsmouth, called on native English speakers to ‘give up their claim to be the guardians of the purest form of the language’. He argued that the ways it has been used and changed by millions of people around the world are equally valid.
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Writing in the latest issue of the journal Changing English, he suggests the way English is taught to non-native speakers, but whose mother tongue is English, needs a dramatic change. He said: ‘It’s important the psychological umbilical cord linking English to its arbitrary centre in England is cut. The English are not the only legitimate owners of the language. English is the most dominant language on the planet and though it is spoken widely in the western world, westerners are in the minority of English language speakers. For many around the world, the ability to speak English has become as important as knowing how to use a computer.
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But the myth of the idealised native speaker needs to be abandoned. How it is spoken by others should not be seen as second best. Dr Saraceni, of the School of Languages and Area Studies, said it was time English language teachers abroad took down posters of double-decker buses and Parliament Square from their classrooms and taught English in a purely local context. He said: ‘Critics might feel uncomfortable with what they see as a laissez-faire attitude but language use is not about getting closer to the ‘home’ of English, and it is not about bowing deferentially and self-consciously to the so-called superiority of the inner circle of the UK, US, Australia and New Zealand. Language use is fundamentally about mutual understanding. According to Dr Saraceni, the widely-held view that English has spread around the world from its original birthplace in England can be challenged. He said: ‘The idea seems natural and unquestionable, but if you examine it closer it is patently untrue.
It is impossible to identify any point in history or geography where the English language started – one can talk only of phases of development. The origins of English are not to be found in the idea of it spreading from the centre to the periphery, but in multiple, simultaneous origins. The concept of a single version of any language is always questionable. Dr Saraceni said that English had been ‘reincarnated’ throughout the world, including in Malaysia, India, China and Nigeria, and therefore England should not be seen as the linguistic ‘garden of Eden’ where the language was pure and perfect. The de-Anglicisation of English needs to take place primarily in classrooms and the ‘whole mystique of the native speaker and mother tongue should be quietly dropped from the linguist’s set of myths about the language’, he said. Jasmine Zheng, 21, says that in January she and her then-boyfriend Zhiwei Zheng, 26, took a trip from Manhattan’s Chinatown to Atlantic City for a night of gambling. The comments below have not been moderated.
We are no longer accepting comments on this article. Intimidated by the thought of taming your garden for summer? Rochelle Humes powers through London Marathon as she completes her first 26. Gordon Ramsay’s twins Jack and Holly, 18, complete first London Marathon as he celebrates impressive 4.
Channing Tatum hangs out with ‘Bachelor’ Arie Luyendyk Jr. Pippa’s timely baby news shifts spotlight from troubled father-in-law to his VERY different sons but she reach out to Vogue after wedding ban? An oily secuder and a flirty heiress: This is REAL Victorian melodrama! I want to make sure I respond to it in the appropriate way! These second grade worksheets are intended to enhance your child’s skills and introduce new concepts in a fun, stress-free manner. Depending on your child’s abilities, you may wish to review our first grade worksheets and third grade worksheets for additional educational materials.
Adjectives worksheet 2 – Circle the adjectives found in each sentence. Missing Vegetable Vowels Worksheet 3122 – Students will fill in the correct vowel to complete the spelling of each vegetable. Using Is or Are – Complete each sentence using the correct word. Using We or Us – Complete each sentence using we or us. Finish the Sentences – Students will complete each sentence with one of three words provided. Verbs Worksheet 1 – Identify the verbs in each sentence. They Sound the Same – Students will complete each sentence with a word from the word box.
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Homophone Worksheets 1 and 2 – Write the correct form of a word to complete each sentence. Halloween Sentences – Is it a telling sentence or a question? Suffixes – Write words ending in s, es, ed, ing, y, ly, and ful in the correct word shape. Words With Two Meanings Worksheet 2 – Write a sentence for two different meanings of the words saw, ring, bat, pen, and top. Word World – Build vocabulary while selecting a word that best completes each sentence. Compound Words – Match a word on the left to a word on the right to make a new word.
Parts of Speech 2 – Identifying nouns, verbs, and adjectives. Contraction Cards – Use these cards with the worksheet above. Dinosaur Reading Comprehension – Read an answer questions about Ankylosaurus, Iguanodon, and Brachiosaurus. Dinosaur Reading Comprehension Worksheet 1 – Read short paragraphs about Diplodocus, Pachycephalosaurus, and Tyrannosaurus then answer questions about each. Sonoran Desert Question or Statement – Science and language arts come together when students punctuate each sentence with a period or a question mark and unscramble words to make a question and a statement.
The Sounds that Animals Make – This is an easy word search puzzle and matching worksheet combined. Read the clues about the ocean animals, answer each clue, and check your answer using the self-checking letter box. Fun with Droofus the Dragon – This worksheet focuses on vocabulary and word usage. Droofus the dragon is a “big lunk of a thing” who is loved by a young boy. The King wants to display the dragons head in the palace.
Free language arts, science, civics, and social studies worksheets for second grade. You may print worksheets for your own personal, non-commercial use. Nothing from this site may be stored on Google Drive or any other online file storage system. No worksheet or portion thereof is to be hosted on, uploaded to, or stored on any other web site, blog, forum, file sharing, computer, file storage device, etc. Click to make the text bigger. What’s the most important thing I should know about the ESL students I teach?
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Should I correct an ESL student’s grammar mistakes? Should I correct an ESL student’s pronunciation mistakes? Should I correct an ESL student’s spelling mistakes? Should I let ESL students talk in their native language in my classroom? Should I encourage ESL students to use their dictionaries in my lesson?
How can I help my ESL students learn English as well as my subject? Why don’t my ESL students look at me when I’m talking to them? How can I judge if a task or assignment will be too difficult for ESL students? What can I do to make it easier for the ESL students in my classes? What can I do to help ESL students do good homework?
Should I modify homework tasks for the ESL students in my class? Why don’t my ESL students ask for help in class? What advice can I give to ESL parents about how to help in my subject? An ESL student is struggling in my lessons. What is the best way I can help her?
An ESL student is doing badly in my tests. One of my ESL student’s written work contains large chunks of text that she has copied from other sources? What is the best way to integrate ESL students into my lessons? How do cooperative activities benefit ESL students? I have a student in my class who never says a word.
How should I assess the content knowledge, understanding and skills of my ESL students? How should I grade my ESL students? My class contains a high proportion of ESL students – will this have a negative effect on the other students’ learning? How should I adapt the work I give to the ESL students in my class? What is the best way to keep in contact with the ESL teacher? How are ESL students placed in the upper school at FIS? How can I identify an ESL child who has learning difficulties?
How can I communicate effectively with ESL parents? Where can I find information about the language, culture and history of the countries of my ESL students? What do I need to know about the ESL students and culture shock? How should I reply if a student or her parents asks me how she can improve her English? What do students do in ESL lessons? Where can I find out more about second language learning? Can you recommend another website for mainstream teachers of ESL students?
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For this reason some of the answers are related to the particular situation at FIS. Most of the advice, however, will be of use to mainstream teachers of ESL students in any school situation. It is essential to know which of the non-native students in your class are ESL students and what level of ESL they are in. This will give you some idea how much English they know and will help you to have realistic expectations of what they will be able to understand and do in your lessons.
Marking the names of the ESL students in your grade book, e. Many teachers also note down the name of the ESL teacher of each ESL student. This can facilitate the liaison that is a very important aspect of our joint efforts to support ESL children as effectively as possible. Students who answer questions in class are working hard to show what they know or have understood and so they are usually not receptive to any feedback on the grammatical accuracy of their message.
Moreover, it would probably embarrass them to have their mistakes corrected in front of the rest of the class. An indirect way to give corrective feedback is to provide the student with a model answer. So, for example, if he says: Columbus find America in 1492, you could reply: Yes, you’re right. There is conflicting research evidence as to whether this kind of feedback is effective, so it’s best not to overdo it. As for written work, once again it is important that feedback is concentrated on the content quality of the answer rather than on its grammatical accuracy.