The person wakes up in the morning, gets dressed, has breakfast, brushes their teeth, goes to school, has classes and lunch, does homework after returning home, has dinner, watches TV, and goes to bed.
This document provides two sample daily routines. The first routine involves waking up, doing morning hygiene tasks like brushing teeth and showering, exercising by riding a bicycle or driving, relaxing by watching TV, and going to sleep. The second routine is a school day, including getting dressed, eating breakfast, taking transportation like walking, bus, or car to school, participating in school lessons and activities, doing homework and chores, and enjoying free time. Both routines end with sleeping.
Education is defined as the process of socializing individuals by assimilating knowledge and learning the cultural ways of previous generations. The educational process produces intellectual, emotional, and social changes through a series of skills and values. For children, education promotes structured thought, forms of expression, sensory-motor maturation, and group integration. Formal education occurs in schools and teaches basic, academic, or trade skills, while informal education happens outside of schools through everyday interactions. Non-formal education includes adult education programs that teach literacy, basic skills, or job skills.
This document outlines a typical morning and school day routine, beginning with waking up, washing one's face and taking a shower, followed by drying and brushing hair, eating breakfast and brushing teeth, getting dressed, making the bed, going to school to study and eat lunch, returning home to do homework, eating dinner, taking a bath, and going to bed.
The document contains a quiz on common office expressions with multiple choice questions and answers. It covers phrases and terms commonly used in workplace communication and tasks such as requesting supplies, raising issues for meetings, expressing gratitude, scheduling, assigning priorities, asking for help, and providing feedback.
The PDP Framework is a lesson planning tool that helps teachers deliver effective listening, reading, and video lessons. It is based on research showing that students are more engaged when actively involved before, during, and after consuming content. The framework has three stages: pre-listening/reading preparation, during active listening/reading tasks, and post activities that extend understanding and apply it to other contexts.
The document describes a typical daily routine, including waking up, showering, getting dressed, eating meals, going to school, doing homework, playing, eating dinner, bathing, and going to bed. It then provides examples of sentences using common time phrases to discuss daily activities like breakfast, school, lunch, homework, TV, dinner, and bedtime. The next section shows pictures of a boy's daily schedule and asks the user to choose the correct time for each activity. It concludes by introducing Harry Potter and describing his typical school week activities using adverbs of frequency.
The document describes typical daily routines for several people. It lists waking up between 6-6:15 am, getting dressed, having breakfast, walking to school, meeting friends after school, watching TV in the evening, studying, having dinner, and going to bed as routines that many people follow each day.
LIBRO PLANEACIÓN POR PROYECTOS INTERDISCIPLINARIOS Versión 1.0 (2023) (1).pdfAlejandraRoldan26
Este documento habla sobre la planeación por proyectos interdisciplinarios en la educación. Explica que los proyectos interdisciplinarios pueden abordar temas complejos que requieren el trabajo en equipo y colaboración de diferentes disciplinas. También define y diferencia entre disciplinariedad, multidisciplinariedad, interdisciplinariedad y transdisciplinariedad. Finalmente, ofrece una guía práctica para la elaboración de proyectos interdisciplinarios en la educación básica.
The document describes a typical daily routine:
1) He wakes up at 8:00, has a shower at 7:10, and has breakfast.
2) He goes to school at 8:30, has lessons, and has lunch at 12:00.
3) He goes back home at 4:30, does homework at 5:15, and plays with friends at 5:45.
4) He goes to bed at 10:00.
This document provides pictures and lists of items related to different rooms in a house. The rooms include the living room, kitchen, bedroom, childroom, and bathroom. For each room, there is a list of furniture and other items that can be found in that room. The player is instructed to click on the items in the pictures that are listed. There are also images showing common housework tasks like vacuuming, washing dishes, and gardening.
The document describes a girl named Sally's daily routine in three sentences:
Sally wakes up at 6:00 AM, takes a shower, and has breakfast before going to school at 7:30 AM, where she has classes until 3:00 PM. When she gets home at 4:00 PM, she has lunch, does homework, watches TV for an hour, has dinner, and goes to bed at 10:30 PM. The document provides examples of talking about daily routines and activities using subjects like "I", "you", "we", and "they" along with verbs.
The document outlines a typical morning and school day routine, including waking up, showering, getting dressed, eating breakfast, brushing teeth, going to school, having lunch, returning home, doing homework, eating dinner, and going to bed.
The document outlines a typical daily routine, including waking up, getting dressed, grooming like washing one's face and brushing teeth, catching the bus, eating meals like breakfast and lunch, going to school or work, doing homework, having dinner, washing hands, playing, reading before bed, and going to sleep.
This document outlines a typical daily routine, beginning with waking up in the morning, having a shower and getting dressed, eating breakfast, leaving home to go to school or work, attending classes or starting work duties, finishing the day's activities, returning home, eating dinner, watching TV, and going to bed to sleep. The routine is presented with a timeline showing the order of activities from waking to sleeping.
The document outlines a typical daily routine, describing activities like waking up, washing, getting dressed, eating breakfast and brushing teeth in the morning, going to school to color, write, play with friends, sing, read and have lunch, then coming home to do homework, go to the park, watch TV, take a shower or bath, eat dinner, put on pajamas and go to bed.
A typical school day routine involves waking up in the morning, getting ready with a shower, getting dressed, eating breakfast, brushing teeth, going to school for classes and lunch, returning home to do homework, having dinner, watching TV, and going to bed.
The person wakes up at 6am, takes a shower at 6:45am, and has breakfast at 7am. They leave home for school at 8am, return home after school, have dinner at 8pm, do homework, and go to sleep at 10:15pm.
The person gets up every day at 7:00 am, cleans their house and has breakfast with their mom. They take a bath at 10:00 am during weekdays, organize their room daily, and sometimes plays soccer with siblings. The person takes the bus to school at the SENA, arriving at 1:00 pm after lunch and brushing their teeth. They leave school at 6:00 pm and are home by 11:15 pm for dinner with family before sleeping at 9:30 pm daily.
This document describes a student's daily routine and activities on Saturdays. It discusses what the student does each morning like eating breakfast, watching TV, and going to school. The afternoon is spent rock climbing, which the student enjoys but finds difficult. In the evenings, the student usually goes out with friends to movies or a coffee shop near their house to have fun.
The document provides information about adverbs of frequency and examples of daily routines. It defines the meanings of adverbs like always, usually, often, and sometimes. It then gives examples of using these adverbs to describe behaviors like kissing a girlfriend and worrying about exams. The document also shares the daily schedule of a college student, Brittany Davis, who wakes up at 7 AM for classes, works at the library in the afternoon and evenings, and works at the library on Saturdays but stays out late on Saturday nights and sleeps in on Sundays. Suggested sentences for describing one's own daily routine are also listed.
This document discusses different weather conditions in different seasons. It lists clouds, wind, rain, snow, fog, lightning, storms, sun, heat, cold, and rainbows as examples of weather that can occur in winter, summer, fall and spring. The document does not provide any additional context around its purpose or meaning.
This document outlines a typical daily routine using simple present tense verbs. It describes a person waking up at 7:30 am, washing their face and brushing their teeth by 7:45 am, having breakfast at 8:00 am before going to school at 8:15 am. The schedule continues with having lunch at 12:15 pm, returning home at 3:00 pm to do homework in the afternoon, playing computer games or studying lessons. Dinner is at 7:00 pm followed by watching TV in the evening, reading a book every night before going to bed at 11:00 pm.
The document outlines a typical daily routine, including activities like waking up, eating meals, getting dressed, going to school or work, chores like cleaning and cooking, leisure activities, and going to bed. It is intended as a presentation for English language learners to learn common daily verbs and routines. Sources are provided for images, text-to-speech conversion, and image subscriptions.
The document describes a typical person's daily routine in three time periods: morning, afternoon, and evening. Some common activities mentioned include waking up, getting dressed, taking a shower, doing chores like dishes, doing homework, playing games, exercising, eating meals, watching TV, and going to bed. The routine is presented as a set of short phrases rather than full sentences.
The document outlines a typical daily routine which includes waking up, showering, eating breakfast, brushing teeth, going to school, having lunch and classes, returning home, doing homework, eating dinner, watching TV, and going to bed.
The document outlines a typical daily routine, mentioning getting up in the morning, eating meals, going to and from school, doing homework, watching TV, having a bath, and going to bed.
The document describes a typical daily routine:
1) He wakes up at 8:00, has a shower at 7:10, and has breakfast.
2) He goes to school at 8:30, has lessons, and has lunch at 12:00.
3) He goes back home at 4:30, does homework at 5:15, and plays with friends at 5:45.
4) He goes to bed at 10:00.
This document provides pictures and lists of items related to different rooms in a house. The rooms include the living room, kitchen, bedroom, childroom, and bathroom. For each room, there is a list of furniture and other items that can be found in that room. The player is instructed to click on the items in the pictures that are listed. There are also images showing common housework tasks like vacuuming, washing dishes, and gardening.
The document describes a girl named Sally's daily routine in three sentences:
Sally wakes up at 6:00 AM, takes a shower, and has breakfast before going to school at 7:30 AM, where she has classes until 3:00 PM. When she gets home at 4:00 PM, she has lunch, does homework, watches TV for an hour, has dinner, and goes to bed at 10:30 PM. The document provides examples of talking about daily routines and activities using subjects like "I", "you", "we", and "they" along with verbs.
The document outlines a typical morning and school day routine, including waking up, showering, getting dressed, eating breakfast, brushing teeth, going to school, having lunch, returning home, doing homework, eating dinner, and going to bed.
The document outlines a typical daily routine, including waking up, getting dressed, grooming like washing one's face and brushing teeth, catching the bus, eating meals like breakfast and lunch, going to school or work, doing homework, having dinner, washing hands, playing, reading before bed, and going to sleep.
This document outlines a typical daily routine, beginning with waking up in the morning, having a shower and getting dressed, eating breakfast, leaving home to go to school or work, attending classes or starting work duties, finishing the day's activities, returning home, eating dinner, watching TV, and going to bed to sleep. The routine is presented with a timeline showing the order of activities from waking to sleeping.
The document outlines a typical daily routine, describing activities like waking up, washing, getting dressed, eating breakfast and brushing teeth in the morning, going to school to color, write, play with friends, sing, read and have lunch, then coming home to do homework, go to the park, watch TV, take a shower or bath, eat dinner, put on pajamas and go to bed.
A typical school day routine involves waking up in the morning, getting ready with a shower, getting dressed, eating breakfast, brushing teeth, going to school for classes and lunch, returning home to do homework, having dinner, watching TV, and going to bed.
The person wakes up at 6am, takes a shower at 6:45am, and has breakfast at 7am. They leave home for school at 8am, return home after school, have dinner at 8pm, do homework, and go to sleep at 10:15pm.
The person gets up every day at 7:00 am, cleans their house and has breakfast with their mom. They take a bath at 10:00 am during weekdays, organize their room daily, and sometimes plays soccer with siblings. The person takes the bus to school at the SENA, arriving at 1:00 pm after lunch and brushing their teeth. They leave school at 6:00 pm and are home by 11:15 pm for dinner with family before sleeping at 9:30 pm daily.
This document describes a student's daily routine and activities on Saturdays. It discusses what the student does each morning like eating breakfast, watching TV, and going to school. The afternoon is spent rock climbing, which the student enjoys but finds difficult. In the evenings, the student usually goes out with friends to movies or a coffee shop near their house to have fun.
The document provides information about adverbs of frequency and examples of daily routines. It defines the meanings of adverbs like always, usually, often, and sometimes. It then gives examples of using these adverbs to describe behaviors like kissing a girlfriend and worrying about exams. The document also shares the daily schedule of a college student, Brittany Davis, who wakes up at 7 AM for classes, works at the library in the afternoon and evenings, and works at the library on Saturdays but stays out late on Saturday nights and sleeps in on Sundays. Suggested sentences for describing one's own daily routine are also listed.
This document discusses different weather conditions in different seasons. It lists clouds, wind, rain, snow, fog, lightning, storms, sun, heat, cold, and rainbows as examples of weather that can occur in winter, summer, fall and spring. The document does not provide any additional context around its purpose or meaning.
This document outlines a typical daily routine using simple present tense verbs. It describes a person waking up at 7:30 am, washing their face and brushing their teeth by 7:45 am, having breakfast at 8:00 am before going to school at 8:15 am. The schedule continues with having lunch at 12:15 pm, returning home at 3:00 pm to do homework in the afternoon, playing computer games or studying lessons. Dinner is at 7:00 pm followed by watching TV in the evening, reading a book every night before going to bed at 11:00 pm.
The document outlines a typical daily routine, including activities like waking up, eating meals, getting dressed, going to school or work, chores like cleaning and cooking, leisure activities, and going to bed. It is intended as a presentation for English language learners to learn common daily verbs and routines. Sources are provided for images, text-to-speech conversion, and image subscriptions.
The document describes a typical person's daily routine in three time periods: morning, afternoon, and evening. Some common activities mentioned include waking up, getting dressed, taking a shower, doing chores like dishes, doing homework, playing games, exercising, eating meals, watching TV, and going to bed. The routine is presented as a set of short phrases rather than full sentences.
The document outlines a typical daily routine which includes waking up, showering, eating breakfast, brushing teeth, going to school, having lunch and classes, returning home, doing homework, eating dinner, watching TV, and going to bed.
The document outlines a typical daily routine, mentioning getting up in the morning, eating meals, going to and from school, doing homework, watching TV, having a bath, and going to bed.
The document describes common daily routines such as waking up, showering, eating meals, going to work or school, listening to the radio, doing chores, and going to sleep. It asks questions about how often certain activities are done and what time activities occur. Examples given include listening to the radio every morning, showering in the morning, sleeping at 10:30am, having breakfast at 7am, and coming home after midnight every day.
This approach combines teaching phrasal verbs as a thematic set and teaching phrasal verbs using a text. In this case the text is an oral text given by the teacher. The subject, a morning routine, is very likely to contain many phrasal verbs (get up, put on clothes…).
The document describes a morning routine that includes waking up, showering or bathing, grooming like brushing teeth and combing hair, getting dressed, eating breakfast, going to work, having lunch, returning home, watching TV, having dinner, relaxing, getting ready for bed by washing the face, and sleeping.
The customer orders the signature steak meal for two portions from the waiter. The waiter also recommends trying the special anniversary dessert, which the customer agrees to. As part of the service, the waiter offers the customer an opening drink while waiting for the meal to be prepared.
The document outlines a typical daily routine, including waking up, getting dressed, eating meals, going to school, doing homework, playing, showering, watching TV, reading before bed, and sleeping at night. Activities are described along with the times they occur, such as having breakfast at 6:30 AM, lunch at 12:30 PM, dinner at 6 PM, and sleeping at night. The routine provides a structured schedule for the day from waking up in the morning until going to sleep.
Sophie lives in a small town near London. The town has some clothes and shoe shops, restaurants, two banks, a fire station, and a market. While there is no factory, Sophie's dad takes the train to work each day. Sophie's favorite place is the park where she plays football with friends. The town also has a school, theatre, and residents can take the bus into London.
This document lists various types of clothing items and their sizes for men and women in both U.S. and Brazilian sizing systems. It also includes common expressions used in clothing stores between customers and employees. Key items covered include dresses, shoes, pants, shirts, and accessories. Sizing ranges from women's size 6 to 18 in the U.S. and 34 to 46 in Brazil, and for men from size 36 to 56 in Brazil and 7 to 9.5 in the U.S. Common customer questions and employee responses in stores are also outlined.
This document lists various types of clothing items categorized by gender. For men, it includes suit, jacket, vest, jersey, shorts, trousers, coat, shirt, tie, t-shirt, jeans, raincoat, shoes, jumper, and tracksuit. For women, it includes dress, swimsuit, jeans, tracksuit, raincoat, trousers, shorts, shoes, skirt, jumper, sneakers, sandals, t-shirt, blouse, coat, and boots. For children, it lists baby garment, diaper, tight, coat, cardigan, dress, overalls, skirt, pants, shorts, t-shirt, socks, shoes, and sweater.
The document discusses plural and singular nouns. It explains that plural nouns name more than one and usually end in s or es. It provides examples of nouns and whether they are plural or singular. It also describes different rules for making nouns plural depending on whether they end in ch, s, sh, f, fe, o, or other letters. The document provides practice identifying plural forms of various nouns.
This document provides examples of simple present tense sentences in English. It shows how the verb changes depending on whether the subject is singular or plural. It also includes examples using adverbs of frequency like always, usually, often, sometimes and never to talk about how often something occurs. Questions are formed by changing the word order and using auxiliary verbs like do/does.
Massacre No Rio de Janeiro - Shooting in Rio de JaneiroMauricio Antonio
A shooting at a primary school in Rio de Janeiro, Brazil left at least 12 people dead. Security camera footage showed pupils fleeing from their classroom after a gunman opened fire, killing 11 classmates before turning the weapon on himself. The footage also showed the 24-year-old gunman walking through the school corridors with a gun in his hand. Parents and relatives gathered outside the school desperately waiting for news about their loved ones after the attack.
This document provides examples of common question words used to ask questions in English and short exercises to practice using question words. It includes the question words what, who, where, which, when, how many, how much, what time, why, how long, whose, and how with example questions using each word. There are also exercises asking the reader to complete sentences with the correct question word and ask their friend questions using question words.
The document describes the major structures and regions of the human brain, including the four lobes (frontal, parietal, occipital, temporal), cerebral cortex, sulci, gyri, and fissures. It identifies and explains the functions of key cortical regions within each lobe, such as Broca's area, Wernicke's area, primary motor cortex, primary visual cortex, and others. Diagrams are provided to illustrate the locations and relationships between these important brain structures.
The document summarizes the structure and function of skeletal muscle. It describes that skeletal muscle makes up 40-50% of body weight and functions to produce force for locomotion, breathing, and posture. The structure includes connective tissue layers surrounding bundles of muscle fibers called fascicles. Muscle fibers contain myofibrils with actin and myosin filaments that slide during contraction. Contraction is triggered by calcium release and the formation of cross-bridges between actin and myosin. Muscle fibers are either fast-twitch or slow-twitch and the fiber type composition varies with athletic performance and training.
The document discusses the major organs of the human body, including the brain, lungs, stomach, liver, bladder, heart, and kidneys. The brain controls the entire body. The lungs help with breathing by taking in oxygen. The stomach holds and digests food. The liver filters blood and breaks down toxins. The bladder stores urine before it leaves the body. The heart pumps blood throughout the body. The kidneys filter waste from the blood. Working together, all the organs keep the body alive and functioning.
The document describes the human skeleton and its various bones. It provides an interactive guide that allows the user to click on different bones in an illustrated skeleton and read descriptions of each bone's name and function. The bones described include those in the skull, spine, ribcage, shoulders, arms, hands, pelvis, legs, feet, and there is a quiz question at the end asking the reader to guess the total number of bones in the human body.
This document contains an interactive PowerPoint presentation about the major human body systems: respiratory, circulatory, digestive, muscular, and skeletal. Each system section provides 3-4 "gross and cool facts" about that system, such as how long the intestines are, how many miles of blood vessels are in the body, how many bones are in the hand, and comparisons of bone structures between humans and other animals. The presentation aims to educate viewers about interesting anatomical details of each major body system through fun facts.
The document contains various names, acronyms, and exercises related to names and spelling. It includes lists of popular names in the US, acronyms in English, and examples of dialogues where people ask each other to spell their names.
1. have a comb your
wake up get up get dressed
shower hair
have brush your
go to school have classes have lunch
breakfast teeth
go back do your
have dinner watch TV go to bed
home homework
2. What does she do every wake up get up
day?
have a shower comb your hair
get dressed have breakfast
brush your
go to school
teeth
have classes have lunch
do your
go back home
homework
have dinner watch TV
She has lunch at the
cafeteria. go to bed
3. wake up get up
What does he do every day?
have a shower comb your hair
get dressed have breakfast
brush your
go to school
teeth
have classes have lunch
do your
go back home
homework
have dinner watch TV
He watches TV.
go to bed
4. wake up get up
What does he do every day?
have a shower comb your hair
get dressed have breakfast
brush your
go to school
teeth
have classes have lunch
do your
go back home
homework
have dinner watch TV
He has breakfast.
go to bed
5. wake up get up
What does he do every day?
have a shower comb your hair
get dressed have breakfast
brush your
go to school
teeth
have classes have lunch
do your
go back home
homework
have dinner watch TV
He has classes.
go to bed
6. wake up get up
What does he do every day?
have a shower comb your hair
get dressed have breakfast
brush your
go to school
teeth
have classes have lunch
do your
go back home
homework
have dinner watch TV
He wakes up.
go to bed
7. What does she do every wake up get up
day?
have a shower comb your hair
get dressed have breakfast
brush your
go to school
teeth
have classes have lunch
do your
go back home
homework
have dinner watch TV
She goes to bed.
go to bed
8. wake up get up
What does he do every day?
have a shower comb your hair
get dressed have breakfast
brush your
go to school
teeth
have classes have lunch
do your
go back home
homework
have dinner watch TV
He combs his hair.
go to bed
9. What does she do every wake up get up
day?
have a shower comb your hair
get dressed have breakfast
brush your
go to school
teeth
have classes have lunch
do your
go back home
homework
have dinner watch TV
She gets up.
go to bed
10. wake up get up
What does he do every day?
have a shower comb your hair
get dressed have breakfast
brush your
go to school
teeth
have classes have lunch
do your
go back home
homework
have dinner watch TV
He brushes his teeth.
go to bed
11. wake up get up
What does he do every day?
have a shower comb your hair
get dressed have breakfast
brush your
go to school
teeth
have classes have lunch
do your
go back home
homework
have dinner watch TV
He does his homework.
go to bed
12. wake up get up
What does he do every day?
have a shower comb your hair
get dressed have breakfast
brush your
go to school
teeth
have classes have lunch
do your
go back home
homework
have dinner watch TV
He goes to school.
go to bed