Some Idioms

A Bird In The Hand Is Worth Two In The Bush:
Having something that is certain is much better than taking a risk for more, because chances are you might lose everything.

A Blessing In Disguise:
Something good that isn’t recognized at first.

A Chip On Your Shoulder:
Being upset for something that happened in the past.

A Dime A Dozen:
Anything that is common and easy to get.

A Doubting Thomas:
A skeptic who needs physical or personal evidence in order to believe something.

A Drop in the Bucket:
A very small part of something big or whole.

A Fool And His Money Are Easily Parted:
It’s easy for a foolish person to lose his/her money.

A House Divided Against Itself Cannot Stand:
Everyone involved must unify and function together or it will not work out.

A Leopard Can’t Change His Spots:
You cannot change who you are.

A Penny Saved Is A Penny Earned:
By not spending money, you are saving money (little by little).

A Picture Paints a Thousand Words:
A visual presentation is far more descriptive than words.

A Piece of Cake:
A task that can be accomplished very easily.

A Slap on the Wrist:
A very mild punishment.

A Taste Of Your Own Medicine:
When you are mistreated the same way you mistreat others.

A Toss-Up:
A result that is still unclear and can go either way.

Actions Speak Louder Than Words:
It’s better to actually do something than just talk about it.

Add Fuel To The Fire:
Whenever something is done to make a bad situation even worse than it is.

Against The Clock:
Rushed and short on time.

All Bark And No Bite:
When someone is threatening and/or aggressive but not willing to engage in a fight.

All Greek to me:
Meaningless and incomprehensible like someone who cannot read, speak, or understand any of the Greek language would be.

All In The Same Boat:
When everyone is facing the same challenges.

An Arm And A Leg:
Very expensive. A large amount of money.

An Axe To Grind:
To have a dispute with someone.

Apple of My Eye:
Someone who is cherished above all others.

As High As A Kite:
Anything that is high up in the sky.

At The Drop Of A Hat:
Willing to do something immediately.

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Some english proverbs…

Between the devil and the deep sea To choose between two equally bad alternatives in a serious dilemma. Where there’s a will there’s a way When a person really wants to do something, he will find a way of doing it. A burnt child dreads fire A bad experience or a horrifying incident may scar one’s attitude or thinking for a lifetime. First come, first served The first in line will be attended to first. A friend in need is a friend indeed A friend who helps when one is in trouble is a real friend. Discretion is the better part of valor If you say discretion is the better part of valor, you mean that avoiding a dangerous or unpleasant situation is sometimes the most sensible thing to do. A hungry man is an angry man A person who does not get what he wants or needs is a frustrated person and will be easily provoked to rage. Empty vessels make the most noise Those people who have a little knowledge usually talk the most and make the greatest fuss. A man is as old as he feels A person’s age is immaterial – it is only when he thinks and feels that he is ageing that he actually becomes old. Great talkers are little doers Those people who talk a lot and are always teaching others usually do not do much work. An idle brain is the devil’s workshop One who has nothing to do will be tempted to do many mischievous acts. An ounce of discretion is worth a pound of wit It is better to be careful and discrete than to be clever. Faint heart never won fair lady To succeed in life one must have the courage to pursue what he wants. A penny saved is a penny gained By being thrifty one will be able to save up. A rolling stone gathers no moss A person who never settles in one place or who often changes his job will not succeed in life ; one who is always changing his mind will never get anything done.

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lesson plan

LESSON PLAN  –  ENGLISH LESSON

Date                                        : 8^th September 2006 (Monday)

Class                                       : Year 4 Dahlia

Number of Pupils                    : 36 / 36

Time                                        : 10.50 am – 11.50 am

Topic                                       : Come Rain Or Shine – Four Seasons

Main Skills                               : Reading

Integrated Skills                      : Listening, Speaking and Writing

Curriculum Specification        : World of Knowledge – Level 3

1.2.3  Listen to and repeat simple rhymes and

songs paying attention to pronunciation,

stress and intonation correctly.

3.3.3  Read and understand simple paragraphs

4.3.3  Match words to other words

Learning Outcomes/

Objectives                               : By the end of the lesson, pupils will be able to:

i) Read simple rhymes with correct pronunciation,

stress and intonation

ii) Read and interpret simple paragraphs

iii) Rearrange words to form questions and answers

based on the poem read

Previous Knowledge               : Pupils have seen and heard about the four seasons

Language Input                       : Simple Wh – questions

Teaching Aids                         : Graphic organizer, worksheet, flash cards, paper strips

Moral Values                           : Gratitude and love for the environment

Educational Emphasis /

Thinking Skills                         : Classify, predict, look for patterns

Multiple Intelligences               : Bodily-kinesthetic, visual-spatial, interpersonal,

verbal-linguistic

Stage / Time	Content	Teaching and Learning Activities	Rationale	Remarks
Set Induction (5 minutes)	Poem	1. Teacher shows pupils a poem on four seasons. 2. Teacher asks pupils to listen carefully while teacher recites the poem. 3. Teacher ask pupils to recite the poem. 4. Teacher introduces the topic.	To allow pupils to enjoy and appreciate reciting poems	Resources: Graphic Organizer Multiple Intelligences: Verbal-linguistic
Presentation (25 minutes)	Power-point Slides Examples of countries having the four seasons Switzerland, Ireland, France, England, Germany, Britain	1. Teacher shows the scenes of four seasons. 2. Teacher ask pupils to read the paragraphs that describe the four seasons. 3. Teacher talks about the four seasons, the colours and things associated with each season. 4. Teacher gets few pupils who have been to foreign countries to share their experiences. 5. Teacher gives examples of countries having the four seasons. 6. Teacher emphasizes the WH – questions. 7. Teacher shows the Wh-words that are used to ask the Wh questions. 8. Teacher shows a few examples of simple Wh -questions	To widen pupils’ knowledge on the four seasons. To refresh pupils’ grammar on Wh-questions.	Resources: Graphic Organizer Multiple Intelligences Visual-spatial Moral Value: Gratitude

Stage / Time	Content	Teaching and Learning Activities	Rationale	Remarks
Production (20 minutes)	Wh- questions 1. Which season is cold, white and chilly? Winter season is cold, white and chilly. 2. Where do the Eskimos live? Eskimos live in cold and snowy places in the Arctic. 3. What happens during spring? Flowers bloom during spring. 4. When do the leaves turn brown and fall from the trees? The leaves turn brown and fall from the trees during autumn.	1. Teacher gives four envelopes containing scrambled Wh- questions to four groups and four envelopes containing scrambled answers to four more groups. 2. Teacher asks the latter groups to unscramble the flash cards into sentences and paste them on the paper strips. 3. Then, teacher asks the groups with Wh- questions to find the groups with the correct answers. 4. After that, teacher asks groups with questions and groups with the answers to show their sentences in front of the class. 5. Teacher asks the pupils to read the questions and the answers. 6. Teacher corrects their mistakes and asks them to use the appropriate Wh- questions and answers in their daily interaction.	To let pupils match the words to form questions and answers	Resources Flash Cards, paper strips CCTS: Look for patterns Moral Value: Co-operation Multiple Intelligence: Bodily-kinesthetic
Closure (10 minutes)	Riddles Worksheet	1. Teacher shows a slide on simple riddles and asks pupils to guess the answers. 2. Teacher distributes worksheet as homework to pupils. 3. Teacher praises the pupils	To reinforce pupils’ understanding on the topic.	Resources: Worksheet Multiple Intelligence: Verbal-linguistic CCTS: Predicting

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Children Educational video

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Meteorological studies…Interesting field

Dr Josh Wurman and the DOW(DopplerOnWheels) must be searching for tornados so is the other guys, Reed Timmer in his Dominator, Sean Casey in the monstrous TIV(TornadoInterceptVehicle) and Tim Samaras with his brilliant camera fitted probes.

Go Chasers

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Teaching Deaf or Blind Students

Even those who are familiar with teaching deaf or blind students will have to rethink their methods when teaching those who are deaf and blind. These teaching strategies for deaf blind students will help you to do just that.

Deaf-Blind vs. Deaf vs. Blind

Teaching a deaf-blind student is very different from teaching a deaf student or a blind student. Deaf students can benefit from sign language interpreters or other visual enhancements to the classroom. Blind students can hear what the teacher says and can easily take notes in Braille if necessary. Deaf-blind students, however, are unable to use either sense to make up for the other. Unless the student has strong residual sight or hearing, you may need to approach teaching him/her completely differently.

Students With Residual Sight

Completely deaf students with residual sight can benefit from large print texts or interpreters. As a teacher, it is important to make sure that the lighting is sufficient but without glare. Students may also need additional time for written assignments or exams because their limited vision may make it impossible to read at the pace of their peers.

Students With Residual Hearing

Completely blind students with residual hearing may benefit from listening devices or a microphone to augment the teacher’s voice, volunteer readers to help them learn the information in their textbooks, and volunteer notetakers who can type up notes in Braille either during or after class so that the student can study. As a teacher of a blind student with residual hearing, it is important to make sure that you speak clearly, face the class while speaking, and do not move around the classroom excessively.

Students Without Residual Sight or Hearing

Deaf blind students without residual sight or hearing will need a lot more support than those who do have either residual sight or residual hearing. From a young age, they may have difficulty learning even the basics on the same timetable their peers. As a teacher, remember that deaf blind students learn from what they do, not from what they hear or see. Before you can teach a deaf blind student, you have to gain their trust by keeping them safe and secure. Having a regular routine in your classroom can help to build this trust as well. In general, a deaf blind student should be taught individually or with a very small group so that she can receive individualized attention. Try to use sensory or kinesthetic teaching whenever possible. In addition, you may want to encourage the deaf blind student to learn manual sign language, which give you a method to communicate with her.

Read more: http://www.brighthub.com/education/special/articles/57659.aspx#ixzz0un7qH4lT

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