Saturday, 29 September 2018
Wednesday, 26 September 2018
Jingle Bells
Jingle Bells
Jingle bells, jingle bells
Jingle all the way,
Oh what fun it is to ride
In a one-horse open sleigh,
Jingle bells, jingle bells
Jingle all the way,
Oh what fun it is to ride
In a one-horse open sleigh.
Jingle all the way,
Oh what fun it is to ride
In a one-horse open sleigh,
Jingle bells, jingle bells
Jingle all the way,
Oh what fun it is to ride
In a one-horse open sleigh.
Dashing through the snow
In a one-horse open sleigh
Through the fields we go
Laughing all the way.
Bells on bob-tail ring
Making spirits bright
What fun it is to ride and sing
A sleighing song tonight.
In a one-horse open sleigh
Through the fields we go
Laughing all the way.
Bells on bob-tail ring
Making spirits bright
What fun it is to ride and sing
A sleighing song tonight.
Jingle bells, jing-jingle bells
Jingle all the way,
Oh what fun it is to ride
In a one-horse open sleigh, brruup
Jingle bells, jingle bells
Jingle all the way,
Oh what fun it is to ride
In a one-horse open sleigh.
Jingle all the way,
Oh what fun it is to ride
In a one-horse open sleigh, brruup
Jingle bells, jingle bells
Jingle all the way,
Oh what fun it is to ride
In a one-horse open sleigh.
Dashing through the snow
In a one-horse open sleigh
Through the fields we go
Laughing all the way.
Bells on bob-tail ring
Making spirits bright
What fun…
In a one-horse open sleigh
Through the fields we go
Laughing all the way.
Bells on bob-tail ring
Making spirits bright
What fun…
Bloom’s Taxonomy Across Stages of Language Acquisition
Bloom’s Taxonomy Across Stages of Language
Acquisition
|
Levels of thinking and
language functions
Level of thinking and academic language move from concrete recall to
more complex and more abstract in any undertaking.
|
Language use across stages
of second-language acquisition
Moves from simple to complex in grammatical tenses, forms,
vocabulary, etc.
|
||||
|
Preproduction:
(Level 1)
Nonverbal response.
|
Early Production:
(Level 2)
One-word response.
|
Speech emergence:
(Level 3)
Phrases or short sentences.
|
Intermediate fluency:
(Level 3)
Longer and more complex sentences.
|
Advanced fluency:
(Level 3)
Near native-like.
|
|
|
Creating
Appraise, argue, assess, choose, compare, defend, estimate, judge,
predict, rate. select, support, value, evaluate
|
Teacher mismatches animal with its environment and asks: Is this the
right environment? Find the right environment.
|
What are the best materials for the duck to build a nest?
|
What makes a good home for a bear?
(Examine settings and evaluate: “A cave makes a good home.”)
|
What would happen if you put a worm in the desert?
|
Recommend a different environment for a mother duck to raise her
ducklings. Defend your choice.
|
|
Evaluating
Arrange, assemble, collect, compose, construct, create, design,
develop, formulate, manage, organize, plan, prepare, propose, set up
|
Point to the animals that live in the soil.
|
Say the names of the animals that live in the soil.
|
How could you change a scorpion so it could swim?
|
What would a camel need to survive in the desert?
|
How would you protect the wildlife in a forest where hiking was
popular?
|
|
Analyzing
Analyze, appraise, calculate, categorize, contrast, criticize,
differentiate, discriminate, distinguish, examine, experiment, question, test
|
Show me an animal that cannot lie in the forest.
|
Name the parts of a fish that help it live in the water.
|
How are raccoons and squirrels the same? How are they different?
|
How does a bear use its claws to catch fish? Gather berries?
|
Why do you think a bear hibernates in winter?
|
|
Applying
Apply, choose, demonstrate, dramatize, employ, illustrate, interpret,
operate, practice, schedule, sketch, solve, use
|
Show me what would happen I we put the fish in the desert.
|
Tell me what would happen if we put a fish in the desert.
|
How could you change the body of a fish to make it fly?
|
How would you capture and transport scorpions to a zoo?
|
How would a deer camouflage itself in the forest in winter? In the desert?
|
|
Understanding
Classify, describe, discuss, explain, express, identify, indicate,
locate, recognize, report, restate, review, select, translate
|
Show me where a deer lives.
|
Tell me which animals eat meat.
|
Why is a toad the color it is?
|
Explain how a snake catches its prey.
|
Why do fish need gills to live in the water? How do gills work?
|
|
Remembering
Arrange, order, define, duplicate, label, list, name, recognize,
relate, recall, repeat, reproduce
|
Where is the raccoon?
|
What is the name of this animal?
|
What are the body parts of a turtle?
|
Give the definition of a mammal.
|
Tell me everything you know about a clam.
|
Source: Adapted
from Bloom’s Taxonomy, Halliday’s language Functions, and Krashen’s Stages of Language Acquisition. Contributors: Mike Gaddis and Cynthia
Bjork. As shown on the Journal of the
National Staff Development Council, Winter 2008.
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