This polar bear is a formidable sight to behold! Standing at an imposing height of up to 10ft tall and weighing as much as 1,700lb, this powerful creature is one of the largest land predators in the world. Its thick white fur helps keep it warm in cold Arctic temperatures and its powerful front paws are specially adapted to help it swim and catch fish. Usually solitary creatures, polar bears are generally found on sea ice, with males typically travelling further afield than females.

1. What is the name of the main character in the book? A - Ahmet 2. What is the nationality of Ahmet's family? A - Turkish 3. What is the name of the class teacher? A - Miss Murray 4. What is the name of the new assistant who comes to help with the class? A - Mr. Harrison 5. How is Ahmet seated in the classroom? A - At the back of the class 6. What country did Ahmet’s family move to? A - England 7. Who is Miss Murray’s replacement while she is on maternity leave? A - Mrs. Skeeter 8. What instrument does Ahmet learn to play? A - Violin 9. What kind of creature does Ahmet’s grandmother tell him lives behind the paving stones? A - Aşık Veysel 10. Who does Ahmet become friends with at the end of the chapter? A - Ella and Max

Résumé des trois premiers chapitres : Julien Sorel, jeune homme issu d’un milieu modeste, est un jeune homme ambitieux. Il vit dans le bourg de Verrières avec son père, Pierre, un menuisier. Julien est encouragé, par son précepteur l'abbé Chélan, à devenir prêtre. Dans le deuxième chapitre, Julien se déplace jusqu'à Besançon pour se rendre à l’université. Il est envoûté par la riche et ambitieuse Madame de Renal, mais se sent intimidé par son mari, Monsieur de Renal. Dans le troisième chapitre, Julien rencontre le marquis de La Mole, un aristocrate qui est intéressé par les talents de Julien. Quiz : 1. Quel âge a Julien Sorel ? a. 25 ans b. 18 ans c. 21 ans Réponse: b. 18 ans 2. Quel est le métier de Julien Sorel ? a. Prêtre b. Soldat c. Menuisier Réponse: c. Menuisier 3. Dans quel bourg vit Julien Sorel ? a. Lyon b. Besançon c. Verrières Réponse: c. Verrières 4. Où Julien Sorel se rend-t-il dans le deuxième chapitre ? a. Verrières b. Besançon c. Paris Réponse: b. Besançon 5. Qui est l’abbé Chélan ? a. Le mari de Madame de Renal b. L'amant de Madame de Renal c. Le précepteur de Julien Réponse: c. Le précepteur de Julien 6. Comment Julien se sent-il en présence de Monsieur de Renal ? a. Mal à l'aise b. Intimidé c. Emouvant Réponse: b. Intimidé 7. Qui est le marquis de La Mole ? a. Un ami de Julien b. Un employeur potentiel c. L'amant de Madame de Renal Réponse: b. Un employeur potentiel 8. Qui est intéressé par les talents de Julien ? a. Monsieur de Renal b. L'abbé Chélan c. Le marquis de La Mole Réponse: c. Le marquis de La Mole 9. Dans quel monde social est issu Julien Sorel ? a. Haut b. Moyen c. Populaire Réponse: b. Moyen 10. Que conseille l'abbé Chélan à Julien ? a. Devenir menuisier b. Se marier c. Devenir prêtre Réponse: c. Devenir prêtre

1. What did Colin and Susan find while they were standing in the shadows of the old disused bridge (retrieval)? 2. What did Colin feel when the mysterious figure offered to help him (inference)? 3. What message did Colin and Susan deliver to Alderley Edge (retrieval)? 4. What did Colin and Susan find out about their strange and unexpected meeting in the woodlands (inference)? 5. Where did Colin and Susan go to spend the night (retrieval)? 6. What event did Colin and Susan witness during the night (retrieval)? 7. How did Colin feel when he and Susan escaped from their pursuers (inference)? 8. What did Colin and Susan discover as they searched among the ruins of the castle (retrieval)? 9. How did F Crompton respond when Colin and Susan revealed the message he had been given (inference)? 10. What does the title Weirdstone of Brisingamen refer too (retrieval)? 11. What was the object of the search for Colin, Susan and F Crompton (retrieval)? 12. What did Colin and Susan find inside the cave (retrieval)? 13. Based on the end of chapter 3, what might happen to Colin and Susan in the next few chapters (prediction)? 14. Summarize the primary events that occur during chapters 1, 2 and 3 (summarizing)? 15. What is the overall theme of the first three chapters of the book (inference)?

Objectives: - To understand how to use phrasal verbs in simple sentences - To become familiar with a variety of common phrasal verbs - To practice using phrasal verbs in context Materials: - Blank pieces of paper - Phrasal verb word cards - Whiteboard Timeline (total 30 min): - Introduction (5 min): - Ask students what they know about phrasal verbs - Ensure they understand the difference between a single verb and a phrasal verb - Help them remember the verb and prepositions by using memory techniques - Explanation (10 min): - Explain the use of phrasal verbs in simple sentences - Provide examples of the different types of phrasal verbs - Discuss various contexts in which phrasal verbs can be used - Practice (10 min): - Divide the class into pairs - Each student is given a piece of paper - Ask each student to draw a table with two columns - Give each student 5 cards with phrasal verb words - Ask each student individually to choose one word and write it under the ‘Verb’ column - Ask them to create a simple sentence with the word and write it under the other column - Go around the class and help the students with their sentences if necessary - Game (5 min): - Divide the class into two teams - Place the cards in a pile - Each team takes turns at drawing a card - Ask the team to come up with a sentence using the phrasal verb - The team that comes up with the most convincing sentence gets a point - The team with the most points at the end wins - Wrap up (5 min): - Ask students to share the sentences they created during the practice - Ask them to give feedback on each other’s sentences - Ask them to share their understanding of the lesson - Ask if there are any questions - Stress the importance of practicing with phrasal verbs to become comfortable with them - Thank the students for their participation.

Writing Task: Write a compare and contrast essay to discuss the advantages and disadvantages of living and studying in a big city and in a small town. Sample Ideas for Support: Advantages of Living and Studying in a Big City 1. Connections: A big city offers the opportunity to have more connections with people from both personal and professional backgrounds and networks. 2. Resources: Big cities often have more resources in terms of training and development opportunities due to the large number of different organizations and universities. 3. Entrepreneurial Opportunities: Big cities offer a greater variety of entrepreneurial opportunities than small towns and can be ideal launching points for new businesses. Advantages of Living and Studying in a Small Town 1. Community: Small towns often have a strong sense of community, making it less likely that you will feel isolated and overwhelmed. 2. Cost of Living: Small towns often have a lower cost of living, making it easier to stretch your budget as a student. 3. Safety: Due to the close-knit nature of small towns, often people know each other and the crime rate is lower than in big cities. Disadvantages of Living and Studying in a Big City 1. Traffic: Many big cities have heavy traffic, which can be a major time commitment for students needing to get to class or work. 2. Pollution: In some cases, pollution can be an issue in big cities, leading to poor air quality. 3. Cost of Living: The cost of living in big cities can be much higher due to the increased demand for housing, food and entertainment. Disadvantages of Living and Studying in a Small Town 1. Limited Access to Resources: Small towns often don’t have the same resources that large cities may, making it harder to find quality training and development opportunities. 2. Lack of Diversity: Small towns may not have a highly diverse population, which can lead to an isolated or isolated feeling. 3. Limited Job Opportunities: Small towns often don’t offer the same job opportunities as large cities, which can make finding a job after graduation a challenge.

Good morning students! I am the manager of the zoo and I am here to inform you that I am in need of a new souvenir design for the zoo shop. I would like this souvenir to be a clock in the theme of the zoo. I am opening up the challenge to all of you to create the best design possible using whatever material you have available. I am sure you all have some amazing ideas and I look forward to seeing what you have in store! Good luck!

Objectives: - Students will develop an understanding of 3D objects - Students will be able to identify different types of 3D objects - Students will create a 3D object of their own Materials: - Access to computers - Poster paper - Markers - 3D modeling software (SketchUp, Tinkercad, etc.) Time: - 1 hour Procedures: 1. Begin the lesson with a discussion on 3D objects. Ask the class what they know about 3D objects and how they can think of them. 2. Introduce the types of 3D objects, such as cubes, cylinders, pyramids, and spheres. Ask the class to brainstorm other 3D objects. 3. Show examples of 3D objects on the board, or have students volunteer to come to the board and draw them. 4. Divide the class into small groups and give each group a poster paper. Ask them to come up with different ideas for 3D objects and draw them on the poster paper. 5. After the small groups have completed their drawings, give the students access to the 3D modeling software and guide them through creating their 3D objects. 6. Let each group share their 3D objects with the rest of the class, and once the presentations are over, ask the students to complete an exit ticket summarizing what they have learned about 3D objects and how they can be created. Assessment: - Observe students' participation in class discussion and small group activities - Have students complete an exit ticket summarizing their understanding of 3D objects

1. Introduction to 3D Objects: What are 3D Objects? 2. Understanding Three Dimensions: Exploring the X, Y, and Z Axes and Degrees of Freedom 3. Constructing 3D Objects with Basic Shapes: Using Rectangles, Triangles, Squares, and Circles 4. Combining 3D Objects: Using Booleans and Solid Modeling 5. Transforming 3D Objects: Using Transformation and Grouping Tools 6. Working with 3D Visualization: Rendering and Animation Techniques 7. Exploring CAD Tools: Designing 3D Objects with Computer Aided Design 8. Printing 3D Objects: Understanding and Applying 3D Printer Technology 9. Understanding Perspective Drawing: Applying 1, 2 and 3 Point Perspective 10. Share Your Creations: Exploring 3D Printing and 3D Animation Platforms

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