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MODULE 2: WORK, POWER and ENERGY
QuizĀ by Joel Managbanag
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Can you imagine what life would be if we run out of electricity? Very good! We cannot enjoy different electrical appliance anymore. OBJECTIVES: - Enumerates ways to conserve electrical energy. - Practices ways to conserve electricity. SCIENCE 2 ā MODULE 6 SEIBO COLLEGE 21 Electricity gives us a comfortable life. It can help us do our work easier and faster through the use of different appliance or machines. Have you experienced brownout? Do you know why this happens? Brownout happens when there is a loss of electrical power in a specific area. To prevent this from happening, we must conserve electrical energy. How can we do that? Below is a list of ways on how we can conserve electricity. Read and understand it carefully. Ways of Conserving Electrical Energy at Home 1. Turn off and unplug electrical appliance when not in use. 2. Replace old bulbs with energy saving fluorescent bulbs. 3. Clean or dust your fluorescent lamp to give more light. 4. Turn off the light when leaving your room. 5. Avoid frequent opening of your refrigeratorās door. 6. Iron clothes once a week in the cooler part of the day. 7. Wash clothes using washing machine once a week. 8. Limit yourself to two hours of computer use a day. 9. Avoid using the microwave oven very oftenEnrichment Module EM.2 (Psychology at Work)Teaching English Introduction to the course: Language learning and teaching A 2 Characteristics of the language learners: Studying a system that aligns with international standards. A3 Cognitive factors in language learning: Addressing questions and obtaining necessary information regarding phenomena such as transfer, interference, and generalization; A4 Inductive and deductive language learning: ability and intelligence; and the phenomenon of systematic forgetting A5 Language learning methods and strategies: Familiarizing with foreign language learning methods, strategies for learning foreign languages, and communication strategies A6 International Assessment System of language skills in CEFR, IELTS, TOEFL: effective methods and strategies used to improve language skills (listening, reading, writing, speaking) A7 Psychological factors in language learning: Exploring various psychological factors such as self-esteem, shyness, risk-taking, anxiety, attitude, and motivation A8 The effectiveness of authentic materials during the learning process: The role of tasks and games in teaching foreign languages A9 Errors in language learning: Discussing types of errors, identifying and describing errors, causes of errors, and fossilized errors A10 Error correction or error analysis approaches: developing students' ability to apply their knowledge in practicing error correction A11 Age-related factors in language learning: Exploring types of comparisonand contrast, focusing on topics such as the age hypothesis and bilingualism, and providing a detailed explanation of these concepts A12 Teaching grammar: Studying grammar teaching methods; deductive and inductive approaches in grammar teaching; A13 Teaching grammar through context: linguistic intuition; language phenomena; using grammatical dictionaries; analyzing grammatical tasks; and designing exercises, tasks, and tests through completing grammarbased activities. A14 Teaching vocabulary. Seeking answers to questions such as 'What is a word?' and 'What does it mean to learn a word?' A15 Teaching vocabulary in context: teaching lexical units/phrases/collocations; introducing new vocabulary; using corpus data for pedagogical purposes; developing students' vocabulary learning strategies A16 Assessing vocabulary tasks: designing vocabulary tasks, exercises, and tests. In international assessment systems such as CEFR, IELTS, and TOEFL, grammar accuracy and lexical resource A 17 Teaching pronunciation: Understanding the importance of pronunciation for successful communication; teaching stress; teaching intonation A18 Modern technologies in teaching pronunciation A19 Error correction methods: watching to various experiences in this area and analyzing video lessons from international experts in the field A20 Analysis of skill integration in language learning: Understanding the stages of developing skill integration; integration of the four language skills; task-based integration; and project-based integration. A21 Teaching listening comprehension A22 Modern technologies in teaching listening comprehension A23 Teaching Speaking A24 Modern technologies in teaching Speaking A25 Teaching Reading A26 Modern technologies in teaching Reading A27 Teaching Writing A28 Modern technologies in teaching Writing A29 The role and importance of translation in teaching a foreign language A30 Module 2. International standards for teaching and assessment Classroom Language: The teacher's actions; the teacher's voice; the teacher's intonation; using the foreign language in the classroom A31 Foreign language environment: asking questions in the foreign language, giving instructions in the foreign language, providing oral explanations in the foreign language, and issues related to the use of the native language in the foreign language class. A 32 Designing curriculum: Studying, analyzing, and working with curricula designed for schools, lyceums, and colleges. A33 Planning lessons and the structure of lesson plans: determining thesequence of lessons, objectives, tasks, and expected outcomes; choosing the lesson structure for planning A34 Designing tasks for different stages of the lesson: Starting the lesson; concluding the lesson; connecting tasks within the lesson A35 Time management: allocating appropriate time for tasks during the lesson; and providing homework assignments A36 Educational materials and resources: Effective use of existing educational materials and resources; anticipating and addressing potential issues Planning and adapting materials: to the situation during teaching and working on lesson planning for groups of students with different abilities. A37 Classroom research: Stages of classroom research, data collection, analysis, and planning; creating/preparing the materials needed for data collection; distinguishing between the positive and negative aspects of the research A38 Data analysis: creating/preparing the materials needed for data collection; distinguishing between the positive and negative aspects of the research. A39 Peer lesson observation: Observing lessons; conducting interviews; questionnaires for teachers and students; maintaining a daily record; discussing problematic situations/events; notes and other aspects; the process of lesson observation: stages of observation; presenting observation results both orally and in writing. A40 Educational materials and national values: important tool for implementing and promoting educational standards, as well as national values. A41 Differences between methods of teaching foreign languages: practical application of modern methods in language teaching; foreign experiences in language teaching: the grammar-translation method; the method of conducting lessons entirely in the foreign language; the audio-linguistic method; and communicative methods. A42 Methods used in the local environment and their analysis: Discussion of the positive and negative aspects of various methods; language and culture; teaching/learning processes; the role of the native language in learning a foreign language; and the psychological foundations of foreign language teaching. A43 Teaching a foreign language through computer technologies A44 Types of independent work and its implementation A45 Principles of Assessment in foreign language teaching Š46 Issues in Language Assessment Š47 Alternatives in Assessment Š48 Test methods. Methods and criteria for assessing language aspects: written expression, reading, listening comprehension, speaking, Š49 integrating language skills: vocabulary; grammar; alternative forms of assessment; planning assessment; critical analysis; principles for designingtest tasks: scientific rigor, consistency, conciseness, clarity, informality, logical sequence, and systematic approach. Š50 Foreign language for ESP. Studying and analyzing needs; setting objectives for teaching a foreign language in a specific field or professional area; defining teaching approaches in curriculum development; and discussing topics related to these areas. Š51 Selecting textbooks, materials and resources Š52 Content-based Instruction (CBI) Š53 Strategies-based Instruction Š54 Lifelong Learning: Teacher development, PreSETT, InSETT Š55 The Role of Teaching Practice A56 Organization and implementation of compulsory and non-compulsory course process in foreign language teaching A57 Organization in and outclass activities A58 Defining the goals and content of foreign language teaching at various levels of the education system in the Republic of Uzbekistan: evaluating educational materials; adapting educational materials; creating educational materials; and discussing the role of the foreign language teacher in specialized fields to gain relevant information. A59 The role of independent study skills: foreign language focused on reading, research and study skills; make revision questions. incclude mcq question. answer the question. true falseLesson 2: USES OF SOIL PRETEST Color the pictures that show how we can use soil. SOMETHING TO READ Soil is very useful to us. We can use it in many ways. Let us find out the different uses of soil one by one. Uses of soil a. Sand is used in making our houses. It is also used in making hollow blocks. OBJECTIVES: - Enumerates things that we can with soil - Demonstrates ways for making play things out of soil SCIENCE 2 ā MODULE 7 SEIBO COLLEGE 9 b. Soil is made up of minerals, nutrients, water and air that support growing plants. It also keeps the plantās roots on the ground. c. Animals like earthworm and ants lives in the soil. They create tunnels in it to allow air and water to pass through it. d. Clay soil is used in making pots and vases. We can play with it. We can make different objects that we can use to play with. e. When we are at the shore of the beach, we can play with sand and build sand castles. SOMETHING TO DO ACTIVITY 1 Creating Things I Like Objective: In this activity, children will learn that they can create things out of clay. What you need: SCIENCE 2 ā MODULE 7 SEIBO COLLEGE 10 2 bars of clay (any color) 1 pc. 1/8 illustration board or any hard board What to do: 1. Using the bars of clay, create things that you like then place them on the illustration board. 2. Show your work to your facilitator. Observation: 1. Is it easy for you to create things that you like out of clay? __________________________________________________ 2. What is the texture of the clay? ________________________ 3. Did you have fun dong this activity? _____________________ Conclusion: I therefore conclude that _Do you know where do the things around us get the energy they are using? How about you? Where do you get the energy you need to do your daily activities? Do you remember what we have discussed in Unit 4? Very good! OBJECTIVES: - Names the sources of energy. - Classifies the different sources of energy. SCIENCE 2 ā MODULE 6 SEIBO COLLEGE 4 Energy allows us and all the things around us to move, work and become useful. Different things use different sources of energy. Let us find out what are these sources. Let us begin with the major source of energy, the sun. Sun The sun is most important and the main source of energy on earth. It makes the day hot, dry and bright. It can also help inā¦ a. drying our clothes b. growing of plants Do you know that the sun is a star? Yes, the reason why we could see it during day time is that it is the nearest star to our planet. Electricity Electricity allows electrical appliance work. SCIENCE 2 ā MODULE 6 SEIBO COLLEGE 5 Fuel Fuel makes different kinds of vehicles move. We use different kinds of vehicles to transport us from one place to another place. Food Like what we have discussed in unit 4, we get the energy we need to do our daily activities from the food we eat.ENGLISH GROUP PROJECT: THE GLOBAL VENTURE (Thailand) Comprehensive Presentation Script & Role Outline (5-Person Distribution) 1. Strategic Role & Workload Distribution Matrix Role / Name Core Domain / Responsibility Presentation Delivery Scope Member 1Member 1 Tan Finance & Housing (Rent, cost of living, deposits, urban/rural margins)Finance & Housing (Rent, cost of living, deposits, urban/rural margins) Slide 3: Finance Lead, Slide 8: Data VisualizerSlide 3: Finance Lead, Slide 8: Data Visualizer Member 2Member 2 Huy Work Culture & Professional Etiquette (Hierarchy, industry growth, networking)Work Culture & Professional Etiquette (Hierarchy, industry growth, networking) Slide 3: Culture Lead, Slide 9: Adaptation ExpertSlide 3: Culture Lead, Slide 9: Adaptation Expert Member 3Member 3 Minh Legal, Immigration & Visa Pathways (Non-Immigrant B visas, extensions, 90-day rules)Legal, Immigration & Visa Pathways (Non-Immigrant B visas, extensions, 90-day rules) Slide 3: Legal Anchor, Slide 4: Legal FrameworkSlide 3: Legal Anchor, Slide 4: Legal Framework Member 4Member 4 THanh Healthcare Ecosystem & Public Safety (Insurance, emergency networks, local hazards)Healthcare Ecosystem & Public Safety (Insurance, emergency networks, local hazards) Slide 3: Safety Anchor, Slide 10: Matrix PresenterSlide 3: Safety Anchor, Slide 10: Matrix Presenter Member 5Member 5 SĘ”n(project manager),KiĆŖn Logistics, Climate & Project Manager (Transit, weather, group synthesis)Logistics, Climate & Project Manager (Transit, weather, group synthesis) Slide 1-2: Opener, Slide 6: Email Lead, Slide 11-12: CloserSlide 1-2: Opener, Slide 6: Email Lead, Slide 11-12: Closer 3. Complete Presentation Script (Slide-by-Slide) Execution Note: During delivery, presenters should display the corresponding slide from the HTML presentation tool. Speak clearly, maintaining eye contact with the grading panel. 12-Slide Presentation Guide: Secondments in Thailand Slide 1: Title Slide Purpose: Introduce the topic clearly. Content guide: Include the presentation title, group membersā names, course/module name, and date. Speaker guide: Briefly say that the presentation explains what employees and companies should consider before sending someone on secondment to Thailand. Slide 2: Agenda / Overview Welcome everyone. Our presentation is about secondments in Thailand. We will cover the main areas that a company and employee should prepare for before relocation. These include finance and housing, work culture, legal and visa requirements, healthcare and safety, and daily logistics such as transport and climate. By the end of the presentation, we hope to show that a successful secondment depends not only on the job itself, but also on good planning before and after arrival in Thailand. Slide 3: What Is a Secondment? A secondment is a temporary work assignment where an employee is transferred to another country, branch, client site, or partner organization while usually remaining connected to the original employer. Secondments require coordination between the employee, home employer, host organization, and local authorities. Slide 4: Finance & Housing ā Cost of Living Finance and housing are one of the first things a secondee should plan before moving to Thailand. The cost of living can vary a lot depending on whether the employee is based in Bangkok, another major city, or a regional area. Urban areas usually have higher rent, but they also offer better access to transport, hospitals, offices, and international services. In smaller cities or rural areas, rent may be lower, but transport and convenience can become bigger concerns. So, the key point is that secondees should not only compare prices, but also consider location, commute, and what support the employer provides. Slide 6: Work Culture ā Hierarchy & Etiquette Purpose: Help secondees understand workplace expectations. Content guide: Cover respect for seniority, polite communication, indirect feedback, saving face, punctuality, proper greetings, and professional dress. Speaker guide: Explain that foreign employees should avoid being too blunt in meetings and should observe how local colleagues communicate with managers or senior staff. Suggested visual: āDo and Donātā etiquette list. Slide 7: Work Culture ā Industry Growth & Networking Purpose: Connect secondments to career and business opportunities. Content guide: Mention sectors where Thailand often attracts foreign professionals, such as manufacturing, tourism, logistics, finance, technology, and regional business operations. Discuss relationship-building and networking. Speaker guide: Emphasize that trust and long-term relationships are important in Thai professional settings. Networking can happen through industry events, chambers of commerce, company introductions, and informal business meals. Suggested visual: Thailand industry opportunity map or sector icons. Slide 8: Legal & Immigration ā Visa Pathways Purpose: Explain the main legal entry pathway for work-related secondments. Content guide: Introduce the Non-Immigrant B visa as a common work/business visa category. Mention that supporting documents may include passport, application forms, employment or company letters, and other evidence requested by Thai authorities. Speaker guide: Make clear that a visa alone may not be enough to legally work; seconded employees normally need the correct visa and work authorization. The exact process depends on the employer, role, nationality, and assignment structure. Suggested visual: Simple flowchart: Home employer ā Host company ā Visa application ā Arrival ā Work permit/compliance. Slide 9: Legal & Immigration ā Compliance Rules Purpose: Explain ongoing responsibilities after arrival. Content guide: Cover visa extensions, work permit validity, re-entry permits, address reporting, and 90-day reporting for eligible long-stay foreigners. Speaker guide: Stress that compliance is not a one-time task. Employees and HR teams should track deadlines carefully because missing reporting or renewal dates can cause fines, delays, or legal issues. Suggested visual: Compliance checklist or timeline. Slide 10: Healthcare & Public Safety Purpose: Explain how secondees should prepare for health and safety risks. Content guide: Cover international health insurance, access to private hospitals, emergency numbers, vaccinations or health checks if required, and common local hazards such as road safety, flooding, heat, food hygiene, and mosquito-borne illnesses. Speaker guide: Explain that Thailand has strong healthcare options in major cities, but employees should confirm insurance coverage before arrival. They should also know what to do in an emergency and save important contact numbers. Suggested visual: Emergency preparation checklist. Slide 11: Logistics & Climate Purpose: Explain practical relocation and daily-life planning. Content guide: Cover public transit, taxis, ride-hailing, domestic travel, airport access, SIM cards, banking, weather, rainy season, heat, and packing needs. Speaker guide: Mention that weather affects commuting, clothing, housing choice, and travel planning. Employees should plan around heat, rain, and possible flooding, especially during the rainy season. Suggested visual: Seasonal calendar showing hot, rainy, and cool periods. Slide 12: Project Manager / Group Synthesis Purpose: Bring the presentation together and end with key recommendations. Content guide: Summarize the main risks and preparation steps: budget early, secure compliant visa/work permit arrangements, understand workplace culture, arrange insurance, and prepare for climate/logistics. Speaker guide: Conclude by saying that a successful secondment in Thailand depends on both professional readiness and personal relocation planning. End with 3ā5 recommendations for companies and employees. Suggested visual: Final checklist: āBefore departure,ā āUpon arrival,ā and āDuring secondment.ā A simple way to divide the work is: Member 1: Slides 1ā3 introduction. Member 2: Slides 4ā5 finance and housing. Member 3: Slides 6ā7 work culture. Member 4: Slides 8ā9 legal and immigration. Member 5: Slides 10ā12 healthcare, logistics, and conclusion. The advantage of direct method is that the teacher can control the class and fit in a lot of activity into a short class period. This leaves plenty of opportunities for the students to hone their skills, especially new ones. On the other hand, because the class is centered around the teacher, some students may not receive proper feedback, and creativity is limited. Also, the lesser talented athletes often tend to get lost in the shuffle while the great athletes shine. However, there are now a multitude of various teaching strategies that can be employed in addition to that method. Ex: Announcements, Module/Unit introductions, Descriptions/modeling of assignments and learning activities, Written or video lectures, Demonstration videos, Presentations, Discussions moderated by instructors, Interactive tutorials. Indirect Method The Indirect Teaching Style allows students to be involved in their own learning through experience and other peerās knowledge. Students can use critical thinking to expand their learning capabilities by seeing what others may be doing correct and adjusting this to their own knowledge. The Indirect approach is the opposite of what the direct style suggests, but they are both strictly related, meaning you canāt have one without the other. Direct teaching: The instructor stands in front of the class or group and lectures or advises. Indirect teaching: The instructor assumes a more passive role and guides the student interactions. Movement exploration: Incorporates the use of equipment that involves movement. Movement Exploration The movement exploration class is founded on developing a strong, positive association to physical activity. Classes are aimed at developing movement skills and foundational strength through fun and engaging activities. The activities are age appropriate and include games, challenges, and exploration that positively challenge childrenās competency while improving their physical capabilities. Skills such as the ability to climb, hold animal shapes, gymnastic style activities, and the introduction to athletic motor skill competencies are the foundations to youth training. This class provides the introduction to strength training to give children the opportunity to learn the skills required to safely and confidently engage in resistance training. Cooperative Skills Cooperative activities teach students to work together for their group's common good. By participating in these activities, students can learn the skills of listening, discussing, thinking as a group, group decision making, and sacrificing individual wants for the common good. There are two primary objectives guiding the teaching of cooperative activities. First, cooperative activities allow students to apply a variety of fundamental motor skills in a unique setting. Students are typically asked to perform motor skills in a specific way, such as āskip in general spaceā or ābalance on one foot and one elbow.ā Cooperative activities ask students to perform different activities such as skip with their hands on the shoulders of someone in front of them, walk with big steps while placing their feet on small spots, or walk across an area blindfolded while someone directs their moves. Due to the uniqueness of such experiences, students often find cooperative activities exciting and motivating. Second, cooperative activities are a wonderful medium for teaching social and emotional learning (SEL). SEL offers students an opportunity to understand and manage their emotions. In addition, such activities offer an opportunity to show empathy for others and develop positive relationships. Cooperative activities demand that all students play a role in completing the task or solving the movement problem. Every student, regardless of ability level, is important and contributes to group goals. 9 traits a PE teacher often needs Here are nine essential traits of an effective PE teacher: 1. Athletic ability Athletic ability is an essential trait for a PE teacher because they're often showing kids how to perform exercises. To demonstrate proper form and encourage the kids to continue their fitness education, it's important they can perform the exercises themselves. Having experience with fitness training can enhance a PE teacher's lesson planning because they're familiar with how each exercise affects a person's body. Athletic ability can also refer to an aptitude for sports and games. PE teachers can instruct students on how to play these games or lead after-school activities involving them, like soccer or basketball. An aptitude for sports and games can help a PE teacher encourage students to participate in the activities during class. If the PE teacher enjoys physical activity, they may make the lessons more enjoyable for the student. 2. Teaching ability A PE teacher is a member of a school faculty, so it's essential they have the teaching ability that allows them to communicate lessons to students. There are various skills involved in teaching, including the technical capabilities associated with each professional's particular field. Learning these skills can help PE teacher plan their lessons effectively and connect with their students, meaning they can encourage students to practice fitness skills in optimal ways for their health. Here are some important teaching skills for PE teachers: Having an engaging classroom presence ļ· Real-world learning ļ· Project building ļ· Lesson planning ļ· Technology 3. Interpersonal skills PE coaches are part of faculty teams, so working alongside other teachers is an essential part of their job. They often collaborate with a student's general education teacher to address any behavioral issues that arise. They can also team up with other classes to plan activities for students, like field days and special field trips. Communicating with peers can ensure these interactions remain productive and create opportunities for more fulfilling lessons. Teachers can also model emotional skills for their students by displaying positive social interactions. Interpersonal skills can also help PE teachers interact with students and their families. If a student can make a student feel comfortable expressing their needs and preferences, they can often perform physical exercises or play games to the best of their individual capacities. Understanding how to soothe nerves and support students' emotional needs are important examples of interpersonal skills. When interacting with family members, you may use some of these same techniques to communicate effectively and best uplift students. 4. Written and verbal communication Both verbal and written communication is important for PE teachers because they often communicate with students, families and various personnel on a day-to-day basis. For example, a PE teacher uses their communication skills in a lesson plan to describe any student assignments or expectations accurately. They may also write instructions in a document, then explain them in a classroom lecture. They also use communication skills to share their lesson plans with other PE teachers during conferences or classroom development exercises. Many teachers continue to learn their trade even after working as a teacher for many years. They may share tips with each other or special lessons they've developed if they feel another teacher may benefit from it. Creating a community can help PE teachers continue to expand their teaching methodology and receive feedback on their lessons. 5. Patience and adaptability Working with children can require patience and adaptability because they're encountering many new concepts at the same time and learning how to regulate their emotions. As a result, it's important to treat them with patience and care while they're in your class so they can feel comfortable and feel motivated to complete assignments. As children become teenagers, they may require patience and adaptability to account for their changing bodies and attention spans. Like any job where you perform tasks in real-time, certain circumstances may occur that require you to adapt lesson plans. For example, if the weather turns from sunshine to rain on a day you planned for students to run a mile outside, you may need to adapt the lesson plan so they can practice endurance sports inside a gymnasium instead. 6. Organization PE teachers can use organization skills to improve their lesson planning sessions. For example, they can keep their plans in one place, and determine which parts of a semester or quarter to introduce new concepts. Throughout the year, these objectives may change because of unforeseen setbacks, but organizational skills can help PE teachers control the trajectory of their class curriculum. PE teachers can also use organizational skills to maintain their classroom space. Physical education frequently requires balls, equipment and tools to play games that may be on a lesson plan. They also organize equipment and decide where to store it within their classroom or storage space. 7. Creativity Creativity can help a PE teacher develop fun ways to introduce new material to their students or reinforce previous lessons. They can teach new games or devise interesting ideas to change the rules of a game to help keep students engaged. To find inspiration for their lesson plans, they can turn to personal hobbies or media aspects they enjoy, like movie scenes, songs or dances. A varied lesson plan can foster more engagement among students who prefer action- based learning activities, rather than lectures. 8. Focus Focus is an essential trait of a PE teacher because students often require their full attention during class, especially if they're learning a complicated physical task. You can focus your lesson plans around specific elements of physical education you believe are essential for students of a certain age group or skill level. If students require mentorship, you can also focus on each student's needs to supply them with a steady support system. Focusing on your students can help guide your career purpose. It can give you a core value system that informs your lesson plans and mentorship activities. This passion for your student's well-being can also help you become an advocate for each student in your class. You can also help organize funding for different field trips or establish after-school activities to support their interests. 9. Enthusiasm for teaching sports and fitness Enthusiasm is essential for a PE teacher. Many physical education activities require high energy and may suit someone who enjoys teaching them to others. Being an effective PE teacher also requires an enthusiasm for working with kids and making a positive impact on their lives.MODULE 2