trips and sightseeing

Create vocab quiz for the following vocab: eco hotel (noun) a hotel that is made to minimise impact on the natural environment water sports (noun) sports that take place on or in water windsurfing (noun) a sport in which you sail across water by standing on a board and holding onto a large sail waterskiing (noun) a sport in which you are pulled along the surface of the water by a boat, while balancing on a pair of skis first-aid kit (noun) a box or bag containing basic medical equipment day trip (noun) a visit to a place in which you go there and come back on the same day picnic basket (noun) a light container made of thin strips of wood, metal or plastic, that holds an informal meal of sandwiches, etc. for eating outside roller skating (noun) the activity of moving along the ground using roller skates ice skating (noun) the sport or activity of moving on ice using ice skates theme park (noun) a large permanent area for public entertainment, with entertaining activities and big machines to ride on or play games on, restaurants, etc. national park (noun) an area of a country that is protected by the government because of its natural beauty or because it has a special history campsite (noun) an area where people stay in tents for a holiday hot spring (noun) a place where hot water naturally flows out from the ground, typically heated by underground volcanic activity insect repellent (noun) a substance used to repel very small animals such as mosquitos tennis court (noun) a rectangular area marked with lines on which tennis is played swimming pool (noun) an area of water that has been made for people to swim in beach umbrella (noun) a device for protection against the sun sightseeing tour (noun) a tour of a place, visiting interesting places boat trip (noun) a journey taken in a small vehicle travelling on water

[Text] Vocabulary - Trips and festivals

Trips, journeys and Destinations

IGCSE - School trips, events and exchanges

Are you feeling adventurous? Then spread your wings and travel km southeast of Taiwan, where you'll discover a part of the country unlike any other. Known as Lanyu* or Orchid Island, this tiny drop of earth in the Pacific* is home to the Tao*, Taiwan's only ocean-dependent indigenous* tribe. The Tao people are the people of the "alibangbang*," or flying fish, one of Mother Nature's greatest gifts. The annual flying fish season is at the heart of Tao culture and comes with many traditions and taboos. Spanning around eight months of the year, the flying fish season involves multiple customs and rituals. A special religious ceremony, usually held in February, marks the beginning of this important period and ensures a prosperous and plentiful season. Tao boat captains head to the beach with elaborate costumes on. There, they pray and make sacrifices to appeal to the flying fish spirits to bless their tribe, and to the gods for good fortune and courage on the dangerous seas. Although local fishers can catch flying fish between March and June, they are restricted to capturing only those found in shallow waters. During this period, netting* any deep-sea or coral reef fish is not permitted. If the fishers didn't follow this rule, various species would not have the time needed to recover their numbers, and harmony with nature would be lost. At the end of June, the annual sea harvest concludes with another ceremony to express gratitude and respect for nature's endless* cycles. After the ceremony, flying fish can no longer be caught. Therefore, from July onward*, only dried and stored alibangbang can be eaten. Furthermore, after the Mid-Autumn Festival*, even these dried fish must no longer be consumed. This custom seems to have been engraved in the locals’ hearts* and is believed to prevent ill luck and guarantee abundance in seasons to come. Just as the locals are concluding their scaly* harvest for the year, scores of tourists begin arriving on Lanyu for the summer season. To make sure you don't feel like a fish out of water, here are some basic guidelines to help you enjoy your stay while respecting local traditions. First, it is considered a taboo to touch or photograph the Tao fishing boats without permission since it would bring bad luck. Also, you should never enter locals’ private gardens uninvited* to view or sample drying fish. Additionally, avoid asking about future fishing trips, as locals believe that the gods may be angered and that the harvest may be spoiled as a consequence. Finally, as a sign of respect for the local community and environment, don't snorkel* or dive in the island's traditional fishing waters during the flying fish season. Such activities can disturb the local ecosystem. The customs and taboos mentioned above reflect the importance of preserving and cherishing natural resources and local culture. The ancient wisdom of Lanyu’s Tao inhabitants thus appears to give us much to learn about living in harmony with this planet. Everyone is, after all, in the same boat under nature's wing.

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 peer’s 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 can’t 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 children’s 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 “skip in general space” or “balance on one foot and one elbow.” 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  Real-world learning  Project building  Lesson planning  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.

USAGE/APPLICATION OF MULTIMEDIA RESOURCES Here’s how multimedia is used across different fields: • Creative industries – Multimedia allows creative professionals to express themselves in innovative ways and reach wider audiences through engaging and immersive content. Examples: graphic design, filmmaking, interactive storytelling, talk shows, podcast • Commercial uses – Multimedia helps business reach their target audience more effectively, build brand awareness, and drive sales. Examples: online advertising, product demonstrations, corporate presentation • Entertainment and fine arts – Multimedia pushes the boundaries of creative expression, allowing artists to explore new forms of art and reach broader audiences. Examples: video games, virtual reality art, musical performances • Educational technology – Multimedia helps educators create dynamic and engaging learning environments, making it easier for students to understand and retain information. Examples: online courses, educational games, virtual field trips • Social work – Multimedia empowers social workers to reach wider audiences, connect with clients more effectively, and advocate for social change. Examples: social media advocacy, client communication, training materials • Language communication – Multimedia makes language learning more engaging and accessible, helping people communicate effectively across language barriers and cultural differences. Examples: language learning apps, interactive language games, multilingual content creation • Journalism – Multimedia journalism allows journalists to present information in a more engaging and informative way, enhancing the storytelling experience and reaching wider audiences. Examples: interactive news article, video journalism, virtual reality journalism In conclusion, multimedia has become an integral part of various industries, enabling, creative expression, effective communication, and engaging experiences for audience worldwide.

Uzzle, the Football Star Uzzle loves football. He plays it at the playground. He even dreams about it at night. One day, he and Jupe see a football helmet in a store window. "If I had that helmet, I would be a star," he says. Uzzle looks at the price. "It costs too much money," he says. "Maybe there is a helmet like that at a thrift store," says Jupe. "Great idea!" says Uzzle. Uzzle and Jupe go to the thrift store. There are cowboy hats. There are baseball caps. But there are no football helmets. They go to another thrift store. There are hard hats. There are top hats. But there are no football helmets. They go to the last thrift store. Uzzle sees a football helmet! Uzzle tries it on. The helmet slips over his eyes. "Does it fit?" asks Jupe. "It is too big, but monster heads grow fast," says Uzzle. Uzzle wears his too-big football helmet. He bumps into walls. He trips on the curb. He tips the helmet to look in the mirror. "I look like a star," he says. He goes to the playground. Jupe is there. "You can't play football in a too-big helmet," she says. "Yes, I can," says Uzzle. But Uzzle can't pass, punt, or kick. Instead, he misses, trips, and falls. Just then, Lurk comes to play football. Uzzle tips his helmet. He sees that Lurk's head is much bigger than his head. "That's a cool helmet," Lurk says. Uzzle thinks. "I wish I had a helmet like that," Lurk says. Uzzle thinks some more. Finally, Uzzle takes off the too-big helmet. "It doesn't fit me, but maybe it will fit you," Uzzle says. Lurk slips it on. "It fits!" he says. "Thank you, Uzzle!" Then Uzzle, Jupe, and Lurk play football. Uzzle can pass agaín. He can punt and kick again. He can even score! "You're a star even without that too-big helmet," says Jupe. "I am?" says Uzzle. "You are," says Lurk in his helmet that is just right!

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