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One idea is to You can take pictures of historical sites available here. I am sure that you are going to have a great time in Nepal. To make your stay more pleasant, I am going to advise you regarding some cultural behaviour in Nepal. You can ask questions about family, marriage and job. Nepali people feel more closed, and stand much closer while communicating.
However, this does not occur between the male and the female. Men and women do not touch in public. Even a husband will not kiss, hug or openly hold hands or show other signs of affection to his wife in public. Casual dress would be appropriate for men to wear to work, unless they are in an official setting.
Women should wear longer clothes covering the body. In all cases, women should dress modestly with arms and legs covered. I am waiting for your arrival in Nepal. Extended activity Ask the students to imagine themselves as Grace, and write a reply letter to Tina. Reflection What went well in this lesson?
Was the lesson objective accomplished? May I verb. You can… but….. Ask them which expressions are used for giving permission, and which for withholding it. Asking to use the toilet during the class b. Trying the shoes on before making decision to buy them c. Asking to share the seat on a bus d. Example: Asking to use the toilet during the class a.
Can I use the toilet? May I use the toilet? Is it Ok if I use the toilet? Is it all right if I use the toilet? For example: Use protector: Can I use your protector? May I use your protector?
Is it OK if I use your protector? Is it all right if I use your protector? Ask the students to work in pairs, and have similar conversations for the given situations. Support them as required. Ask them to make as many sentences as possible. Make sure that they generate correct and appropriate sentences.
Example: a. Can I use your cell phone to call my mother? May I go to the book store to buy some books? Provide these examples: You can go home. You can take photograph here. Let her sit here. Now ask the students to paraphrase the sentences given in 3 looking at the examples. Possible answers a. I am allowed to take photograph here. They are not allowed to leave the school. She is allowed to sit here. They are not permitted to speak English in Nepali class.
Draw the following table on the board, and ask the students to think about what the tourists are allowed to do and not allowed to do there.
What are tourists allowed to do? Provide feedback as necessary. Extended activity Ask individual students to write a letter to foreign visitors informing them about what they can and cannot do in the Pashupatinatha Temple area. Reflection How can teaching of grammar structures structures for giving and withholding permission in this case be linked to more productive use of language, i.
What strategies can be adopted to make teaching of grammar aligned to more communicative goals? Engage the students in the picture-guessing activity. Ask them to guess answers to the questions given: a. Who are these people? They are a daughter and her parents. What are they talking about? They are talking about a tour. This activity will help them predict the content of listening. Do you stay home or go out? Do you like holidays?
Note: For sound files with much lexical density, i. Make sure that they are clear about the task. You can play the audio more than once if required. This afternoon b. Wash the school uniform c.
Four d. Parents e. Make sure that they are clear about the task and the purpose. Play the audio file or read the audio script aloud. Encourage the students to get answers themselves listening to the audio. When all the students complete the task, arrange for a public sharing and feedback session. This time, they are going to recall the expressions in the audio file that are used for giving and withholding permission.
Ask them to divide the task between the peers: one will be completing one half of the table Giving permission and the other will be doing the second half Withholding permission. Once they complete the task, arrange for a public sharing and feedback session again. Suggested answers Giving permission You can.
My pleasure. Conduct a general discussion about what topic they listened to, who were speaking, etc. Conduct a discussion about whether they agree or disagree or even believe what they have listened to. Elicit their reactions using the following probes: Reaction to the text ideas a.
Bandana is a modern girl. Her parents are considerate about the daughter. The friends could have done something more useful than watching a movie on holiday.
Bandana and friends had the habit of wandering around the street. What could she have said if her mother had rejected her plan? Reflection What I did?
Ask the students to go through it. Column A Giving permission Of course. Yes, certainly you can. By all means. I am afraid not.
Ask the students to guess the possible situations when they will use the expressions in group A. Next, ask the students to go through the expressions in group B. Invite them to guess about the situations in which those expressions can be used.
Encourage them to speak up, and elicit as many responses as possible. Students might respond as follows: Expression Possible situation You can…. Encourage them to speak up. If they cannot come to appropriate responses, tell them that the expressions in A are for allowing someone to do something giving permission and the expressions in B are for restricting someone from doing something withholding permission.
Tell them that they are going to take up a role each for the given situations in B, 1. Invite a sample pair to stand up, and read aloud the conversation for situation one. Members take up a role for each situation and speak to each other. Ask them to role play the conversations for all situations. Once they complete, ask them to change the role. While the pairs role play the conversation, go around the class and support. Ask them to go through the task Time for speaking 2 and have a similar conversations as in Time for speaking 1.
Give an example if necessary: a. B: Sure, please. Go ahead. Display the clue cards turn by turn. Ask the pairs to engage in a conversation based on the clues. After some time ask them to swap the roles and continue speaking. Assist the class as they involve in simultaneous practice activity. Pay more attention to those who are struggling as they speak. Suggested answers b. A: Excuse me? Is it OK if I pat your beautiful cat? A: Excuse me sir, could I take a leave for two days?
I am not feeling well lately. B: You can, but you must cover the missing lessons once you are back. A: Is it alright if I go to the movie? B: Of course. A: Can I open the window? I am feeling hot. Ask the pairs to go through the situations in Follow- up Activities 1, and have conversations in the given situations.
Suggested answer i. A: May I go out of the class for a while? B: You may, but you must be inside in five minutes. A: Excuse me. Can I use your selfie-stick for a day?
This is a new one, and it breaks easily. They want to join the party, and want to spend the night there. Elicit from them what they might speak to their parents to get permission.
Ask them to think how they might ask for permission, and how their parents Elicit sample responses. Tell them that a member will be taking the role of the parents and another will be taking the role of the child.
Encourage the performers to speak freely, and support where necessary. Sample answer Son: Dad, Sujan is asking me to stay at his home today. I would like to stay and make the birthday party more enjoyable for him. Could I stay in his house for one night? You have to help me tomorrow. We have got to complete colouring the room. Son: Dad, I will be back early morning tomorrow. We can colour the room during the day as well. Can I join the party, please? But you must be back early morning. Thank you so much.
Extended activity Ask the students to form a group involving three members each. They will have a conversation in the group of three. Invite sample group to perform the conversation publicly. What different activities did you bring in? Elicit from the students how often they have been invited to wedding events.
Also ask them whether people invite in writing or orally. Ask them to read the invitation card given in the textbook p. Karuna is the daughter of Mr. Mishra and Mrs. Poudel and Mrs. The marriage ceremony is on 23rd February, The event is going to take place at Vision Party Palace.
Ask each group to prepare an invitation card using the information given in the textbook. Remind the students how the different parts are arranged sequentially e.
Also, highlight on the outline of the invitation and its look. Extended activity Ask the students to collect some invitation cards for wedding or other occasions.
Have them share about the different patterns and contents. How do you observe this allegation? How can a teacher employ the best aspects from each approach? Also, encourage them to think of an attractive design of the card. Once they complete the task, have them to share their products randomly among the classmates.
Focus on both the format and the content. Sample response can be as follows. Kapil Giri and Mrs. Bina Acharya request the honour of your presence to grace the auspicious occasion of the wedding ceremony of their loving son Sabin Giri Son of Mr.
Dayahari Chand and Mrs. Bhumika Bam. Make sure that they understand the task. Encourage them to come up with interesting reasons. Ask individual students to write a reply to the invitation card expressing an apology for not being able to attend the wedding. Present the following on the board. Congratulations, and I wish you all the best!
Ask them to read what the friend has written as a response. Have them return the exercise book to the original owner when they have completed. Then ask the students to edit the text for punctuation. Lesson reflection What I did? What went What problems I What could be done successfully? Ask which places they have visited, and which ones they would like to visit. Also elicit what things visitors can do there. Emphasize on what you did; what you were allowed to do there, and what not.
Bhedetar is famous for. In the meantime, lead a text-based discussion with the following probes: Where is it located? How is the climate? How is its accessibility? What places are located nearby? How is the scenery? What things are available there? What special things are available?
Ask them to discuss and choose a popular touristic place in the locality or the one they have visited for the purpose of writing a description. Ask them to agree on a fixed place. Tell them the possible sources of information: books in the library, newspapers, the Internet, etc. Encourage the members to stay longer at school, and finalize the information collection.
When they complete the task, invite the group members to share their products with the class. Lead a general discussion about the pictures. Elicit from the students expressions about what is being displayed in the pictures. Ask them to study the picture carefully, and prepare a written description of the picture. Part 3: Additional Resources 1.
Links for conversation related to this unit a. Script of the audio You will hear Bandana talking to her parents about watching the movie. Bandana: Daddy, my friends have planned to go to watch a movie this afternoon.
Father: Watching a movie? Bandana: Yes. Can I go with them? Father: You can, but ask your mother first. Your mother might have some plans too. Bandana: Thank you, Daddy. Father: Did you hear your mom? Bandana: How about washing them tomorrow morning? Mother: No, no. Mother: Okay, but who are you going with? Bandana: My besties; Sumana, Dolma and Tejendra. Mother: What time? Bandana: At noon. After the movie is over, come back home. Bandana: O. Mother: What do you want to say?
Bandana: My friends want to see you. May I call them here? Mother: My pleasure. Bandana: Thank you Mom.
Encourage them to share their views. You may tell them: A debate is a formal contest of argumentation in which two opposing teams defend and attack a given proposition. With them, the knowledge inherent there dies too.
Extended activity Ask the students to make a list of possible topics for debate and share it with the class next day. Reflection How did the lesson go? Did the students enjoy the lesson? What would be the other ways to facilitate this type of lesson? Make a note.
Assist the pair if need be. Suggested answers Words Meanings reluctant — unwilling, hesitant conference — meeting, session, seminar barrier — blockade, obstacle, hurdle fraternity — community, society flourish — grow, thrive, prosper lingua franca — common language. Tell them that the first one has been done for them. Pay special attention to the students who find difficulty. Add ideas, or help students improve their responses.
The two speakers in the debate are Karma and Kabita. Karma is the supporter of fewer languages. Karma claims that using a single language is better for making our life easier and Kabita claims that using multiple languages is better to make life easier and comfortable.
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