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Documents about Pedagogy

Worksheet834 Words / ~ pages Karl-Franzens-Universität Graz - KFU Book Project The Lost Continent by Bill Bryson Chapter One 1 Fill in the missing vowels. I come from Des Moines. S_m_b_dy h_d t_. Wh_n y__ c_m_ fr_m D_s M__n_s y__ __th_r _cc_pt th_ f_ct w_th__t q__st__n _nd s_ttl_ d_wn w_th _ l_c_l g_rl n_m_d B_bb_ _nd g_t _ j_b _t th_ F_r_st_n_ f_ct_ry _nd l_v_ th_r_ f_r_v_r _nd _v_r, _r y__ sp_nd y__r _d_l_sc_nc_ m__n_ng _t l_ngth _b__t wh_t _ d_mp _t _s _nd h_w y__ c_nt w__t t_ g_t __t, _nd th_n y__ s_ttl_ d_wn w_th _ l_c_l g_rl n_m_d B_bb_ _nd g_t _ j_b _t th_ F_r_st_n_ f_ct_ry _nd l_v_ th_r_ f_r_v_r _nd _v_r. 2 Separate the words, put the punctuation marks back in the text, and capitalize what needs capitalizing hardlyanyonee­verle­aves­thisisbecause­des 3 Listen carefully to what you hear and correct the text. 3 Listen carefully to what you hear and correct the text. The only person I ever knew in Des Moines…[show more]
Essay901 Words / ~ pages Assumption University Thailand Kumon-Tutor School Institution Kumon is the world’s largest after-school math and reading academic enrichment program. It expands to the United States, Canada, England, Australia and other countries, including 47countries around the world. Currently, there are more than 28,000 centers around the world with more than 4 million students. Kumon is the learning system which is regarded as the most effective and is becoming a form of education for the 21st century. Kumon is a math and reading program intended to supplement rather than replace school lessons. Students do not work together as a class, but progress through the curriculum at their own pace, moving on to the next level when they have achieved mastery of the previous level. Students are guided by trained Kumon Instructors and Assistants. Mastery is defined as speed…[show more]
Essay1.684 Words / ~4 pages University of zambia lusaka Upravljanje razredom: pedagoški pristup djeci Uvod Suvremeni nastavnik i suvremena škola sve su manje davatelji informacija. Učeniku je nastavnik ujedno i predstavnik društva, sudac, izvor znanja, pomagač u učenju, uzor, istražitelj, čuvar, vođa grupe, zamjenski roditelj, prijatelj, osoba od povjerenja itd. Ove i slične uloge pokazuju svu složenost i zahtjevnost ovoga poziva. Brojne društvene promjene kojima svjedočimo od nastavnika traže drugačiji odgovor i novu prilagodbu ponašanja u odnosu s učenikom. Profi l nekadašnjeg nastavnika bio je jasniji i prilično jednostavniji­. Nastavnikova je uloga prije svega bila prenošenje znanja, kontrola i procjena koliko su prenesenih informacija učenici usvojili te postavljanje jasnih granica u ponašanju učenika, kojim je upravljao nastavnik. Odnos se, dakle, temeljio…[show more]
Report1.107 Words / ~ pages Saratov State University K.S. Saratov, Saratov State University LEARNING ENGLISH BY DESCOVERING VIA SILENT WAY Annotation: This study considers an alternative method of teaching foreign languages — the method of silence (Silent Way); discloses the use of some tools, the elements of this method and their influence on the process of language learning of the students of the language university. Key words: alternative teaching method, Report text: This survey is aimed to increase the teacher’s opportunities in practice of teaching foreign languages through the consecration and use of alternative methods of teaching English. The language skills that students get on the lessons depend on the teacher’s knowledge and his or her pedagogical skills. So, a teacher makes a direct impact on the quality of students knowledge. Thus we come to the question:…[show more]
Diploma thesis8.663 Words / ~46 pages Moscow Regional Teachers training college, Serpukhov Московский областной педагогически­й колледж, г. Серпухов Тест как метод контроля грамматически­х навыков Содержание Введение. Глава 1. Тестирование как метод контроля качества обучения иностранному языку 1.1. Сущность контроля обучения иностранному языку 1.2. Понятие тестирования. История его развития. 1.3. Виды тестирования как метода контроля в обучении иностранному языку 1.4. Психолого-пед­агоги­ческ­ие особенности учащихся на среднем этапе Глава 2. Методика применения тестов при контроле грамматически­х навыков на среднем этапе 2.1 Основные этапы работы над грамматически­м материалом 2.2 Виды грамматически­х тестов, применяемых при контроле грамматически­х навыков 2.3 Требования к разработке и составлению грамматически­х тестов Глава 3. Организация опытного обучения с использование­м грамматически­х…[show more]
Final thesis7.358 Words / ~38 pages VDPU Vznnitsya Hygiene of voice. Фо­; ­88;&­#1084;у­ ку­; ­83;&­#1100;т­ пр­; ­86;&­#1092;е­ го­; ­83;&­#1086;с­ Ос­; ­86;&­#1073;л­ го­; ­83;&­#1086;с­ вч­; ­80;&­#1090;е­ Гі­; ­75;&­#1110;є­ го­; ­83;&­#1086;с­ пе­; ­76;&­#1072;г­ Вп­; ­88;&­#1072;в­ дл­; ­03; ві­; ­76;&­#1085;о­ го­; ­83;&­#1086;с­ 2 Зміст Вступ 3 Розділ 1. Формування культури професійного голосу 5 Розділ 2. Особливості голосу вчителя 15 Розділ 3 . Гігієна голосу педагога…[show more]
Excursion report5.256 Words / ~26 pages Harc AND CZ Technická univerzita v Liberci Fakulta přírodovědně-­h­umanitní a pedagogická PEDAGOGICKÉ PRAKTIKUM DENÍK Jméno: Ledlová Ročník: 1.ročník Školní rok: 2012/2013 Datum vypracování: červenec 2013 Obsah: 1. Závod vlčat a světlušek 2. Skautská výprava do skal 3. Tábor 3. 1 obecné informace 3. 2 celotáborová hra 3.3 Jednotlivé dny 4. Shrnutí 4. 1 Výlety 4. 2 Tábor 5. Závěr 1. ZÁVOD VLČAT A SVĚTLUŠEK (středa, 8. května 2013) Příprava: Tento závod se koná každým rokem zhruba ve stejnou dobu, děti jsou na něj již zvyklé a průběžně se na něj během roku připravují. Náplní závodu jsou různé úkoly a prozkoumání znalostí z prostředí skautingu - například Morseova abeceda, uzle, zdravověda, příroda, ale velice důležitá a hodnocená je zde i řádná spolupráce. Na tuto jednodenní akci jsem se připravila tak, že jsem sehnala rekvizity potřebné…[show more]
Notes4.694 Words / ~23 pages Hacettepe Üniversitesi, Ankara HACETTEPE ÜNİVERSİTESİ EĞİTİM FAKÜLTESİ İLKÖĞRETİM BÖLÜMÜ SINIF ÖĞRETMENLİĞİ ANA BİLİM DALI İSÖ262 TÜRK DİLİ II CÜMLE VE METİN BİLGİSİ ÖZNE VE YÜKLEM UYUMU DERS SORUMLUSU: DR. FATMA TÜRKYILMAZ HAZIRLAYAN AYLİN ALADAĞ 2-B 21142536 ANKARA,2013 FİİL FÂİL UYGUNLUĞU Fil cümlesinde olsun, isim cümlesinde olsun, Türkçede fiil ile fâil arasında teklik ve çokluk bakımından belirli bir uygunluk görülür. Eskiden bu uygunluk tamdı. Bugün fâil canlı ise mutabakat yine olmakta, cansız ise olmamakta, yani fâil çokluk olduğu hâlde fiil teklik olmaktadır. Canlı fâillerin de bilhassa üçüncü şahıslarda teklik fiille kullanıldığı görülebilir. Aynı şekilde cansız çokluk fâillerinin de çokluk fiille kullanıldığı vakidir. (Ergin, Muharrem) ÖZNE İLE YÜKLEMİN UYGUNLUĞU – HAYDAR EDİSKUN Cümlede özne ile yüklem arasında, nicelik…[show more]
Reflection2.551 Words / ~13 pages Lingnan University, Hong Kong - LN 3. Land use planning -To block the noise by the roof of estates, shopping centres and car parks, so as to reduce the impacts brought by traffic noise to the nearby residents. Example: 4. Measures to deal with aircraft noise -The preferential use of runways and flight paths at night to avoid overflying densely populated areas as much as possible. -Noise abatement departure and approach procedures. -The prohibition of noisy aircraft from operating at the Airport - Aircraft noise and flight tracks are monitored around the clock by the Aircraft Noise and Flight Track Monitoring System, which comprises 16 noise monitoring terminals installed at various areas under or near landing and take-off flight path What can be done by ourselves - To ensure that the ventilation and air conditioning equipment of your commercial premises is not…[show more]
Summary6.373 Words / ~17 pages Jaume I castellón Los valores y la importancia dentro del aula. ACTIVIDAD 1: 1. ¿Cómo definirías educar en valores? Razona tu respuesta. Como bien sabemos, la educación no es una simple transmisión de conocimientos­, el trabajo de unos contenidos y el poder alcanzar unas competencias establecidas por ley, como piensa la mayoría de la sociedad. Sino que la educación va más allá, ya que educar, es construir unos pilares fundamentales­, en este caso, de nuestros alumnos/as, que les permitan afrontar la vida adulta, logrando la realización personal, pudiendo ejercer la ciudadanía, incorporarse a la vida adulta y ser capaces de lograr un aprendizaje permanente. Entonces, debemos considerar que una parte de esta educación, va a ser fruto de la educación en valores que adquieran nuestros alumnos/as, durante el proceso de enseñanza/apr­endi­zaje…[show more]





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