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Documents about Pedagogy

Arbeitsblatt zu Bill Brysons Buch The Lost Continent
Worksheet831 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 hard­ly­an­yo­nee­ver­le­a­vest­hi­sis­be­cau­se­des­mo­i­ne­sis­the­mo­st­powerful­hyp­no­tick­nown­to­manout­side­town­the­reis­a­big­signthat­says­wel­co­me­to­des­mo­i­n­est­hi­sis­what­de­athis­lik­ethe­reisnt­re­al­ly­ijus­t­ma­det­ha­tup­but­the­pla­ce­does­ge­tagri­pon­y­ou­peo­p­le­w­ho­ha­ve­not­hing­to­do­wi­th­des­mo­i­n­es­driv­ein­offtheinter­sta­te­loo­kingf­or­gasor­ham­bur­gers,and­stay­fo­re­ver­the­res­a­ne­wjer­sey­cou­pleupt­hestreet­from­my­par­ents­house­w­ho­my­ou­see­wan­de­ring­around­fromt­i­me­tot­i­me­loo­king­faint­ly­puz­zled­but­stran­ge­ly­ser­e­n­ee­ver­y­bo­dy­in­des­mo­i­ne­sis­stran­ge­ly­ser­e­ne…[show more]
Kumon-Tutor School Institution
Essay898 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]
Parenting Styles: Strict Parents Create Sneaky Kids (Banksy)
Essay610 Words / ~ pages Canisius Kolleg Berlin Strict Par­ents Crea­te Sne­aky Kids (Bank­sy) A pa­ren­ting style is a pe­dago­gi­cal mo­del re­pre­sen­ting dif­fe­rent stra­te­gies which are es­sen­ti­al for their child’s de­ve­lo­p­ment. In to­day’s world we have va­rious styl­es wi­t­hout ha­ving the per­fect one al­ways lea­ding to suc­cess. Ma­ny par­ents try to fi­gu­re out the right mix­tu­re of be­ing open but strict at the sa­me time and by be­ing strict they do not want to harm their child­ren; they ra­ther want the best for them. The­re are mul­ti­ple opi­ni­ons which le­vel of strict­ness is the most ap­pro­pria­te. Bank­sy, a fa­mous street ar­tist and po­li­ti­cal ac­ti­vist, on­ce sta­ted that “strict par­ents crea­te sne­aky kids”. In the fol­lo­wing, his state­ment is go­ing to be dis­cus­sed. On the one hand, a strict pa­ren­ting style crea­tes suc­cessful child­ren. Of­ten child­ren, ha­ving a strict fa­mi­ly back­ground, turn in­to re­mar­kab­ly…[show more]
Common mistakes of Slovak learners of English from grammatical point of view
Bachelor thesis13.344 Words / ~49 pages UCM Trnava b) If verbs (let, make, help) are in pas­si­ve voice, they are fol­lo­wed by the to-in­fi­ni­ti­ve. c) In po­si­ti­ve state­ments, the verb ‘help’ may be fol­lo­wed eit­her by the ba­re in­fi­ni­ti­ve or by the to-in­fi­ni­ti­ve. Ho­we­ver, we have to use the to-in­fi­ni­ti­ve in sen­ten­ces whe­re the verb ‘help’ is fol­lo­wed by a ne­ga­ti­ve in­fi­ni­ti­ve (Pos­lušná, 2008). Sta­ti­ve (sta­te) verbs are verbs which de­scri­be a sta­te and they are sta­tic, in con­trast to dy­na­mic verbs which de­scri­be an ac­tion. The cha­rac­te­ristic fea­ture of them is that they can­not be used in a con­ti­nuous form. They usual­ly re­fer to fee­lings (li­ke, love, ha­te, need, etc.), thin­king (think, un­der­stand, be­lie­ve, etc.), wants (want, pre­fer, etc.), ow­ning (be­long, own, etc.) and sen­so­ry per­cep­ti­on (see, hear, smell, etc.). So­me of them may be used in a con­ti­nuous form but the mea­ning is then ch­an­ged…[show more]
Learning English via silent way. Ways of teaching, silent way
Report1.103 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…[show more]
Тест как метод контроля грамматических навыков
Diploma thesis8.004 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…[show more]
Интернет-технологии как средство обучения иностранному языку (Internet technologies as a means of teaching a foreign language)
Final thesis6.768 Words / ~44 pages Chuvash State Pedagogical University named after I. Yakovlev, Cheboskary, Russia МИНИСТЕРСТВО НАУКИ И ВЫСШЕГО ОБРАЗОВАНИЯ РФ ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ «ЧУВАШСКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ ИМ. И. Я. ЯКОВЛЕВА» Кафедра педагогики, психологии и философии КУРСОВАЯ РАБОТА Интернет-технологи­и как средство обучения иностранному языку Выполнила: студентка 2 курса дневного отделения направления подготовки…[show more]
Hygiene of voice. Формування культури професійного голосу. Особливості голосу вчителя. Гігієна голосу педагога. Вправи для відновлення голосу.
Final thesis6.702 Words / ~38 pages VDPU Vznnitsya Hy­gie­ne of voice. Фо ­88;мування ку ­83;ьтури пр ­86;фесійного го ­83;осу. Ос ­86;бливості…[show more]
Pedagogicky denik, tento denik popisuje zaznam z me pedagogicke praxe
Excursion report5.145 Words / ~26 pages Harc AND CZ Tech­nická uni­ver­zi­ta v Li­ber­ci Fa­kul­ta pří­ro­do­věd­ně-hu­man­­it­ní a pe­dago­gická PE­DAGO­GICKÉ PRAK­TI­KUM DENÍK Jmé­no: 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)…[show more]
Los textos de Raquel en Tubinga
Homework2.826 Words / ~9 pages Eberhard-Karls-Universität Tübingen Los tex­tos de Raquel en Tu­binga Tex­to VII Có­mo se con­side­ra es­te ex­pe­ri­men­to de la vis­ta so­cio­sa­ni­ta­ria ten­drá que com­pro­barse. La rea­li­za­ción de la ley y el des­ar­rol­lo de la in­fraes­truc­tu­ra tra­darán me­ses. La eva­lu­ación de los re­sul­ta­dos po­d­ría exi­gir años. Por eso, se­gún la esti­mación de los ex­per­tos de Thinktanks “In­Sight­Crime” mostrará la re­vo­lu­cio­na­ria ley un efec­to más rá­pi­do fuera del país pe­que­ño que en Uru­gu­ay…[show more]
Avaliação do behaviorismo: resumo psicologia
Examination questions1.137 Words / ~ pages UFC Ceará UNI­VER­SI­DA­DE FE­DE­RAL DO CE­ARÁ FA­CULDA­DE DE EDU­CA­ÇÃO PE­DAGO­GIA – DI­UR­NO PSI­CO­LO­GIA DA EDU­CA­ÇÃO I FUN­DA­MENT­OS PRO­FES­SOR: WAG­NER BAND­EI­RA AN­DRIO­LA VI­TÓRIA KETHE­LEN MA­TI­AS DA AVA­LIA­ÇÃO DO AP­REN­DIZ­ADO – BE­HA­VIO­RIS­MO FOR­TA­LE­ZA 2021 Si­tua­ção Fic­tí­cia 1:Uma crian­ça de dois anos, de no­me Ma­ria, ini­cia sua vi­da es­co­lar em uma cre­che-es­co­la. Na pri­mei­ra se­ma­na de ad­ap­ta­ção à cre­che-es­co­la, os pais de Ma­ria a acom­p­an­ham…[show more]
Özne ve yüklem uyumu, türkçe yapı bilgisi
Notes4.670 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…[show more]
Speaking in EFL-Classroom: Audio-Lingual Method versus Communicative Language Learning
Term paper3.752 Words / ~15 pages Pädagogische Hochschule Karlsruhe - PH Speaking in the EFL classroo­m – Audio-Li­ngual Method versus Communic­ative Language Learning Pädagogi­sche Hochschu­le Institut für Fremdspr­achen und Sprachle­rnforsch­un­g / Abt. Englisch Table of Content 1 Introduc­tion 3 2 Speaking in the EFL classroo­m 3 3 The Audio-Li­ngual Method versus Communic­ation Language Learning 4 3.1 The Audio-Li­ngual Method . 4 3.1.1 Principl­es of the Audio-Li­ngual Method…[show more]
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