взаимосвязанное обучение языку и культуре как основа формированияNataliehi1
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Using technology for teaching and learning in theLaToya Davis
This document discusses elements of 21st century classrooms. It describes how 21st century classrooms utilize technology like interactive projectors, whiteboards, student computers and devices, and interactive response systems to enhance teaching and learning. The document emphasizes that 21st century classrooms are real today and can make a significant difference in how teachers teach and students learn compared to more traditional classrooms. It also discusses how technology has become integral to the educational experience and defines what 21st century learners and teachers look like in terms of their use of technology.
This document summarizes an English research work about promoting healthier transportation habits in Bogota. It discusses that many people in Bogota rely on cars, increasing pollution and sedentary lifestyles. The proposed solution is to encourage using other means of transportation like bikes, skates and walking to reduce pollution, exercise and improve health. The plan is to promote this message through brochures, ads on public transportation and TV commercials over a 2 month period.
Mike is my friend. He likes animals and has two cats, a black cat named Dolly and a white cat, and three kittens living in a box near his door. Dolly wakes Mike by meowing at his bed in the morning. Mike then gets up and goes to school, returning home at 2pm, after which he plays with the cats in the park.
взаимосвязанное обучение языку и культуре как основа формированияNataliehi1
got from
http://www.google.ru/url?sa=t&source=web&cd=2&ved=0CB4QFjAB&url=http%3A%2F%2Fdbs.sfedu.ru%2Fwwwdev%2Fumr.umr_download%3Fp_umr_id%3D25026&rct=j&q=%D0%92%D0%B7%D0%B0%D0%B8%D0%BC%D0%BE%D1%81%D0%B2%D1%8F%D0%B7%D0%B0%D0%BD%D0%BD%D0%BE%D0%B5%20%D0%BE%D0%B1%D1%83%D1%87%D0%B5%D0%BD%D0%B8%D0%B5%20%D0%B8%D0%BD%D0%BE%D1%81%D1%82%D1%80%D0%B0%D0%BD%D0%BD%D0%BE%D0%BC%D1%83%20%D1%8F%D0%B7%D1%8B%D0%BA%D1%83%20%D0%B8%20%D0%BA%D1%83%D0%BB%D1%8C%D1%82%D1%83%D1%80%D0%B5%20%D1%81%D1%82%D1%80%D0%B0%D0%BD%D1%8B%20%20%D0%B8%D0%B7%D1%83%D1%87%D0%B0%D0%B5%D0%BC%D0%BE%D0%B3%D0%BE%20%D1%8F%D0%B7%D1%8B%D0%BA%D0%B0&ei=BODMTZ6SNIqYOqzBzYEN&usg=AFQjCNGInjMIisPf51CNwyz71Juu1inj3w&sig2=CbEXqmoogRUbH_Sf9Ef6xg&cad=rjt
Using technology for teaching and learning in theLaToya Davis
This document discusses elements of 21st century classrooms. It describes how 21st century classrooms utilize technology like interactive projectors, whiteboards, student computers and devices, and interactive response systems to enhance teaching and learning. The document emphasizes that 21st century classrooms are real today and can make a significant difference in how teachers teach and students learn compared to more traditional classrooms. It also discusses how technology has become integral to the educational experience and defines what 21st century learners and teachers look like in terms of their use of technology.
This document summarizes an English research work about promoting healthier transportation habits in Bogota. It discusses that many people in Bogota rely on cars, increasing pollution and sedentary lifestyles. The proposed solution is to encourage using other means of transportation like bikes, skates and walking to reduce pollution, exercise and improve health. The plan is to promote this message through brochures, ads on public transportation and TV commercials over a 2 month period.
Mike is my friend. He likes animals and has two cats, a black cat named Dolly and a white cat, and three kittens living in a box near his door. Dolly wakes Mike by meowing at his bed in the morning. Mike then gets up and goes to school, returning home at 2pm, after which he plays with the cats in the park.
WES Content Literacy Training August 2012 LaToya Davis
This document provides an example of a strategic teaching lesson plan and discusses its key components. The lesson plan uses a strategic framework including a before, during, and after structure. It focuses on having students identify the components of a strategic lesson. The before stage activates prior knowledge through an anticipation guide. During, students take jot notes to engage with the text and monitor comprehension. After, students reflect on the lesson through revisiting the anticipation guide. The document also models coding a sample lesson plan to identify its strategic elements, such as outcomes, chunking, literacy strategies and assessments.
Bahan ajar certainty kd 1.1Bahasa inggris kelas 9 smp Zulhafni Marizah
This document outlines a lesson plan for a 9th grade English class at SMP Negeri 3 Padangsidimpuan. The lesson focuses on expressions used to ask for and express certainty. Students will learn vocabulary related to certainty and practice dialogs using the target expressions. The teacher aims for students to understand and be able to respond to expressions of certainty by the end of the lesson.
The document defines technology as the application of science to solve problems through tools, machines, techniques and systems. It classifies technology as simple, involving two or less simple machines like knives, or advanced, involving several machines like microwaves and washing machines. Key advantages are reducing task time, removing drudgery, enabling multitasking, improving quality and health. Disadvantages can include environmental impacts, unemployment from automation, and inactivity.
The document provides instructions for creating basic floral arrangements using different shapes - Hogarth's curve, crescent, fan or globe, and triangle. It lists the necessary materials and supplies needed for arrangements including vases, oasis, flowers, wire, and tape. Guidelines are given for proper arranging techniques such as cutting flower stems under water and placing arrangements in water immediately after harvesting to keep them fresh. Design elements like balance, color placement from dark to light, and height proportion are also covered.
The document discusses careers in home economics, including food and nutrition, clothing and textiles, and home management. Some careers highlighted are fashion designer, food stylist, food chemist, interior decorator, gerontologist, consumer advocate, and behavior therapist. Home economics involves both science and art, applying concepts from areas like chemistry, art, consumer science, and psychology to topics like food preparation, clothing design, and caring for the home and family. The careers apply knowledge from these fields to areas like food photography, clothing design, caring for the elderly, advocating for consumers, and assisting with behavior issues.
This document discusses kitchen layouts and ergonomics. It defines key terms like work triangle and identifies the main kitchen layout types: single wall, L-shaped, U-shaped, and parallel wall. For each layout, it describes advantages and disadvantages. The ideal work triangle distances between the sink, stove and refrigerator are provided. Activity centers in the kitchen include the mixing/preparation, washing/cleanup, and cooking/serving centers, which relate to the work triangle sequence.
Университетский округ инновационные образовательный учреждения при ПГГПУ. Муницыпальное общеобразовательное учреждение "Гимназия №11 им.С.П.Дягилева" г.Пермь 2015
2. ПРИЧИНЫ БЫСТРОГО ЗАПОМИНАНИЯ
ВТОРОГО ЯЗЫКА
1. Потребность в говорении, в созданной
языковой среде.
2. Механизм речи носит общенациональный
(общеязыковой) характер.
3. Механизм речи может обеспечить растущий
организм способностью существовать в разных
языковых средах.
4. Механизм способности заговорить снабжен
свойством вбирать в себя потоки речи
окружающих и обрабатывать их.
3. ТРУДНОСТИ УСВОЕНИЯ ВТОРОГО ЯЗЫКА
В МЛ. ШКОЛЬНОМ ВОЗРАСТЕ
1. Отсутствие действенных и актуальных мотивов
овладения вторым языком.
Актуальные мотивы:
стремление к расширению сферы общения;
расширение и углубление сферы
познавательной деятельности;
красота звучания самого языка;
любовь к народу – носителям языка, интерес к
культуре страны.
4. 2. Освоение неродного языка связано с
владением учащимся родным языком.
3. Личностные психологические барьеры:
неуверенность в том, что смогут заговорить на
и.я.;
стеснительность и боязнь стать посмешищем
из-за ошибок;
боязнь нежелательных оценок.
5. ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ УСЛОВИЯ
ОБУЧЕНИЯ ВТОРОМУ И.Я.
1. Осуществление процесса обучения на началах
личностно-гуманного подхода.
2. Обеспечение успеха, т.е. радости познания при
освоении учащимися второго языка.
владение умением самооценки;
ощущение учеником положительной оценки от
людей, с которыми он работает (класс,
учитель).
3. Применение стимулирующих оценок.
6. ОЦЕНКА И ОТМЕТКА
Оценка – процесс, во Отметка –
время которого на формально
основе определенных материализованный
способов, суждений результат
ведется соотнесение оценивания.
результатов обучения
с заданным эталоном.
