1. Ritchie's Fabulae Faciles: Latin Text with Facing Vocabulary and Commentary 1st ed. Rev. April 2013 (6x9 inches, 8.6 mb) The link above contains a 140-page first edition of a book that currently sells in paperback for 4.95 USD. 2. Tablet Edition of Ritchie's Fabulae Faciles: Beta Tablet Edition April 2013 (6x9 inches, 11.3 mb) The link above… ·
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. ·
Creese criticizes the approach to CBLT in western countries. It has been claimed that the UK approach cannot be considered content-based language teaching. Creese’s study supports this, by arguing that:
•the EAL teacher does most of the language work while the subject teachers focus on the curriculum work
•when teachers focus on the referential (as opposed to metalinguistic) function of language they concentrate mainly on introducing new vocabulary.
Martin has claimed the role of genre in a functional model of language. I have applied this method into my teaching ESL students to develop their English language through literacy, reading and writing and to broaden a range of writing mostly.;” Martin doubts about applying the genre – based approach and I personally think that it works with L2,as I have started to apply it with my ESL students. ·
Martin and Rose make reference to how genre based approaches have been hugely successful in Australian schools. They recognise that introducing a genre based approach causes problems in English language programs: how can knowledge and skills be effectively learnt and to teach this knowledge an skills. Advocating a top down approach in contrast to a traditional bottom up approach to language teaching, Martin and Rose discuss Rothery's model of deconstruction, joint construction and independent construction to illustrate how talk and dialogue can be used to successfully allow learners to become independent in reading and writing themselves. ·
IMS Global Learning is a nonprofit member organization that strives to enable the growth and impact of learning technology in higher education, K-12, and corporate education worldwide. IMS GLC members are leading corporations, higher education institutions, school districts and government organizations worldwide that are enabling the future of education by collaborating on interoperability standards and major adoption projects for the digital support of education and learning. IMS GLC also sponsors Learning Impact: a global awards program and conference that recognizes the impact of innovative technology on educational access, affordability, and quality. ·
Titel: Wortschatz, Grammatik und literarische Interpretation: Zur Spracharbeit in der Lektürephase
Sammelband: Antike im Dialog. Hrsg. von Rolf Kussl. (Dialog Schule – Wissenschaft. Klassische Sprachen und Literaturen. 45.). Speyer: Kartoffeldruck-Verlag Brodersen
Seiten: 278- ??
Deskriptoren: Lateinunterricht, Didaktik; Beiträge in Sammelwerken; 2011 ·