Top PDF Educational programs for 5-9 (10) classes of special secondary schools for hearing impaired children. Ukrainian language. 8-10 classes

Засвоєння Учень (учениця): розрізняє головні й другорядні члени речення; визначає види присудків, обставин у реченнях, прикладку як різновид означення, способи вираження під[r]

Використання дієприслівника для створення образності (художня література); використання дієприслівника в наукових текстах (історія, Учень ( учениця ): усвідомлює загальне[r]

4 (актуального морального змісту, про національні події, характери, традиції; пригодницькі, детективні, фантастичні, казкові тощо) – для 5-7 класів, а також художні твори різних родів і жанрів, які презентують ключові історико-літературні епохи, – для 8-9 класів (відповідно до вікових особливостей учнів). Курс літератури має бути продовжений у 10-11 класах, де передбачається вивчення вершинних творів світової літератури більш складних за змістом і формою, що поглиблюють уявлення учнів про перебіг літературного процесу, репрезентують здобутки різних епох, країн і народів.

Another important result of researches on the role of MT in EFL classes concerns with teachers and students’ perception. Anh’s (2010) study on the Vietnamese university teachers’ attitudes towards using Vietnamese in teaching English indicated that judicious use of MT is found to be necessary in some situations. Almost all participants supported the use of MT in their classes. For them, their MT was part of their teaching method and could play a positive role in their classroom. Al-Nofaie’ (2010) study in the Arabic context showed students and teachers‘ positive attitudes towards using MT in EFL classroom and the students preferred to use MT in certain situations. Teachers emphasized the importance of MT in their classes, but they claimed that the untimely and excessive use of MT should be avoided for it may obstruct Englishlearning. In the Chinese context, Tang’s (2002) study revealed that students supported the use of Chinese in English classes because it made English learning more effective and less time-consuming.

However, Elena has made a major step towards the integration of these exchanges by achieving the recognition of these courses as official credit-bearing modules in her institution. After the projects had been run on a trial basis for two years, Elena decided that should become an integral part of the existing curriculum in order to justify the time investment on the part of both the tutors and the students. Following negotiations with her head of department, her proposal for two credit-bearing course units (for students in their second and final years of study) were brought to the School's Undergraduate Programmes Committee who approved them immediately. Since then, the V-PAL courses are optional courses which are offered along with the core language courses. Each course lasts one semester and is worth 10 UK credits. (Students in the Italian institutions receive 6 ECTS) For students who take these courses and eventually graduate, the courses will appear on their degree transcript alongside all their other courses. Both these online exchange courses also appear in the University’s directory of course units, which is published online by the language department. These courses get the same coverage as any other 'bigger', conventional face-to-face course.

That is why a considerable number of researchers, syllabus designers, and educational innovators have long stressed the need for a move in language teaching towards task-based approaches to instruction ( Nunan, 1989; Gass & Crookes, 1993). Different concepts act as guidelines for the sequences and forms of language areas (grammar, vocabulary, pronunciation…), skills (listening, speaking, reading, writing), culture (literature and fine arts, everyday life of target language speakers…), language learning, language teaching, interactions, and classroom authorities. However, no specific strategies (e.g., among various teaching methods) can be taken into account to make the above language areas, for instance, more effective. Among all language areas, vocabulary is of great significance; however, learning vocabulary (regardless of other language areas e.g., grammar, pronunciation…) is not commonly explained independently, and if ever explained, learners cannot determine a common acceptable strategy to learn words more quickly and efficiently in order to be able to trace them in future communications.

As in the current study, most pupils in West's study had some pre-transition concerns, which related to both formal and informal aspects of the school experience, but for most, these c[r]

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Objective 1, it was found that the average class size in government secondary schools was very large, as large as 100 students. In some school there were more than 90 students. This implies that secondary students in Buchosa district are in large classrooms with all the disadvantages discussed in the literature. In the literature, it has been established that large classrooms cannot manage students to develop ability to think better by using skills beyond the basic acquisition of information. This is because teachers with large class size spend significantly less time on task and significantly more time on discipline or organizational matters compared with teachers of small class size (Spark, 2010). Furthermore, large class sizes, by their nature do not promote students engagement in learning and do not provide the conditions for teachers to encourage students' participation in learning. This is against the collaborative learning model which insists interaction between the teacher and the students.

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Peer counselors and program directors from eight agencies in Northern and Southern Califor nia were interviewed in order to determine how their programs differed from other services for [r]

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Statement of the Problem: Nowadays, it is a reality that most secondary schools students in Ethiopia have difficulties to effectively communicate in English. Generally speaking, students' lack of competence in English language is a very hot issue of different seminars, workshops and discussions these days. The researchers have come across a number of workshops on this issue. Moreover, it is a day-to-day compliant of English language teachers of different schools that their students are incompetent. This problem is tangible everywhere in almost all of the secondary schools. As a result, most of the time, English language teachers are forced to translate concepts and/or expressions to mother tongue/first language. As Ethiopian students learn English as a foreign language, they need greater support than students who learn English as a second language. In this regard, the teachers are more responsible than any other body; one way of helping students is inspiring them to practice reading/listening to literary texts in the target language. In relation to this idea, Basnet (1993) states that literature should be a part of every days second/foreign language learning. Discussing the role of literature in foreign language teaching, Brumfit (1985) says

Simultaneously with the reinforcement of langu- age skills, our software motivates students to hear, expand their vocabulary to speak, become familiar with accurate reading, and learn the position of words, conjunctions, and other gra- mmatical rules. Furthermore, to be allowed to move to the next step, it encourages the students become more careful while writing with regards to grammatical rules. If a student, unlike the others, is unable to achieve the specified objec- tives at the particular time, s/he receives more time to achieve mastery in learning. The under- lying assumption of this learning method is that Table 2. Degree to which the evaluators agreed upon the characteristics of the educational software

The findings of the study indicate that the participants mostly use social reinforcers. In other words, they all prefer to use social reinforcers such as praise words and applauding for the students with special needs. However, there are differences between the social reinforcers used by the teachers for the students with special needs. This may be due to the type of disability of children with special needs. For instance, Teacher 1 used more varied social reinforcers for the student with autism spectrum disorder (student with special needs 1) in contrast to other teachers. For instance, only Teacher 1 employed the social reinforcer in the form of hugging the student. Teacher 1 and Teacher 2 used the social reinforcer in the form of touching the student’s face. The frequent use of social reinforcers by teachers is important in terms of direct interaction and communication between teacher and children. For instance, in a study investigating the effects of social reinforcers on a female student attending kindergarten and exhibiting little social interaction and playing games with her peers (Allen, Hart, Buel, Harris and Wolf, 1964) the extreme attention by the teacher was used as a social reinforcer. In the study teacher paid attention to the student with special needs when she was playing with her peers, but he did not pay attention to her when she was alone. During her interaction with an adult teacher paid less attention to her. At the end of the study, it was observed that students' one-on-one play behavior with their peers increased, and their solo playing games and playing games with adults decreased. In short, pre-school teachers should use social reinforcers in an effective way in the inclusive classes.

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Language assessment program in ELT (English Language Teaching) curriculum (MoNE, 2013) emphasizes that the pupils should be assessed through projects or performance tasks, self- and peer- assessment, teacher-assessment, and classical pen and paper tests (including oral skills). In addition, revised curriculum (MoNE, 2017) puts forward that language teachers should make use of different techniques and methods to assess major skills and integrated skills as well as alternative assessment such as language journal, project assessment, and performance assessment. On the other hand, some research studies (Rea-Dickins & Rixon, 1999; Yıldırım & Örsdemir, 2013) indicate that teachers’ in- class assessment practices are not matched with the curricular objectives. In relation to classroom-based assessment, a large number of research studies have focused attention on teachers’ assessment procedures in young language learners’ classrooms across the world (Rea-Dickins & Rixon, 1999; Yang, 2008; Brumen, Cagran, & Rixon, 2009; Yılmaz & Akcan, 2012; Cojocnean, 2012). In the Turkish setting, the research on young language learners is generally related to the analysis of language program, teaching and assessing materials in use (Kırkgöz, 2008; Kırkgöz & Ağçam, 2012; Mirici, 2008; Sarıçoban & Hasdemir, 2012; Yıldırım & Örsdemir, 2013). It seems that there has been little research conducted on the investigation of teacher-assessment practices with the aim of conceptualizing the connection between theory and practice.

The theory of semirings is attracting the attention of several algebraists due to its applications to Computer Science, The developments of semirings and ordered semirings [r]

classes is closed under forming direct products of its members. However, they are both not closed under extensions. For, let G be the wreath product of a cyclic group of order p by Z (p ∞ ). Then G is an extension of groups in A n , for all integers n with gcd(p, n) = 1. But Z(G) is trivial and so G is not n-abelian when n 6= 0, 1.

ENVS 474/574 AQUATIC PLANTS+ENVIROMNT ENVS 475/575 FRESHWATER+MARINE ALGAE ENVS 479 ECON WATER MGMNT+POLICY ENVS 483/583 GEOG APLCN REMOTE SENS ENVS 490/590 REMOTE SENS PLANET EARTH ENVS[r]