Главная » Менеджмент-Маркетинг » Менеджмент » Учебная работа № /2248. "Курсовая Grammar Translation method

Учебная работа № /2248. «Курсовая Grammar Translation method

1 Звезда2 Звезды3 Звезды4 Звезды5 Звезд (Пока оценок нет)
Загрузка...
Контрольные рефераты

Учебная работа № /2248. «Курсовая Grammar Translation method

Количество страниц учебной работы: 27
Содержание:
Introduction
Chapter One. The real meaning of The Grammar Translation method
§ 1.1. The peculiarities of The Grammar Translation method
§ 1.2. Fluency and Accuracy by Grammar Translation Method
Chapter Two. Practical Part (An application of the Grammar Translation Method)
Conclusion
Glossary
The List of References
Bibliography

Стоимость данной учебной работы: 585 руб.Учебная работа №   /2248.  "Курсовая Grammar Translation method
Форма заказа готовой работы

    Укажите Ваш e-mail (обязательно)! ПРОВЕРЯЙТЕ пожалуйста правильность написания своего адреса!

    Укажите № работы и вариант


    Я ознакомился с Пользовательским соглашением и даю согласие на обработку своих персональных данных.


    Подтвердите, что Вы не бот

    Выдержка из похожей работы

    If games are to bring desired
    results, they must correspond to either the students’ level, or age, or the
    materials that are to be introduced or practiced,Not all of the games are
    appropriate for all students irrespective of their age,Different age groups
    require various topics, materials and modes of games,For example, children
    benefit most from games which require moving around, imitating a model,
    competing between groups, and the like,Furthermore, structural games that
    practice or reinforce a certain grammatical aspects of language have to relate
    to students’ ability and prior knowledge,Games become difficult when the task
    or the topic is unsuitable or outside the students’ experience.

    Another
    factor influencing the choice of a game is its length and the time necessary
    for its completion,Many games have time limits but according to Siek Piscozub,
    the teacher can either allocate more or less time depending of the students’ levels,
    the number of people in a group, or the knowledge of the rules of a game, etc,

    Games
    are often used as short warm-up activities or when there is some time left at
    the end of the lesson,As Mr,Lee observes, a game should not be regarded as a
    marginal activity filling in odd moments when the teacher and class have
    nothing better to do,Games ought to be at the heart of teaching foreign
    languages,Mr,Rixon suggests that games should be used at all stages of the
    English lesson, provided that they are suitable and carefully chosen,At
    different stages of the lesson, the teachers’ aims connected with a game may
    vary:

    1.
    Presentation,It presents and provides a good model making its meaning clear.

    2.
    Controlled practice»

    Рейтинг@Mail.ru Яндекс.Метрика