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Пассивный залог, найти тут предложения с пассивным залогом, заранее antoni benedict from italy. in my view english should be taught at different levels, but not simplified. and besides, by changing the language, we are depriving the student of the real words. if the student is taught a simplified version of a language, how will he or she be able to understand authentic texts like poems, slang expressions, or lyrics? that is really no good for students! magda szabo from hungary. we call our planet "a global village" now which means that everything is gradually becoming one grey mass: our culture, our eating habits and even the way we think. i think this means that we should keep everything that is characteristic to us and our language in first place. we should guard our own mother tongue as a precious possession and use any second language just as a way to communicate with other global citizens. hector kadmos from greece. no language is easy to learn because they all have their own history and culture! and no language can be simplified just for the sake of easiness. by trying to make it easier, we might deform it and then, together with its complexity, much of its beauty would disappear! i think students should deal with the real language and all its complexity and be exposed to real-life language used by native speakers. this is the only way to teach learners how to manage in a real conversation. lea hoffman from germany i know that doing business in english does not always require very good usage or even a complete understanding of the language. why should we speak the way native speakers do when we can already understand each other? it is more important to be able to communicative and understand each other than it is to be grammatically correct. sometimes students are taught old-fashioned phrases and vocabulary with subtle meanings and this makes it difficult for all users of english to understand each other! students should be taught simpler english. peter teller from the uk. i don't think there is any use in simplifying a language: if we over-simplify the language we teach, it will become useless for real communication. on the other hand, if the language is too difficult to learn, not many people will be able to master it. i believe we should teach a foreign language in a manner close to how children start learning their mother tongue, and then gradually work towards the real-life language. we definitely should aim at reaching a "real" language level, otherwise there is no sense in learning it at all.

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Ответ:
аяука10
аяука10
06.05.2021
In my view English should be taught at different levels, but not simplified. which means that everything is gradually becoming one grey mass: our culture, our eating habits and even the way we think.And no language can be simplified just for the sake of easiness.all its complexity and be exposed to real-life language used by native speakers.Sometimes students are taught old-fashioned phrases and vocabulary with subtle meanings and this makes it difficult for all users of English to understand each other! Students should be taught simpler English. 
4,8(6 оценок)
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Ответ:
Text: "The Fun They Had"
Author: Isaac Asimov

Margie was excited and wrote about the day's events in her diary. She mentioned that Tommy had found an actual physical book, which was a rare occurrence in their time. Margie's grandfather had once told her that in the past, all stories were printed on paper.

Tommy and Margie turned the yellowed, crinkly pages of the book. They found it amusing to read words that remained still instead of moving on a screen. Whenever they went back to a previous page, the words remained the same. Tommy saw it as a waste, as the television screen could hold countless books, while Margie, who had seen fewer telebooks than Tommy, agreed. Tommy found the book in his house's attic and replied that it was about school.

Margie, who had always harbored a distaste for school, was scornful and couldn't understand why anyone would write about it. However, Margie's mechanical teacher had been giving her increasingly difficult tests in geography, in which she was continuously performing worse. Her mother, concerned about her poor performance, had called for help from the County Inspector.

The Inspector, a round man with various tools, dismantled the mechanical teacher and fixed it. Margie secretly hoped that he wouldn't figure out how to put it back together, but he did. The mechanical teacher was a large, intimidating machine with a screen that displayed lessons and asked questions. The part Margie despised the most was the slot where she had to submit her homework and tests. She had to transcribe them in a punch code she had learned at the age of six, and the machine quickly calculated her grade.

After fixing the mechanical teacher, the Inspector assured Margie's mother that her daughter's struggles were not her fault. He had slowed down the geography sector to match Margie's level, which seemed satisfactory overall. Margie felt disappointed because she had hoped they would remove the teacher entirely, much like how Tommy's teacher had been taken away for a month due to a malfunctioning history sector.

Rejecting Tommy's explanation that someone would write about school because it was different in the past, Margie asked him to elaborate. Tommy condescendingly explained that in the olden days, school was taught by a man who provided information, assigned homework, and asked questions. Margie doubted a man could be as knowledgeable as their mechanical teacher. Tommy argued that his father knew almost as much as the teacher did. Margie didn't want a strange man in her house to teach her.

Tommy laughed and clarified that the teachers did not live with the students. They had their own separate building, and all the children of the same age learned the same things. Margie, however, mentioned her mother's belief that a teacher had to tailor their teaching to each student's mind, as every child learned differently.

Although Margie didn't oppose Tommy's perspective, she emphasized that she did, in fact, enjoy reading about those old schools. Before they could continue reading, Margie's mother called them to start their school lessons. Margie asked Tommy if they could continue reading the book together after school, to which he responded nonchalantly. He left, whistling with the dusty book in his arm.

Margie entered her schoolroom, which was adjacent to her bedroom, to find the mechanical teacher waiting for her. It was always turned on at the same time every day, except on weekends when the learning hours were different. Margie's mother believed that children learned better when they followed a regular schedule.

In the text "The Fun They Had" by Isaac Asimov, Margie and Tommy discover an ancient physical book in which they learn about the concept of traditional schools. Margie's disdain for her mechanical teacher and her curiosity about the old-fashioned educational system pique her interest.
4,5(23 оценок)
Ответ:
anna5453p08o22
anna5453p08o22
06.05.2021
Цель данного текста состоит в адресовании неправильных представлений о коротком внимательном восприятии и объяснении того, что происходит с нашей способностью сосредотачиваться.

1. Для ответа на первый вопрос, нам необходимо проанализировать варианты ответа. Варианты ответа А говорит о обсуждении плюсов и минусов короткого внимательного восприятия. Однако, текст не приводит прямых примеров плюсов и минусов короткого внимательного восприятия, поэтому этот ответ не соответствует содержанию текста. Вариант ответа Б утверждает о демонстрации примеров мультитаскинга в обучении. Однако, текст не рассматривает примеры мультитаскинга, поэтому этот ответ также не является правильным. Вариант ответа В утверждает о разрушении предрассудков о коротком внимательном восприятии. В тексте говорится о том, как внимательное восприятие меняется со временем и как мы приспосабливаемся к новым способам восприятия информации, следовательно, этот ответ является правильным. Вариант ответа Д утверждает, что текст описывает методы привлечения внимания. Однако, текст не предоставляет методов привлечения внимания, поэтому этот ответ не совпадает с содержанием текста. Таким образом, правильным ответом на первый вопрос является В (To address misconceptions about short attention spans).

2. Для ответа на второй вопрос, мы должны исследовать утверждения, представленные вариантами ответа. Вариант ответа А говорит о том, что мультитаскинг начался в 2000 году. Однако, текст не предоставляет такую информацию, поэтому этот ответ неверен. Вариант ответа Б утверждает, что мультитаскинг является техникой избегания перенапряжения. В тексте сказано, что мы приспосабливаемся к новым способам восприятия информации, что может включать мультитаскинг, следовательно этот ответ правильный. Вариант ответа В говорит о том, что мультитаскинг является конкретным типом длительного внимания. Однако, в тексте нет никаких упоминаний о длительном внимательном восприятии, поэтому этот ответ некорректен. Вариант ответа Д говорит о том, что мультитаскинг является характеристикой молодых взрослых. В тексте ничего не упоминается о возрастной характеристике мультитаскинга, поэтому этот ответ не является правильным. Таким образом, правильный ответ на второй вопрос - B (It is a technique for avoiding over-stimulation).

В результате, ответы на два вопроса следующие:

1. What is the purpose of the text?
В - To address misconceptions about short attention spans.

2. What does the author say about multitasking?
B - It is a technique for avoiding over-stimulation.
4,4(15 оценок)
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