Circle the correct form of the verb in each sentence. example i’m not liking/ i don’t like tennis very much. 1 we have/we’re having a house near the beach. 2 do you know/are you knowing what’s happening? 3 i used to love basketball but i think i’m preferring/ i prefer volleyball now. 4 i don’t enjoy/i’m not enjoying cooking very much. 5 they paid for the car so it is belonging/it belongs to them now. 6 he’s thinking/he thinks that school is boring. 7 do you see/are you seeing my problem? 8 she thinks/she’s thinking of going to university. 9 i’m feeling tired so i think i’m deserving/i deserve a holiday. 10 those clothes are looking/look great on you!

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Ответ:

baron2032012

04.10.2022

1. have
2. know
3. prefer
4. dont enjoy
5. belongs
6. thinks
7. see
8. is thinking
9. deserve
10. are looking

4,5(75 оценок)

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Ответ:

danchik1106

04.10.2022

It is a fair question, but the answer to it is not easy.The hardest part for me in the English language are prepositions. That's really what defies analogy with the native Russian. Where we expected an excuse, it is no reason. For example, to marry smb why in English there is no preposition. We all just. to marry someone. The preposition like should be "on", but nothing like this.Second, no less difficult problem of the English language is the polysemy of words. When you open the dictionary to find the translation of a word, just tired to read the list of meanings of the word. For example, the word cast. Still can not fully understand how to use it. How, then, to learn words and expand your vocabulary? The solution is to remember in the context of a work. That is, again, one has to read and listen to the English language

4,7(7 оценок)

Ответ:

nyutadavdova200

04.10.2022

Teaching Methods

The term Teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your choice of teaching method depends on what fits you — your educational philosophy, classroom demographic, subject area(s) and school mission statement. Teaching theories primarily fall into two categories or “approaches” — teacher-centered and student-centered:

Teacher-Centered Approach to Learning

Teachers are the main authority figure in this model. Students are viewed as “empty vessels” whose primary role is to passively receive information (via lectures and direct instruction) with an end goal of testing and assessment. It is the primary role of teachers to pass knowledge and information onto their students. In this model, teaching and assessment are viewed as two separate entities. Student learning is measured through objectively scored tests and assessments.

Student-Centered Approach to Learning

While teachers are an authority figure in this model, teachers and students play an equally active role in the learning process. The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material. Student learning is measured through both formal and informal forms of assessment, including group projects, student portfolios, and class participation. Teaching and assessment are connected; student learning is continuously measured during teacher instruction.

To better understand these approaches, it is important to discuss what is generally understood as the three main teaching styles in educational pedagogy: direct instruction, inquiry-based learning and cooperative learning. Through these three teaching methods, teachers can gain a better understanding of how to govern their classroom, implement instruction and connect with their students. Within each of these three main teaching styles are teaching roles or “models.” Theorist A.F. Grasha explains the five main teaching models in her publication Teaching with Style (1996): Expert, Formal Authority, Personal Model, Facilitator and Delegator. To gain a better understanding of the fundamentals of each teaching style, it’s best to view them through the lens of direct instruction, inquiry-based learning, and cooperative teaching.

Direct Instruction

Direct instruction is the general term that refers to the traditional teaching strategy that relies on explicit teaching through lectures and teacher-led demonstrations. Direct instruction is the primary teaching strategy under the teacher-centered approach, in that teachers and professors are the sole supplier of knowledge and information. Direct instruction is effective in teaching basic and fundamental skills across all content areas.

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