In world practice, there are two areas in the school system: classical and alternative. The first direction has a long history and is called "general education" or "classical". At the beginning of its existence, schools of the classical type had a great advantage in that the child, starting from the age of seven, was in a social environment, brought up by professional teachers and acquired the necessary knowledge. The disadvantage of such schools was that all schools were mainly intended for working young people in obtaining primary intellectual skills and educating obedient performers of the will of the state. A teacher in such a school performed three functions: a) educational, b) educational, and c) propaganda. Therefore, at the very beginning of the 20th century (in the 1907th year), Maria Montessori creates a second or alternative direction in the education system. She departs from the basic doctrine of secondary schools in terms of educating the hard worker-performer (performer: the will of the teacher, the will of parents and the will of the state) and puts forward a new doctrine in the form of the development of a harmonious personality. The method of Maria Montessori, followed by the Waldorf schools of Rudolf Steiner, was a breakthrough in a new quality in the education system.
Объяснение:
В мировой практике существуют два направления в системе школьного образования: классическое и альтернативное. Первое направление имеет давнюю историю и называется «общеобразовательным» или «классическим». Вначале своего существования школы классического типа имели большое преимущество в том, что ребёнок, начиная с семи лет, находился в социальной среде, воспитывался профессиональными педагогами и овладевал необходимыми знаниями. Недостатком таких школ было то, что все школы, в основном, предназначались для рабочей молодёжи в получении первичных интеллектуальных навыков и воспитании послушных исполнителей воли государства. Учитель в такой школе выполнял три функции: а) образовательную, б) воспитательную и в) пропагандистскую. Поэтому, в самом начале 20-го века (в 1907-ом году) Мария Монтессори создаёт второе или альтернативное направление в системе образования. Она отходит от базовой доктрины общеобразовательных школ в части воспитания трудяги-исполнителя (исполнителя: воли учителя, воли родителей и воли государства) и выдвигает новую доктрину в виде развития гармоничной личности. Метод Марии Монтессори, а вслед за ней вальдорфские школы Рудольфа Штайнера, был прорывом в новое качество в системе образования.
A,an,some,any... answers 1. I want some juice. 2. There´s some meat in the dish. 3. Has she got a map? 4. Have you got any money? 5. He needs a snack. 6. It´s an Italian pizza. 7. We use any in negative sentences and questions in all nouns. 8. We use some in affirmative sentences with all nouns. 9. We use a , an or numbers with countable nouns. 10. There are some mosquitoes in my bedroom. 11. There wasn´t any litter on the beach. 12. There are some sandwiches on my party. 13. She eats some bananas for breakfast. 14. She drinks some milk with her cereal. 15. Can I have some cookies? 16. A dog will bite if it´s afraid. 17. Are there any good books in the library? 18. There wasn´t any space in the cupboard. 19. There isn´t a pencil in the drawer. 20. There is a pencil in my bag. 21. There is some rice left. 22. There isn´t any time left. 23. There´s some ice cream in the freezer. 24. There´s a rainbow in the sky. 25. The doctor gives Jane an injection.
"Much", "many" or "a lot of" Answers 1. We´ve got much rice. 2. There isn´t a lot of rice. 3. My sister eats many sweets. 4. There aren´t many vegetarians in my school. 5. There aren´t a lot of vegetables. 6. I don´t drink much juice. 7. There was a lot of traffic. 8. In Antarctica there isn´t much traffic. 9. There is much rain in August. 10. Does the teacher give much homework? 11. There´s a lot of fruit in the bowl. 12. A lot of people like hamburgers. 13. We went to America many years ago. 14. There are a lot of people on the beach. 15. I haven´t got any clothes. 16. There isn´t any sunscreen in this bottle. 17. There are many children in the park. 18. There aren´t any restaurants in my town. 19. I haven´t got any homework today. 20. How many brothers have you got? 21. How many cousins have you got? 22.How much money is there in your bag? 23. How many CDs have you got? 24. There isn´t any pollution in Sweden. 25. There isn´t any noise in Antarctica.
Much", "many", "few", "little", "a few", "a little", "some" answers 1. few people came to see the play. It was rather sad.2. Come on! We've still got a little time left to finish this.3. Daniel gave very few reasons for closing down the bar.4. With time and little patience, you'll forget her and be happy again.5. He's not a good teacher. He's unimaginative and has very little patience with children.6. a few of that group's songs are excellent but I don't really like most of their music.7. I've been to that Asturian restaurant a few times. It's good.8. few people never learn how to dance properly. It's such a shame.9. Very few people went to see that film. I don't know why. It's excellent.10. I have little time for people who talk about themselves all the time and never listen to anyone else.11. I normally have a little red wine with my lunch. It's good for you.12. Dress the salad with salt, pepper and little olive oil.13. I've got 20 Euros and a few coins. That should be enough for tonight.14. His computer needs cleaning. He takes very little care of it.
1) The diameter reduction that can be achieved in one die is limited, but several dies in series can be used to get the desired reduction. 2) Sheet metal forming is widely used when parts of certain shape and size are needed 3) Closed-die forging is the shaping of hot metal within the walls of two dies that come together to enclose the workpiece on all sides 4)Forging is the shaping of a piece of metal by pushing with open or closed dies. 5) Open-die forging, closed-die forging 6) Air hammers, steam hammers 7) не знаю 8) не знаю 9) The edges of a flat sheet are gripped and the piece pulled in tension over a lower die
In world practice, there are two areas in the school system: classical and alternative. The first direction has a long history and is called "general education" or "classical". At the beginning of its existence, schools of the classical type had a great advantage in that the child, starting from the age of seven, was in a social environment, brought up by professional teachers and acquired the necessary knowledge. The disadvantage of such schools was that all schools were mainly intended for working young people in obtaining primary intellectual skills and educating obedient performers of the will of the state. A teacher in such a school performed three functions: a) educational, b) educational, and c) propaganda. Therefore, at the very beginning of the 20th century (in the 1907th year), Maria Montessori creates a second or alternative direction in the education system. She departs from the basic doctrine of secondary schools in terms of educating the hard worker-performer (performer: the will of the teacher, the will of parents and the will of the state) and puts forward a new doctrine in the form of the development of a harmonious personality. The method of Maria Montessori, followed by the Waldorf schools of Rudolf Steiner, was a breakthrough in a new quality in the education system.
Объяснение:
В мировой практике существуют два направления в системе школьного образования: классическое и альтернативное. Первое направление имеет давнюю историю и называется «общеобразовательным» или «классическим». Вначале своего существования школы классического типа имели большое преимущество в том, что ребёнок, начиная с семи лет, находился в социальной среде, воспитывался профессиональными педагогами и овладевал необходимыми знаниями. Недостатком таких школ было то, что все школы, в основном, предназначались для рабочей молодёжи в получении первичных интеллектуальных навыков и воспитании послушных исполнителей воли государства. Учитель в такой школе выполнял три функции: а) образовательную, б) воспитательную и в) пропагандистскую. Поэтому, в самом начале 20-го века (в 1907-ом году) Мария Монтессори создаёт второе или альтернативное направление в системе образования. Она отходит от базовой доктрины общеобразовательных школ в части воспитания трудяги-исполнителя (исполнителя: воли учителя, воли родителей и воли государства) и выдвигает новую доктрину в виде развития гармоничной личности. Метод Марии Монтессори, а вслед за ней вальдорфские школы Рудольфа Штайнера, был прорывом в новое качество в системе образования.