991 resultados para Drama, English (Collections)
Resumo:
This article describes similarities of the Irish Gaelic present habitual aspect and traditional Irish English dialects. These observations are contrasted with differences in the Scots Gaelic aspectual system and an explanation for the deviances in present habitual marking in Scottish English and Irish English is suggested, based on differences in the Gaelic contact varieties.
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There is nothing as amazing and fascinating as children learning process. Between 0 and 6 years old, a child brain develops in a waythat will never be repeated. At this age, children are eager to discover and they have great potential of active and affective life.Because of this, their learning capacity in this period is incalculable. (Jordan-Decarbo y Nelson, 2002; Wild, 1999).Pre-school Education is a unique and special stage, with self identity, which aims are:attending children as a whole,motivate them to learn,give them an affective and stable environment in which they can grow up and get to be balanced and confident people and inwhich they can relate to others, learn, enjoy and be happy.Arts, Music, Visual Arts and Drama (Gardner, 1994) can provide a framework of special, even unique, personal expression.With the aim of introducing qualitative improvements in the education of children and to ensure their emotional wellbeing, and havingnoticed that teachers had important needs and concerns as regards to diversity in their student groups, we developed a programbased on the detection of needs and concerns explained by professionals in education.This program of Grupo edebé, object of our research, is a multicultural, interdisciplinary and globalizing project the aims of which are:developing children's talent and personality,keeping their imagination and creativity and using these as a learning resource,promoting reasoning, favouring expression and communication,providing children with the tools to manage their emotions,and especially, introducing Arts as a procedure to increase learning.We wanted to start the research by studying the impact (Brice, 2003) that this last point had on the learning of five-year-old childrenschooled in multicultural environments.Therefore, the main goal of the research was the assessment of the implementation of a child education programme attending todiversity in a population of five-year-old children, specifically in the practice of procedures based on the use of Arts (music, arts andcrafts and theatre) as a vehicle or procedure for learning contents in Pre-school stage.Because children emotional welfare was a subject of our concern, and bearing in mind that the affective aspects are of vitalimportance for learning and child development (Parke and Gauvain, 2009), Grupo Edebé has also evaluated the starting, evolving andfinal impact in five-year-old children given that they finish Pre-school education at that age.
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El propòsit d'aquest treball és fixar, basant-nos en l'anàlisi tipològica, les diferències lingüístiques en la construcció de les expressions de moviment de l'anglès i el català. Partim de la hipòtesi que en funció de l'origen de la llengua, s'apliquen solucions diferents a determinats problemes lingüístics que apareixen a l'hora de traduir un discurs. Analitzarem, doncs, el grau de fidelitat de la traducció quant a l'expressió del trajecte i de la manera. Per consegüent, estudiarem si hi ha cap pèrdua d'informació, de qualitat o de genuïnitat en relació amb el text original servint-nos de la comparació d'ambdós estils narratius.
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The purpose of this study was to analyse pupils’ English grammar acquisition from competitive and cooperative approaches. After searching a wide range of authors’ contribution to English language learning, grammar acquisition, classroom environment and language games. A hundred and twenty pupils from three schools; two from Ripoll and one from Campdevànol were enrolled in a specific grammar games intervention. This was imparted in three different phases: first of all, I interviewed the three teachers from the three schools, then I put into practice my competitive and cooperative games which I designed especially for this study (all the sessions were carried, assessed and registered by myself); finally, all pupils answered a questionnaire related to their experiences in my grammar games intervention. Analysis of teaching interventions showed that, in terms of English language acquisition, pupils used different strategies to show up understanding and achieve the objective of the game such as: recalling their background knowledge, expressing sentences influenced by their internal language and their mother tongue. Data collected revealed that most difficulties were founded in team work, even more in competitive games. The results also showed that team work is something which has to be developed step by step in order to achieve language learning and all pupils’ active participation successfully.
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This study is based on the analysis of the use of supplementary materials to teach vocabulary by second language teachers in Primary Education. The study consists of two analyses: the first one is a quantitative analysis based on 33 questionnaires answered by different second language teachers of Primary Education. The other, is a qualitative analysis in which the teacher’s subjective opinion on vocabulary learning techniques is presented. The study covers these main aspects: material use, effectiveness, children’s motivation, main criteria to teach vocabulary and the children’s role in their vocabulary learning.
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L'objectiu principal d'aquesta investigació va ser determinar els efectes del CLIL en els professors i estudiants en les seves produccions orals. El punt de partida de la meva investigació era de la teoria de Dalton-Puffer (2007), que estableix que la funció de parlar en les classes CLIL és mínima, la meva recerca s'ha basat en la recopilació recollir informació des de diferents fonts, amb la finalitat de veure si aquest fet també passa a les nostres escoles. Eventualment, he planejat algunes estratègies i activitats per incrementar la quantitat d’oportunitats per parlar en llengua anglesa els alumnes.
Resumo:
Hi ha molts tipus d’escoles diferents, i fins i tot, podem constatar que cada escola és diferent de les altres. Per aquesta raó, quan parlem sobre l’aprenentatge de l’anglès, no podem generalitzar una manera de fer-ho, perquè cada una d’elles tracta aquesta llengua de manera diferent. A més, pel que fa a l’aprenentatge d’una llengua, hi ha diferents habilitats involucrades, i entre totes aquestes, he centrat aquest projecte en l’habilitat oral. Aquesta recerca esta basada en l’observació de tres exemples de tipus d’escoles, i per ser més precisos, té l’objectiu d’aprofundir com tracten l’Anglès. D’aquesta manera, el principal objectiu d’aquest projecte és comparar l’habilitat oral dels alumnes d’aquestes escoles, tot considerant les seves diferències. Així doncs, amb el desenvolupament d’aquesta recerca, vaig voler descobrir si hi havien alguns alumnes amb millors habilitats orals que d’altres, i trobar-ne la possible raó.
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The purpose of this study is to answer the principal question, Do Real Books help the learning of English in P4?, and create a useful document to English teachers in Infant Education that are interested in working through stories. Previous to the development of the work, it has been necessary a research work and a theoretical documentation, performed using a literature review. This process has served to establish the basis of the study and to develop the subsequent didactic intervention. This second part of the study, the didactic intervention, contains all the information about how it was planned, carried to term and evaluated. There are three different ‘real books’ used as a reference in which the reader can see how to choose the correct story, how to adapt the text to the children, the daily planning, and how to evaluate the activities.
Resumo:
« Notices sur quelques manuscrits arabes, par M. Woepke (fol. 1) ; — Notices sur quelques mss. sanscrits, par M. Fauriel (fol. 6) ; — Notices sur quelques mss. sanscrits (fol. 40) ; — Notices sur quelques mss. sanscrits en caractère bengali, par M. Loiseleur Deslongchamps (fol. 58) ; — Notices sur quelques mss. arabes, par M. Hassler (fol. 94) ; — Notices sur quelques mss. arabes, par M. Reinaud (fol. 99) ; — Catalogue des mss. orientaux de l'ancienne maison de la Sorbonne, par M. Reinaud (fol. 126) ; — Catalogue des mss. orientaux de l'ancien couvent de l'Oratoire, par M. Reinaud (fol. 136) ; — Catalogue des mss. orientaux des différentes bibliothèques publiques de Paris (fol. 146) ; — Liste des livres et des mss. orientaux venus d'Alger et adressés à la Bibliothèque royale, le 30 nov. 1832 (fol. 152) ; — Note de quelques mss. orientaux appartenant à M. Wahl (fol. 156) ; — Mss. orientaux provenant de feu M. Schultz (fol. 157 et 159) ; — Mss., papiers et autres objets provenant de feu M. Schultz (fol. 163) ; — Collection Asselin (fol. 165 et 270) ; — Lettres et pièces relatives au fonds Asselin (fol. 263) ; — Mss. arabes, persans, samskrits et hindous tanys, cédés à la Bibliothèque du Roi par M. de Polier (fol. 291 et 293) ; — Évaluation de 47 mss. arabes, persans, maures, bengalis, etc., provenant de feu Ouessant, interprète de la Compagnie de Pondichéry (fol. 295) ; — Mss. arabes, turcs et persans de M. Ducaurroy (fol. 298) ; — Collection des mss. orientaux appartenant à la succession de feu M. le baron Rousseau, consul général à Tripoly de Barbarie (fol. 303) ; — Liste des mss. tamouls cédés à la Bibliothèque du Roi par M. Ducler (fol. 309) ; — Liste des mss. tamouls donnés à la Bibliothèque du Roi par M. Reydelet (fol. 311) ; — Mss, arabes et berbères de M. Delaporte père, 4848 (fol. 314) ; — État sommaire de quelques mss. réputés venir de feu M. Huet,... trouvés dans la maison Kerboeuf (fol. 323) ; — Mss. orientaux distraits du fonds Renaudot (fol. 324) ; — Mss. arabes rapportés d'Égypte par le citoyen Raiye (fol. 325) ; — Cinq volumes arabes mss. offerts à la Bibliothèque royale par S. A. R. Mgr le duc de Nemours (fol. 326) ; — Liste des livres qu'on a envoyés à Mrs de la Compagnie, en tamoul, 14 déc. 1729 (fol. 327) ; — Catalogue des mss. indiens de la Bibliothèque du Roi (fol. 328) ; — « Mémoire concernant l'acquisition des mss. persiens qu'il conviendroit de faire aux Indes pour la Bibliothèque du Roy » (fol. 362) ; — Mémoire de livres à rechercher dans le Levant pour la Bibliothèque du Roy (fol. 366) ; — État des mss. à rechercher à Constantinople pour la Bibliothèque impériale (fol. 384) ; — Catalogue des mss. orientaux appartenant à M. R. Johnson, 1806 (fol. 386) ; — Liste des mss. orientaux de la bibliothèque de sir Thomas Phillipps à Middlehill, 1829 (fol. 396) ; — Indication des mss. arabes les plus importants de la bibliothèque d'Alger (fol. 398) ; — Liste des livres et mss. venus d'Alger (fol. 402) ; — Liste des bibliothèques turques de Constantinople, 1854 (fol. 404) ; — Bibliothèque du sultan Ahmet III, au vieux sérail : catalogue des livres d'histoire, 1854 (fol. 408) ; — Note des mss. orientaux extraits de la bibliothèque de Vienne, que le conservatoire de la Bibliothèque impériale juge entièrement inutiles (fol. 416) ; — Notice par Ascari de l'ancien ms. syriaque 13 (fol. 418) ; — Manuscrits persans historiques de l'Indoustan, et livres en langue samscretam, apportés à la Bibliothèque du Roi en 1778 » (fol. 420).
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Contient : Concordances des anciens numéros des catalogues de 1645, de Dupuy et de Mazarin, avec ceux du catalogue de Clément
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Prepositional phrases are the commonest kind of postmodification in all registers of English (Biber et al. 1999: 634). The locative ones that can be expanded into a defining relative clause (the books [which are] on the table) are usually expressed by such a construction in Spanish (los libros que están encima de la mesa) or by a phrase introduced by de (los libros de encima de la mesa). Wonder (1979) argues that Spanish allows locative phrases with prepositions other than de in the case of"situaciones"activas"" (el aterrizaje en pleno campo) as against"situaciones estáticas" (*el sofá en la sala), and if the phrase can be given an adverbial rather than, or in addition to, an adjectival interpretation (el ruido en la calle), especially if that phrase implies an alternative location for an object or contrast with another similar object (el sofá en la sala contigua). This paper further investigates this claim and looks at Spanish equivalents of English postmodifying prepositional phrases in general, while proposing an explanation for the choice of these different structures in Spanish based on considerations of lexical density. Resumen: Las frases preposicionales constituyen el tipo más frecuente de posmodificación en todos los registros del inglés (Biber et a. 1999: 634). En el español, las expresiones locativas suelen incorporar un pronombre relativo y un verbo (the books [which are] on the table > los libros que están encima de la mesa), o bien expresarse mediante una frase introducida por la preposición de (los libros de encima de la mesa). Wonder (1979) sostiene que el español permite el uso de preposiciones que no sean de en las frases locativas en el caso de"situaciones"activas"" (el aterrizaje en pleno campo) frente a"situaciones estáticas" (*el sofá en la sala), y también si la frase puede tener una función adverbial antes que, o además de, una interpretación adjetiva (el ruido en la calle), sobre todo si dicha frase encierra la idea de una posición alternativa para un objeto, o bien un contraste con otro objeto similar (el sofá en la sala contigua). El presente estudio pretende examinar este argumento y, además, explorar la posmodificación preposicional en español de un modo más general, a la par que propone una explicación sobre la elección de estructura en español que se basa en el criterio de la densidad léxica.