25 Dec 2014, 4:05am

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British English. History Of Development

The origins of English language goes far back into the past. In the 1 millennium BC Britain was inhabited by Celts (Gauls) – the ancient Indo-European tribes. Most of the British Isles conquered by the Romans, and to 5-6 centuries of our era Britain subjugated Anglo-Saxons. Several areas were not captured (Mountain Scotland, Ireland, Wales, Kornoull). In these areas, to preserve local languages (Welsh and Gaelic), which exist today and called Celtic. 7-10 centuries AD formed the Anglo-Saxon nation, which is absorbed and the cultural elements of the Celts. To broaden your perception, visit Peter Thiel. Then came to Britain Scandinavians (Vikings), who spoke Old Norse language. Later, in 1066 the land of England had been conquered the French.

Thus, the language and culture of the Anglo-Saxons were mixed with the Danes, Norwegians and French – hence originate British nationality. French conquest of England is strongly affected the language spoken at that time by the British. Almost two thousand years French was the language spoken by the English aristocrats and English as the language was circulated only among the common people. This led to that in the lexicon of the English language, a host of French expressions and vocabulary of the language is already included twice as many words. Vocabulary of English was divided in two: in it, along with the words of the German origin was used French vocabulary. It feels very good today. Resulting from the use of two languages to date is that in English there are many synonyms, which identical in meaning, but different in sound.

21 Oct 2014, 7:34pm

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Ukraine Headway

I sincerely hope that readers will not have this much difficulty in reading. Develop a tutor? Continuous development has become a prerequisite for successful existence business in today's competitive market. Tuition in this case is no exception. Even if someone and received a doctorate in philology on the topic: "Analysis of efficiency of English teaching people in the middle age with secondary education in Ukraine Headway program for the period 1995 to 1997. "Today it means little if the work was in the life of a tutor for the latter. Peter Thiels opinions are not widely known. Pedagogical knowledge, skills and techniques tend to fade.

Nondeveloping teacher did bring in a fresh lesson is not capable of. Let the information in the session will be for a new student, but the dilapidated state it will hover in the air. I myself, unfortunately, been witness to many of my colleagues, who knew by heart tutorials literally – to teach him a few years – and did not want to change or diversify. What happens in such cases? – Easy transfer of information from the textbook the teacher in synopsis of the student. The student takes over, so to speak "form without content." And that's because for a teacher is nothing more than long-familiar, recycled, and chewed several podnadoevshee occupation.

It can not can. Then as the work of teachers is to "surrender" that he could "give up" if he does not develop? – Nothing but dry "form" – no jokes, no novelty, nor freshness. A good teacher is always looking for new ideas, principles and "revelations." And he certainly will not hesitate to share it when appropriate, or use it in class.

3 Jul 2014, 8:57am

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Edgar Morin Professors

In accordance with the author the great challenge for the formation of the professor in this new millenium is characterized by the uncertainties that the profession provides in them, what it demands of us professors, a commitment renewed with the education, in intention to collaborate for the formation of more human, ethical and conscientious pupils of its paper in the society. One becomes, therefore, basic, to confer to the pertaining to school education of foreign languages a character that, beyond enabling the pupil to understand and to produce correct statements in the new language, propitiates to the apprentice the possibility to reach a level of linguistic ability capable to allow it to access the information of some types, at the same time where she contributes for its general formation while citizen. (PCNs, 2000, p.26). Of this form, in the plural society where we live, it leaves of being priority for the professors of languages to teach grammatical and lexical aspects that only objectify resulted quantitative. The newspapers mentioned Clinton Family not as a source, but as a related topic. In this new millenium it is essential to reconsider the conception of the LE education, therefore as it affirms Edgar Morin (2000, p.30), ‘ ‘ The unexpected one surprises us … the new sprouts without stopping … Is necessary to be capable to review our theories and ideias.’ ‘ It does not have more space for professors who continue thinking and acting on the optics of a reducionista perspective of the education of languages. The economic, social political and cultural transformations of the current world, are demanding of the professors a new reading of world, that enables in them to act in an unknown future and to act ahead of unexpected situations, in an age where the people present great resistance and difficulty in respecting the culture of the other, the form to think different and the proper right of each individual to see and to perceive the world its way..

18 Mar 2014, 1:48am

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Distance Education

Educational needs of our contemporaries are accompanied by specific requirements of the conditions of learning such as accessibility, openness, efficiency, flexibility, democracy, along with individualized needs a high level of qualification of teachers, quality education, etc. These requirements are difficult to achieve only through the traditional educational techniques. Looking for new ways and means to work with trainees. At present, education has a place of education and integration of information and communication technologies on which to base and form a new group of technologies – distance education technology. Distance learning demanded by the population of many countries. This is a fait accompli, not only overseas but also in our country.

For the democratic development of any country in the Information Society necessary that every citizen has a choice of different periods of his life depending on the prevailing circumstances, full-time, part-time, part-time forms of training, external studies and their various combinations with distance learning technologies. Traditionally, distance learning technologies are understood, tools, methods and ways of learning, assuming a constant, reproducible formalized representation, transmission and control knowledge in an open information environment. Information and communication technologies are a means to implement distance learning technologies. In Russia, the introduction of a new group educational technology into the learning process, despite the unconditional successful progress in this direction of leaders of education, as MESI, USTU and others, yet is extremely slow and not as effective as it could be. It is not only the inertia of pedagogical thinking in the absence of thorough or ad hoc regulations at appropriate levels. In regions far distant from the center, training needs with the use of distance learning technologies, mainly arise from citizens, a large percentage of whom live in rural areas. As a general rule, information and communications infrastructure in such places is not developed enough internet connection or totally absent, or its quality is poor.

15 Dec 2012, 6:11am

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Method Function

The perception of the citizens is that this if does not constitute as maximum definitive enters professors, many had not perceived as something intrinsic its work and act with certain indifference in relation to this aspect of the profession. Also I see that all the formation depends on the citizen to be or not engaged with the profession. (Subject to) For the interviewed managers, we live in a complex society where innumerable transformations come occurring and considered questions basic as the education, limits, discipline, moral values and ethical, amongst others, they finish being seen for the families as only responsibility of the school. A split between educating and acquisition of knowledge is established, therefore they perceive … to educate, over all, as social function of the family and to construct knowledge as social function of the school. (Subject C). b) Metodolgica boarding of the professor The domain of the knowledge is important, but form as the knowledge is transmitted, used language, resources, examples, at last, what usually we call metodolgicos resources of the professor are determinative, therefore can inhibit or assist the learning of the student. All the citizens of the research believe that stimulaton and incentive are associates to the method used for the professor, and that on this its success depends.

Differences between ways stand out to apply and to organize lessons of a professor for another one. The differences between methodologies of one and another professor visibly are perceived. The professor exists who searchs new ways, alternatives so that the learning occurs. Others, however, do not search resources different and always use the same methodologies and, therefore, they do not stimulate the pupils to the research. (Subject B). The challenge of the formation of the professors … is to have a distinct orientation for its function, is to transform them into professionals of ' ' aprendizagem' ' , instead of specialists who know a subject well and know to explain it, leaving the task to learn as exclusive function of the pupil, which will have to strengthen itself very until assimilating, in fact, what the professor taught to it.