By Professor Dr Friederike Klippel
It is a functional consultant to verbal exchange actions within the language school room, compatible to be used with scholars from undemanding to complex point. half I comprises directions for over a hundred assorted routines, together with interviews, guessing video games, jigsaw initiatives, challenge fixing, values explanation concepts, mime, function play and tale telling. for every job, notes also are supplied at the linguistic and academic goals, the extent, supplier, time and practise required. half II includes the accompanying worksheets, that are copied, making the various actions immediately to be had to be used in school. A accomplished desk of actions and an index are integrated for ease of reference.
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Additional resources for Keep Talking: Communicative Fluency Activities for Language Teaching (Cambridge Handbooks for Language Teachers)
3a) and draw the two parallel lines by tracing along the straight edges. Now place the straight edge in position B, with its top left corner meeting one side of the line segment forming the angle, the central axis running through the intersection point of the angle and the top right corner meeting the previously drawn line. Mark the three point C, D and E as shown. I now consider points C, D and E together with the vertex of the angle, O, and the point F such than ∠OFE ¼ 90o (see Fig. 3b). 16 Fig.
4 Digital Assistance By digital assistance I mean use of artefacts as: 1. Modern Mathematical Computer Packages—symbolic, numeric, geometric or graphical. Symbolic packages include the commercial computer algebra packages Maple and Mathematica, and the open source SAGE. Primarily numeric packages start with the proprietary MATLAB and public counterparts Octave and NumPy, or the statistical package (R). The dynamic geometry offerings include Cinderella, Geometer’s Sketchpad, Cabri and the freeware GeoGebra.
As a result ∠DOE ¼ ∠FOE and ∠COF has been trisected. I went off on this little tangent on trisecting an angle to show how a little change in one tool, a visible central axis, changed the mathematics that was possible with the tool; note, however, that this feature, the central axis, is itself a mathematical feature, a line of symmetry. Other points of interest are: (1) the compass was not used in this trisection; (2) the change in the tool was the product of an accident, not of design (the production process caused a visible central axis).
Keep Talking: Communicative Fluency Activities for Language Teaching (Cambridge Handbooks for Language Teachers) by Professor Dr Friederike Klippel