The document contrasts the use of the present simple and present continuous tenses in English. It provides examples of actions that use the present simple, such as habits and repeated actions, and those that use the present continuous to describe temporary or ongoing actions happening now. Some examples include "He goes to work every morning" using the present simple, while "He is explaining new rules now" uses the present continuous for a current action.
This document provides examples of using the past simple, past continuous, and past perfect tenses in English. It demonstrates these tenses through short sentences describing actions that were occurring, had occurred by a certain time, or occurred in the past, such as "the girl was dreaming at that time", "he had swept the yard by that time", and "he read that book yesterday".
This document provides examples of sentences using the present continuous tense, past continuous tense, and questions and negatives involving the present continuous tense. It shows how to conjugate regular verbs into the -ing form in the present continuous and provides yes/no questions and negative sentences as examples.
The document contains questions using the present simple tense to ask about regular or habitual actions, with response options of "Yes, (subject) does" or "No, (subject) doesn't". Questions ask about regular activities like getting up, having breakfast, reading, listening to music, helping others, using something, going to the supermarket, walking, reading books, doing homework, watching TV, washing up, cleaning rooms, visiting others, having picnics, phoning friends, going to bed, and playing with a ball.
The document provides examples of sentences using the present simple tense to describe regular daily and weekly activities. Some examples include "I usually get up at 6 o'clock", "They often have breakfast at 8 o'clock", and "He often goes to school at 8 am". The document demonstrates the use of the present simple tense with common verbs like get, have, go, listen, help, use, walk, read, do, watch, wash, clean, visit, have, phone, play, and write.
The document contains a series of questions about furniture and objects that may be present in a room. Each line asks "Is there a/Are there" and then describes an object or furniture and its location, such as "Is there a car in the yard?" or "Are there curtains on the window?". In total there are over 20 questions posed about what can be found around a room, house, yard, or kitchen.
The document consists of a series of questions asking about various objects that may be present in a room or around a house. It asks what kind of objects are in certain locations, such as what kind of desk is in the corner or what kind of cooker is in the kitchen. It also asks how many of some objects there are, such as how many curtains are on the window or how many chairs are around the table. The questions cover a wide range of furniture, appliances, decorations and other items that one may find within and around a typical home.
The document describes the furniture and objects found in various rooms of a house. It lists items like a car in the yard, a tree near the house, a desk in the corner with a computer on it, a wardrobe at the wall, and a large picture on the wall. Various rooms are mentioned like the kitchen which contains a cooker, and there being curtains on the window. In total, the document provides over 20 sentences arranging words to describe the layout and contents of the rooms in the house.
comparatives and superlatives - grammar exercises Елена Уварова
The document discusses comparative and superlative adjectives and provides examples of using -er and -est endings to compare the size, quantity, or quality of different nouns. Several sentences compare two nouns using comparatives like bigger, smaller, or more comfortable. Other sentences use superlatives like longest, tallest, or most beautiful to describe a noun as the absolute best among three or more options.
The document provides examples of sentences using the past simple, past continuous, and past perfect tenses in English. It includes multiple choice questions where the reader must identify the correct verb form for each sentence based on the tense being used. Some examples provided are "He was watching TV when she returned home" in the past continuous tense and "They had bought this car two weeks ago" in the past perfect tense. The document is aimed at helping readers practice identifying and using different past verb tenses in English.
The document contains exercises on using verbs in the past simple tense in English, including:
- Forming positive and negative sentences using regular and irregular past simple verbs
- Forming questions in the past simple tense
- Choosing the correct past simple verb form to complete sentences
- Matching questions and answers in the past simple tense
- Transforming sentences from affirmative to negative and vice versa
The exercises cover a variety of common past simple verbs and contexts to practice using this basic English grammar tense.
This document contains a grammar exercise with 23 multiple choice questions testing tenses including the present continuous, present simple, past simple, present perfect, and future simple. The questions cover common daily activities like eating, cleaning, watching TV, and sports to test when events occur and how frequently they happen. The correct answers are provided after each question.
Mathematikunterricht in 1zu1 Ausstattungen.pptxFlippedMathe
Wie geht guter Mathematikunterricht? Und jetzt auch noch mit Tablet/Laptop? In dieser Fortbildung soll es genau darum gehen.
Sebastian Schmidt kennt vielleicht nicht Ihre persönliche Antwort auf guten (digitalen) Mathematikunterricht, aber er hat seit 2013 versucht, mit digitalen Hilfsmitteln seinen Unterricht kompetenzorientierter zu gestalten. Die Digitalisierung von Unterricht hat immer die Problematik, das Lernen der Schülerinnen und Schülern aus dem Fokus zu verlieren. Diese sollen digital mündig werden und gleichzeitig Mathematik besser verstehen.
In dieser eSession werden zahlreiche Methoden, Konzepte und auch Tools vorgestellt, die im Mathematikunterricht des Referenten erfolgreich eingesetzt werden konnten. Nicht alles kann am nächsten Tag im Unterricht eingesetzt werden, aber man erhält einen Überblick, was möglich ist. Sie entscheiden dann selbst, worauf Sie Ihren Fokus legen und wie Sie selbst in die 1:1-Ausstattung starten.
Lassen Sie sich überraschen und nehmen Sie mit, was für Sie sinnvoll erscheint. Auf der Homepage von Sebastian Schmidt gibt es neben Links und Materialien zur Fortbildungen auch Workshops fürs eigene Ausprobieren. https://www.flippedmathe.de/fortbildung/mathe-ws/
The document contrasts the use of the present simple and present continuous tenses in English. It provides examples of actions that use the present simple, such as habits and repeated actions, and those that use the present continuous to describe temporary or ongoing actions happening now. Some examples include "He goes to work every morning" using the present simple, while "He is explaining new rules now" uses the present continuous for a current action.
This document provides examples of using the past simple, past continuous, and past perfect tenses in English. It demonstrates these tenses through short sentences describing actions that were occurring, had occurred by a certain time, or occurred in the past, such as "the girl was dreaming at that time", "he had swept the yard by that time", and "he read that book yesterday".
This document provides examples of sentences using the present continuous tense, past continuous tense, and questions and negatives involving the present continuous tense. It shows how to conjugate regular verbs into the -ing form in the present continuous and provides yes/no questions and negative sentences as examples.
The document contains questions using the present simple tense to ask about regular or habitual actions, with response options of "Yes, (subject) does" or "No, (subject) doesn't". Questions ask about regular activities like getting up, having breakfast, reading, listening to music, helping others, using something, going to the supermarket, walking, reading books, doing homework, watching TV, washing up, cleaning rooms, visiting others, having picnics, phoning friends, going to bed, and playing with a ball.
The document provides examples of sentences using the present simple tense to describe regular daily and weekly activities. Some examples include "I usually get up at 6 o'clock", "They often have breakfast at 8 o'clock", and "He often goes to school at 8 am". The document demonstrates the use of the present simple tense with common verbs like get, have, go, listen, help, use, walk, read, do, watch, wash, clean, visit, have, phone, play, and write.
The document contains a series of questions about furniture and objects that may be present in a room. Each line asks "Is there a/Are there" and then describes an object or furniture and its location, such as "Is there a car in the yard?" or "Are there curtains on the window?". In total there are over 20 questions posed about what can be found around a room, house, yard, or kitchen.
The document consists of a series of questions asking about various objects that may be present in a room or around a house. It asks what kind of objects are in certain locations, such as what kind of desk is in the corner or what kind of cooker is in the kitchen. It also asks how many of some objects there are, such as how many curtains are on the window or how many chairs are around the table. The questions cover a wide range of furniture, appliances, decorations and other items that one may find within and around a typical home.
The document describes the furniture and objects found in various rooms of a house. It lists items like a car in the yard, a tree near the house, a desk in the corner with a computer on it, a wardrobe at the wall, and a large picture on the wall. Various rooms are mentioned like the kitchen which contains a cooker, and there being curtains on the window. In total, the document provides over 20 sentences arranging words to describe the layout and contents of the rooms in the house.
comparatives and superlatives - grammar exercises Елена Уварова
The document discusses comparative and superlative adjectives and provides examples of using -er and -est endings to compare the size, quantity, or quality of different nouns. Several sentences compare two nouns using comparatives like bigger, smaller, or more comfortable. Other sentences use superlatives like longest, tallest, or most beautiful to describe a noun as the absolute best among three or more options.
The document provides examples of sentences using the past simple, past continuous, and past perfect tenses in English. It includes multiple choice questions where the reader must identify the correct verb form for each sentence based on the tense being used. Some examples provided are "He was watching TV when she returned home" in the past continuous tense and "They had bought this car two weeks ago" in the past perfect tense. The document is aimed at helping readers practice identifying and using different past verb tenses in English.
The document contains exercises on using verbs in the past simple tense in English, including:
- Forming positive and negative sentences using regular and irregular past simple verbs
- Forming questions in the past simple tense
- Choosing the correct past simple verb form to complete sentences
- Matching questions and answers in the past simple tense
- Transforming sentences from affirmative to negative and vice versa
The exercises cover a variety of common past simple verbs and contexts to practice using this basic English grammar tense.
This document contains a grammar exercise with 23 multiple choice questions testing tenses including the present continuous, present simple, past simple, present perfect, and future simple. The questions cover common daily activities like eating, cleaning, watching TV, and sports to test when events occur and how frequently they happen. The correct answers are provided after each question.
Mathematikunterricht in 1zu1 Ausstattungen.pptxFlippedMathe
Wie geht guter Mathematikunterricht? Und jetzt auch noch mit Tablet/Laptop? In dieser Fortbildung soll es genau darum gehen.
Sebastian Schmidt kennt vielleicht nicht Ihre persönliche Antwort auf guten (digitalen) Mathematikunterricht, aber er hat seit 2013 versucht, mit digitalen Hilfsmitteln seinen Unterricht kompetenzorientierter zu gestalten. Die Digitalisierung von Unterricht hat immer die Problematik, das Lernen der Schülerinnen und Schülern aus dem Fokus zu verlieren. Diese sollen digital mündig werden und gleichzeitig Mathematik besser verstehen.
In dieser eSession werden zahlreiche Methoden, Konzepte und auch Tools vorgestellt, die im Mathematikunterricht des Referenten erfolgreich eingesetzt werden konnten. Nicht alles kann am nächsten Tag im Unterricht eingesetzt werden, aber man erhält einen Überblick, was möglich ist. Sie entscheiden dann selbst, worauf Sie Ihren Fokus legen und wie Sie selbst in die 1:1-Ausstattung starten.
Lassen Sie sich überraschen und nehmen Sie mit, was für Sie sinnvoll erscheint. Auf der Homepage von Sebastian Schmidt gibt es neben Links und Materialien zur Fortbildungen auch Workshops fürs eigene Ausprobieren. https://www.flippedmathe.de/fortbildung/mathe-ws/
Teaching and Learning Experience Design – der Ruf nach besserer Lehre: aber wie?Isa Jahnke
Der Ruf danach, dass es bessere Lehre geben muss oder das Lehre verbessert werden sollte, ist nicht neu. Es gibt auch schon seit längerer Zeit Rufe danach, dass Lehre der Forschung in Universitäten gleichgestellt werden soll. (Und in den letzten Jahren ist in Deutschland auch einiges an positiven Entwicklungen geschehen, z.B. durch die Aktivitäten des Stifterverbands). Wie kann die Verbesserung der Lehre weitergehen? Fehlt etwas in dieser Entwicklung? Ja, sagt dieser Beitrag, der zum Nachdenken und Diskutieren anregen soll. In diesem Beitrag wird ein forschungsbasierter Ansatz zur Diskussion gestellt. Es wird argumentiert, dass Lehre nur dann besser wird, wenn es mit den Prinzipen der Wissenschaft und Forschung angegangen wird (d.h. gestalten, Daten erheben, auswerten, verbessern). Es benötigt neue Verhaltensregeln oder -prinzipien bei der Gestaltung von Lehrveranstaltungen. Das bedeutet zum Beispiel das Prinzipien der Evidenzbasierung und wissenschaftliche Herangehensweisen im Lehr-Lerndesign als zentrales Fundament etabliert werden sollte. Evidenzbasierung hier meint, folgt man der Logik der Forschung, dass Lehrveranstaltungen als Intervention verstanden werden. Mit dieser Intervention werden Studierende befähigt, bestimmte vorab festgelegte Kompetenzen zu entwickeln. Und die Frage, die sich bei jeder Lehr-Lernveranstaltung dann stellt, ist, ob diese Objectives bzw. Learning Outcomes auch erreicht wurden. Klar ist, dass die subjektive Lehrevaluation der Studierenden oder auch die Notengebnung nicht ausreichen, um diese Frage zu beantworten. Hierfür gibt es eine Reihe von Methoden, die genutzt werden können, z.B. aus dem Bereich des User- / Learning Experience Design. Diese Methoden umfassen unter anderem Usability-Tests, Learner Experience Studies, Pre-/Post-Tests, und Follow-up Interviews. Diese können zur Gestaltung und Erfassung von effektiven, effizienten und ansprechenden digitalen Lerndesigns verwendet (Reigeluth 1983, Honebein & Reigeluth, 2022).
Der Beitrag will die Entwicklung zur Verbesserung von Lehre weiter pushen. Neue Ideen in die Bewegung bringen. Als Gründungsvizepräsidentin der UTN hab ich die Chance, hier ein neues Fundament für eine gesamte Uni zu legen. Wird das Gelingen? Ist dieser Ansatz, den ich hier vorstelle, eine erfolgsversprechende Option dafür? Hier können sich die TeilnehmerInnen an dieser Entwicklung beteiligen.