fileadmin/content/portal/international/dokumente/incomings/virtual-courses-ivsc/ivsc-gender.pdf
thematic focus “gender”. Throughout the course, you will engage with a dynamic mix of resources while working on your project. The input in five sessions will be structured to support you to engage, investigate [...] approach this challenge, and the learning and outcomes achieved, that the course is assessed. You will work in a group with fellow students from EUF and our partner universities while developing a project [...] classes: 5-8 sessions of 2 hours each, possibly block session (Friday afternoon, all day Saturday), dates will be scheduled in consultation with the group. • Group work: expected are about 2 hours per week of
fileadmin/content/portal/international/dokumente/incomings/virtual-courses-ivsc/ivsc-inclusion.pdf
thematic focus inclusion. Throughout the course, you will engage with a dynamic mix of resources while working on your project. The input in five sessions will be structured to support you to engage, investigate [...] approach this challenge, and the learning and outcomes achieved, that the course is assessed. You will work in a group with fellow students from EUF and our partner universities while developing a project [...] 5-8 sessions of 2 hours each, possibly one block session (Friday afternoon, all day Saturday), dates will be scheduled in consultation with the group. • Group work: expected are about 2 hours per week of
fileadmin/content/portal/international/dokumente/incomings/virtual-courses-ivsc/ivsc-race.pdf
empathy and understanding. Throughout the course, you will engage with a dynamic mix of resources while working on your project. The input in five sessions will be structured to support you to engage, investigate [...] approach this challenge, and the learning and outcomes achieved, that the course is assessed. You will work in a group with fellow students from EUF and our partner universities while developing a project [...] 5-8 sessions of 2 hours each, possibly one block session (Friday afternoon, all day Saturday), dates will be scheduled in consultation with the group. • Group work: expected are about 2 hours per week of
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-olaf-flecc-24-06-2011.pdf
research, will be introduced. A sample analysis of excerpts from a 5. Klasse English lesson will be provided. This way, some examples of the FLECC's use in academic EFL teacher training will be demonstrated [...] the main part (section 2) of this paper will instead provide a sample analysis of some The Flensburg English Classroom Corpus 67 FLECC material. The paper will then end (in section 3) with an outlook on [...] it for diverse purposes. 2 Sample analysis of excerpts from an English lesson In this section, we will look at an example passage from an English lesson in a 5. Klasse Grund- und Hauptschule (Jäkel 2010:
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jakel-costellazioni-vii-lg-1-veroeffentlichungen.pdf
always English “Please”, just as “Seid ihr fertig?” does not always translate as “Are you ready?” It will be argued that and why the common label of false friends is insufficient in this context. Especially [...] always English “Please”, just as “Seid ihr fertig?” does not always translate as “Are you ready?” It will be argued that and why the common label of false friends is insufficient in this context. Especially [...] problems in EFL classrooms, based on authentic corpus-evidence. A final summary and conclusion (4) will outline possible solutions. 2 Denotational Incongruencies: The general approach The general approach
fileadmin/content/institute/anglistik/dokumente/downloads/jakel-costellazioni-vii-lg-1-veroeffentlichungen.pdf
purposes. This will be explored in sample analyses of classroom discourse from two 5th year EFL classes. In addition, students’ evaluations of seminar work with the FLECC material will be pre- sented, [...] exploration of those paerns of classroom communication, the main parts (section 2 and 3) of this paper will instead provide sample analyses of FLECC material from two 5th year classes. After a shorter presentation [...] presentation (sec- tion 4) of students’ evaluations of seminar work with the FLECC ma- terial, the paper will then end (in section 5) with an outlook on the potential of the FLECC and the possibilities of using
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/joliot-curie.zip
lling.eu Student’s Learning Activities (Joliot-Curie and artificial radioactivity) Activity 1 You will watch a video with narration or listen to a story from your teacher about Irene and Frederic Joliot [...] central concept, one aspect gets relevant which was also important in the historical development but will not be discussed in this historical background: The notion of a chemical element is a prerequisite [...] in the educational conceptions. How- ever, the historical development of the concept of elements will not be discussed in this back- ground material but is assumed to already ex- ist. Ancient discussions
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/joule-1.zip
lowing: "I can hardly doubt that electro- magnetism will ultimately be substituted for steam to propel machinery. ... the economy (of an en- gine) will be in direct ratio of the quantity of elec- tricity [...] Man- chester. Even though this turned out to be crucial for Joule’s experimental resources (which will be discussed later) it also caused a difficulty: Even though conceptual difficulties played a role [...] teenth-century science. Joule also calculated that the water just beyond the bottom of a waterfall will be one degree Fahren- heit warmer than the water at the top for every 800 feet of drop, approximately
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/joule-2.zip
https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/biografien/biografien-eng/joule-biografie-gb.pdf
teenth-century science. Joule also calculated that the water just beyond the bottom of a waterfall will be one degree Fahren- heit warmer than the water at the top for every 800 feet of drop, approximately