By North American Cambridge Classics Projec
The Cambridge Latin path goals either to educate comprehension of the Latin language via studying perform, and to advance figuring out of the social and political historical past of the Romans. This publication, which accompanies Unit 1, includes standardized exams reflecting the course's targets. every one attempt begins with a interpreting passage via comprehension and grammar questions within the kind of true/false statements, a number of selection questions or matching goods. the rest questions are designed to judge the student's wisdom of grammar, derivatives and tradition. to supply type, numerous tradition sections are interspersed thoroughout the assessments. all the analyzing passages and questions are acceptable to the degrees of the corresponding levels, and pertain to fabric featured within the textbook. The checks might be graded both via Scantron machines, or via extra conventional tools.
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The Cambridge Latin direction goals either to coach comprehension of the Latin language via analyzing perform, and to increase realizing of the social and political background of the Romans. This book, which accompanies Unit 1, includes standardized checks reflecting the course's pursuits. each one try out starts off with a interpreting passage by means of comprehension and grammar questions within the kind of true/false statements, a number of selection questions or matching goods.
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Many of the former primary teachers interviewed fondly remembered the book readings, the nature studies broadcasts and the quality of the music and singing programs (ABC, 1979). The use of the school radio broadcasts grew in the 1950s and reached its peak in the 1960s before being superseded, at least budget-wise, by school television broadcasts. The ABC reported that during 1956–57, 88 per cent of schools regularly used educational programs, with ‘most of the remaining 20 per cent outside the coverage area of transmitting stations’ (ABC, 1979, p.
The challenge was often made more interesting by having the film arrive at the school not rewound, with a damaged film leader or a break in the film. From the 1970s, self-loading projectors generally superseded the earlier manual loading models, but many of the aforementioned ‘challenges’ remained. Furthermore, teachers had to use the films provided, rely on the description in the catalogue and hope the selected resource would be appropriate. One could not pause a 16-mm film without burning a hole in the film itself—it was extremely difficult to show a part of the film.
Another significant challenge for teachers using film—particularly up until the 1980s—was the perception held by many teachers, and in particular those with a strong academic bent, that films were entertainment. Serious teaching entailed bookwork. Interestingly, it would appear that in the 1950s and 1960s many of the education authority A/V units made a concerted effort to not only get the appropriate films to teachers but also help them to use the films. For example, the units in New Zealand and Victoria, Australia provided the opportunity for teachers and pre-service trainees to acquire a licence to work a 16-mm projector, which could in turn be used when helping other staff.