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verbal
verbale
最后更新： 2013-03-06
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verbal bullying
verbale boelies
最后更新： 2020-02-23
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verbal analogies only
slegs verbale analogieë
最后更新： 2014-08-20
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verbal games button
verbalespelknoppie
最后更新： 2014-08-20
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verbal analogies games logo
verbale-analogieë-spelembleem
最后更新： 2014-08-20
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a verbal about usain bolt
a mondeling oor usain bolt
最后更新： 2016-02-07
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verbal bullying meaning in afrikaans
verbal bullying meaning afrikaans
最后更新： 2022-08-16
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play games that challenge your verbal aptitude
speel speletjies wat u verbale aanleg op die proef stel
最后更新： 2014-08-20
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verbal analogies. challenge your verbal aptitude.
verbale analogieë. stel u verbale aanleg op die proef.
最后更新： 2014-08-20
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verbal what i want to become a rugby player one day
mondeling wat ek eendag wil word rugby speler
最后更新： 2023-11-07
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when answering verbal analogies pay attention to the verb tense.
met die antwoord van verbale analogieë, skenk aandag aan die werkwoord se tydvorm.
最后更新： 2014-08-20
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play games that challenge your logic, verbal, calculation and memory abilities
speel speletjies wat jou logika, verbale, berekening en geheue vermoëns uitdaag
最后更新： 2014-08-15
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all games (logic, mental calculation, memory and verbal analogies)
alle speletjies (logika, hoofrekene, geheue en verbale analogieë)
最后更新： 2014-08-20
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non verbal communication. what we do while we speak often says more than the actual words. ...
nie-verbale kommunikasie. wat ons doen terwyl ons praat, sê dikwels meer as die werklike woorde. ...
最后更新： 2022-11-15
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games that challenge your verbal aptitude. these games ask the player to identify cause and effect, use synonyms or antonyms, and use their vocabulary.
speletjies wat verbale vermoëns uitdaag. hierdie speletjies vra van die speler om oorsaak en gevolg te identifiseer, sinonieme en antonieme asook woordeskat te gebruik.
最后更新： 2014-08-20
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by scoring {0} in verbal analogies you have established a new personal record. your previous record was {1}.
deur {0} in die verbale analogieë te kry, het u 'n nuwe persoonlike rekord opgestel. die vorige rekord was {1}.
最后更新： 2014-08-20
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the distinction between basic interpersonal communicative skills and cognitive academic language proficiency was introduced by cummins to draw the teacher’s attention to the hardships and challenges that second language learners come across as they attempt to catch up to their friends in academic aspects of the school language. basic interpersonal communicate skills refers to conversational fluency in a language while cognitive academic language proficiency refers to students' ability to understand and express, in both oral and written modes, concepts and ideas that are relevant to success in school. cummins makes the distinction between two differing kinds of language proficiency. basic interpersonal communication skills, these are the exterior skills of listening and speaking which are typically learnt quickly by many learners particularly by those from language backgrounds like english who spend a lot of their school time interacting with native speakers. usually it takes about two years for students from different linguistic backgrounds to comprehend context-embedded social language readily. they are not very demanding cognitively. there are some examples of the basic interpersonal communication skills. understanding written worksheets, understanding and using non-verbal communication like facial expressions and gestures. also understanding and using simple and short text. cognitive academic language skills is the basis for a child’s ability to cope with the academic demands placed upon her in the various subjects. cummins states that while many children develop native speaker fluency within two years of engagement in the target language, it takes between five-seven years for the learner to be working on a level with native speakers as far as academic language is concerned. this level of language learning is essential for learners to succeed school. learners need time and support to become proficient in academic areas. these are some examples of the cognitive academic language proficiency. this could be writing an essay, understanding a scientific paper of reading content area textbooks. the common underlying proficiency involves more cognitively demanding tasks such as literacy, content learning, abstract thinking and problem solving are common across languages. universal concepts and skills that transfer across all languages. the alphabetic and orthographic awareness. teachers need to teach learners the different letter names and sounds in the other languages. the attitude and habits of the learner must be good, the learner must be interested in learning a second language. the content knowledge, the knowledge transfers across languages. the content of the first language must be mastered in order to learn the second language.
最后更新： 2020-06-04
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