Вопрос № 223012 - Английский язык

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We study one of the modern languages at school. It is English. It’s my favourite subject. At the lessons of English we learn to read, write and speak. We learn the History and Geography of our country, Great Britain and the USA. We read stories after famous English and American children’s writers. I like stories after Alan Milne, Donald Bisset, Lewis Carroll, Mark Twain and others. I want to be clever at English because English will help me in my future life. I will read books in English, watch films and listen to the songs and understand them. But what is more important, I will speak with people from other countries and we’ll understand each other. We’ll make friends and will live in peace.

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Some of the English 1______________ of today are derivatives. One way of 2______________ new words is to put together two or more older English words. For example, the words «railway», «football», «newspaper» are made in this way.
Many of the 3______________ English words - especially new scientific ones - have been made from 4_______________ and Greek words instead of English ones. «Telephone» for instance, was made from Greek words «far» and «talk».

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Writing about a book will help you to remember it. After completing a novel, you may wish to enter in your notebook information suggested by the following headings: title, author, plot, characters with a brief description of each, setting, theme or central idea, humorous remarks or happenings, sentences worth quoting, interesting new words, reasons for liking or disliking the book.

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This school year, nearly half of all American elementary students are expected to learn math the way children do at Fernangeles Elementary: not in neat rows of desks, repeating times tables and memorizing theorems, but through trial-and-error problem solving, often in groups with little direct instruction and almost always with a calculator nearby. Advocates call it “interactive” or “inventive” math and insist that it sets American schoolchildren on the way to becoming “mathematically powerful”.

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It all started in 1989, when the National Council of Teachers of Mathematics, in response to the consistently poor math scores of U.S. children, issued new standards overhauling math education. Out went the stalwarts of traditional math: the rote memorization drills, the droning chalkboard lectures. In came the cool stuff: calculators, open-ended problems, exercises that encourage kids to discover their own route to the right answer.

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The most convincing defense of new whole math would be evidence that it works. In a few states that have emphasized new-new math, such as Connecticut, there are early indicators of improved student performance. Critics in California, on the other hand, point to test scores in cities like Santa Barbara and Palo Alto that show at least temporary dropoffs after new math has been introduced.