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Rack your brains and help!/ 41

Cours gratuits > Forum > Exercices du forum || En bas

[POSTER UNE NOUVELLE REPONSE] [Suivre ce sujet]


Rack your brains and help!/ 41
Message de here4u posté le 25-02-2019 à 01:13:50 (S | E | F)
Hello, Dear Friends,

In my desire to make this exercise doable, I've been spending houuuurs, dayyyys even, trying to simplify and clarify the text and sentences as much as I could, yet trying to keep the interest that others, among you, can find when the text is resisting just a little...

I do hope I'll have succeeded this time...
Let me remind you that part II is OPTIONAL. (The whole of it, this time), but feel free to try your luck and genius with any sentence you might feel inspired by...
C'est un et sa correction sera online le vendredi 15 mars, tard.


May you have THE FORCE AGAIN.

I)Please, help my student! He really needs you! ATTENTION ! Ce texte contient 24 fautes à corriger ! (Plus il y a de fautes, plus c'est facile... ) Cependant, cette fois encore, vous en verrez plus, car une fois qu'il fait une faute, mon élève la répète tout le long du texte ! (il l'a faite de bonne foi ! ) Merci de les corriger, en ne les comptant que pour « une seule », à chaque fois …

Today students have a problem: they can’t concentrate in class. Generations Z (ages 10-24) and Alpha (ages 0-9) were born into a world where algorithms keep them clicking, scrolling and swiping at a frenetic place. Teachers have a problem too: how do you adapt the traditional curriculum to accommodate students risen by technology and is there a price for compromising in traditional education?

There is a growing body of evidences, pretty clear evidences, that technology, social media, immediate access to internet and smartphones are hurting kids’ ability to focus. We are fundamentally changing the way kids think and the way their brain develops. Attention in the classroom isn’t just a value in itself, but works as the gateway to higher forms of learning – especially memory – which in turning leads to deeper comprehension. Without the ability to pay attention at something, kids are not going to be abble to process informations. They’re not going to be abble to consolidate it into memory, which means they’re not going to be abble to interpret, analyse, synthesise, criticise and come to some decision about the informations.

The average teen has the attention span of about 28 seconds to begin. Students, now, seem to find particularly exhausting to read complex or long texts without regular breaks. In the past, students seemed to be accustomed to attend to a text for a longer period of time. You see their lake of stamina in they asking for breaks, talking to others instead of work, and even some just giving up on longer reading tasks. To transpose the text to a device doesn’t help, indicating the problem runs deeper than preferences for screens over print.

Yet, technology can help mending the damage it does to reading skills; teachers use computers to target struggling students. Gamification is used to motivate participation. Programmes also automatically spill up students based on performance, moving successful students to more advanced tasks offline whereas keeping struggling students engaged with digital exercises until they fully internalise the lesson. Turning lessons into games can help lift under-average students’ performance.

As informations become ubiquitous, success is no longer about knowing the most. Teachers have no choice but evolving, not only to ensure students can access and take advantage of new technologies, but to educate students to success a world constantly trying to distract them.
H E L P!!! SMS!!! (Save my Student!)

II) OPTIONAL: Please, reorder the words or unscramble them in these sentences so as to make meaningful sentences:

1. SSNDTTEU might be in ABGAREL and go to YouTube to EUIRGF out WHO to ELSVO a MLOPEBR before going to a RHATECE or GILSONTUNC a OKTEOBXT. =9

2. Some AEHTCRSE also EOHSOC to « ETEM SIKD where HYET are” on SRFTPMOAL like EUUYBTO and MRASIAGTN.= 8

3. CHUNKS/ HACK/ TO/ TEACHERS/ ATTENTION/ LECTURES/ LONG/ CAN’T/ STUDENTS/ PAY/ SMALLER/ LESSONS/ MANY/INTO/ WHEN/ = 15

4. SOME/ TO/ OF/ LIKE/ DO/ THE/ CYBERBULLYING/ TEACHERS/ TIE/ NAZI/ HISTORY/ THINGS/ PROPAGANDA/ =13

THE FORCE is WITH YOU!





Réponse : Rack your brains and help!/ 41 de taiji43, postée le 25-02-2019 à 18:51:16 (S | E)
Hello Here4U
Back from Dubai.. (prodigious, breathtaking skyscrapers with their unexpected shapes).
Back to the forum where I really enjoyed the student’s correction
Thank you for your correction
Have a nice evening

READY TO BE CORRECTED
Today students have a problem: they can’t concentrate in class. Generations Z (ages 10-24) and Alpha (ages 0-9) were born into a world where algorithms keep them clicking, scrolling and swiping at a frenetic PACE. Teachers have a problem too: how do you adapt the traditional curriculum to accommodate students RAISED by technology and is there a price for compromising ON traditional education?

There is a growing body of EVIDENCE, pretty clear EVIDENCE, that technology, social media, immediate access to internet and smartphones are hurting kids’ ability to focus. We are fundamentally changing the way kids think and the way their BRAINS DEVELOP. Attention in the classroom isn’t just a value in itself, but works as the gateway to higher forms of learning – especially memory – which in turning leads to deeper comprehension. Without the ability to pay attention TO something, kids are not going to be ABLE to process INFORMATION They’re not going to be ABLE to consolidate it into memory, which means they’re not going to be ABLE to interpret, analyse, synthesise, criticise and come to some decision about the INFORMATION

The average teen has the attention span of about 28 seconds to begin????. Students, now, seem to find particularly exhausting to read complex or long texts without regular breaks. In the past, students seemed to be accustomed to ATTENDING to a text for a longer period of time. You see their LACK???( I am not sure) of stamina ,THEY ASK for breaks, talking to others instead of working and even some just giving up on longer reading tasks. TRANSPOSING the text to a device doesn’t help, indicating the problem runs deeper than preferences for screens over print.

Yet, technology can help mending the damage it does to reading skills; teachers use computers to target struggling students. Gamification is used to motivate participation. Programmes also automatically SPLIT up students based on performance, moving successful students to more advanced tasks offline whereas keeping struggling students engaged with digital exercises until they fully internalise the lesson. Turning lessons into games can help lift BELOW-average students’ performance.

As INFORMATION BECOMES ubiquitous, success is no longer about knowing the most. Teachers have no choice but TO EVOLVE not only to ensure students can access and take advantage of new technologies, but to educate students to success a world constantly trying to distract them.

II) and III)
READY TO BE CORRECTED for your correction

STUDENTS might be in ALGEBRA and go to YouTube to FIGURE out HOW to SOLVE a MLOEBR/PROBLEM (il manquerait un P ???) before going to a REACHEAT or CONSULTING a TEXTBOOK=9

2. Some TEACHERS also CHOOSE to «MEET KIDS where THEY are” on SRAFP MOAL like YOUTUBE and TRANGAMS.= 8

3. CHUNKS/ HACK/ TO/ TEACHERS/ ATTENTION/ LECTURES/ LONG/ CAN’T/ STUDENTS/ PAY/ SMALLER/ LESSONS/ MANY/INTO/ WHEN/ = 15
Many teachers simply hack lessons into smaller chunks when students can’t seem to pay attention to long lectures

4. SOME/ TO/ OF/ LIKE/ DO/ THE/ CYBERBULLYING/ TEACHERS/ TIE/ NAZI/ HISTORY/ THINGS/ PROPAGANDA/ =13
The time I had planned to solve these sentences is exceeded in length of time




Réponse : Rack your brains and help!/ 41 de here4u, postée le 27-02-2019 à 22:21:15 (S | E)
Hello!
Taiji a raison ... Il manquait un P ;;; C'est corrigé ! merci Taiji et Sorry à vous tous !



Réponse : Rack your brains and help!/ 41 de joe39, postée le 01-03-2019 à 18:58:07 (S | E)
Good evening, dear here4u
Please find hereunder my try,
Ready to be corrected


I)Please, help my student! He really needs you! ATTENTION ! Ce texte contient 24 fautes à corriger !

Today students have a problem: they can’t concentrate in class. Generations Z (ages 10-24) and Alpha (ages 0-9) were born IN a world where algorithms keep them ON clicking, scrolling and swiping at a frenetic PACE. Teachers have a problem too: how do you adapt the traditional curriculum to accommodate students risen by technology and is there a price for A compromising WITH traditional education?

There is a growing body of EVIDENCE, pretty clear EVIDENCE, that technology, social media, immediate access to internet and smartphones are hurting kids’ ability to focus. We are fundamentally changing the way kids think and the way their BRAINS develops. Attention in the classroom, THAT isn’t just a value in itself, but works as the gateway to higher forms of learning – especially memory – which in turning leads to deeper comprehension. Without the ability to pay attention at something, kids are not going to be ABLE to process INFORMATION. They’re not going to be ABLE to consolidate it into memory, which means they’re not going to be ABLE to interpret, ANALIZE, SYNTHESIZE, CRITICIZE and come to some decision about the INFORMATION.

The average teen has the attention span of about 28 seconds to begin. Students, now, seem to find THEMSELVES particularly exhausting to read complex or long texts without regular breaks. In the past, students seemed to be accustomed to ATTENDING to a text for a longer period of time. You see their LACK of stamina in they asking for breaks, talking to others instead of WORKING, and even some just giving up on longer reading tasks. To transpose the text to a device doesn’t help, indicating the problem runs deeper than preferences for screens over print.

Yet, technology can help mending the damage it does to reading skills; teachers use computers to target struggling students. Gamification is used to motivate participation. PROGRAMS also automatically spill OVER students based on performance, moving successful students to more advanced tasks offline whereas keeping struggling students engaged with digital exercises until they fully INTERNALIZE the lesson. Turning lessons into games can help IMPROVE under-average students’ PERFORMANCES.

As INFORMATION become ubiquitous, success is no longer about knowing the most. Teachers have no choice but evolving, not only to ensure students can access and take advantage of new technologies, but to educate students to SUCCEED IN a world WHICH IS constantly trying to distract them.
III) O PTIONAL: Please, reorder the words or unscramble them in these sentences so as to make meaningful sentences:

1. STUDENTS might be in ALGEBRA and go to YouTube to FIGURE out WHO to SOLVE a PROBLEM before going to a TEACHER or CONSULTING a TEXTBOOK. =9

2. Some TEACHERS also CHOOSE to « MEET KIDS where THEY are” on SRFAPMOAL??? like YOUTUBE and TRANGAMS.= 8

3.+ 4. Sorry I give up
Thanking you for the nice exercise, I wish you a great weekend.

So long.
Joe39





Réponse : Rack your brains and help!/ 41 de here4u, postée le 02-03-2019 à 22:55:15 (S | E)
Hello!
ATTENTION ! En II 2, bien lire " SRFTPMOAL " Ce mot vous a posé problème ... Normal ... il y avait une erreur de lettre ... Maxwell! Désolée, vous tous ...



Réponse : Rack your brains and help!/ 41 de tereda, postée le 05-03-2019 à 11:36:27 (S | E)
HELLO EVERYONE,
My answer to this new interesting exercise.
READY FOR CORRECTION

I)Please, help my student!

Today students have a problem: they can’t concentrate in class. Generations Z (ages 10-24) and Alpha (ages 0-9) were born IN a world where algorithms keep them clicking, scrolling and swiping at a frenetic PACE. Teachers have a problem too: : how do THEY adapt the traditional curriculum to accommodate students RAISED by (or WITH) technology and is there a price for compromising in traditional education?

There is a growing body of EVIDENCE, pretty clear EVIDENCE, that technology, social media, immediate access to internet and smartphones are hurting kids’ ability to focus. We are fundamentally changing the way kids think and the way their brain DEVELOP. Attention in the classroom isn’t just a value in itself, but works as the gateway to higher forms of learning – especially memory – which IN TURN leads to deeper comprehension. Without the ability to pay attention at something, kids are not going to be ABLE to process INFORMATION. They WON'T BE ABLE to consolidate it IN memory, which means They WON'T be ABLE to interpret, ANALYSE, SYNTHESISE, CRITICISE and come to some decision about the INFORMATION.

The average teen has the attention span of about 28 seconds to begin. Students, now, seem to find particularly exhausting to read complex or long texts without regular breaks. In the past, students seemed to be accustomed to attend(ING) to a text for a longer period of time. You see their LACK of stamina in THEIR asking for breaks, talking to others INSTEAD of work, and even some.. (ONES) ..just giving up on longer reading tasks.. TRANSPOSING the text to a device doesn’t help, indicating the problem runs deeper than preferences for screens over print.

Yet, technology can help mending the damage it does to reading skills; teachers use computers to target struggling students. Gamification is used to motivate participation. PROGRAMS also automatically spill up students based on performance, moving successful students to more advanced tasks offline whereas keeping struggling students engaged with digital exercises until they fully INTERNALISE the lesson. Turning lessons into games can help lift under-average students’ performance.

As INFORMATION become ubiquitous, success is no longer about knowing the most. Teachers have no choice but evolving, not only to ensure students can access and take advantage of new technologies, but to educate students to success a world constantly trying to distract them.


II) OPTIONAL: Please, reorder the words or unscramble them in these sentences so as to make meaningful sentences:

1. SSNDTTEU might be in ABGAREL and go to YouTube to EUIRGF out WHO to ELSVO a MLOEBR before going to a RHATECE or GILSONTUNC a OKTEOBXT. =9
STUDENTS might be in ALGEBRA and go to YOUTUBE to FIGURE out who to SOLVE a PROBLEM before going to a teacher or CONSULTING A textbook.

2. Some AEHTCRSE also EOHSOC to « ETEM SIKD where HYET are” on SRFTPMOAL like EUUYBTO and MRASAGTN.= 8
Some TEACHERS also CHOOSE to "MEET KIDS where THEY are" on PLATFORMS like YOUTUBE and INSTAGRAM.


3. CHUNKS/ HACK/ TO/ TEACHERS/ ATTENTION/ LECTURES/ LONG/ CAN’T/ STUDENTS/ PAY/ SMALLER/ LESSONS/ MANY/INTO/ WHEN/ = 15
chunks/ hack/ to/ teachers/ attention/ lectures/ long/ can’t/ students/ pay/ smaller/ lessons/ many/into/ when
When students can't pay attention to long lectures, many teachers simply hack lessons into smaller chunks.


That's all for today,

thank you dear HERE4U, for your correction.







Réponse : Rack your brains and help!/ 41 de magie8, postée le 06-03-2019 à 21:57:11 (S | E)
bonjour ready TO CORRECT

Today students have a problem: they can’t concentrate in class. Generations Z (ages 10-24) and Alpha (ages 0-9) were born IN a world where algorithms keep them clicking, scrolling and swiping at a frenetic PACE(à un rythme, cadence). Teachers have a problem too: how do you adapt the traditional curriculum to accommodate students GROWN-UP(RAISED /USA) WITH technology and is there a price for compromising in A traditional education?

There is a growing body of EVIDENCE,(sans s :collectif singulier) pretty clear EVIDENT(adj), that technology, social media, immediate access to internet and smartphones are hurting kids’ ability to focus. We are fundamentally changing the way kids think and the way their brainS DEVELOP. Attention in the classroom isn’t just a value in itself, but works as the gateway to higher forms of learning – especially memory – which in turning leads to deeper comprehension. Without the ability to pay attention at something, kids WILL NOT BE ABLE to process INFORMATION. They WILL not be ABLE to consolidate it into THEIR memorIES, which means they WILL not be ABLE to interpret, analyse, synthesiZe,( SUMMARIZE)critisise, and come to some decisionS about the informations.

The average teen has the attention span of about 28 seconds to begin. Students, now, seem to find particularly exhausting to read complex or long texts without regular breaks. In the past, students seemed to be accustomed to attend to a text for a longer period of time. You see their lake of stamina in THEIR DEMANDS for breaks, talking to others instead of workING, and even some just giving up on longer reading tasks. To transpose the text to a device doesn’t help, indicating the problem runs deeper than preferences for screens over print.

Yet, technology can help mending the damageS it does to reading skills; teachers use computers to target struggling students. Gamification is used to motivate participation. PROGRAMS also automatically SPLIT up students based on performance, moving successful students to more advanced tasks offline whereas keeping struggling students engaged with digital exercises until they fully ASSIMILATE the lesson. Turning lessons into games can help INCREASING BELOW-average students’ performanceS.

As informations become ubiquitous, success is no longer about knowing the most. Teachers have no choice THEY HAVE TO evolvE, not only to ensure students can access and take advantage of new technologies, but to educate students to succeED IN a world
constantly trying to distract them.




Réponse : Rack your brains and help!/ 41 de icare29, postée le 10-03-2019 à 12:13:51 (S | E)
Hello Here4u , and all hard workers , Here is my work , OK FOR CORRECTION .

Today students have a problem: they can't BE CONCENTRATED in class. Generations Z (ages 10-24) and Alpha (ages 0-9) were born IN a world where algorithms keep them clicking, scrolling and swiping at a frenetic PACE. Teachers have a problem too: how do THEY adapt the traditional curriculum to accommodate students NURTURED WITH technology and is there a price for compromising ON traditional education?

There is a growing body of EVIDENCE, pretty clear EVIDENCE, that technology, social media, immediate access to internet and smartphones are hurting kids' ability to focus. THEY are fundamentally changing the way kids think and the way their BRAINS DEVELOP. Attention in the classroom isn't just a value in itself, but works LIKE the gateway to higher forms of learning , especially memory , which IN TURN leads to deeper comprehension.

Without the ability to pay attention TO something, kids WON'T BE ABLE TO process INFORMATION . They WON'T BE ABLE TO consolidate THEM into memory, which means they WON'T BE ABLE TO interpret, analyse, synthesise, criticise and MAKE ANY decision about INFORMATION .

The average teen has the attention span of about 28 seconds to begin. Students, now, seem to find particularly exhausting to read complex or long texts without regular breaks. In the past, students seemed to be accustomed to attend.... a text for a longer period of time. You CAN see their LACK of stamina in THEIR asking for breaks, talking to others instead of WORKING and even SOME OF THEM just giving up on longer reading tasks. TRANSPOSING the text INTO a device doesn't help, indicating the problem runs deeper than THE PREFERENCE for screens over print.

Yet, technology can help mending damage THEY MADE to reading skills; teachers use computers to target struggling students. Gamification is used to motivate participation. PROGRAMS also automatically SPLIT up students based on performance, AND SUCCESSFULLY MOVE students to more advanced tasks offline whereas keeping struggling students BEING engaged with digital exercises until they WILL fully internalise the lesson. Turning lessons into games can help LIFTING under-average students' performance.

As INFORMATION become ubiquitous, success is no longer about knowing the most. Teachers have no choice but EVOLUTION , not only to ensure students can access and take advantage FROM new technologies, but to educate students to SUCCEED IN a world constantly trying to distract them..

Dear Here4u thank you very much for your new good exercise


-------------------
Modifié par icare29 le 10-03-2019 15:19





Réponse : Rack your brains and help!/ 41 de here4u, postée le 10-03-2019 à 12:23:15 (S | E)
Hello!

Encore un peu de temps pour travailler-jouer, mais je commencerai à envoyer les corrections demain au plus tard.

Bon courage pour maintenir le cap, malgré le vent !



Réponse : Rack your brains and help!/ 41 de alpiem, postée le 10-03-2019 à 18:04:47 (S | E)
HELLO,HERE4U WE'VE RACKED TERMINÉ
Today students have a problem: they can’t concentrate in class. Generations Z (ages 10-24) and Alpha (ages 0-9) were born IN a world where algorithms keep them clicking, scrolling and swiping at a frenetic PACE. Teachers have a problem too: how do you adapt the traditional curriculum to accommodate students RAISED by technology and is there a price for compromising WITH traditional education?

There is a growing body of EVIDENCE, pretty clear evidence, that technology, social media, immediate access to internet and smartphones are hurting kids’ ability to focus. We are fundamentally changing the way kids think and the way their brain develops. Attention in the classroom isn’t just a value in itself, but works as the gateway to higher forms of learning – especially memory – which in TURN leads to deeper comprehension. Without the ability to pay attention TO something, kids are not going to be abble to process information. They’re not going to be abble to consolidate it into memory, which means they’re not going to be abble to interpret, analyse, synthesise, criticise and come to some decisionS about the information.

The average teen has AN attention span of about 28 seconds to begin WITH. Students, now, seem to find particularly exhausting to read complex or long texts without regular breaks. In the past, students seemed to be accustomed to attend to a text for a longer period of time. You see their LACK of stamina in theIR asking for breaks, talking to others instead of workING, and even some just giving up on longer reading tasks. To transpose the text to a device doesn’t help, indicating the problem runs deeper than THE PREFERENCE for screens over print.

Yet, technology can help mending the damage it does to reading skills; teachers use computers to target struggling students. Gamification is used to motivate participation. Programmes also automatically spill up students based on performance, moving successful students to more advanced tasks offline whereas keeping struggling students engaged with digital exercises until they fully internalise the lesson. Turning lessons into games can help lift under-average students’ performance.

As informations become ubiquitous, success is no longer about knowing the most. Teachers have no choice but evolving, not only to ensure students can access and take advantage of new technologies, but to educate students to success IN a world constantly trying to distract them.

-------------------
Modifié par alpiem le 10-03-2019 18:11



-------------------
Modifié par alpiem le 10-03-2019 18:14



-------------------
Modifié par alpiem le 10-03-2019 18:15



-------------------
Modifié par alpiem le 10-03-2019 18:19



-------------------
Modifié par alpiem le 10-03-2019 18:22





Réponse : Rack your brains and help!/ 41 de chocolatcitron, postée le 12-03-2019 à 19:42:07 (S | E)
Rack your brains and help!/ 41
Message de here4u posté le 25-02-2019 à 01:13:50 (S | E | F) FINISHED.
Hello my dear Here4u ! You have worked for days, so did I! Thanks for these interesting exercises!
Hi everybody!

Here is my work:
I)Please, help my student! He really needs you! ATTENTION ! Ce texte contient 24 fautes à corriger ! (Plus il y a de fautes, plus c'est facile...) Pas certaine… !

Today students have a problem: they can’t concentrate in class. Generations Z (ages 10-24) and Alpha (ages 0-9) were born IN a world where ALGORYTHM keep them clicking, scrolling and swiping TO a frenetic PACE. Teachers have a problem too: how do you adapt the traditional curriculum to accommodate students RAISED by technology and is there a price for compromising ON traditional education?

There is a growing body of EVIDENCE, pretty clear EVIDENCE, that technology, social media, immediate access to internet and smartphones are hurting kids’ ability to focus. We are fundamentally changing the way kids think and the way their BRAINS DEVELOP. Attention in the classroom isn’t just a value in itself but works LIKE the gateway to higher forms of learning – especially memory – which in TURN leads to deeper comprehension. Without the ability to pay attention TO something, kids are not going to be ABLE to process INFORMATION. They’re not going to be ABLE to consolidate THEM into memory, which means they’re not going to be ABLE to interpret, analyse, synthesise, criticise and come to MAKE ANY decision about the INFORMATION.

The average teen has the attention span AT about 28 seconds to begin. Students, now, seem to find particularly exhausting to read complex or long texts without regular breaks. In the past, students seemed to be accustomed to attend to a text for a longer period of time. You see their LACK of stamina in THEIR asking for breaks, talking to others instead of WORKING, and even some just giving up on longer reading tasks. To transpose the text to a device doesn’t help, indicating the problem runs deeper than PREFERENCE for screens over print.

Yet, technology can help mending the damage it does FOR reading skills; teachers use computers to target struggling students. Gamification is used to motivate participation. Programmes also automatically SKILL up OF students based on performance, moving successful students to more advanced tasks offline whereas keeping struggling students engaged with digital exercises until they fully internalise the lesson. Turning lessons into games can help lift under-average students’ performance.

As INFORMATION become ubiquitous, success is no longer about knowing the most. Teachers have no choice but evolving, not only to ensure students can access and take advantage of new TECHNOLOGY, but to educate students to SUCCEED IN a world constantly trying to distract them.

Ce texte a été chronophage… pour moi !
Lien internet




II) OPTIONAL: Please, reorder the words or unscramble them in these sentences so as to make meaningful sentences:
1. STUDENTS might be in ALGEBRA and go to YouTube to FIGURE out HOW to SOLVE a PROBLEM before going to a TEACHER or CONSULTING a TEXTBOOK. =9

2. Some TEACHERS also CHOOSE to “MEET KIDS where THEY are” on PLATFORMS like YOUTUBE and INSTAGRAM. = 8

3. CHUNKS/ HACK/ TO/ TEACHERS/ ATTENTION/ LECTURES/ LONG/ CAN’T/ STUDENTS/ PAY/ SMALLER/ LESSONS/ MANY/INTO/ WHEN/ = 15
3.WHEN STUDENTS CAN’T PAY ATTENTION TO LONG LECTURES TEACHERS HACK INTO MANY SMALLER LESSONS. = 15

4. SOME/ TO/ OF/ LIKE/ DO/ THE/ CYBERBULLYING/ TEACHERS/ TIE/ NAZI/ HISTORY/ THINGS/ PROPAGANDA/ =13
4.THE HISTORY NAZI PROPAGANDA TIE TO DO SOME THINGS OF CYBERBULLYING LIKE TEACHERS=13 ???

Dans le II, les 1 et 2 assez faciles, même si j’y ai travaillé une bonne demi-journée ; le 3 et le 4 : bon, ce n’est pas dans la poche, surtout pour le 4 !

I did my very best, of course. Have a very sweet week, here is the force back to you: you need it!
See you soon.



Réponse : Rack your brains and help!/ 41 de maxwell, postée le 13-03-2019 à 09:18:15 (S | E)
FINISHED
Hello Here4U
Despite the time you spend drawing up the first exercise (help my student), I guarantee you it's worthwhile! (I wouldn't say as much for "reorder the words" which is still too difficult for me)
have a great week

I) Help my student:
Today['S] students have a problem: they can't concentrate in class. Generations Z (ages 10-24) and Alpha (ages 0-9) were born into a world where algorithms KEPT them clicking, scrolling and swiping at a frenetic PACE. Teachers have a problem too: how do you adapt the traditional curriculum to accommodate students RAISED WITH technology and is there a price TO PAY for compromising in traditional education?

There is a growing body of EVIDENCE, pretty clear EVIDENCE, that technology, social media, immediate access to THE internet and smartphones are hurting kids' ability to focus. We are fundamentally changing the way kids think and the way their BRAINS DEVELOP . Attention in the classroom isn't just a value in itself, but works as the gateway to higher forms of learning - especially memory - which in TURN leads to deeper comprehension. Without the ability to pay attention TO something, kids are not going to be ABLE to process INFORMATION . They're not going to be ABLE to consolidate it into memory, which means they're not going to be ABLE to interpret, analyse, SUMMARIZE, ADOPT A CRITICAL APPROACH and come to some decision about the INFORMATION.

The average teen has the attention span of about 28 seconds to begin WITH. Students, now, seem to find IT particularly exhausting to read complex or long texts without regular breaks. In the past, students seemed to be accustomed to ATTENDING to a text for a longer period of time. You see their LACK of stamina in THEIR asking for breaks, talking to others instead of WORKING , and even some just giving up on longer reading tasks. TRANSPOSING the text to a device doesn't help, indicating the problem runs deeper than preferences for screens over PRINTS.

Yet, technology can help MEND the damage it does to reading skills; teachers use computers to target struggling students. Gamification is used to motivate participation. Programmes also automatically SPLIT up students based on performance, moving successful students to more advanced tasks offline WHILE keeping struggling students engaged with digital exercises until they fully internalise the lesson. Turning lessons into games can help RAISE BELOW-average students' PERFORMANCES.

As INFORMATION BECOMES ubiquitous, success is no longer about knowing the most. Teachers have no choice but TO EVOLVE, not only to ensure students can access and take advantage of new technologies, but to educate students to DEAL WITH a world constantly trying to distract them.

II) Unscramble words:
1. STUDENTS might be in ALGEBRA and go to YouTube to FIGURE out HOW to SOLVE a PROBLEM before going to a TEACHER or CONSULTING a TEXTBOOK. =9

2. Some TEACHERS also CHOOSE to « MEET KIDS where THEY are? on PLATFORMS like YOUTUBE and INSTAGRAM.= 8



Réponse : Rack your brains and help!/ 41 de here4u, postée le 14-03-2019 à 10:11:45 (S | E)
Hello,

Si vous avez une minute, vous pouvez regarder, très vite, le lien donné par Choco pour vous "classer" dans une catégorie [ si vous aimez ça! ] catégories dont il est fait allusion dans le texte de mon élève ...

Cependant, attention ! Ce texte est truffé de fautes d'orthographe et de grammaire. Le "Community management", s'il est l'avenir, m'inquiète un peu ...



Réponse : Rack your brains and help!/ 41 de magie8, postée le 14-03-2019 à 23:07:58 (S | E)
bonjour , pour la traduction aprés correction , taiji est ok pour faire la premiere partie du texte et moi je vais traduire les 4 lignes des mots mélangés,d autres volontaires seront les bienvenus. amitiés à tous



Réponse : Rack your brains and help!/ 41 de here4u, postée le 15-03-2019 à 23:42:06 (S | E)
Hello dear Friends !

Voici votre corrigé. Vos devoirs étaient toujours aussi bons, et je n’ai eu que très peu de gémissements cette fois. Merci d’avoir intégré que vous pouviez abandonner une phrase qui vous exaspérerait trop !
Vous avez, en général, très bien corrigé mon « pauvre étudiant » … tout en lui gardant (presque) tous une faute ou deux … pas grave ! Bravo !

N’oubliez pas de bien lire les « explications » ; c’est volontairement que je ne donne pas de traduction systématique, puisque c’est l’objet du « follow-up work » pour lequel vous avez la gentillesse de vous porter volontaires. ( Pour ce numéro, les phrases du II sont assurées, et le début du (long) texte. (Le premier segment, jusque /1/.) Nous avons donc encore besoin de 4 volontaires … certains segments sont un peu plus longs … Tout dépend du texte et des idées …Merci d’avance …

I)Please, help my student! He really needs you! ATTENTION ! Ce texte contient 24 fautes à corriger !
Today’s students(1) have a problem: they can’t concentrate in class. Generations Z (ages 10-24) and Alpha (ages 0-9) were born into a world where algorithms keep them clicking, scrolling and swiping at a frenetic pace.(2) Teachers have a problem too: how do you adapt the traditional curriculum to accommodate students raised (3) by/ with technology and is there a price for compromising on (4) traditional education?/1/

There is a growing body of evidence(5), pretty clear evidence, that technology, social media, immediate access to the(6) internet and smartphones are hurting kids’ability to focus. We are fundamentally changing the way kids think and the way their brains(7) develop. Attention in the classroom isn’t just a value in itself, but works as the gateway to higher forms of learning – especially memory – which in turn (8) leads to deeper comprehension. Without the ability to pay attention to (9) something, kids are not going to be able 10 to process information. /2/ They’re not going to be able to consolidate it into memory, which means they’re not going to be able to interpret, analyse, synthesise, critique (11) and come to some decision about information.
The average teen has the attention span of about 28 seconds to begin with (12). Students, now, seem to find it (13) particularly exhausting to read complex or long texts without regular breaks. In the past, students seemed to be accustomed to attending (14) to a text for a longer period of time. You see their lack (15) of stamina in their (16) asking for breaks, talking to others instead of working (17), and even some just giving up on longer reading tasks./3/ Transposing (18) the text to a device doesn’t help, indicating the problem runs deeper than preferences for screens over print.
Yet, technology can help mend (19) the damage it does to reading skills ; teachers use computers to target struggling students. Gamification is used to motivate participation. Programmes also automatically split (20) up students based on performance, moving successful students to more advanced tasks offline while(21) keeping struggling students engaged with digital exercises until they fully internalise the lesson./4/ Turning lessons into games can help lift below-average students’ (22) performances.
As information becomes ubiquitous, success is no longer about knowing the most. Teachers have no choice but to evolve, (23) not only to ensure students can access and take advantage of new technologies, but to educate students to succeed in (24) a world constantly trying to distract them./5/

(1) Oh !!? Là, vous m’avez fait souffrir … La faute était énorme et personne ne l’a vue (sauf l’un d’entre vous …) Il s’agissait, bien sûr, du génitif temporel, ce fameux « cas possessif » que l’on emploie avec les expressions de temps et de durée : Paragraphe 3 de la leçon 108964 . Ceci est un usage très idiomatique et l’omettre est une faute.
(2) Attention : ne pas confondre « place » et « pace » = rhythm : une allure.
(3) To be raised=> to raise= to rear kids or animals => to breed (to breed, bred, bred) = to bring up (brought, brought)
(4) to compromise ON something.
(5) Evidence (a body of evidence/ a piece of evidence) est un indénombrable singulier [ pas de –s et verbe au singulier].
(6) The internet/ the Internet
(7) Attention au pluriel concret : plusieurs cerveaux dans plusieurs têtes => their brains develop.
(8) Non pas « in turning », mais « in turn » (déjà vu dans un exercice précédent. )
(9) To pay attention TO someone or something.
(10) To be ABLE to= un seul B – faute très commune ! – est l’équivalent de l’auxiliaire modal CAN (possibilité physique ou intellectuelle).
(11) critique= faire le travail d’un critique littéraire, par exemple.// « To criticise/ criticize » est péjoratif.
(12) … to begin WITH= pour commencer.
(13) They seem to find IT exhausting = reprise de "it" après to find : revoir la leçon N°112957 .
(14) to be accustomed to + V + ing= to be used to + V + ing
(15) a lake= un lac /// a lack of = un manque de // to lack something
(16) « their asking for breaks » = le fait qu’ils réclament (leur demande de)…
(17) instead of + V + ing=> instead of working.
(18) Transposing the text … = the fact of transposing = gérondif // To transpose the text = in order to transpose = c’est un but.
(19) Can help mend ou can help to mend (moins fréquent)mais pas -ing !
(20) Ne pas confondre : to spill, spilt, spilt répandre et split, split, split=> banana split
(21) Ici, vous avez presque tous "ignoré" (au sens anglais = ne pas tenir compte de ...) la faute en confondant « while » et « whereas » n°118357
(22) below-average
(23) they have no choice but to do …
(24) to succeed in doing = to manage to do (pas entièrement interchangeables voir les contextes).


II) Please, reorder the words or unscramble them in these sentences so as to make meaningful sentences:

1. STUDENTS might be in ALGEBRA and go to YouTube to FIGURE out HOW to SOLVE a PROBLEM before going to a TEACHER or CONSULTING a TEXTBOOK. =9

2. Some TEACHERS also CHOOSE to “MEET KIDS" where THEY are on PLATFORMS like YOUTUBE and INSTAGRAM.

3.CHUNKS/ HACK/ TO/ TEACHERS/ ATTENTION/ LECTURES/ LONG/ CAN’T/ STUDENTS/ PAY/ SMALLER/ LESSONS/ MANY/INTO/ WHEN/ = 15 When students can’t pay attention to long lectures, many teachers hack lessons into smaller chunks.

4.SOME/ TO/ OF/ LIKE/ DO/ THE/ CYBERBULLYING/ TEACHERS/ TIE/ NAZI/ HISTORY/ THINGS/ PROPAGANDA/ =13 Some teachers do things like tie the history of Nazi propaganda to cyberbullying.

Voilà ! Même la fin n'était pas infaisable ...
Je vous félicite tous encore et renouvelle ma demande de QUATRE VOLONTAIRES ... Encore BRAVO et





Réponse : Rack your brains and help!/ 41 de magie8, postée le 16-03-2019 à 04:47:59 (S | E)
bonjour



1. STUDENTS might be in ALGEBRA and go to YouTube to FIGURE out HOW to SOLVE a PROBLEM before going to a TEACHER or CONSULTING a TEXTBOOK. =9
Les étudiants en algèbre pourraient aller sur Youtube pour comprendre comment résoudre un problème avant d'aller voir un professeur ou de consulter un manuel scolaire.

2. Some TEACHERS also CHOOSE to “MEET KIDS" where THEY are on PLATFORMS like YOUTUBE and INSTAGRAM.
Certains professeurs choisissent aussi de rencontrer les élèves là où ils se trouvent sur des plateformes comme Youtube ou Instagram .

3.CHUNKS/ HACK/ TO/ TEACHERS/ ATTENTION/ LECTURES/ LONG/ CAN’T/ STUDENTS/ PAY/ SMALLER/ LESSONS/ MANY/INTO/ WHEN/ = 15 When students can’t pay attention to long lectures, many teachers hack lessons into smaller chunks.
Les étudiants ne pouvant pas se concentrer sur de longues leçons ,beaucoup de professeurs découpent les cours en plus petits paragraphes.

4.SOME/ TO/ OF/ LIKE/ DO/ THE/ CYBERBULLYING/ TEACHERS/ TIE/ NAZI/ HISTORY/ THINGS/ PROPAGANDA/ =13 Some teachers do things like tie the history of Nazi propaganda to cyberbullying.
Quelques enseignants font des choses, comme lier l'histoire de la propagande nazie à la cyberintimidation.



Réponse : Rack your brains and help!/ 41 de maxwell, postée le 16-03-2019 à 08:33:33 (S | E)
Hello
Je tente la 2ème partie du texte alors
There is a growing body of evidence, pretty clear evidence, that technology, social media, immediate access to the internet and smartphones are hurting kids’ ability to focus. We are fundamentally changing the way kids think and the way their brains develop. Attention in the classroom isn’t just a value in itself, but works as the gateway to higher forms of learning – especially memory – which in turn leads to deeper comprehension. Without the ability to pay attention to something, kids are not going to be able to process information.
Il y a de plus en plus de preuves, des preuves très claires, que la technologie, les réseaux sociaux, l'accès immédiat à internet et aux smartphones nuisent à la capacité de concentration des enfants. Nous changeons fondamentalement la façon dont les enfants pensent et la façon dont leurs cerveaux se développent. L'attention en classe n'est pas simplement une valeur en soi, mais fonctionne comme point d'accès à des formes d'apprentissage plus élaborées -notamment la mémoire- qui à son tour, conduit à une meilleure compréhension. Sans la faculté d'être attentifs à quelque chose, les enfants ne vont pas être capables de traiter des informations.



Réponse : Rack your brains and help!/ 41 de here4u, postée le 16-03-2019 à 09:31:49 (S | E)
Hello !

Merci pour vos déclarations de volontariat et participations ...
Vous pouvez poster dans n'importe quel ordre selon vos disponibilités ... Je rétablirai le texte et les phrases lors de "la correction des corrections" lorsque tout le travail sera terminé ...
à tous.



Réponse : Rack your brains and help!/ 41 de taiji43, postée le 16-03-2019 à 15:41:55 (S | E)
hello Here ans everybody : is the tranlation into French

jusqu'à print, il vous restent 7 lignes à traduire

Les élèves d’aujourd’hui ont un problème : ils ne peuvent pas se concentrer en classe. Générations Z (10-24 ans) et Alpha (0-9 ans) sont nés dans un monde où les algorithmes les maintiennent à cliquer, défiler et faire glisser leurs doigts à une allure frénétique Les enseignants ont aussi un problème : comment adaptez le programme scolaire traditionnel pour adapter les étudiants élevés avec la technologie... et y a-t-il un prix pour que l’éducation traditionnelle aboutisse à un compromis ?

Il y a de plus en plus un ensemble de preuves assez claires que la technologie, les médias sociaux, l’accès immédiat à Internet et les smartphones nuisent à la capacité de concentration des élèves. Nous changeons fondamentalement la façon dont les enfants pensent et celle dont leurs cerveaux se développent.

L’attention dans la salle de classe n’est pas seulement une valeur en soi, mais elle agit comme une passerelle vers des formes supérieures d’apprentissage – en particulier la mémoire – qui à son tour conduit à une compréhension plus profonde.

Sans la capacité de prêter attention à quelque chose, les enfants ne seront pas en mesure de traiter les informations .Ils ne seront pas en mesure de les regrouper en mémoire, ce qui signifie qu’ils ne seront pas en mesure d’interpréter, d’analyser, de synthétiser, de critiquer et de prendre des décisions au sujet des informations.

L’adolescent moyen a une durée d’attention d’environ 28 secondes et pour commencer à parler des étudiants, maintenant, ils semblent trouver particulièrement épuisant de lire des textes complexes ou longs sans pauses régulières. Dans le passé, les étudiants semblaient habitués à réfléchir sur un texte pendant une plus longue période de temps. Vous voyez leur manque d’endurance dans leur demande de pauses, parler à d’autres au lieu de travailler et même certain juste abandonner des tâches de lecture plus longues. Transférer le texte sur un appareil n’aide pas, et cela signifie que le problème est plus profond qu'une préférences pour les écrans surimprimés.



Réponse : Rack your brains and help!/ 41 de chocolatcitron, postée le 17-03-2019 à 00:23:44 (S | E)
Hello !
Je tente la dernière partie : (la suite de Taiji43 en fait, jusqu'à la fin)…, afin que tu puisses clore ce forum. ;)

Yet, technology can help mend (19) the damage it does to reading skills ; teachers use computers to target struggling students. Gamification is used to motivate participation. Programmes also automatically split (20) up students based on performance, moving successful students to more advanced tasks offline while(21) keeping struggling students engaged with digital exercises until they fully internalise the lesson./4/ Turning lessons into games can help lift below-average students’ (22) performances.
As information becomes ubiquitous, success is no longer about knowing the most. Teachers have no choice but to evolve, (23) not only to ensure students can access and take advantage of new technologies, but to educate students to succeed in (24) a world constantly trying to distract them./5/

Pourtant, la technologie peut aider à s'amender des dommages qu'elle fait aux compétences pour la lecture : les professeurs utilisent des ordinateurs pour cibler les étudiants en difficultés.
Le fait de jouer (???) est utilisé afin de motiver la participation. Les programmes sont aussi automatiquement fractionnés (raccourcis), basés sur la performance, en désaccoutumant les étudiants, avec succès, vers des taches de plus en plus éloignées de l'ordinateur, pendant que les étudiants en difficultés continuent leurs exercices digitaux jusqu'à temps qu'ils assimilent entièrement la leçon. Modifier les cours en les présentant sous formes de jeux peut relever le niveau de performance des élèves en-dessous de la moyenne.
Comme l'information devient omniprésente, le succès ne tarde pas à arriver. Les enseignants n'ont pas le choix, mais ils évoluent, pas seulement pour garantir que les étudiants puissent accéder et profiter des nouvelles technologies, mais pour éduquer les étudiants à réussir dans un monde qui constamment tente de les distraire.


aux bénévoles, et à ton travail Here4u !
See you soon.
Merci Alpiem !



Réponse : Rack your brains and help!/ 41 de alpiem, postée le 17-03-2019 à 15:47:03 (S | E)
hello,HERE,TWO mistakes in your correction .may it be??? :As informations becomes ubiquitous,
Programmes also automatically splits (20)



Réponse : Rack your brains and help!/ 41 de here4u, postée le 17-03-2019 à 19:56:11 (S | E)
Hello, Alpiem!
Of course, I may leave typos, especially with my poor student who makes so many mistakes...
Looks as if my usual "typo-hunter" has started a strike without notice...
Sorry, and thanks again !




Réponse : Rack your brains and help!/ 41 de here4u, postée le 18-03-2019 à 10:26:15 (S | E)
Hello!

Un grand à nos volontaires( Choco, Magie, Maxwell, Taiji, par ordre alphabétique ) pour ce travail supplémentaire ... (La partie qui "fait doublon" sera corrigée seule ensuite... )

IN PROGRESSI'm starting this recap. I had to stop...

I'M BACK! Hope you'll be patient ...


Today’s students have a problem: they can’t concentrate in class. Generations Z (ages 10-24) and Alpha (ages 0-9) were born into a world where algorithms keep them clicking, scrolling and swiping at a frenetic pace. Teachers have a problem too: how do you adapt the traditional curriculum to accommodate students raised by with technology and is there a price for compromising on traditional education?

Les élèves d’aujourd’hui ont un problème : ils ne peuvent pas se concentrer en classe. Les jeunes des Générations Z (10-24 ans) et Alpha (0-9 ans) sont nés dans un monde où les algorithmes les maintiennent:? ( cherchons autre chose ...) à cliquer, défiler et faire glisser leurs doigts à une allure frénétique . Les enseignants aussi ont un problème : comment adapter le programme scolaire traditionnel pour adapter les étudiants élevés qui ont grandi avec la technologie ? Y a-t-il un prix pour que l’éducation traditionnelle aboutisse à un compromis ? (Y a-t-il un prix à payer pour trouver un compromis avec l'éducation traditionnelle ? )

There is a growing body of evidence, pretty clear evidence, that technology, social media, immediate access to the internet and smartphones are hurting kids’ability to focus. We are fundamentally changing the way kids think and the way their brains develop. Attention in the classroom isn’t just a value in itself, but works as the gateway to higher forms of learning – especially memory – which in turn leads to deeper comprehension. Without the ability to pay attention to something, kids are not going to be able to process information.

Il y a de plus en plus de preuves, des preuves très claires, que la technologie, les réseaux sociaux, l'accès immédiat à internet et aux smartphones nuisent à la capacité de concentration des enfants. Nous changeons fondamentalement la façon dont les enfants pensent et la façon dont leur cerveau se développe. L'attention en classe n'est pas simplement une valeur en soi, mais fonctionne comme point d'accès à des formes d'apprentissage plus élaborées -notamment la mémoire- qui à son tour, conduit à une meilleure compréhension. Sans la faculté d'être attentifs à quelque chose, les enfants ne vont pas être capables de traiter des informations.


They’re not going to be able to consolidate it into memory, which means they’re not going to be able to interpret, analyse, synthesise, critique and come to some decision about information.
The average teen has the attention span of about 28 seconds to begin with. Students, now, seem to find it particularly exhausting to read complex or long texts without regular breaks. In the past, students seemed to be accustomed to attending to a text for a longer period of time. You see their lack of stamina in their asking for breaks, talking to others instead of working, and even some just giving up on longer reading tasks. Transposing the text to a device doesn’t help, indicating the problem runs deeper than preferences for screens over print.

Ils ne seront pas en mesure de les regrouper en mémoire mémoriser, ce qui signifie qu’ils ne seront pas en mesure d’interpréter, d’analyser, de synthétiser, de critiquer et de prendre des décisions au sujet des informations.
D'abord (Pour commencer), l’adolescent moyen a une durée capacité d’attention d’environ 28 secondes. et pour commencer à parler des Les étudiants, maintenant, ils semblent trouver particulièrement épuisant de lire des textes complexes ou longs, sans pauses régulières. Dans le passé, les étudiants semblaient habitués à réfléchir sur un texte pendant une plus longue période de temps. (plus longtemps.) Vous voyez leur manque d’endurance trop sportif ! de persévérance dans leur demande de pauses, parler à d’autresleur bavardage au lieu de travailler et même pour certains juste abandonner des tâches de lecture plus longues. Transférer le texte sur un appareil électronique n’aide pas, et cela signifie que le problème est plus profond qu'une préférence pour les écrans au lieu du support papier.



Yet, technology can help mend the damage it does to reading skills ; teachers use computers to target struggling students. Gamification is used to motivate participation. Programmes also automatically split up students based on performance, moving successful students to more advanced tasks offline while keeping struggling students engaged with digital exercises until they fully internalise the lesson.
Turning lessons into games can help lift below-average students’ performances.
As information becomes ubiquitous, success is no longer about knowing the most. Teachers have no choice but to evolve, not only to ensure students can access and take advantage of new technologies, but to educate students to succeed in a world constantly trying to distract them.

Pourtant, la technologie peut aider à s'amender desréparer les dommages qu'elle fait aux compétences pour la lecture ; les professeurs utilisent des ordinateurs pour cibler les étudiants en difficultés. (Le fait de jouer) L'aspect ludique est utilisé (afin de motiver) pour encourager/ stimuler la participation. Les programmes informatiques trient sont aussi automatiquement fractionnés (raccourcis), basés sur les élèves en fonction de leurs la performanceS, en faisant avancer les élèves qui réussissent bien vers des exercices sur support papier, pendant que les élèves en difficultés continuent les exercices sur écrans jusqu'à ce qu'ils assimilent complètement la leçon.
Modifier les cours en les présentant sous forme de jeux peut relever le niveau de performance des élèves en-dessous de la moyenne.
Comme l'information devient omniprésente, le succès ne tarde pas à arriver. ne consiste plus à accumuler le plus de connaissances. Les enseignants n'ont pas (le choix, mais ils évoluent,) d'autre choix que d'évoluer, non seulement pour garantir que les étudiants puissent accéder et profiter des nouvelles technologies, mais pour éduquer les étudiants à réussir dans un monde qui constamment tente de les distraire.


to turn into= transformer
Bravo à vous qui vous êtes lancés dans cette aventure ! La fin était particulièrement difficile ...

1. STUDENTS might be in ALGEBRA and go to YouTube to FIGURE out HOW to SOLVE a PROBLEM before going to a TEACHER or CONSULTING a TEXTBOOK. =9
Les étudiants en algèbre pourraient aller sur Youtube pour comprendre comment résoudre un problème avant d'aller voir un professeur ou de consulter un manuel scolaire.

2. Some TEACHERS also CHOOSE to “MEET KIDS" where THEY are on PLATFORMS like YOUTUBE and INSTAGRAM.
Certains professeurs choisissent aussi de rencontrer les élèves là où ils se trouvent, sur des plateformes comme Youtube ou Instagram .

3.CHUNKS/ HACK/ TO/ TEACHERS/ ATTENTION/ LECTURES/ LONG/ CAN’T/ STUDENTS/ PAY/ SMALLER/ LESSONS/ MANY/INTO/ WHEN/ = 15 When students can’t pay attention to long lectures, many teachers hack lessons into smaller chunks.
Les étudiants ne pouvant pas se concentrer sur de longues (leçons) cours magistraux ,beaucoup de professeurs découpent les cours en plus petits paragraphes plus petites séquences.

4.SOME/ TO/ OF/ LIKE/ DO/ THE/ CYBERBULLYING/ TEACHERS/ TIE/ NAZI/ HISTORY/ THINGS/ PROPAGANDA/ =13 Some teachers do things like tie the history of Nazi propaganda to cyberbullying.
Quelques enseignants font des choses, comme lier l'histoire de la propagande nazie à la cyberintimidation.








Réponse : Rack your brains and help!/ 41 de alpiem, postée le 18-03-2019 à 12:00:21 (S | E)
thanks to you,Here4u for this great topical text ,very brainracking of course, but for the best.
I love brain racking,themes and vertions, that's my favorites
-------------------
Modifié par alpiem le 18-03-2019 12:25





Réponse : Rack your brains and help!/ 41 de alpiem, postée le 18-03-2019 à 19:51:46 (S | E)
rack 41, dernier passage traduction.(You deserve it ,you who are working so much.

Yet, technology can help mend (19) the damage it does to reading skills ; teachers use computers to target struggling students. Gamification is used to motivate participation. Programmes also automatically split (20) up students based on performance, moving successful students to more advanced tasks offline while(21) keeping struggling students engaged with digital exercises until they fully internalise the lesson.
Turning lessons into games can help lift below-average students’ (22) performances.
As information becomes ubiquitous, success is no longer about knowing the most. Teachers have no choice but to evolve, (23) not only to ensure students can access and take advantage of new technologies, but to educate students to succeed in (24) a world constantly trying to distract them.

Pourtant, la technologie peut aider à raccomoder le mal qu'elle fait à lecture; les professeurs utilisent
l'ordinateur pour pouvoir cibler les étudiants qui ont du mal à suivre. La Ludification sert à motiver ( les
étudiants) pour la participation.Les programmes vont aussi faire la séparation entre les étudiants qui cherchent la performance, dirigeant les étudiants les plus forts à se déplacer vers des taches plus avancées hors-connection pendant que les étudiants qui ont du mal s' engagent dans des exercices digitaux jusqu'à être complètement à l'aise avec eux. Faire des leçons un jeux peut amener les étudiants qui sont sous la moyenne à améliorer leurs performences .
Au moment où l'information devient omniprésente,la réussite n'est plus synonyme de connaître plus.
Les professeurs n'ont pas d'autre choix que d'aller de l'avant, non seulement pour assurer les étudiants de pouvoir accéder aux nouvelles technologies et d'en profiter, mais aussi pour les éduquer à réussir dans un monde constamment en train d'essayer de les distraire.

-------------------
Modifié par alpiem le 18-03-2019 19:55



-------------------
Modifié par alpiem le 18-03-2019 19:59





Réponse : Rack your brains and help!/ 41 de here4u, postée le 19-03-2019 à 13:33:23 (S | E)
Hello dear Alpiem!

Yet, technology can help mend (19) the damage it does to reading skills ; teachers use computers to target struggling students. Gamification is used to motivate participation. Programmes also automatically split (20) up students based on performance, moving successful students to more advanced tasks offline while(21) keeping struggling students engaged with digital exercises until they fully internalise the lesson.
Turning lessons into games can help lift below-average students’ (22) performances.
As information becomes ubiquitous, success is no longer about knowing the most. Teachers have no choice but to evolve, (23) not only to ensure students can access and take advantage of new technologies, but to educate students to succeed in (24) a world constantly trying to distract them.

Pourtant, la technologie peut aider à raccomoder le mal qu'elle fait à la lecture; les professeurs utilisent l'ordinateur pour pouvoir cibler les étudiants qui ont du mal à suivre. La Ludification (Boff!) sert à motiver ( les
étudiants) pour la participation.Les programmes vont aussi faire la séparation (distinguent) entre les étudiants qui cherchent la performance,réussissent dirigeant les étudiants les plus forts à se déplacer vers des taches plus avancées hors-connection pendant que les étudiants qui ont du mal s' engagent dans des exercices digitaux jusqu'à être complètement à l'aise avec eux. Faire des leçons un jeux peut amener les étudiants qui sont sous la moyenne à améliorer leurs performences .
Au moment où l'information devient omniprésente, la réussite n'est plus synonyme de connaître plus.
Les professeurs n'ont pas d'autre choix que d'aller de l'avant, non seulement pour assurer les étudiants de pouvoir accéder aux nouvelles technologies et d'en profiter, mais aussi pour les éduquer à réussir dans un monde constamment en train d'essayer de les distraire.
et




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