Ies san clemente guias

Ies san clemente guias

Ies xelmirez i – presentation

8 which of the following quantities must necessarily change? a. Frequency and wavelength. b. Frequency only. c. Amplitude, frequency and wavelength. Amplitude, frequency and wavelength. Choose the appropriate answer. 5.-A hunter hears the echo of his shot 4 sec. After he has fired it, how far from the hunter is the rock on which the sound was reflected? Speed of sound in air = 340 m/s. 6.- Assuming zero absorption, calculate the distance at which a person perceives with a loudness of 60 db the sound emitted by a loudspeaker of 20 W power. Questions and problems to send to the tutor 1.- The glass of a window can break due to an explosion originated several km away. A glass can also break when a tenor sings a high note close to it. In both cases the breakage was produced by the same cause? Which property of the sound has been the main responsible in each case? A sound wave travels in the air with a frequency of 1000 Hz. If part of it passes into water, does its frequency, its speed, its wavelength change? Reason your answer. 3.- At a distance of 3 m from a loudspeaker the loudness is 120 db, at what distance will it be 80 db? 8

Irrigateplus v1.1: guía básica/basic guide that are taught in Instituto de Educación Secundaria (IES) SAN CLEMENTE – CICLO FORMATIVO GRADO MEDIO Explotación de Sistemas Informáticos in SANTIAGO DE …

… – … – … – … – … – … – … – … – … – … – … – … – … – … – … Aug 2021 – Victor Lourido, director of IES San Clemente: «We have students from other institutes, enrolled in some subject of the baccalaureate that … Aug 2021 – The closest stops to Ies San Clemente are: San Clemente (Alameda) is 121 m away, 2 minutes walk. San Clemente (Ies Rosalia …

San josé de la guía school

It didn’t take me long to realize that none of the students were interested in basic grammar lessons. They had all already received this type of class. This was an opportunity to put their skills to the test for the first time and practice conversation in a natural way. But the biggest challenge was to plan activities that everyone would enjoy. I found that some students had a very basic level of English and others were fluent. Forgetting any ideas I might have had about grammar lessons, I decided to start adapting the classes to cater to all students despite the diversity of levels.

I discovered that the best way to do this was through games. The students started to open up and participate more in class from the first day I brought in games. Sometimes I created «quiz» games, for example «Jeopardy,» to review in English the technical subject I was collaborating on. Other times I made teamwork games, such as «Taboo,» to get the students to think creatively. And many other diverse activities. This type of activity allowed students to participate as best they could-those at lower levels could contribute a few words, while those at more advanced levels could elaborate their ideas in more detail.

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