Rack your brains and Help!/ 38

Rack your brains and Help!/ 38
Message de here4u posté le 13-01-2019 à 10:41:28 (S | E | F)
Hello, Dear All,

Cette fois, en plus de l’enthousiasme habituel, j’ai eu non pas des plaintes, mais des gémissements … Le dernier RYB était difficile, très, (trop ? ) difficile, selon beaucoup.
Je sais que certains sont « tombés sur un document illustrant l’idée centrale du texte », d’autres l’ont, de toute évidence cherché … Ne vous y trompez pas, mes antennes de « prof un peu expérimenté » savent et sentent très vite ces choses rien qu’à la lecture du travail … Mais pourquoi pas ? Si cette recherche se fait APRES avoir travaillé, et retravaillé beaucoup (il est rare que des solutions « sautent aux yeux », comme vous le dites ! – et alors, c’est de « l’encouragement », pas de «l’entraînement » !), dans ce cas, je ne suis pas contre … Cependant, je continue à croire, et à écrire, [oui, je sais je rabâche ! – ça aussi, c’est un « devoir » de prof, j’assume ! - ] qu’il n'y a aucun intérêt à rechercher, d’emblée, le ou les extraits originels et originaux. Le seul intérêt est de saisir le document final "à bras le texte" , et de vous "battre" avec ... Go for it! C'est en faisant ceci que vous pouvez travailler vraiment, et donc, j’en suis certaine, progresser.
Cet exercice est un et il sera corrigé online le dimanche 27 janvier 2019, tard. J’aime bien le petit décalage temporel créé entre cet exercice et les autres sur ce Forum. Il me permet moins de stress pour travailler et nous permet, à tous, de TRAVAILLER SUR LE « FOLLOW UP WORK » qui doit venir « boucler » tout travail constructif avant de passer à la suite. PLEASE... Je voudrais vraiment voir ce travail « post première correction » (Oups ! « deuxième correction », puisque vous avez déjà la vôtre …) s’amplifier et se généraliser … (Un volontaire de plus pourrait, par exemple, nous donner un lien vers l'un des documents « inspirateurs », ou vers une illustration … Je suis ouverte à toute suggestion …
Allez ! Courage. Ce ne sera pas facile … mais ça peut être constructif, je crois …
Comme toujours, you have THE FORCE!

I)Please, help my student! He really needs you! ATTENTION ! Ce texte contient 2O fautes à corriger !

(ATTENTION! Lors de votre correction, NE LAISSEZ PAS LES FAUTES ... en ajoutant la "bonne réponse" ... Merci de REMPLACER LES FAUTES ET DE LES METTRE EN MAJUSCULES; )

7 months old Naomi is part of a programme which has reduced bullying in schools. The baby and her mother visit this school regularly. With Baby Naomi’s visits, some 4 grader are learning that she communicates, and what she’s feeling, not with words, like adults do, but though her body, though her emotions, though her facial expressions, her tone of voice. The kids learn about infant development, how vulnerable is the baby. The instructor explains that there are many vulnerable kids in schools and that, just like Naomi, all of them don’t have the capacity to own their feelings, to understand them, and knowing how talking about what they feel… Then, the pupils flip back this feelings to their own experiences.
At the heart of the programme is a neighbourhood infant and parent who visit the classroom all the three weeks over the school year. A trained Instructor coaches pupils to observe the baby development and to label the baby’s feelings for them. In this experiential learning, the baby is the “Teacher” and a level, which the instructor uses to help children identify and reflect on their own feelings and the feelings of others. This “emotional literacy” learning in the programme lies the foundation for safer and more caring classrooms, where children are the “Changers”. They are more competent at understanding their own feelings and the feelings of others (empathy) and are therefore less likely to hurt each other physically, psychologically and emotionally through bulling and other cruelties. In the programme children learn how to challenge cruelty and injustice. Messages of social inclusion and activities contribute to a culture of caring that changes the tone of the classroom. The Instructor also visits before and after each family visit to prepare and reinforce teachings using a specialized lesson scheme for every visit. Research results from national and international evaluations of the programme indicate significant reductions in agression and increases in pro-social behaviour : obviously, this experience educates both the mind and the heart.

II) Find the «scrambled » words in the first two sentences. Then please, reorder the words in the last three sentences so as to make meaningful sentences...

1. SIULPP use HATM SLKLIS when they EAULCTLCA and TACRH the baby’s TGEHIW and SNMRSETEEUAM. = 7

2. YTPEMAH is a key TEDRNIGNIE to EBSOSRLINPE PHNZTCISEII and EINPEVSOSR GINRPNTEA.= 6

3. EMPATHY/ SOLIDARITY/ FOLLOWS/ REFLECTION/ DISCUSSION/ BUILDS/ AND/ AND/ THAT/ THE ;

4. PARENTING / OF/ A/ GIVE/ MODEL/ CHILD/ LOVING/ OF/ RESPONSIBLE/ CITIZENSHIP/ OBSERVATIONS/ A/ CHILDREN/ RELATIONSHIP/ PARENT

5. CURRICULUM/ CURRICULUM/ THE/ LINKS/ HAVE/ THE/ EDUCATION/ SIDE/ THE/ OF/ THIS/ MANY/ CLASSROOM/ TO/ BUT/ AFFECTIVE/ ACTIVITIES/ ADDRESSES/

You are given THE FORCE... Make good use of it!

de toujours veiller aux coquilles insidieuses ...

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Réponse : Rack your brains and Help!/ 38 de here4u, postée le 13-01-2019 à 19:53:20 (S | E)
Hello!
Comme je l'ai précisé dans le devoir ci-dessus, : (ATTENTION! Lors de votre correction, NE LAISSEZ PAS LES FAUTES ... en ajoutant la "bonne réponse" ... Merci de METTRE LA FORME CORRECTE EN MAJUSCULES; )
Il s'est peu à peu développé "une nouvelle mode" et lors des transferts où les couleurs se perdent ... elle est extrêmement désagréable pour la correctrice que je suis ...
de votre compréhension.

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Réponse : Rack your brains and Help!/ 38 de taiji43, postée le 15-01-2019 à 16:40:48 (S | E)
Hello Here4U and all the others who are striving with the latest exercises : 148,38 and 48.
After checking: spelling, grammar ( each and every) my understandings (to own, leve, programma and program)l ) of the 38…
Here is my correction which is surely not a masterpiece.

for the correction and have a nice day

READY TO BE CORRECTED

7 months old, Naomi is part of a PROGRAM which has reduced bullying AT schools.
The baby and her mother visit this school regularly.

With Baby Naomi’s visits, some FOUR GRADES are learning WHAT she communicates, and what she’s feeling, not with words, like adults do,but THROUGH her body, THROUGH her emotions, THROUGH her facial expressions, her tone of voice

. The kids learn about infant development, how vulnerable the baby. IS

The instructor explains that there are many vulnerable kids AT schools and that, just like Naomi, all of them don’t have the ABILITIES TO IDENTFY THEIR OWN feelings, to understand them, and to know how talking about what they feel… Then, the pupils flip back THESE feelings to their own experiences.

At the heart of the PROGRAM is a neighbourhood infant and parent who visit the classroom EVERY three weeks THROUGHOUT the school year.

A trained Instructor coaches pupils to observe the baby’s DEVELOPMENT and to label the baby’s feelings

For them. In this experiential learning, the baby is the “Teacher” and a leve?????l, which the instructor uses to help children identify and reflect on their own feelings and the feelings of others.

This “emotional literacy” learning in the PROGRAM LAYS the foundation for safer and more caring classrooms, where children are the “Changers”. They are more competent IN understanding their own feelings and the feelings of others (empathy) and are therefore less likely to hurt each other physically, psychologically and emotionally through bulling and other cruelties. In the PPROGRAM children learn how to challenge cruelty and injustice.

Messages of social inclusion and activities contribute to a culture of caring that changes the tone of the classroom. The and reinforce teachings using a specialized lesson.

Instructor also visits before and after each family visit to prepare and reinforce teachings using a specialized lesson scheme for EACH visit

. Research results from national and international evaluations of the PROGRAM indicate significant reductions in AGGRESSION and increases in pro-social behaviour : obviously, this experience educates both the mind and the heart.


READY TO BE CORRECTED

1. PUPILS S use MATH SKILLS when they CALCULATE and CHART the baby’s WEIGHT and MEASUREMENT. = 7

2. Empathy is a key INGREDIENT to RESPONSIBLE CITIZENSHIP and RESPONSIVE PARENTING.= 6

3. EMPATHY/ SOLIDARITY/ FOLLOWS/ REFLECTION/ DISCUSSION/ BUILDS/ AND/ AND/ THAT/ THE ;
The reflexion that follows discussion builds solidarity and empathy

4. CURRICULUM/ CURRICULUM/ THE/ LINKS/ HAVE/ THE/ EDUCATION/ SIDE/ THE/ OF/ THIS/ MANY/ CLASSROOM/ TO/ BUT/ AFFECTIVE/ ACTIVITIES/ ADDRESSES/

Ps: le terme curriculum fait référence aux leçons et aux contenus enseignés dans une école ….(dictionnaire)

Curricumum addresses (traiter) the affective side of education ……….activities have many links with the classroom

Je ne sais pas placer : but et le deuxième curriculum……je remets ma copie
I don’t know where to place : but and the second currilum ; I hand in my sheet of paper

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Réponse : Rack your brains and Help!/ 38 de here4u, postée le 15-01-2019 à 19:06:17 (S | E)
Hello!

Sorry, Taiji, je ne comprends pas ce que tu veux dire au début :

"After checking: spelling, grammar ( each and every) my understandings (to own, leve, programma and program)l ) of the 38…"
Can you help?


Edit: Pour vous aider un peu, le texte est britannique ...

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Réponse : Rack your brains and Help!/ 38 de magie8, postée le 16-01-2019 à 20:44:31 (S | E)
Bonjour la nouvelle année est bien démarrée! alors tout le monde en forme? c'est reparti le coeur léger

(ATTENTION! Lors de votre correction, NE LAISSEZ PAS LES FAUTES ... en ajoutant la "bonne réponse" ... Merci de REMPLACER LES FAUTES ET DE LES METTRE EN MAJUSCULES; )

ready TO CORRECT

7 MONTHS old Naomi is part of a PROGRAM which has reduced bullying in schools. The baby and her mother visit this school regularly. With baby Naomi's visits, some 4 GRADES are learning WHAT she communicates, and what she's feeling, not with words, like adults do, but THROUGH her body, THROUGH her emotions, THROUGH her facial expressions, her tone of voice. The kids learn about infant development, how vulnerable is the baby. The instructor explains that there are many vulnerable kids in schools and that, just like Naomi, all of them don’t have the capacity to own ???( de posséder)TO EVALUATE d'évaluer) TO CONTROL( de contrôler)TO RECOGNIZE( de reconnaître ) their feelings, to understand them, and knowing how talking about what they feel… Then, the pupils flip back?(retournent , rapprochent) THESE feelings to their own experiences.
At the heart of the PROGRAM is a neighbourhood'S infant and parent who visit the classroom EVERY three weeks over the school year. A TRAINING-INSTRUCTOR coaches pupils to observe the BABY'S development and to label the baby’s feelings for them. In this experiential learning, the baby is the “Teacher” and a level, which the instructor uses to help children identify and reflect on their own feelings and the feelings of others. This “emotional literacy” learning in the programme lies the foundation for safer and more caring classrooms, where children are the “CHALLENGERS”. They are more competent at understanding their own feelings and the feelings of others (empathy) and are therefore less likely to hurt each other physically, psychologically and emotionally through BULLYING and other cruelties. In the PROGRAM children learn how to challenge cruelty and injustice. Messages of social inclusion and activities contribute to a culture of caring that changes the tone of the classroom. The Instructor also visits before and after each FAMILY'S visit to prepare and reinforce teachings using a specialized lesson scheme for every visit. Research results from national and international evaluations of the PROGRAM indicate significant reductions in AGGRESSIONS and increases pro-social BEHAVIOURS : obviously, this experience educates both the mind and the heart.

TO CORRECT AT THIS STAGE

II) Find the «scrambled » words in the first two sentences. Then please, reorder the words in the last three sentences so as to make meaningful sentences...

1. PUPILS use MATH SKILLS when they CALCULATE and CHART the baby’s WEIGHT and MEASUREMENTS = 7

2. EMPATHY is a key TEDRNIGNIE ??? NE VOIS PAS to RESPONSIBLE CITIZENSHIP and RESPONSIVE PARENTING .= 6

3. EMPATHY/ SOLIDARITY/ FOLLOWS/ REFLECTION/ DISCUSSION/ BUILDS/ AND/ AND/ THAT/ THE ;
And the reflection that follows discussion builds empathy and solidarity

4. PARENTING / OF/ A/ GIVE/ MODEL/ CHILD/ LOVING/ OF/ RESPONSIBLE/ CITIZENSHIP/ OBSERVATIONS/ A/ CHILDREN/ RELATIONSHIP/ PARENT
parenting observations of a loving child parent give children a model of responsible citizenship relationship
Les observations parentales ou de parentalité ( façon d'élever un enfant)d'un parent aimant son enfant donnent aux enfants un modèle de relations citoyennes responsables

5. CURRICULUM/ CURRICULUM/ THE/ LINKS/ HAVE/ THE/ EDUCATION/ SIDE/ THE/ OF/ THIS/ MANY/ CLASSROOM/ TO/ BUT/ AFFECTIVE/ ACTIVITIES/ ADDRESSES/

You are given THE FORCE... Make good use of it!

JE N'AVANCE PAS VITE C'EST TOUT CE QUE JE VOIS POUR L'INSTANT , désolée j' abandonne , cela me prend trop de temps , je suis depuis 4 jours sur ce devoir, j aimerais passer sur le 148 pour me détendre un peu. (bien que difficile aussi mais je suis plus a l'aise car je peux m' appuyer sur des dictionnaires, et un tas de livres)
en ce qui concerne les lettres en désordre j ai retrouvé certains mots qui sont en clair dans les lignes en dessous
et pour les phrases j ai repris la méthode de CHOCOLAT CITRON je crois qui a parlé de cela, j ai essayé avec des papiers découpés étalés en tous sens sur la table mais comme je ne peux laisser en progrès que 4 jours je suis obligée de mettre en correction maintenant

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Réponse : Rack your brains and Help!/ 38 de alpiem, postée le 18-01-2019 à 22:39:50 (S | E)
hello,everybody,
here is my Rack your brains and Help!/ 38...WHICH IS READY FOR CORRECTION

7 MONTH old Naomi is part of a progrAM which has reduced bullying in schools.The baby and her mother visit this school regularly .With Naomi's visits,some 4 GraderS are learning HOW she communicates, and what she's feeling, not with words like adults do, but THROUGH her body,THROUGH her emotions, THROUGH her facial expressions, her tone of voice. The kids learn about infant'S developement, how vulnerable the BABY IS. The instructor explains that there are many vulnerable kids in schools and that, just like Naomi, NOT ALL OF THEM HAVE THE capacity to own their feelings for THEM TO BE UNDERSTOOD and talk about what they feel...Then the pupils flip back tHESE feelings to their own experiences.
At the heart of the program THERE ARE a neighbourhood infant and her parents who visit the classroom EVERY three weeks over the schoolyear. A trained instructor coaches pupils to observe the BABY'S developEMENT AND label the baby's feelings for them. In this EXPERIMENTAL learning, the baby is the "teacher" and a level which the instructor uses to help children identify and reflect on their own feelings and the feelings of others.IN this "emotional literacy" learnED in the PROGRAM lies the foundation for safer and more caring classrooms, where children are the "ChaLLENgers". They are more competent at understanding their own feelings and the feelings of others(empathy) and are therefore less likely to hurt each other physically, psycologically and emotionally through BULLYING and other cruelties.In the program children learn how to challenge cruelty and injustice . Messsages of social inclusion and activities contribute to a culture of caring that changes the tone of the classroom. The instructor also visits before and after each family, visits to prepare and reinforce teachings using a specialized lesson scheme for every visit.
Research results from national and international evaluations of the prograM indicate significant reductions in agression and increases in pro-social behaviour: obviously, this experience educates both the mind and the heart.

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Réponse : Rack your brains and Help!/ 38 de joe39, postée le 23-01-2019 à 19:58:09 (S | E)
Hello, dear here4u,
Here is my try,
Ready to be checked.

)Please, help my student! He really needs you! ATTENTION ! Ce texte contient 2O
7 months old Naomi is part of a PROGRAM -1 which has reduced bullying in THE – 2 schools. The baby and her mother visit this school regularly. With Baby Naomi’s visits, some FOURTH-GRADERS are learning WHAT- 3 she communicates, and what she’s feeling, not with words, like adults do, but THROUGH- 4 her body, THROUGH her emotions, THROUGH her facial expressions, her tone of voice.
The kids learn about infant development how vulnerable the baby IS - 5. The
instructor explains that there are many vulnerable kids in schools and that, just like Naomi, all of them don’t have the capacity to EXPRESS - 6 their feelings, to understand them, and TO KNOW - 7 how talking about what they feel… Then, the pupils BACKflip – 8 this feelings to their own experiences.

At the heart of the PROGRAM is a neighbourhood infant and parent who visit the classroom EVERY- 9 three weeks over the school year. A trained Instructor coaches pupils to observe the baby development and to label the baby’s feelings ON THEIR OWN - 10.
In this experiential learning, the baby is the “Teacher” ON -11 a level, which the instructor uses to help children identify and reflect on their own feelings and the feelings of others. IN-12 this “emotional literacy” learning OF - 13 the PROGRAM, LAYS -14 the foundation for safer and more caring classrooms, where children are the “CHALLENGERS” - 15.
They are more competent IN understanding their own feelings and the feelings of others (empathy) and are therefore less INCLINED- 16 to hurt each other physically, psychologically and emotionally through BULLYING - 17 and other cruelties.
In the PROGRAM children learn how to challenge cruelty and injustice.
Messages of social inclusion and activities contribute to a culture of caring that changes the tone of the classroom. The Instructor also visits before and after
each family visit to prepare and reinforce teachings using a specialized lesson scheme for EACH – 18 visit. Research results from national and international evaluations of the PROGRAM, indicate significant DECREASES - 19 in AGGRESSION -20 and increases in pro-social behaviour : obviously, this experience educates both the mind and the heart.

II) Find the «scrambled » words in the first two sentences. Then please, reorder the words in the last three sentences so as to make meaningful sentences...

1. PUPILS use MATH SKILLS when they CALCULATE and CHART the baby’s WEIGHT and MEASUREMENTS= 7
2. EMPATHY is a key INGREDIENT to RESPONSIBLE CITIZENSHIP and
RESPONSIVE PARENTING.= 6
3. EMPATHY/ SOLIDARITY/ FOLLOWS/ REFLECTION/ DISCUSSION/ BUILDS/
AND/ AND/ THAT/ THE ;
The reflection follows discussion; and that builds solidarity and empathy
4. PARENTING / OF/ A/ GIVE/ MODEL/ CHILD/ LOVING/ OF/ RESPONSIBLE/ CITIZENSHIP/ OBSERVATIONS/ A/ CHILDREN/ RELATIONSHIP/ PARENT
Parenting observation of a loving child parent give children a model of responsible
citizenship relationship.

5. CURRICULUM/ CURRICULUM/ THE/ LINKS/ HAVE/ THE/ EDUCATION/ SIDE/ THE/ OF/ THIS/ MANY/ CLASSROOM/ TO/ BUT/ AFFECTIVE/ ACTIVITIES/ ADDRESSES/
The classroom curriculum links many of the education activities but this
curriculum addresses to have the affective side.

I thank you very much for the nice exercise, whose last 3 “scrambled” sentences
have been a real nightmare to reorder and correctly to interpret, indeed. Worse! I'm quite convinced I wasn't able to give to the "Sphinx"” the right answer, and I feel really downgraded.
I hope you have, dear and esteemed friend, a very pleasant evening.
So long
Joe39

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Réponse : Rack your brains and Help!/ 38 de maxwell, postée le 26-01-2019 à 10:30:16 (S | E)
FINISHED
Hello Here4U
Again, Help my student was so difficult, but that's how like it . I may not have found all the mistakes, but I did what I could
I) Help my student:
7-MONTH-old Naomi is part of a programme which has reduced bullying in schools. The baby and her mother visit this school regularly. With Baby Naomi's visits, some 4TH grader are learning that she communicates, and what she's feeling, not with words, like adults do, but THROUGH her body, THROUGH her emotions, THROUGH her facial expressions, her tone of voice. The kids learn about infant development, AND how vulnerable the baby IS.
The instructor explains that there are many vulnerable kids in schools and that, just like Naomi, NOT (*)all of them have the capacity to own their feelings, to understand them, and TO KNOW how TO TALK about what they feel? Then, the pupils CONNECT THESE feelings to their own experiences.

At the heart of the programme ARE a neighbourhood infant and parent who visit the classroom EVERY three weeks over the school year. A trained Instructor coaches pupils to observe the baby development and to label the baby's feelings for them. In this experiential learning, the baby is the ?Teacher? and a FRAMEWORK, which the instructor uses to help children identify and reflect on their own feelings and the feelings of THE others. This ?emotional literacy? learning in the programme LAYS the foundation for safer and more caring classrooms, where children are the ?Changers?. They are more competent at understanding their own feelings and the feelings of THE others (empathy) and are therefore less likely to hurt each other physically, psychologically and emotionally through BULLYING and other cruelties. In the programme children learn how to challenge cruelty and injustice. Messages of social inclusion and activities contribute to CREATE a culture of caring that changes the tone of the classroom. The Instructor also visits (**) before and after each family'S visit to prepare and reinforce teachings using a specialized lesson scheme for every visit. Research results from national and international evaluations of the programme indicate significant reductions in agression and increases in pro-social behaviour : obviously, this experience educates both [] mind and [] heart.
(*) j'ai supposé qu'il voulait dire : "ils n'ont pas tous... (et non pas : aucun d'entre eux n'a)"
(**) ça fait beaucoup de visit, et ça me semble un peu lourd...

II) Find the scrambled words/ Reorder the words

I would probably never have found responsible, citizenship and perhaps parenting without the following exercise... As for responsive, I had to leave the exercise for a few days to find it miraculously!
1. PUPILS use MATH SKILLS when they CALCULATE and CHART the baby's WEIGHT and MEASUREMENTS = 7/7
2. EMPATHY is a key INGREDIENT to RESPONSIBLE CITIZENSHIP and RESPONSIVE PARENTING.= 6/6
3. AND DISCUSSION BUILDS THE REFLECTION THAT FOLLOWS EMPATHY AND SOLIDARITY;
4. PARENTING OBSERVATIONS OF A LOVING PARENT-CHILD RELATIONSHIP GIVE CHILDREN A MODEL OF RESPONSIBLE CITIZENSHIP

5. Much too hard for me...

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Réponse : Rack your brains and Help!/ 38 de tereda, postée le 26-01-2019 à 15:53:40 (S | E)
Hello everyone,
Just the first exercise of translation,
READY FOR CORRECTION

7 months old, Naomi is part of a PROGRAM which has reduced bullying AT school.

The baby and her mother visit this school regularly. With Baby Naomi’s visits, some 4 GRADES are learning HOW she communicates, and WHAT she’s feeling, not with words, like adults do, but THROUGH her body, THROUGH her emotions, THROUGH her facial expressions, her tone of voice. The kids learn about infant development, how vulnerable is the baby. The instructor explains that there are many vulnerable kids in schools and that, just like Naomi, all of them don’t have the capacity to SHOW their feelings, to understand them, and knowing how SAYING what they feel… Then, the pupils flip back THESE feelings to their own experiences.

At the heart of THIS PROGRAM is a neighborhood infant and parent who visit the classroom EVERY three weeks over the school year.

a trained Instructor coaches pupils to observe the baby development and to label the baby’s feelings for them. In this experiential learning, the baby is the “Teacher” AT a level, which the instructor uses to help children TO identify and reflect on their own feelings and the feelings of others.

This “emotional literacy” learning in the program LAYS the foundation for safer and more caring classrooms, where children are the “Changers”. They are more competent at understanding their own feelings and the feelings of others (empathy) and are therefore less likely to hurt each other physically, psychologically and emotionally through bulling and other cruelties.

WITH this PROGRAM, children learn how to challenge cruelty and injustice. Messages of social inclusion and activities contribute to a culture of caring that changes the tone of the classroom. The Instructor also visits before and after each family visit to prepare and reinforce teachings using a specialized lesson scheme for every visit. Research results from national and international evaluations of the program indicate significant reductions in AGGRESSION and INCREASE in pro-social BEHAVIOR : obviously, this experience educates both the mind and the heart.


THANK YOU HERE4U

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Réponse : Rack your brains and Help!/ 38 de here4u, postée le 26-01-2019 à 17:46:00 (S | E)
Hello !
J'ai commencé les transferts ... Encore 24h pour poster ...

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Réponse : Rack your brains and Help!/ 38 de nate, postée le 26-01-2019 à 19:10:24 (S | E)
Hello
READY FOR CORRECTION

I)Please, help my student!

THE SEVEN-MONTH-OLD Naomi is part of a programme which has reduced bullying in schools. The baby and her mother visit this school regularly. With Baby Naomi’s visits, some FOURTH-GRADERS are learning HOW she communicates, and what she’s feeling, not with words, AS adults do, but THROUGH her body, THROUGH her emotions, THROUGH her facial expressions, her tone of voice. The kids learn about infant development, how vulnerable the baby IS. The instructor explains that there are many vulnerable kids in schools and that, just like Naomi, all of them don’t have the capacity to own their feelings, to understand them, and KNOW how TO TALK about what they feel… Then, the pupils flip back THESE feelings to their own experiences.
At the heart of the programme is a neighbourhood infant and parent who visit the classroom EVERY three weeks over the school year. A trained Instructor coaches pupils to observe the baby development and to label the baby’s feelings for them. In this experiential learning, the baby is the “Teacher” and a GREAT HELP, which the instructor uses to help children identify and reflect on their own feelings and the feelings of others. This “emotional literacy” learning in the programme LAYS the foundation for safer and more caring classrooms, where children are the “LEARNERS”. They are more competent at understanding their own feelings and the feelings of others (empathy) and are therefore less likely to hurt each other physically, psychologically and emotionally through BULLYING and other cruelties. In the programme children learn how to challenge cruelty and injustice. Messages of social inclusion and activities contribute to a culture of caring that changes the tone of the classroom. The Instructor also visits before and after each FAMILY’S visit to prepare and reinforce teachings using a specialized lesson scheme for every visit. Research results from national and international evaluations of the programme indicate significant reductions in AGGRESSION and increases in pro-social behaviour : obviously, this experience educates both (the = non) mind and (the = non) heart.

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Réponse : Rack your brains and Help!/ 38 de chocolatcitron, postée le 26-01-2019 à 23:49:48 (S | E)
Rack your brains and Help!/ 38 de Here4u posté le 13-01-2019 corrigé 27 janvier 2019 FINISHED.
Message à 10:41:28 (S | E | F)
Hello my dear Here4u ! Thanks, it was too hard for me, but I give you my very best, at least, this is my wish ! It's very cold out, and the water is icy... : take care of you.
Hi Everybody!

Here is my work:
I)Please, help my student! He really needs you! ATTENTION ! Ce texte contient 2O fautes à corriger !

(1) 7-MONTH-old Naomi is (2) A part of a programme which has reduced bullying in schools. The baby and her mother visit this school regularly. With Baby Naomi’s visits, some (3) GRADE FOURTH are learning that she communicates, and what she’s feeling, not with words, like adults do, but (4) THROUGH her body, THROUGH her emotions, THROUGH her facial expressions, her tone of voice. The kids learn about infant development, how vulnerable the baby (5) IS. The instructor explains that there are many vulnerable kids in schools and that, just like Naomi, all of them don’t have the capacity to own their feelings, to understand them, and (6) TO KNOW how (7) TO TALK about what they feel… Then, the pupils (8) TRANSPOSE (9) THESE feelings to their own experiences.
At the heart of the programme is a neighbourhood infant and parent who visit the classroom (10) EVERY three weeks over the school year. A trained Instructor coaches pupils to observe the baby (11) 'S development and to label the baby’s feelings (12) TO them. In this experiential learning, the baby is the “Teacher” and a level which the instructor uses to help children identify and reflect on their own feelings and the feelings of others. This “emotional literacy” (13) taught in the programme (14) lays the foundation for safer and more caring classrooms, where children are the “Changers”. They are more competent at understanding their own feelings and the feelings of (15) THE others (empathy) and are therefore less likely to hurt each other physically, psychologically and emotionally through (16) bullying and other cruelties. In the programme children learn how to challenge cruelty and injustice. Messages of social inclusion and activities contribute to a culture of caring that changes the tone of the classroom. The Instructor also visits before and after each family visit to prepare and reinforce teachings using a specialized lesson (17) PLAN for (18) EACH visit. Research results from national and international evaluations of the programme indicate significant reductions in agression and increases in pro-social behaviour : obviously, this experience educates both the mind and the heart.

Explanations:
(1) 7-month old = pas de s à month ! (adjectif)
(2) a part of sth = une partie de qqch.
programme = UK, program = US.
bullying = agression, intimidation.
(3) grade fourth = des élèves de niveau IV. Fourth grader = quatrième classe ? grade fourth = correcteurs.
(4) though = cependant, mais, par contre (opposition). Through = à travers de.
(5) How + adj + sufet + verbe.
(6) et (7) dans la phrase, comme les verbes sont à l'infinitif avant, et qu'il y a and, la suite se met aussi à l'infinitif après have to.
(8) flip back = faire un saltaut arrière. ... mouais... ! flip = retourner, renverser, feuilleter, zapper... mouais... ! C'est le sens plutôt d'adapter, de transposer, (l'empathie) non ? transpose = transposer.
(9) this (sing) donc these (pluriel) car plusieurs sentiments.
(10) all the three week... = every three week.
(11) génitif.
(12) for them = to them.
(13) si c'est un enseignement, c'est taught.
(14) lie = mentir, lay = poser, mettre.
(15) the (other empathy).
(16) bully donne bullying. (manque le y !) to bull = spéculer, pousser.
(17) scheme = plan avec une idée de stratégie, c'est peut-être le sens... de l'objectif à atteindre, je ne sais pas... l'expression lesson plan = préparation de cours !!!!
(18) every = toute, each = chacune.
il en manque deux !!!

II) Find the «scrambled » words in the first two sentences. Then please, reorder the words in the last three sentences so as to make meaningful sentences...
1. PUPILS use MATH SKILLS when they CALCULATE and CHART the baby’s WEIGHT and MEASUREMENTS. = 7 ( chart = tracer, suivre, graphique.)
2. EMPATHY is a key INGREDIENT to RESPONSIBLE CITIZENSHIP and RESPONSIVE PARENTING .= 6

3. AND DISCUSSION BUILDS THE REFLECTION THAT FOLLOWS SOLIDARITY AND EMPATHY; ?????
4. PARENTING OBSERVATIONS OF LOVING PARENT RELATIONSHIP GIVE CHILDREN A MODEL OF A RESPONSIBLE CHILD CITIZENSHIP ???????
5. THE SIDE OF THE AFFECTIVE LINKS CURRICULUM ADDRESSES THIS EDUCATION TO THE CLASSROOM BUT HAVE MANY CURRICULUM ACTIVITIES??????????????

Trop dur pour moi, je préfère nettement les lettres mêlées, résolues avec mon scrabble, mais surtout les deux dernières phrases à réordonner, je ne les ai pas comprises... !!!
You are given THE FORCE... Make good use of it! Here's the force back to you for marking...
See you soon !

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Réponse : Rack your brains and Help!/ 38 de here4u, postée le 27-01-2019 à 22:49:32 (S | E)
Hello Dear Friends,

Encore des gémissements … J’ai donc vraiment réagi en mettant le futur devoir beaucoup plus facile et en spécifiant ce qui était en option. J’espère que vous accepterez de laisser de côté ce que vous trouvez VRAIMENT trop difficile. Mon but n’est pas de vous faire souffrir, ni de vous mettre en « position d’échouer », ni non plus de vous donner l’impression de perdre votre temps. Je ne voudrais pas que vous désertiez ces exercices les trouvant trop difficiles … Mon but est, vous le savez, de vous donner l’occasion de pratiquer votre anglais en vous amusant autant que possible …
Vous savez bien que ces exercices sont beaucoup plus longs que les exercices habituels du Forum ... Vous pouvez donc allègrement "choisir votre menu sur la carte"!!! Ceux qui ont un gros appétit peuvent consommer beaucoup, les autres peuvent picorer ...
Dites-moi, en mp ce que vous en pensez …
VOLUNTEERS REQUIRED (please, read the message at the end of this post!)

I)Please, help my student! He really needs you!

7-month-old Naomi(1) is part of a programme * which has reduced bullying in schools. The baby and her mother visit this school regularly. With Baby Naomi’s visits, some 4th-graders (2) are learning that she communicates, and what she’s feeling, not with words, as (3) adults do, but through(4) her body, through her emotions, through her facial expressions, her tone of voice. The kids learn about infant development, how vulnerable the baby is (5). The instructor explains that there are many vulnerable kids in schools and that, just like Naomi, not all of them have (6) the capacity to own their feelings, to understand them, and to know (7) how to talk (8) about what they feel… Then, the pupils flip back these (9) feelings to their own experiences.
At the heart of the programme (10) a neighbourhood infant and parent who visit the classroom every (11) three weeks over the school year. A trained Instructor coaches pupils to observe the baby’s development (12) and to label the baby’s feelings for them. In this experiential learning, the baby is the “Teacher” and a lever (13), which the instructor uses to help children identify and reflect on their own feelings and the feelings of others. This “emotional literacy” taught (14) in the programme lays (15) the foundation for safer and more caring classrooms, where children are the “Changers”. They are more competent in (16) understanding their own feelings and the feelings of others (empathy) and are therefore less likely to hurt each other physically, psychologically and emotionally through bullying (17) and other cruelties. In the programme children learn how to challenge cruelty and injustice. Messages of social inclusion and activities contribute to a culture of caring that changes the tone of the classroom. The Instructor also visits before and after each family visit to prepare and reinforce teachings using a specialized lesson plan (18) for each (19) visit. Research results from national and international evaluations of the programme indicate significant reductions in aggression (20) and increases in pro-social behaviour: obviously, this experience educates both the mind and the heart.

(1) 7-month-old Naomi= 7-month-old baby= adjectif composé. Month est ainsi en position d’adjectif et doit rester invariable = sinon = une grosse faute ! Beaucoup l’ont faite … « Inattention » ???
• (10) Programme = programme (UK) mais program (US). Il se peut que je n’ai pas tenu compte du fait que j’aie spécifié que le texte était britannique pour certains devoirs …
(2) To be in 4th Grade= to be a fourth Grader = élève de quatrième année d’école primaire = CM1
(3) « as adults do » Attention ! AS = verbe (ou ici auxiliaire « do ») et LIKE + nom.
(4) THROUGH orthographe. A ne pas confondre avec THOUGH = bien que ; TOUGH= dur ;
(5) « … how vulnerable the baby is » = interrogative indirecte introduite par « these kids learn ». Il ne faut pas faire d’inversion du sujet qui n’a lieu que pour les interrogatives directes. (N° 113157 – et N° 107529.)
(6) « not all of them have » == ** « pas tout le monde a » ! Attention ! Beaucoup ont mis « all of them don’t have … »= TOUS n’ont pas … ce qui n’a pas le même sens. La négation ne doit pas porter sur le verbe, mais sur « all of them ». (cf N° 105676)
(7) To know est sur le même plan que « to own », « to understand », « to talk ».
(8) Comment parler = how to talk
(9) This feeling = singulier ; these feelings = pluriel. « This » singulier => « these » = pluriel pour « ceci » = proche.
(11) Every three weeks = toutes les 3 semaines ; every two days = every other day = un jour sur deux.
(12) le développement du bébé = the baby’s development.
(13) a lever= un levier, un outil qui permet de faire marcher ou de mettre en mouvement quelque chose …
(14) « Learnt » n’est pas une faute, au contraire ! mais il est amusant de voir que beaucoup l’ont transformé dans la forme américaine « learned ». (Eviter un jour d’examen, surtout pour un texte britannique !)
(15) to lie, I lay, lain= être allongé ; to lay, laid, laid= poser à plat, pondre un œuf. To lay foundations ;
(16) to be competent IN something. Mais « to be good at something ».
(17) to bully => bullying.
(18) « a lesson scheme » n’existe pas … => a lesson plan= la préparation d’une leçon.
(19) « each » est légèrement différent de « every » N° 111772.
(20) aggression / aggressive/ aggressiveness prennent deux G.

II) Find the «scrambled » words in the first two sentences. Then please, reorder the words in the last three sentences so as to make meaningful sentences...

1. Pupils use math skills when they calculate and chart the baby’s weight and measurements.

2. Empathy is a key ingredient to responsible citizenship and responsive parenting.

3. The discussion and reflection that follows builds solidarity and empathy.

4. Observations of a loving parent-child relationship give children a model of citizenship and responsible parenting.

5. This curriculum addresses the affective side of education, but the activities have many links to the classroom curriculum.

Voilà ! Ce n'était pas facile ... surtout la fin du II (mais c'était pour cela que je l'avais mis à la fin ! ) Il reste aux volontaires à bien travailler ! (J' AI BESOIN D'AU MOINS 5 (CINQ) VOLONTAIRES : 3 pour le texte, et deux pour les phrases (Volontaire II) 1= phrases 1, 2 et 3) (Volontaire II) 2= 4, 5) Dans tous les cas, je ferai ce que les volontaires ne feront pas ... (Ayez pitié ... Je croule sous le travail ! )

Avec votre aide, j'aimerais mettre en place un système (genre "engagement" moral au moins) qui consiste à être prêt à partager le "follow up work" lorsque vous participez ... Je "prends" toutes les idées ...
Courage à tous ... with THE FORCE...

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Réponse : Rack your brains and Help!/ 38 de tereda, postée le 28-01-2019 à 15:23:10 (S | E)
hello everyone,
I propose this translation for the text,
First part :

A 7 mois, Naomi fait partie d'un PROGRAMME qui a réduit les brimades à l'école.
Le bébé et sa mère visitent régulièrement cette école. Avec les visites de Bébé Naomi, les élèves de CM1 apprennent COMMENT elle communique, et ce qu'elle ressent, pas avec des mots, comme le font les adultes, mais par son corps, par ses émotions, par ses expressions faciales, par le ton de sa voix. Les enfants en apprennent davantage sur le développement du nourrisson et sur la vulnérabilité du bébé.
L'instructeur explique qu'il y a beaucoup d'enfants vulnérables dans les écoles et que, tout comme Naomi, ils n'ont pas tous la capacité de MONTRER leurs sentiments, de les comprendre et de savoir comment DIRE ce qu'ils ressentent... Puis, les élèves ramènent CES sentiments à leurs propres expériences.

Au cœur de CE PROGRAMME se trouve un nourrisson et un parent du quartier qui visitent la classe toutes les trois semaines durant l'année scolaire.

Un instructeur formé entraîne les élèves à observer le développement du bébé et à étiqueter les sentiments du bébé à leur égard. Dans cet apprentissage expérientiel, le bébé est le "maître" et un levier que l'éducateur utilise pour aider les enfants à identifier et à réfléchir sur leurs propres sentiments et sur ceux des autres. Cet apprentissage de la " culture émotionnelle " dans le programme prépare le terrain pour des salles de classe plus sûres et plus accueillantes, où les enfants sont à l'origine du changement, les " changeurs ". Ils sont plus aptes à comprendre leurs propres sentiments et ceux des autres (empathie) et sont donc moins susceptibles de se blesser physiquement, psychologiquement et émotionnellement les uns les autres par l'intimidation et autres cruautés.

AVEC ce PROGRAMME, les enfants apprennent à défier la cruauté et l'injustice. Les messages d'intégration sociale et les activités contribuent à une culture de bienveillance qui change le ton de la classe. L'instructeur se rend également sur place avant et après chaque visite familiale pour préparer et renforcer les enseignements en utilisant un programme de leçons spécialisées pour chaque visite. Les résultats des évaluations nationales et internationales du programme montrent une réduction significative de l'agressivité et une augmentation du comportement pro-social : évidemment, cette expérience éduque à la fois l'esprit et le cœur.

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Réponse : Rack your brains and Help!/ 38 de maxwell, postée le 28-01-2019 à 21:16:10 (S | E)
Hello
Je prends les phrases
1. Pupils use math skills when they calculate and chart the baby’s weight and measurements.
Les élèves utilisent des compétences mathématiques quand ils calculent et suivent le poids et les mensurations du bébé.

2. Empathy is a key ingredient to responsible citizenship and responsive parenting.
L'empathie est un élément clé d'une citoyenneté responsable et d'une parentalité sensible.

3. The discussion and reflection that follows builds solidarity and empathy.
La discussion et la réflexion qui s'ensuit développe la solidarité et l'empathie.

4. Observations of a loving parent-child relationship give children a model of citizenship and responsible parenting.
Les observations d'une tendre relation parent-enfant offrent aux enfants un modèle de civisme et de parentalité responsable.

5. This curriculum addresses the affective side of education, but the activities have many links to the classroom curriculum.
Ce programme d'études répond au côté affectif de l'éducation, mais les activités ont de nombreux liens avec les programmes scolaires.

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Réponse : Rack your brains and Help!/ 38 de here4u, postée le 01-02-2019 à 11:03:18 (S | E)
Hello! Dear Volunteers, and I hope, dear other hardworkers,

Thanks a lot, dear Volunteers, for your very good work and enthusiasm answering my requests.


7-month-old Naomi(1) is part of a programme * which has reduced bullying in schools. The baby and her mother visit this school regularly. With Baby Naomi’s visits, some 4th-graders (2) are learning that she communicates, and what she’s feeling, not with words, as (3) adults do, but through(4) her body, through her emotions, through her facial expressions, her tone of voice. The kids learn about infant development, how vulnerable the baby is (5). The instructor explains that there are many vulnerable kids in schools and that, just like Naomi, not all of them have (6) the capacity to own their feelings, to understand them, and to know (7) how to talk (8) about what they feel… Then, the pupils flip back these (9) feelings to their own experiences.


A 7 mois, la petite Naomi fait partie d'un PROGRAMME qui a réduit les brimades à l'école.
Le bébé et sa mère visitent se rendent régulièrement à cette école. Avec les visites de Bébé Naomi, les élèves de CM1 apprennent COMMENT qu' elle communique, et ce qu'elle ressent, non pas avec des mots, comme le font les adultes, mais par son corps, par ses émotions, par ses expressions faciales, par le ton de sa voix. Les enfants en apprennent davantage sur le développement du des nourrisson et sur la vulnérabilité du bébé.
L'instructeur explique qu'il y a beaucoup d'enfants vulnérables dans les écoles et que, tout comme Naomi, ils n'ont pas tous la capacité de MONTRER leurs sentiments , de les comprendre et de savoir comment DIRE parler de ce qu'ils ressentent... Puis, les élèves ramènent CES sentiments à leurs propres expériences. TTTB BRAVO


At the heart of the programme (10) a neighbourhood infant and parent who visit the classroom every (11) three weeks over the school year. A trained Instructor coaches pupils to observe the baby’s development (12) and to label the baby’s feelings for them. In this experiential learning, the baby is the “Teacher” and a lever (13), which the instructor uses to help children identify and reflect on their own feelings and the feelings of others. This “emotional literacy” taught (14) in the programme lays (15) the foundation for safer and more caring classrooms, where children are the “Changers”. They are more competent in (16) understanding their own feelings and the feelings of others (empathy) and are therefore less likely to hurt each other physically, psychologically and emotionally through bullying (17) and other cruelties.


Au cœur de CE PROGRAMME se trouve un nourrisson et un parent du quartier B qui visitent se rendent dans la classe toutes les trois semaines durant l'année scolaire.
Un instructeur formé entraîne les élèves à observer le développement du bébé et à étiqueter qualifier les sentiments du bébé à leur égard. Dans cet apprentissage expérientiel, le bébé est le "maître" et un levier que l'éducateur utilise TTB pour aider les enfants à identifier et à réfléchir sur leurs propres sentiments et sur ceux des autres. Cet apprentissage de la " culture émotionnelle " dans le programme prépare le terrain pour des salles de classe plus sûres et plus accueillantes, où les enfants sont à l'origine du changement, les " changeurs ". Ils sont plus aptes à comprendre leurs propres sentiments et ceux des autres (empathie) et sont donc moins susceptibles de se blesser physiquement, psychologiquement et émotionnellement les uns les autres par l'intimidation et autres cruautés.


In the programme children learn how to challenge cruelty and injustice. Messages of social inclusion and activities contribute to a culture of caring that changes the tone of the classroom. The Instructor also visits before and after each family visit to prepare and reinforce teachings using a specialized lesson plan (18) for each (19) visit. Research results from national and international evaluations of the programme indicate significant reductions in aggression (20) and increases in pro-social behaviour: obviously, this experience educates both the mind and the heart.

AVEC ce PROGRAMME, les enfants apprennent à défier la cruauté et l'injustice. Les messages d'intégration sociale et les activités contribuent à une culture de la bienveillance qui change le ton de la classe. L'instructeur se rend également sur place avant et après chaque visite familiale pour préparer et renforcer les enseignements en utilisant un programme de leçons spécialisées pour chaque visite. Les résultats des évaluations nationales et internationales du programme montrent une réduction significative de l'agressivité et une augmentation du comportement pro-social : évidemment, cette expérience éduque à la fois l'esprit et le cœur. PERFECT!

Bravo de ce rendu et merci vraiment, Magie !

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Réponse : Rack your brains and Help!/ 38 de here4u, postée le 01-02-2019 à 11:10:43 (S | E)
Hello Dear Maxwell,

The preceding message is for you too, of course!

Let's see...

1. Pupils use math skills when they calculate and chart the baby’s weight and measurements.
Les élèves utilisent des compétences mathématiques quand ils calculent et suivent le poids et les mensurations du bébé.TTB

2. Empathy is a key ingredient to responsible citizenship and responsive parenting.
L'empathie est un élément clé d' vers une citoyenneté responsable et (d')une parentalité sensible réactive.

3. The discussion and reflection that follows builds solidarity and empathy.
La discussion et la réflexion qui s'ensuit s'ensuivent développeNT la solidarité et l'empathie.

4. Observations of a loving parent-child relationship give children a model of citizenship and responsible parenting.
Les observations d'une tendre relation parent-enfant offrent aux enfants un modèle de civisme et de parentalité responsable.TTTB

5. This curriculum addresses the affective side of education, but the activities have many links to the classroom curriculum.
Ce programme d'études répond au côté affectif de l'éducation, mais les activités ont de nombreux liens avec les programmes scolaires.PERFECT!

Bravo à vous deux !

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