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2 language teachers in La Neuveville

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2 language teachers in La Neuveville

Violet - Jordan1506 EGP
1506 EGPMastering Passive Voice in Turkish_ Your Complete Guide
Objectives Understand the concept of passive voice in Turkish and how it differs from active voice. Learn the rules for forming passive voice sentences, including verb conjugations and subject-object relationships Practice identifying and using passive voice in Turkish through contextualized examples. Introduction (10-15 minutes) Review of Active Voice: Start the lesson by briefly reviewing the concept of active voice in Turkish, as this will serve as a comparison point for understanding passive voice. Ask students to share examples of active voice sentences in Turkish to ensure everyone's understanding. Problem-Solving Scenarios: Present two scenarios that demonstrate the need for passive voice in Turkish. For example, you could talk about a news article where the focus is on what was done rather than who did it, or about a scientific report where the emphasis is on the experiment conducted rather than the researcher who conducted it. Contextualization: Explain that passive voice is an important and widely used structure in Turkish, especially in formal contexts such as news, scientific texts, and academic papers. Emphasize that mastering passive voice will enhance students' ability to understand and produce texts in these contexts. Introduction to the Topic: Introduce the topic of the lesson, "Mastering Passive Voice in Turkish," explaining that students will learn how to form and use passive voice sentences correctly. Mention that by the end of the lesson, they will be able to identify and use passive voice in Turkish confidently. Engaging Students' Attention: To spark students' interest, share some fun facts about passive voice in Turkish. For example, you could mention that in Turkish, the agent (the doer of the action) is often omitted in passive voice sentences, which can lead to interesting ambiguities. Another curiosity is that in Turkish, passive voice can be formed with different verb conjugations, depending on the level of formality of the situation. Development (30-35 minutes) Theory: Explain the concept of passive voice in Turkish, highlighting that it is a structure that focuses on the action rather than the agent (the doer of the action). Use practical examples to illustrate the difference between active and passive voice. For example, you could say "Ali broke the window" (active voice) and then "The window was broken by Ali" (passive voice). Formation Rules: Present the rules for forming passive voice in Turkish. Emphasize that, unlike English, Turkish allows for the omission of the agent in passive voice sentences. Show how to form passive voice verbs in Turkish, including verb conjugations. Use examples to illustrate each rule. For instance, you could say "Ali broke the window" (active voice) and then "The window was broken" (passive voice, agent omitted). Examples in Context: Provide contextualized examples of passive voice in Turkish. Use texts from news, scientific articles, and academic papers to demonstrate how passive voice is used in real situations. Ask students to identify the passive voice sentences in these texts and discuss the effect of using passive voice on the clarity and emphasis of the sentence. Practice: Allow students to practice forming and using passive voice in Turkish. Provide them with a list of active voice sentences and ask them to convert them to passive voice. Correct their attempts and provide constructive feedback. You can also ask students to create their own passive voice sentences based on the examples provided. Discussion: Facilitate a classroom discussion on the use of passive voice in Turkish. Ask students to share their opinions on when and why passive voice is used in Turkish. Encourage them to think critically about the advantages and disadvantages of using passive voice compared to active voice. Feedback (10-15 minutes) Review of Concepts: Start the Feedback stage by reviewing the key concepts covered in the lesson. Recap the definition of passive voice, the rules for forming passive voice in Turkish, and the importance of using passive voice in formal contexts. Give students the opportunity to ask questions and clarify any doubts they may have. Connection to Practice: Ask students to reflect on how what they learned applies to real situations. Have them think of examples of when they would use passive voice in Turkish, whether in a news article, a scientific report, or a homework assignment. Encourage students to share their examples with the class, fostering a discussion on the practical application of passive voice. Reflection on Learning: Have students reflect on what they learned in the lesson. Ask them to write down answers to questions like: What was the most important concept I learned today? What questions do I still have? How confident do I feel about using passive voice in Turkish? What would I like to learn more about passive voice? Feedback: Finally, ask students for feedback on the lesson. Ask what they liked and what they didn't like, and if they have any suggestions for improving future lessons. Use this feedback to adjust your teaching approach and improve future lessons. Closure: End the lesson with a brief summary of what was learned. Reiterate the importance of passive voice in Turkish and encourage students to continue practicing using it. Thank students for their participation and effort, and remind them that you are available to answer any questions they may have. Conclusion (10-15 minutes) Summary of Content: Recap the key points covered in the lesson. Remind students about the definition of passive voice, the rules for forming it in Turkish, and the importance of its use in formal contexts. You can do this as a group activity, asking students to share their recollections of the content and to clarify any doubts that may arise. Connection to Practice: Reiterate how passive voice is applied in real situations. Recall the examples discussed during the lesson and ask students to share their own examples of when they would use passive voice in Turkish. This will help reinforce the relevance and importance of the content learned. Supplementary Materials: Suggest additional resources for students who wish to deepen their understanding of passive voice in Turkish. This could include online videos, websites, textbooks, and language learning apps. Encourage students to explore these resources at their own pace and to bring any questions or insights they may have to future lessons. Feedback: Ask students for feedback on the lesson. Request their opinions on what they found most useful, what they would like to see more of, and if there are any areas they found particularly challenging. Use this feedback to adjust your teaching approach and improve future lessons. Closure: Conclude the lesson by reiterating the importance of passive voice in Turkish and encouraging students to continue practicing using it. Thank them for their participation and effort, and remind them that you are available to answer any questions they may have.
Turkish
Almudena García - Estepona, Spain2879 EGP
2879 EGPSpanish personally crafted/Spanish for those who value excellence
Spanish for those who value excellence. Personalized private lessons tailored to each student's level, goals, and learning style. Classes designed to be dynamic, practical and effective. Absolute discretion, dedication and commitment to results. More than teaching a language, I cultivate true mastery of Spanish, adapting to each student's goals and learning style. ✔️ Interactive classes focused on real-world communication—whether for travel, business, or personal growth. ✔️ Focus on conversational skills, to help you speak confidently in a variety of contexts. ✔️ Flexible and engaging classes that adapt to your learning pace and interests. ✔️ Grammar and vocabulary are in context, ensuring that students can apply what they've learned naturally. My goal is to make learning Spanish an enjoyable, immersive, and rewarding experience, ensuring that each student acquires the skills and confidence necessary to use the language effectively. Spanish, personally crafted for those who value excellence. Private lessons tailored to each student's level, goals, and learning style. Classes designed to be dynamic, practical, and effective. Absolute discretion, dedication, and a strong commitment to results. More than just teaching a language, I help students cultivate real mastery of Spanish by adapting to their goals and individual learning styles. ✔️ Interactive lessons focused on real communication—whether for travel, business, or personal enrichment. ✔️ Emphasis on conversational skills to help you speak confidently in various contexts. ✔️ Flexible and engaging sessions that adapt to your pace and interests. ✔️ Grammar and vocabulary in context, ensuring students can apply what they've learned naturally. My goal is to make learning Spanish an enjoyable, immersive, and rewarding experience, ensuring that each student gains the skills and confidence needed to use the language effectively.
Spanish
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Diane - Sion, Switzerland2953 EGP
2953 EGPEarth Sciences, Climate and Digital Tools – Personalized Multidisciplinary Course
Categories: - Sciences (Maths, Physics, Chemistry, Biology, Climate, Weather, Oceanography, Environment, Geography, Cryosphere) - Computer Science (Programming, Modeling, Linux/Windows) - Languages (French / English) ----------------------------------------------------------------------------------------------------------------------------------------------------------------- Are you a student, preparing for exams, retraining, or simply curious about the world around you? I offer tailor-made courses in several scientific and technical fields, with an educational, interactive approach adapted to your level. 🧭 Earth and Climate Sciences Explore the major mechanisms of our planet: oceans, atmosphere, climate change, digital modeling, cryosphere. Holder of a Bachelor's degree in Marine Biology / Earth Science, a Master's degree in Physical Oceanography and having completed 4 years of doctoral research in geosciences, I put at your service my scientific rigor, my kindness and my passion for teaching. 💻 Scientific computing and digital tools Learn how to effectively use modeling and data processing tools (Python, Matlab, etc.), improve your scientific writing skills, or get started with Linux/Windows environments for research and analysis. 🗣️ Languages – French & English (level C2) I support you in strengthening your written and oral expression skills, in French or English: scientific presentations, reports, dissertations, defenses, or simply to improve your fluency in an academic or professional setting. 📚 100% customizable courses according to your goals, your level and your specific needs!
Computer science · Earth and life sciences · English
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Moustafa - Egypt371 EGP
371 EGPThe secrets of (kana and its sisters) and the secret is that they are defective verbs and the difference between them and (in and its sisters)
There are verbs in the Arabic language that indicate time alone or indicate the generality of an event without specifying it. The verb, as we know, consists of (event and time). So, if the verb indicates 1- (The time of occurrence is like the verb of being, which is a (general event) meaning the occurrence and existence of the event. It is known that every action is occurring and existing, and thus the verb does not convey the meaning of a specific event, but rather conveys the absolute occurrence and existence that is explained by the noun of “was” and its predicate) such as “was” or “Muhammad is diligent.” 2- Or to deny the time of existence and creation, such as “the truth is not defeated.” 3- Or on (the permanence of time) like the shadow and the lasting like the shadow of the boy standing 4- Or (the negation of the passing of time and its expiration), such as verbs that convey the meaning of the passing of time, such as “the youth of your nose has passed away.” If negation is added to them, they convey the opposite of their meaning, so they convey (permanence). Therefore, they described the negation in them as (semi-negation) because its purpose is to reverse the meaning of the verb, not to negate it. 5- Or to change from one time to another, such as (became, became, evening, and lasted), meaning he entered these times. All of the above, whether indicating the absolute occurrence or its negation, or direct indication of the continuity of time and its absorption, or by way of quasi-negation and its entry into verbs that indicate the passing of time, giving an inverse meaning, or indicating entry into a specific time and the transition to it, all of that is due to the poverty of the verb and making it vague, not specifying the meaning of the event in it, or not specifying the meaning of time in it because of its generality, which makes the verb incomplete in its indication and meaning. Therefore, it needed a sentence of subject and predicate to complete its meaning, so it was affected by it in its meaning and affected its predicate, so it raised the subject and lowered the predicate.
Arabic · Religion & spirituality · German
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