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Reading Greek: Grammar And Exercises !!INSTALL!!

First published in 1978, Reading Greek has become a best-selling one-year introductory course in ancient Greek for students and adults. It combines the best of modern and traditional language-learning techniques and is used widely in schools, summer schools and universities across the world. It has also been translated into several foreign languages. This volume provides full grammatical support together with numerous exercises at different levels. For the second edition the presentations of grammar have been substantially revised to meet the needs of today's students and the volume has been completely redesigned, with the use of colour. Greek-English and English-Greek vocabularies are provided, as well as a substantial reference grammar and language surveys. The accompanying Text and Vocabulary volume contains a narrative adapted entirely from ancient authors in order to encourage students rapidly to develop their reading skills, simultaneously receiving a good introduction to Greek culture.

Reading Greek: Grammar and Exercises

A course for students who have finished basic Latin grammar. Studentswill review Latin forms and syntax while reading prose and poetry ofincreasing complexity. Students will be prepared to enroll in Latinreading courses covering individual authors and genres. Offered in fallquarter only. (5 units)

The module involves using a textbook designed for intermediate learners of Ancient Greek and acquiring knowledge of a wider range of vocabulary, grammar and more complex syntax than beginners, in order to reach a goodintermediate level (approximately GCSE) by the end of the course. It will include grammar exercises, translation of sentences from Greek to English and English to Greek, and translation of unadapted passages from Greek to English. The module is Worth 20 credits and consists of 2 classes per week through semesters 1 and 2

General rationale: This set-up aims to preserve as much of the (traditional) method for from-scratch language teaching which has worked so well over the past years, and has been commended by students.The three taught classes per week introduce, explain, demonstrate, and give students the opportunity to apply under guidance, the knowledge of the Greek language and the approach to reading Greek texts which the module aims to instil. Time is set aside in each session for students to ask questions.In private study, students consolidate knowledge imparted in the taught classes, further practise applying that knowledge to set exercises, and learn to use their language skills to think in analytical and constructive ways about original Greek texts. Written exercises are set in order to aid students review, apply, and consolidate their linguistic knowledge.

This subject teaches students to read Ancient Greek. It covers word formation, grammatical concepts, sentence formation and translation, and the reading of simple texts. Students are introduced to Ancient Greek of various styles, media and periods. The aim is for students to acquire the elements of the grammar, syntax and vocabulary of Ancient Greek, and attain reading skills, sufficient to begin reading literary and non-literary texts.

Melancthon was of respectable and well-to-do parentage. His father, Georg Schwarzerd (Schwarzert) was a celebrated armourer, while his pious and intelligent mother was the daughter of Reuter, the burgomaster of Bretten. He received his first instruction at home from a private tutor, and in 1507 he went to Pforzheim, where he lived with his grandmother Elizabeth, sister of the great humanist, Johann Reuchlin. Here the rector, Georg Simler, made him acquainted with the Greek and Latin poets, and with the philosophy of Aristotle. But of greater influence still was his intercouirse with Reuchlin, his grand-uncle, who gave a strong impetus to his studies. It was Reuchlin also who persuaded him to translate his name Schwarzerd into the Greek Melancthon, (written Melanthon after 1531). In 1509 Melancthon, not yet 13 years of age, entered the University of Heidelberg. This institution had already passed its humanistic prime under Dalberg and Agricola (see HUMANISM). It is true that Pallas Spangel, Melancthon's eminent teacher, was also familiar with humanists and humanism, but he was nonetheless an able scholastic and adherent of Thomism. Melancthon studied rhetoric under Peter Gunther, and astronomy under Conrad Helvetius, a pupil of Caesarius. Meanwhile he continued eagerly his private studies, the reading of ancient poets and historians as well as of the neo-Latins, grammar, rhetoric, and dialectics. He obtained the baccalaureate in 1511, but his application for the master's degree in 1512 was rejected because of his youth. He therefore went to Tübingen, where the scientific spirit was in full vigour, and he became there a pupil of the celebrated Latinist Heinrich Bebel, and, for a second time, of Georg Simler, who was then teaching humanities in Tübingen, and was later professor of jurisprudence. He studied astronomy and astrology under Stoffler. With Franciscus Stadianus he planned an edition of the genuine text of Aristotle, but nothing ever came of this. His thirst for knowledge led him into jurisprudence, mathematics, and even medicine.

Melancthon put an end to grammatical torture and the "Doctrinale" of Alexander de Villa Dei; grammar exercises were appended to the texts. He himself had a Latin school, the Schola Privata,in his own house for ten years, in which he prepared a few boys for the university. In 1526, he founded a second grade of the more advanced school, the Obere Schule, in Nuremburg near St. Aegidien. He looked on this as a connecting link between the Latin school and the university. It comprised dialectics and rhetoric, readings from the poets, mathematics, and Greek. This type of school, however, did not meet with any great success. The reorganization of universities, as advocated by Melancthon, affected chiefly the arts and theological courses. The faculty of Arts became wholly humanistic. Logic, till then dominant in education, gave way to the languages, and Greek and Hebrew assumed more prominence. As sources of philology the classic authors replaced the writers of the Middle Ages. For the scholastic study of the liberal arts a more simple and practical course in dialectics and rhetoric was substituted. Likewise in theology, Scriptural interpretation was brought to the fore. Dogmatic principles were developed by exegesis; to these were gradually added special lectures on dogma. The essential fact was a decided return to original sources. This transformation was wrought not only in the University of Wittenberg, but also in that of Tübingen, where Melancthon himself took part in the work of reform, in those of Frankfort, Leipzig, Rostock, and Heidelberg, where in 1557 he took part in the deliberations concerning the university statutes. Wherever he could not appear in person he sent his advice in writing, while his disciples, for whom he obtained professorships taught in accordance with his ideals and his method. The new universities of Marburg (1527), Konigsberg (1544), and Jena (1548), which were founded under the Reformation, also found in Melancthon a guide and a counsellor. Hence his title "Praeceptor Germaniae".

The purpose of this project is to create reading and writing exercises for a new course, CHIN 0350 (Advanced Beginning Chinese), which will be offered to Chinese heritage students in spring, 2017. During the project period proposed above, I will: 1) create reading paragraphs to reinforce vocabulary and grammar points used in the main texts, and create comprehension questions based on each paragraph; 2) create translation exercises. These two types of exercise will help students to improve their reading and writing skills, which usually are the weaknesses of heritage students.

The goal of this project is to improve the course portfolio for an advanced Chinese language content bridging course, The Changing Face of China and Readings in Chinese Media by adding three new theme-based chapters: "Human Flesh Search", "Off-site College Entrance Exam" and "China's Urban Housing demolition and relocation Wave." Part of the grant will also be used to hire an undergraduate TA to proofread some of the key grammar notes and translation exercises.

Accurate pronunciation of general academic terminology is essential for internationals studying and teaching at American colleges and universities. While international students and faculty in the US usually understand general academic terminology (written forms, meanings, and usage), they often mispronounce it in face-to-face interactions. Having learned English through reading, this highly literate population relies on one predominant pronunciation strategy: sounding out written word forms. This project will create a sortable spreadsheet/database of general academic terminology, coded for relevant phonological information that is unavailable in ordinary texts, which will be used to develop interactive multimedia exercises to be used for individual study.

ELFE French Exercises are a database of over 800 self-corrected grammar exercises used by all French students enrolled in French language classes at Brown. Purchased over ten years ago, content, interface and navigation have deteriorated dover time and need to be upgraded to new HTML standards. Moreover, new exercises and tools since they are maintained in open access to all teachers. The solution found should be easily adapted to other languages at Brown.

ELFE is a popular interactive program allowing learners of French to practice specific grammar skills. This project will update ELFE to distribute it over the web while keeping its main features intact. It will also add much needed flexibility to the menus, allowing for customization that will enable teachers to choose which exercises to select for each level of French. 041b061a72

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