.RU

Районный фестиваль инновационных педагогических проектов и программ

Районный фестиваль инновационных педагогических проектов и программ


Номинация: Творческие инновационные проекты (английский язык)

«Outstanding Scientists of the World»

Автор: Майорова Маргарита

Николаевна,

учительница английского

языка МОУ «Ибресинская

СОШ № 1»

Консультант: Грачева Валентина

Егоровна,

заместитель директора по

учебно-воспитательной

работе МОУ

«Ибресинская СОШ №1»
Ибреси – 2008

Введение.

Среди многообразия новых педагогических технологий, направленных на реализацию личностно-ориентированного подхода в методике преподавания, интерес представляет проектное обучение, которое отличается кооперативным характером выполнения заданий, являясь творческим по своей сути и ориентированным на развитие личности учащегося.

Сущность проектной методики состоит в том, что цель занятий и способы ее достижения должны определяться самим учащимся на основе его интересов, индивидуальных особенностей, потребностей, мотивов, способностей. Вследствие этого личностно-ориентированное обучение, лежащее в основе проектной методики, предполагает изменение традиционной схемы взаимодействия «учитель - ученик» на схему партнерского учебного сотрудничества «субъект-субъект». Общий принцип, на котором базируется метод проектов, заключается в установлении непосредственной связи учебного материала с жизненным опытом обучающихся.

Важнейшими факторами, которые способствуют формированию внутреннего мотива речевой деятельности при проектном обучении, являются:

- связь идеи проекта с реальной жизнью;

- наличие интереса к выполнению проекта со стороны всех его участников;

- ведущая роль консультативно-координирующей функции преподавателя.

Я считаю, что главным достоинством и главным результатом работы над проектом является актуализация имеющихся и приобретение новых знаний, навыков, умений и их творческое применение в новых условиях.


Учебный проект «Outstanding Scientists of the World»
Предмет: английский язык
Класс: 11
Тип проекта: информационный монопроект с открытой координацией
Цель: научить учащихся использовать приобретенные знания и умения в практической деятельности и повседневной жизни для получения сведений из иноязычных источников информации (в том числе через Интернет), необходимых в образовательных и самообразовательных целях.
Задачи:

1.) научить понимать особенности стран изучаемого языка и своей стране (в данном случае выдающиеся люди и их вклад в науку);

2.) учиться делать краткие сообщения, выражать свое отношение к услышанному;

3.) научить понимать основное содержание несложных аутентичных текстов, уметь определять главные факты в тексте, опуская второстепенные;

4.) активизировать изученный лексико-грамматический материал.
Тип группы: 3-4 человека
Время работы: 1 месяц.
Планируемый результат: Учащиеся собирают информацию о выдающихся ученых мира и выступают с сообщениями.

Работа над проектом:
Первый этап - подготовительный.

Работаю по теме «World of Science» (Unit 6 учебника для 11 класса «New Millennium English», автор О.Л. Гроза).

В этом разделе мы проходим такие подтемы, как:

1.) «What science can do»;

2.) «What is science»;

3.) «Science and Technology».

Первые несколько уроков работаю над фабульным текстом «Science and Technology». Чтобы иметь возможность и тем более рассуждать по той или иной проблеме, необходимо знать языковой материал. Поэтому на первом же уроке я знакомлю учащихся с новой лексикой.

Лексика:

- to be important to world peace and understanding - иметь большое значение для до­стижения мира и понимания (между народами)

- to develop the modern tools of war - создать современное оружие

- to keep the peace - сохранять мир

- to improve life - улучшить жизнь

- the problem of supplying the world with enough energy - проблема обеспечения мира энер­гией

- to develop a number of solutions to the energy problem - разработать ряд решений энерге­тической проблемы

- to analyse the world's resources - анализировать мировые ресурсы

- to share the resources - сообща пользоваться ресурсами

- knowledge provided to someone by science - знания, предоставляемые кому-либо наукой

- the Universe - Вселенная

- to use possibilities for the benefit of men - использовать возможности на благо человека

- to be affected by modem technology - быть связанным с современной техникой

- a result of advances in technology - результат технических достижений

- to be essential for one's life - иметь огромное значение для чьей-либо жизни

- to provide people with an understanding of - давать людям понимание чего-либо

- to predict earthquakes - предсказывать землетрясения

- to study various aspects of human biology - изучать различные аспекты био­логии человека

- the origin and developments of the human race - происхождение и развитие чело­веческого рода

- a basic knowledge of science - элементарное знание науки

- to find one's way in the changing world - ориентироваться в меняющемся мире
Далее класс делится на четыре группы, и они работают над текстом: читают его, задают вопросы по тексту, делают грамматический анализ текста, его пересказ.

Science.

Science is important to most people living in the modern world for a number of reasons. In particular, science is important to world peace and understanding, to the understanding of technology, and to our understanding of the world.

Science is important to world peace in many ways. On one hand, scientists have helped to develop many of the modern tools of war. On the other hand, they have also helped to keep the peace through research which has improved life for people. Scientists have helped us understand the problem of supplying the world with enough energy; they have begun to develop a number of solutions to the energy problem - for example, using energy from the sun and from the atom. Scientists have also analysed the world's resources. We can begin to learn to share the resources with the knowledge provided to us by nee. Science studies the Universe and how to use its possibilities for the benefit of men.

Science is also important to everyone who is affected by modern technology. Many of the things that make our lives easier and better are the results of advances in technology and, if the present patterns continue, technology will affect us even more in the future than if does now. In some cases, such as technology for taking salt out of ocean water, technology may be essential for our lives on Earth.

The study of science also provides people with an understanding of naturаl worlds. Scientists are learning to predict earthquakes, are continuing to study many other natural events such as storms. Scientists are also studying various aspects of human biology and the origin and developments of the human race. The study of the natural world may help improve life for many people all over the world.

A basic knowledge of science is essential for everyone. It helps people find their way in the changing world.
Вопросы к тексту:

1. Why is science so important in the modern world?

2. How does science help keep peace in the world?

3. How does science help solve the energy problem?

4. Is science important to everyone who is affected by modern technology?

5. What proves that the study of science is important for understanding of the natural world?

6. Why is a basic knowledge of science essential for everyone?
После того, как поработали над текстом, выполняем различные логико-грамматические упражнения по учебнику. Также работаем над другими видами чтения, а именно ознакомительным чтением - с целью понимания основного содержания текста, просмотрового и поискового чтения с целью выборочного понимания необходимой информации из текста.

В ходе работы над чтением у учащихся развиваются умения:

- выделять основные факты;

- отделять главную информацию от второстепенной;

- определять свое отношение к прочитанному.

Некоторые упражнения по теме:

1. Fill in the blanks with one of the words from the corresponding word family.
New technology is being (1)__________ to almost every industrial process.

A micro computer has a wide range of (2) ___________for business.

This new heating system has proved to be very (3)_____________.

The improvements in (4)_____________will be accompanied by a two-fold reduction in cost.

The improvements were simple but remarkably (5)_____________.

This method will help to treat patients without any (6)_____________.

The biggest advantage of this technique is its (7)_____________.

These are the (8)_____________instructions for this machinery.

This is only a (9)_____________of a well-known device.

1-2. A. apply, applied; B. applications; C. applicable.

3-4. A. efficient; B. efficiency.

5-6. A. effect; B. effective; C. effectiveness; D. side effects.

7. A. flexible; B. flexibility.

8. A. operating; B. operation.

9. A. modify; B. modification; C. modified.

2. A. Read the description of a research from a popular science magazine

• Circle the part of the text which deals with:

- the aim of research

- the method of research

- the results

- the interpretation of the results

- conclusion

• The first one is done for you.

THE ECOLOGY OF LANGUAGE

What makes West Africa one of the most linguistically diverse places in the world? An Oxford anthropologist thinks rainfall is the key.

IF YOU WERE TO TRAVEL THROUGH West Africa, going from Senegal in the north­west to Cameroon in the south-west — an area smaller than the United States — you would encounter more than 700 distinct languages, some as different from one another as Chinese and English. Cameroon, with a population of 12 million, is home to 275 languages; tiny Togo has about 50. This plentitude of tongues has puzzled linguists. The inhabitants, after all, are not mutually isolated by massive mountains, as are the peoples of Papua New Guinea, the only place in the world with linguistic diversity exceeding West Africa's.

Now Daniel Nettle, a linguistic anthropologist at Oxford, has a new theory that may explain how such a Babel evolved. Nettle has been studying the distribution of West African languages for four years, comparing ecological maps and the maps showing the ranges of various languages, something no one had done before. He noted, as have others, that languages become more numerous toward the Equator. But Nettle noticed something else: a direct correlation between the length of the rainy season and the number of languages in a region. In his study, Nettle divided the West African countries into squares — each several thousand square miles in area — and counted the number of speakers of each language per square. He then compared this with the rainfall on each square.

In the south, where the rainy season lasts 11 months, he found the greatest concentration of languages — in some places as many as 80 per square. Farther north, in dry savanna lands with less than four months of rain, the number of languages fell, dropping to an average of three per square near the Sahara.

Thus Niger, a vast, arid country, has only 20 languages; while farther south, equally large but wetter Nigeria has 430. Languages with the tiniest range — such as Horom, spoken by 500 people in northern Nigeria — may be restricted to a single village. Villagers typically are multilingual or speak a lingua franca that enables them to trade or marry into a neighboring clan. Sceptics might object that the south's linguistic diversity merely reflects the region's greater population density. But Nettle points out that in one of the most populous areas — northern Nigeria — a single language, Hausa, dominates.

Nettle now believes he knows how these languages developed. "If you have abundant rainfall year-round, then you can pretty much produce all the food you need," he says. Contact with the outside world is not essential to survival. But in areas with more seasonal crops, where failures can bring famine, relations with other groups become crucial. "If you have six dry months, you can't produce food for that period," says Nettle. "So you need to form a social network, which can bring in the food." And the larger the network, the greater the likelihood of a common language.

West African societies largely conform to Nettle's theory. In the south, yams, sweet potatoes, and cassavas are the staple crops. Though they need almost constant rain, they are reliable crops that can be harvested throughout the year. Thus their growers can live in small groups and speak a language that no outsider understands. In northern Nigeria or Ghana, where the rain falls for only six months, the staples are cereals like millet and sorghum. Although these can be stored during the dry season, shortfalls do occur, so trade — and a common language — become important. The trend continues even farther north, near the Sahara, where Fulani cattle herders range over vast distances.

(By Josie Glausiusz)

2. B. In the text find the words or phrases that mean or refer to:

1.) the name of the place with the highest density of languages in the world;

2.) a language spoken between people whose main languages are different;

3.) a connection between two facts;

4.) a situation when many people have little or no food and many people die;

5.) densely populated;

6.) extremely dry land that cannot produce good crops.

Второй этап – планирование.
После того, как проходим 3-4 урока по данной теме, начинаем следующую подтему: «Why do people become scientists?» (“Почему люди становятся учеными?”).

Развиваем понимание учащимися на слух содержания аудиотекста проверяем его усвоение при помощи следующих упражнений.

A. Listen to eight people talking about a career in science.

• Put a tick in the box opposite the name of the ones who DO NOT talk about

themselves.

1. Benjamin B. Katz, Professor of Physics.

2. William K. Huggard, Ph.D., Department of Cellular and Structural Biology.

3. Susan Feretti, a graduate student, Physics Department.

4. Merilyn Stewart, Ph.D., Medicine.

5. James Whitmore, a college lecturer.

6. Chien Chang, a student in the School of Oceanography.

7. Victoria Castro, a Chemistry student.

8. Fred Bowfort, a student in the School of Oceanography.
В. Listen again. In the boxes write the numbers of the speakers who are attracted to a scientific career because they:

a) think it is fun

b) want to have unique knowledge

c) like to create order out of chaos

d) enjoy intellectual challenge

e) want to have freedom to do what they like

f) want to uncover the mysteries of nature

g) feel thrilled when they learn new things h) like working for the benefit of society

С. Which reason seems most attractive to you?

При помощи следующих вопросов подвожу учеников к формулированию проблемы проекта: каких выдающихся ученых мира вы знаете и чем они знамениты:

1. Do you know any outstanding scientists of the world?

2. Which of them made great discoveries?

3. What people are considered outstanding???

4. What qualities must they possess?

5. Is it enough to be talented to be called outstanding?

6. What famous inventors do you know?

После этого учащиеся разбиваются на группы по 3-4 человека и каждая группа выбирает одну из тем проекта «Outstanding Scientists of the World»:

1. The Famous English Scientists;

2. The Famous American Scientists;

3. The Famous Russian Scientists;

4. The Famous Chuvash Scientists.

Каждая группа получает задание собрать информацию об известных ученых, сделать компьютерную презентацию своего проекта и выступить с сообщениями.

Третий этап – выполнение проекта.

На этом этапе учащиеся собирают необходимую для выступления информацию. Они посещают библиотеки, используют Интернет и создают компьютерную презентацию.

В ходе работы над проектом учениками на уроках выполняется много проблемных устных и письменных заданий, где используется работа в парах и группах.

Большое внимание уделяется аудированию и чтению разных аутентичных текстов о жизни ученых разных стран, происходит обсуждение текстов.

Ниже приводится один из текстов для аудирования.

You are going to hear part of a radio programme about the lives of famous inventors. Read questions 1-8,and match each question to the person A-C that it refers to.
A Alexander Graham Bell

B Maria Mitchel

C Jan Szczepanik
1.Who came from a big family? ------------

2. Who received a medal from a king? -------

3. Whose scientific interests were not grounded in family traditions? --------

4. Whose achievements were appreciated outside his/her country? --------

5. Whose research was concentrated on one field of science? ----------

6. Who had planned a different career? ----------

7. Who worked as a teacher? -------------

8. Whose birthplace is open to the public? -----------------
The text for listening.
Alexander Graham Bell- as a young boy, the telephone inventor Alexander Graham Bell liked mathematics, and science, but he was easily bored at school. He was much more interested in experimenting and discovering things on his own. One of his first inventions was a simple machine imitating the human voice. Alexander built it with his brother Melville when they were still children.

As a teenager, Bell wanted to become an actor or a sailor. Instead, he worked, like his father, as a speech therapist, and taught deaf people. Bell’s studies of the human ear and voice vibrations, and years of experiments resulted in 1876 in the first telephone conversation between Bell and his assistant Tomas Watson.

Alexander Bell’s lifelong interest in nature and science also led to a variety of other invention ideas, including experiments with flight and designing aeroplanes.

Maria Mitchell- Maria Mitchell was one of the most famous American scientists of the 19th century. Born in 1818, in Massachusetts, Maria was the third child of a family with ten children. Her father was a dedicated astronomer and teacher, and he encouraged Maria’s scientific interests. In 1847, when she was looking at the sky through a telescope from the roof of her parents’ house, she discovered a new comet. A year later she became the first woman admitted to the American Academy of Arts and Sciences, and the first female professor of astronomy in the USA.

After her death, the Maria Mitchell Astronomical Society was created as tribute to her memory. The house where she was born was turned into a museum.

Jan Szczepanik- There was an inventor who is sometimes called the “Polish Edison”. His name was Jan Szczepanik, and he was born in a poor uneducated family in a small village in the south of Poland.

During the 54 years of his life, Szczepanik got a few hundred patents and made over fifty inventions, many of which are still used today, especially in colour photography, film production and television. He also worked on a moving wing aircraft, an airship and a submarine.

Szczepanik patented his inventions in Germany and England. The American novelist Mark Twain wrote two articles about his achievements, and the King of Spain gave him an order after a silk bullet-proof vest invented by the `Polish Edison` saved his life.
Ученики работают самостоятельно, занимаются сбором информации, оформлением собранных материалов, распределяют роли в мини-группах для презентации проекта.
Четвертый этап – презентация и защита проектов, обсуждение и оценка его результатов, подведение итогов.
Каждая группа выступает с сообщениями по соответствующей теме, сопровождая их компьютерной презентацией. Остальные группы в это время делают записи. По окончании презентации ученики этих групп анализируют проект, комментируют его и вносят свои предложения.

При оценке проекта стараюсь подходить с разных сторон, не только на основе лингвистической правильности, а также оценивать проект в целом, учитывая многоплановость его характера, уровень проявленного творчества.

Заключение.
Цель, которая была поставлена перед началом работы над проектом, достигнута. Ученики значительно расширили свой кругозор, обогатили словарный запас и, что самое главное, они без боязни выступали с презентациями.

Проект ценен тем, что в ходе его выполнения школьники учатся самостоятельно приобретать знания, получают опыт познавательной и учебной деятельности. Если ученик получит в школе исследовательские навыки ориентирования в потоке информации, научится анализировать ее, обобщать, видеть тенденцию, сопоставлять факты, делать выводы и заключения, то ему в силу более высокого образовательного уровня легче будет адаптироваться в дальнейшем к меняющимся условиям жизни, правильно выберет будущую профессию, будет жить творческой жизнью.

The Famous English
Scientists

1.Michael Faraday

2.James Maxwell

3.Isaac Newton

4.David Livingstone

Michael Faraday (1791 – 1867)
He was born in London in a poor family. When he was

14 he got some work in a bookseller's shop. He

read as many books as he could.

In 1823 he discovered how to

make an electrical motor. In 1831

he built the first generator. In 1833

Faraday discovered the affect of passing an electric current through certain solution. He called these effects the laws of electrolysis.

James Maxwell (1831-1879)

He was born in Edinburgh in the

family of a nobleman. He received

education in Edinburgh and Cambridge Universities. In 1860 Maxwell became a professor of London University. In 1860 he was elected a member of the London Royal Society.

When Maxwell was a student of Edinburgh University, he made a report about the balance of elastic bodies. Maxwell also found the theory of electromagnetism. He died in 1879.

Isaak Newton (1642-1727)



David Livingstone (1813 – 1873)

He was one of the pioneers of exploration in Africa.

He was born in Scotland. When he was 19, he began

to study at a university. He was learning to be a

doctor. In 1840 Livingstone went to Africa. He

made three great expeditions. He explored rivers,

lakes and large areas of land.

The Famous American Scientists

1.Orville and Wilbur Wright

2.Thomas Alva Edison

3.Henry Ford

4.Samuel Finley Morse


Orville and Wilbur Wright

(1871-1948, 1867-1912)
The Airplane

One day in 1903, a man walked into a restaurant in Norfolk, Va. and asked for a barrel of oysters.

"What for?" the restaurant manager asked.

"There are two loony Yankees down at Kitty Hawk trying to learn to fly," the man replied. "And they want to eat some lynnhaven oysters before they try this daredevil stunt." The Wright brothers, two of America's most celebrated inventors, survived that flight, and many others. The two men were a curious pair of inventors -- both had a great appetite for reading and an intense curiosity for how things worked. In fact, Orville's housekeeper insisted on using an old-fashioned ice box instead of a modern refrigerator. "He'd only take it apart," she said. The Wright brothers learned about flight by watching buzzards. They also read many books on aeronautics, the mechanics of flight. Unfortunately, many of these books contained faulty information, which meant that most of what the Wrights learned came by trial and error. On December 17, 1903, Orville and Wilbur announced that they would attempt to fly the world's first airplane: The Wright Flyer.The public and the news media, however, were skeptical. Only five people braved the sandy winds of Kitty Hawk, N.C., that day to witness history. As the small crowd watched, Orville took the Flyer into the air for 12 seconds. The public was still skeptical, but three years later, the Wrights obtained a patent for their flying machine, taking a huge step toward bringing the far corners of the world within everyone's reach.

Thomas Alva Edison

(1847 – 1931)

The American inventor Thomas Alva Edison was born in Ohio in 1847. He invented over 1000 different things. Among Edison's inventions are:the phonograph (record player), the movie camera and the movie projector. In 1879 he invented the electric light bulb. Thomas Edison lived until 1931.He continued to invent all his life.

Most people know that Thomas Edison invented the first working light bulb, but they don’t know anything else about him. Edison had almost no formal schooling, yet he invented over 1000 different things. Among Edison’s inventions are: the phonograph (record player), the movie camera and the movie projector.

Thomas Edison invented his electric light bulb in 1879, but there was still much work to do. No one knew how to use electricity outside of a laboratory before Thomas Edison. He and his workers had to create a safe electric system. First they had to build a factory. Then they had to build the dynamous (generators) to make the electricity. Next they had to send out the electricity.

To show people that he was serious, Edison began his projector in New York City. By 1887, much of New York City had electricity. Edison founded the Edison Electric Light Company and continued to supply electricity to New York and others places.

Thomas Edison lived until 1931.He continued to invent all his life. After the War, he tried to invent a substitute for rubber because a shortage that the war caused.

Thomas Edison was a true genius, but he never went to a college university. The only time Edison attended school was when he was se years old. He stayed for three mentions and never returned. Thomas Edison was a school dropout, yet he became one of America’s most famous and most honored man.




Henry Ford (1863-1947)

Henry Ford was born in 1863. He was a man who transformed the world. The car he built changed the lives of people everywhere .In 1896, Ford succeeded in building an automobile powered by a gasoline engine. He built this engine in his kitchen sink. In 1903, Henry Ford established the Ford Motor Company and introduced the Model T Ford. Henry Ford wanted to make a car that everyone would be able to afford. He was able to lower the price of the Model T from $850 to $360 by introducing mass production assembly line techniques. On an, therefore, can do it taster and more efficiently.

Samuel Finley Morse

(1791-1872)


Samuel Finley Morse the inventor of the electromagnetic writing telegraph, was born in

Charleston, in the state of Massachusetts in the family of the pastor. In 1811 he was sent to Europe. He also was a painter. He invented the telephone short sound (.) and long sound (-) alphabet known as Morse code.

The Famous Russian Scientists



  1. S.P. Korolyov

  2. M.V.Lomonosov

  3. A.D. Sakharov

  4. D.I. Mendeleyev



Academician Korolyov
(1906-1966)



Mikhail Lomonosov

(1711-1765)

Mikhail Lomonosov is father of Rassian science and an outstanding poet. Mikhail Lomonosov was born in 1711 in province of Arkhangelsk. He liked to spend his time fishing with his father. He began to read when he was a little boy. He wanted to study and when he was 19 he traveled on foot to Moscow. He decided to enter the Slavik-Greek-Latin Academy. He entered it and sik years later in 1736 he was sent abroad to completer his studies in chemistry and mining. Lomonosov worked hard and he became a great scien tist. Lomonosov was a physicist, a painter, an astronomer, a geographer, a historian and a statesman.

Mikhail Lomonosov made a telescope. He observed a lot of stars and planets with his telescope. Lomonosov wrote the first scientific grammar of the Rassian language. He wrote many poems.

Ljmonosov built a factory near Petersburg. It was the factory, where glass was produced. He made a portrait of Peter the First with pieces of glass. Lomonosov was a founder of the first Russian University. This University is named after Lomonosov and it is situated in Moscow.

Mikhail Lomonosov died in 1765. People still know about him and remember him.

Dmitry Ivanovich Mendeleyev

(1834 – 1907)
He was born in Tobolsk in 1834 in the

family of the headmaster of the town

gymnasium.

He received a secondary education at the gymnasium. At the age of 16 he finished school and went to St.Petersburg where he entered the Pedagogical Institute and graduated from it with a gold medal in 1855.


Andrei Dmitrievich Sakharov

(1921-1989)
He played a decisive role in developing the Soviet

hydrogen bomb. He came to the conclusion that any

atomic and nuclear weapons should be banned. In 1975 he was awarded the Nobel Peace Prize.

Sakharov died in 1989. He is remembered by everybody as an outstanding humanist, one of the best representatives of humankind who could teach and inspire and who foresaw the changes that are taking place now.

The Famous Chuvash Scientists

1. I.Y. Yakovlev

2. N.Y. Bichurin


Ivan Yakovlevich Yakovlev

( 1848-1930 )

Years of life: 1848-1930
Ivan Yakovlevich Yakovlev – creator of the Chuvash alphabet.

Ivan Yakovlev finished the Simbirsk teacher school. After it he became the first Chuvash writer.

Nikita Yakovlevich Bichurin
Bichurin got higher theological education in Kazan Theological Acadamy.

Church give him the name Iakinf. Nikita Bichurin became Iakinf. During 14 years he has been the head of the Russian Orthodox mission in Pekin.

razdel-vi-finansovoe-obespechenie-v-2009-2010-uchebnom-godu-publichnij-otchet-municipalnogo-byudzhetnogo-obsheobrazovatelnogo.html
razdel-vi-frahtovanie-sudna-zakon-respubliki-moldova.html
razdel-vi-informaciya-po-chl-187d-i-chl-247-ot-tz-konsolidiran-doklad-za-dejnostta.html
razdel-vi-itogovij-kontrol-uchebno-metodicheskij-kompleks-podgotovlen-hajkovoj-l-e-prepodavatel-kafedri-gpd.html
razdel-vi-meropriyatiya-v-sfere-bibliotechnogo-dela-respubliki-buryatiya-respublikanskij-informacionnij-centr-kultura.html
razdel-vi-nalog-na-nedvizhimoe-imushestvo-zakon-nalogovij-kodeks.html
  • literature.bystrickaya.ru/devis-erik-tehnognozis-mif-magiya-i-misticizm-v-informacionnuyu-epohu-stranica-10.html
  • assessments.bystrickaya.ru/bibliograficheskij-ukazatel-5-korpus-komnata-221-stranica-8.html
  • uchitel.bystrickaya.ru/rechevaya-i-chitatelskaya-deyatelnost-osnovnaya-obrazovatelnaya-programma-planeta-znanij-dlya-obrazovatelnih-uchrezhdenij.html
  • literature.bystrickaya.ru/dejstvie-nastoyashih-trebovanij-rasprostranyaetsya-na-chlenov-partnerstva-i-kandidatov-v-chleni-partnerstva-yuridicheskih-lic-iili-individualnih-predprinimatelej.html
  • uchebnik.bystrickaya.ru/voprosi-dlya-samostoyatelnoj-prorabotki-obrazovatelnaya-programma-professionalnoj-perepodgotovki-po-napravleniyu.html
  • vospitanie.bystrickaya.ru/zadachi-programmi-otreagirovanie-negativnih-emocij-i-obuchenie-priemam-regulirovaniya-svoego-emocionalnogo-sostoyaniya.html
  • paragraf.bystrickaya.ru/zadachi-uroka-obrazovatelnie-sformirovat-ponyatie-ob-epitete-nauchit-otlichat-ego-ot-prilagatelnogo-nahodit-v-tekste-razvivayushie.html
  • prepodavatel.bystrickaya.ru/tainstvennij-strannik-marka-tvena-yu-v-mazurin-nad-gornimi-hrebtami-horvatii-okraini-avstro-vengerskoj-imperii.html
  • books.bystrickaya.ru/entuziazm-kak-obraz-mishleniya-chto-to.html
  • reading.bystrickaya.ru/metodicheskie-rekomendacii-k-provedeniyu-bolshogo-roditelskogo-sobraniya-v-obrazovatelnih-uchrezhdeniyah-ribinsk.html
  • uchit.bystrickaya.ru/tema-8-maloe-predprinimatelstvo-v-turizme-cel-uchebno-metodicheskij-kompleks-po-discipline-predprinimatelstvo.html
  • textbook.bystrickaya.ru/harakternie-reakcii-kationov-pervoj-analiticheskoj-gruppi-vnutrennij-rasporyadok-i-bezopasnie-metodi-raboti-v-laboratorii.html
  • knigi.bystrickaya.ru/referat-po-teme-tvorchestvo-uralskogo-poeta-r-n-shagaleeva.html
  • lesson.bystrickaya.ru/priemnik-radioveshatelnij-sv-diapazona.html
  • laboratornaya.bystrickaya.ru/programma-sostoit-iz-2-h-uchebnih-modulej.html
  • zadachi.bystrickaya.ru/metodicheskaya-sistema-buryatskogo-yazika-stranica-5.html
  • obrazovanie.bystrickaya.ru/prodavec-nezamenim-kniga-adresovana-vsem-zanimayushimsya-prodazhami-ot-menedzherov-visshego-zvena-do-torgovih-agentov-i-prodavcov.html
  • institut.bystrickaya.ru/tvorcheskaya-rabota-formirovanie-osnov-zdorovogo-obraza-zhizni-uchashihsya-na-urokah-obzh.html
  • esse.bystrickaya.ru/racionalnaya-koncepciya-kompleksnogo-obsledovaniya-zhenshin-s-sindromom-tazovoj-descencii-i-mochevoj-inkontinenciej-14-01-01-akusherstvo-i-ginekologiya.html
  • nauka.bystrickaya.ru/uchebnoe-posobie-pavlodar-kereku-2010-udk-53-075-8-bbk-22-3ya73-stranica-4.html
  • learn.bystrickaya.ru/glava-5-mnogolinejnie-koncepcii-istorii-karla-yaspersa-stanovlenie-filosofsko-istoricheskoj-problematiki-v-istorii.html
  • upbringing.bystrickaya.ru/legkaya-i-pishevaya-promishlennost-gorohovskie-chteniya.html
  • uchebnik.bystrickaya.ru/uchebno-metodicheskij-material.html
  • prepodavatel.bystrickaya.ru/timofeev-s-m.html
  • lektsiya.bystrickaya.ru/programma-disciplini-sovremennie-issledovaniya-v-socialnoj-sfere-rezultati-i-vliyanie-na-gosudarstvennuyu-politiku-dlya-napravleniya-080100-62-ekonomika-podgotovki-specialista-avtor-programmi.html
  • zadachi.bystrickaya.ru/metodicheskie-rekomendacii-dlya-studentov-po-izucheniyu-inostrannogo-yazika-anglijskij-chast-7.html
  • desk.bystrickaya.ru/ohrana-pamyatnikov-muzejnoe-i-arhivnoe-delo-byulleten-novih-postuplenij-2006-god.html
  • uchenik.bystrickaya.ru/33-avarijno-spasatelnie-sredstva-titulnij-list.html
  • otsenki.bystrickaya.ru/rukovodstvo-sorevnovaniyami-obshee-rukovodstvo-provedeniem-sorevnovanij-osushestvlyaet-federaciya-tennisa-rossii-organizaciyu-i-podgotovku-osushestvlyaet-orgkomitet-sorevnovanij.html
  • knigi.bystrickaya.ru/rezultati-issledovaniya-i-ih-obsuzhdenie-kletochnie-mehanizmi-korrekcii-citotoksicheskih-poliorgannih-povrezhdenij.html
  • znaniya.bystrickaya.ru/raspredelenie-fishera-metodicheskie-ukazaniya-tula-2011-cel-raboti-poluchenie-prakticheskih-navikov-vipolneniya-izmerenij.html
  • assessments.bystrickaya.ru/e-r-sukiasyan-nauch-i-tehn-b-ki-2002-5-s-115-123.html
  • studies.bystrickaya.ru/literaturnij-geroj-adolf.html
  • znanie.bystrickaya.ru/44-istoriya-gosudarstva-i-prava-zarubezhnih-stran-metodicheskie-materiali-studentu-zaochniku-yuridicheskogo-fakulteta.html
  • znanie.bystrickaya.ru/4-nechetkie-mnozhestva-i-nechetkaya-logika-intellektualnie-informacionnie-sist-emi.html
  • © bystrickaya.ru
    Мобильный рефератник - для мобильных людей.