This is the second part of my letter. I know it is still very confusing but I don't have a clear idea about the project yet. Thank you very much for helping me!
1) As a matter of fact, our school had, within the scientific branch, a sort of course of excellence for science until last year.
2) This course, which included three hours of science a week instead of the current two, has been cancelled to comply with the new school reform.
3) These teachers believe that the involvement in this project could motivate the reintroduction of such a course into next year's school offer plan (I don't know how to translate the plan including the activies offered by the school during the school year).
4) They also believe that these students should receive extra afternoon tuition in English to cope with the scientific terminology. During the two (or more?) annual meetings they will summarise (?? the results achieved to their French and German partners.
5) In my opinion, a 10-hour crush course should be organized in September which will be ? by another ten-hour course in which students will be supported mainly in translation activities.
6) Do you think they could refer to the interent site "kahn" you once suggested to me to train their knowledge of science in English. (This is a real question. Keep in mind that their level of English is "intermediate", that is they have an intermediate knowledge of the English grammar).
7) I urgently need to know what do you think about this idea before tomorrow so that I can express your point of view to them.
Thank you very much for your cooperation.
I'm deleting all the personal things since this is a business letter. No need to make excuses!
I'm terribly sorry that I didn't manage to write you earlier. Our science teachers have decided to meet tomorrow to better define the theme and objectives of the project. They would like to know a few more things before the preliminary meeting.
First of all, do you still think the project should concentrate mainly on the biodiversity in water and waterways? Do you believe our physics teachers should be involved in the project as well? Some of our science teachers would like to include a second group of students instead of individual students selected from different classes.
Our school had, within the scientific branch, a sort of course called Excellence for Science until last year. This course, which included three hours of science a week instead of the current two, has been cancelled to comply with the new school reform. These teachers believe that involvement in the aquatic biodiversity project could motivate the reintroduction of such a course into next year's course proposals. They also believe that these students should receive extra afternoon tutorials in English to cope with the scientific terminology. During the two or more annual meetings, they will summarise the results achieved by their French and German partners. In my opinion, a 10-hour crash course should be organized in September, to be followed by another ten-hour course in which students will be supported mainly in translation activities. Do you think they could refer to the website www.kahnacademy.org you once suggested to me to teach science concepts in English. I must know what you think about this idea before tomorrow so that I can relay your point of view to our teachers.
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(This is a real question. Keep in mind that their level of English is "intermediate", that is they have an intermediate knowledge of the English grammar).
I'm not sure. I think it'd be possible if someone were in the room to help with vocabulary -- I've done this type of thing before in English classes when I've had students who have had only 2 years studying English -- I showed a video (maybe a segment related to something we had read in class, such as Huckleberry Finn) and then I'd stop it at times to make sure everyone understood what had been said or shown.
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I found kahnacademy.org to require sign-ins now -- this collection in YouTube might work better: http://www.youtube.com/user/khanacademy#p/p
There needs to be a question mark at the end of this sentence in your letter:
Do you think they could refer to the website www.kahnacademy.org you once suggested to me to teach science concepts in English?
1) In this sentence, the writer is stating that their school previously had a specialized science course, but it was canceled due to a school reform.
To understand the context of this sentence, you would need to know the background information about the writer's school and the changes that were made to the curriculum. This information might be available in previous parts of the letter or in the overall context of the communication.
2) Here, the writer explains that the science course that had more hours per week was canceled to comply with the new school reform.
To confirm the reason behind the course cancellation, you would need to know the details of the school reform, such as its objectives or requirements. These details may be mentioned in previous parts of the letter or could be provided in other documents related to the school reform.
3) The writer shares that some teachers believe that participating in this project could be a motivating factor for reintroducing the specialized science course in the following year's school plan.
To understand the specifics of the project and how it relates to the potential reintroduction of the science course, you might need more information about the project itself. This information could be explained in previous parts of the letter or be provided separately.
4) The teachers believe that the students involved in the project should receive additional English tuition to help them with scientific terminology. They also mention that during the annual meetings, they will summarize the results achieved to their French and German partners.
To grasp the full context of this sentence, you might need to know more about the nature of the project, the language requirements, and the specific goals of the meetings. This information could be further explained in previous parts of the letter or shared in additional documents.
5) The writer suggests that a 10-hour crash course should be organized in September, followed by another ten-hour course focused on translation activities.
To understand why the writer is proposing these courses and what their objectives are, you may need more information about the students' needs and the desired outcomes. This information could be provided in previous parts of the letter or discussed in other communication regarding the project.
6) The writer asks if they should refer to the internet site "kahn" (likely referring to Khan Academy) to help the students improve their scientific knowledge in English. They mention that the students' English level is intermediate.
To evaluate whether referring to Khan Academy or any other online resource is suitable for the students' needs, you would need more information about the content and resources available on the suggested website. Additionally, understanding the students' specific English proficiency level and their access to technology can help determine the appropriateness of using online resources.
7) The writer expresses the need for an urgent response regarding their idea and asks for your point of view so they can communicate it to the relevant individuals by tomorrow.
To provide your opinion on the idea and offer your perspective, you would need to analyze the information provided in the letter and consider the objectives, resources, feasibility, and potential impact of the proposed suggestions. Based on your expertise, you can then provide your point of view on the matter.