Sentence examples for familiarize students from inspiring English sources

Mr. Reich says he tries to familiarize students with the arguments on all sides.

Instead, it would familiarize students with the kinds of numbers that describe and delineate our personal and public lives.

To help familiarize students with a composition's themes, teachers are given listening maps that visually represent what unfolds in a piece of music.

If the reading assignment is meant to engage or familiarize students with certain works of literature, or the purpose is to conduct analysis of the book (e.g. examining plot, characters, foreshadowing, etc).

The purpose of simulation is not to completely substitute for actual flight training but to thoroughly familiarize students with the vehicle concerned before they undergo expensive and possibly dangerous actual flight training.

These served to familiarize students with experimental evolution and Avida-ED.

During this meeting the instructor familiarized students with the in-class question procedure, ensured that clickers were working properly, and reminded students to complete the first weekly quiz before the deadline.

This experiment familiarized students with the interrelation between materials and the techniques for their manipulation, and guides the students to understanding the opportunities provided by manual experimentation, spontaneous invention and discovery.

These tasks familiarized students with basic characteristics of phylogenetic trees, such as nodes and monophyletic groups, and introduced the critical concept of taxa relatedness (Novick and Catley 2013; Dees et al. 2014).

These salient features of mathematics discourse may partly explain the reason why two mathematics participants in this study explicitly stated that students learn to read textbooks and write papers in English through familiarizing students with conventions of the written discourse in the discipline to some extent.

A number of approaches to prevent plagiarism have been tested and suggested, including explicitly teaching about plagiarism, familiarizing students with the discipline-specific roles of primary and secondary literature (Gilmore et al., 2010) and helping students reflect on how authorship is represented in texts (Abasi, Akbari, and Graves, 2006).