Download Calling All Creeps! (Goosebumps, Book 50) by R. L. Stine PDF

By R. L. Stine

Ricky Beamer is livid while he will get kicked off the varsity paper. So he makes a decision to play a shaggy dog story on Tasha, the bossy editor-in-chief. a bit of shaggy dog story. innocuous, really.
After university in the future he sticks a message within the paper. "If you're a creep, name Tasha after midnight," it reads.
But one way or the other Ricky's message will get tousled. And now he's getting calls! unusual calls from childrens who say they're creeps. Creeps with scaly red dermis. And lengthy sharp fangs...

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Additional info for Calling All Creeps! (Goosebumps, Book 50)

Sample text

An interactive videodisc system typically consists of a computer (including a disk drive and keyboard) which is linked to (interfaced with) a videodisc player and a colour monitor. Often the system can be operated by a light pen, a mouse, a concept keyboard, a bar-code reader or a tracer ball, as well as the keyboard. Users of IV can control or ‘interact’ with the system to choose their own sequence of video, sound, text, computer graphics or even still pictures. IV can provide a combination of images, sounds and computer-generated text and diagrams which, at its inception, was perhaps unique in a learning situation.

IT is commonplace in work and in homes, growing numbers of people have access to multimedia and are linking up to the Internet. What impact will these changes have on the future curriculum? The questions we have raised in this summary underpin the discussions in the following chapters. Chapters 3, 4 and 5 focus in particular on learners and software, Chapters 6 and 7 consider teachers and institutions. The final chapter provides an overview of the book and explicitly addresses the critical questions we have raised here.

Learners and reading 37 However, whenever children use a computer with adult help, the language experience will be enriched, and so on the occasions when an adult was available, the interchange of language was much enhanced by different aspects of questioning and checking the children’s understanding. (Burns 1995:18) Her account of the discussion generated about the characters and their antics in Naughty Stories is in sharp contrast to the slightly stilted readings we observed when children were working without adult intervention.

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