- •Л.М.Кузнецова, ж.Л.Ширяева are teachers born or made?
- •Contents
- •Are Teachers Born or Made? Preface
- •Define the expressions which you failed to use in your answers to the above given questions. Translate these expressions into Russian and make up sentences of your own to illustrate their usage.
- •State the difference between a novice teacher and a trainee teacher. The teenage teachers
- •Set Work
- •I. Complete these statements by choosing the answer which you think fits best.
- •II. Find in the article the English for:
- •Как я неделю работала учителем
- •Set Work
- •Some personal qualities of a teacher
- •Set Work
- •Учитель на идеальном фоне
- •Set Work
- •What makes a teacher special?
- •Set Work
- •I. Practice the pronunciation of the words below. Transcribe and translate them.
- •II. Find in the article the English for:
- •VII. Say whether you agree or disagree with the statements from the article.
- •VIII. Points for discussion.
- •Если ваш ребенок не любит школу, советы специалистов помогут вам справиться с этой проблемой
- •Страхи и беспокойство
- •Одиночество
- •Хулиганы
- •А может, все дело в здоровье?
- •Проблемы с учителями
- •Set Work
- •I. Think of the best English equivalents to say:
- •II. Render the given article into English. Make use of the words from the first task.
- •III. Points for discussion.
- •Inspiration
- •I. Have you ever had a teacher who inspired you? We asked successful people to tell us about a teacher who had a great influence on them.
- •Set Work
- •I. Define the meaning of the words below. Say how they were used in the cited opinions.
- •II. Find in the opinions the English for:
- •III. Interpret the idea behind the following lines:
- •IV. Points for discussion.
- •V. Write an essay about a teacher in your life. A teacher’s profile Why I became a teacher
- •Something not many people know about me
- •I. Learn the pronunciation of the following words. Transcribe and translate them.
- •II. Say what the given abbreviations stand for.
- •III. Find in the article the English for:
- •VIII. Say whether you agree or disagree with the statements from the article.
- •IX. A) Give the gist of the article.
- •X. Imagine that the lines printed in bold type refer to you. What answers would you give to the questions taken from the article? Share your first-hand experience as a teacher.
- •Студенты-педагоги не хотят идти в школу
- •Set Work
- •II. Say why novice teachers are unwilling to go to school these days. Recognising excellent teachers
- •Set Work
- •V. Make up a list of words and word combinations referring to the learning and teaching process.
- •VI. Formulate the idea behind these lines. Enlarge on it.
- •VII. Say whether you agree or disagree with the statements:
- •VIII. Points for discussion.
- •Set Work
- •I. Think of the best English variant to say:
- •II. Points for discussion.
- •Funny moments for teachers
- •Set Work
- •Insight into the profession. What makes a good foreign language teacher?
- •Set Work
- •«Ты существуешь ради учеников, а не они ради тебя» Катехизис – слово греческое, а означает оно наставление
- •Set Work
- •I. Render the article into English; try to use as many words under study as you can.
- •II. Which tips do you find especially helpful?
- •III. Say how you understand the headline of the article. Dwell on the implication. An ideal language teacher: what is he like?
- •Set work
- •I. Find in the article the English for:
- •II. Explain in their context the following phrases:
- •III. Answer the following questions:
- •IV. Come out with a talk on any foreign language teacher you know, who may serve as an example of an "ideal", back up your opinion. Teacher stress
- •Set Work
- •I. Learn and practice the pronunciation of the words below.
- •II. Find in the article the English for:
- •III. Define the words and word combinations below. Say how they were used in the article. Make up sentences of your own to illustrate their usage.
- •IV. Dwell upon the contextual meaning of the following lexical units used in the article. Reproduce the context with the given words and word combinations.
- •IX. Points for discussion.
- •Мучения сельского учителя корреспондент «кп» провел день в сельской школе
- •Режим дня сельского учителя
- •Set work
- •I. Supply the best English equivalents for the words below:
- •II. Points for Discussion
- •Learning and loving it
- •Set Work
- •I. Say what is meant by:
- •II. Reveal the difference between the words below. Give examples to illustrate their usage.
- •III. Find in the article the English for:
- •IV. What do the following interjections mean? In what situations can they be used?
- •V. State the idea behind the lines below and enlarge on it.
- •VI. Say what you think about the tips offered. What other tips would you put forward?
- •VII. Does Bruce Choy seem to be a competent teacher? high school students speak on the ideal teacher
- •Set Work
- •I. Say what is meant by:
- •II. Find in the article the English for:
- •III. Fill in the correct prepositions.
- •IV. Enlarge on the idea.
- •V. Comment on each idea for improving teacher performance. Which of them are of paramount importance? Can you come up with some more helpful propositions?
- •VI. Points for discussion.
- •«Клянусь научить всему, что знаю сам» Накануне Дня учителя прошел финал всероссийского конкурса «Учитель года-2004»
- •Set Work
- •I. There is no Teacher’s oath so far. Read excerpts from the draft oath drawn up by a contestant.
- •II. Render the article.
- •III. Say what you would write if you were a contestant. Bad behaviour
- •Set Work
- •I. Define the words and word combinations below. Say how they were used in the article.
- •II. Scan the article for the following English equivalents:
- •IV. State the difference between the words below. Give examples to illustrate their usage.
- •V. Check against the article for the following prepositions.
- •VI. State the idea behind the following lines taken from the article.
- •VII. Points for discussion.
- •VIII. Scan the article for the sentences which reveal its message. Реформировать нужно не школу, а зарплату учителей
- •Some say laws designed to protect children may have swung the balance too far. Are people who work with children too vulnerable to false accusations? Has child protection legislation gone too far?
- •Rodger Edwards, uk
- •Michael t. Farnworth, Isle of Man
- •Mark b, uk
- •Gerry Anstey, England
- •Martin Adams, uk
- •Richard, uk
- •Rob, England
- •John b, uk
- •Beth, uk
- •Helen, uk
- •Set Work
- •I. Define the following lexical units:
- •II. Find in the article the English for:
- •III. Fill in with the right prepositions.
- •IV. Supply the word with the following meaning.
- •V. State the idea behind the lines below.
- •VI. Say whether you agree or disagree with the given statements. Give reasons.
- •VII. Points for discussion.
- •Пойдет ли мужчина в нашу школу?
- •Set Work
- •Render the above article into English.
- •Say why few men-teachers go into the profession.
- •Is it better to be taught by a male or female teacher?
- •Is a teacher born or made?
- •Set Work
- •Supplement
- •One of my favourite students
- •II. Define the meaning of:
- •III. Do you think it’s important for a teacher and a pupil to come and talk to each other? teaching infants
- •Practice
- •Principle
- •Practice
- •Practice
- •Principle
- •Practice
- •Principle
- •Practice
- •Set Work
- •Set Work
- •Home schooling
- •Set Work
- •I. Read the passage and then underline the information that answers these questions:
- •II. What do you think of home schooling? Would you like your child to be a home-schooler? и не надо родителей в школу вызывать
- •Set Work
- •I. Render the article into English. The Teacher Catherine Lim
- •Set Work
- •I. Read the text and formulate its message.
- •Государственное образовательное учреждение высшего профессионального образования Липецкий государственный педагогический университет
- •398020 Г. Липецк, ул. Ленина, 42
- •Пойдет ли мужчина в нашу школу?
- •Мучения сельского учителя Корреспондент «кп» провел день в сельской школе
- •Анна Бессарабова
Something not many people know about me
Perhaps many people don’t know I used to be bowlegged till the age of six; perhaps they don’t want to know, either. However, if anyone is interested in the traumas of my childhood and how they have shaped my thinking as a teacher, trainer and writer, then this early physical deformity may help to explain why I have such a twisted view of fundamental issues in ELT. I used to love playing cowboys and Indians and my favourite TV cowboy was, of course, Hop-a-long Cassidy. Eventually my legs straightened out and I transferred my allegiance to the native Americans.
My best teaching moment
When a student, at the end of a lesson, said she had come to class with a headache but felt the lesson without one.
My worst teaching moment
When a student came to class feeling on top of the world and left with a headache.
The book I have found most useful
Lessons from the Learner by Shelagh Deller. This book has been a goldmine of ideas for using the learners’ own words as a starting point for enriching their knowledge of English. It has inspired some of the most memorable lessons for me, and I hope for the learners, too.
My most tricky teaching point
The difference between the simple past and the present perfect is a minefield, especially when the students’ own L1 has one form for both. No sooner have I explained the difference succinctly and in a fool-proof manner, than we turn to the textbook and find the first example it gives contradicts what I had said with such confidence only seconds before.
How I’d like to be remembered as a teacher
Standing up and scattering success and joy in the classroom.
My biggest mistake
I’m spoilt for choice here. Let me give the reader a multiple-choice. Luke’s biggest mistake was:
failing his driving test three times
not trying one more time to be an actor
not doing a PhD in Shakespeare studies when he was young and had boundless energy
not becoming an ELT textbook writer ten years earlier.
My greatest success
My three children, Rosa, Michael and Antony. If there’s one thing even more difficult than teaching well, it’s bringing up children well. To nurture a child into a happy, intelligent and democratic human being is the kind of success I’m still hoping to achieve.
The person who most influenced my teaching
Mario Rinvolucri, an inexhaustible source og inspiring ideas and a generous friend and colleague.
My favourite class
The class I call the United Nations (2000-2001) in Thessaloniki, adult beginners of six different nationalities: Turks, Greeks, an Albanian, a Bulgarian, a Brazilian and a French student. For a year, English was a true lingua franca in this mixed-level Macedonian salad of a class. It was great watching them building bridges through the use of English and listening to each other’s voices through a language that belonged to no one but was being appropriated by all.
My message to new teachers
Teaching English is not a soft option. It’s hard work and the more you put in, the more you get out. Never forget that ELT is a branch of education – and you won’t go far wrong.
My favourite language teaching anecdote
A teacher came out of the class depressed because some of the students had been looking at their watches during her lesson. Another teacher heard this and chipped in. ‘That’s nothing – in my class they were looking at their watches, listening to them and shaking them vigorously!’
If you met me at a conference, you’d recognise me because…
I look like a mixture of Groucho Marx and Jimi Hendrix. (If only I could teach like Groucho told jokes and like Jimi played the guitar!)
/by Luke Prodromou
October, 19, 2002/
Set Work