Set Work

I. Complete these statements by choosing the answer which you think fits best.

1. The majority of the tutors in the Trinity experiment are pupils who

a. cause discipline problems for their teachers.

b. frequently stay away from school.

c. are below standard in basic skills.

d. are unable to read or write.

2. According to the writer, the tutors wouldn’t normally practice reading in class because

a. they would find it humiliating.

b. they wouldn’t be able to concentrate.

c. their teachers wouldn’t consider it necessary.

d. their teachers would get impatient with them.

3. The main reason that the tutors make such successful teachers seems to be that

a. they enjoy being the center of attention.

b. they can relate to their pupils’ problems.

c. they are never strict with their pupils.

d. their pupils enjoy playing games with them.

4. Pupil tutoring is described as “an educational conjuring trick” because

a. no one understands why it works so well.

b. it has caught the attention of the media.

c. educational authorities are suspicious of it.

d. it is a simple idea with extraordinary results.

5. The most significant result of the experiments so far carried out seems to have been that the tutors

a. learnt to overcome their fear of reading aloud.

b. improved their pupils’ ability to concentrate.

c. benefited from an increase in their self-respect.

d. came to see the importance of the writing skill.

II. Find in the article the English for:

Репетитор /заниматься репетиторством; нововведение; пользоваться постоянным успехом; четырнадцатилетние подростки; группа для тех, кто плохо успевает в школе; отставать по к.-л. предмету; прогуливание уроков; плохая дисциплина на уроке; вести в… группе; главное преимущество; самооценка; бежать к к.-л., кинуться к к.-л.; чувствовать себя неловко; проще простого, задания для маленьких детей; индивидуальный подход к к.-л.; иметь проблемы с обучением, успеваемостью; тепло отзываться о ком-л.; строгий учитель; неправильно прочитать слово; образовательная уловка, хитроумный прием; провести эксперимент; заядлый прогульщик; в возрасте от 15 лет и старше; тугодум, плохоуспевающий; подопечный, ученик; добросовестный и внимательный; чье-то отношение к чему-л. изменилось; решительно настроенный; понимать проблемы, с которыми сталкиваются учителя; формальное, традиционное обучение; показать значительные результаты; не ходить в /пропускать школу; чей-то уровень успеваемости ниже среднего; выходить из себя, терять терпение к к.-л.; преодолеть страх; имеющий отношение к школе.

III. The article offers a number of verbs which describe pupils’ truancy. Find them.

IV. Say how you understand the words below. Reproduce the situations in which they occur.

To win hands down;

To be supervised by smb;

To be on sabbatical;

To lose face;

To play truant;

To dismiss smth as smth;

To muck about;

A teenage tutor.

V. Reveal the difference between the following pairs of words. Provide examples of your own to illustrate their usage.

teacher – tutor;

consistent – insistent;

primary school – secondary school;

reward – award;

to read loudly – to read aloud.

VI. State the idea behind the sentences from the article.

1. In normal school lessons, they often feel inadequate.

2. The tutors are struggling at school themselves.

3. “When I was little, I soused to skive…”

4. “I keep them at it until they get it right.”

5. “These pupils received more recognition, reward and feelings of worth than they had previously experienced in many years of formal schooling.”

VII. Agree or disagree with the following ideas. Back up your opinion.

1. The best way to learn is to teach.

2. Everyone benefits from pupil-tutoring.

3. Pupil tutoring is an educational conjuring trick.

4. After the experiment the teenager tutors became “reliable, conscientious caring individuals.”

5. The tutors also became more sympathetic to their own teachers’ difficulties.

VIII. Say what you know about:

Trinity comprehensive, Warwick University, Leamington Spa.

IX. Points for discussion.

1. What is the reason behind the described scheme? Is it successful?

2. Does the described experiment have more pros or cons? What are they?

3. Are the results of the experiment played up or look quite convincing?

4. Should this kind of practice be introduced in Russian schools?

Pop questionnaire: The Teaching Style Profile.

I. For each of the statements below, give yourself a score from 1 to 5 according to the scale below. There are no right or wrong answers. Your score will reveal a profile of your teaching style in terms of Multiple Intelligences theory.

1 never 2 not much 3 a little 4 quite a lot 5 a lot

Statement	My score	statement	My score
1. I use pictures in my teaching		25. I discuss my learners’ pets with them
2. I write things down in order to remember them		26. I like structured agendas for meetings at school
3. I believe that learner learn a lot from group work		27. I use activities in class where my learners move around
4. I remember my classes by recalling how people (learners and myself) stood, sat or moved		28. When I think of a class, I imagine where everyone sits
5. I prefer working independently to working in a team		29. I like teaching outside
6. I would describe myself as a planner		30. My learners work in groups
7. I believe that my learners learn by discussing with each other		31. I discuss music with my learners
8. I enjoy calculating my learners marks		32. I try to give my learners tasks which have personal significance for them
9. I like my learners to write things down		33. I use diagrams and flow-charts in my teaching
10. I teach learners to remember things using rhymes or rhythm		34. I ask learners to reflect on how they function in a group as they learn
11. I use mind maps, tables and/or diagrams (eg. when planning)		35. I like to use poetry or literature in my lessons
12. I like to use environmental issues in my lessons		36. I am aware of my learners as individuals in a class
13. I encourage learners to reflect individually on their own learning		37. I am aware of the group dynamics in my classes and/or staff team
14. I like using role-play and/or drama		38. I touch my learners
15. When I think back to a lesson, I imagine it as if I were watching television		39. I try to tap into my learners’ musical interests
16. When teaching, I use activities where learners physically move objects (eg. board games, cards, jigsaw readings)		40. I enjoy class debates or discussions
17. It helps me if I put on background music when I am planning lessons		41. I discuss gardening, natural places and/or environmental issues with colleagues
18. I like units in my coursebook which deal with natural phenomena (eg. volcanoes, animals)		42. I approach tasks in a logical way.
19. I reflect about what I am doing in my work		43. I prefer working in a team to working independently
20. I am good at languages		44. I make visual material for my classes
21. I use films and/or videos when teaching		45. I like helping my learners to plan and organise their work
22. I integrate music into my lessons		46. I am aware of the weather outside my classroom
23. I brainstorm ideas on paper		47. My learners write songs, raps or poems in my classes
24. I need quiet and privacy if I am planning		48. I rearrange the furniture in my classroom to my liking

II. Add up your scores for each intelligence (using your logical-mathematical intelligence!).

Intelli-gence ►	Bodily-kinaesthetic	Interper-sonal	Intraper-sonal	Linguis-tic	Logical-mathema-tical	Musical	Natura- list	Spatial
Statement ▼	4 14 16 27 38 44	3 7 30 34 37 43	5 13 19 24 32 36	2 9 20 23 35 40	6 8 26 33 42 45	10 17 22 31 39 47	12 18 25 29 41 46	1 11 15 21 28 48
Total

( From “English Teaching professional”)

What’s the profile of your teaching style?

III. Practice the pronunciation of the words:

Jigsaw, kinaesthetic, questionnaire, agenda

IV. Say how you understand the following words from the given questionnaire:

• to use minds;

• jigsaw readings;

• to brainstorm ideas;

• structured agendas;

• to be aware of the group dynamics;

• to approach tasks in a logical way;

• kinaesthetic;

• class debates.

V. Find in the questionnaire the English for:

Человек, который все планирует; включить фоновую музыку; работать в группе; чувствовать человека, группу; преподавательский состав; распознать, понять чьи-либо интересы; давать урок на открытом воздухе; на чей-либо вкус; включать музыку в урок; вспоминать прошедший урок; наглядный материал, средства; опросник; дать индивидуальное задание по интересам.

VI. Look up in the dictionary all possible collocations with the word ‘brain(s)’

VII. Reveal the difference between the pairs of words and illustrate their usage with the examples of your own.

coursebook – textbook;

to think about/of – to reflect about/on;

flow-chart – flow-sheet;

interpersonal – intrapersonal.

VIII. Give synonyms to the following lexical units using the word combinations from the questionnaire:

To look back on;

To play the music;

To brood over;

To apply an individual approach;

Teamwork;

Teaching staff;

To include music in one’s lessons;

Panel (discussions).

IX. Comment on John Steinbeck’s statement: “A great teacher is a great artist and you know how few great artists there are in the world.”