- •Contents
 - •Acronyms related to tefl The Most Frequently-used Acronyms
 - •Commonly-used Acronyms
 - •Other Acronyms Related to tefl/tesl
 - •Предисловие
 - •The scientific prose style as opposed to the belles-lettres style
 - •Skim the following 4 boxes and identify which style they refer to: poetic, belle-lettres, newspaper, or scientific prose style. What features help identify the latter style?
 - •Analyze the proposed examples of texts of the two distinct styles from the point of view of the criteria given in the table and put down your findings.
 - •Find examples from the texts illustrating the most noticeable characteristics of the scientific style.
 - •The vocabulary of the scientific prose style
 - •Vocabulary Work 1
 - •Provide Russian equivalents of the following English words:
 - •Find synonyms for the following words:
 - •Odd one out. Underline the wrong word in each line.
 - •Provide derivatives and restore the word combinations that follow.
 - •Decode the following abbreviations using the list of abbreviations and group them according to their meanings:
 - •The vocabulary of the scientific prose style
 - •Vocabulary Work 2
 - •Choose the proper variant of translation of the italicized words.
 - •Fill in the necessary word according to the meaning using the following words. Use: assessment, assignment, accomplished, crucial, superior performance, insight, encounter, utilized, authentic.
 - •Match synonyms from the two groups (numbers and letters):
 - •Match the terms (numbers) and their definitions (letters).
 - •Paraphrase the underlined words/expressions.
 - •Translate the following sentences into Russian paying attention to the terms and scientific vocabulary:
 - •Students as textbook authors
 - •Can you think of benefits and shortcomings of commercially-produced materials (textbooks)? Make a map of associations.
 - •Vocabulary Enrichment
 - •Make sure you understand the following terms from the text:
 - •Match the definitions with the proper words.
 - •Fill in the blanks with the following words and combinations: assignment, blogs, designing, engaged, information gap, invest, journals, miming, proficient, student-centered.
 - •Match the text subtitles with the ideas they develop.
 - •Scan the text and get ready to explain the following ideas:
 - •Share your vision of the following ideas presented in the introduction to the text:
 - •Follow-up.
 - •Can you describe the key characteristics of the article? To do it follow the guidelines:
 - •Student Profile Questions for Middle School
 - •Ways to use a student-produced booklet
 - •Brainstorming before speaking tasks
 - •What is brainstorming in pedagogics (structure, process, aims)? Is it the same according to this article?
 - •V ocabulary Enrichment
 - •Consult the dictionary for the following terms:
 - •Match the definition with the word from the list.
 - •Match the two parts of word combinations and explain their meaning.
 - •Paraphrase the sentences using your active vocabulary.
 - •Do you remember which part…
 - •Follow-up.
 - •Reaching reluctant readers
 - •Vocabulary Enrichment
 - •Translate the sentences into Russian.
 - •Errors and corrective feedback: updated theory and classroom practice
 - •Vocabulary Enrichment
 - •Read the following definitions and think which type of mistake they refer to:
 - •Match the words from the list with their synonyms from below and make up word combinations or sentences with them.
 - •Follow-up:
 - •Develop the ideas from the text in your own words trying to explain their essence.
 - •Imagine some other involving ways of working with mistakes students make in writing or orally.
 - •Write a self-analysis about the types of mistakes you / your students make and how you handle them. Be specific.
 - •Implications for our Classroom Practice
 - •Integrating reading and writing for effective language teaching
 - •To teach or not to teach writing in the target language? What answer does the text give? And you?
 - •They distinguish the following types of writing. Give your vision of them. Are they described in the text?
 - •Match the stages of process-writing (numbers) with the actions (letters). Do you follow the structure proposed here passing all the stages?
 - •Vocabulary Enrichment
 - •Make sure you can explain the terms from the text:
 - •Find equivalents from the list for the following groups of synonyms:
 - •Use the following words to fill in the blanks: demanding, inventory, objective, outline, performance, springboard, sufficient, technique, worksheet.
 - •Translate the last paragraph of the article into Russian. Compare your variants of translation for accuracy.
 - •See the following plan made on the basis of the analysis of text paragraphs. It is jumbled. Restore its order according to the text.
 - •Scan the plan for information on the following subtopics. Be ready to develop the points into a speech.
 - •Follow-up:
 - •Integrating reading and writing for effective language teaching
 - •Integrated Reading and Writing Course Objective
 - •Metaphoric intelligence and foreign language learning
 - •To know if you are right see the following text. Be ready to share and think which intelligences are vital in learning foreign languages and why; and what is metaphoric intelligence?
 - •Vocabulary Enrichment
 - •Make sure you can explain the following terms:
 - •Match the words with their definitions:
 - •Use the proper derivative:
 - •Translate paragraphs 2 and 3 into Russian. Compare your variants of translation for accuracy.
 - •See the plan of the text. Make it complete. Compare your plans. Plan
 - •Deep impact storytelling
 - •Vocabulary Enrichment
 - •Make sure you can explain the following terms:
 - •Use the words in brackets in the proper form:
 - •Translate from English into Russian:
 - •Scan the meaningful parts for the key ideas. Select the sentences from the text, paraphrase complex sentences or summarize ideas in your own words. Compare with another student.
 - •Follow up:
 - •Introduction
 - •Why don’t teachers learn what learners learn? taking the guesswork out with action logging
 - •Read the text and identify what “gold mine” the author has discovered.
 - •Vocabulary Enrichment
 - •Make sure you can explain the following terms:
 - •Match the following definitions with the proper words from the list:
 - •See the plan of the article. Put a question that may summarize each part.
 - •Summarize the ideas of part I and III in as few words as possible. Compare with other students.
 - •How many and which activities are mentioned in the article? Scan them for the following information:
 - •Select some three activities you like best. Get ready to explain their essence and aims, and say why you find them efficient. Identify the most popular activities.
 - •Follow-up:
 - •Pronunciation & grammar using video and audio activities
 - •Can teaching pronunciation and grammar be fun? Propose as many ways as possible and be ready to clarify your point.
 - •Vocabulary Enrichment
 - •Make sure you can explain the following terms:
 - •Guess the word by its definition:
 - •Use the proper derivative:
 - •Translate the Conclusion in writing. Compare the translations for the most accurate.
 - •Look through the text and find answers to the following questions:
 - •Check other fellow-students if they’ve got answers to the questions above.
 - •Explain the following sentences from the text or paraphrase:
 - •Follow-up:
 - •Humanising the coursebook
 - •Make sure you can explain the following terms:
 - •Match the following definitions with the proper words:
 - •Use the proper derivative:
 - •Translate the second paragraph of the article into Russian. Compare your variants of translation for accuracy.
 - •See the plan of the article and identify how its points and subpoints are interrelated.
 - •Put a question to every meaningful part of the text.
 - •Answer the questions trying to sum up shortly.
 - •Use the plan to answer the questions:
 - •Using the plan present the the key ideas of the text orally as shortly as possible.
 - •Using the plan select one point which has attracted your special attention and on which you would like to share your views and attitudes.
 - •Follow-up:
 - •Introduction
 - •Adapting authentic materials for language teaching
 - •Remember your teaching practice and say:
 - •Vocabulary Enrichment
 - •Make sure you can explain the following terms from the text:
 - •Match the definitions with the proper words:
 - •Propose derivatives of the words and make up word combinations:
 - •Fill in the following sentences using your active vocabulary:
 - •Infrequently Used Words
 - •Verbal Complexity
 - •Verbal Ambiguity
 - •Implicitness
 - •Interactive writing in the efl class: a repertoire of tasks
 - •What writing strategies can you remember? (e. G.: fluent writing, free writing, etc.) What is meant by “interactive writing”? Find passages in the text that explain its essence.
 - •Vocabulary Enrichment
 - •Scan the vocabulary for words dealing with a) the Internet; b) reading and writing. Be ready to explain their meanings.
 - •Match the words and their groups of synonyms:
 - •Use the proper derivatives:
 - •The author says the activities are interactive and involve problem-solving. Choose one you liked best and try to prove it.
 - •Follow-up:
 - •Interactive writing in the efl class: a repertoire of tasks
 - •2. Sending a Letter Abroad
 - •3. Writing a Letter to the Author of a Story
 - •5. Films
 - •6. Providing an Alternative Ending
 - •7. An Introduction to an Anthology of Short Stories
 - •8. Journal Writing
 - •9. A Personal Anthology
 - •10. The Writing Portfolio
 - •Discussion examination: making assessment match
 - •Instructional strategy
 - •Vocabulary Enrichment
 - •Match the definitions with the words from the list:
 - •Use the correct derivative:
 - •Paraphrase the following using the active vocabulary from the list:
 - •Better teaching through provocation
 - •Vocabulary Enrichment
 - •Make sure you can explain the following terms:
 - •Match the following definitions with nouns:
 - •Use the proper derivatives:
 - •Match the words to make up word combinations and be ready to explain their meanings:
 - •Remember the names of the parts of the article. Which parts do you consider vital for the abstract and which not?
 - •Scan the key parts of the text for the subtopics. Compare with other students.
 - •See which of the parts provides answers to the questions:
 - •Propose theses for every subtopic. Present the theses and compare if they are the same with everybody.
 - •Explain the following ideas as you see them:
 - •Follow-up:
 - •Creativity
 - •Can you describe what a creative person is like? Why is it necessary to be creative today? Can you give examples illustrating that creativity is required in all fields of life?
 - •See the following list of verbs taken from the texts on creativity and decide which of them may be used to describe a creative approach to teaching? And a counterproductive approach?
 - •Can you sum up information for each of the columns?
 - •Imagine examples illustrating the above columns to show that they do work. Let your group mates guess what column you are trying to illustrate (e. G. A decision, a strategy or environment).
 - •Choose a quotation from the text and get ready to comment on it:
 - •Identifying and developing creative giftedness
 - •Investing in creativity: many happy returns
 - •Implications of Phase Theory
 - •Implications of Studies of Organizational Climates
 - •The general outline of a scientific article
 - •Text compression
 - •Writing abstracts Approaches to Writing Abstracts
 - •Use of Abstracts
 - •Types of Abstracts
 - •Guidelines for Writing Abstracts
 - •Stages of Writing Abstracts
 - •Paragraph
 - •Unity in paragraphs
 - •Continuity in paragraphs
 - •Integrity of Paragraphs
 - •Some Guidelines for Building Effective Paragraphs
 - •Sentences
 - •Some Guidelines for Writing Effective Sentences
 - •Some Guidelines for Writing Compressed Sentences
 - •Self-check questions
 - •Chat abbreviations/lingo
 - •Chat Faces
 - •Chatiquette
 - •If they won't write, get them to text. Hamish norbrook gets predictive about the learning opportunities presented by mobile phones
 - •Sample of reading log and its structure
 - •Self-check test
 - •An algorithm of analyzing and interpreting of english-language academic texts
 - •Subject index
 - •References
 - •Интерпретация англоязычного научного текста
 - •Interpretation of english-language academic texts Учебно-методическое пособие для студентов языковых специальностей вузов
 - •2 25404, Г. Барановичи, ул. Войкова, 21.
 
Brainstorming before speaking tasks
What is brainstorming in pedagogics (structure, process, aims)? Is it the same according to this article?
V ocabulary Enrichment
			
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Consult the dictionary for the following terms:
brainstorming, content schema, information gap, pace of the task, passive vocabulary, pre-writing, problem-solving, research study, STT, TTT, substitution drill, variable, warm-up, word-map.
Match the definition with the word from the list.
a reminder: hint ………
an empty space ………
capable of being shaped, molded, or dealt with ………
following in order of time: succeeding ………
ordered and repetitive instruction as a means of teaching or training; a specific exercise meant to develop a skill or familiarize someone with a procedure ………
rate of progress or movement ………
successively following without interruption: continuous ………
to assign the highest importance to; to increase to the maximum ………
Odd one out.
capability, ability, capacity, competence, inefficiency, potential, proficiency, qualifications
consecutive, chronological, interrupted, sequential, succeeding, successive;
session, assembly, discussion, get-together, meeting, period, seminar, sitting, substitution;
substitution, change, exchange, interchange, placement, replacement, swap, switch;
to benefit, advantage, aid, assist, better, damage, help, profit, promote;
to facilitate, assist the progress of, ease, further, frustrate, help, make easy, pave the way for, promote, smooth the path of, speed up;
to generate, create, crush, form, initiate, make, originate, produce;
to mobilize, activate, animate, organize, pace, put in motion;
workable, feasible, possible, practicable, practical, useless, viable;
