
- •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.
Sample of reading log and its structure
_________________________________________________________________________’s Reading Log
(Name of a student)
Title: ________________ |
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Author: ______________ |
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|
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Date |
No. Pages Read |
New Vocabulary |
Summary/ Feelings/ Predictions (4-5 sentences) |
12 / 13 / 05 |
10 |
|
|
12 / 14 / 05 |
… |
… |
…
|
n |
… |
… |
…
|
APPENDIX I
Self-check test
Choose the proper variant of translation of the italicized word.
To enhance creativity in the classroom the teacher used to initiate debates or a problem discussion.
усиливать;
содействовать;
создавать;
способствовать.
The classroom setting has got a number of opportunities for student participation in group activities.
занятие;
обстановка;
постановка;
установка.
One should remember what activities to utilize that may foster student responses.
благоприятствовать;
препятствовать;
вызывать;
укреплять.
Rote learning is no good for an advanced student.
игровое обучение;
индивидуальная работа;
механическое заучивание;
ролевая игра.
The students used to complain about the impossible number of assignments imposed upon them.
задания;
правила;
предписания;
указания.
Is it an open-ended question?
обязательный;
открытый;
первый;
риторический.
The options left were not so attractive.
варианты выбора;
задания;
задачи;
операции.
It’s all a matter of cause-and-effect relationships.
временные;
причинно-следственные;
причинно-эффективные;
причинно-эффектные.
The objective of the course is to highlight classroom management and environment.
направленность;
основа;
причина;
цель.
How is the assessment procedure organized?
аргументация;
исследование;
оценивание;
толкование.
Field trips are organized for the sake of obtaining some practical experience.
занятия на открытой местности;
полевые исследования;
экскурсии;
экспериментальные исследования.
Recall and reproduction are said to hamper creativity.
препятствовать;
приводить к;
противоречить;
развивать.
Students need to be able to surmount obstacles.
создавать;
осознавать;
преодолевать;
разрушать.
Moreover it’s necessary to be able to tolerate ambiguity.
бессистемность;
бессмысленность;
неточность;
неясность.
They are quick at generating novel and interesting ideas.
необходимые;
необычные;
новые;
перспективные.
Is teaching an innate ability?
приобретенная;
природная;
прочная;
развиваемая.
It’s a completely innovative approach.
бесперспективный;
непривычный;
непростой;
новаторский.
The goals set were never accomplished.
достигнуты;
опровергнуты;
признаны ошибочными;
раскритикованы.
Should teachers impart ready-made knowledge to students regularly?
задавать;
передавать;
проверять;
контролировать.
Irrelevant materials must be eliminated.
несовместимые;
неуместные;
устаревшие;
непроверенные.
What assessment tools can one utilize in the classroom?
заменять;
использовать;
приносить на;
упразднять.
Which of the techniques you implemented were most relevant and successful?
задачи;
приемы;
технологии;
упражнения.
The teaching materials should always meet student needs.
обращать внимание на нужды;
отвечать нуждам;
отвечать требованиям;
предъявлять требования.
A few guidelines were advised to follow.
замечания;
заметки;
советы;
указания.
Observation was done during the whole period of the teacher-training practice.
исследование;
наблюдение;
самообразование;
сообщение.
To change the classroom environment from the mundane to the exciting the teacher must pique the students’ curiosity.
гасить;
сдерживать;
поддерживать;
возбуждать.
One must be ready to benefit from various sources of information.
избегать;
извлекать пользу;
использовать;
цитировать.
They readily shared their expertise.
интересы;
мнения;
наблюдения;
опыт.
One mustn’t be afraid to challenge conventional thinking.
критическое;
по аналогии;
творческое;
шаблонное.
The activity is to be done in the allotted time.
короткое;
ограниченное;
минимальное;
предназначенное.
The delivery of information was mostly conducted in the form of lectures.
подача;
проверка;
распространение;
хранение.
They may negotiate the meaning in cooperative learning.
обсуждать;
определять;
проверять;
рассмотреть.
The chosen format was that of a discussion.
метод;
прием;
способ;
форма.
To draw inferences one must read the article carefully.
чтобы делать выводы;
чтобы задуматься;
чтобы понять;
чтобы убедиться.
This is a multiple choice test.
множественного выбора;
множественного соответствия;
множественный;
на соответствие.
It’s a pencil / paper exam.
письменный;
простой;
трудный;
устный.
This activity is aimed at promoting critical thinking.
активизировать;
исследовать;
определять;
проверять.
Complex material is advised to be communicated in a novel way.
a) исследовать;
b) обобщать;
c) преподавать;
d) изучать.
Controversial issues make up an effective entrée to a formal lecture.
запутанные;
обдуманные;
сложные;
спорные.
Even a fruitful topic may not dismiss a hostile environment in the classroom.
забавная;
интересная;
провокационная;
продуктивная.
The intellectual aptitude of the student is rather high.
a) умения;
b) возможности;
c) способности;
d) уровень.
To spark classroom enthusiasm, provocative techniques were utilized.
чтобы воодушевить;
чтобы проверить;
чтобы содействовать;
чтобы сохранять.
Hands-on experience must be absorbed in interaction.
практический;
теоретический;
требуемый;
физический.
Group activities were incorporated with individual tasks.
заменены;
дополнены;
объединены;
усложнены.
Student achievement is nourished in time.
оценивание;
развитие;
результат;
успеваемость.
Commitment is the quality required both of teachers and students.
последовательность;
самоотверженность;
самостоятельность;
совершенство.
Talent development is the key challenge for classroom educators.
забота;
сложная задача;
направление;
показатель.
The use of visuals highly facilitated the comprehension of the complex material.
дополнительных материалов;
наглядности;
средств обучения;
ТСО.
The students enjoyed their cooperative work while preparing and delivering projects with their peers.
младшими учениками;
сверстниками;
старшими товарищами;
учителями.
It’s useful to pool ideas while negotiating the meaning of the new words.
обмениваться;
обобщать;
объединять;
сообщать.
APPENDIX J