- •2) “Teachers should guide without dictating, and participate without dominating”.
- •3) “A lot has been said about the impact of the introduction of ict in education. Some believe that
- •Ict is a basis for a revolutionary reform in this field. Some believe it is a panacea. Others
- •2) Look at the adjectives below. Highlight the adjectives which you think best characterize a good teacher Justify your reasons.
- •Idealistic
- •3) Discuss with your partner european commission- life long learning programme. Sub- programmes comenius, grundtvig, erasmus and leonardo da vinci. Targets set for the 4 programmes.
- •2)Look through the list of stereotypes about americans and express your opinion.
- •3)“The essence of humanistic education. It’s principles. The role of it in creating effective classroom environment.
- •4) Speak about the norman conquest, its effect on the linguistic situation.
- •2) How do you think teachers can ‘manage’ their classrooms so that as to avoid discipline problems and encourage better learning?
- •4) Speak about the semantic equivalence and synonymy.
- •4)The subject and aim of lexicology. The branches of lexicology.
- •1. Provide a clear structure for the lesson 2. Do many short activities instead of a few long ones.
- •2) A school teacher is sure to take part in organizing celebrations of different kinds.
- •3. Speak about the periods in the history of English. What process can you observe in the following: ald eald old.
- •4. Varieties of English
- •4. Speak about phonetics of oe. Vowels. Consonants.
- •4. Explain the use of a, ǽ and ea in the following words: fæder, nama, earm
- •The morphological level has two level units:
- •19. Speak about 3 types of learning styles: visual, auditory and kinesthetic learners. Highlight the following points:
- •4. Speak about the adverb, the category of state.
- •4. Speak about the system of consonants. Modification of consonant phonemes in speech. Analyze the words: breadth, quaint, give me, picture, all this, that’s
- •2. Монолог are there any ways in which you favor or discourage particular groups in your class
- •4. Speak about verbs.
- •4. Speak about the syllabic structure of the language. Transcribe the following words and state the number of syllables in them: candle, floor, little, father, discover.
- •4. Speak about the classification of speech sounds. Give the phonological analysis of the word examination.
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2) “Teachers should guide without dictating, and participate without dominating”.
The core of education lies in three things – learning-teaching (knowledge), teacher and student. Knowledge is power and power liberates one from ignorance and sufferings. Knowledge translates into action becomes excellence in personal, professional and social lives, what we term as prosperity, success and riches in inner and outer space of man. Being a teacher is a very creative job. Students are like clay in hands of a teacher who can shape them into independent and confident individuals or into reclusive rebels. Though there are other external causes that can influence a child in going a particular path in life, a teacher’s role in molding the character of an individual is undeniable. Encouraging students to think for themselves is only the beginning. I feel it is just as important to provide them with an environment that is conducive to intellectual exploration. C.B. Neblette writes, “Teachers should guide without dictating, and participate without dominating.” I agree and believe that in order to create a healthy learning environment, it is often necessary to deconstruct the traditional student/teacher dialectic. It is important that they see the teacher as a guide and mentor, a person they can trust, not an absolute authority figure who must be feared. The classroom transforms into a less threatening place. As traditional boundaries are blurred, the students come to understand that the exchange of ideas is vital to the learning process; they see their own importance. By undercutting the very notion of “truth,” the class becomes an open forum, a place where students are free to discuss, debate, disagree, grow, and most importantly, think. And a teacher has to be a real friend. By this time the students would have decided what subjects they want to take, and you have to help and guide them to achieve their goals, many times even help them identify their goals. You have to show them what options are available for choosing a particular field. You can direct them to student counselors if the need arises. At this stage in their lives, you cannot impose your opinion on them but can just guide them as a friend; otherwise they will stop communicating with you.
3) “A lot has been said about the impact of the introduction of ict in education. Some believe that
Ict is a basis for a revolutionary reform in this field. Some believe it is a panacea. Others
consider ICT in education as a very useful tool that will not necessarily change the function of
education dramatically. In general it is widely expected that ICT will solve at least some of the problems that education faces.” Information and Communication Technologies
Impact on student achievement. 1-The positive impact of ICT use in education has not been proven. 2-Positive impact more likely when linked to pedagogy . 3-To slightly improve student performance on multiple choice, standardized testing in some areas. 4-Need for clear goals 5-There is an important tension between traditional versus 'new' pedagogies and standardized testing. 6-Mismatch between methods used to measure effects and type of learning promoted. 7-ICTs are used differently in different school subjects. 8-Access outside of school affects impact. 9-Users believe that ICTs make a positive difference. Impact on student motivation. 1-ICTs motivate teachers and students. 2-Access outside of school affects user confidence. 3-Where to place computers has an impact. 4-Models for successfully integrating ICT use in school and after school hours are still emerging. 5-The appropriate ages for introducing computers to students are hotly debated. 6-ICTs can promote learner autonomy. 7-Gender affects impact. 8-The ‘pilot effect’ can be an important driver for positive impact .
4) HOMONYMS (from Gr. “homos” means “the same”, “omona” means “name”) are the words, different in meaning and either identical both in sound and spelling or identical only in spelling or sound. Modern English is exceptionally rich in homonymous words and word-forms. When analysing different cases of homonymy we find that some words are homonymous in all their forms, i.e. we observe full homonymy of the paradigms of two or more different words, e.g., in seal1 — ‘a sea animal’ and seal2 — ‘a design printed on paper by means of a stamp’. The paradigm “seal, seal’s, seals, seals’ ” is identical for both of them and gives no indication of whether it is seal1 or seal2, that we are analysing. In other cases, e.g. seal1 — ‘a sea animal’ and (to) seal, — ‘to close tightly’, we see that although some individual word- forms are homonymous, the whole of the paradigm is not identical. Classification of Homonyms. The most widely accepted classification is that recognising homonyms proper, homophones and homographs. Homonyms proper are words identical in pronunciation and spelling, like fast and liver above. Other examples are: back n ‘part of the body’ : : back adv. ‘away from the front’ : : back v ‘go back’; The important point is that homonyms are distinct words: not different meanings within one word. Homophones are words of the same sound but of different spelling and meaning: air : : heir; arms : : alms; buy : : by; him : : hymn; knight : : night; not: : knot; or: : oar; piece : : peace; rain: : reign; scent: : cent; steel : : steal; storey : : story; write : : right and many others. In the sentence The play-wright on my right thinks it right that some conventional rite should. Homographs аrе words different in sound and in meaning but accidentally identical in spelling: Bow [bou] – лук / [bau] – поклон или нос корабля; Lead [li:d] – вести / [led] – свинец; Row [rou] – грести или ряд / [rau] – шум, скандал; Sever [sov ] – шея / [sjuv ] – сточная труба; Tear [tεe] – рвать / [ti ] – слеза; Wind [wind] – ветер / [waind] – заводить (часы) Find homonyms and define their types: 1. Excuse my going first, I'll lead the way. 2. Lead is heavier than iron. 3. He tears up all letters. 4. Her eyes filled with tears. Lead – is homograph, in the 1st sentence it is verb and it is pronounced like [li:d], in the 2nd sentence, it is a noun and it pronounced like [led]. Tear – is homograph, in the 1st sentence it is verb and it is pronounced like [tεe], in the 2nd sentence, it is a noun and it pronounced like [ti ].
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