- •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.
4. Speak about the adverb, the category of state.
The lamps were still alight all pale, but not a soul stirred — no living thing in sight. (Galsworthy)
An adverb is a word that changes or simplifies the meaning of a verb, adjective, other adverb, clause, or sentence.
Adverbs typically answer questions such as how?, in what way?, when?, where?, and to what extent?. This function is called the adverbial function, and is realised not just by single words (i.e., adverbs) but by adverbial phrases and adverbial clauses.
Adverbs are words like slowly, now, soon, and suddenly. An adverb usually modifies a verb or a verb phrase. It provides information about the manner, place, time, frequency, certainty, or other circumstances of the activity denoted by the verb or verb phrase Where the meaning permits, adverbs may undergo comparison, taking comparative and superlative forms. In English this is usually done by addingmore and most before the adverb (more slowly, most slowly), although there are a few adverbs that take inflected forms, such as well, for whichbetter and best are used.
№21. 2. “KNOWLEDGE, WHICH IS OBTAINED THROUGH BOOKS IS TEMPORARY”?
Through the whole of our lives we do our best to gain the knowledge that will help us live better .. we do our best while at school, at work, or anywhere. We just try to save as much information as possible.
There are two sources for getting knowledge, the first one is through books, the second is through experience. In other words, there is a theoretical and practical ways for gaining knowledge.
The most knowledge we gain in our young age is gained from books, we go to school and study in books all the subjects we need, languages, history, geography, and general education. Also adults get a lot of knowledge through books, because they are a very useful way for saving it, a very useful way also for forwarding it, there is a proverb that says : "the best friend is you book".
The second source of knowledge which I think is more important is experience, it gives your real life situations, and makes you experiment all what you have learned in books, take for example physics and scientific experiments, it is important to witness it to understand it well, books will never be able to explain the experiment and the results better than seeing it in real life.
I totally agree with the statement that says : "Not everything that is learned is contained in books". For an instance, while looking for a job, employers look more importantly at the experience section in your resume or your CV, then comes on the second hand you diplomas and studies, because we all know that experience gives us the best knowledge and sometimes even in a short time.
To sum up, we should always try our best to gain as much knowledge as possible from experience through facing real life situations and real people and communicate with them, know their different ways of thinking, learn from other opinions and cultures, and also not to forget the help of theoretical knowledge of books, because they also will never be replaced.
3. WHAT DO YOU THINK OF LANGUAGE GAMES TO BE INTRODUCED UNEXPECTEDLY INTO THE CLASSROOM? With games being an original educational vehicle (Crawford, 1984), it is only natural to use them to teach students new information when students are unaware or uninterested in learning, thus stealth learning. Games have been used in learning to support K-12 state standards, goals, and outcomes while providing student engagement and authentic learning opportunities. Game play methodically provides the student with new and varied learning environments that meet his or her learning style (Annetta, 2008).
In high school classes, educators are assigning games as pre- and post-tests, reviews, and even as homework assignments (Annetta, 2008). There is documentation showing individuals learn best by doing, thus allowing students a hands-on opportunity which has proven to be beneficial (Annetta, 2008). Tapscott (1998) contends that Net Gens typically expect a more interactive and less linear approach to learning and when games are used in the classroom students have multiple learning opportunities allowing "schools to become a place to learn rather than a place to teach" (p. 143). Traditional lecture and quiz instruction models are inefficient in teaching higher order problem-solving skills such as project management, negotiation, and decision making which are necessary for students destined for the business world (Allen, 2002). Games fit in almost every subject in today's classrooms because they accommodate various student-learning styles while encouraging complex skills such as decision-making, enabling students with disabilities to also utilize them.