2. Монолог are there any ways in which you favor or discourage particular groups in your class

This topic reminds me my pedagogical practice at school, where we had to work with different children. Students diverse in social class, gender, sexual orientation, gender identity and expression,

age, ability, religious background, national and geographical origin, and language and

culture. Teachers should provide an equitable environment that supports the

learning and success of all students. Preparing all students to work effectively with

diverse peers is also an important aspect of our mission.

The following include some suggestions for behavioral guidelines in the classroom:

Although group stereotyping is a common occurrence, strive to ensure that you

make accurate statements about people opposed to group stereotyping.

Whenever appropriate, give varied examples based on different groups‟

experiences.

Use and ask your students to use gender-neutral language (the generic “he” is not

generic—you can use they or he or she instead; “seminal” has its origin in the

word semen and can either be replaced with “groundbreaking,” “landmark,” or

“paradigm-shifting; you can use the terms firefighter and mail carrier instead of

fireman or mailman and the verb to staff instead of to man).

Use the term “people with disabilities” rather than “disabled people” (it indicates

that the person, rather than the disability, comes first); speak directly to deaf

people rather than to their interpreter; when having a discussion with a person

who uses a wheelchair, sit or kneel down in order to be at eye level.

Use humor with care, ensuring that your use of humor does not rely on

stereotypes of certain groups. Although you may not have intended to offend,

your words can still have hurtful effects.

Check in with yourself to make sure you do not give more time or serious

consideration to certain groups of students over others (e.g., monitor yourself to

see whether you call on male or white students more often than other students;

avoid only making eye contact with students from underrepresented groups when

an issue concerning that group is discussed).

Use caution and do not single out the one person in the class who belongs to a

group under discussion. Avoid singling out this person by asking their opinion or

for them to represent their group on this topic.

4. Speak about verbs.

Verb is the part of speech (or word class) that describes an action or occurrence or indicates a state of being.

Class of verbs falls into a number of subclasses distinguished by different semantic and lexico-grammatical features: a) set of national verbs.  Semi-notional and functional verbs serve as markers of predication in the priper sense,since they show the connection between the nominative content of the sentenceand reality in a strictly specilized way.These "predicators" include auxilary verbs,modal verbs,semi-notional verbid,introducer verbs and link verbs.  a) Auxialary verbs constitute grammatical elements of the categorical forms of the verb.These are the verbs: be, have, do, shall, will, should, would, may, might.  b) Modal verbs are used with the infinitive as predicative markers expressing relational meanings of the subject attitude type,i.e.ability, obligation, permission, indivisability etc.They also express relational probability probability: the groups be likely,be probable.  1.Tom may stay for the tele view if he will Tom is permitted to stay.  2.The storm may come any minute,you had better come the deck The storm is likely to come any minute.  The modal verbs can,may,must,shall,will,might,need, difective in forms,for example:The can prepare the play-ground themselves -The boys will be able to prepare the play -ground themselves. c) Semi-notional verbud,intrducerverbs are distributed among the verbal sets: of discriminatory relational semantics (se-em, happen,turn out,etc) of subject-active relational semantics (try,fail,manage,etc),of phrasal semantics (begin,continue,stop,etc)  They began to fight;  d) The phasal predicator "begin"and the infinitive of the notional verb "fight",the two lexemes making one verbal part;  The transitive verb " begin"forms the predicate of the sentence.  e) Link-verbs introduce the nominal part of the predicate which is commonly expressed by a noun,an adjective,or aphrase of or similar semantico-grammatical character.It should be be noted that link-verbs althogh they are named so, are not devoid of meaningful content.Performing their functions of  connecting(linking)the subject and the predicative of the sentence,they express the actual semantics of this connection.  The linking predicator function in the purest form is effected by the verb "Be".Therefore "Be"as a link verb can be referred to as the "pure link-verb".The common specifiyng link verbs fall into two main groups:  1) those that express perceptions.  2) those that express nonperceptional,or "factual"link-verb connection.  The main perceptional link-verbs are: seem,appear,look,feel,taste;  The main factual link-verbs are: become,get,grow,remain,keep. e.g. The letter seemed to have remained unnoticed.  I began to feel better. you shouldn^t try to look cleverer than you are. As is to be seen from the comparison of the specifying link-verbswith the verbid introducer predicators described above,the respective functions of these two verbal subsets are cognate,though not altogether identical.

A verb is a part of speech that usually denotes action (“bring”, “read”), occurrence (“to decompose” (itself), “to glitter”), or a state of being (“exist”, “live”, “soak”, “stand”). Depending on the language, a verb may vary in form according to many factors, possibly including its tense, aspect, mood and voice.

It may also agree with the person, gender, and/or number of some of its arguments (what we usually call subject, object, etc.). The verb is the most complex part of speech which expresses the predicative function of the sentence – the functions establishing the connection betwwen the situation (situational event) named in the utterance and reality. Verbs fall into 2 sets of forms profoundly different from each other: the finite set and the non-finite set.

The general categorial meaning of the verb is a process presented dynamically, i. E. Developing in time.

I n the sentence the finite verb invariably performs the function of the verb-predicate,expressing the processual categorial features of predication in time,aspect,voice and mood.

The non-finite verb performs different functions according to its intemediary (промежуточный) nature (subject, object, attribute). The non-finite forms of the verb in self-dependence (if they are used not as parts of the analytical verb forms) perform a potencially predicative function.

The stems of the verb may be: -simple (go,take,read); -sound-replacive (food-to feed); -stress-replacive (transport-to transport); -composite (blackmail-to blackmail-шантажировать); -phrasal (to have a smoke, to give up, to take care)

Verbs can be: of full-nominative value (notional verbs-значимые, сильные); of partial value (seminotional and functional verbs).

They never form predication themselves only together with other ones. Notional verbs-derivationaly open-are for changing; building another differnet grammatical category. Functional verbs- include auxilary verbs(be, have, do, shall). Modal verbs-expressing subjective attitude of the speaker to situation, ability, obligation, etc. Link verbs-introduce the nominal part of the predicate, which is commonly expressed by a noun,an adjective.

Grammatical categoris of the verb:

Correlation(соотношение, perfect-non-perfect); aspect; voice, mood, tense, number, person. Category of correlation-an action expressed by a perfect form, proceeds some moment in time

How long have you been here? (in this place) I’ve been to London twice.       (in dif. place)

Verb tense may be: 1) Simple stamps; 2) Sound-replacing stamps (vowel in the root).

The category of tense. The expression of grammatical time or “tense” is the most typical mfunction of the finite verbs. It is necessary to distinguish between lexical notion “time” and grammatical notion “time” (tense).

The cat. of mood is the most controvertial (спорный) category of the verb; it expresses the character of connection between the process denoted by the verb and the actual reality: imperative mood; subjunctive mood.

Analyze the following sentences: "If you are Master Murdstone", said the lady, "why do you go and give another name, first?" (Dickens)

He mustn't catch cold — the doctor had declared, and he had gone and caught it. (Galsworthy)

1. “are ” - is main verb, linking verb, the verb is in the present indicate, in 2^nd person.

2. “said” – main verb, regular in past tense

3. “do”- auxiliary verb of present tense

4. “go”- auxiliary verb

3)The use of audio visual materials as teaching aids has increased in recent years; thanks to technological advancement. Today's technology offers many choices to teachers, lecturers and curriculum developers who wish to capitalize on the new generation’s appetite for multimedia presentations. According to studies and research, some teachers claim that whenever they teach with some learning aids, their students get more stimulated because the learning aids help students to become more attentive. In addition, student's positive attitude generates more interest for the lessons they teach, and as a result students participate better in the class.

Below are some of the importance of audio visual materials in teaching and learning:

1 Audio visual material arouses learner's interest. Students get anxious and develop a learning habit when the teaching method or medium appear real to them and are not abstract. The material helps the teacher or the instructor to present his/her lessons clearly and effectively and this in turn catches the attention of the pupils.

2 Instructional materials are important because with them learners have a clear view of what is being taught.

3 Audio visual materials guide learners / students to learn well and it reduces the stress involved in the process of teaching and learning.

4 Audio visual aids in the classroom enhance teaching methods and improve student's comprehension.

5 Teaching materials help to get the attention of the students, makes the class more realistic and it gives a viewpoint or key point on the topic

6 Instructional materials give proficiency to teachers and also help students to get the true picture of what is being taught.

In conclusion, people learn in different ways. Some people are good in retaining information passed to them orally, while some others are extraordinarily good in retaining information through what they read and others through pictures and some other means. But generally, findings and statistics have shown that the best means of facilitating or enhancing good teaching and learning is through the use of instructional materials which encompass audio visual materials like radio, charts and projectors of various kinds.

I participated in girls classes while our practice. They used a lot of visual aids such as pictures videos presentation slides. Our student Guka perfectly taught a grammar about gerund. She used cards and poster. She divided them into groups and gave them tasks concerning grammar. Her lexical topic was about travelling. she could show the different countries sightseeing and pupils enjoyed, it was interesting, I also liked.

4) What Are Non-Finite Verbs? A nonfinite verb (sometimes called a verbal) is any of several verb forms that are not finite verbs; that is, they cannot serve as the root of an independent clause. The nonfinite verb forms found in English are infinitives, participles and gerunds; additional such forms found in some other languages include converbs, gerundivesand supines. Nonfinite verbs are typically not inflected by grammatical tense, and compared with finite verbs usually display less inflection for other grammatical categories as wel

A non-finite verb (also known as a verbal) is the term used to describe a verb that is not showing tense. In other words, it a verb form which is not acting like a verb (or, at least, the type of verb you need to form a sentence). There are three types of non-finite verbs: gerunds, infinitives, and participles. Look at these examples (non-finite verbs shaded): I hate camping. (Camping is a non-finite verb. In fact, it is a gerund, i.e., a noun formed from a verb. The giveaway for a gerund is the -ing ending.) I want to go there. (To go is a non-finite verb. It is an infinitive, i.e., the base form of a verb. The giveaway for an infinitive is often, but not always, the to before it.) We ate our roasted marshmallows. (Roasted is a non-finite verb. It is a participle, a type of adjective. There is no real giveaway for a participle, but lots of participles end in -ed and -ing.) Some more examples (non-finite verbs shaded): I started screaming at my parents for trying to send me to camp. (Screaming and trying - gerunds) (To send - infinitive verb

a)A desire to acquire a good pronunciation is natural in every beginner.

b)The American way of pronouncing some sounds differs from the English way.

c)A young man stood leaning against a tree.

Non finite: to acquire , pronouncing, leaning

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Top 10 Common Teaching Mistakes For Teachers To Avoid

People enter the teaching profession because they want to make a positive difference in society. Even teachers with the purest intentions can inadvertently complicate their mission if they're not careful.

However, new teachers (and even veterans sometimes!) will have to work hard to conscientiously avoid common pitfalls that can make the job even harder than it inherently is.

Do yourself a favor and avoid these common teaching traps. You'll thank me for it later!

1. Aiming To Be Buddies With Their Students

2. Being Too Easy On Discipline

3. Not Setting Up Proper Organization From The Start

4. Minimizing Parental Communication and Involvement

5. Getting Involved In Campus Politics

6. Remaining Isolated From The School Community

7. Working Too Hard And Burning Out

8. Not Asking For Help

9. Being Overly Optimistic And Too Easily Crushed

10. Being Too Hard On Yourself

Teaching is hard enough without the additional challenge of mental anguish over slip-ups, mistakes, and imperfections.

Nobody's perfect. Even the most decorated and experience teachers make poor decisions every so often.

Forgive yourself for the day's blemishes, erase the slate, and gather your mental strength for the next time it's needed.

Don't be your own worst enemy. Practice the same compassion that you show your students by turning that understanding on yourself.

Teaching Beginners

Planning and Preparation

Plan your course

PHONETICS AS A BRANCH OF LINGUISTICS

Phonetics (“phone” – Greek sound) – science of a sound.

Phonetics is an independent branch of linguistics like lexicology or grammar. These linguistic sciences study L from 3 different points of view. Lexicology deals with the vocabulary of L, with the origin and development of words, with their meaning and word building. Grammar defines the rules governing the modification of words and the combination of words into sentences. Phonetics studies the outer form of L; its sound matter. Let us refer to this limited range of sounds as the phonic medium and to individual sounds within that range as speech-sounds. We may now define phonetics as the study of the phonic medium. Phonetics occupies itself with the study of the ways in which the sounds are organized into a system of units and the variation of the units in all types and styles of spoken language.

Phonetics is a basic branch of linguistics. Neither linguistic theory nor linguistic practice can do without phonetics. No kind of linguistic study can be made without constant consideration of the material on the expression level.

Branches of phonetic Theoretical Phonetics has the following branches: articulatory, acoustic, auditory, functional /phonological Each branch of Theoretical Phonetics investigates the appropriate aspect of speech sounds. Articulatory Phonetics : the study of how speech sounds are made or articulated

Acoustic Phonetics: deals with the physical properties of speech sounds such as sound waves in the air

Auditory Phonetics deals with the perception of speech sounds via the ear

Functional Phonetics presupposes investigating the discriminatory (distinctive) function of speech sounds.

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A compound sentence is a sentence which has two independent clauses linked together. A compound sentence has to have the two clauses linked together by a conjunction of some sort. This may take the form of a correlative conjunction, a coordinating conjunction, or a semicolon functioning as a conjunction. A comma is often used to help offset the two independent clauses as well, although it is not usually needed grammatically.

To form a compound sentence, you take two independent clauses, which could serve as simple sentences by themselves, and link them with a conjunction. The most common type of conjunction used is the coordinating conjunction. There are seven coordinating conjunctions in English: for, and, nor, but, or, yet, and so. These seven can be easily remembered by the mnemonic FANBOYS, with each letter representing the first letter of each coordinator.

A compound sentence can also use a pairing of words that help each other out, known as correlative conjunctions. There are four common pairings of correlative conjunctions: both and and, not only and but also, either and or, and neither and nor. For example, we can take the independent clauses: The moon is full. and The stars are out. We can then join them together using one of our pairings to get: Both the moon is full, and the stars are out. or Neither the moon is full, nor the stars are out.

A semicolon can also act as a conjunction to form a compound sentence. For example, we can take the two independent clauses we just used, and join them together with a semicolon to form: The moon is full; the stars are out. In this way we link the two clauses more closely than if we were to have them as fully independent simple sentences, but we don’t link them more explicitly than that. COMBINING SENTENCES We can combine two or more sentences into a single sentence. We may do this because sentences are closely related in meaning and belong together, and because it is boring to read a series of short sentences that have a similar structure. (The preceding sentence, by the way, is a combination of 4 sentences -- can you find them?) When we talk about combining sentences, we will often use the word clause which is a group of words containing a subject and a verb. So, we will say that the sentence I know you and you know me. contains two clauses rather than saying that it contains two sentences. A sentence that contains only one clause is called a simple sentence.

There are a number of different ways to combine sentences: punctuation coordination subordination reduction apposition

PUNCTUATION: Sentences can be combined by using special punctuation marks. We know that a period [ . ] question mark [ ? ] and exclamation point [ ! ] are used at the end of a sentence, so they cannot be used for combining sentences. We also know that a comma [ , ] is not strong enough to connect 2 sentences. (If you use a comma to try to connect 2 sentences you will have a type of run-on sentence called a comma splice, which is not acceptable.)

So what kinds of punctuation marks can be used to connect sentences? There are 3 punctuation marks that are stronger than a comma but weaker than a period, question mark, or exclamation point. These are the dash [ -- ] colon [ : ] and semi-colon [ ; ].

A dash is used to add more information about some part of your sentence. It is rather informal and although you may see it when you read, it is better to avoid this punctuation in your writing.

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The second most important decision you will make as a parent — apart from deciding to have the kid in the first place — is deciding which school for them to enroll in. Make the right decision and you could put them on a path toward lifelong learning, a prestigious college education and a successful career. Choose wrong, and well, you know. Talk about pressure. Luckily for parents, Peg Tyre, author of The Trouble with Boys and a former Newsweek education reporter, has a new book to help parents evaluate both schools and teachers so they can find the right place for their child. Fittingly, it's called The Good School: How Smart Parents Get Their Kids the Education They Deserve. Tyre spoke to TIME about which questions you should ask when you're evaluating a school — whether your child is starting pre-K or switching schools in the middle of fourth grade — and why math is key in every grade.

1. In Preschool, the Relationship Between Teacher and Student Is Key

2. The Early Years: Words, Words, Words

3. Math Cannot Be an Afterthought

4. Don't Focus Too Much on Standardized-Test Scores

5. There Is No Excuse for a School Day with No Recess

6. Teachers Matter — Even More than You Think

7. It's Not All in the Name