- •Балаценко л.М.
- •Contents
- •Передмова
- •Theme: Learning and Teaching Styles
- •Text 1 managing your study time
- •Vocabulary Practice
- •Text 2 how I got my first-class degree
- •What does it take to graduate from university with a First?
- •Vocabulary Practice
- •Text 3 how to be a good learner (a gapped text)
- •------------------1------------------
- •------------------2------------------
- •------------------3------------------
- •------------------4------------------
- •Vocabulary Practice
- •Text 4 my lessons in the classroom
- •Vocabulary Practice
- •If necessary, write down your answers to the questions.
- •Text 5 allowing for thinking styles
- •I'm Oligarchic, You're Oligarchic
- •Ibm Professor of Psychology and Education
- •Vocabulary Practice
- •Text 6 applying multiple intelligences theory (Abridged)
- •Implications of Ml theory for foreign language education
- •Vocabulary Practice
- •Text 7 a fresh look at the classroom
- •Vocabulary Practice
- •Vocabulary Practice
- •Text 9 a tale of two teachers
- •Vocabulary Practice
- •Insisting
- •Text 10 teaching with a magic touch
- •Vocabulary Practice
- •Introducing a listening activity
- •Introducing a reading activity
- •Introducing a writing activity
- •Introducing a true/false activity
- •Introducing a gap-filling activity
- •Introducing a discussion activity
- •І. Word Formation
- •My Child’s a Genius!
- •Improve Your Child’s Mind
- •І. Idioms
- •Expectation fortune pressure world undone strike useful force light realise
- •3. Expressions with do
- •І. Defining and Non-defining Relative Clauses
- •Іі. Stative Verbs
- •In each sentence, write the correct form of the verb. Explain the differences in meaning between the simple and continuous forms of the verbs.
- •Continuous Aspect
- •Іі. Modal Verbs
- •I. Fill in the blanks below using these phrases and a suitable form of the verbs in the brackets. The first one has been done as an example.
- •In order to learn to write a summary you should do all the activities.
- •I. In pairs or small groups, discuss the following questions.
- •II. Read the texts about reading skills and do the assignments that follow.
- •Informal letters
- •It's a student's life
- •In order to write a good article you should remember the following:
- •Vocabulary in use
- •How to Be a Successful Learner.
- •What Is the Cost of Genius?
- •The Brain and Intelligence
- •Reference literature
- •For Notes For Notes
- •Learning and Teaching Styles Навчаючи вчимося
- •40002, М. Суми, вул. Роменська, 87
Vocabulary Practice
The words and expressions below are from the article. Read them and explain their meaning in English. If you don’t know, ask your partner to help you.
repugnance
rowdy
non-rewarding
to keep at it
a powerful incentive
the basic rate
congenial
to carry on with smth.
to lure into smth.
Text Comprehension
The sentences below describe Anya and Olga and their teaching situations. Read the sentences and decide which teacher each sentence is referring to. Put an A for Anya, an O for Olga, or A+O if it refers to both. Look back at the article if you need.
She is hard-working.
She is on teaching practice.Her pupils don’t obey her.
There is a shortage of textbooks.
She is poorly paid.
She is a graduate.
She may not be able to afford to carry on teaching.
She has large classes.
She finds teaching stimulating.
She enjoys other work more.
Talking points
Talk about one or both of the points below with your partner or partners.
Which of the statements in Text 9 are true of you?
Who do you have more sympathy with?
The following useful language may come handy.
Bringing up a Difficult Subject
I realize you might not want to discuss this, but…
I hate to have to mention this, but…
I wouldn’t bother you with this if it was up to me, but…
I know this is hard for you, but could we discuss …
Avoiding Responding
I’m sorry, I can’t give you a definite answer right now.
Can we talk about this later?
I’m a bit pressed for time right now, can you get back to me?
I really don’t think this is the time (or place) to discuss this.
Yes, we must talk about it sometime.
I’ll give you a ring at a more convenient time, OK?
Backing down
I’m sorry, you’re right. We’ll talk about it some other time.
I’m sorry, I didn’t mean to sound insensitive.
OK, but you can’t put it off / hide your head in the sand for ever. We’ll have to discuss it sooner or later.
Insisting
I hate to have to insist, but …
Forgive my persistence, but …
I’m sorry to keep bringing this up, but …
You’ve got a point, but I still think that …
Can we go back to what we were saying about…?
I don’t mean to sound pushy, but…
Yes, but you still haven’t answered my question.
I realize you might not want to discuss this.
Text 10 teaching with a magic touch
Read the magazine article and do the assignments that follow.
Karen Gold learns that a pat on the back brings the best out of the class.
A pat on the back is worth a dozen curricular innovations, according to a study of how teachers touch their pupils in primary schools.
When teachers supplement praise with a pat, the whole class works on average 20 per cent harder, say researchers looking at 16 West Midlands primary schools.
In one class children concentrated almost twice as hard when their teacher added a touch to every 'Well done'; in another, bad behaviour fell by more than two thirds after the teacher combined a pat with praise.
Touch studies were the brainchild of Kate Bevan, an education lecturer at Wolverhampton Polytechnic. She and two Birmingham University researchers spent more than 50 hours in 16 classes, watching children aged four to six and categorising how often teachers touched their pupils, when, where and why.
Almost none of the teachers used touch to accompany praise. Mostly they touched the head, shoulder, hand, arm or back to move a child to another part of the classroom, show it how to do something - hold a pencil, for example - or for no apparent reason.
The researchers' theory was that a touch would reinforce praise. So, without telling the teachers what they were investigating, they asked four of those previously observed to stop all touching except when praising their pupils. They should touch whenever they praised, but they should not praise more than usual.
The results were staggering. Children's normal concentration in different classes ranged from 75 per cent of the three-minute spells of observation to only 39 per cent of the time. But during the praise-touch weeks, concentration in every class soared: to more than 90 per cent of the time in the harder-working classes; to 69 per cent of the time - almost double - in the ones where children had worked properly less than half the day.
The teachers achieved this without any extra praise, and with fewer pats over all, because all the inconsequential touches stopped. They kept control without touching, too: in the two classes where disruption as well as concentration was measured, incidents such as water throwing and pencil-grabbing fell by almost two-thirds.
The teachers were amazed. 'Some of them weren't even aware that they touched children at all,' says Kate Bevan. 'None of them had any idea it would have such a potent effect.'
She believes that a pat reinforced the pleasure of being praised, particularly for young children who are still more familiar with actions than words. Praise then becomes more memorable for the touched child and those nearby.
Touch is not on the teacher-training curriculum. Kate Bevan, who trains teachers, believes it should be: 'Teachers can only do what they feel comfortable with, but this is part of the teacher's answer to what makes children work hard and what motivates them. They should at least be aware of it.'
(From English for the Teacher
by Mary Spratt)