- •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)
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- •------------------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
Find words or phrases in the passage that mean the same as these. Write them down. Recall some situation from your teaching experience and describe it using paraphrased words and phrases. Tell the situation to your partner or write it down.
beating loudly incomplete
laughing disrespectfully way of putting things right
unable to take action exercise control
tell off hungry laughing shrilly
Text Comprehension
You’ve read the article by Anne Bonsall and like the way she presented her ideas. You want to know your friend’s impression of it. Here are the questions for you to answer and compare your answers with those of your friend’s.
Why were the writer’s friends and family taken by surprise?
Why was the writer’s heart pounding as she set off for work?
How well had she managed to adapt to new teaching methods during her ten years’ teaching?
Why did the hard-working little girls change?
Why was the writer unwilling to punish pupils who misbehaved?
Who are referred to as 'we ourselves'?
How do the Year 10 English class react to the writer’s entry into the room?
What is meant by 'the stomach for the job' in the final passage?
If necessary, write down your answers to the questions.
Critical Reading
Comment on the sentences taken from the text.
To wake in the morning with a fear of the day ahead, to force a hasty breakfast down an unwilling throat, and then set off for work with a pounding heart and a frozen face had become habitual.
But I, in common with most other teachers, am enormously self-critical, and I knew now that I was no longer ‘managing.’
My attempts to cope with changing teaching methods were patchy.
I had run out of enjoyment and enthusiasm.
I have failed, and no longer have the stomach for the job.
Talking points
This time you want to know your friend’s opinion on the question: Why doesn't the writer blame her lack of success as a teacher on her own shortcomings?
Work in pairs and make notes on the reasons. Compare your notes with another pair, and make sure you have only noted down the relevant information.
The following useful language may come handy.
Discussing the Cause of a Problem
It’s not so much a result of...but rather of…
It’s partly / largely / entirely due to…
I believe … plays a great / small part as well.
I think … has a lot to do with it.
In my view, … is / are responsible for…
A key factor is …
The main reason for it is…
I feel that …is / are to blame.
The obvious culprit in this case is…
Discussing the Result of a Problem
This (often/invariably/directly) leads to/causes/brings about…
As a result, / consequence, …
Inevitably, …
Suggesting Solutions
One way forward would be to …
I feel there’s something to be said for …
A lot can be achieved by …
If we / the government (don’t) … then …
…would (greatly) alleviate the situation.
Creative Writing
Read the rubric below and write your own article for the magazine.
University magazine is planning a feature about students’ teaching experience. Readers have been asked to send short articles on the issue. You have decided to write an article describing the way you managed the class on your teaching practice. Mention the problems and gains of your first teaching experience. (Use the Thematic Vocabulary).
Test Your Knowledge of Vocabulary
Translate the situation into English cramming it with the Thematic Vocabulary.
Всім відомо, що робота вчителя важка й емоційно виснажлива. Багато молодих учителів не витримують психологічної напруги, нескінченної перевірки зошитів, додаткової роботи з важкими дітьми та інше. Багато з них переживають справжні душевні страждання, але приховують це, не бажаючи показатися слабкими.
Молоді люди не можуть більше працювати в цій професії. Вони бажають забути про те, як прокидаються вранці з острахом перед подіями, що очікують їх протягом дня; як силоміць з’їдають сніданок; як неохоче відправляються на роботу з серцем, що ледь-ледь не вискочить із грудей, та обличчям, що не виражає ніяких емоцій. Це все стало звичним і, щоб притупити душевний біль, деякі вчителі навіть починають приймати заспокійливі засоби. Звичайно, це не може продовжуватися довго. В цьому випадку є тільки один вихід - змінити роботу. Якщо відчуваєш, що професія перестала подобатися, то краще вибрати щось інше, де можна себе реалізувати й стати успішним.
Якщо проаналізувати причини, через які вчителі не справляються зі своїми обов’язками, то їх можна знайти не тільки в самих учителях, але й у дітях: це їх небажання вчитися та хаос, який вони вносять у навчальний процес, це їх грубість, з якою не можна миритися, це й брутальність, що викликає обурення. Молодих учителів все це лякає, тим паче що й батьки теж спантеличені й неспроможні вплинути на своїх дітей.
Така сумна картина часто є реальністю і вихід є тільки один - залишити цю професію, якщо ситуація, дійсно, виходить із-під контролю.