Essentials of pedagogical profession. Учебное пособие

5) approach a) an idea of something new

b)a way of dealing with somebody/something

c)a picture in mind; opinion, thought; plan, suggestion

b)a document showing that you have completed a course of study

c)the ability to do something well

7)knowl- a) an idea of something new

9) research a) an act of choosing between two or more possibilities

b)a search or investigation undertaken to discover new facts or information

c)the fair treatment of people

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13)grammar a) the study of teaching methods

b)the rules in a language for changing the form of words and joining them into sentences

c)a division of an area of knowledge

14)reformer a) a person who works to achieve political or social

changes

b)a person who is in charge of a school

c)a person you work with, or spend a lot of time

15)principle a) the study of teaching methods

b)a division of an area of knowledge

c)a law, a rule or a theory that something is based on

16)treat- a) a way of punishing children

c)care for somebody/something that you think is important

3.Work with the dictionary.

1)Look up the following groups of words in the dictionary. Define the part of speech the words belong to. Pay attention to the suffixes and prefixes which are used to build a word. Translate the words into Russian.

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2)Look up the following words with similar meaning in the dictionary. Make your own sentences with the words and translate them into Russian.

4. Role-play tasks. Work in pairs, prepare and act a dialogue for each of the following situations.

Situation 1.

Your weekend

Student A is what he/she is. Student B is your friend. You are discussing your plans for the weekend. Ask your friend questions about her plans and suggest your ideas.

• If she would like to get together this weekend.

•If she wants to go hiking.

•If you can have dinner somewhere after hiking.

•Ask where she would like to go.

•Suggest going to some café.

•Ask what time you will meet.

•Suggest your time and place for meeting.

Situation 2.

Entering the university

Student A is an applicant. Student B is a student of History faculty. Ask the student questions about her studying at the university.

• If it is difficult to enter the university.

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• If it is difficult to study at the university.

• What subjects she studied when she was a 1st year student. • If the teachers are strict.

• If the students pass the exams at the end of each term. • If they have vacations and when.

• If the students have summer practice and what they do.

Situation 3.

Neighbour

Student A: You are what you are. Student B is your new neighbor. Ask the neighbor questions about him/her.

• Introduce yourself and ask what her name is. • Ask about her family.

• If she is from another city.

• If she and her family like their new house. • If they know all neighbours.

• Offer your help in getting acquainted with everybody. • Invite her to your house for a party.

Situation 4.

A new flat

Student A: You are a usual boy/girl. Student B is your friend who has moved to a new flat. Ask your friend questions about her new flat.

• If her flat is larger than the previous one. • How many rooms there are in the flat. • If there are all modern conveniences there. • What floor her flat is.

• If she has a room of her own.

• Ask any question you like about the flat. • When you can come to her new flat.

Situation 5.

Plans for summer

Student A: You are what you are. Student B is your good friend. You are talking about your plans for summer vacations. Act out the situation and ask your friend questions about her plans for summer.

• When her summer holidays begin.

• If she had decided where to go to on holidays.

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• Where she is going.

• Why she doesn`t want to go to the seaside with her family. • Suggest her to go with you and your friends on a touristic

hike.

• Ask to phone you a little later to make an arrangement about the details.

Situation 6.

An interview

Student A: You are a journalist. Student B is a famous educator (Comenius, Pestalozzi, Montessori, Korchak, Makarenko). You are taking an interview. Act out the situation and ask a pedagogue questions about his/her pedagogical ideas and career. Ask your own questions.

• When he/she made a decision to devote their life to pedagogy. • What made him/her choose the profession of an educator. • Who and what affected the development of their pedagogical

ideas.

• If they had any problems with the authorities of their country. • If he/she remember their best or worst pupils.

5. Presentation. Use the internet and find the information about Russian teachers-innovators. Make a presentation about him/her. Include the information about his/her biography and pedagogical innovations; facts about successfulness and implementation of their methodology.

VOCABULARY REVISION

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PART III. TEACHING METHODS

Unit 1.

The teacher and the learner

1. Study the following words and phrases:

«Pedagogy is the study of teaching methods and includes the aims of education, and the ways in which such goals may be achieved. The field relies heavily on educational psychology, which encompasses scientific theories of learning and to some extent on the philosophy of education, which considers the aims and value of education from a philosophical perspective.

In the act of teaching there are two parties (the teacher and the taught) who work together in some program (the subject matter) designed to modify the learners’ experience and understanding in some way. It is necessary to begin, therefore, with observations about the learner, the teacher, and the subject matter and then to consider the significance of group life and the school. It will then be possible to consider the factors and theories involved in modifying a person’s experience and understanding. They include theories of learning in education, of school and class organization, and of instructional media.

A child enters school with little if any attainment in written expression and leaves it capable of learning much from human culture. It was thought originally that such progress was just a matter of learning, memorizing, associating, and practicing. The work of psychologists has revealed, however, that the growth of the pupil’s intellectual powers must include different phases of development: simple sensor motor coordination; the beginnings of symbol-

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izing; the growth of language and play; logical thought, the concrete material; and the power to examine problems comprehensively, to grasp their formal structure, and to evoke explanation. The components in the child’s overall educational growth are physical and mental maturation, experience, formal teaching through language, and an urge in the learner to resolve discrepancies, anomalies, and dissonances in experience.

What is required of teachers is that they enjoy and be capable of sharing with children work programs designed to modify their experience and understanding. The teacher must be mature, have humour with a sense of status, be firm yet unruffled, and be sympathetic but not over personal. With large classes, the teacher becomes a leader of a group, providing stimulating learning situations.

The subject matter also has a marked influence on the total teaching situation. It may be conveniently divided into the broad headings of languages, humanities, sciences, mathematics, and arts. Although each group of subjects has something in common with others in terms of the demands it makes on the thinker, each area has also something quite specific in its mode of development. Languages call for verbal learning and production based on oral work, particularly during the early phases. The humanities call for an understanding of cause-effect relations of immediate and remote connections between persons and institutions and between human beings and their environment. The sciences call for induction from experience, though deductive processes are required when the laws of science are formalized into mathematical terms. The humanities and sciences both depend on the ability of the learner to hypothesize. Mathematics calls for the ability to abstract, symbolize, and deduce. An interest in the formal and structural properties of the acts of counting and measuring is fundamental. Arts and literature call for a fairly free opportunity to explore and create.

A large part of the teacher’s role is as a group leader, and the group life of the school and the classroom must influence the teaching situation. Group life shows itself in the dynamic structure of the class – including its manner of reaching group decisions, the hierarchy of its members. Individual pupils conduct themselves under the influence of the groups to which they belong. Their achievements and attitudes are subject to evaluation by the group, leading to support or ostracism, and they set their standards according to those influences.

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The effect of “streaming” or “tracking” – that is, selecting homogeneous groups by both age and intellectual ability – has promoted much inquiry. The practice evokes extreme opinions, ardent support, and vociferous condemnation. The case for uniformity is that putting pupils with their intellectual peers makes teaching more effective and learning more acceptable.

The conditions of classrooms, assembly places, and play areas and the existence (or nonexistence) of libraries, laboratories, arts- and-crafts rooms, and workshops all play their part in the effectiveness of the teaching-learning situation.

The social forces outside the school community also influence the teaching situation. Teaching is a compact among several groups, including teachers, students, and parents, in the first place, with youth organizations and civic and sometimes religious groups playing a secondary role. The overall neighbourhood youth subculture also sets standards and attitudes that teachers must take into account in their work. » [12]

(Abridged from the original text provided by https://www.britannica. com/)

2. Read the text and the following questions and give detailed answers:

1)What does pedagogy study?

2)What are the participants in the process of teaching?

3)What factors and theories should be considered when we speak about the process of teaching?

4)What did scientists think about reasons of a child`s progress?

5)What elements did the growth or the pupil`s intellectual powers include according to new works of psychologists?

6)What are the requirements to a teacher?

7)What qualities should a teacher have?

8)How does the subject matter influence on the teaching process?

9)What do different group of subjects call for? What do languages call for? What do humanities call for? What do sciences call for? What does mathematics call for? What do literature and arts call for?

10)What is the teacher`s role in the teaching situation?

11)What role does the group play?

12)What makes learning more acceptable and teaching more effective?

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13)What else plays part in the effectiveness of the teachinglearning process?

3.Match the words on the left with their definitions on the right.

4. Read the definitions below and then find the words in the text. Translate the words and their definitions into Russian.

1)r _______ to need or depend on somebody/something

2)a _______ be successful in gaining a particular goal, attaining a desired end, usually by making an effort

3)m ________ to change something slightly, especially in order to make it more suitable for a particular purpose

4)e _______ to become a member of an institution; to start working in an organization or a profession

5)r _______ to show something that previously could not be seen

6)d _______ to be affected or decided by something

7)e _______ to examine a subject or a possibility completely or carefully in order to find out more about it

8)c _______ to make something happen or exist

9)i _______ to have an effect on a particular situation and the way it develops or on people`s way of thinking and behaving

10)e ______ to bring a feeling, a memory or an image into your mind

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