III. Answer the questions:

1. What are learning strategies necessary for?

2. What learning strategies do you know?

3. Which are the most important to your opinion?

4. Which learning strategies do your teachers use or which did they use at school?

IV. True or false. If false, correct the mistake.

1. The student who finds similarities is not very sociable.

2. Process-oriented students are not interested in what, why and how they learn.

3. Results-oriented students often want to know the end of the story, the conclusion etc.

4. Not all students can learn creating the images in their minds, they need references to reality.

5. Movements and games are not necessary during the learning/teaching process.

V. Match the English words with their Ukrainian equivalents:

1) to prove a) рух

2) bottom line b) дитинство

3) conclusion c) потребувати

4) to provide d) відповідний

5) movement e) доводити

6) stationary f) успішний

7) appropriate g) визначний фактор

8) childhood h) висновок

9) successful i) забезпечувати

10) to require j) нерухомий

VI. Translate the sentences into Ukrainian:

1. Many students learn by finding similarities.

2. Many students cannot learn effectively with the constructed references.

3. Movement and activity are natural features of childhood.

4. Some pupils discover things by finding differences.

VII. Translate the sentences into English:

1. Щоб навчання було успішним, потрібно підібрати відповідну індивідуальну

методику.

2. Студенти цікавляться, як відбувається процес навчання від початку до кінця.

3. Часто учні потребують прикладів з реального життя.

4. Ігри та рухи допомагають зняти фізичну напругу, стимулювати мислення.

VIII. Make up sentences with the terms:

learning strategy, childhood, to develop, similarity, drawback, to maintain relationship, bottom line, successful, activity.

TEXT B

I. Read and remember the following words and word-combinations:

tool of education – інструмент освіти

inexpensive – недорогий

user-friendly technology – зручна (для користувача) технологія

distance student – студент дистанційної форми навчання

to expand – поширювати(ся); розширяти(ся)

rural community­ – сільський населений пункт

workplace productivity – продуктивність на робочому місці

gain – користь

impact – вплив

to be equipped with elec­tronic workstation – бути забезпеченим автоматизованим робочим місцем

to emerge – з’являтися

advancement – прогрес, розвиток

flexibility – гнучкість

to accommodate – забезпечувати; пристосовувати

to hinder – заважати

II. Read and translate the text using a dictionary: Technology in the Classroom

The primary components of education are changing. The Internet and video-con­ferencing are emerging as primary tools of education. As the potential of inexpensive, user-friendly technology increases and the platform of available information expands, classroom design increasingly depends on technical standards.

Students’ access and learning processes also are affected. The newest participants are distance students and students in rural communi­ties, as access can be gained from nearly anywhere at any time. In addition to class­room design, technology affects user needs as well, including social interaction and workplace productivity.

However, students in the classroom are also finding gain. The primary impact in the classroom is on how students receive infor­mation and, therefore, learn. Increasingly, lecture information is transferred elec­tronically to students. And, in some class­rooms, students are equipped with elec­tronic workstations.

What does all this mean for classroom design? The whole idea is to view a class­room equipped with the Internet and video-conferencing emerging as primary components of education tech­nology. This has caused planners to rethink classroom design at two broad levels: tech­nological infrastructure and space plan­ning. By incorporating this, a classroom becomes a strategic resource, positioning an institution for changes and advancements in technology. Maximizing flexibility is not only impor­tant for planning technological infrastruc­ture, but also it is a primary key for space planning. Creating flexible classrooms means designing spaces with proportions to accommodate a variety of functions, instead of just one specific learning activi­ty that could potentially hinder future pos­sibilities.