- •1.Words to be remembered (Texts: a, b).
- •2. Translate the sentences. Pay attention to the worlds in italics.
- •3. Scan text a. Pay attention to the words in bold type.
- •4. Decide whether the following statements are true, false or vague according to text a.
- •5. Read text a and answer these questions.
- •6. Scan text b. Pay attention to the words in bold type.
- •7. Decide whether the following statements are true, false or vague according to text b.
- •8. Read text b and answer these questions.
- •9. Match the verbs with the synonyms.
- •10. Match the same verbs with the antonyms.
- •11. Make sure you know the meanings of these terms. Match them with their definitions.
- •12. Fill in the correct prepositions. Make some of the items more complete.
- •14. Make thorough analysis of the questions given below. Derive a proper rule for making questions. Try to remember the main principles of the famous educators. Compose your own questions:
- •15. Quiz. Match the names with the educators’ deeds, principles and beliefs.
- •16. Translate the main points from Russian into English. Use the dictionaries and encyclopedia.
- •17. Look at the two pictures, one of them showing a famous educator Anton Makarenko with his pupils. Write a small essay: “What m akes a Good Teacher” or “My favourite teacher”.
- •18. Read the text “Teaching: Art or Science” Discuss it in small groups.
- •20. Read all the texts again and make notes under the following headings. Then use your notes to talk or to make reports about them.
- •1. Words to be remembered (Texts: a, b).
- •2. Translate the sentences. Pay attention to the words in italics.
- •3. Scan text a paying attention to the words in bold type.
- •4. Decide whether the following statements are true, false or vague according to text a.
- •5. Read text a and answer these questions.
- •6. Scan text b paying attention to the words in bold type.
- •7. Decide whether the following statements are true, false or vague according to text b.
- •8. Read text b and answer these questions.
- •9. Match the adjectives with the synonyms.
- •10. Match the same adjectives with the antonyms.
- •11. Make sure you know the meanings of these words and match them with their definitions.
- •12. Fill in the correct prepositions. Make the sentences complete with the ideas expressed in the texts, and your own ideas.
- •13. Translate the following sentences into English using the above vocabulary.
- •14. A) Study the sentences below presenting comparisons. Derive a rule by yourself or with the help of your tutor.
- •15. Look at the drawings. How do the pictures match with the teachers’ characteristics? Discuss it with your group-mates. Make dialogues.
- •16. A) Investigate the biography.
- •18. Read each statement below carefully. Check either “agree,” “disagree” or vague to show what you think.
- •19. Study the inside information: “Times of Transition.” Discuss it in small groups. Summarise it in a written form.
- •20. Read the text, pay attention to the words in italics and in brackets. Enrich your vocabulary by comparing English and Russian equivalents.
- •21. Read the following dialogues. Define the people’s behaviour-characters. Consult the dictionary.
- •22. Read the texts again and make notes under the following headings. Then use your notes to talk on the topics.
- •1. Words to be remembered (Texts: a, b).
- •2. Translate the sentences. Pay attention to the words in italics.
- •3. Scan text a (part 1) carefully paying attention to the words in bold type.
- •4. Scan text a (part 2). Make use of the parts 1 and 2 to give a valid report before the audience: a) with insufficient training, b) with sufficient training.
- •5. Decide whether the following statements are true, false or vague according to text a (parts 1 – 2).
- •6. Read text a (part 1 and 2), answer these questions.
- •7. Scan text b carefully paying attention to the words in bold type.
- •8. Decide whether the following statements are true, false or vague according to text b.
- •9. Read text b and answer these questions.
- •10. Match the words with the synonyms.
- •11. Match the same words with the antonyms.
- •12. Make sure you know the meanings of these words and match them with their definitions.
- •13. Fill in the correct prepositions.
- •15. Translate and use the following words of encouragement with your pupils, friends, parents, colleagues and try to create warm and friendly atmosphere.
- •16. Read the “Open Letter to School Children”. Rewrite the abstract, which you like and appreciate most.
- •17. Special Quiz: Identify the words and ideas, which were not mentioned in text a.
- •18. Read, compare and learn.
- •19. Study “12 Ways to Use Your Power.” Share the results of your studying either with your parents or teachers, or bear it in mind for yourself.
- •20. Read the following dialogues. Define the people’s characters. Consult the dictionary.
- •21. Read the texts again and make notes under the following headings, use your notes to talk on the topics.
- •2. Translate the sentences. Pay attention to the words in italics.
- •3. Scan the text a paying attention to the words in bold type.
- •4. Decide whether the following statements are true, false or vague according to text a.
- •5. Read text a and answer these questions.
- •6. Scan text b carefully paying attention to the words in bold type.
- •7. Decide whether the following statements are true, false or vague according to text b.
- •8. Read text b and answer these questions.
- •9. Match the adjectives with the synonyms.
- •10. Match the same adjectives with the antonyms.
- •11. Make sure you know the meanings of these words and match them with their definitions.
- •12. Fill in the correct prepositions. Make the sentences complete.
- •13. Make Russian-English and English-Russian translation.
- •14. Study the text “How Teachers Guide Learning” but first fill in the gaps with necessary word forms derived from the following verbs. Write down the text you’ve made.
- •16. A) Scan the text “Intelligence”.
- •18. Are you a reliable witness? Study the picture for only twenty seconds. You are going to answer the questions about the picture right now. Do not look back at the photo.
- •20. Read and translate the text “Children and Parents”. Write down the main idea of the text.
- •21. A. Look at the diagram of the story: “Whenever”. Do you find it optimistic, realistic, funny or something else? Think of some endings of your own to complete or compose a fascinating story.
- •I) To understand the subtleties of stereotyping, try to answer the following riddle.
- •II) How could this be, if the father had died in the crash? If you still don’t think you’ve come up with a satisfactory explanation, try another riddle.
- •22. Read the texts again and make notes under the following headings. Then use your notes to talk on the topics.
- •1. Words to be remembered (Texts: a, b).
- •2. Translate the sentences. Pay attention to the words in italics.
- •3. Scan text a carefully paying attention to the words in bold type.
- •4. Decide whether the following statements are true, false or vague according to text a.
- •5. Read text a and answer these questions.
- •6. Scan text b paying attention to the words in bold type.
- •7. Decide whether the following statements are true, false or vague according to text b.
- •8. Read text b and answer these questions.
- •9. Match the verbs with the synonyms.
- •10. Match the verbs with the antonyms.
- •11. Make sure you know the meanings of these words and match them with their definitions.
- •12. Fill in the correct prepositions.
- •13. Scan the text: “Let’s communicate.” Memorise the ten golden rules.
- •14. А) Skim the texts bellow; b) Try to explain the underlined grammar peculiarities; c) Choose one of the texts as a topic for discussion, define the professional field it belongs to.
- •15. Test: Find out with the fun quiz: How do you communicate?
- •17. Puzzle: “Stress and rhythm.” Try to fill in the missing words before you hear this rhythmic rhyme, called “Is this the Job For You”? What do you think the job is?
- •18. Scan the text “Creativity in Science.” and summarise it.
- •20. A. Here is a simple trick to try next time you are waiting for a teacher to come into the room.
- •21. Read the texts again and make notes under the following headings. Then use your notes to talk on the topics.
- •1. Words to be remembered (Texts: a, b).
- •2. Translate the sentences. Pay attention to the words in italics.
- •3. Read text a carefully paying attention to the words in bold type.
- •4. Decide whether the following statements are true, false or vague according to text a.
- •5. Read text a and answer these questions.
- •6. Read text b carefully paying attention to the words in bold type.
- •7. Decide whether the following statements are true, false or vague according to text b.
- •8. Read text b and answer these questions.
- •9. Match the adjectives with the synonyms.
- •10. Match the same adjectives with the antonyms.
- •11. Make sure you know the meanings of these words and match them with their definitions.
- •12. Fill in the correct prepositions.
- •13. Translate the text into English. Discuss. Give your “for” and “against”.
- •14. Could you use any other modal verbs in these 8 points?
- •16. Match the parts of the sentences.
- •17. Read each statement below carefully. Check either “Yes, I shall” or “No, I shall not” to show future intentions to your future pupils or students.
- •18. Read each statement below carefully. Check either “Yes, I shall” or “No, I shall not” to show your intentions to your future colleagues.
- •19. Imagine you are present at the math lesson. Answer the questions. A) Give your assessment of the lesson. Consult the dictionary.
- •20. Read the following dialogues. Define the people’s behaviour-characters. Choose a proper word from the list below. How would you react to the pupils’ mind in real life? Give advice.
- •1) Angry 2) awful 3) doubting 4) ingenuous 5) lazy 6) witty 7) prudent 8) hopeful
- •21. Read the texts again and make notes under the following headings. Then use your notes to talk on the topics.
- •Vocabulary of educational terms and their usage
- •Inborn intelligence
- •Interpersonal intelligence
- •Inside knowledge
- •Intuitive knowledge
13. Make Russian-English and English-Russian translation.
A. Наука – это система знаний о закономерностях развития природы, общества и мышления, а также отдельная отрасль таких знаний. Различают общественные науки, естественные науки. В русском разговорном языке это еще и то, что поучает, дает опыт, урок. Иногда говорят: пусть этот случай будет ему наукой.
B. Science is knowledge, which can be made into system and which usually depends on seeing and testing facts and stating general natural laws: Science has taught us how atoms are made up. The computer is one of the marvels of modern science. Science is also a branch of such knowledge usually studied at universities, such as biology, chemistry, physics, engineering, and sometimes mathematics.
Grammar Tutorials: The-ing Forms
14. Study the text “How Teachers Guide Learning” but first fill in the gaps with necessary word forms derived from the following verbs. Write down the text you’ve made.
1. learn 2. criticize 3. seek 4. analyze 5. solve 6. deal 7. desire 8. teach 9. educate 10. develop
The teacher’s main task is to create conditions that will encourage and stimulate (1) …. Teachers must help students develop their own initiative and ability to think (2) …. Good teachers guide students in (3) ... important knowledge and (4) ... possible (5) … to meaningful problems. They also help students understand important values involved in (6) … with various problems. Teachers use a variety of methods to achieve the (7) … learning goals. They also use such (8) … aids as books, audio-visual materials, teaching machines, and field trips. Good teachers are well- (9) …, know their subject and understand their students. They are familiar with the principles of education, the psychology of human (10) …, and theories of learning.
Theories of teaching have not been as fully developed as have theories of learning. Many educators feel that a theory of learning also provides sufficient guidelines for teaching. Most teachers probably combine behaviour modification, cognitive, and humanistic teaching principles. Many teachers do not consciously follow any theory, but rather depend on experience and intuition to guide them.
15. Directions: Pay attention to the way six teachers show their devotion to the teacher’s profession. Check either “suitable”, “eminently suitable”, “unsuitable” when choosing the proper words for introducing your life philosophy.
Life Philosophy
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1) Haley, Beverly – a teacher of Computer science: “I enjoy a variety of interests including time with my family and friends, tennis, biking. I chose teaching as my profession because I enjoy learning and working with young people. My students can compile computer programmes, make use of different computer languages. In my view, teaching is the most important profession in the world. My motto is: “Minds are like parachutes – they only function when open.” |
2) Mary, Hardy – a teacher of Power engineering: I love teaching and feel that one of the most valuable things a student can learn is not only to acquire professional skills but can learn how to communicate. Working with the students actively involved in learning is where the real joy of teaching is. I am always into new technologies. I like Benjamin Franklin words: “Being ignorant is not so much a shame as being unwilling to learn.” |
3) Kate, Marybeth – a teacher of Building Construction: “My interests include my family, husband, children. I enjoy gardening, reading, going to quality productions in the performing arts, and spending time at our beach home. I enjoy being in the classroom. I try to instil in my students confidence in themselves; if they have this confidence, they have the ability to succeed.” |
4) Robert, Brown – a teacher of Arts: “My special interests and hobbies include theatre and golf. I am interested in architectural design. I choose to teach because it’s a good way to keep from being bored. I am proud that my students do well with their studies. I feel I have a part in “building for a better tomorrow,” I can have an impact on students and make a difference. |
5) Judy, Mednick – a teacher of Psychology: What I enjoy most are cooking, travelling, jogging and theatre. My hobbies are free-lance writing and bird watching. I have chosen to spend most of my life teaching because – to adapt a famous Socratic adage – I believe that the uneducated life is not worth living. My motivation to work in the area of special education is “to turn on the turned off.” |
6) Cooper, Terry – a teacher of Machine-building: “I enjoy playing the guitar and singing. My philosophy is that students are like plants: given a healthy nurturing environment, they’ll naturally grow toward the light. I try to apply this philosophy in to my classroom as well as in my home. I try to widen my outlook, to sort out what techniques I would use in the classroom.” I believe that friendship is a doing thing. |
Additional Activities: Miscellaneous