- •Read the tips how to get the students’ attention in class. Give examples of their application in educational practice.
- •2. Read the tips how to strengthen teacher's relationships with the students and answer the questions that follow.
- •Questions
- •Give some tips (which have not been mentioned) how to get the students’ attention in the classroom and strengthen the teacher's relationships with them.
- •Skim the text and fill in the gaps with the words which you think may suit. Preventing Conflicts in the Classroom
- •Complete the sentences with the appropriate derivatives of the following words: impress, argue, practice, confident, notice. How to Prevent Collisions During the Lesson
- •Find the mistakes in the text and correct them. How to End the Lesson Calmly
- •1. Read the text and analyze the ways of pedagogical communication organization.
- •2. Think of the pedagogical recommendations you could give in relation to the verbal and non-verbal behavior of the teacher.
- •How does non-verbal communication differ from verbal communication?
- •The Basic Form of Communication
- •1. Read the information on what teachers should wear and express your point of view whether the teacher's dress code should exist. How What You Wear Affects What You Accomplish as a Teacher
- •2. Make up a list of do’s and don’ts that the teacher should follow while dressing for class.
- •3. Think of wear clichés which are typical of different teachers. Describe the style of dressing one would see in the class of a) Maths; b) Russian; c) p. T.; d) Drawing; e) Singing; f) English.
- •1. Skim the text and fill in the gaps with the words which you think may suit.
- •2. Complete the sentences with the appropriate derivatives of the following words : refer, psychology, prefer, motive, initiative, punishment.
- •Verbal Immediacy
- •3. Expand the text by adding some sentences which would contain relevant information.
- •Questions
- •Is teacher gender a factor in pedagogical communication?
- •Male Versus Female Teachers
- •Read the text and answer the questions that follow.
- •Questions
- •Agree or disagree, motivate your point of view.
- •Conduct an Oxford debate “Male Teachers versus Female Teachers.”
- •Skim the text and fill in the gaps with the words which you think may suit. Gender Gap (Part I)
- •Complete the sentences with the appropriate derivatives of the following words : effect, social, care, imply, differ, assess. Gender Gap (Part II)
- •Translate the text into English. Атмосфера психологического комфорта
- •Read the text and prove that the teacher is a man.
- •Give the same sequence of career events, pedagogical impressions and personal emotions from the female standpoint.
- •What difference do styles of teaching and stereotypes make?
- •Communication Styles
- •Indirect Communicators
- •1. Read different descriptions of communication styles. Define which descriptions agree with a particular communication style.
- •Choose some teaching style / styles that you will be comfortable with when you plan, prepare and deliver your classes. Explain your choice.
- •Make up your own classification of communication styles.
- •1. Insert the suitable prepositions (if necessary). Effective Communication Strategies
- •Skim the text and fill in the gaps with the words which you think may suit.
- •Is Your Teaching Method Bad?
- •Translate the text into Russian.
- •Read the text and sum up the stereotypes of teachers existing in the media. Stereotypes of Teachers in the Media
- •Make up a top ten list of stereotypes relating to teachers and teaching.
- •What are pedagogical taboos?
- •The Characteristics of Taboos
- •Read the tips for travelling teachers and comment on taboos existing in different countries. Helpful Notes for Travelling Teachers
- •Sum up the pedagogical taboos existing in Belarus.
- •Since pedagogical taboos are historically exposed to changes think of the pedagogical taboos of the year 3000.
- •1. Insert the suitable prepositions (if necessary). Discussing Embarrassing Topics
- •Replace the words in bold type with their synonyms. Discussing Embarrassing Topics
- •3. Fill in the gaps with the suitable expressions : visit and revisit; condemn and feticide; racist, sexist and homophobic; trial and error. Discussing Embarrassing Topics
- •1. Read the text and say which taboos were broken by the teacher.
- •2. Answer the questions.
- •3. Write the analysis of the teacher’s class, dwell upon the contents of pedagogical communication.
- •How different is the child from others?
- •Children’s Problems
- •1. Read the information on children’s fears and answer the questions that follow. Children’s Fears
- •Questions
- •2. Make a scientific report on children’s complexes.
- •Remember which fears you had when a child and how you managed to overcome them. Share this information with your group-mates.
- •1. Insert the suitable prepositions (if necessary). Helping Children Overcome Fears : Be a Role Model, Open and Validate
- •2. Correct the mistakes. Helping Children Overcome Fears : Encourage and Control
- •3. Replace the words in bold type with their synonyms. Helping Children Overcome Fears : Routines, Opportunities, Exercise
- •1. Read the text and say what problems the teacher had to deal with in his class and after it.
- •Describe your actions in the situation mentioned above.
- •Conduct an Oxford debate “Mr. McCourt’s Behaviours are Pedagogically Adequate versus Mr. McCourt’s Behaviours are Not Pedagogically Adequate.”
- •Where do children’s complexes come from?
- •Complex as a Phenomenon
- •Inferiority Complex
- •1. Read the text and say how Oedipus complex manifests itself. Oedipus Complex
- •Skim the text and fill in the gaps with the words which you think may suit.
- •Idiomatic Usage
- •Complete the sentences with the appropriate derivatives of the following words : suit, symbol, refer, contradict, luck, like. Superstitions
- •Translate the text into Russian. Biological Origin
- •2. Read the poem by Keith r. Williams and say what personal catastrophe is described by the child. Punishment Poem (From The Cheat)
- •3. Write an Essay “Children’s Personal Catastrophes : Reasons and Ways Out.”
- •Practicals the culture of pedagogical communication
- •1. Translate the texts into English and make your own endings adhering to the style and contents of the texts. Give a title to each text.
- •2. Read the stories and say what pedagogical wisdoms each story contains.
- •1) A Coffee Quote
- •2) The Shout
- •3. Read the stories and say how they can be used in the class of English for the purpose of educating / developing / bringing up children.
- •1) Love, Wealth and Success
- •2) Wish
- •4. Read the text and answer the questions that follow.
- •Questions
Skim the text and fill in the gaps with the words which you think may suit.
Idiomatic Usage
The term ‘black sheep’ originated from the occasional …sheep which are born into a … of white sheep due to a genetic process of recessive traits. Black wool was … commercially undesirable because it could not be dyed. In the 18th and 19th century England, the black color of the sheep was seen as the … of the devil. In modern usage, the expression has lost some of its … connotations, though the term is usually given to the … of a group who has certain characteristics or lack, thereof deemed undesirable by that group. The first …of black sheep' in a derogatory sense that I can find in print is from Charles Macklin's The Man of the World, a comedy, 1786: “O, ye villain! You – you – you are a black sheep; and I'll mark you.”
Complete the sentences with the appropriate derivatives of the following words : suit, symbol, refer, contradict, luck, like. Superstitions
It isn't entirely clear why black sheep were selected to … worthlessness. Possibly it is just the linking of black things with bad things, which is a long standing allusion in English texts – black mood, black looks etc. It may also be because shepherds … black sheep as their fleeces weren't … for dying and so were worth less than those of white sheep.
There is also a … long-standing English country tradition that black sheep are omens of good fortune. The Folk-Lore Record, 1878, included this piece: “We speak figuratively of the one black sheep that is the cause of sorrow in a family; but in its reality it is regarded by the Sussex shepherd as an omen of good luck to his flock.”
Other 19th and 20th century ... from Somerset, Kent, and Derbyshire agree with this view that black sheep indicate good luck; others say the opposite. Charles Igglesden, writing on Shropshire’s beliefs, in or about 1932, gave the opinion that black sheep were considered … and added that the only way to avoid the bad luck is to cut their throats before they can 'baa'.
Translate the text into Russian. Biological Origin
In sheep, a white fleece is not albinism but a dominant gene that actively switches color production off, thus obscuring any other color that may be present. As a result, a black fleece in most sheep is recessive, so if a white ram and a white ewe are each heterozygous for black, in about 25% of cases they will produce a black lamb. In fact in most white sheep breeds only a few white sheep are heterozygous for black, so black lambs are usually much rarer than this. Some breeds of sheep (such as the Hebridean, Ouessant and Black Welsh Mountain) are normally black.
ADDITIONAL READING
1. Read the text and say what the schoolmaster’s words led to. Give your point of view whether teachers’ remarks about schoolchildren should be restricted (then to what limits) or forbidden on the whole.
One day, my schoolmaster joked that I looked like something the cat brought in. The class laughed. The master smiled with his great yellow horsey teeth and gobs of phlegm stirred and rattled in his gullet. My classmates took that as a laugh, and when they laughed with him I hated them. I hated the master, too, because I knew that for days to come I'd be known in the school yard as the one the cat brought in. If the master had made that remark about another boy I would have laughed, too, because I was as great a coward as the next one, terrified of the stick.
There was one boy in the class who did not laugh with everyone else: Billy Campbell. When the class laughed, Billy would stare straight ahead and the master would stare at him, waiting for him to be like everyone else. We waited for him to drag Billy from his seat, but he never did. I think the master admired him for his independence. I admired him, too, and wished I had his courage. It never came to me.
(Teacher Man. Frank McCourt.)