- •Contents
- •Commentary
- •Speech Patterns
- •Phrases and Word-Combinations
- •Reading Comprehension Exercises
- •Vocabulary Exercises
- •1. Translate into Ukrainian paying special attention to the words from the essential vocabulary.
- •2. Complete the following sentences with the phrasal verb take in the correct tense and voice form.
- •3. Complete these sentences, using a phrasal verb carry in the correct tense and voice form.
- •4. Match the phrasal verb with its definition:
- •5. Translate into English paying special attention to the words from essential vocabulary.
- •Part 1. Higher Education in the us Topical Vocabulary
- •1. Agree or disagree with these statements. Use topical vocabulary while providing the grounds.
- •2. Read these basic facts about higher education in America and prepare to speak about the characteristic features of getting a degree in the us. Higher Education in America
- •5. Look through the ranking of world universities. How can you account for the fact that in the first 20 most of the universities are American? Academic Ranking of World Universities
- •6. Compare values and expectations in the field of education of the students in the us and Ukraine. Summarize the major issues covered in these texts. Education: Values and Expectations
- •International and Immigrant Students in the United States
- •8. Read the text “The Times I Called Home from College”and say when you call your parents. Comment on ridiculous occasions described in the story. The Times I Called Home from College
- •9. Familiarize yourself with this text and make up the list of things that are vital for being a good roommate. Learning How to Be Roommates
- •10. Put each of the following words or phrases into its correct place in the passage.
- •Selecting Courses
- •11. Put each of the following words into its correct place in the passage below.
- •Students
- •12. Put each of the following words into its correct place in the passage below.
- •Grading
- •13. Read the essay and do the tasks after it. My First Week at a College: a Time of Transition
- •14. Fill out the missing translation of the phrases.
- •15. Answer the following questions and do the tasks.
- •Listening 1
- •Listening 2 How to Get an a on Your Final Exam
- •Part 2. Higher Education in Great Britain Topical Vocabulary
- •1. Read the text “Education after School”and answer these fact finding questions. Questions
- •Education after School
- •2. Read the text “Education after School” again and answer the following questions:
- •3. Read the article about further education in Great Britain. Compare British system with the Ukrainian one. What are the differences between them? further education
- •Imperial College London
- •Institute of Cancer Research
- •Institute of Education
- •5. Render these texts into English and use this information for compiling your topic “Higher Education in Great Britain” Вища освіта Великої Британії
- •6. Translate into English using Topical Vocabulary.
- •Part 3. Higher Education in Ukraine Topical Vocabulary
- •Abbreviations
- •I. Overall description
- •1. Major characteristics of tertiary education in the country
- •2. Distribution of responsibilities
- •3. Governing bodies of the higher education institutions
- •4. Financing
- •5. Students' contributions and financial support
- •6. Licensing, quality assurance and accreditation of institutions and/or programmes
- •7. Admission
- •8. Organisation of the academic year
- •9. Curriculum content
- •10. Academic staff
- •11. Research activities
- •12. International cooperation
- •II. Current challenges and needs
- •1. Trends and challenges
- •1. Read the article by Jakub Parusinski and say:
- •Ukraine's Higher Education Institutions: Fighting Isolation
- •2. Render in English the chapter 3 of the Law “On Education” adopted in 2014. Use this information in your topic “Higher Education in Ukraine”
- •Post-viewing
- •Individually rank the characters from the film “Dead Poets’ Society” from the “best” character to the “worst”. Place a number 1 next to the person who you think is the best, etc.
- •In your group, decide what characteristics/actions made you feel the way you do about each character.
- •From “a time to kill”
- •Speech patterns
- •Phrases and Word Combinations
- •Essentialvocabulary
- •Reading comprehension exercises
- •9. Complete the following sentences with the phrases and word combinations from the text:
- •10. Make up two or three sentences of your own on each phrase and word combination from the text.
- •11. Finish the dialogue using the phrases and word combinations from the text:
- •13. Translate the following sentences into English using the phrases and word combinations from the text:
- •14. Answer the questions and do the given assignments.
- •15. Explain what is meant by:
- •3. Paraphrase the following sentences using the essential vocabulary:
- •4. Choose the right word:
- •5. Fill in the correct form of the phrasal verb:
- •6. A) Explain the difference between these pairs of adjectives:
- •Part I. Courts and Trials in the Usa Topical Vocabulary
- •The us Court System
- •The us Supreme Court
- •Trial Procedure
- •If a person commits a crime, certain actions are taken. Read these actions and put them in the correct order.
- •The American Bar Association
- •What us Lawyers Do
- •Stop Press
- •Methods of Death
- •Imagine that you are an on-line law counselor. Answer the questions given below.
- •Interview an American prisoner who is a repeater caught red-handed while hi-jacking a limo for his girl-friend. Use the slang given below to understand the answers of the offender.
- •Part II. Courts and Trials in the uk topical vocabulary
- •The British Court System
- •Maximum Sentences for Some Crimes
- •1. As you read the text a) look for the answers to these questions:
- •2. Study the following text. A) Explain the meaning of the underlined phrases. The Legal Profession
- •3.Complete the dialogue adding the necessary question or sentence and making it smooth and logical. Cross-examination
- •4. Each of the words in bold is in the wrong sentence. Write the correct word.
- •5. Complete the sentences using the correct form of the phrasal verbs in the box.
- •6. Study the list of crimes given below. A) Fill in the table grading each crime from 1 (not very serious) to3 (very serious).
- •7. Put each of the following words from the box into its correct place in the passage below. Each word may be used only once.
- •Scotland Yard
- •8. Match each punishment (1–10) with its description (a–j).
- •9. Choose the right answer.
- •10. Paraphrase the following sentences using the Topical Vocabulary “Courts and Trials in the uk”:
- •11. Translate the following passages into English using the Topical Vocabulary “Courts and Trials in the uk”:
- •13. Choose the word or phrase that best keeps the meaning of the original sentence if it is substituted for the word in bold.
- •14. Each of the words in bold is in the wrong form. Give the correct form.
- •15. A) Read the article and choose the best title. Discuss your choice with your groupmates.
- •16. Below is an interview with a judge on crime and punishment. The judge says why he gives help in some cases and punishment in others.
- •19. Read the story and say what crime was committed: a murder or suicide. If it’s a murder bring in a verdict and impose the sentence. Prove your point of view by the facts from the text.
- •20. Make a list of 10 books that you’ve read or films that you’ve seen concerned with any kind of crime. The example is given below:
- •22. Do some library research and write an essay of 350-400 words on one of the given topics:
- •Part III. Courts and Trials in Ukraine topical vocabulary
- •The Ukrainian Court System
- •The Constitutional Court of Ukraine
- •Ukraine’s ‘top lawyers’ can be worth knowing
- •When you are away from home
- •Protecting your home
- •24. Render the article given below. Use the phrases for rendering (See supplement) Kyiv Post називає кращих українських юристів
- •25. Here are the answers given by an on-line law counselor. Write the possible questions that do for these answers.
- •26. Do some library research and write an essay of 350-400 words on one of the given topics:
- •Part IV. Juvenile Delinquency topical vocabulary
- •What is Juvenile Delinquency and a Juvenile Delinquent?
- •Young Offenders in the uk
- •5. What happens when a juvenile is detained? He/she goes through different stages. Put these actions in the correct order. The first is done for you.
- •6. There is a famous English proverb “Spare the rod, spoil the child”. A) Say whether you believe that physical punishment of a child guarantees his/her becoming a law-abiding person.
- •The story of Marta
- •You’ve been Framed!
- •Death Sentences and Executions for Juvenile Crimes in the usa
- •Juvenile Hall Is No Place for Kids
- •A Visit to a Prison
- •Text From “chatterton”
- •Speech patterns
- •Phrases and word combinations
- •Essential vocabulary
- •1. Consult a dictionary and practise the pronunciation of the following words. Pay attention to the stress:
- •2. Substitute one of the speech patterns for the parts of the sentence in bold type.
- •3. Translate the following sentences into English using the speech patterns:
- •4. Make up two sentences of your own on each pattern.
- •5. Learn the words and expressions given after the test. Recall the situations from the text, in which they are used.
- •6. Fill in the spaces in the sentences below with a suitable word combination from the text:
- •7. Make up and practise a dialogue using the word combinations from the text.
- •8. Paraphrase the following sentences using the word combinations from the text:
- •9. Translate the following sentences into English using the word combinations from the text:
- •10. Explain what is meant by:
- •11. Answer the questions and do the given assignment:
- •12. Give a summary of the text dividing it into several logical parts.
- •3. Give the English equivalents for:
- •4. Paraphrase the following sentences using the essential vocabulary:
- •5. Answer the following questions. Use the essential vocabulary:
- •6. Fill in the blanks with prepositions and postlogues:
- •7. Choose the right word:
- •8. Review the essential vocabulary and translate the following sentences into English:
- •9. A) Find the Ukrainian equivalents for the following English proverbs:
- •10. Go through the ‘book’ idiom. Read the story given below which illustrates this idiom and write a story of your own. Have you seen this Book?
- •Books and reading
- •Topical vocabulary
- •Some Books Are to Be Tasted, Others to Be Swallowed, and Some Few to Be Chewed and Digested
- •4. Use the following words and word combinations to comment on your preferences as a reader:
- •5. Pick out a one-page extract in your favourite book written in Ukrainian. Translate it into English trying to observe its style.
- •6. Figure out the book genre from its definition and give some names of the writers as examples:
- •8. Fill in the first column with the titles of books you think match the given description. Share your opinions with other students.
- •9. Complete the review with the words in the box:
- •10. Translate the following into English:
- •12. A) Explain the difference between:
- •13. Which of the verbs in the box can you use about books and magazines? Cross out the ones you can’t use. Use them in natural context.
- •14. Work in pairs. Guess whether statements are true (t) or false (f) for your partner.
- •15. Put each of the following words from the box into its correct place in the passage below. There is one word extra.
- •Character Study
- •18. Read the text and answer the questions. The Story of Fiction Literature
- •The Printed Word
- •The Novel
- •A Modern Industry
- •19. Answer the following questions:
- •21. Translate the following article into English. Check yourself on these terms. З чого складається книжка?
- •23. Get ready to speak about an important library, its history and facilities.
- •24. Do some library research and write an essay of 350-400 words on one of the given topics:
- •Writer and society topical vocabulary
- •Writer and society
- •2.Match a and b
- •5. What do you think a ghostwriter is? Choose a definition:
- •7. Work in small groups. Read the following quotes about literature. Express you own opinions and attitudes. Compare your ideas as a group.
- •The Writer’s Role in Society Nicholas Conley on May 9, 2013
- •18. Do the search on types of literary awards. Present it in class. Compare them. Fill in a table:
- •From: "the passionate year"
- •Commentary
- •Speech patterns
- •1. Paraphrase the following sentences using Speech Patterns:
- •2. Pay attention to the following word combinations and make up 3 sentences of your own with each of them:
- •Phrases and Word Combinations
- •Reading comprehension exercises
- •4. Find in the text equivalents to the following definitions. Restore the situations these words and word combinations were used in:
- •5. Find equivalents to the following word combinations in the text. Use them in the sentences of your own:
- •6. Translate the following word combinations into English.
- •7. Act out a dialogue:
- •9. Retell the text a) close to the text; b) as if you were one of the teachers at Lavery's; c) as if you were one of the students at this school.
- •10. Write a summary to the text.
- •Essential vocabulary
- •Vocabulary exercises
- •1. Study the essential vocabulary and translate the illustrative examples into Ukrainian.
- •2. Complete the following sentences: eloquent – delegate – efficient – efficiency
- •Delegate – efficiency – envy – enviable – contrite – instance – reminiscent – oblige – obligated
- •Envy - efficiency - delegate - eloquent - eloquence - contrition - instance - reminisce – oblige
- •3. Continue the following sentences with your own ideas:
- •4. Each of the words in bold is in the wrong sentence. Write the correct words on the lines.
- •5. Choose the correct word.
- •6. Choose the right word:
- •Envious or jealous
- •Oblige(d) or obligate(d)
- •7. Translate the sentences into English using essential vocabulary:
- •Part I. What makes a good teacher? Topical vocabulary
- •1. Read the text and make a list of qualities of a good foreign language teacher. Be ready to present them in class. What makes a good foreign language teacher?
- •2. Pair work. Discuss with your partner the following questions:
- •5. Group work. Discuss with your partner the following questions:
- •8. Read the following text and answer the questions to it.
- •The Role of a Teacher
- •Role in School
- •Role in Society
- •9. Below you will find a short synopsis to a book on effective teaching. Choose the correct variant and then discuss some of the issues of this synopsis:
- •11. Read the following article on Teaching Plans and answer the questions.
- •Types of teaching plans
- •12. Make use of these word combinations to describe each of the teaching plan types.
- •13. Complete the texts with words from the box:
- •14. Complete the article with the words from the list:
- •Some Important Teaching Factors
- •15. Read the text again and discuss the following issues:
- •Part II. Teaching practice Topical vocabulary
- •1. Read the following dialogues. A) Explain the meaning of the underlined words and word combinations. B) Answer the questions.
- •2. Act out one of the dialogues. Suggest your continuation to any of the illustrated dialogues.
- •3. Describe each stage of your teaching practice using the following vocabulary.
- •3) Meeting the class/ subject teacher/ class mistress:
- •6) The results of the work:
- •4. Dwell on your teaching practice answering the question.
- •5. Say which of the following presented difficulties or was easy as a pie during your teaching practice.
- •6. Remember your first lesson and describe how you prepared to it, how it went and how you felt before and after it. Use topical vocabulary.
- •7. Look at the comparative chart and compare good/bad teaching styles
- •8. Write a letter to your favourite teacher filled with reminiscences about his/her wonderful lessons and gratitude for his excellent teaching. Use vocabulary from the tables.
- •9. Read the information and say which of the teaching styles do you think are most challenging, effective, time-consuming or exhaustive? Why?
- •11. Look at tree types of teaching methods and say which you used at your teaching practice.
- •13. Which of the following seating arrangements in the class do you find most popular in your school? Why?
- •From “a marriage of convenience”
- •Speech patterns
- •Phrases and word combinations
- •Essential vocabulary
- •Relaxation n a way of resting and enjoying yourself, e.G. I play the piano for relaxation. Meditation allows you to enter a state of deep relaxation.
- •Pass n 1) document an official piece of paper which shows that you are allowed to enter a building or travel on something without paying, e.G. The guard checked our passes.
- •Present something to somebody/something, e.G. The computer centre presented a cheque for £500 to cancer research.
- •Hold off ph V to delay doing something, e.G. Buyers have been holding off until the price falls.
- •Break a habit to stop doing something that you do regularly, especially something that you should not do, e.G. A new drug which helps smokers to break their habit.
- •Reading comprehension exercises
- •1. Consult the dictionary and practise the pronunciation of the following words:
- •3. Translate the following word combinations into English:
- •4. Make up five sentences on each speech pattern.
- •5. Make up and act out a dialogue using speech patterns.
- •6. Find in the text words similar in meaning to the following:
- •7. Explain in other words the following phrases.
- •8. Find in the text English equivalents for the following Ukrainian words and phrases.
- •9. Recount the situations with the following:
- •10. Insert missing prepositions or postpositions where necessary:
- •11. Paraphrase the following using essential vocabulary:
- •12. Translate the sentences into Ukrainian using the vocabulary of the text.
- •13. Answer the following questions:
- •14. Work in pairs. Make up and act out dialogues using phrases and word combinations from the text:
- •15. Work in pairs. Discuss the following points using text vocabulary:
- •16. Express your opinion about the following statements used in the text:
- •Vocabulary exercises
- •1. Study the essential vocabulary. Give the Ukrainian equivalents for every unit.
- •2. Paraphrase the following sentences using the essential vocabulary:
- •3. Translate words and phrases into English using essential vocabulary:
- •4. Translate the following sentences into English using essential vocabulary:
- •5. Make up and dramatize dialogues with essential vocabulary discussing:
- •Conversation and discussion family values
- •1. Read the definitions of the word “value”, choose the one you like and give your reasons.
- •2. This activity will help you learn types of values and identify your own ones.
- •Sources of values
- •Values versus Facts:
- •Values and Behaviors:
- •Values can change over a life-time as your experiences change your view.
- •Types of Values
- •4. Now that you identified your values read more about them. Feel free to add your own information.
- •5. Now that you learned how values are manifested complete the worksheet.
- •6. Read the text about family types and traditions in the usa and single out values of American families. Family: Types and Traditions
- •7. Read the text once again and prepare to speak about American families using words and phrases from the text:
- •8. Make up dialogues about typical features of Ukrainian family with the American one.
- •Changing American Families
- •History of the American Family
- •10 Tips for Preventing Divorce or Reconnecting with a Separated Spouse
- •13. Render the article into English.
- •Family life
- •1. Study topical vocabulary.
- •2. Study information about the traditions of the American wedding. Say whether they differ greatly from the Ukrainian ones. Answer the questions:
- •American Wedding
- •3. What are the characteristics of a wife/husband and a mother-in-law?
- •4. Agree or disagree with these statements. Use topical vocabulary while providing the grounds.
- •Domestic chores
- •1. Study topical vocabulary.
- •2. Look at the photo and read the title and first paragraph of the text. A woman's work is never done
- •2. 1. Read the text and check your predictions. A woman's work is never done
- •2.3. Work in pairs and discuss the following.
- •Household duties
- •Observations
- •3.1. Discuss with your partner and share key points with the group.
- •3. Work in small groups. Discuss the questions. Share your ideas in class.
- •Listening Birth Order
- •4. Look at the picture and read the sayings about sibling. Say whether you share the same opinion.
- •Part III. Generation Gap
- •1. Study topical vocabulary
- •2. Read the text and give the definition of “generation gap” using topical vocabulary Generation zzz
- •3. Read the text once again and paraphrase the following expressions using synonyms from the text:
- •5. Explain what is meant by:
- •6. Develop your fluency answering the questions:
- •9. Complete the sentences using one of the words from the table above.
- •10. Describe to your partner what your parents were like when you were a child. Give reasons for their behavior. Make use of the words from the table below.
- •11. Name at least two or three situations that cause you feel the emotions listed below. Continue the list.
- •14.1. Match two columns:
- •14.2. Find equivalents of the following phrases in the text:
- •14.3. Explain what is meant by:
- •14.4. Give English equivalents of the following phrases:
- •15. Phrasal verbs with go. Match the phrasal verbs in list a with their meaning in list b.
- •16. Complete the sentences using the correct form of the verbs from list a above.
- •17. Pair work. You and your friend are discussing the following question: Whom do you come to for help and support during tough times? Complete the dialogue using the words from the text above.
- •19. Read the following statements and say which of them characterize the relationships with your parents best of all.
- •21. Make a list of tips for teenagers how to come to agreement with their parents.
- •22. Pair work. Make up dialogues that could take place and dramatize them in class:
- •23. Render the article into English
- •Family violence
- •Rhia's Domestic Violence Story
- •2. Study the current crime victimization survey and say who is primarily exposed to violence and what crimes prevail in these statistics?
- •3. Sum up the info about types of family abuse and answer the questions.
- •4. Read the information about causes of abuse. Root Causes of Domestic Violence
- •5. Look at the picture demonstrating the vicious circle of family abuse. Discuss with your partner the chain of actions that keep violence happening. Share your key points with the class.
- •6. Study the info about myths of family violence. Match myths with their refutations.
- •Domestic violence and children
- •Domestic violence has an impact on children
- •2. Render the articles into English:
- •From "a news story"
- •Commentary
- •Speech patterns
- •Phrases and Word Combinations
- •Essential vocabulary
- •4) A method or plan; a course of action, e.G. Don't change anything, I like it that way.
- •Reading comprehension exercises
- •1. A) Consult a dictionary and transcribe the following words from the text. Practise their pronunciation paying attention to stresses:
- •2. Practise the pronunciation of the following polysyllabic words paying attention to the principal and secondary stresses:
- •3. Read out the following observing all the phonetic phenomena of connected speech (assimilation, lateral and nasal plosions, the loss of plosion, the linking “r”).
- •4. Translate the following sentences into English using the speech patterns:
- •5.Make up two sentences of your own on each speech pattern.
- •6. Make up and act out in front of the class a dialogue using the speech patterns.
- •7. Study the sentences containing the phrases and word combinations and translate them into Ukrainian.
- •8. Paraphrase the following sentences. Use the phrases and word combinations:
- •10. Make up a sentence of your own with phrases and word combinations trom the text.
- •11. Make up and practise a dialogue using the phrases and word combinations.
- •12. Translate the following sentences into English. Use the phrases and word combinations:
- •13. Make up and act out a situation using the phrases and word combination (Pair work).
- •14. Explain what is meant by:
- •15. Answer the questions and do these assignments:
- •16. Retell the text as if you were one of the characters:
- •3. Give the English equivalents for the following phrases:
- •4. A) Give the Ukrainian equivalents for:
- •5. Replace each of the italicized words in the sentences below with a phrasal verb, making sure that it fits grammatically into the sentence.
- •6. Choose the right equivalent of the following way idioms:
- •7. Review the essential vocabulary and translate the following sentences into English:
- •8. Explaine in English the meaning of the proverbs. Give their Ukrainian equivalents. Make up a dialogue to illustrate them.
- •1. There's no such thing as a free lunch. 2. To err is human.3. Where there is a will there is a way. 4. All good things must come to an end television topical vocabulary
- •1. Read the text and define the main idea.
- •Is Television a Blessing or a Curse and a Time Waster?
- •2. Use the topical vocabulary in answering the following questions:
- •3.Do library research and prepare a presentation “The History of Television.”
- •4. Learn the meaning of the following words and phrases from the Glossary and insert them into the text:
- •5. Read the essay written by Joshua Becker about glamorization of different things on tv. Describe something what you would like to glamorize, create a strategy of your goal achievement.
- •6. Translate into English.
- •7. Read the quotations about tlevision, choose one to your liking and illustrate it with a short story.
- •10. Read the information given below about negative effect of news consumption. Summarise this article and give your own examples to prove it. News is bad for you
- •11. Analyze the possibility to overcome the couch potato syndrome by using the following instructions. Dwell on the most effective ones.
- •17 Ways to Beat Your Television Addiction
- •12. Choose the right answer.
- •Internet & Computer Addiction. Signs, Symptoms, and Treatment
- •14. For each sentence, choose the best word or phrase to complete the gap from the choices below.
- •15. Write a newspaper article on one of these topics:
- •16. Write a television news report. Describe the place where you are reporting. Name the person you are going to speak about and make up the quotes she/he would use while speaking to you.
- •Imagine that you are a television reporter. You are interviewing:
- •Supplements
- •Education-Related Terms
- •World Reputation Rankings 2014 by university
- •The Bologna Process
- •Participation in eu programmes
- •1. Tempus
- •2. Impact of the Tempus Programme
- •2. Erasmus Mundus
- •Institutions participating in the programme up to and including 2011
- •Persuasion
- •Some means that can be useful in persuading others
- •Agreement and Disagreement
- •Attack and Response
- •Expressions to Be Used While Doing Rendering
- •Glossary Literature
- •Literature genres
- •Anatomy of a Book: form
- •Anatomy of a Book: contents
- •The Advantages
- •The disadvantages
- •Grimms’ Fairy Tales
- •Ellie Levenson: Fairy tales prepare children for reality Parents can't stop their children from hearing disturbing stories
- •Philip Pullman: ‘Loosening the chains of the imagination’
- •Reading with child 'highlight of the day for parents'
- •Teenagers Nowadays Do Not Like to Read Books. By EdmundL1 | September 2011
- •Conversational Formulas (Cliches)
- •Quotations on reading
- •Book Review
- •Book Review (sample) To Kill a Mockingbird by Harper Lee
- •Top 100 best books
- •The Artist and Time
- •Gabriel García Márquez
- •Прощальное письмо (Габриэль Гарсиа Маркес)
- •Types of Literary Awards
- •Qualities of a good teacher
- •Lesson structure & momentum
- •1) Read the text below.
- •2) Accomplish the test after the text. The Status of British Teachers
- •3) Find in the text equivalents to the following:
- •4) Choose the correct statement from the following:
- •Corrective feedback d creases future errors
- •Preparing to read
- •The class teacher
- •What makes a great teacher?
- •The Creation of the Teacher a Modern Tale
- •2. Translate the passages using the topical vocabulary.
- •Advancing into Adulthood and Society
- •1. Paraphrase the following expressions using their synonyms from the text:
- •4. Make up a dialogue discussing what you have done this week to develop your character.
- •5. Match two columns:
- •6. Read the extract from the article about young people in Japan. Find the answers to these questions: Who are the shinjinrui? What are their attitudes?
- •7. Go back through the text and find words and expressions to do with the young and the old. Complete the comparative chart given below.
- •Parenting Teens
- •1. Answer the following questions
- •7. Read and learn the poem by w. Shakespeare
- •Brief History of Television (tv)
- •The Power of Television What’s Left After Violence and Advertising?
- •Commentary
- •Why Should We Take Computer Addiction Seriously?
- •References
What makes a great teacher?
Teaching is one of the most complicated jobs today. It demands broad knowledge of subject matter, curriculum, and standards; enthusiasm, a caring attitude, and a love of learning; knowledge of discipline and classroom management techniques; and a desire to make a difference in the lives of young people. With all these qualities required, it's no wonder that it's hard to find great teachers.
Here are some characteristics of great teachers
Great teachers set high expectations for all students. They expect that all students can and will achieve in their classroom, and they don't give up on underachievers.
Great teachers have clear, written-out objectives. Effective teachers have lesson plans that give students a clear idea of what they will be learning, what the assignments are and what the grading policy is. Assignments have learning goals and give students ample opportunity to practice new skills. The teacher is consistent in grading and returns work in a timely manner.
Great teachers are prepared and organized. They are in their classrooms early and ready to teach. They present lessons in a clear and structured way. Their classrooms are organized in such a way as to minimize distractions.
Great teachers engage students and get them to look at issues in a variety of ways. Effective teachers use facts as a starting point, not an end point; they ask "why" questions, look at all sides and encourage students to predict what will happen next. They ask questions frequently to make sure students are following along. They try to engage the whole class, and they don't allow a few students to dominate the class. They keep students motivated with varied, lively approaches.
Great teachers form strong relationships with their students and show that they care about them as people. Great teachers are warm, accessible, enthusiastic and caring. Teachers with these qualities are known to stay after school and make themselves available to students and parents who need them. They are involved in school-wide committees and activities, and they demonstrate a commitment to the school.
Great teachers are masters of their subject matter. They exhibit expertise in the subjects they are teaching and spend time continuing to gain new knowledge in their field. They present material in an enthusiastic manner and instill a hunger in their students to learn more on their own.
Great teachers communicate frequently with parents. They reach parents through conferences and frequent written reports home. They don't hesitate to pick up the telephone to call a parent if they are concerned about a student.
What No Child Left Behind means for teacher quality
The role of the teacher became an even more significant factor in education with the passage of The No Child Left Behind law in 2002.
Under the law, elementary school teachers must have a bachelor's degree and pass a rigorous test in core curriculum areas. Middle and high school teachers must demonstrate competency in the subject area they teach by passing a test or by completing an academic major, graduate degree or comparable course work. These requirements already apply to all new hires.
Schools are required to tell parents about the qualifications of all teachers, and they must notify parents if their child is taught for more than four weeks by a teacher who is not highly qualified. Schools that do not comply risk losing federal funding.
Although the law required states to have highly qualified teachers in every core academic classroom by the end of the 2005-2006 school year, not a single state met that deadline.
The U.S. Department of Education then required states to show how they intended to fulfill the requirement. Most states satisfied the government that they were making serious efforts, but a few were told to come up with new plans.
* * *
Sample Topics: Teaching
A teacher is the kindest, the most necessary and charitable profession. Not everyone is suitable for it and can make a good teacher. To become one you need to be able to sacrifice a lot, to have a passionate heart and concern for the children entrusted to you. It is one of the most responsible professions. Here you deal not with machines or objects, but with children, the most precious and vulnerable “material”. You will inevitably influence them, mould . their personalities, build up their prospects, as well as determine their priorities and values in life. That is why it is crucial to search inside you and estimate yourself critically: “Do I have something to give to others? Are there any riches in my soul I can share with children?" "Am I willing to take care and responsibility for the lives and well-being of those small people? Am I a good example to follow?" It is common knowledge that children are big parrots, they like to imitate adults, especially those in authority. Would you be pleased to deal with some traits and ways of behaviour or speaking of others? If not — you have to do something and work hard or take up another job. I do not say that only an ideal person should be a teacher — none would be then. But not accidentally the ancient said: “May the best among people be teachers!” The teacher should be a model, a sample to follow. Children watch them intently, study their character and soul, and copy everything they like: teacher’s clothes, gestures, expression and so on. It’s great if there is something worthy to be copied and acquired by others. But it is a great pity if there is nothing of the kind and the children are just being damaged and harmed.
They say a teacher is like a sculptor: he forms from raw material given to him whatever he wants and is capable to create. Again, there are different kinds of artists: one can carve a masterpiece out of a piece of stone, another can spoil the work and progress done by the previous one. It is better to be a good artist (or teacher), a master in your field — or to be none at all.
The teacher meets a lot of challenges and hardships in his work, so he must be very wise, patient and mature to face any problem and deal with it in a proper way. .
One of the greatest needs all of us have is to feel secure and have a good sense of self-esteem. That is something to be developed at school. Teachers have to learn to encourage their students’ success and not to focus on their weakness and failures only. They must express praise and appreciation as often as correction.
A research done in some schools showed that children are rebuked and corrected seven times more than they are encouraged. We should evaluate our children for what they are, not just for what they do. We are to develop their self-esteem.
Appreciation helps people grow, it is like watering a plant and watching it grow and flourish. We should be generous with our praise and stingy with blame. Let’s never forget that we reap what we sow. If we sowed only good into children’s souls and watered them with love, friendliness and deep concern, we would sooner or later enjoy a great harvest a hundred times bigger than the efforts taken.
Teaching is art
Have you ever tried to grow a flower with love? That is not easy, I bet. First you tremble over the seeds, expect good weather, a friendly sun and a generous rain. The weather isn’t always good and you worry, but your flower grows and grows becoming stronger and more beautiful. How proud you are, how happy and excited. The flower is a complete delight to your eyes and honey to your soul, it is your creation. Isn’t that similar to teaching? Pupils are our small flowers who demand care, attention and love. Teachers help their pupils grow and become mature, but the process is difficult. It demands a lot of patience to grow one flower, but what about the whole garden where each flower is unique and so dear to you. A teacher is like a magician who out of little creates plenty, who out of raw material makes gold.
Do you know that pupils are small treasure boxes, each tightly closed? It is your task to open them and bring treasure to the light. How beautiful is a child who develops his talent by getting support and encouragement from a teacher. A treasure cannot be false, it is always real, true and worthy. Sometimes when it remains too long in the box it can become gloomy, dusty and shapeless. Well, the teacher knows what to do. He cleans and washes precious stones carefully. But the result is a fantastic shining diamond, That is your pupil! A good teacher penetrates into the hearts, noticing both good and bad. A teacher multiplies good and destroys evil. He nev£r puts to shame, but encourages the willingness to change for the better. A teacher is never silent, cold, indifferent. A teacher is a whole world for his pupils. He is the Master to whom the secrets are known and mysteries revealed. He is a comforter, a counselor and a good friend in need. He is the one to be treated with respect and love, because he is a generous giver of all that.
A teacher is an artist. He is a potter and pupils are clay. A teacher is a gardener who makes the garden blossom and be fruitful. A teacher inspires, listens, supports, encourages, advises, teaches, explains, and loves because he is inspired. Art doesn’t accept fraudulence. Art is genuine and mistakes are costly. The responsibility is big but the reward is great.
* * *