- •Teaching
- •1. In pairs, discuss the questions below.
- •2. Read the text and answer these questions.
- •My pupil
- •Reading
- •Teacher's profession
- •Vocabulary practice
- •5. Explain the meanings of:
- •6. Translate the sentences into Ukrainian:
- •8. Complete the following sentences from the text:
- •9. Answer the following questions:
- •10. A) Read the text again and make notes under the following heading:
- •Grammar Sequence of Tenses. Direct and Indirect Speech
- •15. Look at these photos. Can you guess the profession of this young woman? Would you like to do such a job? Why or why not?
- •Is your job dangerous?
- •In pairs, interview each other about your jobs.
- •1)_____________________________________________________________.
- •33. Read a conversation below. A teacher of physical education is talking to his friend about his interview.
- •34. Complete the table with the reported from the interviewer’s questions.
- •35. Compare the direct and reported questions in the box above. What differences do you notice? Complete the rule by choosing the correct word in italics and filling in the gaps.
- •36. Match the questions with reported questions. One of the reported questions, can be matched with two direct questions.
- •38. A) Listen to the interview and complete the gaps.
- •Coaching as a social and pedagogical phenomenon
- •41. A) Read and translate the text. Pyotr lesgaft Part 1
- •42. A) Read and translate the text. Pyotr lesgaft Part 2
- •43. Project. Make a report about another one outstanding physical educator and present it to your classmates. Writing
- •44. Write your resume(cv), using the example.
42. A) Read and translate the text. Pyotr lesgaft Part 2
Lesgaft's medical studies of the human system led him to the conclusion that it was in constant development and change, partly under the influence of the social environment; physical education instructors should, in his opinion, have a knowledge of chemistry and physics, particularly the general laws of mechanics, so as to be able to apply them to the "human mechanism".
On the basis of his theory, he elaborated and recommended a system of physical education for the school and the home:
The child starts by simple movements which are explained to him but not demonstrated, he has to analyse them himself and distinguish one from another, then begin to understand them. The movements, recommended for early school classes, consist of normal walking, running, jumping and throwing a ball.
The child then learns to master exercises of gradually increasing complexity in various conditions, after which he can tackle more difficult tasks swiftly and easily. These exercises are designed for the intermediate classes and consist of running against the clock, long and high jumping and distance throwing.
The child then learns to harmonize his movements in time and space and in relation to surrounding objects, already foreseeing the result. By these exercises, he develops muscular control and learns to act in the best possible way in any circumstances. Exercises are for the upper forms and include running at a set speed, target or distance ball-throwing, exercises associated with an understanding of special relationships and the temporal distribution of effort.
Simultaneously with these groups of exercises, the child checks the skills he has acquired and consolidates them by employing difficult actions during games, excursions and work movements.
At each stage of physical education, different, increasingly complicated, pedagogical aims are pursued, the main purpose being to teach the child conciously to master the movements of his body and to attain the best results with the minimum energy and time expenditure. In Lesgaft's opinion, just as in intellectual education, the child should not merely accumulate knowledge but be able to apply it, so in physical education, he should both develop physical skills and be prepared to apply them in the best way possible.
The exercises to be included in this system were mainly gymnastics, team games, expeditions and tumbles. Lesgaft, however, opposed the German system and any gymnastics that employed special equipment: "Exercises employing equipment involve sharp sensations, they therefore blunt the emotions of young people and make them less receptive and impressionable, it is hardly surprising that, when young people go to university, they smoke heavily, have late nights and so on...". Further, in his opinion, the type of gymnastics in vogue in Germany and Sweden did not correspond to children's anatomical structure and were, therefore, physically harmful. He favoured the type of free gymnastics that is today known in as "artistic gymnastics", which would satisfy the children's natural desire for physical movement and achievement, and also encourage such qualities as will power and initiative: "A person develops in the family, the family gives him affection, warmth, makes him responsive and kind, the school develops his mind, gives him the ability to form his own views, judgments and thoughts; along with an independence of thought the person's moral values are formed. Physical exercises develop activity in a person and he acquires the ability to subordinate all his desires to his will."
b) Answer the questions.
What were the exercises to be included in the system?
What was Lesgaft's opinion about the German system?
What type of gymnastics did Lesgaft favour?
What is the role of the family in the personal development of the child from Lesgaft's point of view?
What is your personal opinion about Lesgaft's theory and system of physical education?
c) Complete the sentences.
1. The human system is in ....
2. Physical education instructors should have ... .
3. Lesgaft elaborated and recommended ... .
4. The child starts by ... .
5. These movements consist of... .
6. Then the child learns to master ... .
7. More difficult exercises are designed ... .
8. The child then learns to harmonize his movements ... .
9. Exercises included running at a set speed ...
10. At each stage of physical education....
11. In Lesgaft's opinion, the child should not....