- •Государственное образовательное учреждение
- •I. Say what’s meant by the words and word combinations:
- •II. Say what you know about:
- •III. Points for discussion:
- •I. Find in the article the Russian for:
- •VII. Comment on:
- •VIII. Points for discussion.
- •I’m Counting Every Penny
- •I. Define the words and word combinations below. Say how they were used in the article:
- •I. Think of the best English Equivalent of:
- •I. Define the words and word-combinations:
- •II. Say what you know about:
- •III. Answer the questions:
- •IV. Interpret the following lines:
- •VI. Points for discussion:
- •I. Define the words and word combinations below.
- •II. Say whether you are agree or disagree.
- •III. Do you need a college degree in order to be successful?
- •IV. Which of the opinions is well-grounded? Whose opinion do you share?
- •Interpret the idea:
- •V. Give a 5-sentence summery of the article. Formulate its key idea.
- •VI. Write out questions posed in the article. How would you answer them?
- •V. Should every bright student be offered a college place regardless of his/her ability to pay?
- •I. Define the words and word combinations below. Say how they were used in the article.
- •VI. Come out with a short report on Japan.
- •I. Say what you know about:
- •IV. Say what you know about:
- •Interpret the idea:
- •1.Тип ботанический (компьютерщик)
- •2. Тип политический
- •I. Render the above article into English.
- •II. Comment on the choice of words in the headline.
- •III. Say if you agree with the described student types. That other types would you single out? Do you belong to any of them?
- •I. Define the words and word combinations below. Say how they were used in the article.
- •VI. Enlarge on the statements below:
- •I. Think of the best English variant of:
- •Is the headline of the article suggestive? How would you translate it into English?
- •I. State the difference between:
- •II. Say how you understand the words and word combinations below. Say how they were used.
- •III. Find English equivalents for:
- •IV. Answer the following questions:
- •V. Enlarge on the lines below:
- •VI. Interpret the headline of the article.
- •I. Find in the article the Russian for:
- •I. Practice the pronunciation of the words below, learn and translate them.
- •VI. State the idea behind the following lines.
- •VIII. Enlarge on the idea. Say whether you agree with it.
- •IX. There are a number of questions in the article. White them out and come out with answers to them.
- •X. Did the author raise an acute problem? Has the homework eaten your family/leisure time?
- •I. Think of the best English equivalent of:
- •I. Render the above article into English, try to use the active vocabulary under study.
- •II. Find an up-to-date Russian article on the topic discussed, render it into English and say if much has changed in the American educational system by now.
- •VII. Comment on the choice of the headline.
- •I. Find in the article the English for:
- •II. Think of the best English variant of:
- •III. Specify the difference between the words below. Give examples to illustrate their usage.
- •V. Points for discussion.
- •Psychology Seeks Out Brain’s Seat of Learning
- •Set Work
- •Interpret the idea:
- •In the u.S., Soaring Tuition Necessitates New Strategies
- •I. Define the words and word combinations below. Say how they were used in the article:
- •V. Sum up the key points of the article and formulate its message.
- •Interpret the idea:
- •I. Explain what’s meant by the following words and word combinations:
- •I. Find out and say how you understand:
- •II. What is meant by:
- •III. Find English equivalents for:
- •IV. Say what is implied in the lines below.
- •V. Points for discussion.
- •In what connection were these lexical units used in the article?
- •IV. Rephrase using the active vocabulary from the article.
- •I. Practice the pronunciation of the following words. Translate and learn
- •IX. Points for discussion.
- •VIII. Comment on the headline of the article.
- •I. Practice the pronunciation of the following words. Translate and learn
- •VII. Points for discussion.
- •VIII. Comment on the university’s name.
- •I. Define the words and word-combinations below. Say how they were used in the article.
- •VI. Points for discussions.
- •VII. Translate the last paragraph into Russian in writing.
- •Interpret the idea:
- •I. Render the above article into English and formulate its message.
- •II. Does the described practice appeal to you? Does it have any disadvantages?
- •Set Work
- •III. Define the words and word combinations below, say how they were used in the article.
- •VIII. Points for discussion.
- •Interpret the idea:
- •I. What is the English for:
- •I. Define the words and word combinations below. Say how they were used in the article.
- •II. Find in the article the English for:
- •III. Say what you know about:
- •V. State the difference between the following words. Give examples to illustrate their usage.
- •VI. Agree or disagree with the statements below.
- •VII. Points for discussion.
- •I. Find in the article the Russian for:
- •I. Practise the pronunciation of the words below. Translate and learn them.
- •VII. Say whether you agree with the statements below.
- •VIII. Sum up the key points of the article.
- •IX. Comment on the headline.
- •X. Points for discussion.
- •Is Educational Expansion Productive
Set Work
I. Say what is meant by the following word combinations:
A chalk-and-talk approach, guru-style teachers, the target language, a visual learner, an auditory learner, a kinesthetic learner
II. Answer the questions:
1. What technique was invented by G. Losanov? What is it based on?
2. What’s the teacher’s job?
3. What are “two close cousins” of suggestopedia? What are they based on?
III. Say if you share the idea that:
1. … people learn best when they are relaxed but attentive.
2. … learning takes place best when students rediscover the child in themselves and regard the instructor as a parent.
3. … language learning is pre-conscious and is best done by co-ordinating bodily actions with speech.
4. … people learn through the senses.
IV. Comment on the headline of the article.
Views on Personalised Learning
BBC education correspondent Mike Baker asked whether the future of education lies with "personalised learning". Here is a selection of responses.
As a current student myself (I am taking the new "Diploma in Higher Education"), I can fully understand the need for Personalised Learning - this is where the education system is heading, I believe. For the students it is a much better way of learning as s/he learns at their own pace and in a way that they understand. However, for the teachers/tutors it can be a bit of a nightmare! If this is to be brought in for EVERY student, the amount of consultation (with students and/or parents), planning, and implementation involved is going to increase 25 fold at least.
Currently, I believe, only students with some difficulty are taught in this way - and that is only right and proper - and I'm not saying that this should not be the case for all students. However either the classes will need to be smaller or the teaching staff will need a tremendous amount of help, in order to implement this. More thought is needed, I think.
Carolyn Spencer, Newcastle upon Tyne, England
It really annoys me that teachers only seem to be able to teach one way and if a child cannot cope with this way they get sent out or are in trouble for not listening, etc. If you asked the majority of teachers they don't understand the definition of dyspraxia, ADHD or the like and definitely not the uncommon diagnosis of Klinefelter's Syndrome that 1 in 500 males have that generally goes misdiagnosed in childhood. If picked up on this aweness could make a huge difference to so many children's lives hence making the teacher's life easier.
We need more staff that really care not just about the money but the children, especially if the child hasn't got supportive parents. I have seen so much since my son started secondary school and, even with my younger one at primary. I am having to tell the teachers about their special learning needs. They are the ones getting paid, not me.
Lisa Bur ridge, Putney, London
One of the things that make it so difficult for (some) teachers to get excited (as I think they should) about this is that it's just going round the same course again. You may feel that the 70's was a period of "anything goes" in education, but that was based on a few publicised extreme cases. What went on then was something called "child centred education". It was hard work, developing the curriculum for the kids in front of you rather than just delivering what's become called "Pizza Box lessons" as prescribed centrally - but it certainly felt right.
Of course, then we were all told we'd "dun it rong" and things changed to the current, rather arid and disconnected experience many kids have. What would be good is if society decided what it wanted education to do - what it is for - and then let the service work out the best way of achieving it.
Marshal Anderson, Chesterfield, Derbyshire
Except for the fact that this article was written in English, it was as though I was reading about an issue over which French specialists of education have been debating for so long now... without reaching an agreement yet!
Sandrine Leclerq, future teacher in France, Lescar, France
I would like to fully endorse Mike Baker's article on personalised learning. As Head of ICT in a Secondary School I see that ICT could play a major role in personalised education in the future. However, many other changes would have to take place alongside any attempt to truly tailor learning to every individual.
Firstly, the government needs to ask, "What do we really want our children (our future) to have achieved by the time they emerge from the state education system? What sort of people will our country need in say five, 10 or 15 years' time?" This question should be comprehensibly answered every year whilst even the world is in so rapid a state of change.
Secondly, students should be using similar tools, albeit adapted specifically for learning, to what they will be using in the real world.
Thirdly, with these two foundational things in place, personalised learning could begin to happen. The main role of the teacher would then be one of setting up a learning plan with each individual student and adjusting it with them on a weekly basis. To allow time for this, the "one size fits all" approach where the teacher teaches from the front would need to be substantially reduced. Targets and assessment would still be in the form of self-, peer- and teacher-based types, but would use computer technology and software which already exists, but hitherto has been grossly underused.
Martin Chamberlain, Leicester
Personalised education can be provided by having small-sized classes. Small classrooms would allow teachers to provide more one-to-one instructions and the teacher could make sure no child is left behind. That was my experience when I taught in Australia.
In this modern society, children are constantly exposed to TV, video games and internet-based games and I think it would be counter-productive to use video games to aid students' learning. It would be a great idea to add a bit of nature study to the curriculum and it could help students to have a more down-to-earth approach to life.
Aswathaman R, Toronto, Canada
My first reaction to the term "personalised learning" could be summarised as "Oh, no, now they want classroom teachers to negotiate and write Individual Learning Plans with SMART targets for each child they teach". I still suspect this will be the de facto result. The "oh, no" reaction comes from my experience as a Skills for Life tutor in adult education, where we are required to use a model which was developed for special needs learners who are unlikely to take exams at any time and who may make only very slow progress. I understand that the inspectorate are in favour of this model.
In theory this model could work at any level, but in practice it is very time-consuming to administer and I believe that using SMART targets can actually limit the learning of average and more able learners. If, on the other hand, "learning plan" is interpreted to mean the selection of materials, modules, topics for independent study and agreed assessments, and is set for reasonable periods of time, the system could be workable. I note that this model is used by professional IT trainers and in professional development schemes. In some American primary schools, a learning plan indicates the choice of options (such as music or sport) and probably reflects parental choice as much as learner choice. Assuming that some kind of written learning plan will be required to monitor any flexible learning system, it will be interesting to see which model is imposed on schools and teachers, the special learning needs model or the professional model.
Cheryl Thornett, Birmingham, UK
/Digest, № 24, 2006/
Set Work
Explain what is meant by:
Inspectorate, a current student, to learn at one’s own pace, adult education, to implement, to teach one way, to get sent out, dyspaxia, special learning needs, to pick up on sth., “pizza box lessons”, arid, to endorse, to tailor learning to every individual, albeit, hitherto, to teach from the front, one-to-one instructions, a down-to-earth approach to life, counter-productive.
Find in the article the English for:
Болезнь, не распознанная в детстве, оказывающие поддержку родители, так не должно быть со всеми студентами, увеличиться в 25 раз, найти компромисс, еженедельно, разработать индивидуальный план работы, приспособить что-либо к чему-либо, небольшие классы, убедиться, что ни один ребенок не остался в стороне; игры в Интернете; занимающий много времени, действенная система, модуль.
Say what is:
IT, ADHD, ICT.