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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
Science as the Main Prerequisite of the Civilization DevelopmentСтр 1 из 36Следующая ⇒
Введение Процессы глобализации, происходящие во всех сферах жизни и в том числе в сфере образования, делают востребованным изучение английского языка как средства профессионально-ориентированного межкультурного общения. В свете новых требований переосмыслены цели, содержание, принципы и технологии иноязычного профессионально-ориентированного образования. Данный учебник английского языка для специальных целей призван обеспечить реализацию цели овладения английским языком на профессионально-ориентированном межкультурном уровне. Методическая система, отраженная в учебнике, базируется на когнитивно-лингвокультурологической методологии иноязычного образования, разработанной в КазУМОиМЯ им. Абылай хана (Кунанбаева С.С.) и обеспечивает личностно-центрированный, контекстно-базируемый, профессионально-ориентированный, компетентностный подходы. В соответствии с этой теорией содержание учебника структурируется в виде тематико-текстовых единств (ТТЕ – термин Кулибаевой Д.Н.). Организующим стержнем каждого единства является содержательная представленность профессионального контекста. Для формирования межкультурно-комуникативной компетенции профессионального общения осуществляется конструирование ТТЕ с учетом основных функций текста (коммуникативная, прагматическая, когнитивная, эпистимическая). На последовательности этих ТТЕ и одноименных с ними стадий (понятийно-когнитивная, информационно-аккумулятивная и прагматико-репрезентирующая), формирующих указанные функции, строится преемственная система обучения и формирования профессионально-ориентированных умений, обеспечивающих усвоение предметного содержания будущей профессии и тем самым закладываются основы «контекстного обучения». Данный комплекс ТТЕ выступает как интегративная учебная единица. Когнитивно-лингвокультурологический (профессионально-контекстный) аспект ТТЕ составляют: 1. аутентичные инофонные тексты различных профессионально-ориентированных жанров как ядро единства; 2. коммуникативные сферы с набором специфических для каждой сферы речевых тематик; 3. типичные ситуации общения, типовые и прагмо-профессиональные задачи; 4. лингвистический (языковой и метаязыковой) материал. Процессуальный же аспект содержания тематико-текстовых единств включает набор соответствующих компетенций, упражнений и технологий для их формирования. Обновленное с новых методологических позиций содержание профессионально-базируемого образования структурируется в учебнике путем выведения 5-ти ТТЕ (Units), представленных двумя коммуникативными сферами (общепрофессиональная и специально-профессиональная). Предметный и процессуальный аспекты содержания реализуются в учебнике системой подготовительных и речекоммуникативных упражнений в составе инновационных технологий, которые обеспечивают поэтапный переход от имитативно-репродуктивного к продуктивному и креативному уровню профессионально-ориентированного, контекстно-базируемого иноязычного общения. Среди инновационных интерактивных технологий преобладают игровые (ролевые-ситуативные, мнемотехнические и др.), креативные (решение проблемных задач и др.), проективные. Содержание учебника соответствует уровню C1 общеевропейского стандарта, являясь логическим продолжением учебника базового английского языка для 2 курса, обеспечивающего общеевропейский уровень B2. С учетом требований кредитной системы учебник предусматривает наряду с аудиторными практическими занятиями по английскому языку для специальных целей определенный объем самостоятельной работы студентов. Content
UNIT 1 Education and Science Science as the Main Prerequisite of the Civilization Development LEAD-IN Generate ideas on the following issue. Some people say that human’s creativity, science, invention and technology are the significant factors contributing to shaping civilization, while other people believe that technological progress impedes the natural flow of the society and humanity development and could lead to far more negative consequences. To what extent do you agree or disagree with the statement? Give evidence and examples to support your stance. Watch the lecture again and take notes. Based on the notes you have taken, write a description essay about Science (in 300-350 words). A CHRONOLOGICAL MAP Create a chronological map of the scientific advances of the 21st century. CONCEPT STUDY
Scan the extracts below and say what extracts the following subheadings refer to. Field of science and technology classification 2. Well Rounded Curriculum – An Insight from Biglan’s classification of disciplines (by Sanjay Gö del) 3. Implications for Curriculum Design Simple Knowledge Organization System. UNESCO nomenclature for fields of science and technology: Overview As per this classification, hard disciplines follow a single common paradigm, whereas the experts of soft disciplines differ in their methodologies and concepts. The hard-pure disciplines are concerned with universals and simplification, whereas soft-pure disciplines are concerned with particular cases. The thinking approaches significantly differ for these categories. The hard-pure disciplines have an atomistic approach and rely more on linear logic, facts, and concepts whereas soft-pure disciplines have a holistic approach, and rely more on the breadth of intellectual ideas, creativity and expression. What classification of sciences do you know? What classification of academic disciplines do you know? PRAGMATICS ACTIVISATION: WRITING Read the question below. An international research group is investigating attitudes to education in different parts of the world. You have been asked to write a report on education in your country. Your report should address the following questions:
2 Write your report (in 300-350 words). Consult the ‘Writing Bank’ section.
CONCEPT STUDY Text A Text B What is Research? The chief responsibility of a university is to produce and disseminate new knowledge. New knowledge is created through research. Research is based on primary and secondary sources, often together with original data collected via research " instruments" (surveys, interviews, questionnaires, " focus groups, " etc.) to produce new knowledge on a particular topic. In addition to primary sources and original instruments, secondary sources are used to provide an overview of existing published knowledge on a topic, and possible current debates about the topic. The background provided by secondary sources provides a contextual background and establishes how the new knowledge described in a paper differs from what is already known. Research may be categorized as either Basic or Applied:
All research focuses on " solving problems" — at minimum, as it concerns FIN-1, answering the defined research question(s). Otherwise, research addresses the perceived " problem" of missing or inadequate information on a particular topic. Research might be further categorized as follows:
The emphasis and methodology of research may differ between different fields and disciplines, particularly between the Sciences and the Humanities. However, most fields share the following concerns:
Research is most often published (in academic or professional journals, in online archives, or as a " monograph" ) as a research " paper, " though it may also be presented orally (at least initially) as a conference address, or even in " poster" format at a scholarly conference. When published as a " full research paper" it will usually include the following components. VOCABULARY PROJECT 1 Analyse one research paper (article, course paper, diploma project, master degree thesis, etc.) according to the outline given in the text ‘What is Research? ’. 2. Write a report (in 300-350 words), describing the structure and the content of the research, as well as stating its significance in science and Foreign Languages Education. Consult the ‘Writing Bank’ section. ‘CONCEPT CARDS’ 1 Choose one of the concepts and create the ‘concept card’ for 7-10 terms: 1. 2. Research 3. Education 4. Scientific Literacy 5. Information Society VOCABULARY LANGUAGE FOCUS Tenses Revision Find an example of an authentic text about science or education, highlight the tenses used their, identify them, then delete and prepare a grammar task on tenses. In class swap the tasks and practice the usage of tenses. Discuss the following. 1. What are positive and negative effects of the spread of technology? 2. Can the United Nations’ plan to create the information society for all become the reality? What difficulties may occur? 3. What do you think about the freedom of information? 4. How can technology and the spread of information influence the job market? 5. How can the exchange of information keep local culture alive if most of that information is only in one language? What is the role of the English language in the information society? Read the following. A member of the United Nations’ Committee has been carrying out a research about the spread of technology in various countries of the world. 2 Write your report (in 300-350 words) to the member of the United Nations’ Committee about creating information society in the Republic of Kazakhstan. Describe the current situation, outline the problems and offer solutions. Consult the ‘Worksheets and Instructions’ section. 1.2 The System of Secondary and Higher Vocational Education in the Republic of Kazakhstan and Abroad.Types of Secondary Schools. Documents of Secondary Education.Admission to the University LEAD-IN Education in Kazakhstan The educational system in Kazakhstan is conducted in two languages - Kazakh and Russian and consists of several levels of state and private educational establishments: infant schools, elementary (or primary) schools, comprehensive schools, colleges and academies. The constitution prohibits any discrimination on the basis of language or ethnicity and guarantees equal rights in education regardless of nationality. Children start school at the age of 7 and finish at 17. As a rule a child attends the school, located in the neighborhood. The first stage of education in Kazakhstan is elementary (or primary) school for grades one through four. The second is secondary school for middle grades from five through nine. Upon graduation from secondary school students are given the choice of either continuing to attend the same school (high school -senior grades 10-11) or entering a vocational or technical school. Both of these schools are meant to provide one, along with the certificate of secondary education with a number of useful skills (e.g. those of an electrician, technical or computer operators). To be admitted to the institute one has to pass a series of oral or written tests. Students may get free-of-charge higher education in the higher educational institution and the limited number of the state grants is given each academic year on a competitive basis. Some college departments (law, journalism, foreign language-especially English) have dozens of applicants for one prospective student's position. Studying of foreign languages and development of computer skills of pupils is of a special importance. More opportunities appear for the interested persons to be trained abroad on the basis of local and state grants, scholarships. [14] Native English, 2014 A The content of vocational education in senior grades 10-11 is implemented in the context of three fields of specialization: Natural Science and Mathematics, Social Studies and the Humanities, Technology. B The constitution of the Republic of Kazakhstan fixes the right of citizens of the republic on free-of-charge secondary education which is obligatory. C Private universities, typically for-profit institutions, are subject to the same regulations regarding curriculum but are free to set tuition and salaries as they see fit. D The system of higher education prepares highly - skilled experts on economy, transport, agriculture, medicine, languages and others. Today the young people of Kazakhstan have the opportunity to choose and acquire various types of education and build their lives according to their ambitions. E Having completed one's secondary education, one can either become a part of work force or go on college (institution of higher learning-Institute).
F Public universities are subject to the same regulations as other government-owned organs, regarding not only fees and salaries, but also administrative structure, contracting and subcontracting, and ownership of property. G However, in big cities there are so-called special schools, offering more in depth studies of the major European languages (English, French, German) or the advanced courses in physics and mathematics and children, attending one of this may have to commute from home. VOCABULARY DUE The lecture ……………….. start in the afternoon. 3. The debate will end soon. JUST The debate …………………… to end. 4. Actually, there won’t be any introduction of a new format of the examination. VERGE The language department was just ……………………... a new format of the examination. 5. Teachers cannot be replaced by computers. UNLIKELY The computers …………………… replace teachers. 6. The undergraduate thought the application for the university would be easy. BE The undergraduate did not expect ……………… difficult. 7. The learners will pass an exam. BOUND The learners …………….. to pass an exam. 8. They will consider him to be a member of the scientific research team. SURE He ……………….. a member of the scientific research team. 9. It is possible that distance learning will progress. HIGHLY Distance learning ………………. progress. 10. The School of the Air wanted to launch an educational programme abroad. POINT The School of the Air was ………………… an educational programme abroad. 3 Write a paragraph about education in the Republic of Kazakhstan using expressions with future meaning. Share your description/opinion in class.
INFORMATION-ACCUMULATION: LISTENING 1 Answer the following questions. 1. What do you know about universities in the Republic of Kazakhstan and in the target language countries? 2. Is it necessary to get the university education? Why (not)? 3. What is the admission process to the universities in Kazakhstan and abroad?
2 Listen to the text about universities by Richard Sidaway and choose the suitable answer from the options (A-D). [17] 1. To be admitted to the university A. applicants should be of 18-25 years old B. applicants should take a break from work C. applicants have to do an entry test and have good marks in the subjects of secondary education D. applicants should have experience of work 2. Harvard, Princeton and Yale refer to A. ‘redbrick’ universities B. are slightly lower down the list of a high status institutions C. provide training grounds for medicine, law or engineering D. have big dining halls and libraries 3. Nowadays most students A. are given a yearly grant B. are given a loan C. finance themselves by working D. all the points mentioned above 4. In most universities accommodation close to the university A. is expensive B. is the only financially viable option C. is private D. is in halls of residence 5. The gap year can at least A. be devoted to backpacking B. be spent applying for a university C. concentrate the mind and give a person ideas about life D. help gain knowledge 6. Field trips A. are organized for travelling B. give students an opportunity to study in the laboratory, for example C. do not refer to science-oriented course D. are trips for vacation 7. A significant element of measuring students’ progress is A. the argument essay B. Finals C. the proposal D. the extended dissertation 8. The meaning of the word ‘forge’ in the text is A. to advance or progress quickly B. to put a lot of effort into making something successful C. to shape metal D. to make a copy of something 9. Aptitude tests are A. one of the ways the career offices assess future graduates B. are the form of continuous assessment C. are taken as a part of Finals D. divided into Parts I and II 10. According to Sydney Harris, education A. can have advantages and disadvantages B. occurs at universities C. helps to make one’s mind a pleasant place D. starts at an early age
COMMUNICATION
Express your opinion.
TOP UNIVERSITIES LIST PROJECT 1 Choose one of the three fields of specialization in vocational education at schools (10-11 grades): 1. Natural Science and Mathematics, 2. Social Studies and the Humanities, 3. Technology. Create a project about one of the fields of study (e.g. description of the field of study, examples of discoveries and achievements, its presentation in the school programme, prospects for the future, etc.). LEAD-IN Read the text and say which part of the text (A-D) the following refers to. 1. STEM (Science, Technology, Engineering and Mathematics) 2. Enhanced learning spaces 3. A new professionalism 4. Definition of the word ‘trend’ 5. Inclusion in practice 6. Beyond delivery 7. Formative assessment has come of age 8. Informal learning 9. User generated content will lead the way 10. Multi-touch input is here to stay 11. Learning goes outside, does the teacher follow? 12. Too much information 13. Promising innovations are emerging 14. 21st century skills 15. Examples and trend Trends in Education A Introduction A trend is a shift or tendency within a system, for example schools, that is likely to grow in importance and influence how the system operates. Examples include economic developments, changes in society or in employment, or in attitudes and behaviour. Some trends are opportunities, others disruptive, a challenge or threat; some turn out to be a short-lived novelty (an innovation can develop into a trend, or die out), others slow-burning, even barely noticeable but seismic and enduring over the long term. Many trends are of course outside the control of schools, but others can be taken into account in school development planning and designing effective teaching and learning. A trend may emerge in one country but not another, another may be global. B The realities of teachers There has been lately a great emphasis on teacher professionalism. It appears that many education systems have come to the conclusion that the quality of teachers is the most important factor to improve learning. This is leading to incentives for those teachers deemed to be good, to tighter recruitment of graduates, and stricter controls on the quality of teaching. Most educators nowadays agree about the effectiveness of formative assessment, that is, assessment used on a daily basis for diagnostic purposes and to dynamically adapt teaching, rather than for grading. At the same time, it has now become clear that this type of assessment requires a deep re-think of the traditional roles of teachers and students, which takes time and support. Education has always been associated with schools. However, this relationship is now under stress as new technologies move learning outside of the school walls. This trend poses challenges to the traditional role of the teacher. Some specific opportunities and risks are: educating outside school hours, more emphasis on facilitation, mentoring and guidance, increased workload, linking with families, some risks Many classes in European schools are now culturally and ethnically diverse. Teachers are becoming increasingly experienced in dealing with diversity and know how to recognise and address inclusion issues when these arise. C The realities of students There is currently a great emphasis on STEM skills, but there is also a persistent lack of interest from students (particularly girls) in these subjects and jobs compared to other disciplines and professions. Many learners feel disconnected from the reality of industry and lack real-world experience in crucial subjects. Students increasingly expect to acquire competences that make them employable in the future. These include media and ICT literacy, communication, problem solving and collaboration. Students live in worlds filled with engaging technology and opportunities to pursue personal interests and motivations. Once they enter schools they have to leave behind such interests and motivations. This creates a divide between the way “schools teach” and the way “students learn” in informal learning environments. Schools are nowadays facing a challenge trying to bridge this gap. Learning resources are increasingly available digitally. The saturation of information, and ubiquitous access to such information, are becoming a challenge for many students who don’t know how to deal with such complexity and abundance. D Technology Learning spaces (i.e. physical ones) may not change in the next few years but advances in enabling ICT means the dynamics of learning (personalisation, collaboration inside and beyond classroom) will. Learning platforms (e.g. VLEs / LMSs) will continue to play a role as management tools but advances in Web 2.0 (and Web 3.0) will challenge these technologies as traditional content delivery models. User generated content and high quality shareable resources will increasingly support teacher led and peer based learning as suitable standards emerge or are developed. Integration of interactive display technologies such as whiteboards and other multi-touch devices with other technologies e.g. net books, smart phones, learning platforms (some owned by school and some by learner) will promote collaborative learning and move it beyond ‘transmission’ and ‘instruction’. Research into the use of digital games, 3D, immersive learning environments and augmented reality have provided positive results so far. Further research is necessary, and likely to take place, which must demonstrate how the potential benefits may be brought to scale. [19]Trends Identified by Teachers and Students.European Schoolnet, 2015. VOCABULARY 1 Read the text and discuss its main idea. Discuss the following.
What is Learning? A lot of our learning occurs randomly throughout life, from new experiences, gaining information and from our perceptions, for example: reading a newspaper or watching a news broadcast, talking with a friend or colleague, chance meetings and unexpected experiences. This type of experiential learning is in contrast to more formal approaches to learning such as training, mentoring, coaching and teaching, all of which have a certain type of structure implying that they describe planned learning involving a facilitator. Teaching, training and other structured learning opportunities are activities that one person does to another, while learning is something we can only do for ourselves. If we do not have the will to learn, we will not learn and if we have learned, we are actually changed in some way. If the learning makes no difference it can have very little significance beyond being random ideas that float through our consciousness. The diagram below represents a generic learning cycle and uses the acronym PACT. The cycle is relevant to all types of learning. The PACT learning cycle stages are:
The cycle then continues and repeats. There are many examples of these processes in action - usually we learn the basics of a subject or skill before progressing to intermediate, advanced and ultimately expert levels. At each stage we build on the knowledge and experience we have already acquired, gaining further knowledge, experience or techniques and repeating the learning cycle. Working on an awareness of your own learning processes means 'learning how to learn'. For example, in university settings students are usually taught some study skills, which include learning how to seek information when needed and how to use it appropriately.
The results of academic assessment, essays, exams etc. are simply attempts to measure how much an individual has learnt but they cannot measure the actual process of learning. Learning brings about changes in the way we act, think and/or feel about ourselves, other people and the world around us. Such changes may be permanent or temporary depending on our own perceptions of the importance and relevance of the gained knowledge. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ A. Many attempts have been made by academics and others to map and explain the learning processes. It is generally recognised that learning takes place in a repetitive cycle, an ongoing series of processes. B. In summary, learning is an internal activity and a key personal development skill.
F. Almost every action we take is the result of past learning yet, for some people, learning still remains an activity undertaken in, or associated with, an educational context. G. Our individual learning capacity varies considerably and will depend not only on ability but also on motivation, personality, learning style and an awareness of our own learning processes. H. As babies we learn to eat, to gain attention, to crawl, to walk, etc. and as we develop into children, and our bodies become more functional, we learn an inordinate range of skills. [21] SkillsYouNeed, 2011-2015 THE ANALYTICAL CHART Organize information according to the categories of the chart:
A VISUAL ORGANISER What is Lifelong Learning? Lifelong learning may be broadly defined as learning that is pursued throughout life: learning that is flexible, diverse and available at different times and in different places. Lifelong learning crosses sectors, promoting learning beyond traditional schooling and throughout adult life
This is underpinned by " Learning to Learn". Lifelong learning can instill creativity, initiative and responsiveness in people thereby enabling them to show adaptability in post-industrial society through enhancing skills to:
The emphasis is on learning to learn and the ability to keep learning for a lifetime. [22] Lifelong Learning Council, 2015 Express your opinion.
LANGUAGE FOCUS Reporting Verbs
COMMUNICATION Discuss the following. 1. What is innovation? 2. What are the stages of the innovation process?
A PROJECT LEAD-IN International Schools Part A The peculiarity of the International Schools in the Republic of Kazakhstan is the opportunity for students to get the education combining the aspects and requirements of the national system of education and international standards. As an example, MIRAS International School offers three International Baccalaureate programmes: IB Primary Years Programme (IB PYP) IB Middle Years Programme (IB MYP), with issuance of the MYP Certificate IB Diploma Programme (IB DP), which culminates with the IB Diploma Part B The International Baccalaureate Primary Years Programme (PYP) is an educational programme managed by the International Baccalaureate (IB) for students aged 3 to 12. While the programme prepares students for the IB Middle Years Programme, it is not a prerequisite for it. The subject areas of the PYP are language, social studies, mathematics, science and technology, arts, and personal, social and physical education. Students are required to learn a second language during the programme. Assessment is carried out by teachers according to strategies provided by the IB, and with respect to guidelines to what the students should learn specified in the curriculum model. Part C The International Baccalaureate Middle Years Programme (MYP) is an educational program affiliated with the International Baccalaureate programme, intended for students aged approximately 11 to 16 (grades 6–10 in International Schools, the United States, Canada, New Zealand, Switzerland and Australia). Thus, in the United States the program is often taught throughout the middle school years and the first two years of high school. Typically, middle schools and high schools work in coordination with each other when the program can not be entirely hosted within one combined school. The full program lasts 5 years although shorter programs can be adopted with permission from the International Baccalaureate. Official MYP documentation is available from the IB in English, French, Spanish, Russian and Chinese. Part D The International Baccalaureate Diploma Programme ( IBDP ) is a two-year educational programme primarily aimed at students aged 16–19. The program is one that provides an internationally accepted qualification for entry into higher education, and is accepted by many universities worldwide. It was developed in the early to mid-1960s in Geneva by a group of international educators. Following a six-year pilot programme ending in 1975, a bilingual diploma was established. Administered by the International Baccalaureate (IB), the IBDP is currently taught in English, French or Spanish. In order to participate in the IBDP, students must attend an IB school. IBDP students complete assessments in six subjects from the six different subject groups (Studies in language and literature, Language acquisition, Individuals and societies, Experimental sciences, Mathematics, The arts), and complete three core requirements (Extended essay (EE), Theory of knowledge (TOK), Creativity, action, service (CAS)). Subjects are assessed using both internal and external assessments, and courses finish with an externally assessed series of examinations, usually consisting of two or three timed written examinations. Internal assessment varies by subject (there may be oral presentations, practical work, or written works) and in most cases is initially graded by the classroom teacher, whose grades are then verified or modified, as necessary, by an appointed, external moderator. [24] VOCABULARY Read the following text and complete the gaps with suitable words (A-D). The Bolashak Programme Kazakhstan was the first Central Asian country to (1) ………… a presidential scholarship programme to study abroad. The programme, called " Bolashak" (" Bolashak" means " The Future" in Kazakh), was created by a Decree of the President of the Republic of Kazakhstan Nursultan Nazarbayev on November 9th, 1993.
Discuss the following.
AN OVERVIEW COMMUNICATION A Round-Table Discussion A Debate INTRO: A Debate 2 TASK/PROCESS: Divide into groups: 1) Group A: You are the hosts of the debate. Prepare a short presentation of the theme under consideration ‘Advantages and Disadvantages of Educational Systems of Two Countries’, be ready to submit ideas or questions to make the discussion go, conduct the debate e.g. (presentation, ‘cross-section’, conclusion), put down the arguments and counter-arguments of both parties, summarize the results and draw a conclusion. 2) Group B: You provide arguments ‘for’ the situation. Discuss them in a group, listen to the opposing party, ask questions, give evidence to support your stance.. 3) Group C: You provide arguments ‘against’ the situation. Discuss them in a group, listen to the opposing party, ask questions, give evidence to support your stance. 4) Group D: You are ‘the observers’, listen to the debate and then express your opinion on the outcome. 3 RESULT/EVALUATION: Analyse the results of the debate and prepare a press-release (300-350 words) on it. A Discussion (‘The Education Fair’) 1 INTRO: A Discussion (‘The Education Fair’) 2 TASK/PROCESS: Choose any form of the performance, prepare and discuss the following topic: ‘Opportunities of Getting Higher Education and Admission to Universities Abroad (based on advertising leaflets, brochures, etc.)’. 3 RESULT/EVALUATION: Analyse the results of the discussion and prepare a report (300-350 words) on it. A Discussion INTRO: A Discussion 2 TASK/PROCESS: Choose any form of the performance, prepare and discuss the following topic: ‘Life Long Education: Problems and Solutions’. 3 RESULT/EVALUATION: Analyse the results of the discussion and prepare a report (300-350 words) on it. A Project/Case Study INTRO: A Project/Case Study 2 TASK/PROCESS: Choose any form of the performance, prepare and discuss the following topic: ‘ The Implementation of the Bologna Recommendations in the System of Foreign Languages Education in the Republic of Kazakhstan’. 3 RESULT/EVALUATION: Analyse the results of the project/case study and prepare a presentation on it. A Scientific Conference COMMUNICATION 1 Divide into groups, choose one of the following centres:
COMMUNICATION Discuss the questions.
COMMUNICATION UNIT 1 REVIEW INFORMATION-ACCUMULATION: LISTENING 2 Write a synopsis of the lecture (in 300-350 words). [31] English-Test.Net, 2015 COMMUNICATION Unit 2 LEAD-IN Read the following opinion. ‘Great teachers help create great students. In fact, research shows that an inspiring and informed teacher is the most important school-related factor influencing student achievement, so it is critical to pay close attention to how we train and support both new and experienced educators’. [33]Edutopia, 2008. Analyze the situation. To what extent do you agree or disagree with the opinion stated? What ways of FL teacher preparation do you know? Which one do you consider to be the most effective and why? Give reasons to support your stance. CONCEPT STUDY
2 Read the text and say what the concept of ‘teacher education’ refers to, and what stages teacher education is often divided into. Teacher Education Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors and skills they require to perform their tasks effectively in the classroom, school and wider community. Although ideally it should be conceived of, and organized as, a seamless continuum, teacher education is often divided into these stages:
Note also:
[34]Teacher Education. Wikipedia, 2016 Work in groups of three, read the extracts (A-C), and then share the information about what Initial Teacher Education is. Initial Teacher Education Text A: Organization In many countries, Initial Teacher Education (also known as preservice teacher training) takes place largely or exclusively in institutions of Higher Education. It may be organized according to two basic models. In the 'consecutive' model, a teacher first obtains a qualification in one or more subjects (often an undergraduate bachelor's degree), and then studies for a further period to gain an additional qualification in teaching (this may take the form of a post-baccalaureate credential or master's degree). In the alternative 'concurrent' model, a student simultaneously studies both one or more academic subjects, and the ways of teaching that subject, leading to a combined bachelor's degree and teaching credential to qualify as a teacher of that subject. Other pathways are also available. In some countries, it is possible for a person to receive training as a teacher by working in a school under the responsibility of an accredited experienced practitioner. Text B: Curriculum The question of what knowledge, attitudes, behaviours and skills teachers should possess is the subject of much debate in many cultures. This is understandable, as teachers are entrusted with the transmission to learners of society's beliefs, attitudes and deontology, as well as of information, advice and wisdom, and with facilitating learners' acquisition of the key knowledge, attitudes and behaviours that they will need to be active in society and the economy. Generally, Teacher Education curricula can be broken down into four major areas: Популярное:
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Science
1 Discuss the following questions.
Learning is not something that can be directly observed in others. We can, however, observe the results of learning in ourselves and others – this is why, in formal learning situations, assessment is such a crucial part of the teaching process.
(i.e. post-compulsory education). This definition is based on Delors’ (1996) four ‘pillars’ of education for the future.
Learning to know - mastering learning tools rather than acquisition of structured knowledge.
1 Look at the concept map and speak on your associations.