Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология
Образование Политология Производство Психология Стандартизация Технологии
Faculty of Pedagogy and Psychology
1.Голованов В.В. Английский язык для студентов педагогических специальности вузов.- Минск: «Тетра Системс»2009.
2.Сластенин В.А. Педагогика: учебное пособие для студентов педагогических вузов.- М., Академия, 2002-2003
3.F.L. Ruch. Psychology and life- Bombay, 1970
4.Skurnik L.S. F. George. Psychology for every man. Penguin books, 1972
5.C.J. Adcock Fundamentals of psychology. Penguin book, 1967
6.Никошкова Е.В. Английский для психологовю – М., Владос Пресс, 2002
7.Басаова В.Н. Педагогика и практическая психология. Р. На Дону: Феникс. 2000
8.С.Д. Смирнов Педагогика и психология высшего образования – М., 2002
1.Фридман Л.М. Психопедагогика общего образования. Пособие для студентов.-М., 1997
2.М.В. Буланова- Топоровка. Педагогика психология высшей школы – М., 1999
3.Столяренко Л.Д. Педагогическая психология Р.на Дону: Феникс 2003
4.Психология и учитель. Перевод с английского профессиональной деятельности.- М., ЮНИТИ, 2003
5.Психология и педагогика. Учебное пособие для вузов. Под ред. А.А. Радугина, - М., 2006
6.Кумарова М. Курс деловой лексики английского языка.- М., -1999
7.Ахманова О.С. Англо-русский словарь.- М., Русский язык, 1999
Faculty of Pedagogy and Psychology
Chair of age pedagogics and psychology
S Y L L A B U S
on discipline: Professional oriented foreign language
for specialty 5В010300 «Pedagogics and psychology»
study format: full time
the number of credits: 2
totalcontact hours: 90, including:
practical lessons: 15
SIW( including SIWwT): 60
Current control: 2
examination: 4 semester
Data on the teacher:
Orynbaeva Ulserik Kydyrbaevna – senior teacher of the department of Foreign philology and translation study.
Contact phone – 87011245986
School hours – according to the schedule
Time of consultations – Tuesday 12.00 – 14.00
Pre –requisites: foreign language
Post –requisites: methods of teaching pedagogy
The explanatory note
The discipline “Profession oriented foreign language”, provided by the curriculum for second-year students, is a component of a graduate’s three-cycle foreign language training.The discipline “Profession oriented foreign language” is a formation of a basic level of the professional communicative competence.
The requirement for “Profession oriented foreign language” cycle is the first cycle of training, as well as the disciplines of the educational program of the specialty. “Profession oriented foreign language” in its turn, develops fundamentals and motivation for further learning and application of the professional foreign language in the educational process. The contents of the discipline is structured in the form of two modules interconnected on the principle of hierarchy and integrity.Training is based on innovation educational technologies.The discipline program is made on the basis of component, context-active and communicative approaches.
Process of discipline learning is directed on formation and development of competences:
- abilities to use knowledge of various other- theories of training, education and development, and also educational programs for the students of different education levels;
- possession of ways of the organization of professional activity in the other cultural environment, considering features of sociocultural structure of society;
- abilities to participate in interdisciplinary and interdepartmental interaction of experts in the solution of professional tasks;
- abilities to use in professional activity the main international and domestic documents.
As a result of studying the discipline students should get the following competences:
Be aware of:
- about a place, a role, kinds of oal and written communications in professional activity;
- about main sources of the professional foreign language information speaking;
- about world tendencies of development of science and technologies on the specialty;
- the terms connected with the subjects of the chapters studied and appropriate situations of the professional –business communications;
- requirements for designing and maintaining documentation conducting, accepted in its professional –business communication
- regulations of communicative behavior in situations of international professional-business communication.
Be able to:
- to apply the grammar material typical for professional foreign language;
- to apply the terminological units studied;
- to understand the information, to distinguish main and minor, essence and details in professional business texts within the subject studied;
- to retrieve some information from professional business texts;
- to cause a discourse, using communicative strategies appropriate the profession oriented situations studied;
- to produce written texts of the genres studied;
- to annotate special professional texts;
- to translate special professional texts from one language into another within topic studied;
- to prepare presentations and speak on the topics given;
- in using dictionaries, including terminological ones;
- in preparing presentations and introducing them;
- in debating on the topics connected with professional activity;
- in working as written and oral texts of the genres and formats studied;
- in effective application of the communicative strategies specific for professional-business situations;
A point-gradingletter system of evaluation
Practical task № 1
Theme: Present Simple
Practical task № 2
" going to" future vs. present continuous for future
Choose the correct for of the verbs in parentheses to fill in the blanks. Use " going to" future or present continuous for future. This is a dialog between two friends.
Mike: " Hey Nick, what (you / to do /? ) after school today? "
Nick: " Well, first, I (to meet) Karen at the train station at 4: 30 p.m.. After that, we (to eat) with her parents at 7 p.m.."
Mike: " Wow, it sounds like you have a busy evening ahead of you! "
Nick: " How about you? "
Mike: " Oh, after school, I (to walk) home and then I (to do) my homework. I haven't made any arrangements so I'll see what I feel like doing."
Nick: " Well, I'm really excited, because I (to tell) Karen that we (to fly) to Jamaica in December! I bought the tickets yesterday! Everything is arranged. We (to land) in Kingston, and we (to stay) at a hotel right on the beach. It (to be) amazing!
Mike: " Lucky you! I haven't arranged anything yet, but I also have some plans. I (to sail) to Jamaica someday too, but I have to learn to sail first. During my next vacation, I (to learn) Spanish. That way it'll be easier to travel through Latin America."
Nick: (you / to take /? ) Spanish lessons or (you / to learn /? ) with a book?
Mike: " I (to take) lessons, but I haven't chosen which school I want to go to yet."
Nick: " Good for you! I think we should hurry up and go to the station now because the weather is getting worse and it looks like it (to rain) soon! "
Mike: " You're right. Let's go! "
Practical task № 3
Theme: Past Simple
Practical task № 4
Put the verbs into the correct form (past progressive).
1. When I phoned my friends, they (play) monopoly.
2. Yesterday at six I (prepare) dinner.
3. The kids (play) in the garden when it suddenly began to rain.
4. I (practice) the guitar when he came home.
5. We (not / cycle) all day.
6. While Alan (work) in his room, his friends (swim) in the pool.
7. I tried to tell them the truth but they (not / listen ).
8. What (you / do) yesterday?
9. Most of the time we (sit) in the park.
10. I (listen) to the radio while my sister (watch) TV.
11. When I arrived, They (play) cards.
12. We (study) English yesterday at 4: 00 pm.
Write correct sentences:
Yesterday at 6 pm your family were doing different things. Write positive sentences in past progressive.
1. My mother / read / a novel
2. My father / watch / a movie
3. My elder sister / writing / in her diary
4. My two brothers / listen / to the radio
5. My little sister and I / not / watch / a movie
6. We / talk / about school
Past Continuous - 1
What was Marian doing at a particular time?
The fullstop is already at the end of the sentence.
6.50 - 7.00 clean her room
Example: At 6.55 she was cleaning her room.
7.00 am - 7.15 am have a shower 12.00 pm - 12.45 pm eat lunch
7.15 am - 8.00 am have breakfast 6.30 pm - 7.00 pm cook dinner
8.00 am - 8.10 am get dressed 7.00 pm - 7.10 pm wash the dishes
8.10 am - 8.30 am drive to work 8.10 pm - 10.30 pm watch television
8.30 am - 12 pm work 10.30 pm - 6.50 am sleep
1. At 7.10 am.
2. At 7.20 am.
3. At 8.05 am.
4. At 8.15 am.
5. At 11.00 am.
6. At 12.30 pm.
7. At 6.45 pm.
8. At 7.05 pm.
9. At 9.00 pm.
10. At 11.30 pm.
Practical task № 5
Theme: Future Simple
Practical task № 7
Practical task № 8
1. Поставьте необходимые предлоги в предложения.
about in at with to of for on
1. My sister will arrive … the station … 9 o’clock … the morning. (Моя сестра прибудет на станцию в 9 часов утра.)
2. Look … that beautiful photo … my baby daughter. (Посмотри на эту красивую фотографию моей малышки дочки.)
3. I’m hungry. What’s … lunch today? (Я голоден. Что на обед сегодня? )
4. This is the highest mountain … the world. (Это самая высокая гора в мире.)
5. What do you usually do … weekends? (Чем ты обычно занят в выходные? )
6. We are going … the party … Saturday. (Мы идем на вечеринку в субботу.)
7. I bought a new pair … sunglasses … the chemist’s. (Я купила новую пару солнечных очков в аптеке.)
8. What do you know … Scotland? (Что ты знаешь о Шотландии? )
9. The postman came … a letter … my Dad. (Почтальон пришел с письмом для папы.)
10. Did you speak … the boss … your salary? (Ты поговорил с боссом по поводу твоей зарплаты? )
11. Sam lives … home … his mother. (Сэм живет дома с мамой.)
12. Can you help me … my drawing? - … course I can. (Ты можешь помочь мне с рисунком? – Конечно, могу.)
13. I met my future husband … a queue … the bus stop. (Я познакомилась со своим будущим мужем в очереди на автобусной остановке.)
14. Justin is … Kristy’s house. (Джастин находится у Кристи дома.)
15. The diagram is … page 76 … the left. (Схема – на странице 76, слева.)
2. Выберите из скобок подходящий предлог.
1. Does she come … (at/in/to) school … (on/by/in) bus? (Она приезжает в школу на автобусе? )
2. My office is … (near/near to/near with) the stadium. (Мой офис находится рядом со стадионом.)
3. Kevin often goes abroad … (in/on/for) business. (Кевин часто ездит заграницу в командировку.)
4. All the notices in the streets were … (on/by/in) French. (Все вывески на улицах были на французском.)
5. What’s interesting … (on/in/at) TV … (on/at/in) the moment? (Что интересного по ТВ в данный момент? )
6. Sorry. I took your bag … (on/for/by) mistake. (Извини. Я взяла по ошибке твою сумку.)
7. Shall we go … (for/on/to) a walk? (Мы пойдем на прогулку? )
8. Kira is happy, she is … (on/in/with) love. (Кира счастлива, она влюблена.)
9. We are waiting … (for/at/by) the rain to stop. (Мы ждем, когда остановится дождь.)
10. Is Sophie good … (in/on/at) roller-skating? (Софи хорошо катается на роликах? )
11. Is Tim interested … (at/in/by) marketing? (Тим интересуется маркетингом? )
12. I’m afraid … (by/with/of) big crowds of people. (Я боюсь больших скоплений народа.)
13. The forest was full … (with/of/by) mosquitoes. (Лес был полон комаров.)
14. The patients are listening … (of/to/at) Mozart. (Пациенты слушают Моцарта.)
15. Our plans depend … (on/from/in) the weather. (Наши планы зависят от погоды.)
16. We are … (out/of/out of) peaches. Could you go and buy some? (У нас закончились персики. Не мог бы ты сходить и купить немного? )
17. I guess he annoys me … (for/on/in) purpose. (Думаю, он раздражает меня специально.)
18. I’m tired of swimming … (on/at/in) the sea. Let’s go to the swimming pool … (for/in/by) a change. (Я устала плавать в море. Давай пойдем в бассейн для разнообразия.)
19. My wife spends hundreds of euros a month … (for/in/on) her nails … (in/on/for) average. (Моя жена тратит сотни евро ежемесячно на ногти, в среднем.)
20. Our teacher is … (in/on/at) a good mood today. (Наш учитель в хорошем настроении сегодня.)
3. Используйте верный предлог времени (in, on, at, for, since, during).
1. She has been in Africa … February. (Она находится в Африке с февраля.)
2. Dan has had his design studio … several years. (Дэн имеет свою дизайн-студию в течение нескольких лет.)
3. The fishing season is to start … a couple of weeks. (Рыболовный сезон начнется через пару недель.)
4. The kids worked on a farm … their summer holidays. (Дети работали на ферме во время летних каникул.)
5. My car will be ready … 3 days. (Моя машина будет готова через 3 дня.)
6. My sister’s birthday is … September. (День рождения моей сестры в сентябре.)
7. I am often very tired … Friday evenings. (Часто я очень уставший по вечерам в пятницу.)
8. It’s too cold here … winter. (Здесь слишком холодно зимой.)
9. I got my driving license … 2004 … the age of 23. (Я получил водительские права в 2004 году в возрасте 23 лет.)
10. We always visit our parents … Christmas. (Мы всегда навещаем родителей на Рождество.)
Practical task № 9
Theme: Complex object
Practical task № 10
Theme: Complex object
Change the complex sentences into simple ones using complex objects.
1. I think that a shower is a most important convenience.
2. I think that our water supply is not good.
3. I saw that he pressed the bell.
4. I did not expect that they would come in time.
5. I watched how he spoke on the phone.
6. He heard that the telephone rang.
7. I saw that he took out his latch-key.
8. She believed that he had stolen her money to pay his debts.
9. He wants that this work will be done.
10. He wants that this work will have been done by Friday.
1. I think a shower to be a most important convenience.
2. I think our water supply not to be good.
3. I saw him press the bell.
4. I did not expect them to come in time.
5. I watched him speak on the phone.
6. He heard the telephone ring.
7. I saw him take out his latch-key.
8. She believed him to have stolen her money to pay his debts.
9. He wants this work to be done.
10. He wants this work to have been done by Friday.
Combine the following sentences using either Complex Object or that-clause (pay attention to Sequence of tenses).
1. They haven’t seen. The railway accident occurred near the station.
2. I heard. They argued about different tastes in art.
3. I see. Your tastes differ greatly.
4. We heard. He made a report on his new discovery.
1. They haven’t seen the railway accident have occurred near the station. - They haven’t seen that the railway accident had occurred near the station.
2. I heard them argue about different tastes in art. / I heard them arguing about different tastes in art. - I heard that they argued about different tastes in art.
3. I see your tastes differ greatly. - I see that your tastes differ greatly.
4. We heard him make a report on his new discovery. / We heard him making a report on his new discovery. - We heard that he made a report on his new discovery.
Practical task № 11
Theme: Complex subject
Practical task № 12
Theme: Passive Voice
1.The senior students laughed at the freshman.2.The group spoke to the headmistress yesterday.3.Young mothers looked after their babies with great care. 4. Nobody lived in that old house. 5. They sent for Jim and told him to prepare a report on that subject. 6. We thought about our friend all the time. 7. The doctor will operate on him in a week. 8. The teacher sent for the pupil's parents. 9. They looked for the newspaper everywhere. 10. Nobody slept in the bed. 11. The neighbour asked for the telegram. 12. Everybody listened to the lecturer with great attention. 13. They often speak about the weather.
II.Раскройте скобки, употребляя глаголы в Active Voice или Passive Voice.
1. Nobody (to see) him yesterday. 2. The telegram (to receive) tomorrow. 3. He (to give) me this book next week. 4. The answer to this question can (to find) in the encyclopedia. 5. We (to show) the historical monuments of the capital to the delegation tomorrow. 6. You can (to find) interesting information about the life in the USA in this book. 7. Budapest (to divide) by the Danube into two parts: Buda and Pest. 8. Yuri Dolgoruki (to found) Moscow in 1147.9. Moscow University (to found) by Lomonosov.10. We (to call) Zhukovski the father of Russian aviation. 11. He (to speak) very highly of the doctor.
Practical task № 13
Theme: Passive Voice
Practical task № 14
Theme: Modal verbs
Practical task № 15
Theme: Modal verbs
Упр.460.Переведите на русский язык.
Упр.466. Переведите на английский язык, употребляя выражение tobeallowedto.
Materials for IWS
Distributing material No. 1
Practical task № 1
Theme: 1.Grammar test
2. Essay “Profession of a teacher”
3. Make a presentation “Innovative methods of teaching and their types”
1. They … for us near the door.
a) Are waiting
c) Is waiting
d) Am waiting
2. Harry … television every day.
a) Is watching
d) Are watching
3. What … in the room now?
a) They are doing
b) Are they doing
c) Do they do
d) They do
4. Ann … French at all.
a) Isn’t speaking
b) Not speaks
c) Doesn’t speaking
d) Doesn’t speak
5. Mr. Scott … German to Ann at the moment.
b) Is speaking
c) Are speaking
6. I am busy now. I … to the radio.
a) Am listening
c) Am listen
7. They … to the seaside every summer.
a) Are going
d) Is going
8. No, I … the newspaper at the moment.
a) Am not reading
b) Don’t read
c) Don’t reading
d) Amnt reading
9. No, she … in this house.
a) Isn’t live
b) Don’t live
c) Doesn't live
d) Lives not
10. Where … he is from?
a) Are you thinking
b) Do you think
c) Are you think
d) You don’t think
Practical task № 2
Theme: 1.Grammar test
2. Essay “Mobility of a teacher”
3. Make a presentation “Difficult children”
Past Simple / Past Continuous
1. They … the TV when I came in.
2. What … last Saturday?
a)Were they buying
c)Did they buy
d)They were buying
3. Mary … that he was not right.
4. The train … on time so we were late.
5. How many chairs … to the room?
a)You have brought
b)Have brought you
c)You did bring
dDid you bring
6. When I phoned she … a bath.
7. What … when your mother came back home?
a)Were you doing
c)You were doing
8. What … her about the school?
b)Did you told
d)Did you tell
9. She … because she couldn’t find her dog.
10. My parents … in 1970
c)Were getting married
Practical task № 3
Theme: 1.Grammar test
2. Essay “The role of psychology in teaching process”
3. Make a presentation “Crtitical thinking technology”
Practical task № 4
Theme: 1.Grammar test
2. Essay “Dialogic teaching”
3. Make a presentation “Giftead and talented children”
Accuracy Producing language with few errors.
Achievement test A test to measure what students have learned or achieved from a program of study; should be part of every language program and be specific to the goals and objectives of a specific language course. These tests must be flexible to respond to the particular goals and needs of the students in a language program.
Activate The phase in a lesson where students have the opportunity to practice language forms. See “controlled practice”, “guided practice”, and “free practice”.
Active listening A technique whereby the listener repeats (often in other words) what the speaker has said to demonstrate his or her understanding. Active listening is an especially useful alternative to directly correcting a student error. Compare active listening.
Active vocabulary Vocabulary that students actually use in speaking and writing.
Active Related to student engagement and participation. For example, listening is perceived to be a passive skill, but is actually active because it involves students in decoding meaning.
Attitude A complex mental state involving beliefs, feelings, values and dispositions to act in certain ways. Attitude affects a student’s ability to learn, but is unrelated to aptitude.
Audio-visual aids Teaching aids such as audio, video, overhead projection, posters, pictures and graphics.
Aural Related to listening.
Authentic text Natural or real teaching material; often this material is taken from newspapers, magazines, radio, TV or podcasts.
Automaticity A learner’s ability to recover a word automatically, without straining to fetch it from memory.
Behavioural psychology Also called behaviourism, the belief that learning should be based on psychological study of observable and measurable psychology only; psychological theory based on stimulus-response influenced audiolingualism.
Brainstorming A group activity where students freely contribute their ideas to a topic to generate ideas.
Burn-out Fatigue usually based on either the stress of overwork or boredom with the same task.
Chomsky, Noam The ideas of the American linguistic theorist Noam Chomsky can be very abstract, in contrast to the very practical process of communicative language teaching. Chomsky’s theories of knowledge of language and language acquisition relate as much to the study of human nature as to language teaching. As Steven Pinker explains, Chomsky’s claim that…all humans speak a single language is based on the hypothesis that the same symbol-manipulating machinery, without exception, underlies the world’s languages. Linguists have long known that the basic design features of language are found everywhere… A common grammatical code, neutral between production and comprehension, allows speakers to produce any linguistic message they can understand, and vice versa. Words have stable meanings, linked to them by arbitrary convention….Languages can convey meanings that are abstract and remote in time or space from the speaker, (and) linguistic forms are infinite in number.
Chorus Speaking together as a group; used in choral speaking and jazz chants.
Classroom climate Environment created in the classroom by factors such as the physical environment and also the interrelationship between the teacher and the students, and among the students.
Classroom management The management of classroom processes such as how the teacher sets up the classroom and organizes teaching and learning to facilitate instruction. Includes classroom procedures, groupings, how instructions for activities are given, and management of student behaviour.
Cloze A technique usually used to assess students’ reading comprehension. Cloze can also be used as a practice activity. Teacher blanks out certain words from a written text and students fill in the missing words based on their understanding from context.
Collocation The way words are often used together. For example, “do the dishes” and “do homework”, but “make the bed” and “make noise”.
Action plan Specific proposal developed by a learner, teacher or institution to address problems or difficulties or meet a desired goal.
Active learning methods Learning methods that focus on ensure learners play and active role in the process of learning instead of passively receiving information.
Aesthetic Response An affective or emotional response a person has to material, which is based on the individual's background knowledge, attitudes, and experiences.
Bibliography A listing of works used and/or considered by an author in the preparation of a work.
An educational formation that integrates learning techniques including online delivery of materials through web pages, discussion boards and/or email with traditional teaching methods including lectures, in-person discussions, seminars, or tutorials.
A heirachical framework of learning based on three domains - the cognitive, affective and psychomotor; in the cognitive domain there are six levels of knowledge: knowledge, comprehension, application, analysis, synthesis, and evaluation. In the affective domain there are five levels: receiving phenomenon, responding to phenomenon, valuing, organizing values, and internalizing values. In the psychomotor domain there are seven levels:
perception, readiness to act, guided response, mechanism, complex overt action, adaptation, and origination (the psychomotor levels where not originally completed by Bloom).
Collaborative learning An instructional method that emphasizes students working together in small groups to complete a task or reach a common goal; in some cases students may be responsible for each other's learning
Competencies An individual's abilities as they relate to knowledge, understanding, and skills; see also minimal competence.
Constructivism A theory learning that claims people learn by constructing knowledge through social interactions with others.
Cooperative learning Learning format the requires the cooperation of a small number of students who work towards the completion of a given task; each student is responsible for a part of the task, and the entire task cannot be completed without all the learners finishing their portion of the task.
Broadly understood as the subjects and materials to be taught by an educational institution; typically it is listed as a set of subjects, but also may include the learning experiences, skills, and abilities students are expected to learn.
A process for organizing data reflecting the primary knowledge, skills, and assesments related to a subject area and used to facilitate communication and instruction.
Early Childhood Education and Care refers to care for children in day care (Kindertagespflege), nurseries (Kinderkrippe), kindergartens (Kindergarten), day care centres (Kindertagesstä tte) and after-school care centres (Hort), aged 0 - about 12 years
Employability skills Skills that are essential and transferable to a variety of situations and are necessary for an individual to function in the 21st century workplace.
Evaluation Process of assessing work completed by an individual, group, or institution with the aim of determining whether the individual, group, or institution has meet predetermined standards.
Evidence Information offered to support a conclusion or judgment.
Exercise Problem, task or other activity aimed at developing or improving a person's skill or knowledge.
Experiential learning Learning based on experience.
Facilitator Individual who assists others in a learning process but does not act as a the primary source of knowledge; the facilitator acts as a guide in during individual or group learning activities.
Feedback Responses provided to an individual while completing a task that are intended to guide the individual to s desired end.
Group formation Process of organizing learners into groups.
Group work Learning activities requiring several students to work together.
Individual differences Unique characteristics of individuals that have an impact on how they learn.
Initiation phase/Introductory phase In a lesson, this is the opening stage where the instructor begins the lesson. Inquiry-based learning
Learning methodology where students are presented a problem to solve using knowledge and skills they have acquired or need to develop.
Interactive methods In education, these are methods that have learners communicate with others or interact with some form of technology to receive feedback upon completing a task.
Internet The name of the global network of computers accessed worldwide by individuals, businesses, education institutions, and government agencies.
Journal Writing Practice of writing daily in a book or other source intended to record one's ideas and experiences, create stories, or keep written records of events.
Vital skills necessary for a task or to gain employment including literacy, mathematics, and basic computer skills
Kolb`s learning cycle Learning model, presented by David Kolb, that identifies 4 stages in the learning cycle: concrete experience, observations and reflections, formation of abstract concepts and generalizations, and testing implications of concepts in new situations.
Laboratory based education Educational format in which learners complete experiments in a laboratory in order to learn experimental methods or test hypotheses they are studying.
Learning environment The place and setting where learning occurs; it is not limited to a physical classroom an includes the characteristics of the setting.
1) Mass communication enterprises including print (newspapers, magazines) or broadcast (radio, television)
2) Individuals employed in the communications industry.
Mission statement Statement articulation the primary aims of a group or institution.
Module A separate unit or selection of material that forms a coherent whole, but may be combined with other units.
Motivational context The attempt to provide a setting where students are motivated to learn; can be achieved in various ways such as encouraging students to take responsibility for their own learning, being
involved in selecting the topics for learning, or planning a lesson. Objectives
Goals or aims of learning activity or lesson. Objectives specify what learners will be able to do, or perform, to be considered competent. As such, they provide clear reasons for training. Another way to view objectives is that they are goals redrafted to state performances in terms that are clearly tangible to the reader. When writing objectives be sure to describe the intended result of instruction rather than the process of instruction itself
Qualitative assessment Assessment based on personal views, experience or opinion of the reviewer.
Quality assurance Internal and external processes for ensuring the quality of an object or institution maintains a desired level.
Quality control Procedures used to ensure the desired level of quality and standards are met.
Records of achievement Written records, either qualitative or quantitative, of a learner's achievement during a period of learning.
Reflection Activity of a person to consider a past experience or event and the impact it has had.
Reflective practice Practice of engaging in reflection to identify important elements of past events.
Resource Material, either object, person, or location, that can be used to provide information.
Sachunterricht/General subjects/General knowledge
Subject taught at primary school familiarising pupils with scientific and technical phenomena and with social, economic and historical aspects of their own area.
Scaffolded Instruction Teaching methodology where teachers assist and guide students so that they can complete learning activities they could not do without support.
Strategic learning Learning methodology in which learners adapt their learning style to fit the needs of the assigned task.
Study groups Groups assembled to work together to facilitate learning.
Taxonomy A classification or ordering into groups
Teamwork Process where individuals engage in a cooperative effort to achieve a common objective. Transferable skills
Skills possessed by an individuals that can be used in a variety of settings
Validity The degree to which an investigation accurately assesses the specific idea a researcher is investigating.
Web page Hypertext document that include text, images, and hyperlinks.
Website A collection of web pages organized around one theme or managed by a single organization.
Description of a profession
The profession of the teacher is unique in own way. It is known that practically at all times existence of mankind there was a need for teachers. Today this profession is demanded, perhaps, more than ever before. The teacher were associated only with school. In our century the situation changed. Becomes more increasing than teachers, and they are necessary in the most various spheres of our life, one of features of a profession of the teacher consists in it.
Many years ago those who is more senior became teachers automatically, was considered what exactly the age defines possibility of training and transfer of experience. Rather recently, only in the XVII-XIX centuries, work as the teacher began to be allocated to the certain independent sphere. Then it became especially widespread as in Europe, and around the world.
Последнее изменение этой страницы: 2016-03-25; Просмотров: 1092; Нарушение авторского права страницы