PROFESORA DRA JELENA BOBKINA 2 Cloze test READING

PROFESORA DRA. JELENA BOBKINA

§ 2. Cloze test: READING § Fill in the gaps by using one suitable word in each space. Gap number (0) is an example:

§ PSYCHOLOGY: THE SCIENCE OF THE MIND § Psychology is the study of the mind, by far the (0) most sophisticated machine (1) …………… Earth. But now can (2) ……………. as inaccessible as the mind be studied? Even (3) …………. we were to open someone’s skull and look inside, we would only see the brain, not the mind in action. (4) ……………… we cannot observe the mind directly, it controls everything we do. Therefore, psychologists study human behaviour in (5) …………. . to discover (6) …………… the mind works. The behaviour (7) ……………. interests them rages from simple acts such as feeding, to much more complex skills (8) ……………. language.

§ Psychologists measure behaviour, and often use statistics to show that (9) …………… they find is reliable evidence and not just down to chance. The scientific knowledge gained from this research is then used by practising psychologists. For example, clinical psychologists - (10) ……………… make up the largest group of specialists – help people with emotional problems (11) ………………. . with their difficulties. Research findings are not only used by psychologists, but also by other professionals who are concerned (12) ……………. the ways people interact – doctors, teachers and judges, to name just a (13) ………………. . . A substantial body of psychological knowledge has been built up since the nineteenth century. Nevertheless, the enormous complexity of the mind (14) ……………… that there will always be more to learn about it, (15) ………………. much research is undertaken.

§ 3. - SENTENCE TRANSFORMATIONS § Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given.

1. There is no way Lisa will give up her independence to get married. OF § Lisa has ______________________ up her independence to get married. 2. Simon really ought to make a decision about his future. MIND § It’s high time Simon _____________________ about his future. 3. There are various ways of avoiding insect bites. PREVENTED § Insect bites can ____________________ various ways. 4. I think learning to use a typewriter is a waste of time. POINT § I can’t ______________________ how to use a typewriter. 5. If you don’t pay on time, your booking will be cancelled. RESULT § Failure to _____________________ your booking being cancelled.

§ 4. -What kind of support would you provide to help those students who have not reached the required objectives and contents?

§ In the light of the expected variability and of learner characteristics in the foreign language classroom, any foreign language class is a class. mixed ability § A mixed ability class can be defined in three different ways. It can be a class where: § a) learners do not share similar social and cognitive perspectives due to age differences; b) learners have different levels of proficiency in the second language; c) learners have developed different cognitive styles and learning strategies even if they are the same age group. § Foreign language teachers, therefore, must be flexible enough and sensitive respond well to the individual learning preferences, interest and needs of their learners in terms of materials, techniques, classroom methodology and teacher talk. They must also motivate students because motivation is one of the most important factors which enough to influences language learning.

§ Some motivating agents are the following: § The connection between the English class and the interests and lifestyle of § § § the students. The grading of task difficulty. The adequacy of teaching/learning activities to each individual student’s real capabilities. The degree of activity and participation in the class. The use of praise and positive reinforcement rather than blame or censure, satisfactory marks rather than “failures. ” The clarification of the aims proposed and encouraging of self-evaluation in the tasks proposed.

§ Bearing in mind that teaching strategies must be especially motivating —but also effective and didactic— for those students who did not reach the established objectives and contents, students can be grouped to do cooperative work according to a wide range of techniques and settings. § These techniques will complement the usual teacher-class interaction in which teachers tend to present the material and get a response from the students:

§ Team or group-work: We must favour students’ interaction, respecting the different learning paces and levels, achieving goals and contents by means of group tasks and appreciating the contributions of each of the members of the group and not only the results. We must also promote relationships among peers, and overcome any sort of discrimination. Team-work can provide opportunities for cooperative learning, for the students to learn with their peers and from them, developing cooperation strategies collaboratively. § Pair-work: Students usually find pair-work motivating and relaxing. After the presentation to the whole class, it is useful to carry out practice in pairs, since in this way the students will work at their own speed and will not suffer from the tension or anxiety which might be produced if the individual student is immediately asked to respond in front of the whole class. § Individual work: A certain amount of individual work is also necessary in the learning process, so that students can work at their own pace, using their own cognitive style and making full use of their own interests and needs. In every class there is a wide range of different kinds of students, each with their own abilities, degree of maturity, learning styles, etc. , and the learning processes are essentially personal and individual. Teachers should, therefore, plan the activities to take into account these individual differences: some learners will finish earlier than others, some will take longer, or will take time to revise their work, and others will not even finish the task at all. In any case, we should strengthen the students’ self-esteem and their affective and personal balance.

§ Finally, regarding the members of the school staff who should take part in this situation, it must be clearly stated that when teaching students who did not reach the objectives for his cycle, a teacher must not be left alone. It will be necessary to adopt organisational measures such as teachers’ cooperation, constitution of area and teaching teams, selection of team coordinators, etc. § As far as the integration of children with special educational needs is concerned, these students will demand more help and a kind of assistance which will be, comprehensibly, different from the one provided for their classmates, so as to achieve the same educational goals and objectives. To determine the most suitable mode for students’ needs, cross-curricular teams will perform a detailed psychopedagogic evaluation and, thus, these students will be sent to a mainstream school or to a special one, according to what is established in the law.

§ To conclude, as it was stated earlier, motivation plays an important role in teaching. In order to motivate students, instructors must take into account factors like students’ preferences and interests, and put into practice all kinds of devices to promote integration and cooperation with the rest of the students. § Moreover, teachers should aim at making learners develop a positive attitude towards the foreign language, and at creating a positive atmosphere in the classroom so that every child would feel important and comfortable when carrying out communicative tasks in English.

§ 5 - Why do we need to do to integrate Key Competence 2 Mathematical, Science and Technology as one of the essential elements in a language course?

§ Mathematical competence is the ability to use addition, subtraction, multiplication, division and ratios in mental and written computation to solve a range of problems in everyday situations. The emphasis is on process and activity, as well as knowledge. Mathematical competence involves - to different degrees - the ability and willingness to use mathematical modes of thought (logical and spatial thinking) and presentation (formulas, models, constructs, graphs/charts). § Scientific competence refers to the ability and willingness to use the body of knowledge and methodology employed to explain the natural world, in order to identify questions and to draw evidence-based conclusions. § Competence in technology is viewed as the application of that knowledge and methodology in response to perceived human wants or needs. Both areas of this competence involve an understanding of the changes caused by human activity and responsibility as an individual citizen.

§ Essential knowledge, skills and attitudes related to the competence § A. Necessary knowledge in mathematics includes a sound knowledge of numbers, measures and structures, basic operations and basic mathematical presentations, an understanding of mathematical terms and concepts, and of the questions to which mathematics can offer answers. § An individual should have the skills to apply basic mathematical principles and processes in everyday contexts at home and work, and to follow and assess chains of arguments. They should be able to reason mathematically, understand mathematical proof and communicate in mathematical language, and to use appropriate aids. § A positive attitude in mathematics is based on the respect of truth and willingness to look for reasons and to assess their validity.

§ B. For science and technology, the essential knowledge comprises the basic principles of the natural world, fundamental scientific concepts, principles, and methods, technology and technological products and processes. Individuals should have an understanding of the advances, limitations and risks of scientific theories, applications and technology in societies at large (in relation to decisionmaking, values, moral questions, culture etc), both in specific areas of science such as medicine, and also an understanding of the impact of science and technology on the natural world. § Skills include the ability to use and manipulate technological tools and machines as well as scientific data to achieve a goal or to reach a decision or conclusion, based on evidence. Individuals should also be able to recognise the essential features of scientific inquiry and have the ability to communicate the conclusions and reasoning that led to them § Competence includes an attitude of critical appreciation and curiosity, an interest in ethical issues and respect for both safety and sustainability - in particular as regards scientific and technological progress in relation to oneself, family, community and global issues.

§ In language courses the students need to master the conventions of numerical skills as symbols of representation, deal with information displayed in a variety of formats (both printed and digital) that is, diagrams, graphs, tables and charts. They need to develop logical thinking skills to produce and understand cohesive and coherent text; order, sequence, geometrical and spatial awareness are also essential notions that help language users to make sense of the world, to conceptualise key elements and to perform communication tasks.

§ 2. - Cloze test – READING § Fill in the gaps by using one suitable word in each space. Gap number (0) is an example:

§ INTRODUCTION TO A NOVEL § Some years ago, I received a letter (0) from a stranger, Joanna King. It seemed at first to be (1) …………………. . of those pleasant fan letters that authors are occasionally cheered (2) …………. . , but which then (3) …………. out to be something else. Joanna had an aunt, aged ninety-eight, (4) …………… had kept a diary from the age of thirteen until she was ninety-four. (5) …………. . Joanna nor her husband had ever been allowed to read any of these diaries, but because their relative was a woman (6) …………. . strong opinions, they thought they would be interesting. § The point of writing to me (7) …………… to ask my advice. Joanna had read a memoir I’d written about my own mother and grandmother, two ordinary women with (8) ……………. . claim to fame, and it had made her wonder (9)……………. there was some value in the diaries (10) …………… a social document. Could I suggest (11) ………………… might be done with them?

§ I suggested that a university might be interested and enclosed various names and addresses. I said the thought of someone keeping a diary over such (12) …………… length of time, so neatly covering most of a century, was (13)…………………. itself extraordinary, and I would love to read them myself. Joanna replied saying that this was what she had hoped. (14) ……………. . is, that I myself might be intrigued enough to want to (15)……………. . something of them. I hadn’t, in fact, meant that, but once it had been suggested I began to toy with the prospect.

§ 3. -USE OF ENGLISH—Choose the lexical or grammatical option which best completes the sentences below

1. I’ve got just enough time for a word with you, as long as you make it… A. brief B. short C. curt D. sharp 2. Being alone in the house all day looking after three young children is enough to make anyone’s patience wear… A. thin B. out C. down D. slim 3. Her training in accountancy provided a sound … for work in the financial world. A. footing B. base C. ground D. basis 4. After years of working together, the partners found themselves … linked. A. permanently B. indelibly C. perpetually D. inextricably 5. The President decided to release a number of political prisoners as a(n) … of goodwill. A. gesture B. indication C. pledge D. symbol 6. He justified his harsh words on the grounds that they had been made in the … of the moment. A. spur B. heat C. flash D. height

7. The company was dealt a … blow when its chief designer deserted to another firm. A. killing B. homicidal C. mortal D. suicidal 8. Don’t look so worried! You should take the boss’s remarks with a … of salt. A. teaspoon B. pinch C. grain D. dose 9. Failure to … with the rules will result in dismissal. A. assent B. comply C. abide D. consent 10. Rachel has a highly developed … of fine art. A. taste B. reaction C. liking D. appreciation 11. Our company has holidays that … for all tastes. A. respond B. cater C. suit D. agree 12. The child showed his … of the food by leaving most of it on his plate. A. disapproval B. objection C. distaste D. exception

§ 4. -How can we approach cultural lessons with a view to preventing the most negative effects of stereotyping?

§ The growing multiethnicity and multiculturality of modern societies makes it necessary for language teachers to present approaches to the teaching of culture which overcome pre-conceived assumptions in order to educate within the principles of tolerance and respect to difference characterizing our democratic societies. § In order to provide a different perspective on “the foreign culture, ” teachers should use comparison, with a view to identifying common ground; in addressing the issue of stereotyping, we need to distinguish between cultural reality and cultural imagination.

§ We must consider both our own culture and our target culture as multifaceted realities and motivate our pupils to develop their cultural awareness. The development of cultural awareness, even though it begins in the classroom, is a far-reaching process. To facilitate it, one should give pupils regular opportunities to: § Come into contact with native speakers in this country and abroad. § Work with authentic materials from the countries of the target language. § Consider and discuss the similarities and differences between the students’ culture and British, American, etc. , cultures. Through exposure to the foreign civilisation, students inescapably draw some comparisons between the home and the target culture. § Identify with the experiences and perspectives of British, American … people. Depending on the pupils’ level, different activities can be done: draw, summarize, write creatively, use role plays. § Learn the appropriate social conventions from the early stages, as pupils will become increasingly aware of cultural attitudes and sociolinguistic habits. § Alongside linguistic knowledge, students should also become familiar with various forms of non-verbal communication, such as gestures and facial expressions, typical in the target culture. More specifically, learners should be aware of the fact that such signals as gestures and facial expressions might lead to miscommunication and erroneous assumptions.

§ All in all, reducing foreign stereotyping is one of the main aims of teaching culture in the language classroom. If we supply our students with intellectual and instrumental tools to build up a cultural frame of reference without a heavy local bias, we will be educating them for a more tolerant world, a world where the word foreigner is not a term of contempt, but the civilised acceptance of difference.

§ 5. - Provide a few examples of activities that can be used at the initial stages of primary education to help young learners become acquainted with graphic sub-skills, as a way of introducing them to the mechanics of literacy skills

§ It is of utmost importance that young learners become familiar with the shapes of letters and can begin manipulating them. The following holistic activities (they require using the body and space rather than pencil and paper) help to give children a strong imprint of the shape of letters in their mind’s eye while developing their kinaesthetic skills:

§ Body letters § Ask children to make themselves into the shape of given letters ‘make yourself an ‘s’ etc’. Children contort their bodies into what they think the letter looks like. § You can model this easily by showing them an ‘x’ by standing with your feet apart and your arms in the air and wide apart. Or you can show a ‘T’ by standing with your feet together and your arms stretched out to the sides. § Or ask children to make a letter and the whole class has to try to recognise what the letter is. § Tracing letters § Ask students to shut their eyes and with your finger trace a letter on their hand or back. They must tell you what this is. They can play the game in pairs. The activity requires them to ‘see’ the letter in their mind’s eye and it’s great fun, too.

§ Air writing § Before writing letters on paper, get all the students to stand up and you stand at the front of the class with your back to them. Using your writing hand draw a big letter in the air saying its sound at the same time. Get the students to copy you, moving their arms to form the letter in the air. § Letter sculptures § Give out plasticine (soft modelling clay) to all the children (half-cooked spaghetti works too, but is messier). Ask the children to make certain letters (or words). They have to concentrate on the shape of the letter and its proportions.

§ The children can choose their own letter and make a big one out of plasticine or card, then stick it on a large piece of card. Give out magazines and newspapers and let the children look and find either words or pictures of things that begin with the same letter. They cut these out and create a collage with their big letter. Decorate the classroom with these posters.