X. Render the text in a written form

1 2 3 4 5 6 7

Unit 2

Topic: Learning STRATEGIES

I. Read and remember the following words and word-combinations paying attention to their pronunciation:

appropriate [q'prqVprIIt] – відповідний

sequence ['sJkwqns] – послідовність

similarity ["sImIlxrItI] – схожість

drawback ['dLbxk] – недолік

fault-finding ['fLlt"fQIndIN] – прискіпливий

antagonistic [xn"txgq'nIstIk] – ворожий

adjustment [q'dZAstmqnt] – установка

kinetic [kQI'netIk] – кінетичний, рухливий

to recognize ['rekqgnQIz] – розпізнавати

authenticity ["LTen'tIsItI] – автентичність, достовірність

II. Read and translate the following text:

It would seem, that the only way a teacher can provide with the indefinite number of student learning strategies, is to teach in an endless variety of styles. But obviously, even a super-teacher cannot possibly present information in every one of these styles. The key is to learn to recognize a strategy as quickly as possible, so that you can make the appropriate individual adjustments necessary for success. It makes sense to teach your students how to learn and how to develop their own learning strategies, so they are to teach themselves. Here are some additional learning strategies:

Comparison/Match

Many students learn by finding sameness that is they ask themselves what certain things have in common. For example, by looking at four cars or rugs, having the same red-green-red colour sequence. This student is often more sociable because he finds similarities between himself and friends very easily.

Contrast/Mis-match

Other students learn by finding differences. They discover things about the world by finding disparities, drawbacks and what is unusual. This student is often criticized for being negative or fault-finding when, in fact, he is using his primary learning strategy. As you might guess, this student either socializes less or has more antagonistic relationships. Treat this student with respect. His ability to find what is different about something is both useful and necessary to his survival.

Process-oriented

This student is interested in how things work, why we are doing this and how we got “from a to z”. He is less time oriented, more interested in how people are treated and in maintaining relationships in your class. This student likes explanations of why you are doing things and enjoys personal stories.

Results-oriented

This orientation is bottom line. This student wants to know the end of the story first, the final score, the conclusion. In your class, give the answer first and then explain how you got there.

“Prove It to Me First”

This framework of learning requires not only the logical facts and numbers, but also wants to know who else has done it. In your class, be methodical and set a personal example to reach the student using this line of thinking.

Authenticity

Many students cannot learn effectively with a constructed or created reference. (“Imagine this”, “for instance” or “let’s pretend that”). They need real-life references and examples. Others can learn quite easily with their constructed references to reality. It can be a very successful learning strategy. Be sure to offer both of these in your class.

Movement and Games

Movement and activity are natural features of childhood, and learning flows naturally from them. Activity and development become increasingly linked, and the young child needs exposure to many different activities to help stimulate the intellect. Movement games that teach concepts, not only provide kinetic stimulation for learners, they also help release the physical energy that often makes it difficult for children to preserve with stationary activities.

III. True or false. If false, correct the mistake.

1. The student who finds similarities is not very sociable.

2. Process-oriented students are not interested in what, why and how they learn.

3. Students often want to know the result of learning: the end of the story, the conclusion etc.

4. Not all students can learn, creating the images in their minds, they need references to reality.

5. Movements and games are not necessary during the learning/teaching process.

IV. Translate the sentences into Ukrainian:

1. Many students learn by finding similarities.

2. Many students cannot learn effectively with a constructed or created reference.

3. Movement and activity are natural features of childhood.

4. They discover things by finding differences.