The ministry of education and science of the Republic of KazakhstanShakarim State University of Semey

Документ СМК 3 уровня УМКД

УМКД 042-18- 26. 1. 101 /01-2014

УМКДПрограмма дисциплины « Professional focused foreign

language »для преподавателя

Редакция №2 от 11.09. 2014г,взамен ред. №1 от

18.09.2013г.

« Professional focused foreign language »Specialty: Russian PhilologyFor students of the 3rd course

Educational-methodical complex

ПРОГРАММА ДИСЦИПЛИНЫДЛЯ ПРЕПОДАВАТЕЛЯ

Семей 2014

Lecturer’s full name- Demezhanov T.M- Teacher of the Department of Russian Philology

2. Approved on meeting of department Protocol № _____ from «_____ » ________ 2014 .

Head of Department of Russian Philology _________ Demezhanov T.M

3 Discussed on meeting scholastic-methodical advice of the faculty of Philology Protocol № ____ from «______» _________ 2014.

Chairman of educational-methodical advice of the faculty_____ Samekbajeva E.M

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Content :

1. Glossary

2. The content of practical lessons

3. Methodical recommendation of SIWT

4. Methodical recommendation of SIW

5. Checking measuring facilities

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Glossary

Age: In order to avoid confusion, children’s ages are expressed as follows: Newborns and children who have not yet celebrated their first birthday are expressed as children of 0+ years or 0+ year-olds; children who have passed their first birthday and who have not celebrated their second birthday are expressed as children of 1+ year or 1+ year-olds. Thus, a 3+ year-old designates children who have passed their third birthday but have not yet celebrated their fourth birthday, and so on. Early childhood (or preschool) orphanage: A state institution for orphans and children aged 0 +-4. For children who are mentally and/or physically disabled, without parents, or who were born out of wedlock. While it is under the supervision of the health system, it is part of the Preschool Education and Training Organizations.

Mini preschool centers: Preschool education services established on the premises of general secondary schools, kindergartens, or preschool teacher's home. It is a flexible and less expensive service type, serving typically children of age 3+-5+ for shorter hours (e.g. 2 hours) in a mixed-age setting.

Mini kindergartens: A form of mini preschool centre (see above) based in kindergartens, school or home.

Pedagogical institute and university: Educational establishment that provides pre-service training for pedagogical staff with a diploma in higher education. The duration of the training is 5-6 years. The graduates of pedagogical institute or university can work as preschool or primary-level school teachers as well as managers and directors.

Preschool education: The generic term used in Kazakhstan to refer to early childhood care and education services catering to children ages 1+ - 6+ (7+) years. It is also called preschool education and training.

Preschool Education and Training Organizations: The generic term used in Kazakhstan to refer to all types of service settings catering for young children of age 1+ - 6+ (7+). They include preschool organizations, preschool groups for orphans, early childhood orphanages, boarding schools and pre-primary classes. They are interchangeably called Preschool Network.

Preschool groups: Refers to groups embedded in orphanages and boarding schools providing preschool education and care.

Preschool Organisation (PO): The generic term used in Kazakhstan to refer to early childhood care and education services catering to children of age 1+ - 6+ (7+). POs include nursery, kindergarten, kindergarten-school complex, nursery-kindergarten, mini preschool centre, pre-primary class. They provide children with protection, enhance their physical and psychological health, correct their development deviations and develop their individual capacities through well designed educational and other activities. School-kindergarten complexes: Refers to general secondary schools which provide preschool education for children 3+ -7+ and primary education for children aged 6+/7+-10+. They are frequently found in the low population density oblasts and rayons. Valeology: A general educational subject to teach children a healthy life style.

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Literature1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004..

Additional literature:II. 1.Р.И. Резник. грамматика английского языка :.М.Иностранный язык: Оникс 21Век 20032.. Сасенова У.К. English Grammar Ағылшын тілінен грамматикалық жаттығулар мен тест жинағы (тілдік емес мамандықтарға арналған) Семей 20083. Колодяжная Л. Познакомьтесь: Великобритания : Книга для чтения на английском языке / Л. Колодяжная; Под ред. Заниной Е.Л.- 2-е изд., испр.- М.: Рольф, 2001.4.Модальные глаголы в английской речи : Учебное пособие /Составители: Л.К. Голубева, Н. М. Пригоровская, Г.И.Туголукова.- М.:Менеджер, 2004.5. Корнеева Е.А. Практика английского языка. Сборник упражнений по устной речи. / Е.А. Корнеева, Н.Е. Баграмова.- СПб.: Союз, 20036. Практика английского языка.Сборник упражнений по грамматике./ Блинова С.И.,Чарекова Е.П.,Чернышева Г.С.,Синицкая Е.И.- СПб.: Союз,2004.7. Мюллер В.К. Русско-английский словарь:50 000 слов=Russian-Englishdictionary. / В.К. Мюллер, С.К. Боянус.- М.: АСТ, 2005.-10.Барановская Т.В. Грамматика английского языка. Сборник упражнений: Учебное пособие / Т.В. Барановская.- Москва: Логос, 2004.

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The content of practical lessons. Lesson № 1 Theme: Introduction. Text: My future profession and career Purpose of lesson: 1. to acquaint with need of the education. 2. to development student’s speech connected with professional interest. 3. To encourage the interest to foreign language.

I. Read the text and try to understand it. Look up the words you do not know in a dictionary.

My future profession and career Finishing school is the beginning of the independent life for the millions

school leavers. Many roads are open to them: technical schools, institutes and universities. But it is not an easy thing to choose a profession out of more than 2000 existing professions in the world. Some pupils follow the advice of their parents, others can’t decide even after leaving school. Choosing the kind of you will have career to follow is probably one of the most important decisions you will ever make. Before you make this decision you will have to do a lot of thinking about who you are, about the things you like to do and the things you do well. It is an advantage to choose a future career while at school. It gives a goal to work towards and enables to choose a right, suitable course of study. When deciding your future you must be realistic about your interests and abilities.There a lot of magazines for teenagers that often offer questionnaires, quizzes or surveys to help young people to see their interests and abilities more clearly and to make a decision concerning their future career and I am unable to give a detailed account of the activities it will involve. But I am convinced that for every trade, profession or occupation you have to acquire necessary skills and practical experience. Not all professions require higher education and they are of great demand now and satisfy the needs of society. But I see things a little differently, because it is my firm believe that learning is the greatest of all adventures, and being a highly educated person gives you top priority and a position in society and what is most important – self – satisfaction. And now being not so far from leaving school the career sounds interesting to me if I have a higher education, good working conditions, if I can get steady salary, if it suits my interests, if it is not monotonous and gives me promotion in the future, if it helps me to establish myself in life and can give me independence and opportunities to develop special abilities and of course if I’m able to take it up and my interests can be channeled in to this work.

II. Vocabularyschool leavers – выпускники школ – мектеп түлектері advice – совет -кеңесdecide – решать- шешім қабылдау

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goal – цель- мақсатsuitable – подходящий - қолайлыfrankly – откровенно-ашықvogue – модаacquire – приобретать- арттыру

The main tasks:I. Read the text again and answer the following questions:

1. When does an independent life for teenagers begin?2. Where can school – leavers enter after finishing school?3. What is the most important decision each person makes?4. What should one do before choosing a profession?5. Why is choosing a career an advantage?6. What helps future students to clarify their abilities?7. It is necessary to have necessary skills for exact one profession? Why?8. Are all occupations in great demand now? Why?9. What advantages may give education to a person?10. What can you say about your future profession?

II. Give the definition of the words:1. school leavers 2. goal 3. ability 4. independent life 5. education

III. Retell the text.IV. Say or write about your future profession.Methodical recommendations: 1.To read the text and to try to understand without the dictionary.2.To lead and to support the conversation with conversation.3. To write a short composition about your future professionLiterature: 1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004..

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Lesson №2 Theme: Lexicology. Text: Preschool education

Purpose of lesson: 1. to acquire the special text with the aim learning the necessary information.2. to learn lexical minimum and to use it in practice.3. to try to communicate in English.4. to do morphological and structural analysis of lexical units

Lexicology Lexicology is a part of linguistics, the science of the word. “ Lexics” in

Greek means having to do with words and “logos” –studying, learning.Lexicology of Modern English investigates the problems of a word structure and word-formation, the scientific structure of words, the relations between varies lexical layers of the vocabulary, the source and the growth of the English vocabulary, the changes it has undergone in its history.Words can be studied from different viewpoints. The general study of words and vocabulary of language universals is known as General Lexicology. There is Special lexicology which deals with the description of the characteristic peculiarities of a given language. The evolution of any vocabulary is studied by historical lexicology. It investigates the origin of words, their change, development, structure, meaning and usage. Descriptive lexicology studies the vocabulary of a given language at a given stage of its development. Lexicology is closely connected with phonetics, stylistics, grammar, the history of the language. Lexicology as a branch of linguistics has its own names and methods of scientific research; its basic task is a study and systematic description of a vocabulary, the origin of words, the development and current use. Lexicology is concerned with words, variable word-group, phraseological units and morphemes which make up words and their meanings.

Preschool educationPreschool education (or infant education) is the provision of learning to children before the commencement of statutory and obligatory education, usually between the ages of zero and three or five, depending on the jurisdiction. The child’s quest to satisfy the needs of success/worth, fun/enjoyment, freedom/choice, and belonging/respect/love forms the basis for healthy development and life-long learning. Preschoolers are dependent upon an instructor for acquisition of knowledge. This early learning requires development of factual knowledge, skills, and training. The child must build initial schema by adopting knowledge from the instructor through use of the child’s own senses. This acquisition of knowledge through Visual/Spatial, Musical/Rhythmic, and Bodily Kinesthetic intelligences requires an instructor to demonstrates, manipulate, observe, measure, and modify behavioral change in a specified direction, and to encourage the preschool child to discover that there is no distinction between learning and having fun. The use of natural consequences, rather than punishment, develops a sense of belonging,

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freedom, power, and fun that enables the child to make good personal choices, take responsibility for their own actions, and instigate needed personal growth. Young children are vulnerable to self-blame that can results in a sense of helplessness, which diminishes achievement. When adverse events (such as the parent’s displeasure, ridicule of other children, low scores, poor showing in competition, shouting from the caregiver, or the ‘birch rod’) are used rather than positive reinforcement, the results are anxieties, boredom, and aggression rather than reinforced learning. Adults asking questions, (helping children think through problem solving with hands on experiences) develops critical, logical thinking and positive social bonds. Allowing children to solve problems anyway they want, (as long as it does not hurt anyone else), enhances their self-esteem, avoids intimidation, allows for natural consequences, and requires the child to consider multiple possibilities and outcomes. Thereby, developing the child’s own ability to solve problems, to talk to others, to share, to have empathy, and generally to like others. The teacher/child relationship in this scenario is one of entertainment. The word for entertainer in Greek is διασκεδάζων (the Latin translation is genius). When combined with the Greek άγω (ago) to "lead," the construed meaning is "to lead the entertainer” and the transliteration from the Greek leads to the word Diaskagogy di•as•ka•go•gy [dee-es-kuh-goh-jee, -goj-ee] which could be used to describe Preschool education.

The main tasks: 1. Read the text. 2. Circle the words you do not understand.4. Find the words in the reading. 5. Talk about the meaning of these words with your classmates. 6. See if you can use them in the sentences of your own.

Methodical recommendations:1. read and try to understand the content of the text using a dictionary.2. do lexical exersice with the help of dictionary

Literature1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004.

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Lesson № 3 Theme: Language units. Terminology. Text: The purpose of preschoolPurpose of lesson:

1. to acquire the special texts with the aim learning the necessary information.2 .to learn lexical minimum and to use it in practice.3. to try to communicate in English.

Language unitsThe main unit of the lexical system of a language resulting from the association of a group of sounds with a meaning is a word. This unit is used in grammatical functions characteristic of it. It is the smallest language unit which can stand alone as a complete utterance. A word, however, can be divided into smaller sense units - morphemes. The morpheme is the smallest meaningful language unit. The morpheme consists of a class of variants, allomorphs, which are either phonologically or morphologically conditioned, e.g. please, pleasant, pleasure. Morphemes are divided into two large groups: lexical morphemes and grammatical (functional) morphemes. Both lexical and grammatical morphemes can be free and bound. Free lexical morphemes are roots of words which express the lexical meaning of the word, they coincide with the stem of simple words. Free grammatical morphemes are function words: articles, conjunctions and prepositions ( the, with, and). TerminologyTerminology is the study of terms and their use. Terms are words and compound words that in specific contexts are given specific meanings, meanings that may deviate from the meaning the same words have in other contexts and in everyday language. The discipline Terminology studies among other things how such terms of art come to be and their interrelationships within a culture. Terminology differs from lexicography in studying concepts, conceptual systems, and their labels (terms), whereas lexicography study words and their meanings.Terminology thus denotes a discipline which systematically studies the labelling or designating of concepts particular to one or more subject fields or domains of human activity, through research and analysis of terms in context, for the purpose of documenting and promoting consistent usage. This study can be limited to one language or can cover more than one language at the same time (multilingual terminology, bilingual terminology, and so forth) or may focus on studies of terms across fields.

The purpose of preschoolIf you ask yourself why children go to preschool, you’ll probably say that they go to learn requires development of factual knowledge, skills, and training, their own language and other languages, mathematic, painting. That is quite true: but why do they learn these things? And are these things all that they learn at preschool school?

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We send our children to preschool to prepare them for the time when they will be big and will have to work for themselves. They learn their own language so that they will be able to tell others clearly what they want and what they know, and understand what others tell them. They learn mathematic in order to be able to count things in their daily life. Nearly everything they study at preschool has some practical use in their daily life, but is that the only reason why they go to preschool? No. There is more in education that just learning facts. We go to preschool above all to learn how to learn, so that, when we leave preschool, we can continue to learn. A man who really knows how to learn will always be successful, because whenever he has to do something new which he had never had to do before, he will rapidly teach himself how to do it in the best way. The uneducated person, on the other hand, is either unable to do something new, or does it badly. The purpose of preschool, therefore, is not just to teach languages, mathematic. etc., but to teach children the way to learn.

Questions 1. What is the subject- matter of the text?2. What subjects do children learn at school?3. What do they learn arithmetic (geography) … for?4. Is learning facts the only purpose of education?5. What is the purpose of school in your opinion?

The main tasks: 1.Find the words in the reading. to finish school; to make use of; to profit from; for that reason; every-day life; absolutely; the aim of learning; the only motive2. Translate into English. 1. Do not try to learn everything not to become an ignoramus in everything. 2.The power of knowledge is in doubt. 3. One must learn at school, but upon leaving school one must learn still harder. 4. Education makes people easy to lead but difficult to drive; easy to govern but impossible to enslave. 5. Education has produced a vast population able to read but unable to distinguish what is worth reading. 6. Travel in the younger sort, is a of education; in the elder; a part of experience. 7. Every mans work, whether it be. Literature or music or pictures or architecture or anything else, is always a portrait of himself.

Methodical recommendations:1. read and try to understand the content of the text using a dictionary.2. do lexical exersice with the help of dictionary Literature1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 2005

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3.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004.

Lesson № 4 Theme: Classical and non-vernacular terms and expressions. Text: Educational technology.Purpose of lesson:

1. to acquire the special texts with the aim learning the necessary information.2 .to learn lexical minimum and to use it in practice.3. to try to communicate in English.

Classical and non-vernacular terms and expressionsIn modern science and its applied fields such as technology and medicine, a knowledge of Classical languages is not as rigid a prerequisite as it used to be. However, traces of their influence remain. Firstly, languages such as Greek, Latin and Arabic, either directly or via more recently derived languages such as French, have provided not only most of the technical terms used in Western science, but also a de facto vocabulary of roots, prefixes and suffixes for the construction of new terms as required.[10][11] Echoes of the consequences sound in remarks such as "Television? The word is half Latin and half Greek. No good can come of it."A special class of terminology that overwhelmingly is derived from classical sources, is biological classification, in which binomial nomenclature still is most often based on classical origins.[12] The derivations are arbitrary however and can be mixed variously with modernisms, late Latin, and even fictional roots, errors and whims. However, in spite of the chaotic nature of the field, it still is helpful to the biologist to have a good vocabulary of classical roots.Branches of science that are based, however tenuously, on fields of study known to the ancients, or that were established by more recent workers familiar with Greek and Latin, often use terminology that is fairly correct descriptive Latin, or occasionally Greek. Descriptive human anatomy or works on biological morphology often use such terms, for example, Musculus gluteus maximus[13]

simply means the "largest rump muscle". (Musculus was the Latin for "little mouse", which was the name they applied to muscles.) During the last two centuries there has been an increasing tendency to modernise the terminology, though how beneficial that might be is subject to discussion. In other descriptive anatomical terms, whether in vertebrates or invertebrates, a frenum, a structure for keeping something in place, is simply the Latin for a bridle, and a foramen, a passage or perforation also is the actual Latin word.[14]

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All such words are so much terminology.[clarification needed] It does not much matter whether modern users know that they are classical or not. Some distinct term is necessary for any meaningful concept, and if it is not classical, a modern coinage would not generally be any more comprehensible (consider examples such as "byte" or "dongle"). Another modern use of classical language however, is the subject of often acrimonious debate. It is the use of foreign or classical (commonly Latin) expressions terms, or "tags", where it would be possible to use the vernacular instead. This is common in everyday speech in some circles, saying "Requiescat in pace" instead of "Rest in peace" might be pretension or pleasantry, but in law and science among other fields, there are many Latin expressions in use, where it might be equally practical to use the vernacular. Consider the following discussion of the Latin term "sensu".

Educational technology.The pre-school education applies traditional Kazakhstan methodologies under the Balapan system. At this stage of education, we introduce the areas of development as the components of the Maria Montessori method.In the second component of education of Senim Private School we introduce author's methodologies of our teachers to all of the subjects. However, the state educational programme remains the main one. It is the belief of the school management that the national standard of education should not be leaved out. We are just integrating national educational methodologies into our author's and global educational practices in order to develop and widen the knowledge of our pupils.The author's methodologies used by our teachers are approved by the Extension Course Institute. Thus, we have the author's study guide on the world history for 10th graders specialising in natural science and mathematics of schools of general education (with Kazakh and Russian languages of instruction), which is used not only in Senim Private School, but also in public educational institutions.We have been applying the technology of our local professor Karayev, Doctor of Mathematics, for 10 years.His technology is as follows: there are a few stages of complexity used in the education of children: Level one – it is necessary for everyone, simplest knowledge must be acquired

in certain subjects scoring at least 3-4 out of 5; Level two – a more complex stage requiring at least 4 scores; Level three – acquisition of knowledge scoring 4-5, mainly 5. And level four – creative level, feeling of flying. Upon mastering all the levels,

the student should shift to the state of creative thinking.Our objective of applying this technology is to prepare students for level four, a more creative and efficient level to reveal their talents.

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Such an educational technology helps us work with gifted children, reveal their talents, and develop their strengths in any subject, and lead them to the creative level.Prof. Karayev's methodology is unique for its application to any subject in any level of education. 

The main tasks: I. Read the text. Discuss with a partner about the educational technology.Methodical recommendations:1. read and try to understand the content of the text using a dictionary.

Literature1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004.

Lesson № 5 Theme: English Vocabulary as a System.

Text: What is the Montessori Method?

Purpose of lesson: 1. to acquire the special texts with the aim learning the necessary information.2 .to learn lexical minimum and to use it in practice.3. to try to communicate in English.

English Vocabulary as a System

In a simple code each sign has only one meaning, and each meaning is associated with only one sign. This one-to-one relationship is not realized in natural languages. When several related meanings are associated with the same group of sounds within one part of speech, the word is called polysemantic, when two or more unrelated meanings are associated with the same form- the words are homonyms, when two or more different forms are associated with the same or nearly the same denotative meanings- the words are synonyms.

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Similar Lexical Meaning Different Lexical Meaning1.Polysemy

sound1 n sound2 nsound2 as in:a vowel sound

2.Patterned Homonymysound 1nsound3 vsound 3 as in: to sound a trumpet

3.Partial Homonymy

sound 1 nsound 4 asound 4 as in: sound argument

4.Full Homonymysound 1 :sound 5 n sound 5 as in :Long Island Sound

5.Synonymyand Hyponymy

sound1 : : noisesound1: : whistle

6. Word- Family.

Sound1 nSoundless aSoundproof aSound3 v

7. Any English Words.

Sound nSimple a

8. Words of the Same Part of Speech

sound nsimplicity n

Same Part of Speech

Different Part of Speech Same Part of Speech

Two or more words identical in sound and spelling but different in meaning, distribution and ( in many cases) origin are called homonyms. The term is derived from Greek homonymous ( homos-‘the same’and onoma ‘name’) and thus expresses very well the sameness of name combined with the difference in meaning. E.g. bank, n – a shore bank, n- an institution for receiving, lending, exchanging, and safeguarding money.Ball, n-a sphere; any spherical bodyBall, n.- a large dancing party.Homonymy exists in many languages, but in English it is particularly frequent, especially among monosyllabic words. In the list of 254 homonyms given in the “Oxford English Dictionary” 89% are monosyllabic words and only 9,1% are words of two syllables. From the view-point of their morphological structure, they are mostly one- morpheme words.

What is the Montessori Method?1. "I have studied the child. I have taken what the child has given me and

expressed it and that is what is called the Montessori method." Dr. Maria Montessori.

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2. The Montessori Method is a way about thinking about who children are. It is a philosophy that respects the unique individuality of each child. Dr. Montessori believed in the worthiness, value and importance of children. Her method does not compare a child  to norms or standards that are measured by traditional educational systems. It is founded on the belief that children should be free to succeed and learn without restriction or criticism.

3. It is also an approach to education that takes to heart the needs, talents, gifts, and special individuality of each child. It is a process that helps children learn in their own way at their own pace. The main concept of Montessori is to promote the joy of learning. This joy of learning develops a well adjusted person who has a purpose and direction in his or her life. Children, who experience the joy of learning, are happy, confident, fulfilled children. In essence, Montessori helps bring forth the gift of each child.

4. Another important skill it teaches is self-reliance and independence. It helps a child to become independent by teaching him or her life skills, which is called practical life. Montessori children learn to dress themselves, help cook, put their toys and clothes away and take an active part of their household, neighborhood and school.

5. Montessori works in a methodical way. Each step in the process leads to the next level of learning. When a child plays, he or she is  learning concepts for abstract learning. Repetition of activities is an integral part of this learning process.

6. For young children Montessori is a hands on approach to learning. It encourages children to develop their observation skills by doing many types of activities. These activities include use of the five senses, kinetic movement, spatial refinement, small and large motor skill coordination, and concrete knowledge that leads to later abstraction.

7. For a grade school child, Montessori encourages a child to proceed at his or her own pace onto abstract thinking, writing, reading, science, mathematics and most importantly, to absorb his or her culture and environment. Culture includes interaction with nature, art, music, religion, societal organizations and customs.

8. A Montessori teacher or instructor observes each child like a scientist, providing every child with an individual program for learning. Phoebe Child (Head of the Montessori trust in London) said "we must be prepared to wait patiently like a servant, to watch carefully like a scientist, and to understand through love and wonder like a saint."

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9. Most of all, Montessori wanted to help free a child's mind to be unfettered to learn without any negative input. It is success oriented in that almost everything is self-teaching and self-correcting. The children learn by doing and by experimentation. The environment is specifically prepared for the children to allow them to interact with it freely and unfettered, everything is child sized, and safe for children to touch and use. In fact, Dr. Montessori called her center "The Children's House".

The main goal of Montessori is to provide a stimulating, child oriented environment that children can explore, touch, and learn without fear. An understanding parent or teacher is a large part of this child's world. The end result is to encourage life long learning, the joy of learning, and happiness about one's path and purpose in life.

The main tasks: Read the text. Answer the following questions: 1. What can you tell about Montessori Education?2. Montessori Schools – Good or Bad?3. What kind of teaching materials did Dr. Montessori use? 4. What was Dr. Montessori's main aim for each individual?

Methodical recommendations:1. read and try to understand the content of the text using a dictionary.2. Discuss with a partner about other methods of teaching in Kazakhstan?Literature1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004.

Lesson № 6 Theme: The ways of vocabulary development. Text: 10 signs of a good kindergarten classroom.

Purpose of lesson: 1. to acquire the special texts with the aim learning the necessary information.2 .to learn lexical minimum and to use it in practice.3. to try to communicate in English.

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The ways of vocabulary development. A word-meaning is liable to change in the course of the development of the language. Changes of meaning may be illustrated by diachronic semantic analysis of many English words. The word “glad” ( O.E. glaed) had the meaning of “ bright shining”. The causes of the semantic change the results of the process of the change of meaning are closely bound up, but the different aspects of one and the same problem. It’s necessary to find WHY the word changes its meaning, if we want to discuss the causes of semantic change. Analyzing the nature of semantic change, we seek to follow the process of this change and describe HOW changes are broad. Investigating the results of semantic change, we find out WHAT is changed. The causes of semantic change can be extra-linguistic and linguistic, e.g. the change of the lexical meaning of the noun: “pen” comes back to the Latin word “ penna” ( a feather of a bird). As people wrote with goose pens the name was transferred to steel pens which were later on used for writing. Still later any instrument for writing was called “pen”. On the other hand , causes can be linguistic, e.g. the conflict of synonyms when a perfect synonym of native word is borrowed from some other language, one of them may specialize in its meaning, e.g. the noun “ tide” in O.E. was polysemantic and denoted “ time” , “season” , “hour”, when the French words “ time” , “season”, “hour”, were borrowed into English they ousted the word ‘tide” in these meanings. It was specialized and now means ‘regular” rise and fall of the sea caused by attraction of the moon”. The meaning of the word can also change due to ellipsis e.g. the word-group” a train of carriages” had the meaning of “ a row of carriages”, later on “ of carriages” was dropped and the noun “train” changed its meaning, it is used now in the function and with the meaning of the whole word-group. Semantic changes have been classified by different scientists. The most complete classification was suggested by a German scientist Herman Paul. It is based on logical principle.He distinguishes two main ways where the semantic change is/ gradual ( specialization, generalization), two momentary ( metaphor and metonymy).

SECONDARY WAYS

gradual momentary

elevation degradation hyperbole litote.

Specialization- a gradual process when a word passes from a general sphere to some special sphere of communication, e.g. “ case” has a general meaning “ circumstances in which a person or a thing is “ It is specialized in its meaning when used in law ( a law suit) , in grammar ( a form in the paradigm of a noun), in medicine( a patient, illness).Generalization – a process contrary to specialization, a word becomes more general in the course

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of time. The transfer from a concrete meaning to an abstract one is more frequent ( “camp” originally meant the place where troops are lodged in tents and now denotes “ temporary quarters”) .Elevation – a semantic meaning when it becomes better in the course of time, e.g.” knight originally meant ‘ a boy’ , then ‘ a young servant’, then ‘a noble man’. Degradation- a semantic shift when it becomes worse in the course of time. It is usually connected with nouns denoting common people( “villain’ originally meant” working on a villa’, now it means “ a scoundrel”). Hyperbole –an exaggerated statement which express an emotional attitude of the speaker to what he is speaking about. ( I’ve told you times). It is often used to form phraseological units, e.g. “to make a mountain out a molehill” , “ to split hairs”, etc. Litote- an expression of the affirmative with or visa versa( not bad-“means “good’, no coward-‘brave”, not small-“great”). Irony –saying one thing while meaning the opposite: ‘how clever of you!’ Euphemism- the substitution of words with mild vague connotations for expressions rough, unpleasant.Taboo-a prohibition meant as a safeguard against supernatural. Metaphor- similarity of meaning; transfer of meaning on the basis of comparison; a semiprocess of resemble other. Herman Paul points out that metaphor can be based on different types of similarity.

similarity of shape: head ( of a cabbage), bottleneck, teeth( of a saw, comb); similarity of position: foot ( of a page, of mountain); head( of procession); similarity of function, whip ( an official in the British Parliament whose duty

is to see that members were present at the voting); similarity of behavior similarity of colour: orange, hazel, chesnut,

in some cases we have a complex similarity to a human leg in its shape, position and function. Many metaphors are based on parts of a human body ( an eye of a needle, arms and mouth of a river, when proper names become common nouns, e.g. “philistine”- a mercenary person, ‘ ‘vandals’-destructive people, “ a Don Juan”- a lover of many women.Metonymy – contiguity of meaning; a semantic process associating two referents, one of which makes part of the other or is closely connected with it. There are different types of metonymy.

the material of which an object is made may become the name of the object: ‘glass’, boards, iron’;

the name of the place may become the name of the people or of an object placed there ;“ White House” –the administration of the USA; “ the House” – members of British Parliament; “Fleet Street” – bourgeous press.

names of musical instruments may become names of musicians: ‘ the violin”, “thesaxophone”

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the name of some person may become a common noun, e.g. ‘boycott’ was originally the name of an Irish family who were so much dislikeв by their neighbors that they didn’tmix with them. “ Sandwich’ was named after lord Sandwich who was a gambler. He didn’t want to interrupt his game and his food was brought to him while he was playing cards between two slices of bread not to soil his fingers.

names of inventors become terms: ‘watt’, “om”, rengen’, etc. geographical names become nouns: ‘holland’= linen fabrics, ‘brussels’- a

special kind of of carpets, ‘china’- dishes made of porcelain ( china is a birthplace of porcelain).

10 signs of a good kindergarten classroom.

Kindergarten is a time for children to expand their love of learning, their general knowledge, their ability to get along with others, and their interest in reaching out to the world. While kindergarten marks an important transition from preschool to the primary grades, it is important that children still get to be children -- getting kindergarteners ready for elementary school does not mean substituting academics for play time, forcing children to master first grade "skills," or relying on standardized tests to assess children's success. Kindergarten "curriculum" actually includes such events as snack time, recess, and individual and group activities in addition to those activities we think of as traditionally educational. Developmentally appropriate kindergarten classrooms encourage the growth of children's self-esteem, their cultural identities, their independence and their individual strengths. Kindergarten children will continue to develop control of their own behavior through the guidance and support of warm, caring adults. At this stage, children are already eager to learn and possess an innate curiosity. Teachers with a strong background in early childhood education and child development can best provide for children what they need to grow physically, emotionally, and intellectually. Here are 10 signs of a good kindergarten classroom:

1. Children are playing and working with materials or other children. They are not aimlessly wandering or forced to sit quietly for long periods of time.

2. Children have access to various activities throughout the day, such as block building, pretend play, picture books, paints and other art materials, and table toys such as legos, pegboards, and puzzles. Children are not all doing the same things at the same time.

3. Teachers work with individual children, small groups, and the whole group at different times during the day. They do not spend time only with the entire group.

4. The classroom is decorated with children’s original artwork, their own writing with invented spelling, and dictated stories.

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5. Children learn numbers and the alphabet in the context of their everyday experiences. Exploring the natural world of plants and animals, cooking, taking attendance, and serving snack are all meaningful activities to children.

6. Children work on projects and have long periods of time (at least one hour) to play and explore. Filling out worksheets should not be their primary activity.

7. Children have an opportunity to play outside every day that weather permits. This play is never sacrificed for more instructional time.

8. Teachers read books to children throughout the day, not just at group story time.

9. Curriculum is adapted for those who are ahead as well as those who need additional help. Because children differ in experiences and background, they do not learn the same things at the same time in the same way.

10.Children and their parents look forward to school. Parents feel safe sending their child to kindergarten. Children are happy; they are not crying or regularly sick.

Individual kindergarten classrooms will vary, and curriculum will vary according to the interests and backgrounds of the children. But all developmentally appropriate kindergarten classrooms will have one thing in common: the focus will be on the development of the child as a whole.

The main tasks:I. read the text and rettelMethodical recommendations:1. read and try to understand the content of the text using a dictionary.2. lead and to support the conversation with the partner.

Literature1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004..

Lesson № 7-8 Revision. Control work

1. What is the most important decision each person makes?2. What should one do before choosing a profession?

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3. Why is choosing a career an advantage?4. What advantages may give education to a person?5. What can you say about your future profession?6. What subjects do children learn at school?7. What do they learn arithmetic (geography) … for?8. Is learning facts the only purpose of education?9. What is the purpose of school in your opinion?10. Discuss about the children’s development11. What can you tell about Montessori Education?12. Montessori Schools – Good or Bad?13. What kind of teaching materials did Dr. Montessori use? 14. What was Dr. Montessori's main aim for each individual?15. Discuss all themes and try to use in your practice. Lesson № 9 Theme: Borrowings. Text: Children’s development.Purpose of lesson: 1. to determine the origin of words.

2. to acquire the special texts with the aim learning the necessary information.3. to learn lexical minimum and to use it in practice.

4. to try to communicate in English.

BorrowingsMore than two thirds of the English vocabulary are borrowings. Mostly they are words of Romanic origin ( Latin, French, Italian, Spanish) Borrowed words are different from native ones by their phonetic structure, by their morphological structure and their grammatical forms. It is characteristic of borrowings to be non-motivated semantically. English history is very rich in different types of contacts with other countries, that’s why it is very rich in borrowings. The Roman invasion, the adaptation of Christianity, Scandinavion and Norman conquests of the British Isles, the development of British colonialism, trade and cultural relations served to increase the English vocabulary. The majority of these borrowings are fully assimilated in English in their pronunciation, grammar, spelling and can be hardly distinguished from native words. Borrowings can be classified according to different criteria:

according to the borrowed aspect; according to the degree of assimilation; according to the language from which the word was borrowed;

a)There are phonetic borrowings translation loans, semantic borrowings, morphemic borrowings.Phonetic borrowings are loan words borrowed with their spelling, pronunciation and meaning. Such words are “labour, travel, table, chair, people-French borrowings. “appritchnik, nomenklatura, sputnik ( Russian); “bank, soprano, duet’-Italian etc.

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Translation loans are word-for-word translation of some foreighn words or expressions. In such cases the notion is borrowed from a foreighn language but it is expressed by native lexical units: “ to take the bull by the horns” ( Latin) , “fair sex”( French), “living space’ ( German) Semantic borrowings are such units when a new meaning of the unit existing in the language is borrowed, It can happen when we have two relative languages which have common words with different meanings. There are semantic borrowings between Scandinavian and English, e.g. “to live“ for the word “to dwell’ which in OE. had the meaning “to wander’. the meaning “ “gap’, подарок for the word ‘gift’ which in OE. had the meaning ‘ выкуп за жену’ Morphemic borrowings are borrowings of affixes which occur in the language when many words with identical affixes are borrowed from one language into another b) Borrowings are subdivided into:

completely assimilated; partly assimilated non-assimilated ( barbarisms)

Completely assimilated borrowings. are not felt as foreign words. Completely assimilated borrowings belong words to regular verbs ( correct- corrected), form their plural by means of –s-inflexion( gate-gates). Partly assimilated borrowings are subdivided into the following groups:

borrowings non- assimilated semantically, because they denote objects and notions peculiar to the country from the language of which they were borrowed, e.g. sari, sombrero, taiga, kvass;

borrowings non- assimilated grammatically, e.g. bacillus-bacilli, phenomenon- phenomena, datum- data, genius-genii,etc.

borrowings non- assimilated phonetically, e.g. girl, get, give, kid, kill, kettle, German, child, life-live, police, cartoon, camouflage, bourgeois;

borrowings can be partly assimilated graphically, e.g. Greek borrowings ‘y’ can be spelled in the middle of the word ( symbol, synonym), ‘ph’ denotes the sound [f] ( phoneme, morpheme), ’ch’ denotes the sound [k] ( chemistry, chaos), ‘ps’ denotes the sound [ s] psychology.

Non-assimilated assimilated borrowings ( barbarisms ) are borrowings which are used by Englishmen rather seldom and are non-assimilated, e.g. addio ( It), tete-a –tete ( French), dolce vita ( Ital), duende (span).

Children’s development.

Find out how 4-6 year-old children learn and develop.

Characteristics Implications NeedPre-school or just beginning school

Not used to classroom conventions

Training in class routinese.g listening to teacher

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Limited motor skills Clumsy control of pen / scissors etc.

to develop motor controle.g. colouring, copying

Learning holistically Whole child needs stimulation

opportunities to move, sing, play, explore, touch etc

Cannot distinguish between different parts of language

Cannot analyse language

Exposure to *chunks of language e.g. chants, stories, classroom language

Limited reading/writing skills in L1

Introducing reading/ writing in English

Lots of listening, speaking activitiesFun introduction to English letters and words

See no need to communicate in English

Students use L1 exclusively

Reasons to speak Englishe.g. games, chants

Love stories, fantasy Bored with many topics

Stories, fantasy, fun

*chunks of language = words that naturally come together e.g. ‘thank you very much’, ‘glass of water’, ‘have a nice day’ –  that are easily learnt, repeated and do not need analysis. 

ChantsChants are great as children

learn to work together pick up chunks get to listen to lots of meaningful language have a reason to use English find them funny move their body enjoy repeating them

Chants are easy to make up. I made this one up for my 5-6 year olds. They had already begun learning animals. We chanted it together and did actions for the different animals. (pretended to splash water etc)  

My name’s Fred and I’m a frog – jump, jump, jump My name’s Kate and I’m a cat – miaow, miaow, miaow My name’s Fergie and I’m a fish – splash, splash, splash My name’s Micky and I’m a mouse – squeak, squeak, squeak My name’s Benny and I’m a bird – flap, flap, flap

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This is a lovely chant with a rhythm that children enjoy. They can stretch their arms out to show ‘big’ and bring their hands close together to show ‘little’. It also helps to develop:Motor skills - children will enjoy coloring in the pictures that come with the chant. Coloring demands concentration, eye/hand coordination and hand control – all important pre-writing skills.  Word recognition - when beginning word recognition they can draw a line between the animal words – cat, mouse etc and the and the pictures. SongsClassic songs like Old MacDonald had a farm (see related pages below)are very popular with young children. This is a version of the song that encourages students to produce long vowel sounds. It also practices the numbers one to four.  Farms are pretty universal. Young students enjoy making the animal noises and farm animals are a nice lexical set.To create a nice wall display, get children to draw their favourite farm animal and the teacher (or a child who draws quickly and finishes their animal) can draw a big farm to paste the animals onto. More animals can be added later as well as a farmer etc. Once they begin writing, students can label the different animals.StoriesThere are many story books based on animals. Children love listening to stories about animals especially If there are colourful, child-friendly visuals to help them follow the story. You can also use cuddly animal toys while story-telling to get and hold the children’s attention.  Games Children all love games. 4 – 6 year olds have still to develop cooperative skills, so introducing games that involve turn-taking helps to develop these skills. Do not despair if they get impatient or want to take each other’s turns – they are still learning to be less egocentric and need lots of opportunities to allow these skills to develop (see related pages The animal game below). The first version of the game is appropriate for 4 – 6 year olds as they simply have to count out the steps of the game according to what their dice lands on and then name the animal on the spot.  The main tasks: Read the text. Discuss with a partner about the children’s development.Methodical recommendations:1. read and try to understand the content of the text using a dictionary.2. do lexical exersice with the help of dictionary Literature1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.

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Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004..Lesson № 10. Themes: WORD – MEANING. LEXICAL MEANING – NOTION. Text: How to teach colors to kids and preschool children?

Purpose of lesson: 1. to acquire the special texts with the aim learning the necessary information.2. to learn lexical minimum and to use it in practice.3. to try to communicate in English.

WORD – MEANINGEvery word has two aspects: the outer aspect (its sound form) and the inner aspect (its meaning) . Sound and meaning do not always constitute a constant unit even in the same language. E.g. the word «temple» may denote «a part of a human head» and «a large church» In such cases we have homonyms. One and the same word in different syntactical relations can develop different meanings, e.g. the verb «treat» in sentences:a) He treated my words as a joke.b) The book treats of poetry.c) They treated me to sweets.d) He treats his son cruelly.In all these sentences the verb «treat» has different meanings and we can speak about polysemy.On the other hand, one and the same meaning can be expressed by different sound forms, e.g. «pilot» , and «airman», «horror» and «terror». In such cases we have synonyms. Both the meaning and the sound can develop in the course of timeindependently. E.g. the Old English /luvian/ is pronounced /l^v / in Modern English. On the other hand, «board» primariliy means « a piece of wood sawnthin» It has developed the meanings: a table, a board of a ship, a stage, a council etc.

LEXICAL MEANING – NOTIONThe lexical meaning of a word is the realization of a notion by means of adefinite language system. A word is a language unit, while a notion is a unitof thinking. A notion cannot exict without a word expressing it in thelanguage, but there are words which do not express any notion but have alexical meaning. Interjections express emotions but not notions, but theyhave lexical meanings, e.g. Alas! /disappointment/, Oh,my buttons! /surprise/etc. There are also words which express both, notions and emotions, e.g.girlie, a pig /when used metaphorically/.The term «notion» was introduced into lexicology from logics. A notiondenotes the reflection in the mind of real objects and phenomena in theirrelations. Notions, as a rule, are international, especially with the nations

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of the same cultural level. While meanings can be nationally limited.Grouping of meanings in the semantic structure of a word is determined by thewhole system of every language. E.g. the English verb «go» and its Russianequivalent «идти» have some meanings which coincide: to move from place toplace, to extend /the road goes to London/, to work /Is your watch going?/.On the other hand, they have different meanings: in Russian we say :»Вот онидет» , in English we use the verb «come» in this case. In English we use theverb «go» in the combinations: «to go by bus», «to go by train» etc. InRussian in these cases we use the verb «ехать».The number of meanings does not correspond to the number of words, neitherdoes the number of notions. Their distribution in relation to words ispeculiar in every language. The Russian has two words for the English «man»:« мужчина» and «человек». In English, however, «man» cannot be applied to afemale person. We say in Russian: «Она хороший человек». In English we usethe word «person»/ She is a good person»/Development of lexical meanings in any language is influenced by the wholenetwork of ties and relations between words and other aspects of thelanguage.

How to teach colors to kids and preschool children?There are many ways to teach your children the basic colors. Some can be fun and interesting and some can be boring. Teaching your children colors by playing games is not only fun but also it gives them different ways to learn something basic.You can also read children’s books that focus on colors. Most children should be able to recognize color differences by 18 months. Here are some tips and ideas to teach colors to kids and preschool children.

Tips to teach colors to kids1. Books: There are many books that reinforce the colors. Find a fun book that focuses on two or three colors with many photos. This is a fun way to teach colors to kids.

2. Flash cards: You can teach colors through flash cards. Flash cards contain pictures of items in various colors. For example, if it is a picture of a banana it would be yellow.

3. Food: Kids also learn colors through food. Foods come in a variety of vibrant colors. When your child asks for something to eat, tell them the color of what they are eating. Some varieties of foods, like apples and peppers, come in many colors, which also teaches the kids that objects can have more than one color.

4. Painting: You can use paints to teach colors to preschool children. Take a giant piece of poster board and lay it on a drop cloth. Let the children dip their hands in the paint and create handprints on the paper. Call out each color after they make a hand print. Wash their little hands and start over. Kids like to be messy so this

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teaching tool is both fun and educational. Art is the best way to teach your child about colors and develop imagination and creativity as well.

5. Take your child outside. As you pass trees, stones, grasses and cars, identify the colors. After you have seen a wide variety of colors, point to something and ask your child what color it is. This exercise may be slow going at first because colors in nature don’t appear in the same hues as they do on flash cards or in a paint set.

6. Point Out Colors: Another good way to teach colors to kids is to always point out different colors. Show them the colors in their clothes and shoes, animals, blankets, and anything you can imagine. The more you should your toddler colors the easier it will be to teach him because you are constantly reinforcing the colors.

You should find the way your toddler learns best and go with that. Most toddlers are fast learners, but some prefer to play games, search for colors, or read a book. Spend time every day showing your toddler colors and you will see it won’ t take long before your toddler knows his colors.

The main tasks: Read the text and answer the question: Why teach colors to preschool children?Methodical recommendations:1. Keep the individual child's age, ability, and personality in mind. There are predictable timetables for when children are able to achieve certain things in their art, such as draw a full figure, mix colors, and paint the sky so it touches the ground. 2. Ask the child to describe what was drawn.

Literature1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004..

Lesson № 11 Theme: BRITISH AND AMERICAN ENGLISH. Text: How to Teach Preschool English.Purpose of lesson:

1. to acquire the special texts with the aim learning the necessary information.2 .to learn lexical minimum and to use it in practice.

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3. to try to communicate in English.

BRITISH AND AMERICAN ENGLISHBritish and American English are two main variants of English. Besides

them there are : Canadian, Australian, Indian, New Zealand and other variants.They have some peculiarities in pronunciation, grammar and vocabulary, butthey are easily used for communication between people living in these countries. As far as the American English is concerned, some scientists /H.N. Menken, for example/ tried to prove that there is a separate American language. In 1919 H.N. Menken published a book called «The American Language». But most scientists, American ones including, criticized his point of view because differences between the two variants are not systematic. American English begins its history at the beginning of the 17-th century when first English-speaking settlers began to settle on the Atlantic coast of the American continent. The language which they brought from England was the language spoken in England during the reign of Elizabeth the First. In the earliest period the task of Englishmen was to find names for places, animals, plants, customs which they came across on the American continent. They took some of names from languages spoken by the local population - Indians, such as :»chipmuck»/an American squirrel/, «igloo» /Escimo dome- shaped hut/, «skunk» / a black and white striped animal with a bushy tail/,«squaw» / an Indian woman/, »wigwam» /an American Indian tent made of skinsand bark/ etc. Besides Englishmen, settlers from other countries came to America, and English-speaking settlers mixed with them and borrowed some words from their languages, e.g. from French the words «bureau»/a writing desk/, «cache» /ahiding place for treasure, provision/, «depot’/ a store-house/, «pumpkin»/aplant bearing large edible fruit/. From Spanish such words as: »adobe» / unburnt sun-dried brick/, »bananza» /prosperity/, «cockroach» /a beetle-like insect/, «lasso» / a noosed rope for catching cattle/ were borrowed. Present-day New York stems from the Dutch colony New Amsterdam, and Dutch also influenced English. Such words as: «boss», «dope», «sleigh» were borrowed .The second period of American English history begins in the 19-th century.Immigrants continued to come from Europe to America. When large groups ofimmigrants from the same country came to America some of their words wereborrowed into English. Italians brought with them a style of cooking whichbecame widely spread and such words as: «pizza», «spaghetti» came intoEnglish. From the great number of German-speaking settlers the followingwords were borrowed into English: «delicatessen», «lager», «hamburger»,«noodle», «schnitzel» and many others. During the second period of American English history there appeared quite a number of words and word-groups which were formed in the language due to the new political system, liberation of America from the British colonialism, its independence.

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How to Teach Preschool English.

Instructions1. Read storybooks. Storybooks are a great way to expose kids to preschool vocabulary. While kids can quickly learn the names of everyday objects, they need to see the pictures in books to learn words that they don't see every day, such as "dragons," "boats" and "pyramids". Younger children prefer books with detailed pictures and short sentences on each page. Older children can sit still for a longer story.2.Sing the ABC song. Songs are a great way for children to learn important concepts. By singing the ABC song daily, students will start to learn the ABCs.

3.Point to the ABCs as you sing the song. Students that know the ABC song on their own may not realize that there's a written letter that goes with each letter in the song. By pointing to each letter as you sing the song, students will learn what the letters look like. Be sure to make it clear that L, M, N, O and P are actually different letters, as some versions of the ABC song run these letters together.4. Teach simple phonics skills. Start to teach children that each letter makes a different sound. For example, show the letter M and say "M goes mmm mmm monkey." Don't try to do all of the letters of the alphabet at once. Pick one or two letters to focus on each day5. Put letters together to form words. Preschool readers can start to learn simple three letter words, such as "cat" or "bed." Show students how each letter makes its own sound, but then they combine to form a word. Puzzle card games with a different letter on each card are a good way to teach this.6. Repeat lessons. Students are not likely to retain information the first time you teach it. Incorporate daily repetition so that students will learn slowly over time.7. Correct grammar mistakes with questions. Students are likely to make several grammar mistakes in their speech. Instead of pointing out that a child made a mistake, correct it in your question. For example, if she says "foots" instead of "feet," you may want to say, "What happened to your feet?"The main tasks:read and try to understand the content of the text using a dictionary. Methodical recommendations:

Whether you're trying to teach preschool English to a classroom of children, you need a few techniques up your sleeve. Preschool children are just learning about language so you can expect them to make many mistakes. Don't be too critical when a child misreads a word or uses the wrong verb tense when speaking. Making a big deal out of a little mistake can cause the child to lose interest in learning.

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Literature1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004.

Lesson № 12 Theme: Teaching a child to love mathematicsPurpose of lesson:

1. to acquire the special texts with the aim learning the necessary information.2 .to learn lexical minimum and to use it in practice.3. to try to communicate in English.

Mathematics is the most feared and hated subject in school. However, some changes in the teaching method will encourage a child to enjoy learning it. Find out how you can help your child change his perception.

Ask any child what he thinks of mathematics (also math or maths), and the typical answers will be boring, difficult, or both. The fear of anything to do with numbers is ingrained in not just children but also adults. However, the fault lies not with this beautiful subject, but with the teaching methods used to impart it. No matter what age your child is, you could use the following tips to makemathematics an enjoyable activity.Discover the importance of mathematics yourself .Before you teach your child, you need to understand the importance ofmathematics yourself. Otherwise, your child is likely to inherit your fear or dislike of maths. Understand your concepts well before you explain them to your child.Mathematics and the real world .The common misconception that people have about mathematics is that most of its concepts do not have direct, day-to-day applications. Nothing could be further from the truth. Adding, subtraction, multiplication, etc. have direct uses in our lives. We also use more abstract mathematical concepts in our day-to-day lives unknowingly. Take, for example, a typical day in most people's lives. You wake up in the morning and watch the weather forecasts, which have been calculated usingcomplex equations. You use fractions to divide fruits among the members

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of your family. When someone offers you a lottery ticket, you calculate the probability of winning. You probably avoid smoking because statistics suggest that smoking causes cancer. In cricket, you often refer to the batting averages and run rate.  So you see, mathematics governs our life in more ways than we could imagine. The trick is to help your child understand the relationship between complex mathsconcepts and the world around him. Make mathematics part of your child's daily life. When he accompanies you to the store, ask him to help you add the prices in a bill.Make learning interesting.Once the great Albert Einstein was four years old and sick in bed. To overcome his boredom, his father gifted him a magnetic compass. Young Albert was fascinated by the fact that no matter which way he turned the compass, the need would point in the same direction. He nurtured this fascination for natural phenomena later in life to become the world's greatest physicist. 

Similarly, you can provoke your child's imagination and curiosity - which is never in short supply at that age - by using everyday objects to explain mathematics.Provide real world examples Take a thread and make a perfect circle (by tying it around a round object). Now let another piece of thread pass through the centre of the circle. The ends of the second thread should touch both sides of the circle. Ask your child to measure the two threads. Divide the first (circumference) by the second (diameter) to get a number that is approximately equal to 3.1415926. Try it for different circle sizes. The number is always the same and is known as 'pi'. 

You could explain other concepts such as the Fibonacci sequence, zero, golden mean, etc. in the same way. Provide a background .Sometimes, it is necessary to explain how a theory was developed before explaining what the theory is. This gives your child the necessary context and a window into the mind of mathematicians. For example, the famous story of Archimedes could be used to explain the principle of displacement. Explain the contributions of great Indian mathematicians such as Aryabhatta so that yourchild can develop a greater respect for the subject.Teach the vocabulary of math.One reason why children find maths intimidating is that the terms and notations used are confusing. Help your child learn the basics by using flash cards, games, toys such as building blocks, and diagrams. Also, use lots of puzzles. Try formulating problems while teaching him a concept. For example, how would he divide three bananas among his four friends? This will help your child understand the formulation of a problem.Use faster methods.There are numerous books and techniques available on faster ways to add, subtract, multiply, and divide. Vedic mathematics and Russian Peasant's Method of Multiplication are some notable examples. By using such methods, your child can

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easily develop confidence. As you can see, mathematics need not be boring. It all depends on how you teach it. If your child finds mathematics difficult, do not be disheartened. Be positive at all times. Remember - learning mathematics is not just limited to getting a good score in an examination but is a window to the amazing world that we live in.The main tasks: Read and try to understand the content of the text using a dictionary. Answer of the question: Why Mathematics is the most feared and hated subject in school?Methodical recommendations:

Explain geometry by showing flower petals to depict symmetry or volcanoes to depict a cone. 

Show him a photo of a beehive and ask him why cells are hexagonal (the answer: hexagons fit most closely together without any gaps). 

Show him patterns in nature. Most shapes in nature are circular or spherical. A drop of water in outer space would be spherical but gravity distorts its shape. 

Tell him fun facts. Among shapes of the same area, a circle has the least perimeter (the length of the line enclosing the shape).

Literature1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004..

Lesson № 13. Theme: Educative Games.Purpose of lesson:

1. to acquire the special texts with the aim learning the necessary information.2. to try to communicate in English.

Educative GamesGames can be a great source of learning for  children. Some games teach a child hand to eye coordination, some games teach color recognition, others teach word and number recognition, and so on. Here are some easy games you can play with your child, that are sure to enhance his knowledge.

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1. Hangman You don't need to invest good money in a heavy-duty board game. All you need is paper and a pencil. Draw two long lines, one vertical and the other, horizontal, starting from the top end of the vertical line (similar to an F without the second dash). Then, think of a word. Make sure that your child has heard of the word - he may or may not know the meaning, but the word should be vaguely familiar to him. Naturally, keep his age in mind, and don't try and give him words that are too easy. Once you have decided the word, make out as many dashes as there are alphabets in the word, and let your child guess alphabets so you can fill in the blanks. Every time your child guesses an alphabet wrong, you draw a body part of the hangman (in stick figure, of course!). Your child will get 7 tries. First, draw the rope, then the head, then a stick below the head for the body, then 2 arms and finally, 2 legs. When the hangman is complete your child's turn is up and you should reveal the word to him. If he doesn't know the meaning, explain the meaning to your child. He will be more likely to remember the meaning, and the spelling! A good idea would be to use words from a class spelling-list. Your child gets points depending on how many chances he took to answer the word. The lower the points, the better his score! 

You can also play this game with two children, by being the word provider and playing them against each other. The one with the lowest points at the end of a session, wins.

2. School Trivia This is a good game to play with 2 children. Go through your elder child's history and geography textbooks, and make a list of objective questions based on the portion, along with the answers. Make a printout, so it is the length of one page. Give it to both children to read, and time them as they scan the page, giving them around five to ten minutes. At the end of the time, ask them questions based on what they just read. Be sure to put the questions to one child at a time, so that one doesn't overshadow the other. If one doesn't know the answer to a question, the question passes on to the other. Keep score. Use gadgets like a stopwatch to time the children, and a 'ding' bell when a child answers a question incorrectly. This makes the game more fun, and you need all the help you can get when it comes to gaining fun from schoolwork! Play this 'game' every evening with your kids, or over the weekends, and watch your child's grades soar.

The main tasks:I. 1. Read and retell this text. 2. Discuss it with the partner.Methodical recommendations:1. read and try to understand the content of the text using a dictionary.2. Discuss this text with the partner.

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Literature1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004.

Lesson № 14. Theme: Nursery RhymesPurpose of lesson:

1. to acquire the text with the aim learning the necessary information.2. to try to communicate in English.

Nursery RhymesOne of the most effective ways of familiarizing a child with reading and speaking is to introduce him to the wonderful world of nursery rhymes.

Why are nursery rhymes so effective? Nursery rhymes are great at helping a child learn words, because they are so easy to remember. Very often when adults have to remember a new word or name, they do so by association. A new client may have the same name as your best friend, and you associate the two in order to remember the name. Similarly, when a new word rhymes with an old one, it is a lot easier to remember it. Pronunciations too can be memorised with the help of rhymes - for example, yourchild can be taught that soup, pool, school… all rhyme with 'fool'.

At what age should I start singing songs to my child? You don't have to wait until your child is older before you introduce him to nursery rhymes. Start singing to your baby at the outset, as often as possible. When bathing your baby for example, you could sing, "This is the way we wash our hands." When you are outdoors with your baby in the sun, you could sing, "You are my sunshine." It is also a good idea to leave a cassette of nursery rhymesplaying in the background when your child is awake and playing around. Regular exposure to the same songs will help your child remember them, and before you know it, he will start recognising songs and words.

Should I sing to my child if I cannot carry a tune? Many mothers are hesitant about singing songs to their children if they don't have a good voice. Don't let this bother you! Your child loves you and your voice, no

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matter how little melody it has. Sing, without worrying whether or not you are in tune. If you are very particular, then recite nursery rhymes to your child.

What are the other benefits? Singing nursery rhymes often also gives your child more confidence, and improves his ability and desire to speak out in front of strangers. It's all about being vocal. The more your child is familiar with nursery rhymes and the more he keeps singing or chanting them aloud, the greater the chances that your child will feel comfortable narrating the same nursery rhyme in front of others - and the appreciation that this brings will increase his confidence. However, don't force your child to recite rhymes in front of your friends if he is not comfortable doing so. Let the desire come from within.

What are some good rhymes to sing? A great favourite with kids is the song "When you're happy and you know it." This is because it combines actions with words, and kids enjoy acting out the steps. Along with the song, they learn what are hands, feet and fingers, and pick up various other actions like clap, stomp and snap. Here are the words to this old favourite: 

When you're happy and you know it clap your hands (clap, clap)When you're happy and you know it clap your hands (clap, clap)When you're happy and you know it and you really want to show itWhen you're happy and you know it clap your hands. (clap, clap) 

When you're happy and you know it, stomp your feet (stomp stomp)When you're happy and you know it, stomp your feet (stomp stomp)When you're happy and you know it, and you really want to show itWhen you're happy and you know it, stomp your feet. (stomp stomp) 

When you're happy and you know it, shout "Hurray!" (hoo-ray!)When you're happy and you know it, shout "Hurray!" (hoo-ray!)When you're happy and you know it, and you really want to show itWhen you're happy and you know it, shout "Hurray!" (hoo-ray!) 

When you're happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!)When you're happy and you know it, do all three (clap-clap, stomp-stomp, hoo-ray!)When you're happy and you know it, and you really want to show itWhen you're happy and you know it, do all three. (clap-clap, stomp-stomp, hoo-ray!)

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Instructions1. Lesson Planning

1 Map out specific themes for the entire school year. This will help you to direct lesson plans and formulate cohesive activities that work toward developmental goals and learning outcomes.

2 State goals and objectives for the children. These should include what will be learned, developmental steps and possibly individual points of focus for specific children. Goals and objectives should be focused and measurable. For example, one goal for an art lesson on colors could be that the children will demonstrate recognition of the colors blue and red.

3 Design or find activities that support your theme, goals and objectives. Vary the activities per day with an array of different content areas covered during the course of one school week. Include science, math, literacy, social studies, physical education and arts activities/projects. You can create your own activities; use a teacher's resource book or find samples online at preschool planning websites such as First-School, Everything Preschool or 123 Child.

4 Create a daily schedule for your lesson plan. Block out times for a morning meeting/circle time, structured activities, mealtimes, nap-times, outdoor activities and unstructured or free play. Include transition times between activities, as well as time for bathroom breaks and hand washing.

The main tasks: Answer the following questions: 1. Why are nursery rhymes so effective?2.  What are the other benefits? 3. What are some good rhymes to sing? 

Methodical recommendations:1. read and try to understand the content of the text using a dictionary.2. Discuss this text with the partner.Literature1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004.

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Lesson №15. Revision. Control work .

1. Tell me about yourself?2. What are your greatest weaknesses?3. Why did you quit your last job?4. In your opinion, what is the difference between a good teacher and a great teacher?5. If you teach a lesson and your students don’t seem to be “getting it,” what do you do?6. What experience do you have for Nursery teacher?7. How do you provide support for students who are not performing as well as they should?8. Tell me about a suggestion you have made as Nursery teacher?9. Why do you think you would do well for Nursery teacher?10. How would you teach conflict resolution to your students?11. Name a book that you’d like to read to (or with) your students. Describe the book and tell why you chose it.12. How do you feel about working in an inclusion classroom?13. What kind of salary are you looking for Nursery teacher?14. What made you choose to apply to Nursery teacher?15. What have you learned from your past jobs?16. What are key tasks for Nursery teacher?17. What are top 3 knowledge/top 3 skills for Nursery teacher?18. What are KRAs/output of position: Nursery teacher?19. How can you meet the needs of a student who does not speak English?20. In what ways can you teach students to be accepting of one-another?

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Methodical recommendation of SIWT

Lesson №1 Theme: The History of preschool in Kazakhstan.

Purpose of siwt: 1. To ensuring fundamental education in the psychological science subjects.

2. to try to communicate in English.

The History of preschool in Kazakhstan

There were two preprimary educational types of schools in Kazakh SSR, one of which was nurseries for children from one-and-a-half years of age through three years of age, with a primary goal of providing child care for working parents. The other was kindergartens for children four to six years of age, with two purposes: to provide child care and help children develop intellectually, physically, emotionally, and socially for attending a primary school. Preschool institutions were heavily subsidized by the government, or by big enterprises that built kindergartens and nursery homes for their employees. They paid up to 90 percent of all expenses for children. In cases when families had several children (in the 1950s, the Kazakhs had the highest birth-rate of all 15 Soviet republics with 7.4 children per family), the government paid 100 percent of all expenses and gave additional assistance to the family in terms of clothes, money, and summer camps, among other things. In a classless society, children were the only "privileged class," as the Soviet metaphor described the attention to the children's needs and concerns in the country. In 1966, some 4,143 preschool institutions for 360,167 children operated in the republic. In the 1970s, the number increased to 551,800. Preprimary education in the Soviet Kazakhstan was sometimes criticized for not being able to accommodate all children of working mothers. In some regions, the kindergarten admitted up to 80 percent of preschool children. In others, especially rural areas, less than 50 percent were admitted. One example of the lack of facilities for many children was the Karaganda coal mining company. This company, one of the biggest in the USSR, constructed 85 nurseries and kindergartens for 10,000 children of its employees.As Kazakhstan embarked on capitalist economy, the state subsidies to the preschool institution dramatically dropped, leaving them to survive on their own. The privatized companies, factories, and plants sharply cut the state's spending on preschooling. As a result, many of these institutions were closed and children had to stay at home with elderly, or with other members of the family.The private preschool institutions that arose after 1991 are not numerous due to their high cost, and the fact they can be afforded by only wealthy people. As of the beginning of the 1997-1998 school year, the Republic numbered some 1,905 establishments of preschool education attended by 184,500 children.Primary schools consist of grades one through four. As independent units within the system of education, they function only in remote villages with scarce

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populations. There were 1,766 primary schools out of total 8,400 schools. Children in rural areas are provided transportation to attend school in a nearby town or city. Since most of the population of the Kazakh Soviet Republic in the first half of the twentieth century was involved in animal husbandry, boarding schools were created across the republic. However, as the industry developed rapidly during and after the World War II, and more people moved to the urban areas, the number of the boarding schools drastically decreased. The overwhelming majority of students receive primary education at the secondary general education school. This educational institution provides mandatory education for children ages 7 to 16, which involves grades 1 through 9. It unites a primary school, a middle school, and a high school. In the 1996-1997 school year, the enrollment at primary education level was 98 percent of the relevant age group.The primary schools provide students with rigorous instruction in Kazakh and Russian languages, literature, mathematics, the study of nature, arts, music, and physical health. Some schools offer the study of a foreign language in the second grade. Most of the subjects are taught by one teacher who stays with the students through four years of study; this allows for close bonds to be developed with students and parents. Staying in the same building with middle and high school students gives small children an opportunity to learn about expectations at the next levels of their learning. Since most parents work, primary schools, at an additional cost to parents, organize "extended day" groups, turning the other half of the day into an extension of regular lessons during which children do their home work.The 1990s brought a huge wave of curriculum reform. An intensive process of updating the textbooks and instructional materials for primary classes was launched in accordance with the State Program "New Generation of Textbooks." In 1997, new and updated textbooks for 19 subjects for the first grade of all types of schools were published by the Ministry of Education. By 2000, the Ministry planned to publish textbooks for 24 subjects for the second grade, and for 26 subjects for the third grade, projecting to continue work on accruement of textbooks for the fourth and other grades in the next decade. Annually, about $1.5 billion tenge (Kazakhstani currency) are allotted to the publication of textbooks of a new generation.

The main tasks:1. translate the text. 2. write a dialogue according to the text.Form of reporting: Discussion about the history of education in Kazakhstan.Methodical recommendations to carrying out: 1. to develop spoken language Distributing materials: Text.

The list of literatures: 1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г

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2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004..

Lesson №2 Theme: The History of preschool in United States.

Purpose of siwt: 1. To broaden student's outlook and acquaint with professional terms. 2. to try to communicate in English. Head Start, the first publicly funded preschool program, was created in 1965 by President Johnson. The federal government helped create this half-day program for preschool children from low-income families. Head Start began as a summer pilot program that included an education component, nutrition and health screenings for children, and support services for families (CPE, 2007). In the 1960s only ten percent of the nations three and four year olds were enrolled in a classroom setting. Due to a large amount of people interested, and a lack of funding for Head Start, during the 1980s a handful of states started their own version of a program for students from low-income families. The positive success and effects of preschool meant many state leaders were showing interest in educational reform of these young students (CPE, 2007). By 2005 sixty-nine percent, or over 800,000, four year-old children nationwide participated in some type of state preschool program (CPE, 2007). The yearly increase in enrollment of preschool programs throughout the years is due to an increase of higher maternal employment rates, national anti-poverty initiatives, and research showing the link between early childhood experiences and the brain development of young children. These factors have caused the rate of attendance in preschool programs to grow each year (CPE, 2007). It is important one note that Head Start was the first publicly funded preschool program and not necessarily the first preschool program. It should also be stressed that Head Start programs are not the same as preschool programs in the private sector. Head Start is a federally funded program with specific federal guidelines that they must adhere to. Preschools in the private sector do not have to adhere to these same federal guidelines and they do not receive the same public and federal funding.In most states, there are multiple preschool or Pre-K options for young children. Parents have the choice of sending their child to a federally funded Head Start program, if their income is at the poverty level, state-funded preschool, government-funded special education programs, and for-profit and not-for-profit providers (Levin & Schartz, 2007), including those that accept government

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subsidies that help low income parents pay. Currently, in the United States, Georgia, Illinois, Florida, Oklahoma, West Virginia, and New York are the only states with legislation underway or which already have universal preschool for all four year olds in the state, and Preschool For All in Illinois is the only universal preschool program that serves three year olds as well.The main tasks: 1. translate the text. 2. write a dialogue according to the text.Form of reporting: Discussion about the history of education in Kazakhstan.Methodical recommendations to carrying out: 1. to develop spoken language

Distributing materials: Text.

The list of literatures: 1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004.

Lesson №3 Theme: The Value of Education.Purpose of siwt: 1. To encourage the interests of learning foreign language. 2. to know the purpose of education and try to communicate it in English.

The Value of Education. Education is not an end, but a means to an end. In other words, we don’t educate children only for the purpose of educating them; our purpose is to fit them for life. As soon as we realize this fact, we will understand that it is very important to choose a system of education which will really prepare children for life. It is not enough just to choose the first system of education one finds; 1 or to continue with ones old system of education without examining it to see2 whether it is in fact 3

suitable or not. In many modern counties it has for some time been fashionable to think that, by free education for all-whether rich or poor, clever or stupid-one can solue4 all the problems of society and build a perfect nation. But we can already see that free education for all is not enough; we find in such countries a far larger

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number of people with university degrees than there are jobs for them … Because of their degrees, they refuse to do what they think “low” work; and, in fact, work with the hands is thought to be dirty 5 and shameful in such countries. But we have only to think a moment to understand that the work of a completely uneducated farmer is far more important6 than that ot7 a professor; we can live without education, but we die if we have no food. If no one cleaned our streets and took the rubbish away from our houses, we should get terrible diseases8 in our towns. In countries where there are no servants because everyone is ashamed to do such work, the professors have to waste much of their time doing housework. In fact, when we say that all of us must be educated to fit us for life, it means that we must be educated in such a way that, firstly, each of us can do whatever job is suited to his brain and ability, and, secondly, that we can realize that all jobs are necessary to society, and that it is very bad to be ashamed of ones work, or to scorn 9 someone else’s. Only such type of education can be called valuable to society (Hill L. A. Fiel – den R. D. S. Further Comprehension and Precis Pieces for Over- seas Students London, 1965, P. 39). Notes 1 the first system … one finds = the first system that one finds 2 to see = to understand 3 in fact = really 4 one can solve = it is possible to solve 5 work … is thought to be dirty = it is thought that the work us dirty 6 far more important = much more important 7 that of = the work of 8 we should get terrible diseases – зд у нас (в городах) распространились бы ужасные болезни 9 to score = to despise – презирать

Questions:1. What is the purpose of education as it is defined in the text (un your opinion)

? 2. Why is it necessary to examine any system of education before choosing it? 3. Can “free education for all “ solve all the problems of society?4. What sort of education can be called really valuable to society?

The main tasks: I. 1. It is necessary to realize that free education doesn’t solve all social problems. 2. It is quite absurd to think that some jobs are more important than others and that there are “shameful” jobs. 3. It is fashionable than say nowadays that parent don’t understand their children. 4. It is essential to remember that education must fit children for life. 5. It is seldom possible, in the secondary school, to approach every pupil individually. 6. It is impossible to teach geography without maps and atlases. 7. It is customary to divide verbs into transitive and intransitive. 8. It is interesting to note that languages differ greatly in the way their grammar is

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organized. 9. It is difficult to learn a foreign language fast. 10. It is important for a teacher to remember that young children can’t focus their attention for a long time. II. 1. It is essential for us to solve the problem of education because: a) education brings up cultured men and women; b) it plays an important role in the lives of people; c) it helps to build a perfect nation/society. 2. The value of a university degree, the author implies, is that: a) it states your proficiency in some sphere of science/scholarship; b) it gives you a chance to do some highly qualified work in a particular sphere; c) it adds to your self-evaluation. 3. “Our purpose is to fit children for life” means that: a) we want them to choose a good career; b) we want them to be efficient in their jobs; c) we want to make them well adapted (adjusted) to life in society. III. Answer the questions:Which job is more valuable: that of a) space-pilot or that of a book-keeper; b) an economist or a philologist; c) an actor or a scientist? (in his own sphere, equally useful, necessary, to serve various needs of a community, to study the laws of nature, to predict the future developments, to care for the needs of, to entertain people, to make people think of/realize the importance of…).

1. What do you think are the best means of learning a foreign language?2. What may be the ways of self-education?3. What can you say about the advantages of universal secondary education?

(to be given equally opportunities, to be guaranteed a chance to … , to develop various skills and abilities, to open the world of human knowledge and science in general).

4. What kind of advice would you give to a girl who is about to leave school? 9in my opinion you should …., get a job, get married, settle down, have a family, contioue your studies).

5. What problems, do you think, may face a society where universal secondary education has been implemented? (to have no talent for academic training, to select the most capable, to start vocational/professional training, to earn ones living, to meet the demands of modern highly industrialized society).

6. Does the end always justify the means? If the aim or purpose is good, may any methods, even if bad, be employed? (by means of, immoral acts, lies, fraud, violence, acts of terrorism, plots, assassinations, to achieve no good, to result in).

IV. Read the dialogue:Christophe: Well, you’ve explained your educational system, Harry, with its three

layers-primary, secondary and university. But tell me, who pays for all this?

Harry: The nation. That’s to day, the people – we-us! We pay through our local rates and central taxes.

Hans: Oh, then I’m beginning to understand the burden … on the back of poor John Bull!

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Harry: That’s it. Nearly all education is free, just as most of the health service is. But of course “free” is a misnomer; for we pay for most of it through our rates and taxes or by contributions.

Christophe: And would you say all this “free” business is good for the country? Free education for example?

Harry: Well, it does give a poor boy practically the same chance as a rich one. And if better schools and better teachers can make better citizens all the money spent will have been worth while.

Hans: Yes- but do you get better citizens?Harry: Not yet. I’m not sure when we shall. There seems to be a weakness

somewhere. But our kids and youngsters don’t always put their back into study as yours do. I wish we could think of some way to restore initiative and hard study.

Hans: Perhaps your young folk go too much to dances and pictures? Or they are sport fans.

Christophe: Oh, yes, that’s true… It has been very interesting. We are certainly learning a lot. Good night!

Hans: Yes, Harry, we are grateful to you. Good night!Harry: Good night to you both ( Morrison L. A. Conversations in English for

Foreign Students. Edinburgh, 1966. P. 71-70)

Form of reporting: Write a composition “ Knowledge is power”.

Methodical recommendations to carrying out: 1. to develop spoken language

Distributing materials: Text.The list of literatures: 1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004.

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Lesson № 4 Theme: Children and their time.Purpose of siwt: 1.To development student’s speech connected with professional interest. 2. to try to communicate in English.

Children and their time. To play or to study, almost every child will face such a problem. For sure, most children would like to choose to play because playing is their nature. But parents would think it is better for them to study. Which way is better? Personally, I think children should play more in the early years, and gradually it is better for them to spend more time on books once they have reached their school age.When we think of school study, we think of textbooks and exams. That is to say, children have to do a lot of homework to practice what they learn at school. They have to memorize a lot of knowledge in order to get good scores in exams. To those small children who are too young to go to school, learning may become a torture. And consequently their learning will not be efficient, and they even would hate learning.On the other hand, playing is also a learning process. Needless to say, children are much creative than most of us grow-ups. Part of the reasons is that they still have a blank and original mind. They just use their own eyes to watch the world, and use their ways to explore the world. While playing together with other kids, they can practically learn many things, such as how to cooperate with others, and to help others. While playing with pets, they will know how to take care of them, and learn to take care of other people as well. While playing with toys, out of curiosity, they will ask all kinds of questions. When parents can explain to them, the information may motivate them to learn more knowledge through playing.During the childhood, it is better to play with other kids or with toys, since they can get basic ideas about friendship, people and the world. Playing is a necessary phrase for children to be mentally and physically healthy. When children reach school age, it is better for them to go to school, and gradually start learning knowledge that is useful for their future.

The main tasks: 1. translate the text. 2. write a dialogue according to the text.Form of reporting: Definition partner’s handwriting and colors.

Methodical recommendations to carrying out: 1. read and try to understand the content of the text using a dictionary.2. do lexical exersice with the help of dictionary

Distributing materials: Text, cards.The list of literatures:

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1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004.

Lesson № 5 Theme: Art in the experience of young children

Purpose of siwt: 1.To development student’s speech connected with professional interest. 2. to try to communicate in English.

Art in the experience of young childrenArt is a part of everyday life. Children use artistic means to express what they

see, do, feel. think and talk about every day. In the primary grades, art plays an important part in helping children understand themselves and their world.

When the child comes to school, his interest in art materials is sensory, muscular, and exploratory. He loves to feel clay as he squeezes it through his fingers. He likes to swish a brush over a sheet of paper and watch the colours leave their marks upon it. He likes to cut, tear, shape and construct with paper and cardboard.

The activity of using art materials helps the child to develop muscular coordination. At first his effort are clumsy, but as he develops and gains confidence this growth is shown in his expressions.

The child begins to draw, model and construct symbols and objects that have meaning to him although they may be incomprehensible to the adult.

During this early stage of art expression a child lives in a world of his childish symbols represent things that are very real to his.

As the child grows, he becomes more and more aware of his environment. His drawings which were once very imaginative in nature begin to be more realistic.

The room in which they work must be a pleasant, attractive place. The teacher must be sympathetic and creative in her guidance.

Teachers must allow children to work with the materials they choose and with a variety of colours. It is rarely necessary for the teacher to suggest something for children to draw and paint. Certain children begin to paint as soon as they are given materials. Others require a period of observation, and planning before they begin painting.

The role of the teacher is to offer help where it is needed.On the whole, if the children’s work interests them they are full of ideas and

feelings that they are eager to express and the choice of subject offers no difficulty.

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Children are satisfied when they see their work properly displayed. Display should be changed often enough so that every child is given an opportunity to display his productions.

The aim of school art programme is not the production of masterpieces of art, but that art should become an integral part of the child’s life.

The child should achieve satisfaction from his art experience. Through art experiences a child develops some knowledge of form, colour, composition and love of beauty.The main tasks: Exercises on the text:1.Find the right statements and confirm them by the sentences from the text:1) In the primary grades art does not play an important part in the development of children. 2)A child likes to cut, tear and construct with paper and cardboard. 3) The activity of using art materials helps a child to develop muscular co-ordiantion. 4) The room in which they work must be a pleasant, attractive place. 5) The aim of school art program is to produce masterpiece of art.2. Combine the pairs of sentences into one using the link words given in brackets:1) I shall go to the lecture. I am sure it will be interesting (for). 2) The display is changed often enough. Every child should be given an opportunity to display his productions (on). 3) Children are satisfied. They see their work properly displayed (because). 4) Art plays an important part in the development of children. Art should become an integral part of the child’s life (that’s why). 5) We could carry out the program. We had all necessary information (because).15. Write these sentences as special questions according to the interrogative words given in brackets.Pattern: Certain children begin to paint as soon as they are given materials.(When) – When do certain children begin to paint?

1) A child likes to construct things with paper. (Who) 2) The aim of school art program is to develop love of beauty. (What) 3) The teacher must be sympathetic and creative in her guidance. (Who) 4) Through art experiences a child develops some knowledge of form and colour. (In what way).

Form of reporting: Discussion about the art in the experience of young children.Methodical recommendations to carrying out:

1. to develop spoken language Distributing materials: Text.

The list of literatures: 1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.

4. Английский файл, продолжающая книга для студентов. English file.

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Intermediate Student's Book .- Oxford University Press, 2004. 5.Английский файл, продолжающая книга для студентов. English file. Intermediate Work Book .- Oxford University Press, 2004.

Methodical recommendation of SIW

Lesson № 1. Theme: Education in Kazakhstan Purpose of siw: 1.To ensuring fundamental education in the preschool education subject. 2. to know the history of education.

Education in Kazakhstan Following independence from the Soviet Union a major economic depression cut "public financing" for education in Kazakhstan, "which dropped from 6% of gross domestic product in 1991 to about 3% in 1994, before rising to 4% in 1999." Elementary- and secondary-school teachers remain badly underpaid; in 1993 more than 30,000 teachers (or about one-seventh of the 1990 teaching staff) left education, many of them to seek more lucrative employment. In 1994 Kazakhstan had 8,575 elementary and secondary schools (grades one through twelve) attended by approximately 3.2 million students, and 244 specialized secondary schools with about 222,000 students. In 1992 about 51 percent of eligible children were attending some 8,500 preschools in Kazakhstan. In 1994 some 272,100 students were enrolled in the republic's sixty-one institutes of higher learning. Fifty-four percent of the students were Kazakh, and 31 percent were Russian. Kazakhstan's 1995 constitution provides mandatory, socialized secondary school education. Citizens compete for socialized institutions of higher learning. Private education is increasing in the country, with about 5% of students enrolled in the private schools that remain largely under arbitrary state control. In 2000, the Government of Kazakhstan joined the governments of the Kyrgyz Republic and Tajikistan, and the Aga Khan to establish the world’s first internationally chartered institution of higher education, the University of Central Asia (UCA). The UCA will have three campuses of equal size and stature in each of the founding countries. The Kazakh campus is under construction in Tekeli in the Zhedysu region, 35 minutes east of the regional capital Taldykorgan, and three hours by car from Almaty. The UCA will benefit from the resources of the Aga Khan Development Network to offer an internationally recognized standard of higher education in Central Asia. Currently, the University operates a School of Professional and Continuing Education (SPCE), with a School of Undergraduate Studies and a Graduate School of Development in the process of being established.In 2003 Asian Development Bank appropriated $600,000 in technical assistance in a grant to help education in Kazakhstan. The United States provided 137 Peace Corps members to "work in education and NGO development" in 2004.Kazakhstan has a 99.1% literacy rate for males and 97.7% for females as of 1999.When United States Secretary of State Condoleezza Rice visited Kazakhstan from 12–13 October 2006, she said "The future of any state depends on its level of

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education. This is my fourth visit to Kazakhstan, I have already been to Atyrau and Almaty and I have been able to see for myself the high level of education of your nation, which is a key to success of any country."

The main tasks: Read and translate the text. Form of reporting: report.Methodical recommendations to carrying out:read and try to understand the content of the text using a dictionary.The list of literatures: 1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.

Lesson № 2. Theme: Process of Education.Purpose of siw: 1.To development student’s speech connected with professional interest. 2. to know about the process of education.

Process of EducationKindergartenThe Constitution of the Republic of Kazakhstan protects the right to access to kindergarten [6] Children typically start kindergarten at age 5. As of 2004, there were 100 kindergartens in the nation (83 public, 4 directly under the Ministry of Education, and 13 private) and 135 856 children enrolled in kindergartens (or 63% of the total number of 5-year and 6-year olds in the nation). All kindergartens are currently expected to teach both Kazakh and Russian, and most emphasize one language over the other.One major problem has been the reduction of the number of kindergartens, due to the lack of state funding and virtually non-existence of private sources of money. There are also reported declines in the quality of kindergartens including a lack of hot meal or low quality food served, and buildings in poor repair.

Primary schoolPrimary school in Kazakhstan starts at age 6 and runs from years 1 – 5. Classes typically run in two sessions, from 8 until 1 and from 1 until 5, with students either going to class in the morning or in the afternoon. All primary schools are state-owned and primary and secondary education are constitutionally protected rights.4 The curriculum includes x, y and z.

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The curriculum for both primary and secondary school is established by the Ministry of Education, with little choice left up to the individual schools. Textbooks are given by government in the schools to the students.Primary school is provided free to all citizens and residents of Kazakhstan and parents typically pay only for extra-curricular activities such as sports programs, music programs, and sometimes lab equipment or other special equipment.

Lower secondary schoolStudents continue in lower secondary school from grade 5 to year 9. This roughly corresponds to what is called in the USA, junior high school, or middle school. Typically a student in year 8 is 14–15 years old. The curriculum is a general education curriculum covering subjects like literature, student's first language, Russian or Kazakh language (depending on the language of the school in general), history, physics, mathematics, biology, chemistry, foreign language, and so on.

Higher secondary schoolOnce leaving lower secondary school, there are three tracks available. Students are free to choose any track of higher secondary education but are required to pursue one track. Graduates of all three tracks are eligible to enter university.The first track is a general secondary school which covers grades 10 -11 and provides general education covering a variety of subjects.In addition, there are two curriculum tracks for vocational education: Initial vocational education which is provided by training schools and lycees, and secondary vocational education provided by colleges and trade schools.

Initial training schools are designed to train students in a skilled profession. The program is usually two or three years, (typically ages 16 – 18), but for some professional training four year programs are required. Students who graduate can go on to Colleges for advanced vocational training or attend university. The state provides costs of education from the budget.Lycees also provide basic vocational education to prepare students for skilled professions, but also includes general academic education. The course of study is three years. The state provides costs of education from the budget.

Colleges give a program that provides both academic general education and advanced vocational education. Colleges, if licensed, can also provide initial vocational education. Programs last for three or four years (grades 10 – 12, 13). Accelerated programs exist for students who have already completed both general secondary education and initial vocational training in the same field. Graduates may go on to university or may begin working. As of the 1999 Budget Law being passed, colleges are state-owned and self financed. In principle however, all compulsory education (primary and secondary) is provided free of charge.The curriculum for both primary and secondary school is established by the Ministry of Education, with little choice left up to the individual schools.

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Textbooks are sold in bookstores throughout the country and are purchased by the students themselves.Like primary school, secondary school is subsidized by the government and parents only pay for extra-curricular activities such as sports programs, music programs, and sometimes lab equipment or other special equipment.

Tertiary InstitutionsThe universities, following the Russian system, focus entirely on teaching and do not engage in research. Students who are accepted to university at any level apply under a specific major, and the curriculum is set by the university (according to State legislation) for each major. For example, economics majors will all study in the same courses in the same order, separate from English majors who have a different curriculum. Some courses are required for a variety of majors and there is a possibility of switching majors but typically classes do not transfer to the new major and the student is expected to reenter in the new major as a first year.The government is currently pursuing a program to adopt a credit-system which would allow students to study more easily internationally, and to add the possibility of a curriculum with electives and student-chosen courses.There are four levels of tertiary education in Kazakhstan: Bachelors degree—typically a four-year degree Specialist degree—typically a five-year degree and more intensive than the bachelors Masters degree—typically a two year degree, roughly corresponding to the Western masters. Doctoral degree—typically a five year program.Universities are usually headed by a rector, appointed by the President of Kazakhstan, who wields considerable authority over the institution, approving all decisions including those regarding curriculum, personnel, and admission. Thus Kazakhstan universities are more centralized than their Western counterparts.The top two universities in Kazakhstan are al-Farabi Kazakh National University in Almaty and Eurasian National University located in Astana. Karaganda State University is also well-regarded.In addition, there are a few international universities such as KIMEP, which is a joint program, 40% owned by the government of Kazakhstan, but education is based on the Western system. The Kazakh-British Technical University and the Kazakh-American University represent joint projects between Kazakhstan and the UK and the USA, respectively. In all three institutions, the language of instruction is English. The University of Central Asia, founded jointly by the Governments of Kazakhstan, Kyrgyzstan and Tajikistan and by the Aga Khan, is affiliated with the Aga Khan Development Network. Its Kazakhstan campus is located in Tekeli. A number of specialty universities also exist. As of, there were public universities and private universities.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. Public universities are subject to the same regulations as other government-

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owned organs, regarding not only fees and salaries, but also administrative structure, contracting and subcontracting, and ownership of property.[8]

State owned universities receive funding if their enrollment reaches 86,000 students or 34%.[7] A small number of universities are financed through a budget line in the Republic budget, such as art academies or international universities.

The main tasks: I . Read and translate the text. Form of reporting: to make independent reports

Methodical recommendations to carrying out:read and try to understand the content of the text using a dictionary.The list of literatures: 1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004.

Lesson № 3. Theme: Problems of educationPurpose of siw: 1.To broaden student's outlook and acquaint with professional terms.

Problems In connection with a lack of school facilities or a lack of teachers, some primary and secondary schools run three, instead of two sessions, so one group of students attends from 8 to 1pm, a second from 1pm to 6. This results in overworked teachers, students who are kept up late, and overused facilities. The Asian Development Bank (ADB) published a report on financing of public education in Kazakhstan in 2004, which mentions widely-agreed upon criticisms of the public education system reported elsewhere. According to this report, financing of public education is low, and mechanisms to introduce private financing have been unsuccessful. Furthermore, the Budget Code and the law 'On education' fail to clearly delineate responsibilities of local and central government, nor do they include sufficient mechanisms for monitoring budget expenditures.The main tasks: to translate text with the use of dictionaryForm of reporting: DiscussionMethodical recommendations to carrying out:

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Write a dialogue according the text.

The list of literatures: 1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004.

Lesson № 4. Theme: 7 Secrets of Preschool TeachersPurpose of siw: 1.To development student’s speech connected with professional interest.2. to know about the process of education.

7 Secrets of Preschool TeachersYou wrestle for ten minutes with your 3-year-old to get his jacket on, yet his preschool teacher has ten kids (including yours) dressed for the playground in less than three. What's her secret? Partly, of course, the advantage of not being a parent  -- kids really are more inclined to behave for outsiders.

But it's not only that. Teachers develop all sorts of tricks to help young kids learn, keep the classroom more efficient, and make their job more enjoyable. This is hardly surprising. Preschool teachers have year after year of experience with this challenging age group. Fortunately, they're more than willing to share the keys to their success with eager (and sometimes frustrated) parents:

Secret #1: Preschoolers don't have to dawdle.Why does your child seem to thwart your attempts to get you both out the door each morning but promptly turns on her heels when her teacher announces it's time to head back in from the playground? The explanation is simple enough, says Barbara Roth, director and teacher for more than 20 years at the Hanover Nursery School, in New Hampshire: "When we say something, they know we mean it." Roth says she routinely sees parents tell their child it's time to leave the playground but then stop and chat with another parent themselves, or indulge countless delays and requests for "just one more slide." "You've got to follow through," she says. "Otherwise, it becomes clear that your child doesn't really have to do what you say when you say it."

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This means giving a few gentle but firm warnings starting five minutes before it's time to leave (or come to the table, and so on), then announcing departure time definitively and matter-of-factly. You may have to just go and scoop her up the first few times (which you should do without hesitation) until she knows you're serious.

Kids also respond to cues they can see, hear, or count. If a child has trouble saying goodbye, "decide on a certain number of hugs and kisses," suggests Jenny Raffaelli, lead teacher at the Kinderberry Hill preschool, in Roseville, Minnesota. Soon she'll come to both expect and accept the routine.

Roth plays the same few notes on the piano each day as a signal that free play is over. You might regularly use a bell or an egg timer or blink the lights in the room for the same effect, whether to get everyone to come to the dinner table or to mark that it's time to put away toys. Counting (as in "I'm going to count to thirty, and then I want to see a clean room") also inspires students to finish picking up in a hurry. "I often hear parents promise kids a treat to get them to do something," says Roth. "But that's rarely necessary  -- praise and accomplishment on their own mean just as much as material incentives."

Letting a child race against herself helps her hurry and also provides a great learning opportunity, says Joyce Drolette, director of the Big Sky Preschool, in Big Sky, Montana. She suggests timing getting ready for bed, school, and so forth with a stopwatch, then graphing or charting the results on the wall each day. In addition to teaching about graphs and charts, this method lets your child compare her speed on different days, says Drolette, and may even push her to beat her best time.

Secret #2: Kids can handle scissors and pens earlier than you think.Wanting to help their child develop writing and other fine motor skills, most parents simply hand him a pencil, kid-safe scissors, and paper. But a little practice may forestall frustration later. Raffaelli has her students learn basic skills and movements with such activities as picking up nuts and small blocks with kitchen tongs, stringing beads, rolling out play clay, and even cutting it with scissors. "With clay, it doesn't matter how kids cut," she says. "They can snip any which way and really build the fine muscles in their hands."

Once your child becomes adept, let him cut real paper  -- but in a way that guarantees his success. "For a preschooler, trying to cut out a picture is often too much  -- the scissors get caught up in the paper and he can't go anywhere," says Ann Curtis, director of the Infant and Preschool Center at Western Illinois University. "Thin little strips of paper work better: One snip and he feels a great sense of accomplishment." Set him up with a bunch of thin strips of different-colored paper and a container to cut them into, then let him cut strips to glue onto a paper plate for a wall hanging. Yarn also works well for scissor practice.

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As for writing, if your child shows an interest in using pencils and wants to move beyond scribbles, loops, and doodles but is frustrated that he can't make letters, he'll probably get a kick out of fooling around with stencils or tracing, says Raffaelli. Both let him practice holding the pencil and using it like a grown-up, and they won't prevent him from writing without them later on.

Also let him copy or trace your grocery or to-do list. "We play restaurant and store all the time, with the kids copying menus and lists right off the blackboard," says Drolette.

Secret #3: Structure and routine are critical for easy naps.It may seem amazing that your child manages to nap with a bunch of other kids in the room when you can't get a short snooze out of her in her own comfy bed, but preschools have an advantage over home, explains Raffaelli. "Your child is with a group of other children who are doing the same thing, so it's just easier to go along with the rest." Even if you can't import ten other 3-year-olds every day at naptime, there are some other tricks.

Mary Eltgroth, assistant director of New Horizon Child Care Center, in Savage, Minnesota, recommends that you first give her time to unwind before her nap  -- a half hour minimum  -- being careful not to suggest an activity that engrosses her so much that she won't want to interrupt it to sleep. Next, create a routine: the same time, the same music, the same bed, and the same expectation: quiet or sleep.

Cutting down on distractions can also help, says Drolette, who runs a fan (out of reach) to block out background noise and suggests that restless kids cover their eyes with a blanket so they're not tempted to keep looking around.

Secret #4: How you say things is as important as what you say.Having trouble getting your child's attention? Don't raise your voice, unless it's to sing. "Kids don't care how you sound," says Curtis. "If I'm reading and they aren't listening and I start singing the story, they quiet right down."

But you can't rely on song alone. Teachers try to alternate verbal tactics, using whispering or different voices or silently mouthing the words to get children to focus on them. They also employ visual cues, such as putting a hand up in the air or touching their finger to their nose and asking the children to do the same when they're quiet. Amanda Johnson, who used to teach at Radnor Nursery School, in Devon, Pennsylvania, has even been known to lean playfully over her charges and "blow the dust out of their ears."

And once you've got your child's undivided attention, keep your instructions clear, short, and direct, says Barbara Hill, director of administration at the Child and Family Study Center, the Lab School for California State University, Northridge. "Don't start by saying that if they get on the table it might break. Say, 'Get down'"  -- and explain later.

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Secret #5: Your child wants to get dressed himself.Most young kids really want the feelings of independence, self-confidence, and achievement that dressing themselves brings. It's just that their clothes get in the way. To make it easier, "take into account where your child is developmentally when you buy his clothes," says Hill. For instance, a 3-year-old won't do as well in a pair of jeans with a zipper and a button as he will in elastic-waist pants.

Then develop specific ways to help him succeed. This might mean arranging his outfit the night before in the shape of a person on the floor, getting in the habit of putting on dress-ups and costumes when you aren't under time pressure, or labeling clothes so that your child is able to distinguish the front from the back.

Raffaelli suggests marking one shoe with a star, dot, or little sticker and teaching your child that that shoe always goes on the same foot. Another right/left shoe teaching method, from Curtis: Ask your child whether his shoes are mad at each other. If they're on the correct feet, the toes will be kissing (touching); if they're angry at each other (on the wrong feet), the toes will be turning away.

To help your child learn how to manipulate zippers and buttons, let him practice on someone else so he can see what he's doing. "It's important to do this with real clothes  -- doll clothes are much more difficult," says Roth. "We let our kids put their snowsuits on large teddy bears." And offering to let your child button or zip your coat after you have buttoned or zipped his gives him a feeling of accomplishment as well.

Secret #6: Taking turns and sharing don't have to be traumatic.As an adult, you know you have to wait in line sometimes, and you're comfortable with it as long as no one cuts in front of you. Kids have the same expectation of fairness, say teachers. Most will share and take turns as long as the system is fair. "When two children are arguing over one object, we talk about how fighting won't fix the problem but will only make them cry and feel angry," says Drolette. "I tell the one who's most upset, 'Let me hear Billy and then I'll hear you.' He'll immediately calm down because he now knows that I'll listen to both sides." Then she gets the children to agree that in the future they'll ask for the toy nicely and relinquish it when they're finished with it. "Seven times out of ten, the child will hand over the toy right then and there."

If this approach doesn't work, you may have to formalize the sharing process. Give the child waiting for a toy (as well as the one already playing with it) an accurate measure of how long until it's her turn, rather than just saying wait until "later" or that she'll get her turn "in a little while," says Johnson. She's had success using egg timers and clocks to schedule use of a popular toy. Curtis has even used a sign-up sheet for some highly desirable items. "Even a three-year-old can understand that it will be her turn when her name comes up. It also serves as a graphic representation of the concept of waiting your turn, and it's good practice for kids to print their name on it," she says.

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Secret #7: Play may be all the education your preschooler needs."I'd like to think kids go home from my class and say, 'I had great fun. I played all day,'" says Johnson, "because that's how children learn."

So even if you decide to push some academics at home, the focus should be on fun rather than rote learning. It's easy to use letters in projects and games, such as Raffaelli's favorite literacy project: personalized math and counting books. "We take photographs or cut out pictures of everything that begins with a certain letter  -- or look for groups of one, two, or three objects and so on  -- and make them into books."

And remember, one of the reasons your child can let loose and enjoy himself in the first place is that he has his own secret weapon: a foundation of unconditional love waiting for him at home.

The main tasks: to translate text with the use of dictionaryForm of reporting: DiscussionMethodical recommendations to carrying out:Write a dialogue according the text.

The list of literatures: 1.Ю. Е Ваулина, Е.Л Фрейдина «Английский язык для студентов факультета дошкольного воспитания» Владос -2003г2. А.С Числова «Английский язык для гуманитарных факультетов». Высшее образование –Ростов -на –Дону. «Феникс», 20053.У.А Макарова «Английский язык для психологов» Ростов-на – Дону «Феникс» 2005.4. Английский файл, продолжающая книга для студентов. English file.Intermediate Student's Book .- Oxford University Press, 2004.5.Английский файл, продолжающая книга для студентов. English file.Intermediate Work Book .- Oxford University Press, 2004.

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Checking measuring facilities

1. What is the most important decision each person makes?2. What should one do before choosing a profession?3. Why is choosing a career an advantage?4. What advantages may give education to a person?5. What can you say about your future profession?6. What subjects do children learn at school?7. What do they learn arithmetic (geography) … for?8. Is learning facts the only purpose of education?9. What is the purpose of school in your opinion?10. Discuss about the children’s development11. What can you tell about Montessori Education?12. Montessori Schools – Good or Bad?13. What kind of teaching materials did Dr. Montessori use? 14. What was Dr. Montessori's main aim for each individual?15. Discuss all themes and try to use in your practice.16. Tell me about yourself?17. What are your greatest weaknesses?18. Why did you quit your last job?19. In your opinion, what is the difference between a good teacher and a great teacher?20. If you teach a lesson and your students don’t seem to be “getting it,” what do you do?21. What experience do you have for Nursery teacher?22. How do you provide support for students who are not performing as well as they should?23. Tell me about a suggestion you have made as Nursery teacher?24. Why do you think you would do well for Nursery teacher?25. How would you teach conflict resolution to your students?26. Name a book that you’d like to read to (or with) your students. Describe the book and tell why you chose it.27. How do you feel about working in an inclusion classroom?28. What kind of salary are you looking for Nursery teacher?29. What made you choose to apply to Nursery teacher?

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30. What have you learned from your past jobs?31. What are key tasks for Nursery teacher?32. What are top 3 knowledge/top 3 skills for Nursery teacher?33. What are KRAs/output of position: Nursery teacher?34. How can you meet the needs of a student who does not speak English?35. In what ways can you teach students to be accepting of one-another?

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