Метаметод

1. Метаметод Обучението по английски езикв ПУ “П. Хилендарски”

2. Метаметод: преподавателят като система. Първите две години на ОАЕ в ПУ е въвеждащо, ориентационно, надграждащо и включва: 1.Текстове: 1.1. История на университетите в Европа; 1.2. История на университетите в България; 1.3. История на Пловдивския университет; 1.4. Литературни текстове; 1.5. Други текстове. 2. Разговор. 3. Граматикаи лексика. 4. Поправка на грешки. *Всички новоприети студенти се запознават с основни английски думи от академичния живот. Изучава се английска лексика и граматика от утвърден учебник, речник и текстове. Постепенно с обучението по специалността се усвоява и специализирана английска лексика.

3. As early as the Middle Ages, therefore, university study already had the levels of bachelor and master or licentiate. Both were retained in the Anglo-Saxon higher-education system as well as in France, since the Baccalaur´eat, which forms the school leaving examination, is considered the lowest form of university examination. What today would be deplored as high rates of non-completion was the norm in the medieval period. Most of those entering the university left without taking an expensive examination. In their self-determined period of study they gained the intellectual skills that would allow them to prosper without an academic qualification in areas increasingly dominated by the ability to deal with the exchange of money and letters. An Italian city administration, for example, accepted the possession of the Corpus iuris as a qualification for the post of judge. In the Middle Ages the social function of the university consisted in the dissemination of academic knowledge and methods vitally necessary to reduce rational uncertainty in the socially uncertain situation that prevailed in the realms of politics, the church, the law, medicine and education between 1200 and 1600. The university taught intellectual certainty by subjecting the contradictions between doctrines themselves and between these and the experiences of practical life to a dialectical process, and by finally resolving it in a logical synthesis. The disputations in which students practised this dialectic were an important part of the curriculum in all faculties. This scholastic method corresponded to the Aristotelian and monastic ideal of the vita contemplativa. From the fourteenth century onwards the universities had to contend with the criticism that, with their scholastic method, they were not concerned with individual human beings and their concrete problems, although their main task was the education of medical doctors, lawyers and careerists in public service. As a result, other institutions of higher education emerged. There were state schools for navigation in Portugal and Spain. Learned private circles and academies started up in Italy before spreading to Erfurt, Cracow and Buda.6 Printing also contributed to breaking the medieval university’s monopoly in the production and dissemination of academic knowledge. HUMANISM AND UNIVERSITY REFORM THROUGH DIALOGUE Just a few decades ago scholars focused on the decline, indeed the comatose state of universities in the Early Modern period. The second volume of our series, which appeared in 1996, destroyed this diagnosis.7 On the contrary, the universities contributed to a very considerable degree to the spread of the ‘scientific revolution’.8 But they no longer did this within the framework of a unified Europe governed hierarchically by universal powers, but in the role of bridgeheads linking intellectual elites across a confessionally and politically divided Europe. The foundations for these bridgeheads were the studia humanitatis, the humaniora, humanit´es, humanidades, umanit`a, that is, a humanist education common to all European states with a shared cultural background. This was the second reform of the universities in Europe, the reformatio of the thirteenth century being the first. Admittedly, in terms of the list of subjects studied, it only differed in the addition of history and Greek together with an emphasis on rhetoric and moral philosophy. But much more important than the difference in the material studied was the difference in the direction of study in all the faculties. Similarly, just as the vertically oriented Gothic cathedrals were replaced by renaissance and baroque churches with their emphasis on the horizontal perspective, so the aim of university study became not so much that of the scholar, who had scaled the tower of the sciences in order to view the world beyond, but rather the gentleman, the honnˆete homme, the enlightened servant and citizen of the state, who educated himself ‘in conversation with the most learned personalities of the past as they imparted to him the best of their thoughts’. It was in these words9 that Descartes committed himself to the principle of the structured dialogue, which the Italian humanists had employed to open up a new access to the classical world.10 For the mathematician Descartes and other scientists, the dialogical structure, which also manifested itself in the style of academic publications, changed not only the educational basis of the European elites, but also the concept of academic research itself. История на университетите в Европа от 1945 до днесИзточник: Кеймбридж Юнивърсити Прес

4. Идеята за висше университетско образование се среща още в Проекто закона за училищата в българското княжество на К. Иречек от 1880 г., който не е утвърден. Педагогическата теория и практика в периода от 1891 до 1909 е хербартианска под влияние на немските университети. През 1888 се открива към I мъжка гимназия в София Висш педагогически курс, който през 1935 се преименува на Софийски университет „Св. Климент Охридски” с три факултета: историко-филологически, физико-математически и юридически. Висшите училища след гимназията се основават нормативно със Закона за народната просвета през 1909 от голям екип специалисти. Законът е един от най-добрите за времето си в Европа и действа с допълнения и изменения до 1948. Откриват се допълнителни педагогически курсове с две годишен срок на следване след завършване на гимназия, както и нови висши училища - горска академия, търговска академия, музикална академия и художествена академия. След 1924 година духът на хербартианството постепенно се измества от теориите за възпитанието като социален феномен, самосъзнанието, саморазвитието, цялостното обучение, педагогическия прагматизъм и дидактическото художество. От 1944 година българската педагогическа теория е подражателно копие на съветската педагогика, без особен стремеж за собствена школа и по-специфично развитие. След 70-те години на XX век български учени акцентират върху логикическия, феноменологичния и трудов подход и експерименталната педагогика. От 1990 година идеологизирането спира реално въздействието си. The idea for higher education emerged as early as 1880 by the Czech historian K. Irechek who proclaimed the Project Law for schools in the Bulgarian principality, which was not immediately attested. The pedagogical theory and practice in the period from 1891 to 1909 was influenced by Herbert’s ideas and the German universities. In 1888 Sofia’s first high school for men hosted the opening of a Higher pedagogical course, which became known in 1935 as the Sofia Uiversity “St. Kliment Ohridski” with three faculties: history and philology; physics and mathematics; and law studies. Higher institutions after high school were normatively established via the Law for public education in 1909 from a large team of specialists. The Law was one of the best at those times in Europe and it was active with additions and amendments until 1948. Additional pedagogical courses were opened with a study duration period of two years following high school graduation, as well as new higher academies namely forest, trade, music and arts. After 1924 the spirit of Herbert’s ideas gradually gave the way to the theories of upbringing as a social phenomenon and self- consciousness, self-development, all-round learning, pedagogical pragmatism and didactic art. From 1944 onwards the Bulgarian pedagogical theory is a mimetic cloning of the Soviet pedagogy without a particular effort for authentic schooling and a more specific development. In the last quarter of XX century Bulgarian scientists focused on the approaches of logic, phenomenon and labor, and the experimental pedagogy. Since 1990 the ideological reality has lost grounds. Начало на университетите в България.Източник: Пламен Радев, История на Българското образование

5. Plovdiv University, named in honor of the Bulgarian historian Paisiy Hilendarski, is the city’s leading cultural and scientific institution. It is the largest institution of higher education in Southern Bulgaria, and the second largest Bulgarian university, after St. Kliment Ohridski University of Sofia. The year 2001 marked the university’s fortieth anniversary. Plovdiv University is built on the foundation laid by the Higher Teacher-Training Institute of Natural and Mathematical Sciences, which opened in July 1961. The Institute was promoted to university status by government decree on 12 January 1972, when it took its present name “Paisiy Hilendarski” Plovdiv University. In 1973 it became the first higher institution in Plovdiv to offer language and literature studies, offering the B.A. degree in Bulgarian Language and Literature and Russian Language and Literature. Soon after, a program in Slavonic Languages and Literature (with Specialization in Czech Language and Literature) was added. A degree in Education was offered for the first time in 1984, Law degree programs were introduced in 1992, and Economics degree programs were launched in 1994. Today the University of Plovdiv is a true university by international standards, since it provides training to students in the four major fields of higher education: natural sciences, humanities, social sciences, and economics. “ Paisiy Hilendarski” Plovdiv University has been institutionally accredited by National Certification and Accreditation Board (Protocol No. 1 of 15 February 2001). Over 7,500 full-time and 5,000 part-time students are enrolled in the programs and courses by the university’s eight faculties. The full-time teaching staff consists of 34 Full Professors, 167 Associate Professors and 360 Assistant Professors. Faculties: Biology, Economics and Social Science, Mathematics and Informatics, Education, Physics, Languages and Literature, Philosophy and History, Chemistry, Law. Plovdiv is the second largest city in Bulgaria and the largest administrative, economic, cultural and scientific center in Southern Bulgaria. It was founded in the 2 nd millennium BC as a Thracian settlement, and has centuries-old cultural and archaeological heritage. The city which is much older than Athens or Rome, treasures its architectural artifacts located in its Old Town. The unique Renaissance atmosphere of Old Plovdiv charms visitors to the city, and the seven hills on which this part of the city is situated have their own special charisma. Пловдивският университет „Паисий Хилендарски" е водеща културна, образователна и научна институция в Република България. Той е най-голямото висше училище в Южна България и второ по големина в страната след Софийския университет „Св. Климент Охридски". Основан е през 1961 година като Висш педагогически институт по природо-математически науки. Обявен е за Университет през 1972 година. Днес Пловдивският университет „Паисий Хилендарски" напълно оправдава и защитава името си на Университет, обучавайки студенти в повече от 60 специалности по природни, хуманитарни, обществени и икономически науки. Университетските сгради са разположени на няколко места в града: Ректорат (в центъра на града - ул. „Цар Асен" 24), Нова сграда (в южната част - бул. „България" 236), сграда на ул. „Костаки Пеев" (в близост до Ректората), сграда на Биологическия факултет (в Стария град, непосредствено до Античния театър). В градовете Смолян и Кърджали са разкрити филиали на Университета. В ПУ "Паисий Хилендарски" работят над 900 преподаватели и служители, от които 550 висококвалифицирани щатни преподаватели - 30 професори, 160 доценти, 360 асистенти. Обучават се над 8000 редовни студенти и около 5000 задочни студенти в 9 факултета, отговарящи на всички изисквания на Закона за висшето образование. Пловдивският университет разполага с библиотека, Университетско издателство, Университетски информационен център, специализирани лаборатории, езикови кабинети, мултимедийни и компютърни зали, Център за дистанционно обучение, Център за кариерно ориентиране, научноизследователско поделение, спортен център, учебен театър, технически центрове, обслужващи и сервизни звена. Университетът поддържа активни международни контакти с почти всички европейски страни, САЩ и страните от Азия и Африка. Участва самостоятелно или съвместно с други европейски университети в програми на Европейския съюз и в американски и швейцарски фондове за научни изследвания. Академичната общност развива отношения и с висши училища от Европа, Русия и Близкия изток. Университетът има официална акредитация (2007 година), която му позволява да провежда обучение във всички образователни степени - "Специалист", "Бакалавър", "Магистър" и "Доктор". История на Пловдивския университетИзточник: www.uni-plovdiv.bg

6. Литературни текстове Литературата е източник на удоволствие и стимул за личностно развитие. Лингвистичната компетентност се обогатява и когато се изучава литература, и когато се използва литературата като източник на художествена информация и примери за подражание и социален живот (Carter, Teaching Literature, 1991). През 1985 година група педагози посочват 102 теми и 140 книги, които би следвало да се изучават в университетите, за да постига всеки обучаем своя потенциал. Сред тях са литературни текстове от Марк Твен и Чарлз Дикенс, част от перениалистката философия на образованието (Радев, Философия на образованието). В системата на науките за образованието подобни списъци с теми и книги се допълват и изменят спрямо метаметодите присъщи на отделните институции, колективи, факултети, преподаватели.

7. And was Mr. Rochester ugly in my eyes? No, reader: gratitude, and many associations, all pleasurable and genial, made his face the object I best liked to see; his presence in a room was more cheering than the brightest fire. Yet I had forgotten his faults: indeed, I could not, for he brought them frequently before me. He was proud, sardonic, harsh to inferiority of every description: in my secret soul I knew that his great kindness to me was balanced by unjust severity to many others. He was moody, too; unaccountably so: I more than once, when sent for to read to him, found him sitting in his library alone, with his head bent on his folded arms; and, when he looked up, a morose, almost a malignant scowl, blackened his features. But I believed that his moodiness, his harshness, and his former faults of morality (I say former, for now he seemed corrected of them) had their source in some cruel cross of fate. I believed he was naturally a man of better tendencies, higher principles, and purer tastes than such as circumstances had developed, education instilled, or destiny encouraged. I thought there were excellent materials in him; though for the present they hung together somewhat spoiled and tangled. I cannot deny that I grieved for his grief, whatever that was, and would have given much to assuage it.” Charlotte Brontë (1816-1855) Смятах ли и сега, че мистър Рочестър е грозен? Не, читателю: чувството на благодарност и много други впечатления – все приятни и хубави – правеха лицето му най-желаното за мен; присъствието му в стаята ме стопляше повече и от най-буйния огън. И все пак не бях забравила неговите недостатъци, а и не можех да ги забравя, зощото той твърде често ги проявяваше пред мен. Беше горд, насмешлив, рязък с всички, които стояха по-долу от него. Дълбоко в душата си аз знаех, че голямата му доброта към мен не му пречи да бъде несправедлив и прекалено строг към много други. Настроението му съвсем без причина се разваляше; неведнъж, когато изпращаше да ме повикат да му чета, го намирах сам в библиотеката, свел глава над скръстените си ръце, и когато вдигнеше поглед към мен, на лицето му виждах мрачно, почти злобно изражение. Но аз вярвах, че лошото настроение, грубостта и миналите му нравствени прегрешения (казвам миналите тъй като в това отношение той сега изглежда се бе поправил) бяха резултат от суровите изпитания на съдбата. Бях убедена в прекрасните му заложби, макар те в момента да ми се струваха притъпени и неразвити. Не мога да отрека, че се измъчвах заради неговата мъка, каквато и да бе тя, и бих дала много, за да я облекча. Превод: Христо Кънев Charlotte Brontë: Jane Eyre

8. In elementary school learners develop many basic reading strategies that they will depend upon throughout their lives. Teachers must work to build a foundation of literacy for their pupils by presenting an assortment of reading opportunities, reading texts and instruction on language and sentence development. By engaging in English lessons teachers teach their pupils reading, listening and spelling skills. Instructions 1. Read picture books in early grades so learners can draw information from the images to enhance the understanding of the text. In early reading development children benefit from the presence of pictures. By looking at the pictures while they read they infer meanings of unknown words. Additionally, pictures often make the text more engaging for younger pupils. 2. Engage students in read-aloud. Students benefit from practicing aloud reading as well as from hearing others engage in aloud reading. When you read aloud with your students do not use round-robin reading, or reading in which the reading responsibilities pass up and down rows. This method of reading has proved to be highly ineffective, according to the Scholastic website. Instead, rotate reading responsibilities randomly or select pupils in an unpredictable order. 3. Study the art of rhyme through the exploration of poems. By presenting engaging poems you can allow learners to enjoy the lyrical nature of language. Read poems aloud with your pupils and make classroom displays featuring poetic selections or engaging tongue twisters. 4. Study the basics of spelling. Spelling instruction is vital in elementary school. During these formative years students learn the basic rules of spelling. Use leveled spelling lists with your students providing continually more difficult words as they advance. 5. Explore parts of speech. By learning the functions of the different parts of speech learners can begin to understand how sentences are formed. Start with simple identification and move toward sentence diagramming activities in which students explore not just the parts of speech but also how words work together to form sentences and paragraphs. 6. Offer opportunities for creative writing. Elementary school pupils are naturally creative. Use this creativity to your advantage by engaging them in creative writing activities. Allow learners to write stories regularly encouraging them to hone their writing skills in an imaginative and enjoyable way. How to Teach English in Primary SchoolИзточник: www.ehow.com/education

9. Now that you know the reasons to become a better listener, here are the best ways to do so. Eye contact — Always direct your visual attention to the person with whom you are conversing or listening. Body language — Always keep your body in attention. If your body is slouched, your attention span may slack and your listening skills may weaken. Responses — When asked, answer questions in complete sentences. Repetition — Repeat specific comments said by the person with whom you are conversing or listening. Gentility — Be kind. People appear to be good listeners when they want to listen to others. If you look like you're listening "just because," then your listening skills will appear less than perfect. Remember, people listen in different ways. If you have been told you are already a strong listener, then perhaps you do not need this guide. However, people can always improve their skills. It is also important to remember not to go overboard with all of the above steps. Sometimes you can appear "too anxious" of a listener and consequently turn people off. How to Be a Better Listener While it may seem simple at first, listening is a difficult and invaluable skill. Some people are better at it than others. Here is a quick breakdown of the importance behind the value of listening and also how to be a better listener. Top 10 reasons listening is important: 1. So you know the right homework to do 2. So you can answer questions when called in class 3. So you remember people's names 4. So you remember the correct facts 5. So you hear "between the lines" 6. So you know where to go — directions 7. Courtesy — it is rude not to listen when someone is speaking directly to you 8. Career advancement — so you focus on a job interview 9. So you do not answer questions off the subject (in school, interviews) 10. Respect—to give everyone the respect he/she deserves at all times. How to be a Better ListenerИзточник: www.ehow.com/education

10. РазговорИзточник: Pair work - Penguin functional English, 1983

11. РазговорИзточник: Pair work - Penguin functional English, 1983

12. Разговор Източник: Oxford New Headway Intermediate Student’s Book, 2010

13. РазговорИзточник: Longman Matters Teacher’s Book, 1997

14. РазговорИзточник: Longman Matters Teacher’s Book, 1997

15. ДиалогИзточник: Longman Matters Teacher’s Book, 1997

16. Диктовка. Системите на ОАЕ са отворени към класическите, новаторските и дидактическите методи на чуждоезиково обучение, включително граматико- преводните практики. Например, в оксфордската система Headway се внедрява метаметод за дидактическо изучаване на модалните глаголи в английския език на ниво „intermediate – междинно” като те се изучават в рамките на две занятия. Първото стартира с диктовка по темата и се продължава към второто занятие с упражнения за модалните глаголи от цялата работната тетрадка. Диктовката има следния формат: Modal Verbs a/ obligation (can, could), strong obligation (must). b/ mild obligation, suggestion or advice (have to, ought to). c/ permission (be allowed to). d/ prohibition (mustn’t). e/ necessity (don’t have to): You can if you want, but it isn’t necessary. f/ making requests (can, could, will, would). g/ making offers (will and shall / should). b/ probability / possibility  must, could, might, can’t + do the infinitive;  must, could, might, can’t + have + done past participle;  must, could, might, can’t + have been doing. c/ asking about possibilities – Do you think they’ve arrived yet? – They may have. Or they might have got stuck in the traffic. d/ weaker probability – might, could, for sure, not so sure. Английска граматика.

17. Тестови задачи. Дидактическо изучаване на английска граматика и лексика се осъществява чрез подготовка на обучаемите да решават тестови задачи като процесът се движи от универсалните тестове в ЧЕО: тестове с множествен избор на отговора, закрит тип с обективни задачи, целеви, открит тип със задачи за попълване, категоризиране и идентификация, есе, контрол на постиженията. Скоростните тестове се решават за придобиване на сертификати, но по възможност не съставляват обучението с комуникативна, профелирана и сугестопедична насоченост. Tests for: Introduction; Revision; Progress; Exams; State exams; TOEFL certificate TOEIC certificate; Cambridge certificates. Английска граматика и лексика.

18. Поправяне на грешки. Преподавателят избира обучаем с добра дикция, предоставя на хартия упражненията с предварително изписани отговори и съответно този обучаем чете на глас пред групата решенията на упражненията като всеки носи отговорност да поправи своите грешки в момента на четенето, а коментарите се минимизират. Преподавателят предоставя отговорите на хартиено или електронно копие за самостоятелна проверка извън клас. При тази дидактическа поправка мотивацията и съответно ефективността обхваща много малък процент от обучаемите в сравнение с първия метод.

19. Английска граматика и лексикаИзточник: Cambridge First Certificate in English 3, 1997 Категоризиране и идентификация. Please, read the texts. Use the word given in capitals at the end of each line to form a word that fits in the space in the same line. There’s an example at the beginning.

20. Paraphrase. 1. Hadn’t we better be getting off? - Wouldn’t it be better to be getting off? 2. The owner of the hotel had it made a couple of years ago. - It was the owner of the hotel who had it made a couple of years ago. 3. Tourists like to have their pictures taken with Bono. - Tourists like their pictures to be taken with Bono. 4. A special submarine will take you to the bottom of the lake. - You will be taken to the bottom of the lake by a special submarine. 5. You may not see Bono but you can take some underwater pictures. - Maybe you won’t see Bono but you can take some underwater pictures. 6. Bono has also been seen lying on the beach. – People have seen Bono lying on the beach, too. 7. Everybody admires her because she is a famous actress. - If she weren’t a famous actress, nobody would admire her. 8. When she entered the room, she realized it was in semi-darkness. - No sooner had she entered the room than she realized it was in semi-darkness. 9. The test was so difficult that the students couldn’t answer most of the questions. - The test was too difficult for the students to be able to answer most of the questions. 10. It seemed that the candles were giving no light so I blew them out. - The candles seemed to be giving no light so I blew them out. Английска граматика и лексикаИзточник: World of English textbook, 2000

21. Слушане и разбиране.Източник: Oxford New Headway Advanced

22. Резюмиране. От не по-малко от три академични статии на английски език на тема “Литература и езиково обучение” студентите резюмираха собствени есета в следния формат: • Основни постулати от статиите. • Твърдения и заключения на авторите. • Лично мнение и допълнителни конкретизации. • A student summary in an essay format: Studying literature in the language classroom is very Important for both students and teachers. The teachers learn from it how to teach, how to make the lessons easier for students to understand, and possibly, acquire language patterns, sentence structures, vocabulary explanations while in class .In my opinion Literature is the basis in ELL throughout the university period beginning as early as pre-school learning days. When children are in the last year of kindergarten, they start learning separate English words, listening to songs with the same words using an approved picture dictionary. When children are in primary school, the fourth year is timely and appropriate for the teacher to read fairy tales so that new words, topics, sentence patterns are gradually and unobtrusively acquired. Examples may often include books like “Seasons”, “Colors”, “Shapes, “Food”, “the Hundred and one Dalmatians”, “Pinocchio”, “the New Adventures of Tom Thumb”, “Tom's Cake and Kate's Lunch”. During the fifth year of primary studies, at least one story should be memorized word by word or in a retell mode by most children in the group. The more talented and willing learners can come up with a parallel mono-or/and- multi-stage plot performances. Literature stories are being read in class first in English and then in the native-speakers’ language switching between the two all the time, thus learning from the speech flow. When children go to school and begin reading and writing there is no better way than literature to help them learn. They get confidence in reading on their own or in groups with other children. They also learn how to judge and make comments about the text they read. Furthermore, learners are exposed to issues like death, friendship, responsibility, power and domination, which can heighten their sensitivity and help them in the process and growing up and taking responsibilities. Last but not lease, sharing some stories’ laughter and humor amongst the group is an advantage, too.

23. Относно резюмирането. A similar recent study has been conducted by Cambridge University Press and was titled “A genre-based approach to teaching EFL summary writing”. The study utilizes a pre-test/post-test assessment to investigate the instructional efficacy of a genre-based approach to teaching summary writing. Forty-one EFL university students in Taiwan were asked before and after the instruction to summarize a simplified version of The Adventures of Tom Sawyer in a maximum of 500 words. All the students’ summaries on the pre- and post-tests were evaluated against content, organization, vocabulary, and language use. The statistical results showed that such an approach was effective in improving students’ overall summarization performance of a narrative source text and that the students benefited to a greater extent in content and organization than in vocabulary and language use. The results were also supported by the students’ interview comments.

24. Език в съдържанието - НУПЧЕ. A student summary in CBL and essay format Seemingly the most difficult teacher attempt is to make the children like the foreign language taught in the classroom. The first thing on the time schedule is the alphabet followed up by some short common words that are being pronounced and spelled out, too. After a few lessons, theoretically, the teacher can introduce a literature story. Literature helps a lot because there are pictures as the story goes. Additionally, by translating sentence by sentence the children can learn words easier and more quickly. The books that a teacher reads can be fairy tales or short stories about family and the environment. Such stories are interesting for the group, not distracting any child’s mind so easily into something else. Last but not least, by reading an interesting book learners can not only acquire the foreign language but also important issues in relation to their own lives such as love, forgiveness, responsibility and more to-be-encountered instances on the way to growing up. Reading a book is always useful because learners gain much more experience from it than simply the structure and meanings of the foreign language itself. In my opinion, when the teacher reads a story he or she can keep the student’s interest alive by suggesting that they should change any plot and story elements, of course, in the language being taught.

25. Език в съдържанието - НУПЧЕ. A student summary in an essay format: There is a difference between younger and older learners - older learners have more mature brains than younger ones and in many cases they can learn easily and faster than children. The similarities are situational because both young and old learners are involved in the process and stage of education facing difficulties in learning new things. In ELT there are groups for specific ages, the young students are in groups with young students and the older with older peers. The teachers are focusing on three areas: writing where they teach how to write in English, speaking where they teach how to say and pronounce the words correctly, and grammar practice of learning word formation and sentence structures. Teaching a different subject such as Mathematics would only alter the learned content - i.e. understanding and writing numbers instead of words. My personal opinion is in concord with the contemporary theoretical conclusions that teachers must always do their best to correctly teach everyone who is willing to learn despite his or her age, of course, and every time must pay attention and help each student who has a problem propelling his or her chances to understand better and faster.

26. Език в съдържанието - НУПЧЕ. A student summary in CBL format: A contemporary didactic learning game for children at pre-school age, recently approved by theorists and teachers in Bulgaria, includes twelve illustrated paper cards. One child draws a card without showing it to the others as he or she stands in front of the team and tries to imitate the illustrated thing or activity by means of gestures, imitations, sounds that correspond to the action, animal or object shown on the card. The teacher may show no more than three cards at the same time as a hint, so the children can recognize which of the three choices is the right one through a multiple-choice-answer method. Here are nine activity categories: • Sports activities – (1) swimming; (2) skiing (3) tennis (4) table tennis (5) basketball (6) volleyball (7) soccer (8) handball (9) boxing (10) aerobics (11) yoga (12) billiards. • Favorite activities - (1) singing; (2) dancing (3) smiling (4) crying (5) jumping (6) waiting (7) talking (8) talking on the phone (9) reading (10) sitting (11) writing (12) shopping. • Home activities - (1) watching TV; (2) cooking ; (3) cleaning; (4) washing the dishes; (5) talking on the phone ;(6) taking out the rubbish; (7) checking the mailbox; (8) playing computer games; (9) exercising; (10) dancing ;(11) reading ;(12) sleeping. • Animals – (1) elephant; (2) camel; (3) frog; (4) fish; (5) tiger; (6) lion; (7) bear; (8) mouse; (9) snake; (10) butterfly; (11) flea; (12) mosquito. • Sounds - (1) scream ; (2) mew; (3) snore; (4) neigh; (5) whistle; (6) sniff; (7) snort; (8) hum; (9) buzz; (10) (11) (12) • Flowers - (1) rose ; (2) violet; (3) daisy; (4) daffodil; (5) yellow daffodil; (6) snowdrop; (7) tulip; (8) Chrysanthemum; (9) geranium; • Plants - (1) grass ; (2) rye; (3) clover; (4) sycamore; (5) cactus; (6) box tree; (7) weed; (8) bush; (9) tree; (10) oleander; (11) linden (12) rubber plant • Vegetables - (1) dock ; (2) spinach; (3) lettuce; (4) cabbage; (5) bean; (6) fresh beans; (7) parsley; (8) dill; (9) garlic; (10) onions; (11) peppers (12) mushrooms. • Fruits – (1) pears ; (2) apples; (3) banana; (4) orange; (5) lemon; (6) peaches; (7) apricots; (8) melon; (9) watermelon; (10) pineapple; (11) grapes; (12) figs. The described game is flexible because the vocabulary items can be easily changed with new ones, thus letting every child acquire knowledge of new words, memorize and develop his or her cognitive capacity in time.

27. Език в съдържанието - НУПЧЕ. A student summary in CBL format: The human body consists of the head, neck, arms, trunk and legs. The head consists of the hair, eyes, ears, nose, lips, cheeks, mouth chin and the mind. The trunk consists of the shoulders, the chest, the breasts, abdomen, and the legs consist of thighs, knees, ankles and feet. The head consists of the hair, eyes, ears, nose, lips, cheek, mouth, chin and the mind. The trunk consists of the shoulders, chest, breasts and abdomen. The legs consist of knees, ankles and feet. Additionally, the human body has some systems, which keep all body functions going. Some of them are the musculoskeletal , cardiovascular, nervous, digestive, endocrine, urinary, immune and reproductive systems. Constituents of the human body are also the oxygen, carbon, hydrogen, nitrogen, calcium, phosphorus, potassium. All are very important for a perfect body operation. The heart is the most vital organ in human bodies. First of all, it is a muscular organ that provides continuous blood circulation through the cardiac cycle. The heart is divided into four main chambers – the two upper chambers are called the left and right atrium, while the two lower chambers are called the right and the left ventricle. There is a thick wall of muscle separating the right side from the left side of the heart, called the septum. Given normal heart beats, the right ventricle pumps the same amount of blood into the lungs that the left ventricle pumps out into the body. The lungs make for vital organs in the human body, too. As an essential respiration organ, the lungs’ principal function is to transport oxygen into the bloodstream, and to release carbon dioxide from the bloodstream. The exchange of gases is accomplished in the mosaic of specialized cells that form millions of tiny and exceptionally thin –walled air sacs, called alveoli. Furthermore, the kidneys serve several essential regulatory roles in the human body. They are essential in the urinary system and also serve homeostatic functions such as the regulation of electrolytes, maintenance of acid-base balance, and regulation of blood pressure. The kidneys serve the body as natural filter s of the blood and remove wastes, which are diverted to the urinary bladder. In producing urine, the kidneys excrete wastes such as urea and ammonium, and they are also responsible for the reabsorbation of water, glucose and amino acids. The kidneys also produce hormones including calcitriol erythropoietin, and the enzyme renin. There are some more vital organs that help the body functions. Metaphorically speaking, the human body is “a machine” that doctors can fix but only God can create.

28. Език в съдържанието – Advanced English. Managing human crises There are customized tests verified for several decades to measure the impact of life events in humans’ living pace and happiness levels, namely the Social Readjustment Rating Scale (SRRS) devised by Thomas Holmes and Richard Rahe and the Life Experiences Survey (LES) by Irwin Sarason and colleagues. Both scales are responsive to the general adaptation syndrome that involves several stages: alarm, resistance, exhaustion, reflection, impact estimation, learned motivation, need for achievement. Personal readjustment is required as a result of both positive and negative common life events and changes that are systematically listed by psychologists. Hypotheses are based on the assumption that any major change in regular-pace life and routines is stressful, but often, too, clinically consequent to existing illness rather than the causes. The change in living conditions may cause emotional reactions, for instance, just as readily as the birth of a much-wanted child or trouble with in-laws. High levels of stress are linked not only to heart disease but also to the onset of many other body-and-mind disorders, including alcoholism, diabetes, pneumonia, tuberculosis, stomach and intestinal problems, and a variety of minor ailments, such as chronic headaches and flu. Some psychologists have criticized the activity of designing scales, however, on the assumption that ways of managing stress vary to the spectrum of human personalities, in addition to the social surroundings. Some techniques approved by scientists during the 20th century involve the use of biofeedback to exert conscious control over internal process, the use of positive imaginary , cognitive and meditation therapies, and regular vigorous exercise. Source: Psychology, 3rd edition, 1981 by Alfred A. Knopf, Inc. Source: Psychology

29. Език в съдържанието – Advanced English. The Geography of the World Economy The period of industrialization brought a series of technical innovations, such as the flying shuttle, the steam engine, the cotton gin. Britain was the first to construct a complete railway system, and soon it began to build railways in countries all over the world. After 1850 the part of the means of production exported was constantly growing. The lack of regulation together with the desire to make profit led to difficulties in estimating production, lower prices of goods and, simultaneously, unraveled untapped economic kernels, diversity of tastes and social awareness. The new and more urbanized population was marked by social mobility: everyone could climb up if they were lucky to earn much money. The Second World War resulted in a round of destruction and dislocation. The total loss of life in Europe was 42 million, two-thirds of which were civilian casualties. After the war, the political cleavage between eastern and western Europe resulted in changes of the European economic geography. There was an imposition of what Winston Churchill called the “Iron Curtain” along the western frontier of Soviet-dominated territory. National economies developed the characteristics of “organized capitalism” portending growth of the world economy based on difference and partial homogenization. Throughout Europe the term “organized” meant concentration of industry, increasing inter-articulation of banks, industry and the state, the formation of cartels, the development of national trade union organizations, working-class political parties and the welfare sate. The characteristics of organized capitalism came to be woven into the urban and regional landscapes of the core regions rather unevenly. Strong technological innovation was driven by strong competitiveness between industrialized nation-states as well as steady demands for tech solutions from less developed countries, the Soviet Union and Eastern Europe. Studies of pre-industrial development of nations and the periods thereafter have verified the fact that the modern world economy is an open system that evolves over time with a consideration of the local variability of regions. The evolution of the world economy has followed a number of long-term cyclical fluctuations that correlate highly with the emergence of distinctive technological systems and changes in the modes of regulation. There have been two phases so far and now the world economy appears to be entering a third. The earliest phase, of competitive capitalism, lasted from the eighteenth century until the end of the nineteenth. The second phase, of organized capitalism based upon close coordination between business, government and labor, dominated throughout much of the twentieth century. Recently this mode of political-economic organization has begun to be replaced By a disorganized (advanced) capitalism in which the geographical coincidence between production and consumption that characterized the previous phase has started to unravel. and capital, The end of geography is nowhere in sight. The characteristics of today’s economic shifts seem uneven for yet another epoch, yet to be elaborated. The patent paths of today’s economic growth implement a round of significant programs of aid alongside with radical budget savings implementations. Survival and discontent ratios rise in direct ratio to illegalities such as the grey economic sectors, smuggling, money laundering and movement of people, goods including retirement installments. Source: The Geography of the World Economy, 4th edition, 2003