МАРК РЕГНЕРУС ДОСЛІДЖЕННЯ: Наскільки відрізняються діти, які виросли в одностатевих союзах
РЕЗОЛЮЦІЯ: Громадського обговорення навчальної програми статевого виховання ЧОМУ ФОНД ОЛЕНИ ПІНЧУК І МОЗ УКРАЇНИ ПРОПАГУЮТЬ "СЕКСУАЛЬНІ УРОКИ" ЕКЗИСТЕНЦІЙНО-ПСИХОЛОГІЧНІ ОСНОВИ ПОРУШЕННЯ СТАТЕВОЇ ІДЕНТИЧНОСТІ ПІДЛІТКІВ Батьківський, громадянський рух в Україні закликає МОН зупинити тотальну сексуалізацію дітей і підлітків Відкрите звернення Міністру освіти й науки України - Гриневич Лілії Михайлівні Представництво українського жіноцтва в ООН: низький рівень культури спілкування в соціальних мережах Гендерна антидискримінаційна експертиза може зробити нас моральними рабами ЛІВИЙ МАРКСИЗМ У НОВИХ ПІДРУЧНИКАХ ДЛЯ ШКОЛЯРІВ ВІДКРИТА ЗАЯВА на підтримку позиції Ганни Турчинової та права кожної людини на свободу думки, світогляду та вираження поглядів Контакти
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Paolo is talking to his teacher about some techniques to help him assess his progress in learning English.Teacher:Paulo, you’ve been trying out some self-assessment techniques. How have things been working out? Paulo:Good, I think. It’s been useful. Teacher:The first thing you decided to do was the learner diary. Paulo:Yes. At the end of each day I write everything down in my diary. I write what we do in class. Then I write about my feelings: If I enjoy activities or find them boring. This part was difficult for me. Teacher:Why? Paulo:I felt unable to write anything negative. Everything was «good» at first. Teacher:But nobody needs to read your diary, Paulo. You can write anything. Paulo:Well, a few days ago I had an awful class. It was hot, I was tired, the grammar was difficult. I wrote exactly what I thought in my diary. Teacher:And did you reflect on this? Paulo:Yes. Teacher:And? Paulo:The same thing happened a few times. I realised that it usually happened in the reading classes. One of my problems was «time». I felt rushed. Teacher:So what are your conclusions? Paulo:I spoke to the teacher about it. He thought I needed to practise my reading skills to try to read faster. I don’t read much at all. So I think he had a point. Teacher:Have you done anything about this? Paulo:I've started reading the newspaper every morning. I time myself and see how quickly I can get the information. It works. Teacher:Have you noticed a difference in class? Paulo:I’ve got a reading class today. I’ll tell you later! Teacher and Paulo (laugh): Teacher:And the “progress cards”. Have you been using them? Paulo:Yes, they’re great. Teacher:Good. Why? Paulo:They don’t take up too much time. And, Teacher:Yes? Paulo:They work. I prepared one yesterday before my Speaking class. The teacher helped me. I wrote three things in the first column; Listen and understand a news programme, listen and understand a list of ten numbers and write a dictation with less than five mistakes. Teacher:How did it go? Paulo(laughing): Well, I ticked all three things in my column before the class. I was convinced I could do it. I’m good at listening. After the class, I had to tick number one and number three and put a cross by number two. Teacher:The numbers? Paulo:Yes, I got four wrong! But the cards worked. Teacher:Yes? Paulo:Well, I was surprised about the numbers. I'd expected to have three ticks. I wasn’t happy about the cross. I asked the teacher how I could improve things and he had an idea. Teacher:Yes? Paulo:To listen to the business news on the radio. They talk about numbers a lot. I listen and write down the numbers. It’s useful. Teacher:So the cards helped you to identify a weak point. Paulo:Exactly. A weak point that won’t exist soon! Teacher:You sound determined! Paulo:I am! Teacher:What about the recordings? Have you taped yourself speaking? Paulo:Now that was embarrassing – (fade out).
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