What are the advantages and disadvantages of such schools

Maria Montessori is not (0) ..primarily (primary) remembered for being Italy's first woman to graduate in medicine, although this was the first of her many significant (1) … (accomplish). Montessori went on to become one of the leading (2) … (educate) of the twentieth century. She worked with 3) … (mental) disabled children at the beginning of the century, and in 1907 opened her first school for children of "normal" (4) … (intelligent). What made her approach unique was her (5) … (believe) that children learn more if their (6) … (create) talents are encouraged to develop. Individual, rather than cooperative, learning was stressed. Montessori used (7) … (interest) objects to capture the (8) … (attend) of her pupils.

They were allowed to work on their own, exploring and discovering new ideas at their own pace. (9) … (surprise), Montessori's schoolchildren did not become (10) … (bore) very easily, and undisciplined children became much better behaved. Today, there are schools all over the world which bear Maria Montessori's name and use her methods.

2. Answer the questions:

1. What helped Maria Montessori to become a leading educator?

2. Why was her approach unique?

3. What methods of teaching did she use in her work?

4. How did she manage to change children for the better?

5. Find Maria Montessori’s characteristics as a highly qualified teacher?

ignorant -

despair -

destroy -

to miss -

to have a fun -

disciplined -

worse -

How do we know what is going on in the world around us? There are five main senses that help us enjoy the world. These are the senses of seeing, hearing, smelling, touching and taste.

With eyes we can see pictures, read words. We can see flowers and birds, the sun and the moon and the stars. We can see our dearest and nearest.

With ears we can hear our own voice and the voices of others. We can hear music that makes us feel happy or sad.

We are able to distinguish sweet from bitter, sour from fresh 'with our tongue.

With the nose we can smell good food cooking. We can smell flowers. And with the sense of touch one can find out if things are hot or cold.

We also have other kinds of senses. Deep inside the body are nerves that tell us of the body needs. For example, we have a sense of hunger and thirst. These two senses let us know when it is time to eat and drink.

And we have a muscle sense that helps us compare the weight of two objects. If we lift two boxes of the same size, the muscle sense tells us which box is heavier than the other. The muscle sense also helps us control body movements. The muscle sense helps us walk or ride a bike without looking at our legs.

The muscle sense along with the sense of direction, helps us know which way is left and right, up and down, backward and forward.

One more sense we have is the sense of balance. In the inner ear are some hollow loops that are filled with liquid. The loops are called semicircular canals. They help us keep the balance when we walk, stand, or sit. When we twirl around, we shake up the liquid in the semicircular canals and then we feel dizzy and unsteady.

1. Answer the following questions.

1. How do your five main senses help you?

2. What can your senses tell you about objects?

3. What can you see with your eyes?

4. What things do you like to hear? What things do
you not like to hear?

5. What things taste sweet? Sour? Salty? Bitter?

6. What do you especially like to smell?

7. How do other senses help protect you?

8. What part of the ear helps you keep your balance?

2. Translate.

1. Наш язик відрізняє солодке від гіркого, прокисше від свіжого.

2. За допомогою дотику ми можемо визначити холодний предмет або гарячий.

3. Почуття голоду або спраги подає нам сигнал про те, що настав час поїсти або попити що-небудь.

4. Якщо ми піднімаємо однакові за розміром коробки, напруга наших м'язів показує нам, яка з коробок важче.

5. Коли ми кружляємося, ми струшуємо рідину, що знаходиться в напівкружних каналах, і тому почуваємо запаморочення і нестійкість.

Everybody likes music: some people enjoy classical music, others are fond of pop music. For some of them, music is a voice for their thoughts and feelings. For others, it's a harmless way to relax and have fun. So many people, so many opinions; you can sometimes understand better the inner world of a person when you speak on many different subjects, but that can take time. So music can be a shorthand way to see if that person or your friend shares your values or not.

Suppose that a friend of yours says the following about pop music:

1."I don't understand why some people take music so seriously. I've got friends who are like that. They criticize new records − analyse what lyrics mean – argue about which songs are better than others... it drives me crazy! Why can't they just relax and have fun?"

2. "For me, pop is a kind of global language. A really unusual, exciting one too. It cuts across all the barriers − age, colour, class, sex, religion and brings people together. I think that's why everyone likes it so much. It's a way of sharing all our hopes and fears."

3. "I don't listen to much rock and pop these days, І prefer classical music. Why? Well pop has lost its direction, I think. Everything's controlled by Machines and technology. Ten or twenty years ago there were real artists writing real songs − now all you get is synthesizers and dance music. It's like everything sounds the same."

4. "I think pop music is better today than ever before. There are stars from all over the world − lots of different styles and images – it's great! Yes, of course there's a lot of rubbish, too, but so what? There always was and there always will be. What you have to do is choose, not complain. Pop's like a big fun-fair. If уоu can't have a good time it's nobody's fault but yours.

What words would you say to reply?

Whose opinion can you share?

1. Answer the following questions.

1. What do you think about pop music?

2. Is it an important art form?

3. Does music play any role in your life?

4. Does it influence your feelings or mood?

5. What's your way to relax and have fun?

6. Can you play any musical instrument?

7. Have you ever dreamed of becoming a pop star?

8. What kind of pop music do you prefer?

9. What group do you like? What group are you a fan of?

10. Is it fun to be a fan, or is it a serious matter?

11. Are there any fans among your friends?

1. Я не розумію, чому деякі люди занадто серйозно відносяться до музики.

2. Навіщо сперечатися, чиї пісні краще? Можна просто розслабитися і насолоджуватися музикою або не слухати ]її зовсім.

3. Поп-музика – це грандіозно! Вона руйнує всі бар'єри і поєднує людей.

4. Я віддаю перевагу класичній музиці. Я вважаю, що поп-музика в тупику. Вона цілком у владі нової техніки. Років двадцять тому назад були справжні співаки, а тепер лише синтезатори і танцювальна музика.

5. А я вважаю, що сміття в поп-музиці, звичайно, багато, але і зірок теж чимало. Це справа вибору.

If you took a doctor from the 19th century and put her in a modern operating theatre, she would have no idea what to do, but if you put a teacher from the 19th century into a modern classroom she would be able to carry on teaching without pause. The idea remains that students are empty containers which the teacher fills with knowledge, and that all students have to do is listen and write.

Education consultant Alyce Miller says: "This approach does not work in today's changing world. We are not teaching creative problem-solving. We encourage competition, believing that this brings out the best in people." But this is not so. She goes on to say that the teacher's role is no longer to feed students with information. "The facts are available in libraries, on CD ROMS and on the Internet. What students need are the skills to find this information, to use it and to think creatively in order to solve the problems of our world."

Miller believes that cooperative learning is the future of education and thinks of it as the best way to encourage responsibility, tolerance and helpfulness towards others.

In cooperative learning classes, the traditional classroom physical layout is abandoned. Pupils learn to work first in pairs, then in threes, and finally in teams of four. Students are required to participate actively in discussing and shaping their own knowledge. The teacher, who is still very important to the process, becomes the helper rather than the master.

Aarnout Brombacher, head of the mathematics department at Westerford High School, says: "The incorrect assumption that many people make about cooperative learning is that it is merely group work. It is much, much more. With this technique, most of the time in the classroom is spent teaching them these skills – life skills."

Brett Melville, a 17-year-old pupil at the school, agrees. "You learn the same material as you would using the normal method, but this way you learn how to work with others at the same time. In our class, we are given enough time to discuss issues and problems in detail."

One teacher, Lynne Gedye, has been using cooperative learning in her classes for two years. She says, "This year we have several pupils in the class who can hardly speak a word of English. I was tearing my hair out, wondering what to do, but I need not have worried. The children's response was amazing.

All in all, it seems that cooperative learning turns the classroom from a competitive arena into a place where learning facts and life skills is both more fun and more effective for pupils and teachers alike.

1. Find in the text words and word combinations characterizing cooperation and professional qualities of the people.

2. Is it true or false?

1. The concept of cooperative learning is alien to all of us who were taught the traditional way, but it offers our children the adventure of finding their own answers. Prove.

2. If you took a doctor from the 19th century and put her in a modern operating theatre, she would" have no idea what to do, but if you put a teacher from the 19th century into a modern classroom she would be able to carry on teaching without pause. Give your reasons.

3. Cooperative learning is the future of education and thinks of it as the best way to encourage responsibility, tolerance and helpfulness towards others. Comment on this statement.

4. Cooperative learning turns the classroom from a competitive arena into a place where learning facts and life skills is both more fun and more effective for pupils and teachers alike. Prove.

3. Explain what it means.

1. The teacher's role is no longer to feed students with information.

2. The teacher, who is still very important to the process, becomes the helper rather than the process, becomes the helper rather than the master.

3. You learn the same material as you would using the normal method, but this way you learn how to work with others at the same time.

4. Children do not sit in straight rows of desks facing the teacher, but rather face one another to make it easier to share ideas.

5. Teaching methods have hardly changed in one hundred years.

6. Good relationships are the key to effective learning.

4. Express the idea of the story using proverbs. Argue the choice.
OLEKSANDR MURASHKO

(1875-1919)

Painter, educator, public figure

Oleksandr Murashko originated from an artistic family. His father ran an iconpainting studio and participated in decorating St. Volodymyr Cathedral in Kyiv; his uncle, Mykola Murashko, was a painter and a reputed educator, the founder of Kyiv Drawing School. The school was the place of Oleksandr Murashko's initial training, which he continued at I.Repin's class of St. Petersburg Academy of Art. For his graduation work, Funeral of the Kish Otaman, Murashko was awarded the artist's degree and the right to travel abroad. He visited Paris, and later studied in Munich at A. Aschbe's studio.

O.Murashko's works, starting from the earliest ones, displayed shrill observational skill, artistry, and bright decorative pattern. The young painter skilfully applied techniques he learned from I. Repin, at the same time practising the contemporary European artistic trends.

His portraits attract with the diversity of expressive techniques, original compositional solutions, wide use of colour planes and light reflexes. Sunlight radiates almost from every portrait. The critics called the light the Murashko's special.

O.Murashko gained European recognition in the 1910 s. The picture Carrousel sent to the 10th International Art Show in Munich in 1909 was a sensation and won a gold medal. Since then, O.Murashko's name became known to artistic circles of different countries, and his works, exposed in Venice, Berlin, Dusseldorf and Cologne, were acquired by European galleries and private collectors. With the artist's every new canvas his skill advanced, his strokes became freer and more energetic, his colours richer and clearer, and his compositions more refined and expressive. His works Peasant Family; Washer-woman, and Flower Sellers were the masterpieces of Ukrainian painting.

Seeking to increase significance of Kyiv as a centre of culture and to stir up its artistic life, Murashko initiated the establishment of the Kyiv Artists' Fellowship in 1916 and of the Ukrainian Academy of Art in 1918, and opened his own training studio. O. Murashko tragically died at the peak of his creative performance. The Self-Portrait, one of the painter's latest works (1918), was an exquisite piece of artistic excellence, artistry and inspiration.

1. Oleksandr Murashko originated from an artistic family.

2. His father participated in decorating St.Sophia Cathedral in Kyiv.

3. His uncle was the founder of St.Petersburg Academy of Art.

4. O.Murashko was awarded the artist's degree at Paris Academy of Art.

5. He gained world recognition in 1909.

6. His picture Carrousel won a prize at the International Art Show.

7. His works were exposed in different countries including America.

8. O.Murashko initiated the establishment of the Ukrainian Gallery of Art.

9. He died tragically at the decline of his creative performance.

10. His latest work was Flower Sellers.

2. Choose the words to complete the sentences.

refined, colour, diversity, artistic, compositional, decorative, sunlight

1. O. Murashko's works display bright... pattern.

2. His portraits attract with the ... of expressive technique.

3. They are original in ... solutions.

4. O. Murashko was good at using ... and light.

5. His paintings are full of... which outlines faces with warm glow.

6. They are ... and expressive.

7. The Self-portrait is an exquisite piece of ... excellence and aspiration.

3. Find the English equivalents in the text.

мистецька родина звання художника

іконописна майстерня мистецькі кола

рисувальна школа шедевр

початкова освіта навчальна студія

4. Define the base word of each of the following words.

originate earliest energetic training

artistic refined expressive joyfully

decorating skilfully painting graduation

painter practising creative recognition

educator diversity tragically performance

1. Murashko's formation as a painter.

2. Murashko's artistic works.

3. European recognition of the painter.

Platon Maiboroda went down in the history of Ukrainian musical culture as an artist of unsurpassed talent, eminent composer, author of songs, person of steadfast artistic and aesthetic principles. His music is a whole epoch of revival and flourishing of the Ukrainian song in the postwar time.

The classic of the Ukrainian song was born into a peasant family on the farm of Pelekhivschyna (now Poltava oblast). The father of the future composer (later subjected to reprisals) left for Zaporizhia to escape the famine, where Platon later joined him. There he finished a secondary school and worked at a factory. In 1936, he entered Kyiv music school and in 1938 – Kyiv State Conservatoire (class of L.Revutsky). The stormy war years did not pass by P.Maiboroda: he stopped studying at the Conservatoire and went to the front as a volunteer. After the war the composer's talent was concentrated on creating music.

P.Maiboroda's songs touch the innermost strings of a soul in a miraculous manner. The composer's legacy is a profoundly national phenomenon. Its sources are not only in folk songs, but, primarily, in the old national spiritual tradition.

The inimitable Maiboroda style is a flare of revelation, boundless melodiousness and openness of melody that flies "from heart to heart." A character of a Mother to which a composer gave a true devotional sounding became the composer's invention in song genre. The song Kyiv Waltz; We 'II go Where Grasses Are Bent; Song of the Teacher; Footpath, created in collaboration with the poet A. Malyshko, have really become classical song music independent of transitory fashion. They brought P. Maiboroda worldwide recognition. A prominent place among them is occupied by the song My Dear Mother (Song of the Embroidered Towel). Today it sounds all over the world as a symbol of Ukraine.

The composer possessed a unique gift of generalising melody and intonation. Apart from songs, choirs and solos these features are inherent in P. Maiboroda's vocal creations and symphonies.

The composer spared no effort to carry out cultural and educational activities on a large scale, giving concerts and organising meetings in various corners of Ukraine and beyond its borders. P. Maiboroda's selfless labour in this field continued traditions of the famous Lysenko choir tours round Ukraine.

Platon Maiboroda was Chairman of the Arts Section of the Ukrainian Society for Protection of Monuments of History and Culture.

People's Artist of the USSR (1979), Laureate of the State Prize of the USSR (1950), he was the first, among composers, winner of the State T.Shevchenko Prize of Ukraine (1962).

Glossary

teadfast – непохитний, devotional sounding – молитовне звучання, artistic – художній, subjected to reprisals – репресований, farm – хутір, flare of revelation – спалах одкровення, innermost – найпотаємніший, transitory fashion – скороминуща мода.

1. Choose the correct completion.

1. Platon Maiboroda was born-into a peasant family in Zaporizhia region / in Poltava region / in Kyiv region.

2. The family moved to Zaporizhia to escape the famine / to join their grandparents / to give their son musical education.

3. Platon Maiboroda finished a music school in Zaporizhia / in Poltava / in Kyiv.

4. He stopped studying at the Conservatoire and went to work at a factory / went abroad / went to the front.

5. Platon Maiboroda went down in the history of Ukrainian musical culture as a song composer and poet / a composer and teacher / a composer, a cultural and public figure.

6. He created songs, choirs and symphonies / songs, solos and romances / songs, operas and vocal creations.

7. His songs are dedicated to the philosophy of transitory fashion / the philosophy of beauty and hope / the philosophy of nature and society.

8. The sources of his talent are primarily in the national classical music / in folk songs and romances / in the old national spiritual traditions.

9. One of the composer's songs has become a symbol of Ukraine. It is My dear Mother/ Kyiv waltz / Footpath.

10. Platon Maiboroda was People's Artist of the USSR / Laureate of the State Prize of Ukraine / Winner of the State T.Shevchenko Prize of the USSR.

2. Answer the choice-questions.

1. Did P. Maiboroda go to the front at the call or as a volunteer?

2. Did he create his music in the postwar or prewar time?

3. Is the composer's music his personal or national phenomenon?

4. Was a character of a Mother P.Maiboroda's or A.Malyshko's invention in song genre?

5. Did the composer's songs bring him nationwide or worldwide recognition?

митець неповторного таланту буремні роки

вишиваний рушник докласти багато зусиль

унікальний дар духовна традиція

просвітницька діяльність образ Матері

подвижницька праця неповторний стиль

за межами України всесвітнє визнання

4. Odd one out.

Artist, composer, author, person.

Frequent, miraculous, beautiful, unique.

Songs, romances, symphonies, solos.

Exactly, stormy, primarily, profoundly.

School, choir, factory, conservatoire.

Eminent, unsurpassed, inimitable, separate.

Effort, labour, gift, work.

The composer's long legacy.

Platon Maiboroda as the classic of Ukrainian music of the 20th century.

The main events of the composer's life.