September 2014

Issue VI

MODERN TRENDS AND

RESOURCES FOR TEACHERS OF
FOREIGN LANGUAGES
Journal

Published by

American Councils Moldova

Message from the editing team

Dear readers,
We are proud to present the sixth edition of the American
Councils Moldova Teacher Journal. Conceived in 2013 to celebrate
our 20th anniversary in Moldova and offer Moldovan teachers and
university professors the opportunity to learn from our expertise, in
2014 the publication aims to connect educators around the world and
publish methodology articles and lesson plans on a variety of issues.
The Journal is designed to serve as a practice-oriented quarterly
publication for all those involved in the field of teaching English as a
foreign language devoted to publishing practical papers in various
aspects, fields and scope of the English Language, such as but not
limited to teaching and learning English as a Foreign Language (EFL).
It encourages a variety of practical cross-disciplinary interests,
especially in the following areas: psychology and sociology of
language learning and teaching, testing and evaluation, professional
preparation, curriculum design and development, instructional
methods, materials, and techniques and professional standards.
We are grateful to all authors who contributed original content to
the sixth edition to be published in 2014. We value your expertise and
hope that the electronic version of the publication will keep you
informed of the most recent developments in the field of teaching
modern languages.
Kindest regards,
Journal Editing Committee
Daniela Munca-Aftenev
Marina Chirnitcaia

Inside this issue:

Corina CEBAN
Engaging students with technology.....4
Dumitru MELENCIUC
The Synchronic and diachronic social-linguistic
modification of lexical units in closely and distantly
related languages..7
Ina VERETINA-CHIRIAC
Learning strategy training, cooperative learning and
multiple intelligences....12
Ina VERETINA-CHIRIAC
Two different approaches of a classroom interaction..15
Nataliya BOZHOK
The importance of the basic principles of rational emotive
behavioral therapy in the educational process..17
Liudmila VLASENKO, Nataliya BOZHOK
Advantages and disadvantages of distance learning..20
Oxana BASHIROV
The audio-lingual method in teaching English..25
Oxana BASHIROV
Communicative approach to language teaching.29
Irina POMAZANOVSCHI
Lesson Plan: Semasiology: the power of words..33
Liliana NEDERITA
Lesson Plan: Famous People from English Speaking
Countries...36
Liliana NEDERITA
Lesson Plan: Health Hazards Web Quest...46

ENGAGING STUDENTS WITH TECHNOLOGY

Corina CEBAN
Superior didactic degree
Vasile Alecsandri Lyceum, Bli
Republic of Moldova
Teachers have a lot to do with their students' motivational level. A student may arrive in class with a certain
degree of motivation. But the teacher's behavior and teaching style, the structure of the course, the nature of the
assignments and informal interactions with students all have a large effect on student motivation.
First of all, its important to clear the air by dispelling a fallacy: More technology does not, necessarily makes
a better class. However, the Internet is, increasingly, how the world communicates information and ideas; ignoring
that shift is tantamount to rejecting books as inferior to storytelling. But when we do introduce new technology into a
class, it is very important to always consider, as we always do regardless of the tool or activity or assigned reading,
whether that tech is truly necessary.
Key words: technology, blogs, web tools, motivation, assignment.

THINGS YOU SHOULD KNOW ABOUT BLOGS

What is it?

Where did blogs

come from?

Whos doing it?

How does it work?

A bloga shorthand term that means Web logis an online, chronological

collection of personal commentary and links. Easy to create and use from
anywhere with an Internet connection, blogs are a form of Internet publishing
that has become an established communications tool. Blogs may be updated on a
regular basis by their author. They can contain information related to a specific
topic. In some cases blogs are used as daily diaries about people's personal lives,
political views, or even as social commentaries.
The roots of blogging can be traced back to the mid 1990's. Who the very first
blogger was is actually unclear, as the art of blogging did not really take hold
until 1999. The original "weblogs" were link-driven sites with personal
commentaries. The very first blogs were human guided Internet web tours.
While initially thought of as diaries or online journals, blogs have evolved into
the latest fresh web content[1].
Although online journals have been around longer than the term blog, they
gained momentum with the introduction of services that allow users to publish
blogs easily, without needing to code HTML. Today, thousands of people use
services including Blogger and Moveable Type to simplify, automate, and
accelerate the online publishing process. There are group blogs, family blogs,
community blogs, and corporate blogs. In educational settings, schools or
universities are using blogs to express their opinions, to promote dialogue in the
discipline, and as an instructional tool, and students are increasingly using blogs
both as personal commentaries and as a required part of certain courses.
A blog can be thought of as an online journal, and maintaining a blog is as
simple as using an online e-mail program. Bloggers enter posts into a blogging
application, add formatting or hyperlinks, and save the post. The application
adds the entry to the blog, making the content available online and alerting users
who have subscribed to that blogs content. Entries can include text, hyperlinks,
images, or multimedia. Visitors can read postings, submit comments, find blog
entries by date, and search the site by keyword. Effective blogs tend to be
updated on a regular basis. Most bloggers solicit feedback, fostering two-way
communication between readers and authors. Readers can provide feedback by
leaving comments on the blog page itself or by posting a response on their own
blogs and linking back to the original posta feature called trackback.
4

Why is it
significant?

What are the

downsides?

Where is it going?

What are the

implications for
teaching and
learning?

Because blogs engage people in knowledge sharing, reflection, and debate, they
often attract a large and dedicated readership. Blogs are becoming an important
component of the Internet landscape, providing authors and readers with an
avenue for unedited expression, reaction, and connection, without the censorship
of mediated chat rooms or formal media outlets. The simplicity of creating and
maintaining blogs means that open discussions can be established almost
immediately, making blogs an ideal venue for far-reaching discussions among
the Internet community on new or timely topics[2].
Because blogs are often produced and maintained by individuals, they can
include biased or inaccurate information. Users visiting a blog might see it as
factual or authoritative when, in fact, it is the online equivalent of a soap box: a
place to speak and to be heard. Unlike chat rooms, blogs are unmediated and
therefore offer a different type of venue for individuals to express themselves
and air their opinions, ideas, and attitudes. While this may be acceptable for a
personal blog, it might be inappropriate for a blog hosted on an institutional
server. Intellectual property is another area of concern for higher education,
given the implications of hosting blogs that might include content that has been
used without proper attribution.
Blogs are proliferating at an exponential rate. Estimates suggest as many as 50
million people are now blogging. Because blogs are easy to create and modify,
they occupy a unique niche in cyberspacethat of highly personalized
discussion forums that foster communities of interest. Blogs are public and longlived, and they weave themselves into close relationships with other blogs. As
such, they may serve as an educational tool for reflection, knowledge building,
and sharing. Blogs continue to benefit from several years of experimentation and
evolution, both within and outside of education. By carefully evaluating their
strengths and weaknesses, educators are learning to set guidelines and
expectations to maximize the benefits of blogs. Structured exercises and clear
goals are further enhancing the value of blogs in education.
Put into practice with an understanding of their benefits and limitations, blogs
are an increasingly accepted instructional technology tool. Blogs can be used for
reflection about classes, careers, or current events; they can also capture and
disseminate student- and faculty-generated content. Blogs offer students, staff,
and others a high level of autonomy while creating a new opportunity for
interaction with peers.[1] Blogs provide a forum for discussion that goes beyond
coursework to include culture, politics, and other areas of personal exploration.
Students often learn as much from each other as from instructors or textbooks,
and blogs offer another mechanism for peer-to-peer knowledge sharing and
acquisition.

Student Blogs in the Classroom

Using blogs has been a good way to engage students:
It raises the bar. When students start seeing the work of the peers, it generally elevates the level of the
presentations after the first few assignments.
It provides real life feedback. Some of my students have received comments from the living artists
that they featured. How cool is that?
Music, plays and films. The ability to imbed videos from YouTube has allowed students to present
the performing arts in a much more vivid format [5].
Video blogs. Although these are frequently not very professional, it does give students another way to
present what they know while getting away from having to write. This works well for students who arent
good writers.
5

 Visual appeal and artistic creativity can be included in the blog format. Discussion Boards werent
nearly as visually stimulating, nor are they very personal.
Blogging is a skill that has real life applications. Blogs can be monetized and several of my students
have done that while taking the class. In addition to the course content, the students learn a real-life skill.
Easy access to internet references. Most students are utilizing online sources for their presentations, and
they are required to cite them. If the reader wants to learn more, they can[3].

10 best ways to learn English

10 best blogs to learn English

http://americanenglish.state.gov/

http://www.rachelsenglish.com/blog

http://learningenglish.voanews.com/

http://grammar.quickanddirtytips.com/

http://www.bbc.co.uk/worldservice/
learningenglish/

http://blog.lingualia.com/

http://lang-8.com/

http://www.espressoenglish.net/englishtips-blog/

http://livemocha.com/

http://esltutorblog.com/blog/index.php

http://www.busuu.com/enc

http://blog.wiziq.com/

http://www.britishcouncil.org/

http://www.speaklikeastar.com

http://www.languageforexchange.com/

http://learnrealenglish.com/category/blog

http://www.englishclub.com/

http://blog.duolingo.com/

10

http://www.vocabsushi.com/

10

http://saundz.com/blog/

References
1. Bartlett, J. E., II, K. A. Reynolds, and M. W. Alexander. (2000) A tool for online learning.
Journal of Online Learning 11 (34), pp.2224.
2. MacKinnon, G. R. (2002). Practical advice for first time online instructors: A qualitative study.
Journal of Instructional Delivery Systems 16 (1), pp.2125.
3. Marshall, M. (2003) Approaches of outstanding teachers. Retrieved from: http://www.marvinmarshall.com/
articles/promotinglearning/ outstandingteachers.htm
4. http://saundz.com/10-best-blogs-on-learning-english-pronunciation/
5. http://www.skilledup.com/blog/

THE SYNCHRONIC AND DIACHRONIC SOCIAL-LINGUISTIC

MODIFICATION OF LEXICAL UNITS IN CLOSEDLY
AND DISTANTLY RELATED LANGUAGES
Dumitru MELENCIUC
PhD Associate Professor
English Philology Chair, Moldova State University
Republic of Moldova
In the process of teaching and learning the vocabulary of the English language in general, and in the course
of lexicology, in particular, we should also pay attention to the diachronic origin of the word-stock. Analyzing lexical
units of common origin in many Indo-European languages we take into consideration the fact that the level of
science and technology in the distant ancient times was quite different and practically favored the breaking away
from the main population of large groups of people, in order to survive. Many of them succeeded to survive in
various unfavorable conditions. Breaking away from their people they went on developing their society and language
in various conditions, new words have been formed.
Key words: modification, semantic, linguistic, word-stock, diachronic

The factors accounting for semantic change are extra-linguistic and linguistic ones. By extralinguistic causes we mean various changes in the life of the speaking communities. Confronting lexemes
from related languages, we try to find out elements of common origin and differences. The borrowed
words continue to modify their semantic structures under the influence of the new extra-linguistic reality of
the given linguistic community. The social-linguistic approach can be used in the research of many
linguistic problems connected with the evolution of languages. The Indo-European languages originate
from a common parent language. In prehistoric times the economic, political, ecological situation, the
relatively low level of development of the society and other extra-linguistic reasons imposed the separation
of population into smaller groups, migrating to other territories, in order to survive.
The isolation from the original people brought to the
development of new related languages. Now the process of
globalization is practically destroying the territorial and
communicational isolation, stopping the process of formation
of new languages. There is a struggle in the framework of the
existing languages for survival. New international
communication languages have appeared. Latin had this
function up to the XVIth century, and then French took over.
In the second half of the XX-th century English became the
first among a number of international and regional languages
as French, Russian, Spanish, Chinese, Hindi, and Arabic. Some languages are getting out of usage and even
become extinct. People learn prestigious languages. An international vocabulary is formed in most
languages. In case of distantly related languages recognizable common origin lexemes represent a good
material to establish the degree of their diachronic semantic change. Hindi is distantly related to the
Germanic, Romance and Slavonic, etc. languages, but analyzing the existing dictionaries we still find
many recognizable equivalents.
Thus, in case of numerals from 1 to 10 we can see coincidences in Hindi and Sanskrit: dvi duo; tri,
tri-; catur, char/chau; paca panci/paci (to compare with pente in Greek, in Russian); - at (cf.
Romanian ase). The Arabic and Hebrew: seis and ei are explained by the borrowing from Hindi: ,
at, sex exi, six,, ase, sechs, six, sei, seis, and eva-sabaa with sapt, sat, septem, epta, seven,
apte, sieben, sept, sette, siette, . The Arabs borrowed the figures from Hindi in the IXth century, and
the Europeans borrowed the written system of the numerals from the Arabs in the XIIth century, including
the term sifr (zero) coming from the Hindi/Sanskrit sunya. Sifr changed in the European languages into
zero, cifre, cifru, , , cipher, cypher; Chiffre, chiffre, chiffre, cifra, cifrario, cifra, cifrada, etc.
Hindi and Arabic also exchanged many words now common for both languages but with differences in the
7

semantic structure and form: almari wardrobe, (Cf. armario in Spanish and armoire in French) dresser;
imam imam, spiritual leader. Allah god; ilahi - divine, godlike; god; ad, id in Arabic aida - holiday
(aida borrowed into Spanish). The Sanskrit juvah and the Avestian jivo can be traced to the Latin vivo,
vividus, vivus, vita; the English life, live, alive, vivid, vivacity, vividness, the French vivre, vie, vivant, vif;
the Italian vivere, vivo, vivente, vita; the Spanish vivit, vivo, vida; the German Leben, leben, lebendig; the
Russian , , , , , , , ,
, , etc., the Ukranian , i, , , , i, i,
i, , etc. [2], the Romanian viu, (colloq. jiu), vivace, vioi, vivacitate, vital, vit via, a veui,
a conveui, etc. They are relatively close in form and meaning with the Modern Hindi derivatives and word
combinations with jivan [dZivan] (life, existence) [1, p. 432]: jivandata the giver of life, god;
jivandaiy giving life. A closer resemblance is preserved in case of Slavonic and Hindi.
Thus, jivandata and jivandaiy data and daiy are identical in meaning and form with equivalents in
many European languages: Russian , the Romanian (a da, dat, etc.). See also Jita [dZita]
in Hindi - alive and compare with vit, viu (jit, jiu colloq.) in Romanian, cf. jivand - living - ,
; jio [dZio] - ; ; ; jivapath - ; jivani ; jivi - , . In jivapath the second element resembles the English path and
the Russian . [1, p. 437-442] Other equivalents: Latin oculus - oculi; Romanian ochi ochii,
Spanish - ojos, German - Auge,-n; French il, des yeux, Russian - o-, , , ,
, o, , [2] are related to the Hindi akh aki akan; [1, p. 106] chaku
[1,p. 366] cham [1, p. 374]. The Hindi da, din (day), ada (today), pratidin (every day, dayily); [1, p.
734] anudin (daily) [1, p. 54] have the same origin with the Lat. - dies, Romanian zi, ziua (colloq. dziua),
ziar, diurne, cotidian, jurnal; Spanish - dia in buenos dias, Italian - bon giorno, giornata, giornale,
cotidian, quotidianit, English - day, daily, German - Tag, French - jour, journal, Russian - , ,
, , . [2]
The Hindi units ab, abi, oda (ap, ), udic (), oda (umed) [1, p. 97] are related to the
Romanian - ap, acvatic, ud, udeal, umed, umiditate; Russian - , , see also: ,
, ; German wasser, English
water, humid, humidity, aquatics, aqueous; Celtic
avon (river, water); French eau, humide, Italian acqua, umidit, umidezza, umido, umidire, Spanish
agua, hmedo. hmido, humedad. [2] It is unusual to
discover similar affixes in the confronted l-ges:
cangrsi (non-congress), nnam (nameless); dandia,
dant (toothless); [1, p.39] (immortal, eternal);
(immortality), amrit (immortal), mritatv
(immortality); abhagti (atheism); ahindi (non-Hindi), manushikt (inhumanity), mmt (indifference).
The negative prefix a- and the negative affix dur- are used, in many European languages as well. [1,
p.76-78] especially in Slavonic languages: dur (away, off; begone) ! Durabhiman (arrogance);
duragrahi (stubborn, having bad intentions); durachar (misbehavior) - ; durachari
(immoral) - ; duratma (mean, coward) - ; durashai (bad intentions) -
; durgati (misfortune) ; durmati (stupid). [1, p. 559-561] Cf.: durmad - ;
; durvasn - ; durvritti - ();
. [1, p. 562] The Hindi negative affix dush- is very productive: dushman (enemy);
dushmani (enmity). Cf. the Rom. duman, a se dumani, dumnie.
In Hindi many lexemes with dush- possess mainly pejorative meanings like in: dushmanipurna
(hostile); dushcarma (evil deed, sin, crime); dushcalpana (bad intention); dushta (wicked, evil;
malicious, mean). [1, p. 563] Another productive affix and root morpheme is the Hindi word bad and the
affix bad-: bad - , ; ; In this meaning the Hindi lexeme has common semes with
the English bad in the meanings: worthless, wretched, miserable, immoral, wicked, vicious,
amoral, dissolute, injurious, hurtful, dangerous, unpleasant, offensive , etc.
The English equivalent possesses a wider semantic structure, while the Hindi bad can be used
in compound or derivatives with various pejorative connotations: bad-kida (skeptic(al)); bad-l
8

(imbecile, stupid); bad-mli (disorder); bad-hdi (treason; treachery; betrayal); bad-intazami (illorganized); badhvak (hostile); badgoi (slander, calumny); badzat (mean, low; badnam (bad name, bad
reputation); badbu (stench, stink), etc. [1, p. 789-790] The kinship terms in Hindi have also much in
common with most of the European languages. The English man is confronted in Hindi with several units:
nar, manav, manushia, . Nar means: man, human being, husband, male, people; ,
, ; , ; . The lexeme man in Hindi has the meanings of soul, spirit, mind;
brains, intelligence, wit, intellect.
It does not exactly correspond to man in Germanic languages, but it is used in derivation and wordcomposition, where we find a certain degree of resemblance in form and content: manushia (man, human;
om; ; manushia-ganna (homicide,
omucidere);
manushia-djati
(humanity,
umanitate);
manushiata
(humaneness,
humanity,
;
umanism);
manushiochit (manlike, humanoid; ,
; omenesc, omenos, umanoid).
Manav (man, human being) is used to form
many derivative and compound words: manavitihas (history of mankind), manavk (dwarf;
scoundrel); manav-djivan (human life); manavi
(human, uman, omenesc), etc. Cf. also the unit
manas (spirit, soul, mind; suflet, spirit, minte).
[1, p.889]
The kinship terms pardada, dada, prapitamah - strbunel; ; abba, pitri, pita (father, tat,
, ); nata - natalitate, nrudire, ; natin nepoat, ; nati nepot, , nam
name; nume, ; mother; mam; , ; motherland; ;
motherly, maternal; ; [1, p. 889] Cf. also: mmt - , ; ;
; ; ; ; - . [1, p.875] We can single
out terms close to those in the target language like pardada, dada. Some terms are polysemantic:
uncle, unchi, , and - ; mami - , mtu. [1, p. 601]
Kinship terms display various semantic modifications in the cognate languages. Taking the Sanskrit
pita (Greek and Latin pater, Gotic fadar) and comparing them with the Hindi abba, pitri, pita we find the
corresponding terms and derivatives in English father, dad, daddy, paternalism, paternal, paternity; in
Russian , , (); the Romanian tata, see also patern, paternalism, paternitate;
Spanish padre, paternidad, paternal; French pre, paternal, paternalisme, paternit; Italian padre, pap
papa (father), (Pope) papa, paternale, paternita, paternalismo; German Vater, Vati, Pater, Paternitat.
Abba is relatively identical to papa, the Rus. .
The rest of the variants go back to pita. [2] (Cf. the Japanese toto, Turkic babai, ata.). In the
Romance languages there is a significant evolution from the Latin pater. We find it less changed in the
lexeme patriot in most European languages. Cf. some derivatives of the Hindi pitri (father): pitric
paternal, fatherly, pitritantra patriarchat, pitridash, pitrinishtha, pitribhumi - fatherland, pitrimulak patriarchal, pitrivat -fatherly, pitrihin fatherless, paitric paternal, fatherly, ancestral; 2) patrimonial,
inherited. [1, p. 702] We easily recognize the relation of most units to the Sanskrit pita, Greek and Latin pater.
The Hindi madar (madari - maternal) is very close in form to mter (mtris) in Latin, mother in English, Mutter
(diminutive Mutti, Mutting) in German, , in Russian. The Hindi madar is partially
synonymous with mama (and amma), which is polysemantic: mama Mama in German; mamma, mam
mum, mom, ma, mother in English; mama, mamma, maman in French; mama in Spanish, mama,
mam in Romanian; mama, madre in Italian; , , in Russian. As to the Latin dies, Romanian, zi ziua (in colloquial speech one can still hear buna dziua), ziar, diurne, cotidian, jurnal;
Spanish - dia in buenos dias, Italian - bon giorno, giornata, giornale de bordo, cotidian, quotidianit,
French - jour, journal, Russian - , , , , ; [2] we find they all have much
in common with the Hindi da - zi, ada - azi (today). [1]
The common origin is also easily observed in the Hindi words ab, abi, udic, which have equivalents in
9

most European languages: Romanian apa, acvatic, ud, udeal, umed, umiditate; Russian - , ,
, ; German wasser, Aquarium; English water, humid, humidity, aquarium; French
eau, humide, humidement, humidier, humidificateur, humidification, humidifier, humidifuge, humidigne,
humidimtre, humidit; Italian - acqua, umidit, umidezza, umidiccio, umidetto, umido, umidificante,
umidificatore, umidificazione, umidire; Spanish agua, hmedo. hmido, humedad, humectacin,
humectador. [2] In most cases we find many recognizable forms in spite of thousands of years of separate
development of Hindi and the European languages.
Both Hindi and its European relatives have contributed
to the enrichment of the vocabulary of other language
families.
In Hindi we find several synonymous units to the
English god, deity, divinity, godhead. The Latin deus
corresponds to the Hindi do, dai. In Romanian
dumnezeu goes back to the Latin domine deus, both
elements originally had the meaning of god. In Hindi
there are several other terms in the field: khuda
resembles god, Gott in Germanic languages;
the Russian. and its variants in the Slavonic languages are related to the Hindi bhagta
, abhagti - . [1, p. 70], prabhu . [1, p. 781]. Cf. also jivandata the giver of
life, dttor de via, dumnezeu. [1, p. 437-442] There other terms used in this semantic field in Hindi
connected with various religions, which have been attested on the Hindustani peninsula since ancient times.
The Romanian lexeme Dumne-zeu (Dominus Deus) has the equivalents in English, Dutch God, French Dieu, Spanish.- Dios, Italian - Dio; Portuguese Deus, German Gott, Swedish, Danish, Norwegian
Gud, Russian, Serbian , Croatian, Polish bog, Yiddish got, Greek Theos, [2]. In the biblical times the
word danai was used by Moses as a euphemism to substitute the lexeme god. Danai was used instead
and in Latin it turned into dominus/domini, which developed a rich thematic group in the European
languages. The Latin deus (god) corresponds to the Hindi do in the meaning of god, English, French,
Spanish Zeus, Russian , It. Giove. Cf. also the Hindi daiv 1. divine, godlike; 2. fate; fortune; destiny;
2) god, creator; 3) heavens (see also diu as heavens); daivi - divine, godlike. Some derivatives: dota god, deity; dotulia - godlike; divine; dodas - minister of religion; ecclesiastic; dodut - angel;
messenger; herald; doloc - paradise; dovani - oracle; dosthan or dvlai 1) heavens; 2) temple;
dvasur - gods and demons; dvi 1) goddess, lady; 2) addressing smb as doamn, ,
lady, doa, duea, Seora Doa, etc [1;2] In the Latin domine deus, both elements had and still have the
meaning of god, In Hindi we find related words to the Biblical danai such as dana wise, clever, wise
man; grain, corn; seed; danai wisdom. Both dana and danai in Hindi are related to dan gift, talent, and
dai - gift; inheritance; money to be given away, dani generous.
We attest many equivalent relatives in the European languages: in Russian - , (give),
(tribute, levy, homage) and the word combination (Greek gift - a gift made with the
intention to deceive).[5]. Very close to the Hindi meaning is the Romanian danie explained as faptul de
a drui (avere, bani, donaie, donator, donor, etc.); dar (obiect primit de la cineva fr plat, donaie,
avantaj, binefacere, har divin, etc. [3, pp. 259-260]. The Latin verb dare (to give) corresponds to the
Romanian a da, a drui, Italian dare, Spanish dar, Russian , , , . In French
donner, donne, donn, donnes, donneur, donneuse with their corresponding semantic structures are being
used. In English donate, donation, donator, donative, have appeared under the French influence. [2].
Spanish has several lexemes of the same origin with rich semantic structures: don (gift, donation, talent,
capability, in polite address), Don Piedro; dar (give). Rom. mndru (proud), of the same origin as the
Rus. (wise) and possessing now completely different semantic structures. The lexeme mndru,
according to DEX, was borrowed from the Slavonic mondru. [2] In Modern Russian (like in other Slavonic
languages) there is an extended semantic field of the lexeme . In Hindi we attest that mad and md
have the meanings of arrogance, conceit, haughtiness, content, satisfaction, pleasure, joy, dizziness. A
variation of this root mudar (cf. with the Rus. ) is widely spread: mudarris professor, teacher,
madrasa school. Madrasa is found in many languages, including Arabic. In the Gagauz language the
lexical unit mudric (wise) is also used. Its semantic structure is close to the Russian . Mndru and
10

 possess semantics fields with only some semes expressing partial pejorative meanings. [1] In the
words of common origin there exist new meanings in the result of the development of the corresponding
linguistic communities.
We have made an attempt to prove the fact that in distantly related languages a certain common layer of
lexemes can still be identified. At the same time the extralinguistic reality contribute to massive borrowings
from more prestigious languages. Thus, English borrowed a considerable amount of lexical units from
Latin, French and some other languages and in its turn it is generously used by many languages of the
world to actively borrow many lexical units from various fields of activity identical in form and content,
what has been created specifically by the linguistic communities of the same origin. We have analyzed
several lexemes to demonstrate the evolution of their semantic structure in different related languages in
various historical conditions. What we are interested in here is also what has remained apparently
common, and what kinds of lexemes have still preserved similarity of forms and contents.
References
1. - : 2 . / . . . . (2002) - : 21 : .
2. Dicionarul explicativ al limbii romne. Retrieved from: http://www.dexonline.ro. Copyright (c) 2004-2014 DEX
online

11

LEARNING STRATEGY TRAINING, COOPERATIVE LEARNING, and

MULTIPLE INTELLIGENCES
Ina VERETINA-CHIRIAC,
University Lecturer, MA, PhD Student
Moldova State University, Chisinau
Republic of Moldova
The article is about learning strategy training, cooperative learning and multiple intelligences. All these three
methods reflect interesting and enduring teachers methodological practices. At the heart of these ways of teaching a
language is an appreciation of each individual for his or her uniqueness. The aim of this article is to show that to be
effective, strategies should not be taught in isolation, but rather as part of the content-area or language curriculum.
Key words: Learning strategy training, cooperative learning, multiple intelligences, learner, interaction.

Beginning in the early 1970s, language learners were seen to be more actively responsible for their
own learning. In keeping with this perception, in 1975 scientists investigated what good language
learners did to facilitate their learning. From this investigation, they identified some of their learning
strategies, the techniques or devices which a learner may use to acquire knowledge. Good language
learners, according to them, are willing to study and have a strong desire to communicate. They will
attempt to do so even at the risk of appearing foolish. Learners attend to both: the meaning and the form of
their message. They also practice and monitor their own speech as well as the speech of others. [2, p.36]
While early research went toward identifying just these kinds of learning strategies, it was not long
before language educators realized that simply recognizing learners contributions to the process was not
sufficient. In order to maximize their potential and contribute to their autonomy, language learners and
especially those not among the group of so-called good learners needed training in learning strategies.
They observed that language teachers time might be profitably spent in learner training, as much as in
language training. Such suggestions led to the idea of learning strategy trainingtraining students in the
use of learning strategies in order to improve their learning effectiveness.
Let us imagine that we enter into a secondary school. There are 32 students in the class at
intermediate-level target language proficiency. Prior to the lesson, the teacher has read the students
learning journals and has interviewed the students. One of the problems that students have been
complaining about is that their reading assignments are lengthy. There is
a lot of new vocabulary in the readings and it takes a long time for them
to look up all the new words in the dictionary. Based on these
comments, the teacher has decided to teach the strategy of advance
organization.
He begins the class with a presentation. He tells students that they are
going to work on a learning strategy called advance organization. They
will be working on improving their reading by learning to preview and
to skim to get the gist of a reading passage. Learning this strategy will improve their comprehension and
the speed at which they read, he explains. He begins by modeling. He uses the think-aloud technique,
telling students what he is doing as he is modeling. An added benefit of learning strategy training is that it
can help learners to continue to learn after they have completed their formal study of the target language.
The goals of strategy training are: 1) Self-diagnose their strengths and weaknesses in language learning 2)
Become aware of what helps them to learn the target language most efficiently 3) Develop a broad range
of problem-solving skills 4)Experiment with familiar and unfamiliar learning strategies 5) Make decisions
about how to approach a language task 6) Monitor and self-evaluate their performance 7) Transfer
successful strategies to new learning contexts. [1, p. 122]
We can distinguish some metacognitive strategies, which are strategies used to plan, monitor and
evaluate a learning task. The metacognitive strategies can be cognitive and social/affective strategies:

12

Cognitive strategies: Learners interact and manipulate what is to be learned. (repetition,

summarizing, using keywords)

Social/affective strategies: cooperation: working with fellow-students on language. (group

working)

Cooperative or collaborative learning essentially involves students learning from each other
in groups. But it is not the group configuration that makes cooperative learning distinctive; it is the
way that students and teachers work together that is important. As we have just seen, with learning
strategy training, the teacher helps students learn how to learn more effectively. In cooperative
learning, teachers teach students collaborative or social skills so that they can work together more
effectively. It is a successful teaching strategy in which small teams, each with students of different
levels of ability, use a variety of learning activities to improve their understanding of a subject. In
cooperative learning, each member of a team is responsible not only for learning what is taught but
also for helping teammates learn. This situation creates an atmosphere of achievement. Students work
through the assignment until all group members successfully understand and complete it. The
students work for a mutual benefit so they take care of each others efforts. We can say that the motto
of this method is: Your success benefits me and my success benefits you. The students recognize
that all group members share a common fate. (We all sink or swim together here.) The students know
that one's performance is mutually caused by oneself and one's team members. (We can not do it
without you.) The students feel proud and commonly celebrate when a group member is recognized
for achievement. (We all congratulate you on your accomplishment!). When applying this method in
teaching and learning a foreign language, we should take into consideration some elements:
A) Positive Interdependence (sink or swim together): Each group member's efforts are required and
obligatory for group success. Each group member has a unique contribution to common effort
because of his or her resources and task responsibilities.
B) Face-to-Face Interaction (promote each other's success): This element of cooperative learning
includes orally explaining how to solve problems , teaching one's knowledge to other , checking for
understanding, discussing concepts being learned, connecting present with past learning
C) Individual and Group Accountability: This includes keeping the group small as possible, giving
an individual test to each student, examining students orally, observing each group and recording the
frequency with which each member-contributes to the group's work. It includes also assigning one
student in each group the role of checker. (The checker asks other group members to explain group
answers) and having students teach what they learned to someone else.
D) and Small Group Skills: Social skills must be taught: Leadership, decision-making,trustbuilding ,communication, conflict-management skills
E) Group Processing: Group members discuss how well they are achieving their goals and
maintaining effective working relationships. They describe what member actions are helpful and not
helpful, and make decisions about what behaviors to continue or change. [3, p. 51-53]
Cooperative learning groups can easily work on tasks from a task-based approach to language
instruction, for instance. Yet cooperative learning is similar to learner strategy training as well in that both
require language to teach other skills in addition to teaching language.
The last methodological innovation we will consider in this paper is
multiple intelligences. Teachers who adopt this approach expand beyond
language, learning strategy, and social skills training, to address other qualities of
language learners. We can distinguish some types of intelligences:

Verbal/Linguistic intelligence ("word smart")

Logical-mathematical intelligence ("number/reasoning smart")

Visual/Spatial intelligence ("picture smart")

Bodily-Kinesthetic intelligence ("body smart")

13

Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart")

Musical/Rhytmic intelligence ("music smart"). [4. p. 12]

a) Each person possesses all seven intelligences. In each person the seven
intelligences function together in unique ways. Some people have high
levels of functioning in all or most of the seven intelligences; a few
people lack most of the basic aspects of intelligence. Most people are
somewhere in the middle, with a few intelligences highly developed,
most modestly developed, and one or two underdeveloped.
b) Intelligences can be developed. Linguists suggest that everyone has the
capacity to develop all eight intelligences to a reasonably high level of performance with
appropriate encouragement, enrichment, and instruction.
c) Intelligences work together in complex ways. No intelligence really exists by itself in life.
Intelligences are always interacting with each other. For example, to cook a meal, one must read a
recipe (linguistic), perhaps double it (logical-mathematical), and prepare a menu that satisfies
others you may cook for (interpersonal) and yourself (intrapersonal).
By applying Multiple intelligences theory we can help students learn better:

Students begin to understand how they are intelligent. When students understand the balance of
their own multiple intelligences they begin to manage their own learning and value their
individual strengths .

Teachers understand how students are intelligent as well as how intelligent they are. Knowing
which students have the potential for strong interpersonal intelligence, for example, will help you
create opportunities where the strength can be fostered in others. However, multiple intelligence
theory is not intended to provide teachers with new IQ-like labels for their students.

Students approach understanding from different angles. The problem, "What is sand?" has
scientific, poetic, artistic, musical, and geographic points of entry.

Students that exhibit comprehension through rubrics, portfolios, or demonstrations come to have
an authentic understanding of achievement.

All these three methods further our understanding and appreciation of students' uniqueness and
provide the rationale for expanding our curriculum to develop the many ways to be smart. We have
understood that Learning Strategy training is based on the belief that learning will be facilitated by making
students aware of the range of strategies from which they can choose during language learning and
use. The Cooperative learning strategy promotes student learning and academic achievement, increase
student retention, enhance student satisfaction with their learning experience, help students develop skills
in oral communication, develop students' social skills, promote student self-esteem, and help to promote
positive race relation. The implication of Multiple intelligences theory is that learning/teaching should
focus on the particular intelligences of each person.
References
1. Auerbach, E. (1992). Making Meaning, Making Change: A Guide to Participatory Curriculum Development for
Adult ESL and Family Literacy. McHenry, IL: Center for Applied Linguistics and Delta Systems.
2. Legutke, M. (1991) Process and Experience in the Language Classroom. Harlow, UK: Longman.
3. Nash, A. (1992) Talking Shop: A Curriculum Sourcebook for Participatory ESL. McHenry, IL: Center for
Applied Linguistics and Delta Systems.
4. Nunan, D. (1989) Designing Tasks for the Communicative Classroom. Cambridge, Cambridge University Press.

14

TWO DIFFERENT APPROACHES OF A CLASSROOM INTERACTION

Ina VERETINA-CHIRIAC
University Lecturer, MA, PhD Student
Moldova State University, Chisinau
Republic of Moldova

This study investigates the effects of classroom interactions between students and students. The aim of this
paper is to emphasize that classroom interaction has a positive effect on improving the learning of a foreign
language. Most teachers do not strictly stick to one teaching method or strategy, but rather combine different aspects
of several strategies to create effective classroom interaction. It provides learners with opportunities for successful
language learning.
Key words: Approach, teaching, pair work, whole class interaction, class.

As we know, teachers have different approaches to teaching. Some of them prefer whole class
interaction; others prefer the work in pairs and groups. They favour in a way one approach or the other in
their class work. For example, many teachers prefer to teach the whole class together, at least for most of
the time. You can often hear these teachers say things like this:
I have to teach my students the language-grammar, vocabulary, pronunciation. They cant learn
that in groups!;
Ive got too many students in the class. How could I do pairwork and groupwork?! I couldnt
control them!;
I dont have enough time for things like pairwork and groupwork!;
I need to be able to correct my students!. [1, p. 116]
That is one point of view- a very common one, in fact.
And teachers are right to make sure that their students learn
the language-particularly if they are going to be tested on
this in the examination. But we need to ask ourselves some
questions. Is whole class work the only way of making sure
that our students learn the language? Do we need to correct
our students all the time? And is it really impossible to do pair
work and group work if you have a very large class?
What, then, about those teachers who take the opposite
point of view? These teachers believe that students should
spent most of their time working in pairs or groups because
this is how they learn best-when they are interacting with one
another. Of course the students will need preparation and
guidance for this kind of work but, according to this approach,
what they need most is opportunities to use the language for themselves. You will often hear these teachers
say things like this:
I still teach my students. I just dont spend a lot of time working with the whole class, thats all.
My students learn because they really enjoy this kind of work.
My students dont need to spend a lot of time learning grammar.
When my students make mistakes, then I know what they need to learn! [3, p.12]
Generally, teachers who take this point of view work in classrooms where they do not have many
problems. Their classes are not too large and their students are well motivated-they want to learn. So they
do not have to worry about discipline, about controlling their students, like many teachers with large
classes.
Once again, however, we need to ask ourselves some questions. If students enjoy pair work and
group work-and generally they do-will not help them to learn? And do not students need opportunities to
15

use language in the classroom-not just to practice grammar and vocabulary? If this is the case, can even
teachers with large classes afford to neglect this approach?
We know that, in practice, in most average teaching situations, we will probably need to use both
these approaches: to give the students practice in grammar and vocabulary (accuracy work) and
opportunities to use the language (fluency work) through a combination of class work, pair work and group
work. But to do this effectively, we will need to organize our class work, pair work and group work so that
the students really benefit from them, and to use a wide range of activities which will really motivate them.
We can distinguish four areas of interaction:
a) Accuracy activities-controlled by the teacher and done with the whole class.
b) Accuracy activities directed by the learners and done in pairs (or occasionally in groups)
c) Fluency activities controlled by the teacher and done with the whole class
d) Fluency activities directed by the learners and done in groups (or occasionally in pairs). [2, p. 55]
If you make use of these four different types of activity in our teaching, we can reasonably be sure
that our students will get a balanced diet. We can also be sure that we and the learners will be making the
best contribution to the lesson.
If to give some examples of accuracy activities, we can
say that apart from drills, most traditional language games belong
here. They are easy to do with the whole class (perhaps divided
into teams, though) and they are usually intended to provide
practice in specific bits of language. Mini-dialogue practice also
belongs here. The students work in pairs, using a model provided
by the teacher. The dialogue is intended to provide practice in
grammar and vocabulary. The students can vary the dialogue or
even go on to change it altogether.
From fluency activities, we can put here any activity which encourages the students to use language
freely. For example, discussion.
We can probably ask ourselves how we can divide the time between accuracy and fluency work. At
an elementary level (lets say the first 100 or so hours of language learning), we will probably want to
spend more time on accuracy work, in order to build up the learners knowledge of grammar and
vocabulary as quickly as possible. At an intermediate or advanced level, on the other hand, we will be able
to spend much more time on fluency work.
Although we are teachers, we can not just say that our job is only to teach! Like an actor, we will
have to play different roles at different times. We can have the role of conductor (like a person in charge of
the orchestra). Here our job is to make sure that the students know what they have to practice and to see
that they practice it effectively. We also want to check what they are doing. Another role of a teacher is that
of organiser and monitor. Here we have to organize the activities so that the students can practice in pairs.
We also have carry out some checking while they are doing it. Stimulator-is another main role of a teacher.
We should remember that the main reason for taking part in fluency activities is to get the students to
interact. The role of a manager and consultant supposes that our main job is to set up the activities and to
be available for help and advice if the students need and ask for it. We should keep all these roles in mind
as we teach. They will help to make all our classroom work more effective.
References
1. Krause, A. (1916). The Direct Method in Modern Languages. New York: CharlesScribner.
2. Palmer, P. (1998). The Courage to Teach. San Francisco: Jossey-Bass.
3. Tarone, E. (1995). Situational context, variation, and second language acquisition theory. In G. Cook and B.
Seidhofer (eds.) Principles and practise in applied linguistics. Oxford, Oxford University Press

16

THE IMPORTANCE OF THE BASIC PRINCIPLES OF RATIONAL

EMOTIVE BEHAVIORAL THERAPY IN THE EDUCATIONAL PROCESS
Nataliya BOZHOK
University Lecturer
National University of Food Technologies
Ukraine
In the article the principles of rational emotive behavioural therapy are studied. This paper presents analysis
of REBT in the educational process. The paper also outlines the peculiarities of ABC theory presented by REBT and
shows its importance in developing students rational thinking and coping strategies with stresses and frustrations.
Key words: teacher, student, rational emotive behavioural therapy, rational thinking, ABC theory.

Students often experience numerous stresses and frustrations in their every day life. It is desirable
for teachers to be not only the facilitators of the educational process but also the promoters of students
psychological health. We think that only psychologically healthy students are able to perceive the
educational material the most effectively. In our opinion, the
educational process is closely linked with students psychological
experience.
Thats why, the elegant methods of REBT are highly preferable
in helping students not only feel better and psychologically
comfortable but also get better in a profound philosophic sense. It
is hypothesized that an active-directive, Rational Emotive
Behavioral approach will help young people make basic
personality changes and enhance their tolerance to frustrations
more than will any of the other therapeutic approaches. The
conception of REBT is represented by such scientists as Albert
Ellis, J. Brodie, D. Wilde, W. Knaus, W. Dryden and so on. We
would like to analyze this approach more precisely. This complex approach reveals the emotional and
behavioral aspects of persons functioning in frustrating circumstances and focuses attention on the
importance of mental component in coping with them.
Albert Ellis stated Emotion, like thinking and sensori-motor processes, we may define as an
exceptionally complex state of human reaction which is integrally related to all the other perception and
response processes. It is not one thing, but a combination and holistic integration of several seemingly
diverse, yet actually closely related, phenomena [2, p.9].
As a result, the essential premise of rational emotive behavioral therapy is that people cause
themselves distress and dysfunction by their habitual irrational beliefs and these maladaptive thinking
patterns can be changed, with resultant improvement in emotional states and functioning. So, the
mentioned above approach is based on the scientific method. According to this method, thoughts, beliefs
and values directly affect our senses and perception [4].
REBT theory stresses that people have almost innumerable Beliefs (B's) (cognitions, thoughts, or
ideas about their Activating events (A); and these B's importantly exert strong influences on their cognitive,
emotional, and behavioral Consequences (C's).So, it is logical for the majority people to automatically
conclude, for the most part, that when an Adversity (A) occurs in their lives and they (usually quickly)
experience dysfunctional Consequences (C), that A directly causes C. Perhaps they are biologically prone
to do so, because if they make this assumption and quickly try to change, they will save their lives and
protect their progeny, thats why, they usually resist making what REBT calls the BC connection. It
means they resist seeing that their Beliefs (Bs) importantly accompany the As they encounter and
therefore contribute strongly to their Cs. REBT says, somewhat uniquely, that Adversity (A) accompanied
by Beliefs (B) about A result in Consequences (C) of emotional-behavioral disturbance [1;2;3:4].
17

To summarize all mentioned above, we have singled out the most important points:
1. As noted above, Bs (individuals Belief Systems), which are heavily stressed in REBT
practically always include important aspects of emotions and behaviours.
2. Feelings and behaviors, especially disturbed ones, include As, Bs, and Cs. People feel and
behave, in the final analysis, the way they perceive and think; but they do so within environmental
situations. So theyd better, when they feel and act disturbingly, try to see the situation, see their Beliefs
about it (Bs), and observe their emotional and action-oriented Consequences (Cs).
Thus, people often have secondary As, Bs, and Cs. If they feel depressed (C), they make their
depression into a secondary A, I am unfortunately depressed. Then they easily tell themselves at B, I
must not be depressed! Its awful to be depressed! and they experience the Consequences (C) of
depressing themselves about their original depression. Or, in the case where they become endogenously
depressed (C) they can tell themselves at B, Its terrible that I have to take medication for my depression.
Im a weakling for having to take it! Then again at C they may depress themselves about their depression.
3. Using REBT, people change their dysfunctional and unhealthy emotions to functional and
healthy ones, such as disappointment, sorrow, regret, or annoyance. Besides, they discover what thoughts
they used to create the healthy instead of the unhealthy emotion.
4. Humans virtually never experience A without B and C, but they also rarely experience B and C
without A.
It is important to analyze humans beliefs as the core element of REBT. We have stressed that B's
take many different forms because people have many kinds of cognitions.
In REBT, however, we are mainly interested in their rational Beliefs (RBs), lead to their selfhelping behaviors, and in their irrational Beliefs (IBs), which, we theorize, lead to their self-defeating (and
societal-defeating) behaviors. We can list some of the main (but not the only) B's as follows :
1. Nonevaluative Observations. Such observations do not go beyond the available data. They are
nonevaluative because they are not relevant to our goals. When such observations are relevant to our goals,
they become evaluative.
2. Nonevaluative Inferences. Such cognitions are called "inferences" because they go beyond the
available data. As such, inferences may be viewed as hypotheses about
our observations that may or may not be correct. These inferences are
nonevaluative when they are not relevant to our goals. When such
inferences are relevant to our goals, they become evaluative. It is helpful
to realize, for assessment purposes, that inferences are frequently chained
together and that it is often important to find the most relevant inference
in the chain, that is, the one that overlaps with the person's
"musturbatory" evaluations (i.e., events that are dogmatic in nature and
couched in the form of must's, should's, ought's, and have-to's, etc.).
3. Negative Preferential Evaluations. These cognitions are termed "negative preferential
evaluations" because, once again, (1) they are flexible and nonabsolute (statements like "but theres no
reason why they must not..." are also rarely stated but are again implicit in such Beliefs); and (2) they refer
to what the person evaluates as negative"people disapproving of me." They are also termed "rational" in
REBT theory because they tend to aid and abet a person's basic goals and purposes.
4.Negative Musturbatory Evaluations. Such cognitions are termed "negative musturbatory
evaluations" because (1) they are absolute and dogmatic and (2) they refer to what the person evaluates as
negative in a devout manner. They are further examples of irrational Beliefs in that they tend to impede the
achievement of a person's basic goals and purposes [2].
The above mentioned are all examples of negative absolute inferences because (1) they go beyond
the data at hand, (2) they tend to sabotage the person's goal, and (3) they are held with absolute conviction.
C's (cognitive, affective, and behavioral Consequences) follow from the interaction of A's and B's. We can
say, mathematically, that A x B=C, but this formula may actually be too simple, and we may require a
18

more complex one to express the relationship adequately. C is almost always significantly affected or
influenced but not exactly "caused" by A, because humans naturally react to some degree to stimuli in their
environments. Moreover, when A is powerful (e.g., a set of starvation conditions or an earthquake), it tends
to affect C profoundly [2;3].
When C consists of emotional disturbance (e.g., severe feelings of anxiety, depression, hostility,
self-deprecation, and self-pity), B usually (but not always) mainly or more directly creates or "causes" C.
Emotional disturbance, however, may at times stem from powerful As (for example, from environmental
disasters such as floods or wars). Emotional disturbance may also follow from factors in the organism (for
example, hormonal, disease, or biochemical factors -that are somewhat independent of, yet may actually
"cause" C's. When strong or unusual As significantly contribute to or "cause" C's or when physiological
factors "create" C's, they are usually accompanied by contributory B's too. C's usually consist of feelings
and behaviors but may also consist of thoughts (e.g., obsessions). C's (Consequences) that follow from As
and B's are virtually never pure or monolithic but also partially include and inevitably interact with A and
B [2].
Thus if A is an obnoxious event (e.g., a job refusal) and B is, first, a rational Belief (e.g., "I hope I
don't get rejected for this job!") as well as, second, an irrational Belief (e.g., "I must have this job! I'm no
good if I don't get it"), C tends to be, first, healthy feelings of frustration and disappointment and, second,
unhealthy feelings of severe anxiety, inadequacy, and depression.
So, A x B=C. But people also bring feelings (as well as hopes, goals, and purposes) to A. They
would not keep a job unless they desired or favorably evaluated it or unless they enjoyed some aspect of it.
Their A therefore partially includes their B and C. The three, from the beginning, are related rather than
completely disparate [2].
In the system of education the formation of students rational thinking on the basis of REBT is the
tool that allows to maintain a positive self-concept and enhance adaptive capacity to stresses and frustrations
in their age. In a conclusion, we would like to emphasize that the development of rational thinking in the
educational process will be the most effective and constructive when taking account all psychological
factors and conditions, including the peculiarities of
ABC theory presented by REBT:
1. Our attitudes, our belief, our thoughts - the way we
think about events and the meanings we give to them
- directly affect how we feel and behave. This is
common sense to most people, making REBT more
user-friendly than other therapies.
2. REBT is also the only cognitive-behavioral
therapy that encourages people to examine their
philosophy of life their goals, values, etc. and
how their philosophy affects their self-help efforts.

References
1. Ellis A. Early theories and practices of rational emotive behaviour therapy and how they have been augmented and
revised during the last three decades. Journal of Rational-Emotive & Cognitive-Behavior Therapy, Vol. 21, Nos. 3/4,
Winter 2003. . p 219-143.
2. Ellis A., Bernard M. Emotive behavioral approaches to childhood disorders: Theory, Practice and Research. The
U.S.A: Springer Science + Business Media Inc., 2006. 474 p.
3. Ellis A, W. Dryden. Practice of Rational Emotive behavioural therapy, 2 nd edition. N.Y.:Springer Publishing
Company, 1997 . 281 p.
4. Eileen M. Leuthe. The Development and maintenance of perceived control and active coping in children of
alcoholics. Thesis (Ph.D) Arizona State University., 2008, - p 98.
19

ADVANTAGES AND DISADVANTAGES OF DISTANCE LEARNING

Liudmila VLASENKO
University Lecturer
National University of Food Technologies, Ukraine
Nataliya BOZHOK
University Lecturer
National University of Food Technologies, Ukraine
In the article the characteristics of distance learning are studied. It presents the overall analysis of
advantages and disadvantages of distance learning and it also considers its main forms, types and its importance in
the educational process.
Key words: distance learning, advantages, disadvantages, students, the Internet.

Distance education is different from the traditional education. Distance education is that educational
information and instruction is taught to learners who are physically distant from the source of that
information and instruction. Distance education, also called distance learning, provides learning chances to
people who could not afford time or money for traditional classes or who lived in remote areas far from
schools. Because of the expansion of the Internet in recent years, the Internet has become the most
important tool for delivering distance education.
The main purpose of the article is to define the main advantages and disadvantages of distance
education.
So what exactly is distance learning? Distance learning occurs when there is a separation between
the teacher and the student, usually due to geographical
or time concerns that prevent the student from attending
an on-campus course. Often, electronic means are used
to bridge this gap and distribute educational material
though distance learning programs using printed and
mailed materials have existed for well over a hundred
years. These programs have usually been specially
designed to help best meet the needs and requirements
that arise when learning is taking place outside of a
traditional classroom setting.
The majority of distance education today takes place using the Internet, now readily accessible for
the vast majority of students whether in their own homes or at facilities such as local libraries. These
electronic means are used to distribute the learning material, keep students in touch with teachers, and
provide access to communication between students. Of course, distance learning can use other
technological formats as well including television, DVDs, teleconferencing, and printable material, but the
immediacy and functionality of Web learning has made it a first choice for many distance learners. Online
programs often take advantage of a number of emerging technologies to make keeping in touch and
effectively communicating ideas easier and more efficient than ever before and students may find
themselves using interactive videos, e-mail, and discussion boards to complete their lessons [2].
Distance learning makes it much easier for some students to complete a degree or get additional job
-training while balancing work and family commitments. Because the hours when class work can be
completed are flexible, as most distance learning programs allow students to work at their own place and
on their own time, many students can complete their work during times when they are free, rather than
scheduling their lives around a set classroom time. With more flexibility comes more responsibility on the
part of the learner. Students must learn to work well independently and without the constant guidance and
monitoring of an instructor, making distance learning a challenge for those who are not easily selfmotivated [2].
20

Distance learning is also a great tool to help reach students who are in geographically remote areas
and may not have readily available access to educational facilities or who want to explore opportunities not
offered by their local schools. Of course, schools are not the only people who are taking advantage of
distance learning, as many businesses have found it a valuable tool in making employee education and
training quicker and more cost efficient.
Surrounding technologies and supporting the hunt of lifelong learning for all age-groups, distance
learning has become a growing vogue for many students who pursue higher education. It gives you the
chance to further your education in any stage of your life but like any other style of teaching, distance
learning has some advantages and disadvantages too.
Like any kind of educational program, distance learning comes with a host of pros and cons. Before
you enroll in any kind of distance learning program, make sure to carefully consider these in order to be
sure youll be getting an education that meets your personal needs, strengths and career goals.
Differing to what most of us feel, the advantages are much greater than the disadvantages in
distance learning. There are some advantages of distance education.
One of the primary advantages of distance
education is the flexibility it provides to students.
Distance education provides opportunities for people who
may have trouble attending a traditional institution such
as stay-at-home mothers, people working full time or
members of the military. Many online educational
programs allow you to work at your own place, so you
can fit your education into your schedule. Flexibility in
distance learning program gives chance to study without
interfering in your personal life. If are working then you
can always plan learning around other features of your
life, without effecting any disturbing to personal nor professional life. With distance learning courses,
students can complete their course work from just about anywhere, provided theres a computer and
internet connection. This allows students to work when and where it is more convenient for them without
having to squeeze in scheduled classes to an already busy life.
Choosing education of your choice and numerous choices for schools. The most significant
advantage of distance learning is that one can pursue his choice of education during any time of his life.
There is no control about city, college, etc. One can live and study from anywhere while choosing for
distance learning programs. What is necessary is the most convenience to a computer and a good speed
Internet connection. You may find online schools that specialize in your particular field or one that can
provide a great general education. Either way, your options for education will be greatly expanded.
Money saving as no commuting: This program did not require regular classes, it saves time in
commuting. It also saves money.
Attend classes at your suitability. In distance learning, one need not to attend class exact time and
place, so students can finished their classes at their own time and suitability.
Get more knowledge. One more advantage is that more knowledge of computer and Internet skills
that one gain in the process of distance learning experience can also be moved to other sides of life.
Availability. Many people while taking traditional classes come across physical availability
problem because of inadequate mobility issues. But through online classes overcome the problems and by
using own comfortable furniture in the home. Thus an ambition to further education can be satisfied while
enjoying free movement at home. For both slow and quick learners, options are available. This reduces
stress and increases learners' complete fulfillment.
Learn while working. As distance learning can usually be completed on your own schedule, it is
much easier to complete distance learning courses while working than more traditional educational
programs. Keeping your job gives you more income, experience and stability while completing your degree
giving you less to worry about and more time to focus on your studies.
21

Seeing the above mentioned advantages of distance learning, it becomes a little uncertain if this
method of learning has any disadvantage or not. But to be frank, there are some problems too.
One of the main disadvantages of distance education is the loss of interaction with other students in
the classroom. In distance learning, study in a group is difficult, one just have to do by himself which
becomes publicly one-off as there is no communication with other classmates. No chance for
communicating with classmates and teachers orally. Though, a chat, e-mails, conferencing and bulletin
boards, this problem is lessening gradually. The interactions help to develop critical thinking and problemsolving skills. Many distance eduction programs have developed online forums or chat rooms for students
to share ideas and communicate, but it is only a partial substitute for the interaction you get in the
classroom with a teacher and other students. If the classroom environment is what you like most about
learning you may want to take a step back and reconsider distance learning. Youll likely get some
interaction on chat rooms, discussion boards and through email, but the experience will be quite different
than traditional courses.
Difficult technology and accessibility. It is true that distance education provides good chances to
learn new things and technologies but it is complicated. It comes as challenge for people who are
frightened of technology. A computer with continuous Internet facility is required for distance learning.
Also, it needs careful planning and big costs to set up for tools and facilities like live video
communications which is a must in this form of education.
Unseen costs: Some unseen charges cannot be escaped. For instance, if a student lives or works in a
outside area where irregular supply of things then the study material need to be mailed in advance. There
will be sure extra charges and other costs which comes another point in bringing uneasiness to many. In
distance learning, student and instructor also need to make proper plan much in advance to get the good
and best result. Virtual courses can save money on constructing classrooms, dormitories and the overhead.
However, starting a high-tech distance learning programs still can be expensive. Once the course or
program is operational, the costs for keeping the technology current, developing new materials, updating
courses, and marketing the courses still must be figured into the annual budget. Therefore, the provider
usually should have the funds and technical support readily available to meet todays needs, and also
should have the resources to expand their technical capabilities as the Internet expands its services [1, p.
69].
No feedback immediately. Distance learning is not like a regular classroom. One does not get the
feedback immediately, instead they have to wait for their teacher's reviewing the task and send them for
comments.
Format isnt ideal for all learners. Not everyone is an ideal candidate for online learning. If you
know you have problems with motivation, procrastination and need lots of individual attention from a
teacher you may want to think long and hard before enrolling in an online learning program.
Some employers dont accept online degrees. While a majority of employers will, there are some
who still see a stigma attached to distance learning. Realize that your online degree may not be the ideal
tool for some job fields or for future learning.
Requires adaptability to new technologies. If youve never been one to like working with
technology you will probably get less out of an online course than your more tech-savvy counterparts.
Make sure you feel comfortable working with computers and with online programs before you sign up for a
class.
Depending upon one's own situations, one can match up and
decide what he should choose for providing the educational and
professional qualifications. For providing distance education the use of
the Internet is the best way.
Technology the Internet and World Wide Web
Distance learning programs involve many kinds of technology.
The Internet and World Wide Web (WWW) are the primary means of
presenting educational information. Once learners have subscribed to,
22

or signed up for an Internet provider, they gain access to the educational materials and services designed
for the Internet and WWW. The educational information is stored electronically, thus learners with access
to the site can download or use the information as long as it is stored there. This makes it easy for learners
to work at their own place and to visit the site as frequently as they like.
The Web can provide learning information in many different interesting formats. It can present
information in sound bits, such as music, voice or special effects. Graphics may be also presented in a
special type of artwork such as animation or video. In addition to working with the Web, the learners may
be asked to send e-mail messages, subscribe to mailing lists or participate in newsgroups, and online
videoconferencing.
How does distance education work.
First of all, the learner should decide what kind of
distance learning program he wants to take. There are many
web sites providing plentiful distance education resources, and
the potential learners can link to each resource mentioned.
When the learner links to the Web site that he is interested in,
he can see the goal, content, policy, and tuition of the
educational programs. He also should notice the hardware and
software requirement and should set the equipment before
starting his distance learning. The lectures are presented online, and teachers may pose questions to begin
the discussion. Teachers frequently place course readings on the Web enabling students to print entire
lectures or take notes. Sometimes teachers also choose some books or journals as textbooks. These
textbooks are often supersedes by information available electronically on the Web sites. Teachers also
assign homework, and students should complete it by scheduled deadlines, just as they would be on
campus. Sometimes students may be deviled to several groups to work together for a group project. At that
time, they can use e-mail, subscribe mailing list or participate in an electronic conferencing or a newsgroup
to seek for information and comments about their assignments.
When learners or faculty want to lean back or relax, they can meet via chat room, which serves as
an informal chat station. If learners need assistance, they can call or e-mail their teacher. Some teachers
even have teaching assistants assigned to each course to answer questions by e-mail (Ryan1997, p.76). This
kind of interaction can lead to more personal help and attention than that afforded by a traditional lecture
classroom setup. Some teachers may also ask students to take online quizzes or exams to evaluate their
performance. Most educational computer systems can keep track of each students progress and can make
reports to the teacher [3, p. 143].
The Internet is one of the least costly approaches to provide interconnection. Furthermore, through
the Internet, the distance learning community can access hundreds of libraries and databases. It is very
convenient. Moreover, the educational material can be stored on a Web site. Students and teachers also
have a written record of what everyone in the class says during the discussion. There is a greater potential
for sharing information through the Internet than through other means of transmitting and receiving
information.
Not everyone can be well suited to distance learning programs. Successful participants must be
highly motivated and self-disciplined. Because the course may be unmonitored, the learners themselves
have full responsibilities for proceeding with the course and evaluating their mastery of a skill or subject
[4, p. 142].
Although distance education is very flexible and convenient, it still cannot provide the college
experience. Working with other learners, being part of a total educational environment, and collaborate
closely with academic mentors is still valuable to many learners. In addition, some courses cannot be
taught on the Internet and this causes some limitations of distance learning.
There is another problem and it is related to technology. Not every student knows how to attend
virtual classrooms well. Most of them do not have the hardware and software capability to receive video
via the Web. Many teachers are also reluctant to switch from the traditional methods of teaching to
technology-oriented approaches.
23

In addition, the performance of distance learning programs through the Internet cannot be
guaranteed. Because the bandwidth for the average student is still low, while the requirements for audio
and video are high. These technological issues need to be resolved.
Thus, the role of the traditional academic institution is changing, colleges and universities will have
to compete with a growing number of other educational providers. This trend should promote more
collaboration among business, industry and academia to provide high-quality, innovative education.
The future of distance education depends primarily on the creative use and development of new
technologies. As learners become more aware of the potential developing knowledge and skills more easily
and conveniently, the need for new materials and presentation media should continue to increase.

References
1. Porter, L.R. (1997) Creating the virtual classroom: distance learning with the Internet. New York: John Wiley &
Sons, Inc.
2. Ryan, M. (1997) Education casts wide net. TechWeb News, October.
3. Moskowitz, R. (1995) Wired U.. Internet World, October.
4. Duffy, J.P. (1997) College online: how to take college courses without leaving home. New York: John Wiley &
Sons, Inc.

24

THE AUDIO - LINGUAL METHOD IN TEACHING ENGLISH

Oxana BASHIROV
University lecturer
MA, PhD student, Moldova State University
Republic of Moldova
The Audio-Lingual Method is an oral-based approach. This term ALM is used to denote a specific
pedagogical orientation which grew out of language- teaching programmes for United States military personnel
during the Second World War. Its basic distinction from the traditional approaches is that language is to be taught
as speech rather than as writing and grammar.
Key words:Audio-Lingual Method, approach, grammatical pattern, conversational ability, drill.

The Audiolingual Method created a great revolution in teaching foreign languages several years
ago. It had its basis on mechanical learning that comes from behaviorism. The Audiolingualism
methodology expected students to be able to communicate in the target language through memorization of
grammatical structures and word sounds. As the method, it is not concerned of the person; it uses the same
techniques to teach the language: memorization, substitution, and repetition. The teacher is the only one
who can provide relevant explanation and experiences during the class time. With the Cognitivism theory,
methodologies are no longer a unique truth. Teachers can re-do any methodology to adapt it in benefit of
their students.
The Audio Lingual Method (ALM) is a method which was introduced
in the United States of America (USA) in 1940s. Even though the
method is considered very old, many language teachers still like it and
believe that it is a powerful method. Audiolingualism came about as a
result of a number of developments in linguistics, psychology, and
politics. In the 1940s, linguists at the University of Michigan and other
universities were engaged in developing materials for teaching English
to foreign students studying in the U.S. Their approach, based on
structural linguistics, relied on a contrastive analysis of the students
native language and the target language, which they believed would
identify potential problems in language learning. Lessons consisted of intensive oral drilling of
grammatical patterns and pronunciation. The approach became known variously as the Oral Approach, the
Aural-Oral Approach, or the Structural Approach. At approximately the same time, the United States was
drawn into World War II and needed personnel who were fluent in foreign languages. Upon finding a lack
of Americans with sufficient language skills, in 1942 the U.S. government developed the Army Specialized
Training Program, an oral-based program based on intensive drilling and study. The success of this
program convinced a number of prominent linguists of the value of an intensive oral approach to language
learning. Most American schools and universities, however, continued to employ the Grammar-Translation
Method or the Reading Method well into the 1950s.
The Audiolingual Method was widely adopted in the U.S. and Canada and served as the principal
approach to foreign language teaching in the 1960s. The methods decline in the late 1960s and early 1970s
was brought about by two factors. First, linguist Noam Chomsky questioned the theoretical basis for the
method, particularly the assumption that external conditioning could account for all language learning.
Second, some language teachers and students experienced frustration with the methods avoidance of
grammar explanations, its heavy emphasis on rote memorization and drilling, and its failure to produce
conversational ability in the foreign language. These developments led to the eventual abandonment of the
method, although some of its practices, such as dialogue learning and pattern drills, continue to be used in
some foreign language programs.
Technically, the Audio Lingual Method (ALM) was supported by the appearance on the market of a
large variety of mechanical aids, such as tape recorder and language laboratories. Theoretically, the Audio
Lingual Method (ALM) was based on the findings of the structural linguists, who developed a psychology
25

of language learning different from traditional methods. In Audio Lingual Method language learners are
equipped with the knowledge and skill required for effective communication in a foreign language. The
language learners also required to understand the foreign people whose language they are learning and the
culture of the foreign people. The view of language in the Audio-Lingual Method has been influ-enced by
descriptive linguists. Every language is seen as having its own unique system. The system is comprised of
several different levels: phonological, morphological, and syntactic. Each level has its own dis-tinctive
patterns.
Everyday speech is emphasized in the Audio-Lingual Method. The level of complexity of the
speech is graded, however, so that begin-ning students are presented with only simple patterns. Culture
consists of the everyday behavior and lifestyle of the target language speakers.
In teaching English with the help of the ALM the vocabulary is kept to a minimum while the
students are mastering the sound system and grammatical patterns. A grammatical pattern is not the same
as a sentence. For instance, underlying the following three sentences is the same grammatical pattern: Meg
called, The Blue days won, The team practiced.
The natural order of skills presentation is adhered to: listening, speaking, reading, and writing. The
oral/aural skills receive most of the attention. What students write they have first been introduced to orally.
Pronunciation is taught from the beginning, often by students working in language laboratories on
discriminating between members of minimal pairs. The habits of the students native language are thought
to interfere with the students attempts to master the target language. Therefore, the target language is used
in the classroom, not the students native language. A contrastive analysis between the students native lan
guage and the target language will reveal where a teacher should expect the most interference. The ALM
has a relatively complete procedure of presenting language materials. The method has a set of procedures
of teaching each language skill. The following is the first produce of teaching the target language. This
procedure is a set of the typical steps in teaching the target language through the ALM. Since the listening
and speaking ability is the first skill to consider, the first procedure of teaching is more related to listening
and speaking ability. The procedure can be as follows:

The language teacher gives a brief summary of the content of the dialogue. The dialogue is not
translated but equivalent translation of key phrases should be given in order for the language learners to
comprehend the dialogue.

The language learners listen attentively while the teacher reads or recites the dialogue at normal speed
several times. Gestures and facial expressions or dramatized actions should accompany the presentation.

Repetition of each line by the language learners in chorus is the next step.
Each sentence may be repeated a half dozens of times, depending on its
length and on the alertness of the language learners. If the teacher detects
an error, the offending learner is corrected and is asked to repeat the
sentence. If many learners make the same errors, chorus repetition and drill
will be necessary.

Repetition is continued with groups decreasing in size, that is, first the two halves of the class, then
thirds, and then single rows or smaller groups. Groups can assume the speakers roles.

Pairs of individual learners now go to the front of the classroom to act out of the dialogue. By this time
they should have memorized the text. [2]

Due to the Audio-lingual method student errors are to be avoided if at all possible through the
teachers awareness of where the students will have difficulty and restriction of what they are taught to say.
However, the Audio Lingual Method is not perfect method. The strengths and weaknesses of Audio
Lingual method will be explained as follows:

For the smart students this method is bored, because the procedure of the ALM method is majority
repeat the sentence.

26

Sometimes the students are confused because the teacher explain the material in simple way not in detail
way.

The grammar skill is not more drilled.

The strengths of Audio Lingual Method (ALM) are:

All the students are actives in the class.

The circumstance class are more interesting and life.

The speaking and listening skill are more drilled, so the pronunciation skill and listening skill are more
controlled.

The advocates of the ALM believe that learning is essentially the process of change in mental and
physic behavior induced in a living organism by experience. This principle was much influenced by a
theory of psychology known as behaviorism. Formal experience can be gained at formal schools and the
aim of learning is habit. Learning is simply habit formation. To learn a new language means to acquire
another set of habits. The speech habit can be formulated through the observance of rules. Therefore,
successful language learners are those who finally become spontaneous in communication and the rules
have been forgotten. The method, which was originally introduced to prepare people to master foreign
language orally in a short time, emphasizes oral forms of language. However, the method still considers the
other language skills. The method considers that the oral forms: speaking and listening should come first,
and reading and writing come later. The advocates of the method believe that language learners learn
foreign language as a child learns his/her mother tongue. First, he hears sound and tries to understand the
sound; he/she then attempts to reproduce the sounds. Next, he/she learns to read the written forms. The
phases can be described that learning a foreign language there are the passive or receptive phase and the
active or reproductive phase.
Audiolingualism views language as a set of structures, including phonemes, morphemes, and
syntax, the patterns of which can be deduced by analyzing the language used by native speakers. The
audiolingual syllabus is organized around these linguistic structures, which are represented in dialogues
and pattern drills.
A second tenet of audiolingualism is that language is primarily an oral
phenomenon, inasmuch as all natural languages first developed orally, and
children learn their first language orally before learning its written form. Thus,
the Audiolingual Method teaches listening and speaking before reading and
writing. Exposing beginning students to the written language is avoided in the
belief that seeing the written word interferes with developing correct
pronunciation habits. Reading and writing are introduced later, and consist
primarily of material that was first learned orally.
The learning theory underlying the Audiolingual Method is behaviorism, a prominent school of
psychological thought in the first half of the twentieth century. Behaviorism posits that all learning occurs
as humans respond to external stimuli and their response is either rewarded or punished, which serves to
increase or decrease the behavior. Psychologist B. F. Skinner, in his book Verbal Behavior, included
language among the behaviors that are learned through this type of conditioning. [3] Brooks explained how
behaviorist theory was to be applied in the classroom, with teachers providing linguistic stimuli in the form
of dialogues and drills, reinforcing students correct responses, and correcting their errors. Brooks
summarized the application of behaviorist theory to language learning as follows: The single paramount
fact about language learning is that it concerns, not problem solving, but the formation and performance of
habits [1, P.49]
Because the formation of correct linguistic habits is paramount, great emphasis is placed on proper
pronunciation, intonation, and grammar usage. Students are discouraged from using language to create
their own meaning due to the potential for making errors, which may potentially become ingrained habits.
A typical Audiolingual lesson begins with a dialogue, which is presented either from a recording or
verbally by the teacher, often accompanied by drawings to illustrate the meaning. Lines from the dialogue
are memorized one by one, with students repeating each line in chorus. When a pair of lines is learned, the
27

teacher asks half of the class to repeat the first line, and the other half to respond by repeating the second
line. The same procedure is repeated with rows of students and then with individual students.
When the dialogue has been memorized, the teacher leads students in adapting it to their own
situation or interests by substituting words or phrases. Students repeat the dialogue with the new
substitutions.
Sentences containing key linguistic structures are then extracted from the dialogue to form the basis
for pattern drills of different types. The teacher reads a sentence and asks students to repeat it in unison.
The teacher subsequently leads the students in drills based on the model sentence. Drills may include
responding to questions, substituting new words or grammatical structures, negating affirmative sentences,
or making morphological manipulations such as changing singular to plural, all according to the teachers
cues. These drills are first practiced in chorus and then individually. Any grammatical or pronunciation
errors are corrected immediately by the teacher. Some grammatical explanation may be provided, but it is
generally kept to a minimum.
Follow-up activities may consist of reading, writing, or vocabulary activities,
which are based on the dialogue and sentences that have been practiced in
class. If a language laboratory is available, students may do further drill work
on structures and pronunciation using recordings of the dialogues and
sentences.
To sum up, we can say that the Audiolingual methodology was used to teach
languages but it did not take into account that structures or grammar only were
needed for communication. This method encouraged mechanical teaching. But
it is proved also that an activity could be transformed. Teachers need to be
creative with their students. It is not about what methodology we are using in
the class, it is about what things they decide to do to make the difference.
To conclude, we can say teaching and learning foreign languages has always had the same
objective: communication. In the past, the teaching -learning process was mechanical, but later it changed
to become more meaningful to the people who learn a foreign language. Teachers are the ones who must
create specific and well planned tasks that encourage and motivate their students to produce the language in
order to express their ideas, thoughts, and opinions when they need to.

References
1. Brooks, N. (1964) Language and language learning: Theory and practice (2nd ed.). New York: Harcourt Brace.
2. Rivers, Wilga. (1968) Teaching Foreign Language Skills. Chicago: University of Chicago Press.
3. Skinner, B. F. (1957) Verbal behavior. New York: Appleton-Century-Crofts.

28

COMMUNICATIVE APPROACH TO LANGUAGE TEACHING

Oxana BASHIROV
University lecturer
MA, PhD student, Moldova State University
Republic of Moldova
The ever-growing need for good communication skills in English has created a huge demand for English
teaching around the world. Millions of people today want to improve their command of English or to ensure that
their children achieve a good command of English. The worldwide demand for English has created an enormous
request for quality language teaching, language teaching materials and resources. The present paper aims to
identify the principles of the communicative approach to language teaching and some key concepts over the period
when it is believed to have emerged.
Key- words:Communicative language teaching, approach, methodology, method, technique.

Many language teachers claim to have make use of communicative methodology in their classroom.
Nonetheless, when they are questioned what this communicative really is, the answers are very much
varied. So, what is CLT for real? CLT can be understood as a set of principles about the goals of language
teaching, how learners learn a language, kinds of classroom activities which best fascilitate learning, and
the roles of teacher and learners in the classroom.
The Communicative Approach emerged in the early 1970s as a result of the work of the Council of
Europe experts. However, it can be traced to the work of Chomsky in the 1960s, when he advanced the two
notions of competence and performance as a reaction against the prevalent audio-lingual method and
its views. These two concepts were developed later on by Hymes, into a communicative competence
which refers to the psychological, cultural and social rules which discipline the use of speech. [1, p.12]
Language teaching has seen many changes in ideas about syllabus design and methodology in the last 50
years, and CLT prompted a rethinking of approaches to syllabus design and methodology. We may
conveniently group trends in language teaching in the last 50 years into three phases:
Phase 1: traditional approaches (up to the late 1960s)
Phase 2: classic communicative language teaching (1970s to 1990s)
Phase 3: current communicative language teaching (late 1990s to the present)
Let us first consider the transition from traditional approaches to what we
can refer to as classic communicative language teaching. Communicative
Language Teaching is best considered as an approach rather than a
method. Within methodology a distinction is often made between methods
and approaches, in which methods are held to be fixed teaching systems
with prescribed techniques and practices, whereas approaches represent
language teaching philosophies that can be interpreted and applied in a
variety of different ways in the classroom [3, p.48]. Perhaps the majority
of language teachers today, when asked to identify the methodology they
employ in their classrooms, mention communicative as the methodology
of choice. However, when pressed to give a detailed account of what they
mean by communicative, explanations vary widely. Does
communicative language teaching mean teaching conversation, an absence of grammar in a course, or an
empahsis on open-ended discussion activities as the main features of a course? What do you understand by
communicative language teaching?
The term Communicative Language Teaching (CLT) means different things to different teachers.
To some teachers, it simply means a greater emphasis on the use of the target language in the classroom,
and in particular, a greater emphasis on orality. To other teachers, communication entails the exchange of
29

unknown information between interlocutors. And finally, some teachers understand communication in the
most global, anthropological terms, that is, as a cultural-bond system for making meaning. Despite their
various definitions of CLT, all the module instructors seem to advocate for a communicative approach.
Communicative Language Teaching aims broadly to apply the theoretical perspective of the
Communicative Approach by making communicative competence the goal of language teaching and by
acknowledging the interdependence of language and communication. What this looks like in the classroom
may depend on how the tenets are interpreted and applied. The most obvious characteristic of CLT is that
almost everything that is done is done with a communicative intent. Students use the language a great deal
through communicative activities such as games, role plays, and problem-solving tasks.
Activities that are truly communicative, according to Morrow, have three features in common:
informa-tion gap, choice, and feedback. [2, p.17]
An information gap exists when one person in an exchange knows something the other person does
not. If we both know today is Tuesday and I ask you, What is today?and you answer, Tuesday, our
exchange is not really communicative.
In communication, the speaker has a choice of what she will say and how she will say it. If the
exercise is tightly controlled so that students can only say something in one way, the speaker has no choice
and the exchange, therefore, is not communicative. In a chain drill, for example, if a student must reply to
her neighbors question in the same way as her neighbor replied to someone elses question, then she has
no choice of form and content, and real communication does not occur.
True communication is purposeful. A speaker can thus evaluate whether or not his purpose has been
achieved based upon the infor-mation she receives from his listener. If the listener does not have an
opportunity to provide the speaker with such feedback, then the exchange is not really communicative.
Forming questions through a transformation drill may be a worthwhile activity, but it is not in keep-ing
with CLT since a speaker will receive no response from a listener, so is unable to assess whether her
question has been understood or not.
Another characteristic of CLT is the use of authentic materials. It is considered desirable to give
students an opportunity to develop strate-gies for understanding language as it is actually used.
Finally, we may affirm that activities in CLT are often carried out by stu-dents in small groups.
Small numbers of students interacting are favored in order to maximize the time allotted to each student for
com-municating. The teacher may present some part of the lesson, such as when work-ing with linguistic
accuracy. At other times, he is the facilitator of the activities, but he does not always himself interact with
the students. Sometimes he is a co-communicator, but more often he establishes sit-uations that prompt
communication between and among the stu-dents. Students interact a great deal with one another. They do
this in var-ious configurations: pairs, triads, small groups, and whole group.
One of the basic assumptions of CLT is that by learning to communi-cate students will be more
motivated to study a foreign language since they will feel they are learning to do something useful with the
lan-guage. Also, teachers give students an opportunity to express their individuality by having them share
their ideas and opinions on a regu-lar basis. Finally, student security is enhanced by the many opportunities for cooperative interactions with their fellow students and the teacher.
Language is for communication. Linguistic competence, the knowl-edge of forms and their
meanings, is just one part of communicative competence. Another
aspect of communicative competence is knowl-edge of the functions
language is used for. A variety of forms can be used to accomplish a
single function. A speaker can make a prediction by saying, for
example, It may rain, or Perhaps it will rain. Conversely, the
same form of the language can be used for a variety of functions.
May, for instance, can be used to make a prediction or to give
permission (You may sit in the back).
Thus, learners need knowledge of forms and meanings and func-tions. However, they must also use
this knowledge and take into con-sideration the social situation in order to convey their intended mean-ing
30

appropriately. A speaker can seek permission using may (May I have a piece of fruit?); however, if the
speaker perceives the listener as being more of a social equal or the situation as being informal, he or she
would more likely use can to seek permission (Can I have a piece of fruit?).
Culture is the everyday lifestyle of people who use the language. There are certain aspects of it that
are especially important to com-munication - the use of nonverbal behavior, for example, which might
receive greater attention in CLT. Language functions might be emphasized over forms. Typically, although
not always, a functional syllabus is used. A variety of forms are introduced for each function. Only the
simpler forms would be pre-sented at first, but as students get more proficient in the target lan-guage, the
functions are reintroduced and more complex forms are learned. Thus, for example, in learning to make
requests, beginning students might practice Would you ... ? and Could you ... ? Highly proficient
students might learn I wonder if you would mind ... .
Students work with language at the suprasentential or discourse level. They learn about cohesion
and coherence. Students work on all four skills from the beginning. Just as oral communication is seen to
take place through negotiation between speaker and listener, so too is meaning thought to be derived from
the written word through an interaction between the reader and the writer. The writer is not present to
receive immediate feedback from the reader, of course, but the reader
tries to understand the writers intentions and the writer writes with
the readers perspective in mind. Meaning does not, therefore, reside
exclusively in the text, but rather arises through negotiation between
the reader and writer. A teacher evaluates not only the students
accuracy, but also their flu-ency. The student who has the most control
of the structures and vocabulary is not always the best communicator.
A teacher can informally evaluate his students performance in
his role as an adviser or co-communicator. For more formal evaluation, a teacher is likely to use an
integrative test which has a real communicative function. In order to assess students writing skill, for
instance, a teacher might ask them to write a letter to a friend. Errors of form are tolerated during fluencybased activities and are seen as a natural outcome of the development of communication skills. Students
can have limited linguistic knowledge and still be successful communicators. The teacher may note the
errors during fluency activities and return to them later with an accuracy-based activity.
Communicative approach aims to teach communicative competence of which this includes several
aspects, such as :

Knowing how to use language for a range of different purposes and functions

Knowing how to vary our use of language according to the setting and the participants (e.g.,
knowing when to use formal and informal speech or when to use language appropriately for
written as opposed to spoken communication)

Knowing how to produce and understand different types of texts (e.g., narratives, reports,
interviews, conversations)

Knowing how to maintain communication despite having limitations in ones language

knowledge (e.g., through using different kinds of communication strategies). [4]

CLT implied new roles in the classroom for teachers and learners. Learners now have to participate
in classroom activities that are based on a cooperative rather than individualistic approach to learning.
Students had to become comfortable with listening to their peers in group work or pair work tasks, rather
than relying on the teacher for a model. They need to take on a greater degree of responsibility for their
own learning. And teachers now have to assume the role of facilitator and monitor, rather than being a
model. They have develop a different view of learners errors and of her/his own role in facilitating
language learning either. The type of classroom activities proposed in CLT also implied new roles in the
classroom for teachers and learners. Learners now had to participate in classroom activities that were based
on a cooperative rather than individualistic approach to learning. Students had to become comfortable with
listening to their peers in group work or pair work tasks, rather than relying on the teacher for a model.
They were expected to take on a greater degree of responsibility for their own learning. And teachers now
31

had to assume the role of facilitator and monitor. Rather than being a model for correct speech and writing
and one with the primary responsibility of making students produce plenty of error-free sentences, the
teacher had to develop a different view of learners errors and of her/his own role in facilitating language
learning.
Since its inception in the 1970s, communicative language teaching has passed through a number of
different phases. In its first phase, a primary concern was the need to develop a syllabus and teaching
approach that was compatible with early conceptions of communicative competence. This led to proposals
for the organization of syllabuses in terms of functions and notions rather than grammatical structures.
Later the focus shifted to procedures for identifying learners communicative needs and this resulted in
proposals to make needs analysis an essential component of communicative methodology. At the same
time, methodologists focused on the kinds of classroom activities that could be used to implement a
communicative approach, such as group work, task work, and information-gap activities. Today CLT can
be seen as describing a set of core principles about language learning and teaching, as summarized above,
assumptions which can be applied in different ways and which address different aspects of the processes of
teaching and learning.
Since the 1990s, the communicative approach has been widely implemented. Current communicative
language teaching theory and practice thus draws on a number of different educational paradigms and
traditions. communicative language teaching today refers to a set of
generally agreed upon principles that can be applied in different ways,
depending on the teaching context, the age of the learners, their level,
their learning goals, and so on.
In conclusion we can assert that although the communicative
approach to language teaching is one of the latest, yet it is too
ambitious and the requirements for its success are difficult. This should
not lead to a complete distrust of this approach, but rather to more
efforts drawing its guidelines and blueprints. Again, it is suggested that
it becomes part of the whole framework of language teaching which
incorporates different approaches and methods, making use of the
advantages of each and avoiding the disadvantages. This again requires
very sophisticated syllabuses, materials and teaching aids, and, above
all, competent and experienced teachers.

References
1.Hedge, T. (2000). Teaching and learning in the language classroom: Oxford University Press.
2.Johnson, Keith & Keith Morrow (1981). Communication in the Classroom. Essex: Longman.
3.Richards, J. C. & Rogers, T. S. (1986). Approaches and methods in language teaching: A description and analysis.
Cambridge, UK: Cambridge University Press.
4.Widdowson, H. G. (1990). Aspects of Language Teaching. Oxford: Oxford University Press.

32

SEMASIOLOGY: THE POWER OF WORDS

Irina POMAZANOVSCHI
MA, University lecturer
Institute of International Relations of Moldova (IRIM)
Republic of Moldova

Title of lesson: Semasiology: the power of words

Required time: 80 minutes
Video from lexicology lessons: https://www.youtube.com/watch?v=ThD1XU9Rogk
Purpose
The purpose of this lesson is to demonstrate that the theoretical concepts explained and discussed during
the lectures have been grasped by the students and they are able to analyze lexical features of words.
The lesson fits into university level curriculum of the course of Lexicology taught to graduate students
at IRIM. Lexicology is the part of linguistics dealing with the vocabulary of the language and the
properties of words as the main units of language.
Learning outcome(s)
By the end of the lesson students will be able to:
Define and explore the concepts of denotation and connotation;
Examine how word choice affects meaning;
List types of meaning;
Practice and apply the concepts of denotation and connotation.
Bridge-in / Warm-up / Ice-breaking activities
Students watch the video The Power of Words: https://www.youtube.com/watch?v=Hzgzim5m7oU
and try to explain how the video demonstrates that the meaning of words is not only linguistic but also
mental phenomenon.
What power do the words have?
What are the components of meaning?
Pre-test / Brainstorming / Introduction

In order to activate prior knowledge students are asked to remember and explain the notion of Semantic
Triangle.
The word meaning is made up of various components, the combination of which determines the word.
These components are described as types of meaning. What are they?
Input from you / Teacher activities
Guided practice / Student activities
- Teacher writes on the board She walked into the room. - Volunteer student mimes the action
and asks one of the students to mime the action in this written on the board.
sentence.
- Students who found the sample
- Teacher asks the students to look under their chairs; some sentences mime them, the rest class has to
of them have slips of paper with the same sentence where guess the action verb. All the verbs should
the word walk is substituted by a synonym. Take it and be written on board.
33

do not show the sentence to anyone. Leave the class and

mime your sentence. After that students comment on the
components of lexical meaning: connotation and
denotation.
- The teacher reminds that connotation can be positive
and negative. For example: celebrated notorious.

Words

Denotational
&
connotational
aspects

Components of the
connotational aspect
of lexical meaning
which specify the
difference between
the words

- She marched into the room.

- She crawled into the room.
- She rushed into the room.
- She oozed into the room.
- Fulfil ex. A in the first handout. Put (+)
next to the word combination which they
believe has positive connotation and (-)
next to the negative connotation.
Dictionaries are allowed to be used.

- In groups of 4 students rank the words.

widely known,
Each group has different set of words,
admired and
when they are ready they present the
talked about by
ranking to the rest of the class and explain
celebrated
evaluation (positive)
many people
why they ranked the words this way.
because of
GROUP 1:
good qualities
Thin Slim Lanky Skinny Gaunt
widely known
Slender
because of
GROUP 2:
something bad,
Aggressive Assertive Domineering
for example,
Dynamic
notorious
evaluation (negative)
for being
Pushy Forceful
GROUP 3:
criminal,
Shrewd Egghead Bright Clever Brilliant
violent, or
Cunning Smart Intelligent Brainy
immoral
Distribute handouts and ask to identify which of word
combinations has positive / negative connotation.
(HANDOUT 1 see below).
- Divide students in groups of 4 and ask them to rank the
words in order from positive to negative.
Closure
Flapper Game: ask 2 students to come to the board where the teacher has already drawn 2 large circles.
In the center of the 1st circle is big + in the center of the other a big - . every student gets an empty 1.5
liter bottle or a fly flapper and has to hit the circle with + if the word combination the teacher is going to
read has positive connotation. If it has negative one, hit the opposite circle. The winner is the students
with the majority of right answers the class counts the hits. The teacher reads aloud the expressions
practiced during the lesson. (see handout 1 and words from ranking exercises)
Check for understanding
In order to check the understanding of the basic notions the teacher can conduct a mini test (questions
with multiple choice).
1)Which is worth more?
a) something old or b) something antique
2) Which is better?
a) to be skinny
or b) to be slender
3) Which is more polite?
a) sip a drink
or b) gulp it
etc.
Assessment
Students will be assessed individually after submitting the written homework assignment:
Ex. B. Identify the denotational and connotational aspects of lexical meaning of the given words.
Analyze the similarity and difference between the components of the connotational aspect of lexical
meaning in the given pairs of words.
To deal with to grapple with, sophisticated hardened, adventure ordeal, perfect flawless, to
34

glance to glare, adulation respect, ugly repulsive, to murmur to mutter.

Ex.C. Analyze the given expressions and answer the question: what characteristics of the lion and the
oak not reflected in the denotatum are proper to the concepts about these objects?
1) a lion-hunter; to have a heart like a lion; to feel like a lion; to roar like a lion; to lionize
someone; to beard the lion in his den; to be thrown to the lions; the lions share; to put ones
head in lions mouth;
2) great/mighty oaks from little acorns grow; a heart of oak; oaks may fall when reeds stand the
storm.
Follow-up (how do students use the information / skills outside the classroom, in the real word?)
The information studied during the lesson will be useful at the graduate exams, writing thesis and everyday life of a professional translator (the students are getting ready to be translators) as well as an advanced English speaker.

HANDOUT 1

35

LESSON PLAN
Famous People from English Speaking Countries
Liliana NEDERITA
English Teacher
George Calinescu Lyceum, Chisinau
Republic of Moldova
I. Purpose
This lesson is designed for the 7th form, from a mainstream school in Moldova. It is a lesson that
consists of two parts. Each part lasts 45 min. and it is perfect for two English lessons in a row.
It uses authentic texts from the Internet as well as pictures. It aims at learning about at least one
famous person from the English speaking world and some vocabulary. The expected learning outcomes
involve the integrated skills (reading, writing and speaking) and the objectives of the lessons embrace the
cognitive, behavior and emotional aspects.
It is a lesson for heterogeneous language learning groups with different level of language acquisition.
Students learn in groups and each student is assigned a role to ensure the involvement of each and every
student. The groups are formed according to their linguistic competence. The texts provided in this lesson
have various levels of complexity. The easier text should be given to the group with a lower level of
English and the most difficult ones to the group with a higher level of English, so that each student is given
an equal opportunity to get involved in the activity.
The lesson appeals to the students visual, aural senses through images and speaking and is
emotionally charged by introducing the contest which makes it appropriate for the age of 13.
The learners will be given instant feedback from their peers while working in groups. The teacher
will also provide permanent on-the-spot feedback to students (on pronunciation, vocabulary) while those
prepare their role plays and will informally assess the oral performance of the students in the role play.
There are two forms of formative assessment that have been included: the Role Play as a method of
teacher informal assessment and the Knowledge Meter which is a variation of Learning Logs
technique of informal formative assessment. Besides being a good assessment tool the Role Play also
develops students critical and creative thinking skills as it implies synthetizing, analysis and creation.
These forms of assessment support the learning objectives of the lesson, so that at the end of it the students
will be able to assess their personal growth at the lesson, identify and correct their mistakes with the help of
peers and teachers feedback. Moreover they make the lesson richer by creating learning opportunities
while assessing and being assessed. The students as well as the teacher will be able to see how much
progress they have made since the beginning of the lesson in terms of vocabulary and civilization points.
Overall this lesson includes authentic materials, group work and informal formative assessment
techniques (a contest) which will ensure the interactivity of the lesson and facilitate the learning outcomes
of the student.
II. Learning Outcomes:
1. Shown the photographs of famous people, the student will be able to identify and name at least 2
of them.
2. After reading the articles about famous people, the student will be able to identify in the given
sentences (quiz), the famous person in at least 10 of the cases.
3. Given a set of vocabulary words taken from the context, the student will be able to pronounce
correctly at least 10 words from the Vocabulary List.
4. Given a set of vocabulary words, the student will be able to use correctly (according to their
meaning) at least 10 of them to speak about a famous person.
5. Given a text with some of the words missing, the student will be able to provide and fill in the
gaps words from the Vocabulary List.
6. Based on the information from the Knowledge Meter Worksheet, collected at the beginning and
at the end of the lesson, the students will be able to identify and assess what and how many new things,
words they have learnt at the lesson.
7. Given the information learned at the lesson and using some additional sources from the library/
36

Internet, the student will be able to develop a short (about100 words) characteristic of a personality of
choice by using at least 5 new words from the vocabulary list
FIRST PART
Teacher Activities
Warm-up : Celebrity ID Game
Each S will be given a piece of paper on which s/he secretly
will write the name of a famous person. When you are done,
tape it to the back of another S. Then, circulate the room for
3 min. asking YES or NO questions in order to find out the
name of the famous person on your back, based on the
examples:
Examples:
Am I a scientist/musician/politician/artist ?
Am I a man/woman/old/young/alive/dead?
Do I work/play football/tennis?
Pre-test: Knowledge Meter
Task: Complete the Chart based on what you know. This
task is not graded so that - dont be afraid to be wrong. For
the questions that you dont know leave the answers out.
Topic Introduction:
You have written the names of a lot of famous people. They
are all from different countries. Can you guess what countries
we will stop on to talk about its famous people based on the
previous task?
Pronunciation drill
The Teacher introduces the topic vocabulary, pronounces the
words, students repeat after the teacher as they look for the
word translation and phonetic transcription on the board.
Group Roles Distribution
Now you have a list attached to each of the group stations,
find your name and sit with your group. Next, as a group
decide upon a role for each of the members. A description of
roles is displayed on the board
Text Work
Each station has a worksheet with a text.
The teacher walks through the groups assisting the students,
correcting mispronounced words, explaining the new words,
making sure all the members are involved.
Role Play
Prepare a role-play based on the information about the
famous person given. It can be in form of a dialogue,
interview, historic scene, movie scene etc. Make sure you
involve all the members of the group.
Now each group will present their role play about the
famous person they have learned about from the text
assigned.

Student Activities

Time

Ss write a name of a famous

person and puts it on
someones back.
They circulate the room asking
YES or NO questions

5 min.

Each S receives a Knowledge

Meter Worksheet that they
have to complete based on what
they know.
Ss complete the Knowledge
Meter

4 min.

Ss try to guess the countries

2 min.

Ss repeat after the teacher the

vocabulary in focus. 3-4
students read again paying
attention to pronunciation.

5 min.

Ss find their groups and decide

what roles they should have

3 min.

Reading
The Reader of each group reads
the text assigned while the
other members of the group
listen attentively

8 min

Ss prepare to role play a

dialogue, an interview etc.
based on the information from
the text

8 min.

Each group presents its role

play

10
min.
(2 each
group)

37

SECOND PART
Materials and Sources
Materials:
For this lesson authentic material: texts, photographs and pictures from the Internet, has been used. Some
of the texts from the Worksheets have been abridged, shortened because of their original length.
The texts, photographs and pictures are printed or shown in a Power Point Presentation on a computer/
White board or on the wall (using a projector). This is a link to a Wevideo video on famous people: https://
www.wevideo.com/view/235909030?timelineId=235903542
There are also 10 worksheets:
4 on Famous people - one per each group,
1 - Vocabulary Worksheet and 1 Quiz Sheet, which are the same for all groups,
1 - Group Roles (may be written on the board)
1- Knowledge Meter (one per each person)
1- Translation Exercise Worksheet (one per group)
References
1. Admiral Horatio Lord Nelson (1758 - 1805). Retrieved from
http://www.bbc.co.uk/history/historic_figures/nelson_admiral_horatio_lord.shtml
2. Charlie Chaplin Mini biography and facts. Retrieved from http://www.yesiknowthat.com/charlie-chaplin/
3. Cohen, Jennie (June 1, 2012) 8 Things You May Not Know About Queen Elizabeth II. Retrieved from http://
www.history.com/news/8-things-you-may-not-know-about-queen-elizabeth-ii
4. Horatio Nelson in brief. Retrieved from http://historysheroes.e2bn.org/hero/whowerethey/5
5. Mark Zuckerberg. Retrieved from http://mashable.com/category/mark-zuckerberg/
6. Queen Elizabeth II http://www.bbc.co.uk/schools/primaryhistory/famouspeople/elizabeth_ii/

38

Worksheet 1
KNOWLEDGE METER
Initial Personal Assessment

Formative Personal
Assessment

What do you know about:

Queen Elizabeth II

Charles Chaplin

Mark Zuckerberg

Horatio Nelson

Worksheet 2
VOCABULARY LIST
Allow - a permite
Background mediu, origine
Boisterous zgomotos, glgios, nestpnit, turbulent
Bold curajos
Career carier
Defiance - sfidare
Deprived lipsit, srac
Disregard desconsiderare
Enthusiastic nfocat, nnaripat
Eager zelos, nflacarat, pasionat
Female persoana de gen feminin, femeie
Inappropriate neadecvat
Pity - mil
Prodigy fenomen, minune
Reckless nesbuit, riscant, nebun
Ruler conductor
Ruthless necrutor, nestpnit
Thoughtless necugetat, nepstor
Tutor - preparator
Vain - vanitos

39

Worksheet 3
GROUP ROLES
Leader goes over the main ideas of the text and helps organize the ideas in a role play
Reader should read out loud while the others listen attentively as they follow the lines.
Vocabulary Master stops the reader when there is a misspronounced word or when there is a word from
the vocabulary list (to underline it), checks the dictionary or asks the teacher for the other new words and
writes them down at the end of the activity on the board
Summary Master selects the most important imformation to organize it and use for the Role Play
Speaker makes the presentation, presents it in front of the audience
Time Monitor manages the time.
Worksheet 4
VOCABULARY WORK
Fill in the gaps the words in bold:
Bold, disregard, defiance, vain, thoughtless, reckless, ruthless, pity, enthusiastic, eager
As a commander Horatio Nelson was a ____________ person who wasnt afraid to be in the first line. He
had occasional ____________ of orders from his seniors. This ____________ brought him some great
victories. He showed little __________ to those who didnt obey his orders. He was sometimes
______________________, _______________, ________________________ and
_______________________ in his desire for recognition and glory. He was a great leader and inspired his
fleet by his ___________________ and _____________________ attitude.
tutor, prodigy, inappropriate, allowed
He was called a ____________ by his tutor. His parents hired a private computer ___________ David
Newman to come to the house once a week and work with Mark. Zuckerberg and his friends created a site
that _____________ users to create their own profiles, upload photos, and communicate with other users.
Facemash became wildly popular, but was later shut down by the school administration after it was
declared ___________________.
background, boisterous, ruler, deprived, career, female
Charlie Chaplin came from a ____________ ____________ and spent much of his early childhood in
charity homes and workhouses. At the age of eighteen, he toured the US and that was the start of his
brilliant ___________ in acting and direction. In contrast to his _________ characters, Chaplin was a quiet
man who mostly kept to himself.
Because she has been Queen for so long, she has much more experience of governing than any of her
ministers, or any other _________ around the world. The queen remains the only ___________ member of
the royal family to have entered the armed forces and is the only living head of state who served in World
War II.

40

Worksheet 5
QUIZ
S/He was patriotic and gave his/her life for his/her country.
His/Her trademark character was `The Tramp.
S/He was only 12 when s/he created his first program, it was a messaging program called Zucknet.
S/He joined the navy at 12 years old and became a captain at only 20.
S/he is considered the first head of state to have used electronic mail.
S/He made his/her professional debut on the stage at the age of eight.
S/He is known for the famous battle at Trafalgar, which gave Britain 100 years of supremacy at sea.
S/He visited 116 countries, but does not hold a passport.
S/he is the only living head of state who served in World War II.
S/He treated his/her subordinates fairly, but was very strict with discipline.
While he had made millions laugh, his/her own life and career was full of scandals and controversy.
S/He was a Harvard student, but dropped out of college to devote himself/herself to Facebook full time.
S/He occasionally disregarded the orders from his/her superior officers, but this brought his/her victories
and great glory.
S/He signed the "Giving Pledge", promising to donate at least 50 percent of his wealth to charity over the
course of his/her lifetime.
S/He had two different birthdays.
S/He was blind in one eye and had his/her right hand amputated but this did not stop him/her from serving
his country.
S/He composed about 500 melodies.
His/Her most famous battles were those on the Nile, Copenhagen and Trafalgar.
S/He was called a prodigy by his tutor, and excelled at computer science, classic literature and fencing.
S/He was the pioneer in the genre of comedy in the silent film era.
S/He was the one to defeat Napoleons fleet and stop him from invading Britain.
S/He has a lot of work to do daily and s/he gets 300 letters per day.
In contrast to many of his boisterous characters, s/he was a quiet (wo)man who mostly kept to himself/
herself.
S/He and his/her friends created a site that allowed users to create their own profiles, upload photos, and
communicate with other users.
S/He was a good leader and fought alongside his/her men.
S/He is the Head of the United Kingdom, but s/he does not make laws.
His/Her characteristic toothbrush mustache, bowler hat, bamboo cane, and a funny walk amused and
entertained the children and adults alike.

41

Worksheet 7

CHARLIE CHAPLIN Mini biography and facts

(16 April 1889- 25 December 1977)
Nickname: Charlie / Charlot / The Little Tramp
Charlie Chaplin, as he is popularly known across the world, is an iconic figure despite his
otherwise small stature. His characteristic toothbrush mustache, bowler hat, bamboo cane
(=carja), and a funny walk amused and entertained the children and adults alike and made
him a household name globally. He was the pioneer in the genre of comedy in the silent
film era and his ability, to make audiences laugh simply through his gestures and
movements and without otherwise uttering (=saying) a word, was nothing short of a feat
(=actiune, indemanare).
Coming from a rather deprived background, Charlie spent much of his early childhood in
and out of charity homes and workhouses. His father died of alcohol abuse when Charlie
was just 12. His mother suffered from periodic bouts (=accese) of insanity and was
committed to a mental asylum. The early death of his father and the illness of his mother
made it necessary for Charlie to fend (= a se apara, a se descurca) for himself.
He chose the stage (= scena) as the best opportunity for a career and made his professional
debut at the age of eight as a member of a juvenile group called The Eight Lancashire
Lads. At the age of eighteen, he toured the US and that was the start of his brilliant career
in acting and direction. His reason for choosing comedy as his career is linked to his
childhood when he was confined (= intuit) to bed for weeks due to a serious illness and his
mother would sit at the window and act out what was going on outside.
In contrast to many of his boisterous characters, Chaplin was a quiet man who mostly kept
to himself. While he had made millions laugh, Chaplins own life and career was full of
scandals and controversy.
Some interesting facts about Charlie Chaplin
Never won an Academy Award in an acting category, only in the capacity of a composer.
Composed about 500 melodies including Smile and This Is My Song.
Was a good friend of Winston Spencer Churchill.
His trademark character (= personajul prin care este recunoscut) `The Tramp appeared
in about 70 movies, shorts and features, during a period of 26 years.
Loved to play tennis, but described golf as a game I cant stand.
His film, The Great Dictator (1940), was banned (=interzis) in Germany.

42

Worksheet 8
ADMIRAL HORATIO LORD NELSON (1758 - 1805)
Nelson was a British naval commander and national hero, famous for his naval victories
against the French during the Napoleonic Wars. Born on 29 September 1758 in Burnham
Thorpe, Norfolk, Horatio Nelson was the sixth of the 11 children of a clergyman. He joined
the navy aged 12, on a ship commanded by a maternal uncle. He became a captain at 20,
and saw service in the West Indies, Baltic and Canada.
When Britain entered the French Revolutionary Wars in 1793, Nelson was given command
of the Agamemnon.
Nelson was also one of the most loved leaders amongst the seamen of the Royal Navy and
fought side by side with his crews (= echipaje) during many of the battles. He was a fighter
and overcame injuries (=rani) and ill health. He suffered from many illnesses (=boli). He
lost the sight of his right eye, and his right arm in the battle (= batalie). Any of these could
have excused him from active service, but each time he was determined to return to his
post. He triumphed over all his illnesses and injuries to continue his great service to his
country.
The most famous battles of Horatio Nelson's career were those on the Nile, Copenhagen
and Trafalgar. At the Battle of the Nile in 1798, he successfully destroyed Napoleon's fleet
(= flota) and thus he prevented Napoleon from conquering (=cucerirea) the Middle East.
As a commander he was known for bold action, and although strict about his own orders,
he had occasional disregard of orders from his seniors. At the battle of Copenhagen when
his superior officer ordered the recall of the squadron, Nelson said to his second in
command, You know, Foley, I have only one eye, I have a right to be blind (orb)
sometimes. The battle continued. This defiance also brought him the victory against the
Spanish off Cape Vincent in 1797.
Nothing created the figure we recognise as Nelson, on monuments around the world, more
than the Battle of Trafalgar. Before the battle Nelson sent a signal in semaphore to
his fleet: "England expects that every man will do his duty (=datorie)." Nelson died in the
battle; his last words were "Thank God I have done my duty." When the news of his death
reached England, the king wept (= a plns), as did thousands of ordinary citizens, who lined
the route of his funeral. This was the greatest naval victory in British history. Trafalgar gave
Britain supremacy at sea, after such a great victory no other power challenged (= au
provocat) the Royal Navy for 100 years.
As a person Nelson could be vain, thoughtless and even, at times, reckless in his ruthless
desire for recognition and glory. He showed little pity to those who crossed him. But he was
also enthusiastic, eager and patriotic, as well as brave. He was noted for his ability to
inspire and bring out the best in his men. His qualities, good and bad, set him apart from his
contemporaries and are the reason that he is still remembered today.

43

Worksheet 9
MARK ZUCKERBERG
Mark Elliot Zuckerberg (born May 14, 1984) is an American computer programmer and
Internet entrepreneur. He is best known as one of five co-founders of the social networking
site Facebook. Zuckerberg is the chairman and chief executive of Facebook, Inc.
Born and raised in New York state, Zuckerberg developed an interest in computers at an
early age, he took up writing software programs as a hobby in middle school. When he was
about 12, he used Atari BASIC to create a messaging program he named "Zucknet." His
father used the program in his dental office, so that the receptionist could inform him of a
new patient without yelling across the room. The family also used Zucknet to communicate
within the house. Together with his friends, he also created computer games just for fun. "I
had a bunch of friends who were artists," he said. "They'd come over, draw stuff, and I'd
build a game out of it. He was called a "prodigy" by his tutor. His parents hired a private
computer tutor David Newman to come to the house once a week and work with Mark.
Newman later told reporters that it was hard to stay ahead of the prodigy, who began taking
graduate courses at nearby Mercy College around this same time. In high school, he
excelled in classic literature and fencing while studying at Phillips Exeter Academy.
After graduating from Exeter, Zuckerberg enrolled at Harvard University. By his sophomore
year (=al doilea an la universitate) he built a program called CourseMatch, which helped
students choose their classes based on the course selections of other users. He also invented
Facemash, which compared the pictures of two students on campus and allowed users to
vote on which one was more attractive. The program became wildly popular, but was later
shut down by the school administration after it was declared inappropriate. However, it
would become a template for his writing Facebook, a program he launched from his
dormitory room. With the help of friends, he took Facebook to other campuses.
Based on the buzz of his previous projects, three of his fellow studentsDivya Narendra,
and twins Cameron and Tyler Winklevosssought him out to work on an idea for a social
networking site they called Harvard Connection. This site was designed to use information
from Harvard's student networks in order to create a dating site for the Harvard elite.
Zuckerberg agreed to help with the project, but soon dropped out to work on his own social
networking site with friends Dustin Moskovitz, Chris Hughes and Eduardo Saverin.
Zuckerberg and his friends created a site that allowed users to create their own profiles,
upload photos, and communicate with other users. The group ran the sitefirst called The
Facebookout of a dorm room at Harvard until June 2004. After his sophomore year,
Zuckerberg dropped out (= a abandonat) of college to devote himself to Facebook full time,
moving the company to Palo Alto, California. By the end of 2004, Facebook had 1 million
users.
Zuckerberg has used his millions ($) to fund a variety of philanthropic causes. The most
notable examples came in 2010. In September of that year, he donated $100 million to save
the failing Newark Public Schools system in New Jersey. Then, in December 2010,
Zuckerberg signed the "Giving Pledge", promising to donate at least 50 percent of his
wealth to charity over the course of his lifetime.
In May 2013, Facebook made the Fortune 500 list for the first timemaking Zuckerberg,
at the age of 28, the youngest CEO on the list.
44

Worksheet 10
QUEEN ELIZABETH II
Elizabeth II
Elizabeth II became queen of the United Kingdom of Great Britain and Northern Ireland in 1952.
The Queen spends part of most days at her desk. She has a staff of people to help with her work. She gets
300 or more letters every day. And she is sent boxes of official papers to read.
Queen Elizabeth II has less power than kings and queens in the past. But she does give advice to the
government and has regular meetings with the Prime Minister. Because she has been Queen for so long,
she has much more experience of governing than any of her ministers, or any other ruler around the world.
What is the Queen's job?
The Queen is the head of state of the United Kingdom. She is also head of the Church of England.
The Queen does not make laws. That is the job of Parliament. When the Queen opens Parliament, usually
once a year, she reads a speech written for her by the government.The UK government in London is led by
the Prime Minister.
Meeting the Queen
The Queen meets lots of people. If you meet her, you start a conversation by calling her 'Your Majesty',
and then, 'Ma'am'.
Every year the Queen travels thousands of miles. She visits all parts of the United Kingdom. She makes
'walkabouts' so she can chat to people. She makes many trips abroad, and has visited more than 116
countries!
What the Queen likes
The Queen is used to parades in big cities. Yet she enjoys being in the country. She likes horses. Her
favourite sports are horse riding, horse shows and horse racing. She owns some race horses herself.
The Queen also owns (= are) a number of dogs. And she has royal racing pigeons! In the 1880s the King of
Belgium gave Queen Victoria some pigeons. The royal family has kept pigeons ever since.
CURIOUS FACTS ABOUT THE QUEEN
1. She doesnt have a passport. Despite being historys most widely traveled head of stateshe has
reportedly visited 116 countries during her 60-year reignElizabeth does not hold a passport. Since all
British passports are issued in the queens name, she herself doesnt need one. She also doesnt require a
drivers license, though she has been known to take joyrides around her various estates in her Range Rover.
2. She has two different birthdays. The reigning British monarch was born Elizabeth Alexandra Mary of
York on April 21, 1926. However, each Commonwealth country traditionally celebrates her birthday on a
designated day in May or June. In the United Kingdom, for instance, it falls on the first, second or third
Saturday in June. Britain has officially marked its sovereigns birthday since 1748, when the event was
merged with the annual Trooping the Colour ceremony and parade. Elizabeth spends her real birthday
enjoying private festivities with her family.
3. She drove a truck during World War II. After months of begging her father to let his heir pitch in,
Elizabeththen an 18-year-old princessjoined the Womens Auxiliary Territorial Service during World
War II. Known as Second Subaltern Elizabeth Windsor, she donned a pair of coveralls and trained in
London as a mechanic and military truck driver. The queen remains the only female member of the royal
family to have entered the armed forces and is the only living head of state who served in World War II.
4. She sent an email in 1976. On March 26, 1976, Queen Elizabeth sent her first email while taking part in
a network technology demonstration at the Royal Signals and Radar Establishment, a research facility in
Malvern, England. The message was transmitted over ARPANET, the forerunner of the modern Internet.
She is considered the first head of state to have used electronic mail.

45

LESSON PLAN
Health Hazards WebQuest
Liliana NEDERITA
English Teacher
George Calinescu Lyceum, Chisinau
Republic of Moldova
Purpose
It is a lesson designed for the 9th form in a language classroom equiped with computers. It is a
WebQuest.
The modern society abunds with different kinds of quests whici are entertaining social events that
involve a lot of young people (City Quest, Photo Quest etc.). These quests are informative, fun and
excelent media for exploring and learning this is why more and more often we hear the term WebQuest in
connection with a language learning lesson. A WebQuest is an lesson that includes links to websites that
students can access in order to gather information, work and learn using the Internet. In our modern
society where technology surrounds us, is part of our life and has become indispensable, there is an
imperious need for us teachers to teah students how to use the Internet in order to learn. This lesson
includes work with an online dictionary, reading online articles and synthetising the information in mind
mapping and the use of a virtual board (Padlet) to brainstorm ideas. It teaches the students the skills of
searching and finding infromation, analysys and synthesis of the information as well as introduces peer
assessment and Rubrics as quidlines.
Learning outcomes
1. Given the links to the online dictionaries, the students will be able to define what is a health hazard.
2. After reading the articles about health hazards and following the example provided by the teacher, the
student will be able to complete a mind map that will illustrate the causes and effects of a given health
hazard.
3. While reading the information about the health hazards the students will learn new words connected
with the topic vocabulary by translating them into Rom by using an online dictionary.
4. As a result of completing the mind map, the student will be able to name correctly at least 3 causes
and 3 effects of one of the health hazards in form of a 1 to 3 min. presentation.
5. Based on the information from the suggested links read at the lesson, the students will be able to
answer correctly at least 6 questions out of 10 from the Quiz.
6. After reading and comparing the mind maps of colleagues, the students will be able assess the work
of 3 peers, by following the criteria provided in the Rubric given by the teacher.
7. Given the information learned at the lesson, the student will be able to develop a short message
(about 25 words) about prevention measures of one of the health hazards.
Introduction: (2 min.)
Dear Ss, today we are going to have a WebQuest on health hazards. By the end of the lesson we will
be able to answer the following questions:
What is a health hazard?
What are the potential threatening situations to our health?
What puts our physical integrity at risk?
What happens if we adopt a destructive lifestyle? and
What can we do to avoid health hazards?
46

Teacher Activities
Supervises and assists
the ss with using an
online dictionary
The teacher assigns each
student a health hazard
to explore and assists ss
with any difficulty that
may arise in the process
of creating a mind map
The teacher walks
through the class helping
the ss that need
assistance
The teacher assists Ss
with sharing their mind
maps a virtual Wall on
Padlet
The teacher orally
comments, reads the
posts on Padlet outloud,
encourages the ss to
write more
Evaluation
Peer Assessment
The teacher introduces
the Rubric for peer
assessment, explains the
criteria of evaluation

Student Activities
Task 1 : Ss find out the definitions of hazard and try to define
the term health hazard using the online dictionary.
Task 2 : Ss make a mind map of one of the health hazards that
has been assigned by the class teacher:
STRESS, AIDS, ALCOHOL CONSUMPTION, DRUG
ABUSE, POLLUTION, SMOKING
Ss brainstorm about what are the causes of their occurrence and
what are their effects on a person.
Task 3: Ss read the articles, related to the health hazard
assigned to them and complete the mind maps with more
information. While reading Ss use the online dictionary to
translate the unknown words that relate to the topic and that
hinder their understanding of the article as a whole.

Timing
5 min

10 min

15 min

Task 4: Ss introduce their mind maps to the class by posting on

the Padlet the link to their mind map

2 min

Task 5: Ss write on the virtual board the behaviors that can

reduce the risk of health hazards.

5 min.

Ss take an online quiz on health hazards.

Homework:
Ss go over the Rubric and ask questions related to peer
assessment procedures. At home they will assess and write a
review to 3 colleagues.
Using the SMS generator Ss will write a suggestive SMS (about
25 words) to a person that is prone to a health hazard.

3 min.

3 min.

47

Students Worksheets
Worksheet 1

Introduction: In this webquest we are going to learn about health hazards.

Task:

Throughout the lesson we are going to find the answer to the questions:
What are the potential threatening situations to our health?
What is a health hazard?
What puts our physical integrity at risk?
What happens if we adopt a destructive lifestyle and
What can we do to avoid health hazards?

Process:

Task 1 : Find out the definitions of hazard and try to define the term health hazard using the online
dictionary. http://dictionary.cambridge.org/
Task 2: Make a mind map of one of the health hazards listed below (you will be assigned one by
the class teacher).
STRESS, AIDS, ALCOHOL CONSUMPTION, DRUG ABUSE, POLLUTION, SMOKING
Brainstorm about what are the causes of their occurrence and what are their effects on a person.
https://mind42.com
Mind map example at http://mind42.com/mindmap/03c397e2-ab3e-405b-ab4e-2d7a6e47c762
Task 3: Read the articles, related to the health hazard assigned to you, in order to complete the
mind maps with more information.
Use an online bilingual dictionary (Eng-Rom) to translate the words that you cant understand in
the process.
Dictionar online http://hallo.ro/
STRESS
Causes of Stress.
http://www.webmd.com/balance/guide/causes-of-stress
Effects of Stress on your Health http://www.webmd.com/balance/guide/causes-of-stress?page=2
http://www.mayoclinic.org/healthy-living/stress-management/in-depth/stress-symptoms/art20050987
AIDS
http://www.cdc.gov/hiv/basics/whatishiv.html
http://www.mayoclinic.org/diseases-conditions/hiv-aids/basics/causes/con-20013732
ALCOHOL CONSUMPTION
Overview of Alcohol Consumption http://www.niaaa.nih.gov/alcohol-health/overview-alcoholconsumption
Alcohol's Effects on the Body
http://www.niaaa.nih.gov/alcohol-health/alcohols-effects-body
Consequences of Underage Drinking
http://www.camy.org/factsheets/sheets/Consequences_of_Underage_Drinking.html
48

DRUG ABUSE
Tracy Natasha, Effects of Drug Addiction (physical and psychological)
http://www.healthyplace.com/addictions/drug-addiction/effects-of-drug-addiction-physical-andpsychological/
Tracy Natasha, Teenage Drug Abuse: Signs and Why Teens Turn to Drugs
http://www.healthyplace.com/addictions/drug-addiction/teenage-drug-abuse-signs-and-why-teensturn-to-drugs/
POLLUTION
Health effects of pollution
http://en.wikipedia.org/wiki/File:Health_effects_of_pollution.png
What causes air pollution? http://eschooltoday.com/pollution/air-pollution/causes-of-airpollution.html
What are the effects of air pollution? http://eschooltoday.com/pollution/air-pollution/effects-of-airpollution.html
Effects of land pollution http://eschooltoday.com/pollution/land-pollution/effects-of-landpollution.html
Effects of water pollution http://eschooltoday.com/pollution/water-pollution/effects-of-waterpollution.html
SMOKING
Why do teenagers start smoking? http://underagesmoking.wordpress.com/causes/
Effects of Smoking on Your Health
http://betobaccofree.hhs.gov/health-effects/smoking-health/
Effects http://underagesmoking.wordpress.com/effects/
How tobacco affects your body? http://www.examiner.com/slideshow/tobacco-use-and-effects-ofsmoking#slide=2
Task 4: Introduce your mind map to the class by posting on the Padlet the link to your mind map
http://padlet.com/wall/fcvpf082sk
Task 5: Write on the virtual board the behaviors that can reduce the risk of health hazards.
http://padlet.com/wall/fcvpf082sk
Resources:

http://dictionary.cambridge.org/
https://mind42.com
http://padlet.com/wall/fcvpf082sk
https://www.examtime.com/en-US/p/1259780
http://www.classtools.net/SMS/97_CJE4kf
Worksheet 2: Rubric for Mind Map Peer Evaluation

Evaluation:

Take the quiz

https://www.examtime.com/en-US/p/1259780
Peer Assessment Rubric.
Use this Rubric to evaluate the work of 3 of your colleagues

Conclusion:

Homework: Check out the links of the mind maps provided by your colleagues on Padlet. Contribute and complete the mind maps if you have any new ideas. Take notes. Provide a written feedback
to 3 of the students in your class that the teacher assigned to you.
Using the SMS generator write a suggestive SMS to a person that is prone to a health hazard.
http://www.classtools.net/SMS/97_CJE4kf

Powered by- TeAch-nology.com- The Web Portal For Educators (www.teach-nology.com)

49

Worksheet 2
RUBRIC FOR MIND MAP PEER EVALUATION
Criteria

Relationships
between
concepts

Logical
Connection

Content
Presentation
of the content
Spelling

3
Clear relationship between
the health hazard causes
and effects.
They follow a hierarchy of
organization of the causes
and effects form
component to
subcomponent.
Clear logical connection
between the health hazards
causes and effects.
There is a large variety of
causes and effects (more
than 5 each) presented in
the mind map
Presentation is orderly and
visually appealing
The spelling of all the
words is correct

2
There is a relationship
between the health hazard
causes and effects
There is some hierarchy
of organization, some the
causes and effects are put
randomly though not
from component to
Somewhat logical
connection between the
health hazards causes and
effects.
There are at least 4
causes and 4 effects
presented in the mind
map
Presentation is orderly
and effective
There are no more than 3
spelling mistakes in the
mind map

1
There is no relationship
between the health
hazard causes and
effects
There is no hierarchy of
presenting the causes
and effects they are put
randomly.

Points

Linkages do not make

any sense.
There are at least 2
causes and 2 effects
presented in the mind
map
Presentation is not
orderly
There are more than 3
spelling mistakes in the
mind map
Total Score

50

American Councils Moldova 2014

American Councils for International Education: ACTR/ACCELS is an international not

-for-profit organization leading the development and exchange of knowledge between
the US and Eastern Europe/Eurasia. Its mission is to foster independence and
democratic development by advancing education and research, cultivating leadership,
and empowering individuals and institutions through learning.
Founded in 1974 as an association for area and language professionals, American
Councils has focused its expertise on the design and implementation of academic
exchange, professional training, distance learning, curriculum and test development,
delivery of technical assistance and consulting services, research and evaluation, and
institution building. The American Councils office in Moldova has been active since
1992, and is proud to work together with the U.S. Department of State's Bureau of
Educational and Cultural Affairs in the administration of various exchange programs
and programs for alumni development.

We recognize and cultivate the potential of Moldovan

citizens by providing valuable intercultural academic
and professional development opportunities.
David Jesse
Country Director,
American Councils Moldova

www.americancouncils.md
Address: 81 Mihail Kogalniceanu St.

Currently, Moldovan program participants have been to forty-six states in the United
MD-2009 Chisinau
States of America. In addition, our American Language Center offers high-quality
Republic of Moldova
English instruction to groups of professionals and to the public in general, based upon a
Phone:
+37322
225860
unique curriculum developed by American TEFL specialists.

Fax: +37322 234873

Email: daniela@americancouncils.md

51