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When your child counts to ten, does he have to use his fingers?
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(by Carolyn Davis)
It's painful, watching children struggle to "make friends" with numbers. Especially today, when number knowledge is so vital to success in school, college, and the workaday world itself.
Yet this struggle to master math needn't be. Not with the wonder-working teaching aids on the market today.* And the best of these, according to many parents and educators, is the brand-new** set from Reader's Digest called "I Can Count."
What is it? Fun and games, really: 79 in all***. And once you put them in the hands of a child you love, you'll marvel at the sudden joy he finds in numbers.
Did I say "marvel"? Yes. Because before you know it, that child of yours will be counting to 100. He will have learned how to add... substract... tell time... keep a calendar... measure... make change for a dollar... and so much more...
What others say about "I Can Count"?
Hundreds of educators and parents have written to us, praising "I Can Count." Typical of this comment from Mrs Joseph S. Caleagno, Jr, of Santa Cruz, California: " 'I Can Count' holds the interest of all three of my children. My 2 1/2-year-old son is fascinated with the Number Bars and the Tall Chart, Claire, my five-year-old, is learning about the value of money from the Supermarket Game, and 7-year-old Kristen enjoys everything in the Kit. If anything, all three are playing with it more than they were two weeks ago!" (From "Reader's Digest")
Assignments:
1. Look through the article and say whatit is about.
2. Read the article again and say what skills children acquire with the help of the new book.
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* Not with the wonder-working teaching aids on the market today. – He с теми чудесными учебными пособиями, которые продаются сегодня.
** brand-new – совершенно новый
*** in all – всего, в общей сложности
WHAT TO DO ABOUT HOMEWORK
(From "The Harvard Education Letter")
Homework at the elementary school level is fast becoming a "damned if you do, damned if you don't" situation. Certainly, giving students more work to take home is one visible way for teachers to respond to public demands for higher standards. Many parents, students and administrators expect homework to be assigned regularly, at least by the third grade.
But teachers receive complaints if they give too little and complaints if they give too much or the assignment is too difficult. Similarly, parents worry when children say they don't have any homework, but may resent homework when it takes precedence over other activities or family needs. Harris Cooper of the University of Missouri concludes that homework does not begin to have positive effects on achievement until the junior high school years, and that its academic benefits double when students reach high school.
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Boosting achievement, of course, is not the only reason for assigning homework. Other good reasons include developing children's initiative and responsibility and helping them see that learning can happen outside of school. Cooper recommends that homework be tailored to serve different purposes at different grades. Since the effects on achievement are negligible for younger students, the goal should be to foster positive attitudes, habits and character traits. Thus assignment should be short, make use of materials commonly found in the home, and give children success experiences.
At the junior high level, when homework begins to serve as academic function, students appear to benefit from working for one or two hours a night on material that is not too complex or unfamiliar. But the role of homework in developing motivation should not be overlooked. He recommends that teachers combine mandatory and voluntary assignments, giving students interesting projects or tasks to complete.
Such recommendations may prove difficult to carry out. In a recent study, Joyce Epstein of the John Hopkins Centre for Research in Elementary and Middle Schools found a complex relationship among students' attitudes about homework and school, parents' level of education, and parent-child interaction in the family.
Children who behaved badly in the classroom and failed to complete their homework tendedto be ones who did not like talking about school with their parents and felt tense when working with a parent. Furthermore, their parents were less educated and their homes less likely to be stocked with books, dictionaries, globes or other materials that might be useful to them in completing assignments. Yet children whose parents have low education levels and low incomes may derive important benefits from homework. Jean Chaudler Catherine Show, and a team of researchers from Harvard University concluded that homework gave these parents a window on their children's school-work and sometimes led them to talk to the teachers. These contacts sometimes improved the children's chances for success at school.
Questions about how much and what kind of homework to give in the elementary and middle grades cannot be resolved by teachers alone. The need is great now for parents, children, teachers and principals to discuss the homework policies in their schools. The first step is to clarify the purposes of homework at each grade level, paying particular attention to whether assignments are having the desired effects on students' effort and motivation, as wellason communication between home and school.
Assignments:
1. Find in the text the English for:
откликаться на, давать домашнее задание, получать жалобы, возмущаться (негодовать), первоочередность, положительно влиять на, увеличивать вдвое (удваивать), приспосабливать что-л. к чему-л., незначительный, воспитывать, черта характера, получать пользу от (извлекать выгоду из), (не)знакомый, обязательный, выполнять что-л., иметь тенденцию, напряженный, выяснить (прояснить) что-л.
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2. Form the derivatives from:
regular, to resent, to initiate, to recommend, common, familiar, to combine, to relate, tense, to use, to clarify, to communicate, grade, to assign, to achieve, response, research, high, to motivate.
3. Replace the underlined words or word combinations with the corresponding synonyms:
1) Giving students more work to take home is a way for teachers to react to public demands for higher achievements.
2) Many parents may resent homework when it dominates other activities.
3) Students' academic achievements increase twice when students reach secondary school.
4) Home assignments must be adapted to serve different aims at different grades.
5) Teachers must combine compulsory and voluntary assignments, giving students interesting projects or tasks to carry out.
6) Many students feel ill at ease when doing homework with a parent.
7) Many investigators came to the conclusion that homeworkgaveparents a window on their children's schoolwork.
8) Home assignments should have the desired effects on students' effort and motivation, as well as on interaction between home and school.
9) Children who behaved badly in the classroom and did not manage to complete their homework tended to be ones who did not like talking about school with their parents.
10) Children whose parents have low education may profit from homework.
4. Fill in the blanks with prepositions if necessary:
1) Many educators say that homework does not begin to have positive effects... achievement until the junior high school years.
2) Boosting achievement is not the only reason... assigning homework.
3) Homework serves... different purposes... different grades.
4) Some assignment should be short, make use... materials commonly found... the home.
5)... the junior high level students appear to benefit... working... one or two hours... a night... the material that is not too complex or unfamiliar... them.
6) The role... homework... developing motivation should notbeoverlooked.
7) Many homes are not stocked... books, dictionaries, globes or other material that might be useful... children... completing assignments.
8) The contacts... parents and teachers help to improve the children's chances... success... school.
5. Ask all types of questions about the text. Be ready to answer them. (Work in pairs.)
6. Speak on the aims of homework at different grade levels.
7. Share your own ideas about the importance of homework at school.
OYSTER MVER MIDDLE SCHOOL
The middle school children are passing through a unique phase of life. The curriculum for these students should be carefully tailored to the specific needs of the age level and yet maintain continuity* from elementary school to high school. The academic program, which includes English, mathematics, reading or foreign language, science and social studies is designed to continue the development of basic concepts, skills and attitudes started in the elementary grades. New objectives are introduced that will also be useful in high school, college and life. The Middle School curriculum centers around the learning processes; factual matter is the base for the development of those processes.
The so-called "non-academic" or special area subjects such as art, home economics, industrial arts and music help to expand concepts, skills and attitudes but place greater emphasis on developing sensitivity to** and interest in the arts.
Physical education and afterschool sports enable middle school Students to develop athletically, and provide physical activity.
Informal activities such as student councils, yearbook committee, dances and other afterschool events also contributetothe social development of the middle school child.
Assignments:
1. Look through the text and say what new objectives are introduced in the middle school curriculum.
2. Read the text again writing out all the subjects that are taught at Oyster River Middle School.
3. Speak on the differences between the elementary and middle school grades.
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