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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
Read the text and say whether the author’s impressions of teaching are positive.Стр 1 из 17Следующая ⇒
CONTENTS
Предисловие……………………………………………………………………4 Introduction……………………………………………………………………..5 I. The Teacher…………………………………………………………………..6 II. Teacher-Pupil Relationship…………………………………………………21 III. School and Schooling……………………………………………………...37 IV. Higher Education…………………………………………………………..88 Supplementary material………………………………………………………122 Литература…………………………………………………………………...138
ПРЕДИСЛОВИЕ Настоящее пособие предназначено для студентов 4-го курса отделения английского языка филологического факультета. Основной задачей студентов на данном этапе является качественное совершенствование навыков и умений практического владения иностранным языком в основных формах и функциональных сферах его актуализации. Пособие состоит из 4-х частей и дополнительного материала для проектной работы, в которых представлены оригинальные тексты по теме «Образование», дающие возможность осуществлять работу над тематикой, предусмотренной программой, где ведущую роль играют общественно-политические и страноведческие темы. Каждая часть включает тематическую лексику и систему лексических упражнений, а также ряд заданий на развитие устной речи студентов. Главным критерием отбора лексики для активного усвоения явилась частотность ее употребления в современном английском языке. Включение в словарь ряда слов и выражений, менее употребительных в языке, диктовалось задачами речевой коммуникации при обсуждении ряда тем. Лексические упражнения, предназначенные для активизации словарного запаса и предупреждения речевых ошибок при обсуждении, способствуют развитию чувства языка и языковой компетенции студентов. Для дальнейшего совершенствования монологической речи предлагаются сообщения и доклады на общественно-политические и страноведческие темы, а также реферирование текстов с родного языка на иностранный. Для совершенствования диалогической речи в пособие включены такие активные формы речевой деятельности, как ролевая игра, диспут, дискуссия. Задания, стимулирующие самостоятельные высказывания студентов по вопросам этики, морали, способствуют формированию личности студента. Для совершенствования навыков аудирования предлагаются аутентичные аудиоматериалы, отражающие различные функциональные стили речи и сферы общения. Кроме того, в пособие включены задания для контролируемой самостоятельной работы студентов.
INTRODUCTION Pre-reading-task What do you think teaching practice is aimed at? & Reading Read the text and say whether the author’s impressions of teaching are positive. Our Teaching Practice As we are training to be teachers we have our teaching practice in the final years at the Institute. We spend one or two weeks observing lessons in different forms and watching demonstration lessons given by the best teachers of the school, then give lessons ourselves. I’ve been fortunate enough to have my practice at a specialist school. The teachers of the school are highly trained, competent professionals, mainly young and energetic, enthusiastic and ready to experiment. They are quite at home in the subjects they teach. The school is well equipped with necessary facilities. I gave five periods of English a week and observed 10 more periods, not only English, but also other subjects in order to become better acquainted with the children I was going to teach. All in all I gave 45 lessons. The children whom I taught were active and full of their own ideas. Most of them were friendly and responsive. Discipline was quite satisfactory in my lessons, even when there was no other teacher in the classroom with me. There were only 4 troublemakers who tried to take advantage of my inexperience. Two of them were really “problem” children. Both were from the families in which the parents didn’t want to and couldn’t bring up their children. I spent a lot of time in preparing for my lessons. I wanted them to be exciting and I was eager to make my pupils attentive, responsive and creative. I understood that the pupils were inattentive and badly behaved only when the lesson was boring or when they felt that the teacher was too lenient and permissive to them. There were many teaching aids at our disposal to achieve effective classroom learning. When video was used the pupils were invited to look, listen and discuss. Three pupils in my class lagged behind their classmates having missed many lessons through illness. I tried to coach each of them through individual classes at the end of the school day. Marking written work in English took me ages, especially compositions. I tried to mark my pupils’ homework in my free periods at school so that I didn’t have to carry a bag full of workbooks home every night. A teacher has a thousand and one duties. Apart from giving lessons all the student teachers were to organize this or that kind of extra-curricular work for pupils. I gave a talk on popular English fairy tales and helped the children to hold a meeting on the topic “The Right to Happiness”. One of the most popular types of mass extra-curricular work is club work. Our students of the Art faculty helped the members of the school artistic group to organize their exhibition. They put up drawings on stands in the hall of the school and invited the children’s parents and friends. The drawings were imaginative, dynamic and colourful. When giving my first lessons, I was all nerves. But the teachers of the school were so sympathetic and helpful, so willing to give me advice, that I overcame my doubts and regained my self-confidence.
4 Do the following exercises 1. Find the English equivalents for the following: Проходить педпрактику, старшие (выпускные) курсы, открытый урок, наблюдать за уроком, провести урок, свободно владеть предметом, ТСО, нарушители дисциплины, воспользоваться неопытностью, отставать, по болезни, проверять работы, заниматься дополнительно (подтягивать), «окно» в расписании, внеклассная работа, вывесить на стенде, обрести уверенность, отзывчивый, снисходительный, школа с углубленным изучением предмета, потакающий, условия/оборудование. WHO ARE WE? In an attempt to lure more people into the teaching profession, the Government has launched a TV commercial in which celebrities, including the Prime Minister, recall a particular schoolteacher who influenced their lives. While the prospect of getting credit from famous alumni may appeal to the next generation of teachers, this is not the only instinct, which drives people into the profession. Why do they really do it?
As Tony Blair would be the first to point out, teaching always attracts some idealists and philanthropists, drawn to the “caring” and “giving” side of the job. In a secular age teaching appeals to those who, in a previous life, might have been evangelists or missionaries, committed to the guidance of lost souls and the development of buried talents. Missionary-teachers, however, are not always ego-free — what could be more appealing to the ego than eventually being acknowledged and credited by someone who succeeds? It is this peculiar marriage of altruism and egotism, which informs the Government’s current advertisement, reflecting perhaps the pious yet ambitious PM who endorsed it.
(2) The exhibitionist Teachers are given a ready-made, regular audience. As such, the profession will always attract second-rate comedians and frustrated thespians. The OED describes the “ham actor” as “an inexpert or ineffective performer “who rants and overacts” — a description applicable to at least one teacher in almost every school. One of my former pupils is a professional stand-up comic, working as Rory Bremner’s warm-up man. He told me recently that, as his teacher in the sixth form, I had been his “inspiration”. He admitted, though, that this inspiration took a rather negative form — for he recognized that his own efforts at stagey humour could not possibly be worse than mine. (3) The fascist Teaching is always likely to attract someone fascinated by power and the exercise of authority. For those with authoritarian leanings, the prospect of regimenting hundreds of impressionable youths into uniform procedures appeals. This aspect of the profession has been diminished by the demise of corporal punishment in schools; nevertheless, there are still ample opportunities for punitive activity and disciplinarian tactics. A pupil who left a neighbouring school last year described his schooldays as “institutional humiliation”. But this would have required a very high quota of fascist-teachers in one school, which, while common up to the 1970s, would be unusual today. He must have been very unlucky.
(4) The bureaucrat During the last few years, schools have become remarkably complex in their administration — making them fertile territory for those with pen-pushing, mandarin-esque instincts. There are endless opportunities for producing and reproducing pieces of paper, which make no sense. Accordingly, the number of internal jobs requiring some interest in administration, or “management” has grown - with financial reward for those who hold them. Indeed, the chances of promotion within the profession now depend on a mastery of arcane bureaucratic language and some familiarity with the enervating disciplines of “management science”. The result is that today’s ambitious ladder-climbing teacher is, in effect, a surrogate civil servant Schools, unsurprisingly, have become very dull places as a result.
(5) The scholar Even in these days of GCSE and national curricula, schools still claim a link with traditional academic disciplines. Consequently, teaching may still appeal to someone who was adept at passing exams and who prospered in dusty libraries or empty archive offices. This is especially true of arts and humanities scholars, whose MAs and PhDs offer little prospect of remunerative employment. Scholar-teachers usually face early disenchantment: the job simply does not lend itself to the reflective, hesitating approach of pure academic study. This harsh truth was discovered by a colleague who had just completed a doctoral thesis on electioneering in 18th-century England. Having started his first week of teaching practice with seminar-style discussions of Lord Grey and the 1832 Reform Act, he finished it with papier-mache models of Napoleon. Such debauchment of academic study is quite usual, and normally severs any real interest teachers had in their specialist subject. (6) The hearty
For those devoted to sport or outdoor activity, school teaching again offers you useful opportunities. This is particularly true in the independent sector, where extracurricular activities remain untouched by teachers’ strike action over the last 20 years. Within independent schools, one often finds teachers who are defined not by any academic subject but by an obsession with physically robust activities like soccer, rugby, trekking, mountaineering and so on. Hearty-teachers have no cause for complaint. After all, where else could you be paid over 20.000 pounds a year for walking up Snowdon and running football teams for the under-12s? (7) The cynic When compiling these categories of teachers, it is easy to overlook what may be the biggest group of all, viz, those who entered teaching not out of any enthusiasm, but because other jobs looked even worse. These cynic-teachers have no real interest in their subjects, have no fondness for any extracurricular activity, are nor especially theatrical, are as familiar with bureaucracy as anyone else, and are not turned on by the exercise of power. In short, they are ordinary working people who simply want to earn a living, and can see benefits in a job with three months’ annual leave and relatively short office hours.
The happiest cynic-teachers will always be those who have tried other jobs before entering the profession. That way they can be assured that, in other jobs too, it is possible to be bored and miserable, while still working longer hours with much shorter holidays. These seven categories are not mutually exclusive. It is quite possible, for example, to be both a scholar and an exhibitionist, or both a fascist and a hearty. But what this categorization shows, I hope, is that teaching (contra the new advertisement) is really a Profession for the Displaced. For it comprises those who should really be elsewhere – be it Voluntary Service Overseas, small-scale provincial theatre, the Prison Service, the town hall planning office, the basement of a university library, various Outward Bound centers or simply at home doing nothing. It isn’t true that those who can do and those who can’t teach. It is just that those who can teach can’t be bothered to do anything else. 4 Do the following exercises 1. Practise reading the following words: Alumni, philanthropist, evangelist, pious, thespian, regiment, demise, corporal, punitive, quota, mandarin-esque, bureaucrat, bureaucratic, bureaucracy, arcane, surrogate, curricula, adept, archive, remunerative, papier-mache, debauchment, sever, robust 2. Give synonyms and antonyms (if possible) for the following words: Alumni, secular, ego-free, to endorse, pious, a frustrated thespian, the exercise of authority, ample opportunities, punitive activity, arcane language, surrogate, adept, remunerative employment, disenchantment, to overlook, to rant and overact 3. Paraphrase the following: 1)the prospect of getting credit from famous alumni may appeal to the next generation of teachers; 2) committed to the guidance of lost souls and the development of buried talents; 3) with authoritarian leanings; 4) the prospect of regimenting hundreds of impressionable into uniform procedures; 5) making them fertile territory for those with pen-pushing, mandarin-esque instincts, 6) the job doesn’t lend itself to the reflective, hesitating approach of pure academic study, 7) such debauchment of academic study severs any real interest teachers have in their specialist subject; 8) independent schools; 9) GCSE; 10) cynic teachers are not turned on by the exercise of power, 11) to lure more people into the teaching profession 4. Confirm or refute the following statements: 1. Missionary teachers are selfless altruists committed to the guidance of lost souls. 2. As teachers are given a ready-made regular audience, the profession always attracts first-rate star performers. 3. At modern schools there are no opportunities for punitive activity and disciplinarian tactics. 4. Schools have become very dull places. 5. Teaching may appeal to those whose degrees offer little prospect of remunerative employment. 6. Hearty-teachers have every cause to complain, as the scope of extra curricular activities has been considerably diminished lately. 7. The cynic teachers are those who feel bored and miserable in their job. JK Role play EXTRACT ONE Read the following extract, stopping at each STOP. Each time, predict what you expect to follow - cover the next piece of text and answer the question. Then read on, and check if your prediction was correct. When you have finished reading, compare your predictions with those of your partner. How many did each of you get right? MOTHER PETER: Now. Who’s going to tell me what day it is today? Mary Mooney. MARY MOONEY: It’s Tuesday, Mother Peter. MOTHER PETER: Oh, sit down, you little simpleton and think before you speak. Will somebody with a bit of sense please tell me what day it is today? [Long pause.] Well? Doesn’t the eighth of September ring a bell? A very important bell indeed. [Pause.] Evidently it does not. EXTRACT TWO Read the following extract, stopping at each STOP. Each time, predict what you expect to follow -cover the next piece of text and answer the question by ticking one of the two boxes. Then read on and check if your prediction was correct. When you have finished reading, compare your predictions with those of your partner. How many did each of you get right?
The term opened vigorously as usual. Miss Brodie stood bronzed before her class and said, I have spent most of my summer holidays in Italy once more, and a week in London, and I have brought back a great many pictures which we can pin on the wall. Here is a Cimabue. STOP 1 What follows? Unlikely Here is a larger formation of Mussolini’s fascisti, it is a better view of them than that of last year’s picture. They are doing splendid things, as I shall tell you later. I went with my friends for an audience with the Pope. My friends kissed his ring but I thought it proper only to bend over it. STOP 2 What follows? Unlikely I wore a long black gown with a lace mantilla and looked magnificent. Mussolini is one of the greatest men in the world, far more so than Ramsay MacDonald, and his fascisti. “Good morning, Miss Brodie. Good morning, sit down, girls, ” said the headmistress who had entered in a hurry, leaving the door wide open. “I have only just looked in, said Miss Mackay, and I have to be off. Well, girls, this is the first day of the new session. Are we downhearted? No. You, girls, must work hard this year at every subject and pass your qualifying examination with flying colours. Next year you will be in the senior school, remember. I hope you’ve all had a nice summer holiday, you all look nice and brown. I hope in due course of time to read your essays on how you spent them”. When she had gone Miss Brodie looked hard at the door for a long time. A girl, not of her set, called Judith, giggled. Miss Brodie said to Judith, “That will do.” She turned to the blackboard and rubbed out with her duster the long division sum she always kept on the blackboard in case of intrusions from outside during any arithmetic periods when Miss Brodie should happen not to be teaching arithmetic. When she had done this she turned back to the class and said, “Are we downhearted, no. As I was saying, Mussolini has performed feats of magnitude and unemployment is even farther abolished under him than it was last year. I shall be able to tell you a great deal this term. As you know, I don’t believe in talking down to children, you are capable of grasping more than is generally appreciated by your elders. STOP 3 What follows? Unlikely Education means a leading out from e, out and duco, I lead. Qualifying examination or no qualifying examination, you will have the benefit of my experiences in Italy. In Rome I saw the Forum and I saw the Colosseum where the gladiators died and the slaves were thrown to the lions. A vulgar American remarked to me, “It looks like a mighty fine quarry. They talk nasally. Mary, what does to talk nasally mean? ” Mary did not know. “ Stupid as ever, ” said Miss Brodie. “Eunice? ” “Through your nose, ” said Eunice. “Answer in a complete sentence, please, ” said Miss Brodie. This year I think you should all start answering in complete sentences. I must try to remember this rule. Your correct answer is “To talk nasally means to talk through one’s nose.” The American said, “It looks like a mighty fine quarry.” Ah, it was there the gladiators fought. “Hail Caesar! ” they cried. “These about to die salute thee! ” Miss Brodie stood in her brown dress like a gladiator with raised arm and eyes flashing like a sword. “Hail Caesar! ” she cried again, turning radiantly to the window light, as if Caesar sat there. STOP 4 What follows? Unlikely “Who opened the window? ” said Miss Brodie dropping her arm. Nobody answered. “Whoever has opened the window has opened it too wide, ” said Miss Brodie. “Six inches is perfectly adequate. More is vulgar. One should have an innate sense of these things…” 4 Do the following exercises 1. In this extract the writer shows Miss Brodie making some unusual connections of thought, for example: In the sentences before and after STOP 1, she mentions in the same breath, and without seeming to see the strangeness of the combination, a medieval painting and a photograph of a group of fascist soldiers. a) Look at what Miss Brodie says in the sentences before and after STOP 2 and 4. In each case: • explain what is amusing, and unusual, about the way she continues after the STOP. • say what you think this shows of her character, using the ideas in the list below to help you, and adding ideas of your own. i) Miss Brodie is very energetic. ii) She has many enthusiasms. iii) She is deliberately trying to influence the girls. iv) She is not able to discriminate between important and trivial things. v) She has a superficial mind. b) What does the unusual thought connection at STOP 3 say about her character? 2. Miss Brodie has a romantic view of history, for example, her attitude towards the Colosseum and the gladiators. When she stands before the class saluting like a gladiator, what more recent historical memory is the reader intended to have? How does this memory affect the way the reader sees Miss Brodie’s character? Analyse the characters of Mother Peter and Miss Brodie by discussing the following questions. In each case, support your ideas with examples from the extracts. (Note that these questions are generally very open -there can be no “right” answer.) In your opinion, which of the two teachers: a) has a stricter view towards what is or is not correct behaviour? b) is more concerned with teaching from the syllabus? c) is more concerned with physical appearances? d) is more unkind to her pupils? e) has the more unusual character? f) has a more dangerous influence on her pupils? g) is a better teacher? Topical vocabulary
Assistant Teacher Ursula was a bright girl of seventeen. She stood in the-near end of the great room. It was her classroom. There was a small high teacher’s desk, some long benches, two high windows in the wall opposite. This was a new world, a new life, with which she was threatened. She sat down at the teacher’s desk. Here she would sit. Here she would realize her dream of being the beloved teacher bringing light and joy to her children! Then she returned to the teachers’ room. There was Mr Harby. The schoolmaster was a short man with a fine head. He took no notice of her. No one took any notice of her. The first week passed in confusion.She did not know how to teach, and she felt she never would know. Mr Harby sometimes came down to her class, to see what she was doing. She felt so incompetent as he stood by. He said nothing, he made her go on teaching. She felt she had no soul in her body. The class was his class. She was only a substitute. He was hated. But he was master. Though she was gentle and always considerate of her class, yet they belonged to Mr Harby, and did not belong to her. He kept all power to himself. And in school it was power, and power alone that mattered. Then she began to hate him. All the other teachers hated him, for he was master of them and the children. So she taught on. She was getting used to the surroundings, though she was still a foreigner in herself. “If I were you, Miss Brangwen, ” Mr. Brunt, one of the teachers told her once, “I should get a bit tighter hand over my class. Because they’ll get you down if you don’t tackle them pretty quick. “Oh, but —“ “Harby will not help you. This is what he’ll do — he’ll let you go on, getting worse and worse, till either you clear out or he clears you out.” “You have to keep order if you want to teach, ” said another teacher. As the weeks passed on, there was no Ursula Brangwen, free and cheerful. There was only a girl of that name who could not manage her class of children. She did not tell anybody how horrible she found it to be a schoolteacher. The headmaster only wanted her gone. His system, which was his very life in school, was attacked and threatened at the point where Ursula was included. She was the danger. And he decided to get rid of her. When he punished one of her children for an offence against himself, he made the punishment very heavy. When he punished for an offence against her, he punished lightly, as if offences against her were not important. All the children knew this, and they behaved accordingly. This was coming up to a crisis. While he punished the class, he made her the cause of the punishment and her class began to pay her back with disobedience. And one evening, as she went home, they threw stones at her. Because of the darkness she could not see who were those that threw. But she did not want to know. Only in her soul a change took place. Never more would she give herself as individual to her class. Never would she, Ursula Brangwen, come into contact with those boys. She was going to fight. She knew by now her enemies in the class. The one she hated most was Williams. He was a sort of defective, not bad enough to be so classified. Once he had thrown an inkwell at her, twice he had run home out of class. He was a well-known character. During the geography lesson, as she was standing at the map with the cane, the boy did everything to attract the attention of other boys. “Williams, ” she said, gathering her courage, “what are you doing? ” “Nothing, ” he replied, feeling a triumph. Ursula turned to the map again, to go on with the geography lesson. “Please Miss” — called a voice. She turned round. “Please Miss, Williams has nipped me.” “Come in front, Williams, ” she said. The rat-like boy sat with his pale smile and did not move. “Come in front, ” she repeated. “I shan’t, “ he cried, rat-like. Something broke in Ursula’s soul. She took her cane from the desk, and brought it down on him. He was twisting and kicking. She saw his white face, with eyes like the eyes of a fish, stony, yet full of hate and fear. She brought down the cane again and again. A few times, madly, he kicked her. But again the cane broke him, he fell down and lay on the floor like a beaten animal. “Get up, ” she said. He stood up slowly. “Go and stand by the radiator.” As if mechanically, he went. “If you do the same with Clarke and Lewis, Miss Brangwen, you’ll be all right, ” said Mr Brunt after the lesson. The next morning Williams came to school, looking paler than ever, very neat and nicely dressed. He looked at Ursula with a half smile, ready to do as she told him. Now Ursula did not send her children to the headmaster for punishment. She took the cane, and struck the boy over head and hands. And at last, they were afraid of her, she had them in order. But she had paid a great price out of her own soul, to do this. Sometimes she felt as if she would go mad. She did not want to see them beaten and broken. She did not want to hurt them. Yet she had to. Oh why, why had she accepted his cruel system? Why had she become a schoolteacher, why, why? (After The Rainbow by D. H. Lawrence)
Answer the questions: 1) What was Ursula’s dream? 2) How did the schoolmaster treat Ursula? 3) What were the relations between Mr Harby and his pupils (and the teachers of the school)? 4) Could Ursula manage her class? 5) Why did the schoolmaster decide to get rid of Ursula? 6) How did the schoolmaster make the boys hate Ursula? 7) Why did Ursula have to accept the schoolmaster’s system?
B Youngsters: Desirable qualities
4 Do the following exercises
1. Study the vocabulary (pp. 17-22) and arrange the words into chains of synonyms. Comment on the shift of meaning, if any. 2. Arrange the vocabulary into antonyms. 3. Give all possible verbs which can form collocations with the following nouns: the younger generation; character, personality; personality development; creativity, independent thinking; respect, affection, confidence; authority; wrong-doer; discipline; knowledge. 4. Give English equivalents of the following words and expressions: наглый, дерзкий, своевольный; снисходительный, потворствующий, потакающий; благожелательный, великодушный, любезный; беспристрастный; рассудительный, благоразумный; общительный; отзывчивый; находчивый, изобретательный; добросовестный, сознательный; сообщить родителям; вызвать родителей в школу; сделать выговор, отругать, дать нагоняй; быть слишком строгим к кому-то; баловать; давать слишком много свободы; прививать любовь; передавать знания; уговорить; нарушение дисциплины, проступок; слоняться без дела; отбиться от рук; вымещать раздражение на ком-то; обижать, задирать; тормозить развитие; побуждать к зубрежке; отставать от одноклассников; самоутверждаться. 5. Read these personality evaluation profiles of different pupils and using the topical vocabulary (see above), give detailed characteristics of your own.
Smoky. “Nobody’s going to hurt me now. If they want to treat me O.K., all right, if not, all right. It’s not going to bother me any more. I don’t show any consideration for other people — not as much as I should, I guess —but if they want to be nice to me, I’ll be nice to them. Otherwise, what difference does it make? ” And that is Smoky. He knows he has been hurt; but, if he can help it, he won’t be hurt again. Unfortunately, he cannot help it. He has even less faith in himself than he has in others. He continues to be dependent and unhappy, while he struggles for independence chiefly by taking a negative and defiant attitude toward society. He is known to be openly critical of teachers and other authorities. The boy has none of the accepted standards of conduct. Shortly after Smoky entered elementary school his parents separated, and since that time he has lived with his mother in the home of her married brother. Some people say: “His aunt and uncle spoiled him.” Others say: “They always expected too much of him. They’ve thought he ought to act like a grown-up ever since he was a kid.” He failed to find in his family the kind of affection and security that he needed, and he is not a strong enough person to face the world and make an adequate adjustment without that security. Smoky’s academic record in high school is very poor though he is above average in intelligence. His teachers recognize that he has more ability than he makes use of, but their attitude toward him is colored by the fact that he has been a behaviour problem. Lester. Lester is a rather colourless boy, both in appearance and in personality. He is of average height, neither handsome nor unattractive. There is nothing about his behavior, either negative or positive, that serves to differentiate him to the casual observer. He is shy and passive. Lester seems to have had considerable affection from his family but not a great deal of guidance and direction. He has a feeling of dependence upon his parents and a feeling of obligation to them. He is an insignificant member of the school group. But he makes a definite effort to enter into activities and; wants to be friendly. His lack of success in this respect is probably because his peers find him uninteresting. He is not seriously concerned about his poor school achievement, it is not very important to him. He is concerned about his health and his appearance; his relations with the opposite sex; about family financial difficulties.
Daniel. “The best thing that could happen to me is to become important in the college or university I hope to go to, ” writes Daniel at the age of sixteen. He is an ordinary-looking boy. He is one of several children in a middle-class family. His father is a professional man and is said to be “one of the finest men in town.” The family training has been rather strict, and the boy has learned to obey his parents and to depend on them. He is still very uneasy in the presence of girls. He has difficulty in talking to girls and he does not go out with girls much. For several years Daniel was a Boy Scout, and he spent his free time with three friends of his own age, hunting, fishing, and practising photography. When he realized that he was being left out of the developing social life of his class, Daniel did the characteristic thing. He thought the situation over carefully, and then decided to learn to dance and to make himself take part in social activities. These things he did, with surprising success. He developed his social skills and became one of the leaders of his class. On tests of intelligence and academic achievement Daniel does extraordinarily well. He likes science and mathematics and plans to become an engineer.
Sally. Sally is a pretty girl, very graceful and quick. Her parents haven’t had much education, but they are good intelligent people. They are not active in social life, but it is a friendly family. Sally’s home environment is a permissive one. She is free to go out with boys, to go to movies, to dances, and to parties. She says: “I never was punished, and so I never was afraid of my parents like some of the kids are.” As the girl grows older she shows herself to be more and more independent of her parents. Affection for her family remains, but their authority is gradually weakening. At school Sally takes part in everything. She and her friends are the leaders in practically all school activities. She has an excellent school record, which is in keeping with her high intelligence. But her main ambition is to make a successful marriage. In summary, Sally is mature for her age, self-confident and unusually secure in her social relations.
& Reading 2 Getting Along with Pupils (Part I)
You probably have noticed that teachers are talkative. This is not surprising, since teachers need to be communicative in order to enjoy teaching, but it is at the same time unfortunate, for teachers should listen and observe. Epictetus said two thousand years ago that man was given one tongue but two ears so that he might hear from others twice as much as he spoke. This should be the rule for teachers, who necessarily have to listen to pupils in order to know them. In too many classrooms the teacher is the star performer, probably because he is working under the idea that since he is paid for teaching, he should do all of the work. The teacher’s relation to pupils should be one of direction, and help through a series of planned experiences that have value for the pupils. It is the teacher’s responsibility to see to it that pupils “catch” positive, constructive feelings and thoughts that will help them in learning. Just as an interested, enthusiastic teacher has an interested, enthusiastic group of pupils, so do problem teachers have problem pupils — the emotional balance of the teacher is more important than his knowledge. Teachers must have optimistic thoughts and emotions to project, since constructive ideas and feelings provide the drive for real achievement, just as negative ideas and feelings retard the development of children. What weakens the effectiveness of potentially effective teachers is the thought that the main function of the teacher is to discover mistakes and to stop them from the very beginning. Such teachers work in a spirit of constant, criticism; their attention is directed to the negative aspects of the child’s work. A youngster may have in a project or paper ten excellent qualities worthy of comment but the teacher gives a detailed analysis of the one or two weaknesses to be noted. A chronic attitude of faultfinding is as harmful to classroom achievement as it is to any constructive effort, and the teacher who displays it is the most pitiful victim of all. In happy contrast is the teacher who realizes that mistakes are part of the learning process. The self-confidence of pupils must be built through recognition and development of strong qualifies, with tactful yet persistent attention to mistakes that cause trouble. The situation should be work-centered and free from personality-centered comments and comparisons. No good teacher causes a pupil to “lose face”. In such an atmosphere, pupils are then free to turn their attention to the work at hand in the security that they do not have to defend themselves from the teacher in order to save face with the class, nor do they have to worry about pleasing the teacher. The way to please the teacher is to do the work as well as possible. The teacher, in turn, plans and conducts lessons in such a way that pupils experience success, which helps to keep interest and build confidence. In addition to responsibilities connected with subject-matter learning, teachers have a guidance function. Take, for example, the matter of health habits. The teacher should discuss health habits with his pupils: proper diet, enough time for sleep, time for recreation, plenty of outdoor exercises, etc. We should be interested professionally in all matters, which are important to pupils. Take, for example, the matter of failure. It is hard to admit one’s own failure. Yet surely all experienced teachers know that failure, properly used, can be an instructive and constructive force in our lives. The person who really thinks learns quite as much from his failures as from his successes. The teacher who hopes to feel secure in classroom relations needs a consistent philosophy of life and a few guiding principles in classroom conduct that are clear to pupils. This matter of consistency is of the greatest importance. If a teacher is neurotic or uncertain, or has the kind of open mind which all the winds blow through, he is not the sort of person who can safely handle conflicts and tensions in others. Certainly there can be no security for a teacher in a situation in which there is no security for the pupils, and there is no security for anyone if there are no guiding principles that all members of the group understand and to which all members obey.
4 Do the following exercises JK Role play III. SCHOOL AND SCHOOLING EDUCATION IN GREAT BRITAIN Topical Vocabulary 1. Types of schools: maintained (state), county, voluntary, nursery, primary, infant, junior, secondary, grammar, secondary modern, technical, comprehensive, all-through, two-tier, first, middle, upper, mixed (co-educational), single-sex, special, specialist, independent (fee-paying, private), pre-preparatory, preparatory, public, sixth-form college, tertiary college, denominational. 2. Stages of education: compulsory, pre-school, primary, secondary, further, higher. 3. Education policy: administration, schooling, full-time education, part-time education, tripartite system, class-divided and selective system of education, to sustain inequality of opportunity, to go comprehensive, the Department of Education and Science, Local Education Authorities (LEAs), to be responsible for national education policy, to run a school, to prescribe curricula or textbooks, the provision of schools, to provide maintained school education, grant-maintained, publicly funded. 4. Management: Head Teacher (Master), Principal, Assistant Principal, Acting Head Teacher, staff, governing body, to have responsibility, to employ teachers, provide and maintain buildings, supply equipment, provide grants, appointment and dismissal of staff. 5. Admission: to admit, to allocate, to apply for admission, selective procedure, intelligence tests, substitute for the abolished 11+ exams, to measure inborn abilities, to have a time limit, to coach for, catchment area, without any reference to a child’s ability or aptitude, to transfer (promote) from one class to another, to withdraw from. 6. Curriculum: broad curriculum, academic course, non-academic course, vocational bias, foundation course, foundation subjects, cross-curricular themes, to meet special interests, common curriculum, simplified curriculum, education with a practical slant for lower-attaining pupils, to be encouraged to do smth, the three R’s, subject teaching, specialist teacher, to have set periods, remedial teaching, to conform to 7. Examinations: GCSE (exam); to sit for an exam; “A” level exam; Common Entrance Exam; to be set and marked by, to hand the papers out, to assess; examining board; grades, “pass” grade; resits and retakes; unsuccessful pupil; to repeat the year; to pass an exam; to keep up with the group; to fall behind.
& Reading 1 State Schools The majority of pupils-over 90 per cent-go to publicly funded schools, usually known as state schools. These make no charge to parents. In most areas children aged five to 10 attend primary schools, and move on to secondary schools at 11 for education up to the age of 16 or beyond. Primary schools usually have both girls and boys as pupils; secondary schools may be either single-sex or co-educational. England and Wales Within the state schools system in England and Wales there is a wide range of provision. However, here will be changes during the next few years. At present there are a number of different categories of schools: • county schools are wholly owned and maintained by Local Education Authorities (LEAs). • voluntary schools (voluntary-aided schools, voluntary controlled schools and special agreement schools) are provided by voluntary bodies, the majority of which are churches or bodies associated with churches. They too are financed and maintained by LEAs but the assets of the schools are held and administered by trustees. • grant-maintained schools are funded by central government through the Funding Agency for Schools. Following a ballot seeking the views of parents, individual schools maintained by LEAs may apply to central government for grant-maintained status. • specialist schools ( city technology colleges, technology colleges and language colleges, sports colleges and arts colleges) only operate in England. The Specialist Schools Programme enables secondary schools to develop a strength in a particular subject area, often in partnership with an employer with an interest in the same specialism, while still delivering a broad and balanced education through the National Curriculum. • special schools are provided by LEAs for certain children with special educational needs though the great majority are educated in ordinary schools. The Government’s concern is to ensure the best possible quality of teaching and learning in every school. The Government intends to introduce a new framework of foundation, community and aided schools, which will better promote these wider objectives of raising standards. This framework will replace grant-maintained (GM) status, and will incorporate existing GM schools. Plans were set out in the White Paper Excellence in Schools and legislative proposals introduced in autumn 1997 include provisions to implement these proposals. Northern Ireland In Northern Ireland public education (up to higher education level) is administered centrally by the Department of Education and locally in controlled schools by five Education and Library Boards. There are several categories of school: • controlled schools which come under the Education and Library Boards; • voluntary maintained schools which are mainly under Roman Catholic management; • voluntary grammar schools; • grant-maintained integrated schools, which take Protestant and Roman Catholic pupils. Although all schools in Northern Ireland are open to pupils of all religions, most Roman Catholic pupils attend schools under Catholic management and most Protestant children attend controlled schools and non-denominational voluntary grammar schools. Scotland In Scotland, 32 Scottish Local Authorities are responsible for the provision of education locally. School Boards, with elected parent and teacher members, play an important part in the running of Scottish state schools. There are three school categories: • state schools, which are maintained and controlled by the LEA; • grant-aided schools (including those for special educational needs); • self-governing schools (equivalent to grant-maintained schools in England). Independent Schools About seven per cent of pupils in England attend independent schools, of which there are around 2, 270. In Scotland, around four per cent of pupils go to independent schools, of which there are around 114. Independent schools are not funded by the state and obtain most of their finances from fees paid by parents and income from investments. Some of the larger independent schools are known as public schools. Most boarding schools are independent schools and look after their own day-to-day affairs. However, they are subject to inspection to ensure they maintain acceptable standards of premises, accommodation and instruction. The School Curriculum All state schools in England, Wales and Northern Ireland must conform to the National Curricula. These set out what subjects pupils should study, what they should be taught and what standards they should achieve. They ensure that pupils cover a broad and balanced range of subjects that helps them to develop the qualities and skills needed in adult and working; life. The period of compulsory education is divided into four key stages, depending on pupil age: Key Stage 1 – Pupils aged 5 to 7 Key Stage 2 - Pupils aged 7 to 11 Key Stage 3 - Pupils aged 11 to 14 Key Stage 4 - Pupils aged 14 to 16 Pupils at Key Stages 1 and 2 study English, mathematics, science, design and technology, history, geography, art, music and physical education; at Key Stage 3 they study all these subjects plus a modern foreign language. Pupils at Key Stage 4 must study English, mathematics, science, physical education, technology and a modern foreign language; this gives pupils more choice and the opportunity to pursue further vocational courses if they wish. For each subject, at each key stage, Programmes of Study set out what pupils should be taught with Attainment Targets setting out the expected standards of pupils’ performance. From September 1998 the primary curriculum in England and Wales will be modified to allow schools to concentrate on the teaching of literacy and numeracy. The other key stage subjects will continue to be taught. In Wales, the teaching of Welsh is part of the curriculum. In Northern Ireland the curriculum is made up of religious education and six broad areas of study: English, mathematics, science and technology, environment, society and creative studies. It also includes six compulsory cross-curricular themes: education for mutual understanding, cultural heritage, health education, information technology, economic awareness and careers education. In Scotland the curriculum in state schools is not prescribed by statute. Instead, the Secretary of State issues national advice and guidance to schools and Scottish Local Authorities. Under the 5-14 Development Programme pupils aged between five and 14 study a broad and balanced curriculum based on the national guidelines which set out the aims of study, the ground to be covered and the way that pupils' learning should be assessed and reported. The key aims of the programme are to achieve breadth, balance, coherence, continuity and progression for all pupils. Pupils aged between 14 and 16 in Scotland generally study for Standard Grade examinations and may also take National Certificates in vocational subjects. Religious Education Religions education in schools is not prescribed nationally as part of the curriculum, but is decided locally. Most schools provide religious education in accordance with locally agreed syllabuses. These are required to reflect that religions traditions in Britain are in the main Christian while taking account of the teaching of the ether principal religions represented in Britain. Agreed syllabuses should be non-denominational and should not try to convert pupils, or to urge a particular religion on pupils. All parents have the right to withdraw their child wholly or partly from religious education and schools must agree to any such request. Assessment Scotland There is no national system of baseline assessment in Scottish schools. The 5-14 Development Programme includes provision Тог teachers to undertake regular assessment of pupils in schools to confirm progression through the five levels (A-E) of the Programme and identify and deal with any weaknesses. In English and mathematics pupils sit national tests when teachers consider that they have achieved each of the five levels of the Programme.
4 Do the following exercises
1. Answer the questions: 1.What types of schools are common in England and Wales? 2.Which type of school enjoys the highest attendance? Why? 3.Whiсh are owned and maintained by LEAs? 4.Do LEAs finance and maintain voluntary schools? 5.What is the difference between specialist and special schools? 6.Who caters for special schools? 7.Do specialist schools deliver an education through a curriculum of their own? 8.What schools do most Roman Catholic pupils in Northern Ireland attend? 9.Who plays an important part in the running of Scottish State Schools? 10.Do independent schools in England enjoy the highest attendance? 11.What is the status of boarding schools? 12.What is set out in the National Curriculum? 13.What do the curricula in England, Wales and Northern Ireland differ in? 14.Do state schools in Scotland conform to a National Curriculum? 15.Is religious education prescribed as part of the curriculum? 16. What are the requirements for agreed syllabuses? 17. Do schools practise regular assessment of pupils? 18.What subjects are the pupils assessed in? At what stage?
& Reading 2 THE NATIONAL CURRICULUM
For most of the 20th century primary and secondary schools in Britain and Wales were able to determine their own curriculum (albeit under the supervision of one of the 104 Local Education Authorities, the city and county councils responsible for running schools). Teachers and heads, after varying degrees of consultation with their school governors, were free to decide whether to teach maths on Monday morning or English on Thursday afternoon; which books and teaching methods to use; how much time to allocate to each activity; and whether to teach academic subjects like history and geography separately, study interdisciplinary topics like “Our Town”, “Health”, “Education” and “The Environment” or, more usually, do both. The arguments for and against a National Curriculum were well aired during several years. Supporters claimed that, since we were one of the few countries in Europe which did not have one, it was about time we came into line; that children who moved schools would simply carry on where they had left off; that teachers would have the security of an agreed structure within which to work; that parents and employers would be able to see what had been covered during schooling; that children would have an entitlement to study a foreign language or science, rather than it being left to the whim of individual schools. Critics feared that teachers’ imagination and commitment would be inhibited if they were told what to teach; that it might be more difficult to relate teaching to children’s needs and interests, producing clones rather than individuals; that a government-approved curriculum could be the first step towards the teaching of Statemind; that a curriculum conceived around single academic subjects might rule out interesting topic and project work, especially in the primary schools where it was a proud fraction that training was being dominated by the requirement for children to be given national tests at the ages of seven, eleven and fourteen and sixteen. The subjects From the autumn, schools must teach nine subjectsto all pupils aged 5-14 - three core subjects: English, maths and science; and six foundation subjects: technology and design, history, geography, music, art and physical education, plus a modern foreign language to secondary pupils. Religious education has to be offered by all schools. Children also have time to study subjects outside the National Curriculum such as a second modern foreign language, Latin or the so-called “technical and vocational educational initiatives”. The main difference between core and foundation subjects is that pupils spend longer each week on core subjects, about 12 periods for each in secondary schools. Cross-curricular and “theme” work, especially in primary schools, is still possible.
4 Do the following exercises 1.Match the words from the text with their equivalents:
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(1) The missionary 
