|
Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
|
|
Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
Our English lesson. Everyday classroom routinesСтр 1 из 13Следующая ⇒
Our English lesson. Everyday classroom routines Monitor: Nobody is. All are present. Oh, sorry, Ann is not here. Teacher: What’s up? Is she ill? Monitor: It’s flu with a high temperature. Teacher: That’s too bad. Well now. Let’s begin. We’ll check our homework. Mike, will you take your exercise-book and come to the board? Mike: Shall I write the words in transcription? Teacher: Do, and you, Helen, read Text 7, will you? The others should write down the mistakes if she has any. Do you follow me? Will you read a little louder? That’ll do. Any mistakes noticed? Julia: I believe there are some mistakes in the words ‘family’ and ‘Benny’. Teacher: That’s it. Please, Helen, pronounce the words. Now it’s correct. You must work more. Pronunciation is your weak point, I’m afraid. Helen: Shall I read the text again for the next time? Teacher: Yes. Have another try and make your reading more distinct. Now everybody look at the blackboard! Mike: Shall I read the exercise? Teacher: Of course. Is everything correct, Pete? Pete: I think it is. Teacher: Thank you, Mike. Clean the board, please, and go to your seat. Have we got the headphones? Monitor: Here they are. Teacher: Fine. Let’s listen to the new text. Open your books at page 81. Will you please switch on the tape-recorder? Thank you.
ANSWER THE QUESTIONS 1. Who is absent at the lesson? 2. Why is she absent? 3. What does Mike do at the lesson? 4. What does Helen do? 5. Are there any mistakes in Helen’s reading? 6. Who reads the exercise? 7. Have they got the headphones? 8. What do they do with the headphones? BEGINNING THE LESSON Ex.1 Read the following teacher’s instructions and put them into the right column 1. Come in and sit down. 2. Good morning, everybody. 3. How are you all today? 4. Hurry up now. 5. I hope you all had a nice weekend. 6. I’m your new English teacher. 7. I’m waiting to start. 8. It’s nice to meet you all. 9. It’s time to start. 10. Let me introduce myself. 11. Let’s go in. 12. Let’s see if everyone’s here. 13. Our lessons are on Mondays and Wednesdays. 14. Put your things away, please. 15. Take off your coat. 16. That’s all right. 17. That’s good. 18. Try not to be late next time. 19. You are late. 20. What was the matter? 21. Where’s Mari this morning? 22. Who’s absent? 23. Who wasn’t here last time?
LANGUAGE TO THINK ABOUT 1.
___________________________________________________________ 2. How else can you ask HOW ARE YOU? ___________________________________________________________ 3. Can you introduce yourself in English and say something about yourself? ___________________________________________________________ 4. Can you spell your name in English? ______________________________ 5. Can you explain the timetable for your English classes? _____________________________________________________________________________ 6. How do you call the roll or take the register? ______________________________________________________________________________ 7. What would you say to a student who arrives late? ______________________________________________________________________________ 8. What kind of reasons do students usually have for arriving late? What would you say if you, the teacher, arrived late? _____________________________________________________________ 9. How would you greet a student who has been away for two weeks? ______________________________________________________________________________ 10. What sort of things could you say while you’re waiting for the class to settle down? ______________________________________________________________________________
EVERYDAY GREETINGS
MEETING A NEW CLASS Let me introduce myself Allow me to introduce myself. Let me tell you something about myself. My name is Mrs Hanson. I’m your new English teacher. I’ll be teaching you English this year. My name is … and I am a trainee/ student teacher. I am the substitute for Mr… What’s your name? How do you spell that? Show me your name cards, please. Our lessons are on Monday mornings and Wednesday afternoons. I’ll be teaching you on Tuesdays and Fridays. I’ve got three lessons a week with you. We’ll meet three times a week. Our lessons start at 9/15 every Monday and Thursday. It’s nice to meet you all. I’m very pleased to meet/see you all. I’m looking forward to working with you. TAKING THE REGISTER
I’ll just check who’s here. I have to check attendance. Let’s take the register. I’m going to call the roll. Raise your hands and say ‘Here/ Present’ Who’s absent?
Are you all here? Is the whole class here? Any absences? Is anybody absent/ away/ missing?
Where’s Mari this morning? What’s wrong/ the matter with Mari? Has anybody seen Mari today? Does anybody know where Mari is? Mari’s away. Does anybody know why? Is she absent or just late? When will Mari be back?
Who was absent last time? Who missed last Wednesday’s lesson? Why weren’t you here last time? Make sure you bring an absence note. What was the matter? What was the problem? Have you been ill?
DEALING WITH LATENESS
You are late. Where have you been? We started ten minutes ago. What have you been doing? Why are you late? Don’t let it happen again. Let it be the last time. That’s the second time this week.
GETTING DOWN TO WORK CLASSROOM SCENARIO A Passages below describe different situations of an English lesson. At the places numbered, try to think what the teacher could say in the situation. It’s Monday morning and it’s raining heavily. Your first lesson is about to begin. You are in the corridor outside your classroom. Most of the students are already inside. Simon arrives. You greet him(1). He is carrying his school bag and a tennis racket. Simon’s locker is in the corridor, so you suggest that he doesn’t take the tennis racket into the classroom (2). Maya arrives wearing a very wet anorak, which you don’t want in your classroom (3). You notice two of your students who are still hanging about in the corridor (4). B You go into the classroom. A moment later there is a knock at the door and Will appears. You invite him in (5). He leaves the door open (6). You greet the whole class (7). You hope everybody is well after the weekend (8). You then ask two of the shyer students, Sonya and Mike, how they are (9.10). Even though you know some of the students in the class, you have never actually taught then English, so you introduce yourself (11), tell them about the timetable for English lesson (12) and say something encouraging. INSTRUCTIONS / IMPERATIVES
Stand up! Three, four! Look at the door! Be quiet! Listen and look! Walk! One, two, three and four! Stop! Open the door! Stop! Close the door! Come here! Five, six, seven and eight! Stop! Write the date! Back up! Nine, ten! Say it again! Ten, nine, eight, seven and six Five, four, three, two and one! Stop! CLASSROOM ACTIVITIES RUNNING THE LESSON LANGUAGE TO THINK ABOUT 1. Think of a typical lesson. Can you describe the structure of the lesson. Write down the different phases, the activities and the amount of time to be spent on each? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. How many ways can you think of telling the students to stop working? _________________________________________________________________________________ 3. What phrases can you think of from one stage of the lesson to the next? _________________________________________________________________________________ 4. What would you say to check whether students have finished the work you have given them? _________________________________________________________________________________ 5. How many different phrases can you think of that mean the same as ‘first, next, and last’? _________________________________________________________________________________ STARTING SOMETHING NEW Let’s speak English. Let’s change/ switch over to English. Now we can use English again. Let me tell you this in Russian. Now I’ll change/ switch back to Russian. The next part of the lesson will be in English. Now, it’s English-only time. Right everyone. Good/ Fine/ Right/ Now/ Now then. OK/ All right, everybody. Quiet now, please. Stop working now, please, and pay attention. Let’s move on. (Now) we’ll/ let’s go on. On we go. Let’s move/ go on to something else/ different. Now, we’re going to do something else. Let’s turn to something a little more/ less serious. MAKING THINGS CLEAR You have five minutes. You can spend ten minutes on this. I’ll give you five minutes on this/ to do this. You’ll have to stop in two minutes/ minutes’ time. Don’t spend more than a few minutes on / doing this exercise. Is everything clear? Is that clear? Are you clear about what to do / what I mean / how to do it? Are there any question ( before we start)? Any questions anybody? Has anybody got any questions about what they have to do? Have you all understood? Did anybody not understand? Who still doesn’t understand? Have you all got that? Shall I go over it again? Put your hand up if you don’t understand. Let’s do one together so you get the idea what to do. Right. You can start. Away/ Off you go. Begin/ Start working. Is everybody ready? If you’re ready, let’s start. Let’s get to work. Get on with it. SEQUENCING ACTIVITIES Last, try to do exercise 3. Finally, I want you to copy a sentence down. Lastly, I would like you to work in groups. To finish with, you can do some reading. For the last thing today, take out your notebooks. Last but not least, how about a song? Just before we finish, let’s talk about your test next week. CHECKING PROGRESS Any problems? Are you OK/ all right? Is there anyone who needs help? Who can’t manage on his/her own? Who finds it difficult? Is there anybody having trouble with the exercise? Where are you up to? How far have you got? Which question are you on? What’s the matter? What’s the problem? Is there something wrong? Is everything OK? Is there something the matter? STOPPING Have you finished? Are you done/ through? Who’s finished? Who has done them all? Has everybody finished? Have you finished reading ? Right. That’s enough. That’s enough for now. That’s fine. That will do, thank you. You’ve done enough of that. You’ve probably had enough of that. It’s time for a change. All right. Stop now. Stop what you are doing. Everybody stop what they are doing. Stop writing/ working. All right, you can stop now. Time is up, I’m afraid. Finish up. Put your pens down. Blackboard activity Come to the blackboard./ Go to the blackboard. Are there any mistakes? Put a comma (question mark, exclamation mark, colon, semi-colon, full stop) after the word. Let’s all read the sentences from the board. Use the duster (sponge), please. Write that down in your notebooks. Make notes on what I say in your exercises books. Write it in block (big) letters (in block capitals). Write (rewrite) it neatly. Do the exercise in writing. Will you, please, go to your seat. Hand in your papers as you leave (go out) and make sure your names are on them. Textbook activity Collect in the papers (sheets, texts, word lists, handouts, tests), please. Share your book with Nick. Take out your books and open them at page 27. You’ll find the exercise on page 38. Let’s move on to the next page. All books closed, please (shut your books). If there are any words you don’t know, please ask. Read one sentence each. Ann, you read the part of Mrs. White this time. Now let’s act out this dialog. Try and act like a teacher. The rest of you are the audience. Give a synonym for ‘rushed’. Try to put it in other words. There was a small mistake in what you said.
Class control Don’t all shout/ don’t talk at once. Stop fidgeting./ don’t keep turning round. Sit up (straight). Work in twos (pairs). Work on your own. I want you to form groups. Three pupils in each group. Right/ wrong Good. Right. Fine. Right you are. Quite right. No, that’s wrong. Not really. Unfortunately not. Once again, but remember the word order. Be careful with the ‘sh’- sound. You need an extra letter here. Always check the pronunciation.
Speak more clearly. Not so quickly, I can’t follow. Don’t whisper the answer. Don’t help him. I’m sure she can manage on her own.
Assessment Very good. Well done. That’s nice. That’s much better. You’ve improved a little. You still have some trouble with your spelling I hope you do better next time. The following comments are often used on written work: Excellent work. Very well done. Good stuff. Keep it up. Adequate. Much better. Shows some improvement. Great improvement. Satisfactory. Could do better. Too many careless slips. Careless. Needs to show more effort. Not up to your usual standard. Disappointing. See me about this. End of lesson There’s the buzzer (bell)./ we’ll have to stop here. Right. You can put your things away and go. We still have a couple of minutes left. There will be a test on this next Tuesday. Following the Lesson I’m sorry, I didn’t understand. You’re speaking too quickly. I didn’t get that down. Could you say it again? Could you repeat the last bit? I missed the beginning if what you said. Could you explain again, please? Shall we do the exercise in our work books?
Are we supposed to finish this off at home? What do we have to do next? Could you write it up on the blackboard, please? Is it my turn? (Am I next? Shall I start? )
Correctness of answers Why can’t you say…? Is this a mistake? What’s wrong with …? Why did you put a line under this word? Isn’t there a mistake in sentence 3? Shouldn’t there be an article? I think you’ve made a mistake on the board.
Language questions How do you spell…? Are there two ‘l’s or only one? How do you pronounce the next word? I’m not sure how to say the next word. Could you use the future here? Can we leave this out (miss this out)? Is there a shorter (better) way of saying this?
Politeness I’m sorry I’m late; I’ve been to … I’m afraid I’ve left my book at home. Could I leave ten minutes earlier? Could I have another copy? Have you got an extra sheet? Shall I turn the light out? The pupils’ reactions
“How do you say merci in __________? ” “It’s ______________ ”
CLASSROOM LANGUAGE TEST
SCHOOL RULES A Pupils are required to be in their classroom by 8.30 a.m. each morning for registration. Pupils coming late will be punished accordingly. Pupils may not leave the school grounds during the normal working day without permission. During study periods and recreation students in the sixth form may leave the school grounds provided that parents have given written authorization at the beginning of the year. B Students must come to school in proper attire. If this basic rule is not observed, the school reserves the right to refuse entry to any student. С The school strongly disapproves of pupils taking paid employment. It should certainly never interfere with school activities, and will not be accepted as an excuse for missing any school commitment. D In the case of a pupil being absent from school, please telephone on the first day in all instances. Messages can be left on the answering machine before 7.30 a.m. or you can send an email to the school address to reach us by 8.30 a.m. at the latest. E Except in the case of illness, students are expected to be present for the entire school year. F Routine medical and dental appointments should be arranged so as not to conflict with school commitments as should family travel. G The school regards the completion of careful and regular work at home as an indispensible part of the curriculum. Every pupil has a study plan outlining his/ her evening obligations day by day and parents are asked to ensure that their child has a suitable place and time in which to do the work prescribed. If a pupil appears to be doing too little work, parents should contact the form teacher at once. H Homework can be excused only after the receipt and approval by the teacher concerned of a letter from a parent setting out the reasons. Social engagements are not acceptable as an excuse. It is essential that pupils endeavour to catch up on any missed work as soon as possible. I During the holidays the school and its grounds are out-of-bounds for all pupils, unless accompanied by a teacher. Pupils visiting the school’s sports hall or any of the school’s grounds or taking part in a school visit of any kind whether in term or in the holidays are subject to school rules. J No pupil may drive a car or motorbike within the school grounds without permission from the headmaster. Permission to come by bicycle should be obtained from the form teacher. Bikes must be walked onto the school grounds. Cycle helmets must be worn and lights used after dark. Rollerblades, roller skates and skateboards are not permitted within the school grounds at any time. K Bicycles must be chained to the school railings. Any bicycle brought onto school grounds should be clearly labeled with the owner’s name amd must be left locked in the bicycle sheds provided. Parents are strongly advised to put name tags on their children’s belongings. The school cannot be held responsible for any loss or theft of students’ property. Students must keep track of their belongings and not leave them lying around unattended.
SCHOOL OF INDEPENDENT STUDY The University’s Independent Study online and correspondence courses offer you the flexibility to reach your educational goals without giving up your life. The study materials you use in your course have been developed by the university faculty so the material you cover is the same as in the courses offered on campus. The only difference is that you can study and take tests when it’s convenient for you! The Independent Study tuition fee is $ 115 per course. Students may take as many courses as they want. There is a shipping and handling fee of $30 for each course. All Independent Study students must purchase a Study Guide at a cost of $30. The university also charges a connectivity fee of $12 per course. Students enrolling for the first time will be charged a $ 9 per course Academic Excellence fee; for returning students this fee is just $3 per course. A $15 Academic Records fee is charged once each term, regardless of the number of courses taken. This fee entitles a student to free replacement copies of end-of-course documentation for life. Tuition and fees for out-of-state students are the same as those of local residents. Time limits A course can be finished in a minimum of two weeks per module and must be finished in a maximum of four weeks. For example, if your course has three modules you must remain in it for a minimum of six weeks and a maximum of twelve weeks. If you need to meet a deadline, you should take these minimum and maximum periods into account. These periods are calculated from the date you receive your first lesson from the Independent Study office. Modules cannot always be completed in the minimum amount of time. You need to make sure that you know whether your instructors are on vocation at any stage during your enrolment, as this could affect the return of assignment, exams and final grades. Your enrolment is valid for nine months, which begins on the day we post your enrolment application. LENGTH OF SCHOOL LIFE Full-time education is compulsory from the age of five, and it is customary for children to start school at the beginning of the term in which their fifth birthday falls. They must not leave before the end of the term in which they reach the age of sixteen, but they may continue until the age of nineteen. The period of full-time education is divided into two stages – primary and secondary. A child normally completes the primary stage at the end of the school year in which his eleventh birthday falls. During this primary stage, a child may attend one school, or, particularly in urban areas, two, these being an infants’ school and a junior school. If he begins in an infants’ school, he will transfer to a junior school at the end of the school year in which he becomes seven years old. Upon leaving the junior school he goes to a secondary school of one type or another. A noteworthy feature of both primary and secondary schools is that promotion is, in generally, based on age and not upon attainment. The school year begins in September, and continues until late in July. It is divided into three terms separated by vacations at Christmas and at Easter, each lasting about three weeks, and a summer vacations of six or seven weeks. Mid-term is usually marked by a long week-end of three or four days’ duration.
Answer the following questions: 1. What type of education is compulsory in Britain? 2. When is it customary for children to start school? 3. How many stages is the period of full-time education divided into? 4. What are they? 5. When does a child normally complete the primary stage? 6. How many schools may a child attend during the primary stage? 7. What primary schools may a child attend, particularly in urban areas? 8. When may a child be transferred to a junior school if he or she begins in an infants’ school? 9. When does he or she go to a secondary school of one type or another? 10. What is a noteworthy feature of both primary and secondary schools? 11. When does the school year begin? 12. How long does it continue? 13. How many terms is it divided into? 14. How long does each term last? 15. What is each term separated by? 16. What is mid-term usually marked by? 17. How long does it last?
Read and translate in the written form the following article: A PIECE OF HUMOUR INDEPENDENT SCHOOLS
System, type, conduct, small, often, total, private, proceed, lead, use, geography, include, respect, start, before, thirteen, their, function, kindergarten, vary, knowledge, scripture, preparatory, depend, Latin, history, criterion, standard, mathematics, continue, preparation, algebra, independent.
Practice reading aloud the following word combinations: For about six per cent; is one of the functions; within the state system; of the total school population; they vary widely in type; until the age of eighteen; of the independent preparatory schools; about the age of eight; they are started in the grammar schools; for the selection of new entrants; about thirty per cent subsequently proceed; the great majority of pupils
Translate the following words and word combinations: Kindergarten schools; public schools, to vary, set standards, a good standard of knowledge, the selection of pupils, new entrants, the Common Entrance examination, to depend upon ability.
Give the nouns derived out of these verbs: To proceed, to provide, to conduct, to continue, to select, to prepare, to examine, to populate.
INDEPENDENT SCHOOLS
The usual age of entry to a public school is thirteen and the great majority of pupils continue until the age of eighteen. Most public schools use as their criterion for the selection of new entrants the Common Entrance examination, which demands a good standard of knowledge in scripture, English, history, geography, French, Latin and mathematics (including algebra and geometry). Preparation for this examination is one of the functions of the independent preparatory schools, which admit pupils at about the age of eight and keep them until the age of thirteen. In these schools Latin, French, and algebra and geometry are begun at the age of nine or ten, depending upon ability, which is one or two years before they are started in the grammar school. Answer the questions: 1. Do independent schools vary in type? 2. Do public schools in many respects have set standards for the grammar schools or for the modern schools? What about their curriculum and examinations? 3. Is the usual age of enry to a public school thirteen or eleven years old? 4. Do the great majority of pupils continue until the age of sixteen or eighteen? 5. Do most public schools use as their criterion for the selection of new entrants the Common Entrance examination? 6. Does the Common Entrance examination demand a good standard of knowledge in two or more subjects? 7. Preparation for this examination is one of the functions of the independent preparatory schools, isn’t it? 8. Do they admit pupils at about the age of eight or six? 9. How long do independent preparatory schools keep the pupils? 10. Does the beginning of Latin, French and mathematics depend upon the age or ability? 11. Do they begin learning these subjects earlier or later than in the grammar schools?
I. TYPES OF INSTITUTION
1. In England there are both state and independent (or private) institutions. Before dealing with the various institutions, it is worth giving the names of the bodies and people responsible for the state system of education, together with their functions, as some of them will be mentioned in discussing the institutions, and all of them occur in the press and in books on education. The Department of Education & Science (DES) is the ministry responsible for national educational policy. Until 1964 it was called the Ministry of Education, and (government) department has the same meaning as ministry.
The Secretary of State for Education & Science, or, in less formal style, the Education Secretary, is the minister who heads the DES. The local education authorities (LEAs) are responsible for: · providing and maintaining schools in their areas in accordance with national policy; · the day-to-day administration of schools, the employment of teachers, and the curriculum (see unit 397), although in practice much of this responsibility is delegated to head teachers; · post-school education, except for universities (see unit 28). The chief education officer is the official at the head of a local education authority. In some areas the title director of education has come into use instead.
Independent, private The word independent, when applied to an educational institution, means " independent of the state". However, such independence is not complete. For example, independent schools must register with the DES and be open to inspection by the Department; universities are increasingly dependent on the Department from the financial point of view (see unit 28). Private is often used of educational institutions in the same sense as independent, especially in non-formal style. Strictly speaking, however, a private institution is one run mainly for the profit of its owner(s), in contrast to other, non-profit-making institutions, which are controlled by some form of governing body.
Public school A public school is an independent school for pupils aged 13-18 which is distinguished from other such schools by membership of the Headmasters' Conference or one of two similar bodies, and therefore has a certain status. (There are about 260.) Most of them are boys' boarding schools, although some are day schools and some are for girls. A few have even become coeducational recently. Some of them are several hundred years old, but many others, including some of the thirty leading public schools, were founded in the last 150 years. The most famous are Eton, Harrow, Winchester, and Rugby. It is clear from this definition that public schools are now not public in the usual sense of the word. Formerly, however, the name was quite appropriate, as C. Е. Eckersley explains in his PATTERN OF ENGLAND: " Public schools are private foundations. Originally they depended mainly on endowments by noble founders and wealthy benefactors, and were intended to put education within the reach of anyone intelligent enough to take advantage of it, whether their parents were rich or poor. Now they depend almost entirely on the fees paid by their pupils* parents." Note, however, that in the USA public school means a school supported by public funds, and corresponds to British English state school. An English public school education is traditionally academic, with an emphasis on the classics. Preparatory school A preparatory school is an independent school for children aged 8 to 33, whom it prepares for the public schools. At 13 pupils take the Common Examination for Entrance to Public Schools, usually called simply the Common Entrance (exam) in conversation, which is the public schools' entrance examination. Nearly all preparatory schools are for boys and many of them are boarding schools. The abbreviation prep school is widely used. ETON Perhaps the most famous public school in the UK is Eton. It is located near Windsor. It was founded in 1440 by the English king Henry the Sixth (King's College Cambridge was founded in 1441). Lupton's Tower, opposite the main entrance, was built in 1520 by Henry Redman, who was also worked on the palace at Hampton Court. Entrance to Eton is competitive, based on a test at the age of 11 and a Common Entrance exam at 13. Academic standards are very high. The academic year starts at the end of September and has three terms. The year finishes with the exams in early June. Short courses are run at the college after the boys have left for their summer holidays. There are no girls at Eton (many other boys' public schools in the UK accept some girls in the upper school, after age 16). Boys leave the school at the age of 18 - many go on to study at top universities such as Oxford and Cambridge. Famous " Old Etonians" (people educated at Eton) include the Duke of Wellington, writers such as Shelley and George Orwell, the economist Keynes, and many British Prime Ministers. Both of Prince Charles' sons (William and Harry) studied at Eton Agree or disagree 1. The school day usually runs from 9 a.m. to 4 p.m. with a break for lunch and with 10- or15-minute breaks in the mid-morning and in the mid-afternoon. 2. For children in an infants’ school the school day must not be shorter. 3. Members of a class usually do all their work with the same teacher. 4. Sometimes when there are teachers with special ability the children may receive lessons from two or more teachers during the week. 5. Numbers in class don’t vary widely.
GRAMMAR SCHOOLS
GRAMMAR SCHOOLS The secondary grammar school bases itself on the older fee-paying schools. The grammar school tries to copy the public school in its curriculum, its disciplinary methods and in the general atmosphere it tries to create; masters wear their academic gowns, for instance. The grammar schools (and some secondary moderns) usually divide the children into houses, just as in the public schools, but these houses in grammar schools are highly artificial groupings, formed to facilitate sports competitions and the delegation of disciplinary responsibility. A house is a social unit of the pupils. In each house there are pupils of all ages. The pupils meet together with the teachers who are connected with that house. The most obvious demonstration of a house system and the house feeling is the school sport day, though there may be all kinds of other house rivalries, in team games, play competitions and so on. The pupils of a house are under the supervision of a housemaster. Most grammar schools prepare their pupils for the General Certificate of Education (GCE) at sixteen, an examination, devised and controlled by the universities. The examination determines the curricula and syllabuses to a large extent. Examinations are available in a large range of subjects and none are compulsory unless the Head makes them so. This applies also to the number of subjects any pupil may take. They may sit for the examination in one subject or ten! They number of passes they obtain is shown on the certificate. It is usually the Head and his staff who decide these questions, and streaming (yes, it usually continues at the secondary stage, even in the grammar schools) is based first on the number of subjects the group will take; e.g. the A stream may all be taking seven subjects and the bottom C or lower stream may not be taking the examination at all. Most pupils leave after getting their GCE and many go into offices. Many pupils with good results go on to become teachers. A much smaller number of pupils remain at school for another two years till eighteen and sit for the GCE at Advanced level (usual maximum three or four subjects). This is the real gateway to the university.
Agree or disagree 1.The secondary grammar school bases itself on the older fee-paying schools. 2. The curriculum and the disciplinary methods of the grammar school are quite different from those of the public school. 3. The grammar schools usually divide the children into houses, just as in the public schools. 4. Most grammar schools do not prepare their pupils for the General Certificate of Education. 5. Examinations are available in a large range of subjects. 6. The examinations are not compulsory unless the Head makes them so. 7. All the pupils may sit for the examinations only in five subjects. 8. Most pupils remain at school another two years.
PREPARING FOR THE GCE For many pupils the GCE examination at Ordinary level marks the end of their school career, but the tendency of recent years to continue at school in order to spend a year or two in the sixth form has grown steadily. In an increasing number of grammar schools the traditional curriculum is undergoing modification in the fourth and fifth years to place greater emphasis on practical subjects and to introduce something of a technical bias for those pupils whose interests and aptitudes lie in this direction; this development is not confined to areas where there are no technical schools. The sixth form comprise the group of pupils who remain at school for a further 2 or 3 years, generally with a view to entering universities, training colleges for teachers or technical colleges, or certain professions direct. Their curriculum is markedly specialist in character. It is narrowed to about 5 subjects of which the pupil will specialize in 2 or 3, devoting about two-thirds of the working week to them. Typical combinations of special subjects are mathematics, physics and chemistry; physics, chemistry and biology; mathematics, further mathematics and physics; Latin, French and German; English, French and Latin; English, history and geography; Latin, Greek and ancient history. It will be apparent that the choice of subjects tends to divide the sixth form into two sides – the science side and the arts side. It is estimated that about 60 per cent of all sixth-form pupils are currently studying on the science side of sixth forms, in grammar schools. This fact is exemplified by the order of popularity of entries for the GCE at Advanced level, which is usually taken two years after sitting for the Ordinary level. The order is physics, mathematics, chemistry, English, history, French, biology, geography, Latin. In addition to their special studies, sixth-form students usually follow courses in general education in a variety of patterns. They also devote part of their time in school to private study. MODERN SCHOOLS
MODERN SCHOOLS Secondary modern schools provide the broad general education required by the majority of pupils. The subjects of the curriculum are the same as those for the grammar school except that (a) the number of pupils who study a foreign language is very small and (b) more time is given to workshop craft for boys and housecraft for girls. The teaching methods and the content of syllabuses are varied so that they match, as nearly as is practicable, the wide range of ability among the pupils. Age groups are divided into forms according to ability and, to a lesser extent, in the later stages according to choice of subjects. With pupils of moderate ability, emphasis is placed upon learning through discovery from books and other sources of information, and by paying local visits to farms and factories, to historical buildings and to places of geographical interest. Such subjects as history, geography, science, music, art and craft, workshop crafts or housecrafts, and physical education are generally taught by specialist teachers. Increasingly, English and mathematics receive specialist treatment too, though in many schools they are still the responsibility of the form teacher. Initially, pupils who are of greater ability follow the same curriculum as those who form the average group, but more is expected of them, and of recent years there has been a strong trend towards introducing extended courses for these abler pupils. Some of these extended courses reflect a bias towards vocational studies; others are a preparation for examinations, and particularly for the examination to the General Certificate of Education.
Agree or disagree 1. Most children of rich people go to modern schools. 2. The education reflects a bias towards practical studies in modern schools. 3. All the pupils who leave modern schools may enter the university.
Read the article and translate in the written form: TECHNICAL SCHOOLS Technical schools are the heirs to the junior technical schools before 1944 which took pupils at 13 and prepared them for work in an industry or group of industries. The new secondary technical schools were planned as the academic equals of the grammar schools, but specializing in technical subjects. However, there were never many of these schools, and for various reasons they were widely considered inferior to the grammar schools. It is hard to account for the failure of the technical schools to catch on. It is true that a lot of people in education have always thought them unnecessary, but they also have had very strong defenders. The chief difficulty was that although entry to them was competitive they remained overshadowed by the greater prestige of the grammar schools. Both parents and teachers tended to think of the technical schools as a second best. Some education authorities confirmed this by making it clear that children of a lower IQ could be accepted for technical schools after they had been rejected by the grammar schools. The impression was further confirmed by the fact that entry to technical schools remained at 13 and the grammar school rejects went to them after two years in a secondary modern school. As one might expect, the technical school curriculum is basically similar to that of a grammar school, though it may not offer Latin and Greek, or more than one foreign language. It is doubtful whether technical schools do more mathematics or sciences than grammar schools but they certainly biased still towards particular trades like engineering or building. The pupils might get rather less history, geography, English literature and music. Out-of-school activities may play a smaller part than a grammar school. Though the technical schools offer courses leading to the GCE they also prepare pupils for other external examinations like the Royal Society of Arts Technical and Commercial Certificate examinations. Technical schools vary even more greatly in size than other secondary schools, but most of them have between 400 and 800 pupils. Many technical schools are subordinate to technical colleges whose buildings they share.
ВЫСШЕЕ ОБРАЗОВАНИЕ В ВЕЛИКОБРИТАНИИ
У английских университетов — престижная репутация и почти тысячелетняя история. Они дают своим выпускникам блестящее академическое образование и шансы получить сразу после окончания очень хорошую работу. Инфраструктура университетов Британии очень развита и имеет давние традиции. Набором студентов в высшие учебные заведения занимается центральное бюро UCAS (Universities and Colleges Admissions Service). Все абитуриенты заполняют т.н. форму UCAS. Эта заявка включает в себя следующие данные: · баллы, уже полученные на выпускных экзаменах, если человек закончил предуниверситетский курс A-level, · описание устремлений и амбиций заявителя с обоснованием, почему он решил делать карьеру именно в данной области (короткое сочинение, т.н. personal statement), · список университетов Великобритании в алфавитном порядке (не больше 6), в которых абитуриент хотел бы учиться. К заявке прилагается характеристика школы (или другого учебного заведения). Как быть, если Вы получали среднее образование не в Британии? Закон гласит, что в университеты могут поступать и иностранцы, но если им не меньше 18 лет и их образование эквивалентно британскому. Наш аттестат зрелости в данном случае не подойдет — в Великобритании среднее образование длится 13 лет, у нас — 11. Есть два пути — проучиться первые два курса в местном университете, получить сертификат об отличном знании английского языка и попытать поступить в британский университет. Но этот путь долгий и ненадежный — скорее всего придется рассчитывать на место не в очень престижном вузе.
APPLYING TO A UNIVERSITY
HOW TO GET A DEGREE Happy New Year During an examination before Christmas, one of the students did not know how to answer the question, ‘What causes a depression? – so he wrote: “God knows! I don’t. Merry Christmas! ” When the examination papers came back, the student saw that the professor had written on his paper: “___________ gets 100, _____________ get 0. Happy New Year! ” NON-STOP!!! HOW TO GET A DEGREE J.: Well, Arnold, I remember you said once you were a B. A. Perhaps you could tell me how quickly you got those letters after your name? A.: At university I studied history. It was a 3-year course. And after that I got a B. A degree. J.: B.A. stands for Bachelor of Arts degree, doesn't it? A.: Yes, which reminds me of my neighbour whose son had just got his B. A. A friend asked very seriously: " I suppose your son will try to get an M. A. or Ph. D." next to which my neighbour answered: " Not at all, now he is trying to get a J-O-B." A: Ah... he meant a job! That's a good joke! THE US SYSTEM OF EDUCATION
1. Start to go; finish 2. Consist of/ include 3. Have an opportunity to choose 4. Enter 5. Depend on 6. In divided into 7. Is represented by 8. Graduate 9. To hold a degree
Ex. 3 You are going to read a series of articles about the US system of education. Before reading translate the given headings. One heading is extra. Read first and guess which one is extra, then read and match the headings to a suitable paragraph.
SCHOOLS IN AMERICA
‘When I see your smiling faces before me’, he began in the accepted oratorical style, ‘ it takes me back to my childhood. Why is it, my dear girls and boys, you are all so happy? ’ He paused for the rhetorical effect, and suddently saw a grimy hand rising up from the front row. ‘Well, my lad, what is it? ’ ‘The reason we’re so happy’, replied the boy, ‘is if you talk long enough we won’t have a geography lesson this morning.’
1) How many times the word ‘criticism’ is used in the article? 2) What is really criticized in the Educational system of the USA? 3) What is the opposition used to call the ‘hogwash’? 4) Do you agree that the USA is composed of an Anglo culture only? What are the other cultures to be found? |
Последнее изменение этой страницы: 2017-04-13; Просмотров: 2353; Нарушение авторского права страницы
Teacher: Good morning, all! Sit down please! I expect no one is away? 
Sit down! One, two! Look at your shoe! 
“What’s the ___________ for merci? ”
Transcribe the following words and read them: 
Independent schools vary widely in type, from the small kindergarten school often conducted in a private house to the famous public schools. The latter have in many respects set standards for the grammar schools within the state system; their curriculum is very much the same and their pupils take the same public examinations.
Ex.1 Look at the picture representing the US system of education, make up a short article about it using the given verbs and structures: 
One politician was invited to give a talk on Americanisms to the pupils of the school he had attended as a boy.
It is also hard to explain the important criticisms and the impact those criticisms have on the educational systems. There are many national and international critics of American education and those voices should be, if not must be, recognized and addressed. There is a long list of criticisms on American education, but probably the hottest issue, billingual education, draws an enourmous amount of attention these days. The supporters of bilingual education firmly hold that instruction in both English and Spanish does not only integrate and bring harmony to the so-called Anglo culture and the Hispanic Culture, but also the dual linguistic instruction would certainly open opportunities for financially elite and lower class children. Some supporters state that Hispanic Americans have a constitutional right for fair and equal educational opportunities as any other citizen of the USA. The opposition, on the other hand, views many of these issues as mere ‘ hogwash ’. Although much of the ongoing rhetoric does not mention colored words like ‘hogwash’ directly, the opposition does justify keeping the status quo as it is though historical and academic sounding arguments. In short, the opposition upholds the somewhat illusionary image that the USA is composed of an Anglo culture and that English has always been ans always should be the only official language. Despite all of these different facets and issues that abound, there are some overall standards that can indeed be explained.