Текст книги "Практический курс английского языка 3 курс"
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5. Use the Topical Vocabulary in answering the following questions:
1. Do many children in England and Wales attend pre-school institutions? Why? 2. Have all maintained schools equal opportu-
nities to provide the same level of education? Prove your point of view. 3. How can you prove that in spite of all changes and alter-
ations made during the recent years the system of education in England and Wales is still class-divided and selective? 4. What are the
British government's education policies? What do you think of the main aim of the publicly maintained system of education which is
4 The most notable public schools are Eton |'i:tn], Harrow ['haenu], Winchester ['wintjists], Rugby ['rAgbi], Oundle ['aundl], Uppingham ['Apioam],
Charterhouse ['tjaitshaus], These schools are exclusive boarding schools, which train their pupils for leading positions in society.
officially stated as follows: "...to give all children an education suited to their particular abilities." Do you think English educationists
have objective criteria to measure these abilities? 5. What's your opinion of the fact that administration of publicly provided schools
is not centralized? What do you think of schools' freedom to choose textbooks, include various subjects into the curriculum, specify
the material for learning, appoint and dismiss teachers? 6. What subjects are usually included in a primary school curriculum? What
is the aim of primary education? What methods are used in primary schools? 7. What types of secondary schools are there in Britain?
8. Why do you think most children in grammar schools are from rich families? 9. How can you account for the fact that the
percentage of those attending comprehensive schools is becoming a bit lower nowadays? 10. How can you account for the fact that
independent schools (especially public schools) which are not very numerous are the most significant? 11. What is your opinion of
the specialist preparation in the sixth form?
6.Give a brief talk on the main features of schooling in England and Wales. Use the Topical Vocabulary.
7.You are supposed to give a description of an imaginary primary or secondary school which is organized according to the English pattern. Don't
forget to give your imaginary school a name, as English schools have names not numbers. The names are often geographical (taken from the name
of the town, district, village or street in which the school is situated). Sometimes schools are named after a well-known person, e. g. Cedar Grove
School, Mary Hampden Junior School.
The following questions can be helpful:
1. What kind of school is it? What system of educational provision is in use locally for children aged 5 – 18?
2. What is the size of the school? (number of children of either sex, number of staff of either sex, age range of children, social
background of the school's catchment area if this is clear-cut)
3. What buildings and amenities does the school possess? (How many classrooms are there? Is there a hall, a library, specialist
rooms or areas, a staff room, playing fields? Are the buildings modern? Are there accommodation problems?)
4. How is teaching organized? (Streaming? Mixed ability grouping? Are classes generally taught as a single unit or is group
work or individual work the norm? What about the physical organization of the classroom – do the children sit at desks, in groups at
tables, randomly? Is the timetable fixed or flexible?)
5. What subjects are included into the curriculum? What is taught at the various age levels within the school? (Are specific
subjects taught, or is teaching arranged in more general areas like, for example, Aesthetics, Physical skills, Communication?)
6. What forms of reward and punishment are normally used?
7. What testing is done in the school and what forms of records are kept? (Are staff meetings held to discuss children's progress or
is this done informally? How are children and parents informed of progress?)
8. What system of examinations is used in the school?
9. In what way are parents involved with the school? (parents' meetings, parent-teacher association, parental help in or out of
school)
10. What do the school's general aims appear to be?
8. Say how any of the schools described by your fellow-students (Ex. 7) compares with the school you yourself attended.
9. Team up with your fellow-student to discuss one of the following problems:
1. Pre-school and primary education in Russia and England.
2. Secondary education in Russia and England.
3. Examinations in Russia and England.
One of the students is supposed to play the role of an Englishman, who knows very little about schools in Russia. The other will
represent a future teacher of English displaying much interest about pre-school institutions, primary and secondary education in
England. Try and interrupt each other with questions to get some more information. Compare the two systems. Find their merits and
disadvantages. Agree or disagree with your partner's statements if you feel like it (see Appendix). Use the Topical Vocabulary.
10. Read the following dialogue. The expressions in bold type show the ways of INSTRUCTING PEOPLE HOW TO DO THINGS. Note them
down. Be ready to act out the dialogue in class.
Experienced Teacher: Jenny, I'm sorry to have kept you waiting.
What was it you wanted to talk to me about? Beginner: Oh! I just don't know what to do. E. T.: What's the
matter?
B.: Well, you know, it's again the problem of discipline in my class. When the lunch bell rings everything becomes so awful, and the
pupils so noisy. E. T.: Oh, come on! First of all pull yourself together. Try and look on the brighter side. It can't be as bad as that. B.
Oh, honestly it is. The children slam their books shut, shuffle their feet, splash their paint-water and rush toward food and freedom,
I'm at my wits' end. What should I do? E. T.: The first and most important thing I have to tell you is that you should have fixed
rules for your pupils. And by the way, don't forget to rehearse them at the beginning of each school year.
B.: To rehearse the rules at the beginning of the year? But how? E. T.: I really do recommend that you state them calmly and dis-
passionately. When an electric buzzer shrills, your children should sit quietly in their places. While in the classroom they are not at
the beck or call of mechanical noises.
B.: Oh yes, yes certainly.
E. T.: After you've done that you should show them the way the books are closed not slammed in the respectful manner due to
books. B.: Yes, of course.
E. T.: The next thing you do is to get them used to the following commands: "Attention please. The class will rise. The class is
dismissed." Make sure you remember to avoid familiarity. Be careful not to have moods. You should always be a certainty, be
predictable.
B.: I think I understand what you mean. I should be today what
I was yesterday and will be tomorrow. E. T.: Right. And then within limits their behaviour will be also predictable.
11. Learn the clichés, instructing people how to do things:
First of all you ...
The first thing you have to do is ...
After you've done that you ...
The next thing you do is ...
Oh; and by the way, don't forget to ...
Make sure you remember to ...
Oh, and be careful not to ...
12. Use the clichés of Ex. 11 in the following situations:
1. The Home Economics teacher explains to the girls how to make a cup of tea.
The following expressions may be useful:
to fill the kettle, to boil the water, to warm the teapot, to put the tea in the teapot, to fill the pot with boiling water, to stir the tea,
to leave the tea to brew for five minutes.
2. In the course of professional studies a lecturer helps a student teacher to arouse the class' interest in the subject.
The word combinations to be used: "To have informal classes, to express one's willingness to help, to apply oneself
enthusiastically to some subject, to encourage smb. to express his views against the general background of textbook information, to
stimulate smb.'s interest in school work, to use every device, one can think of.
1. An experienced teacher gives a piece of advice to a probation teacher who finds some difficulty in teaching East London
children the English language.
The word combinations to be used:
to feel at ease with smb., to blend informality with a correctness of expression, never to speak down to smb., to make the
meaning sufficiently clear in context, to encourage smb., to ask for an explanation any time one feels unsure.
2. The primary school principal who also trains teachers gives advice, a "bag of tools" which will enable the students to have
control over unfortunate classes (difficult, badly-behaved classes).
The word combinations to be used:
to enter into the class as you wish, to start on time, to know in full the alibis of any late arrival, to allow no movement of
furniture, to forbid squabbling over who sits where, to learn who is who, to use individual names as much as possible, not to talk for
long periods, to require pupils to do a piece of work within their capability, to keep a note of those who are consistently without what
they should have, to be strict but consistent, to finish in an orderly fashion.
13: Read the following text. Consider the penalties which are described in the extract. Do you think they will have a positive effect? Which of
them would you use in class if any at all? Do you know any others? Do you think punishment in general should be used in teaching?
Penalties Against the Fixed Rules
There was no need to waste time in preliminary admonitions. Miss Dove's rules were as fixed as the signs of the zodiac. And they
were known. The penalties for infractions of the rules were also known. If a child introduced a foreign object – a pencil, let us say,
or a wad of paper, or a lock of hair – into his mouth, he was required to wash out his mouth with yellow laundry soap. If his posture
was incorrect he had to go and sit for a while upon a stool without a back-rest. If a page in his notebook was untidy, he had to rewrite
it. If he emitted an uncovered cough, he was expected to rise immediately and fling open a window, no matter how cold the weather,
so that a blast of fresh air could protect his fellows from the contamination of his germs. Again if he felt obliged to disturb the class
routine by leaving the room for a drink of water (Miss Dove loftily ignored any other necessity) he did so to an accompaniment of
dead silence. Miss Dove would look at him – that was all – following his departure and greeting his return with her per fectly
expressionless gaze and the whole class would sit idle and motionless, until he was back in the fold again. It was easier – even if
one had eaten salt fish for breakfast – to remain and suffer.
13. Discuss the text of Ex. 13 and the problem of punishment in pairs. One of the pair will insist that punishment should be abolished and
never used in class, the other will defend the opposite point of view. Be sure to provide sound arguments for whatever you say. Consider the
following and expand on the items where possible.
For:
A g a i n s t :
1. Punishment helps to do away with animal instincts such as
1..It is no good to discipline children through fear.
greed, anger, idleness and discourtesy which lie in the depth of
2.Any punishment (corporal punishment in particular)
human nature.
humiliates a human being.
2.It is impossible to bring up self-confident,strong-willed
3.Teachers who punish their pupils do not care for children,
citizens without any punishment, as it keeps them under
they care only that children conform to the rules.
control.
4.When one uses any kind of punishment he brings up
3.The thing that distinguishes a man from a brute is not
(produces) cruel and heartless people.
instinct but performance, and certain kinds of punishment help
5.Punishment leads to lies, as children would tell any lie to
here a lot.
prevent the unpleasant act.
4.Not all kinds of punishment are acceptable, but it is
6. Punishment destroys a child's personality.
inevitable as a phenomenon to control discipline.
5.The means of punishment is important, it should never be
humiliating, never contemptuous. Children are not monsters,
some of them simply go a little further than they intend.
6.It is not punishment itself that is important, but the threat
that it represents (it keeps children from breaking the rutes).
15. The extracts given below present controversial subjects. Team up with another student, work out arguments «for» and «against» and
discuss the extracts in pairs. Use conversational formulas of agreement, disagreement, giving opinion (see Appendix).
A. Should a teacher take home his pupils' work to check it?
"Don't fall into the habit of bringing work home, Rick. It indicates a lack of planning, and you would eventually find yourself
stuck indoors every night. Teaching is like having a bank account. You can happily draw on it while it is well supplied with new
funds; otherwise you're in difficulties. Every teacher should have a fund of ready information on which to draw; he should keep that
fund supplied regularly by new experiences, new thoughts and discoveries, by reading and moving around among people from whom
he can acquire such things."
B. Should a teacher plan all the procedure of a lesson?
"The rest of that summer Miss Dove mapped her strategies in her bed-chamber. To represent a classroom she laid her father's
chessboard on a table by the north window. The squares were desks. The ivory men were children. For hours on end, moving them
about the board, speaking to them in unequivocal terms, she did what might be called "practice teaching". To the last detail she
planned her procedure. The greeting to each class, as it entered the room, the ceremony of its dismissal, the rules and penalties and
forms were all settled upon. The presentation of her subject matter was carefully considered."
C. Should compulsory school attendance be abolished?
"We should abolish compulsory school attendance. Our compulsory school attendance laws once served a humane and useful
purpose. They protected children's rights to some schooling, against those adults who would otherwise have denied it to them in order
to exploit their labour, in farm, shop, store, mine, or factory. Today, the laws help nobody, not the schools, not the teachers, not the
children. To keep kids in school who would rather not be there costs the the schools an enormous amount of time and trouble, to say
nothing of what it costs to repair the damage that these angry and resentful prisoners do whenever they get the chance. Every teacher
knows that any kid in class who, for whatever reason, would rather not be there, not only doesn't learn anything himself but makes
learning harder for anyone else. For many kids, not going to college, school is just a useless time-wasting obstacle preventing them
from needed money or doing some useful work."
D. Should fixed curriculum be used in schools?
"Some harder reforms are required. Abolish the fixed, required curriculum. People remember only what is interesting and useful
to them, what helps make sense of the world or helps them enjoy or get along in it. All else they quickly forget, if they ever learn it at
all. The idea of the "body of knowledge", to be picked up at school and used for the rest of one's life, is nonsense in a world as
complicated and rapidly changing as ours. Anyway, the most important questions and problems of our time are not in the curriculum,
not even in the hot-shot universities, let alone the schools. Check any university catalogue and see how many courses you can find on
such questions-as Peace, Poverty, Race, Environmental Pollution and so on."
16. Role -Playing.
Formal Versus Informal Teaching
The group of students is divided into two teams, each of which performs the same role play. While discussing formal and informal
styles of teaching be sure to show their advantages and disadvantages. Expand on the ideas of your character. Disagree with some
participants and share the others' points of view. At the end of the conference you should come to a conclusion about the desirable
style of teaching in school. (May be done by a vote.) Comments from the class on each team's performance and the value of the dif -
ferent arguments are invited.
S i t u a t i o n : After studying the county reports on the work of formal/informal classes in secondary schools of the county the
chief education officer who is at the head of the local education authority) holds a conference to discuss the most controversial issue
in the area of "teaching style" that is to say: are "informal" styles of teaching more effective than "formal" ones?
C h a r a c t e r s :
1. Mr. Bernard Hudson, aged 33, an education officer, has no definite view of his own, he is in two minds after his inspection. Pu-
pils seem to do better in terms of the basic skills in formal classes, the superiority of formal teaching for basic subjects is evident.
CMdren taught in informal classes achieve lower academic outcomes but are more independent, cooperative, ask more questions
seeking information, are better at non-verbal problem solving, are less frequently absent from classrooms. Much individualised in-
struction is used here.
2. Miss Susan Curry, aged 54, a Geography teacher in Stewart Comprehensive School. Stands for firmness, principle and authori-
ty. Never reduces learning to the level of entertainment. Organises her lessons well. Laughter is not her style. Ignores fashion.
Responsibility is the air she breathes. She likes utilizing her strength to its utmost limits. Always shows her power. Likes making and
keeping rules. Insists upon her pupils' even margins and correct posture, punctuality and industriousness.
3. Mrs. Hilary Bell, aged 42, a grammar school teacher. Likes her work and her school. Approves of its formality, its regard for
order. Is used to working briskly, without a break. Writes in careful, legible script. Has cultivated felicity in the language." Never
permits her pupils to use expressions which are inelegant, rude or improper. Always acts within reason. Reminds people of Mary
Poppins, an English nanny from a fairy-tale with supernatural powers. Has the same effect on children. Keeps pupils on their toes.
Discipline in her class is strict. Discourages movement during classes, pupil talk is forbidden. All the same shows much respect for
her pupils.
4. Mr. Mark Dawson, aged 27, principal of Newlyn East Primary School. Believes in being friends with the children, in classroom
democracy. Is charmed by his younger pupils. The infants are his pets. Likes to join in their games at break, to feel that they love him.
In his lessons pupils take an active part. He lets children speak and think through speaking. Doesn't approve of Hilary Bell's didactic
methods but admits that they work if a teacher is sincere since kids are fair. You can't fool them. If a teacher is doing a sincere job,
they know it.
5. Ann Bennett, 21 year-old student teacher. Uses informal methods in her class. Movement during her class is allowed, any
question is encouraged. Interruption of the lesson doesn't scare Ann. She comments on all marked work in the spirit of a teacher-
learner dialogue. Likes to put problems and encourages their discussion either in pairs or groups. Though her class sometimes lacks
discipline she is quite happy with her work, methods and pupils. Believes that in formal classes children won't develop an ability to
think and feel for themselves. But her timing and planning are not perfect. Sometimes doesn't have time to explain and drill ev-
erything she is expected to.
6. Mrs. Leonie Thorpe, aged 67, a pensioner, former teacher of English. Thinks that there is no single right of handling classes or
individual children. Each teacher should find his own way. Leo– nie's experience shows that certain formal ways of behaving in the
classroom are more likely than others to lead to order. Is not sure that children can say and do as they please in the classroom. The
more teachers take from children, the worse it gets. Thinks it is necessary to find some way to show them who's "Boss". But believes
that an olderly and highly drilled class who know exactly what is expected of them at each point of the lesson may not al ways
develop personal qualities. Thinks that friendliness and cooperation are required on any teacher's part.
17. Group Discussion.
Give your own views on the problems below and speak against your opponents.
Topic 1. Mixed-ability grouping in the classroom
T a l k i n g p o i n t s :
4. Mixed-ability group – the usual basis of classroom organization in Russia. Results.
5. Mixed-ability grouping – a controversial innovation for the English, having occurred partly as a reaction against streaming.
6. Introduction of mixed-ability groups in English primary schools (the dominant form of organization), the first and second
years of secondary schooling (relatively unproblematic), later years of secondary school (cautious and tentative).
N 4. Considerations relating to preparing pupils for public examinations– a major obstacle to the introduction of mixed-ability
groupings in senior years of secondary school in England,
5. Mixed-ability grouping means harder work for teachers. English teachers' possible reactions. The ways to solve the problem
used by Russian teachers.
6. Advantages and disadvantages of mixed-ability groups.
Topic 2. Is school a place for the imparting of knowledge (understood as certain material to memorize) or a place for the
creation and development of a child's personality?
T a l k i n g p o i n t s :
1. Children before school. Do they have opportunities to learn? Are they eager to find and figure things out? Inquisitive? Confi-
dent? Persistent? Independent? Have they achieved a degree of success without any formal instruction in school to help them solve
the mystery of the language?
2. Learning– a passive or an active process on the part of a pupil? Don't teachers often make children feel that they are
inadequate, worthless, unworthy, fit only to take other people's orders, a blank sheet for other people to write on? Isn't what we say
about respect for the child in school usually opposed to what teachers do?
3. "To be wrong, uncertain and confused– is a crime; right answers are what the school wants" – the motto of certain (if not
many) schools. Do children in such schools or classes acquire some undesirable habits? Do they not learn to dodge, bluff, fake,
cheat, to be lazy, to be bored, to work with a small part of their mind, to escape from the reality around them into daydreams and
fantasies?
Topic 3. Pupils' norms of behaviour
(The document given below was produced by the Deputy Head of a large comprehensive school for discussion at a special staff meeting.)
T a l k i n g p o i n t s :
1. Pupils should enter classrooms and sit down with books and pens ready for teacher to arrive unless the room has a notice on
the door indicating that pupils should not enter until the teacher arrives.
2. a) Pupils should stand when teacher enters classroom (not compulsory for fourth and fifth years), b) Pupils should stop talk ing
as soon as the teacher enters the class.
3. Anyone arriving after the teacher has started the lesson should wait at the front of the class until the teacher has asked for
explanation.
4. Jackets should be removed as soon as the pupils have entered the classroom.
5. Anyone bringing a message to a class should wait at the front until asked by the teacher to speak. Only written notes should be
accepted.
6. When the teacher is addressing the class nobody should raise his hand but not call out.
Any pupil wishing to answer a question or attract the teacher's attention should raise his hand but not call out.
1. Chewing should not be allowed since it prevents articulate speech and singing.
2. At the end of lessons pupils should not make any move to pack up or leave until teacher has given permission and the class
should all sit quietly when they have packed until dismissed by teacher but teachers should not abuse this rule by detaining pupils so
causing them to be late for their next lesson or, at the end of the day, a school bus.
Unit Four
SPEECH PATTERNS
1. He pointed without looking ...
Mr. Finch poured himself out some more tea, without asking me.
And without waiting for her answer he turned and left us.
2. She hated it more than ever.
He felt better than ever. Paul works harder than ever. I love her more than ever.
3.Why would anyone write about school?
Why would I do a thing like that ?
Why would she go to them? They dislike each other.
4. The man isn't smart enough.
She was lucky enough to get a job on television.
She's pretty enough to twist any man round her little finger.
He was kind enough to ask the same question every day.
M
5. y father knows as much as my teacher.
He likes swimming almost as much as his brother.
He worked as hard as the rest of the group.
6. Tommy screamed with laughter.
The audience shrieked with laughter.
She squealed with excitement.
Katie flushed with pleasure.
7.How weak she must have been!
What a comfort you must have been to your mother!
How he must have loved her in the beginning!
EXERCISES
1. Complete the following sentences using the Speech Patterns:
1.1 led him to the study without.... 2. She turned away without ... . 3. Pete ... than ever. 4. The weather ... than ever. 5. Why would
he ...? 6. Why wouldn't the girl...? 7. She was not clever enough .... 8. She was still young enough ... . 9. The boy laughed as loudly as
... . 10. She couldn't jump as high as ... .11. He grew merry as a cricket and ... . 12. The play was so comic that they ... . 13. How tired
she must...! 14. How they must...!
2. Paraphrase the following sentences using the Speech Patterns:
1. Why should he come bothering you when he is not invited?
2. She disappeared into the kitchen and did not notice the girl.
3. Now John plays the piano better than he ever had. 4. Mary speaks English better than she ever had. 5. Why will he wish to throw
aside such an opportunity? 6. Why do I wish to go to the trouble of looking after him? 7. She was sufficiently clever to get what she
wanted. 8. He was a nice kid sufficiently old to have his driver's license. 9. The boy laughed very noisily when he took a ride on a
merry-go-round. 10. Kate was very pleased and her cheeks became red.
3. Translate the following sentences into English
1. Мальчик отправился на каток, не сказав об этом матери. 2. Он пришел без приглашения и чувствовал себя неловко. 3. В
этих соревнованиях у него было больше, чем когда-либо, преимуществ по сравнению с его соперниками. 4. Сильнее, чем
когда-либо, ему хотелось отправиться в путешествие. 5. С какой стати я стану принимать ее приглашение? Она мне глубоко
несимпатична. 6. С какой стати Том будет щадить твои чувства? Ты сам был нетактичен. 7. Семейная вражда (family feud)
была достаточно глубокой, чтобы все отношения между ними были порваны. 8. Она была достаточно решительна, чтобы
продолжать работу. 9. Кусты были густые, как щетка. 10. Так же как и ты, я не люблю это блюдо. 11. Она выглядела
хорошенькой, словно картинка из иллюстрированного журнала. 12. Сидя перед телевизором, дети покатывались со смеху. 13.
Энн вскрикнула от волнения, когда увидела конверт в почтовом ящике. 14. Как он, должно быть, восхищался этой картиной!
15. Как, должно быть, было тяжело грести против течения!
4. Make up two sentences of your own on each pattern.
5. Make up situations in dialogue form using the Speech Patterns (to be done in pairs).
TEXT FOUR THE FUN THEY HAD
By LAsimov
A professor of biochemistry and a science writer, I.Asimov is well-known as science fiction writer as well. In 1957 he won the Edison Foundation award
for Building Blocks of the Universe, and in 1960 the Howard W.Blakeslee award for The Living River in which he analysed the chemical composition of the blood and related it to other manifestations in our universe, litis also the author of The Intelligent Man's Guide to Sciences, an encyclopedic work covering in brief essay all of science for the layman. Besides all this, Lucky Stars and The Pirates of the Asteroids (1953), The Kingdom of the Sun (1960), The End of Eternity (1962) are only a feWscience fiction books that came from under his pen.
Margie even wrote about it that night in her diary. On the page headed May 17, 2157, she wrote, "Today Tommy found a real
book!"
It was a very old book. Margie's grandfather once said that when he was a little boy his grandfather 1 told him that there was a
time when all stories were printed on paper.
They turned the pages, which were yellow and crinkly, and it was awfully funny to read words that stood still instead of moving
the way they were supposed to – on a screen, you know. And then, when they turned back to the page before, it has been the same
words on it that it had been when they read it the first time.
"Gee,"2 said Tommy, "what a waste. When you're through with the book, you just throw it away, I guess. 3 Our television screen
must have had a million books on and it's good for plenty more. I wouldn't throw it away.
"Same with mine," said Margie. She was eleven and hadn't seen as many telebooks 4 as Tommy had. He was thirteen.
She said, "Where did you find it?"
"In my house." He pointed-without looking, because he was busy reading. "In the attic."
"What's it about?"
"School."
Margie was scornful. "School? What's there to write about school? I hate school."
Margie always hated school, but now she hated it more than ever. The mechanical teacher had been giving her test after test in
geography and she had been doing worse and worse until her mother had shaken her head sorrowfully and sent for the County
Inspector.
He was a round little man with a red face and a whole box of tools, with dials and wires. He smiled at Margie and gave her an
apple, then took the teacher apart. Margie had hoped he wouldn't know how to put it together again, but he knew all right, and, after
