II. Combine the sentences, remembering to put the preposition after the verb in the relative clause.

Example: I want you to meet the people. I work with them.

I want you to meet the people I work with.

a) This is the book. I was telling you about it.

b) She's a friend. I can always rely on her.

c) That's the man. The police were looking for him.

d) She recommended a book by Robert Palmer. I'd never heard of him.

e) You paid £500 for a carpet. It has been reduced to £200. The carpet

f) The Prime Minister gave a good speech. I agree with his views.

g) He spoke about the environment. I care deeply about this.

h) What's that music? You're listening to it.

i) Her mother died last week. She looked after her for many years.

j) My daughter has started smoking. I disapprove of this.

III. Put each sentence into the passive to make it sound more natural.

a) Archaeologists discovered a medieval temple underneath the new housing estate.

A medieval temple

b) The sports officials held the races indoors because it was raining.

The races

c) Burglars had broken into our house and stolen all my jewellery.

Our house

d) Someone had booked the leisure centre for a children's party on Saturday.

The leisure centre

e) The plumber was fixing the dishwasher so I couldn't leave the house.

The dishwasher

f) When we returned to our hotel room, the chambermaid still hadn't cleaned it.

Our hotel room

g) The chef hadn't cooked the fish for long enough. It was still raw!

The fish

h) Workmen were putting up new traffic lights at the crossroads.

New traffic lights

IV. Open the brackets, using the correct form of the Gerund.

1. Do you enjoy (to study) at this Uni­versity?

2. Excuse me for (to give) you so much trouble.

3. I don't remember (to visit) this part of London.

4. Did you succeed in (to discuss) all the major prob­lems?

5. They were sure of (to invite) to his birthday party.

6. The old man couldn't stand (to make) fun of.

7. There are several ways of (to solve) this problem.

V. Write a paragraph about probable changes that may take place in the field of education in the 21st century. Unit 15

I. Read the article and write t (for True) or f (for False) to each of the statements.

Montessori’s method

At the beginning of the 20th century, the writings of Swedish feminist and educator Ellen Key influenced education around the world. Key’s book Barnets arhundrade (The Century of the Child, 1909) was translated into many languages and inspired so-called progressive educators in various countries. Progressive education was a system of teaching that emphasized the needs and potentials of the child, rather than the needs of society or the principles of religion. Among the influential progressive educators were Hermann Lietz and Georg Michael Kerschensteiner of Germany, Bertrand Russell of England, and Maria Montessori of Italy.

Montessori’s methods of early childhood education have become internationally popular. Trained in medicine, Montessori worked with mentally handicapped children early in her career. The results of her work were so effective that she believed her teaching methods could be used to educate all children. In 1907 Montessori established a children’s school, the Casa dei Bambini (Children’s House), for poor children from the San Lorenzo district of Rome. Here she developed a specially prepared environment that featured materials and activities based on her observations of children. She found that children enjoy mastering specific skills, prefer work to play, and can sustain concentration. She also believed that children have a power to learn independently if provided a properly stimulating environment.

Montessori’s curriculum emphasized three major classes of activity: (1) practical, (2) sensory, and (3) formal skills and studies. It introduced children to such practical activities as setting the table, serving a meal, washing dishes, tying and buttoning clothing, and practicing basic social manners. Repetitive exercises developed sensory and muscular coordination. Formal skills and subjects included reading, writing, and arithmetic. Montessori designed special teaching materials to develop these skills, including laces, buttons, weights, and materials identifiable by their sound or smell. Instructors provided the materials for the children and demonstrated the lessons but allowed each child to independently learn the particular skill or behaviour.

In 1913 Montessori lectured in the United States on her educational method. American educators established many Montessori schools after these lectures, but they declined in popularity in the 1930s as American educators stressed greater authority and control in the classroom. A revival of Montessori education in the United States began in the 1950s, coinciding with a growing emphasis on early childhood education.

1. Progressive education was introduced at the beginning of the 20^th century.

2. The new system of teaching was progressive as it took into account the needs of the child, the needs of society, and the principles of religion.

3. The ideas of progressive education were widely spread in Europe.

4. Montessori believed that teaching methods both for handicapped and common children didn’t differ.

5. In progressive education children should learn guided by a teacher.

6. To form practical, sensory, and formal skills instructors used specially designed teaching materials.

7. Montessori found that children enjoy both work and play, and can sustain concentration.

8. In Montessori’s classes children mostly practised in setting the table, serving a meal, and washing dishes.

9. Montessori’s system became extremely popular in the United States after her lecturing there in 1913.

10. American educators stressed greater authority and control in the classroom even for early childhood education.