- •Our English lesson. Everyday classroom routines
- •I’m your new English teacher.
- •It’s nice to meet you all.
- •I’m glad you are here.
- •I hope you are feeling better.
- •Oversleep * close the lid * recovered * miss * the matter with * absent * corridor * step on it * a move on * on time * got down to * getting on * wrong * slam * hang up
- •School rules and regulations
- •Instructions / imperatives
- •In everything we do
- •Answer, complete, list, match, read, use, work, write
- •Don’t write, answer, work (2), do (2), speak, use, take out, don’t work, write, open, don’t read, ask
- •Is everything clear?
- •Teacher’s speech at the lesson
- •I’m waiting to start.
- •Essential speech structures at the lesson
- •School rules
- •School of independent study
- •The educational system in england and wales
- •Secondary Education
- •Further Education
- •Length of school life. Streaming
- •Special educational treatment
- •Independent schools
- •Independent schools
- •I. Types of institution
- •2. Independent, private
- •Independent (private) schools
- •Primary schools in england and wales
- •Grammar schools
- •Modern schools
- •Comprehensive and technical schools
- •Universities and colleges in great britain
- •10 Things you should know about british universities
- •Applying to a university
- •College life
- •How to get a degree
- •Happy New Year
- •Give English equivalents to the following words and phrases.
- •Ask your fellow-students:
- •The us system of education
- •Issues in american education
- •Schools in america
- •F urther education in the usa
- •If you had an opportunity to choose what part-time job would you prefer?
- •If there was a university called a University of Life, what subject do you think they would teach?
- •Teacher education
- •Continue the text on the part of the teacher. You may find the following ideas useful:
- •What's your line?
- •5. Translate the sentences below into English. Use Vocabulary from the text:
- •A teacher in a class
- •Read a quotation on a teacher’s role in our life. Suggest your own ideas what professions are connected to teaching. Prove your reasons.
- •Answer these questions:
- •Read a joke below. Retell it in indirect speech:
- •Dealing with the children
- •Read the quotes about teaching children. Which one do think the best one. Prove your point of view.
- •Read a poem and answer the questions below:
- •Read the end of the story about Anne, and check your guesses. Answer the questions.
- •The first days at school are rather troublesome not only for teachers but for the children and their parents. Read a story and fill in prepositions where necessary:
- •5. Translate the following putting it in your own words. Comment on what you have read:
- •Discipline in a class
- •Read the quotes about teaching children. Which one do think the best one. Prove your point of view.
- •Read an essay written by one of the British schoolmasters. Answer the questions. My Memories and Miseries As a Schoolmaster
- •Read a story about Megan, define whether she is Jack or Jimmy.
- •Read another extract devoted to teaching a child. Write out the advice given by a teacher.
- •Disciplining today’s students
- •Read some information about discipline problems many years ago and nowadays. Are there any problems of that kind in your group?
- •For each item below, choose the statement that is closest to what you believe. Make one choice for each item.
- •If Column 2 has the highest total, you’re more comfortable if:
- •If Column 3 has the highest total, you’re more comfortable when:
- •Do you believe that an apple is like an appletree? Give your pros and cons.
- •The sentences below appear on a chart that is often found in baby clinics and child centers, but the second halves of the sentences have been mixed up.
- •Devise a ‘Good parents’ charter’ based on the points in the chart. For example:
- •The rights of the child
- •Read a poem and think of your suggestion of the title to the poem. Prove your idea.
- •Read the main points out of Declaration on Child’s Rights and make sure you won’t break a law in future. Write down your recommendations both to the parents and teachers.
- •Read a little nursery rhyme. Tell the class what point of the Declaration the teacher violates.
- •Read an article and suggest why tolerance and harmony are important in relations with the parents.
- •Teacher’s vital role in society
- •1872 Rules for teachers
- •20Th century
- •21St century
- •An educator of future
- •Look at the picture and explain what an innovative teacher needs and what for.
- •2. Read a panel discussion description and tell what a tacher should know and what abilities to have to fulfill the needs of the modern society.
- •3. Read a quotation and explain it. Prove it with your own examples.
- •4. Here is a modern model of a teacher’s development concept. Look through and answer the questions:
- •Education: fact or myth?
- •It appears that the ‘brain zapper’ ….
- •Why I Didn't Do My Homework
- •You can’t control students and force them to behave. But you can control yourself and your actions.
- •You can’t control students and force them to behave. But you can control yourself and your actions.
Grammar schools
Read the following words aloud.
[a:] – large, staff, after, pass, master [o:] – for, form, sport, small, also
[Λ] – just, under, subject, none, another
Transcribe and read the following:
Curriculum, atmosphere, academic, instance, disciplinary, prepare, controlled, examination, responsibility, methods, supervision, housemaster, certificate, education, compulsory, streaming, gateway, advanced, create, reside, available, syllabus.
Read and translate the following words:
Fee-paying, disciplinary, secondary, compulsory, public, academic, artificial, delegation, competition, decision, division, examination, supervision, responsibility.
Read and translate the following sentences. Mind the prepositions:
The grammar school tries to copy the public school in its curriculum. 2. The ordinary level papers of the GCE are taken by students at the age of 16 and the advanced and scholarship levels are usually reached two or three years later. 3. These are examinations set and marked by university examining boards. 4. The children in grammar, public and some modern schools are divided into houses. 5. The Headmaster is responsible for his group of students. 6. In most primary and secondary modern and grammar schools there is streaming. 7. Streaming is based on the number of subjects the group will take: the A stream may take exams in seven subjects and the C stream may not take exams at all. 8. The contents of syllabuses is varied in different types of English schools.
Read and answer the following questions:
Does the grammar school try to copy the public school in its curriculum and disciplinary methods or in its general atmosphere it tries to create? 2. Does the grammar school or the public school divide the children into houses? 3. Do most grammar schools prepare their pupils for the GCE at sixteen of fifteen? 4. Must a pupil take one or ten exams? 5. Is streaming based on the number of subjects the group will take or on something else? 6. Do pupils leave after getting GCE or remain at school for another two years?
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.
Read the article and translate in the written form
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.