- •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.
Modern schools
Transcribe the words, mark the stresses. Read and translate the words.
Bias, create, emphasis, workshop, initially, language, curriculum, formative, syllabus, majority, practicable, discovery, geographical, moderate, content, specialist, building, responsibility, factory, increasingly, required, generally, receive, divide, vary, ability, average, extend, particularly, vocational, introduce, recent.
Arrange the following words into two columns according to the reading of the letter c:
Secondary, education, creation, subject, science, course, place, crafts, music, receive, factory, certificate, content, recent, historical, curriculum, practicable, vocational, increase, introduce.
Form the nouns corresponding to the given verbs. Translate them.
To educate, to create, to form, to inform, to place, to teach, to receive, to response, to divide, to wish, to study, to prepare, to learn, to visit, to build, to treat.
Read and translate the following sentences. Mind the prepositions.
The majority of pupils that go to a modern school leave it at sixteen.
Not all the pupils study a foreign language in modern schools.
Most of the subjects of the modern school curriculum are the same as those of the grammar school.
In modern schools much time is given to workshop crafts for boys and housecrafts for girls.
Pupils of the same age are divided into forms according to ability, in the later stages according to choice of subjects.
The teaching methods with pupils of moderate ability are learning through discovery from books and other sources of information, and paying local visits to farms and factories, to historical buildings and to places of geographical interest.
Some of the extended courses reflect a bias towards vocational studies, others are a preparation for examination.
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.
Read and translate the following words and word combinations.
Syllabuses, modern schools, workshop craft, housecraft, the wide range of ability, choice of subjects, learning through discovery from books and other sources of information, paying local visits to farms and factories, to historical buildings and to places of geographical interest, extended courses, English and mathematics receive specialist treatment, pupils of moderate ability, an average group.
Answer the following questions:
Do secondary modern schools provide the broad general education?
Is the number of pupils who study a foreign language large or small?
Is emphasis placed upon workshop craft for boys and housecraft for girls?
What is emphasis placed upon with pupils of moderate ability?
What curriculum do pupils who are of greater ability follow?
What do some of the extended courses reflect?
What subjects are taught by specialist teachers?
What about English and mathematics?
Agree or disagree
Most children of rich people go to modern schools.
The education reflects a bias towards practical studies in modern schools.
All the pupils who leave modern schools may enter the university.
Read the article and translate in the written form:
GENERAL CERTIFICATE OF EDUCATION AND MODERN SCHOOLS
Many children go to secondary modern schools. The classes are large, usually approaching 30 and in some cases much more. The general level of education in them is not very high and, particularly in the big cities, disciplinary problems loom large. The children have been told (by the Intelligence Test) that they are unable to benefit from a grammar education. Why should they behave? Indeed, ‘Why go to school at all?’ is the question that may well be uppermost in their minds. In the grammar school, at least, there is the GCE to act as a guide to the form and content of what is taught. There is no examination normally taken at the end of the secondary modern school. In many schools there are no written syllabuses of what is to be taught in each subject, or, if these do exist, they are only in evidence when the inspector calls.
Some Heads have decided to run their modern schools on grammar lines. They have given the pupils a GCE course. The results have often been astounding and have dealt a severe blow to theories of intelligence. In one school, for instance, of twenty-four pupils who sat for the GCE all but one passed in several subjects, the average being between three and four subjects, not very different from the national average in grammar schools. One girl, with an IQ of about 90, passed in five subjects. This tendency (to transform the secondary modern school) is on the increase and may significantly alter the pattern already described.