- •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.
Comprehensive and technical schools
Read an article, try to understand without a dictionary, then read and translate it consulting a dictionary.
COMPREHENSIVE SCHOOLS
The comprehensive school was first officially defined in a Ministry of Education in 1947 as ‘one which is intended to cater for all the secondary education of all the children in a given area, without an organization in three sides’ (i.e. grammar, technical and modern).
The word ‘comprehensive’ expresses not only the idea that the schools in question take all the children of a given area, without selection, but also that they should offer a wider range of courses than any one of the traditional types of school. For this reason they are usually bigger than the traditional types.
Comprehensive education has been national policy since 1965, but the rate at which this policy is being implemented by local education authorities and the way in which it is being done vary widely from one part of the country to another.
Some of the comprehensive schools are simply country secondary schools, some are large purpose-built comprehensives on new housing estates, others are housed in older buildings often some distance apart. If a council decides on comprehensive schools, there is no selection by examination and all pupils go on from primary school to the comprehensive school in the area.
Many of these schools preserve the A, B, C relationship among the children, but the children are allowed to change streams according to their progress. Most, but not all of these schools have some kind of selection inside the school. The children make a choice of subjects they want to study. Most of the schools are mixed.
The comprehensive system is considered by many to be fair one, offering wider opportunities for many more pupils and giving the slower pupils a better chance of catching up.
Read the following words aloud.
[ei] – education, range, way, examination
[ai] – define, side, type, inside
Transcribe the words and read them
Opportunity, comprehensive, progress, according, selection, preserve, organization, ministry, distance, policy, system, consider
Find in what context the following word combinations are used. Read and translate the sentences with them:
Officially defined, all the children of a given area, local education authorities, large purpose-built comprehensives, some kind of selection, wider opportunities.
Write 10 questions on the text.
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Copy out of the text the sentences in the Passive Voice.
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Read the article and translate it 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.