- •Учреждение образования
- •Contents
- •II. Match the verbs on the left with the nouns on the right and use the phrases in the sentences of your own.
- •III. Match the following nouns with the groups of adjectives.
- •IV. Match Russian and English equivalents.
- •V. Answer the questions using the active vocabulary.
- •VI. Job hunting is not easy nowadays. Read the text and say what problems Arthur had while looking for a job. Looking for a Job
- •VII. Answer the following questions.
- •VIII. Supply the missing questions.
- •IX. Answer the following questions. Work in pairs. Compare your answers with your partner’s.
- •XI. A) What’s your idea of an ideal job? What do you look for in an ideal job? Choose eight points on the list that you consider the most important.
- •XII. Seven people were asked ‘What do you like about your work?’ Here are parts of their answers. Match the parts.
- •1.2 Applying for a Job
- •II. Read the following job advertisement. Discuss the qualifications and experience that an applicant might mention in a letter. Complete the job application.
- •III. Use the words from the list to complete the letter of application.
- •IV. A resume is a summary of your personal information and experience. It is important to present it very clearly. Make your own using this one as an example.
- •1.3 Job Interview
- •Before the Interview
- •At the Interview
- •II. Work out the meanings of the following words from the context.
- •III. Read the following interview. Do you think Arthur will get a job? Why? Why not? Job Interview
- •Imagine you are having a job interview and make your own conversation with a partner using the dialogue above as an example.
- •1.4 Teaching as Career
- •I. Read the following conversation and say who/what influences people’s choice of a career. Worrying about a Child’s Future
- •II. Discuss with your partner who/what influenced your choice of profession.
- •III. Teaching is a noble and rewarding job, but there are a lot of difficulties in teaching. Read the following text and find out what problems a young teacher may face. Assistant Teacher
- •IV. Answer the questions.
- •An Ideal Language Teacher: What is He Like?
- •VI. Name the personal and technical abilities, according to the above description which are most important for the language teacher at school.
- •III. Find in the text the English equivalents for the following phrases.
- •IV. Read the following extract. Translate the underlined phrases and use them in the sentences of your own.
- •V. Compare the atmosphere of the school described above to that of the school where you had your teaching practice. Use the following words and expressions:
- •VI. Read the following conversation and give the reported version of it. After the First Lesson
- •VII. Translate into Russian.
- •VIII. Speak about your teaching practice according to the following plan.
- •1.6 Consolidation
- •III. Creative Writing
- •Education
- •2.1 Schooling
- •I. Learn the following words to use them in the vocabulary exercises.
- •II. Complete the sentences using the prompts in the brackets.
- •III. Complete the sentences choosing the appropriate phrase.
- •IV. Which verbs go with which nouns? Translate your word combinations into Russian.
- •V. Complete the following sentences using expressions of Ex. IV.
- •VI. Learn the useful expressions and then fill in the gaps with one of the words given below.
- •VII. Choose the correct word in each of the following sentences using the chart above to help you.
- •VIII. Before reading the text discuss the following questions with your partner.
- •Winston Churchill’s Prep School
- •IX. Answer the following questions.
- •X. Discuss the questions of learning dead and modern languages with your partner.
- •2.2 British Education
- •II. Read the text again and answer the questions.
- •III. Complete the sentences according to the information given in the text.
- •V. Give the English equivalents for the following words.
- •VI. Decide which words can go under these titles. You can use the words more than once.
- •VII. Fill in the gaps with the appropriate word from the list.
- •X. Look at the fact files. What do they have in common? Are there any differences? Speak about them. Facts about us schools
- •Facts about uk schools
- •XI. Answer the following questions and make the same fact file about schools and schooling in your country.
- •XII. Compare the system of elementary and secondary education in Great Britain and Belarus. Find information to support your ideas.
- •2.3 An Ideal School
- •I. Read the text and make the list of ideas which can help to create a perfect school. The Idea of Summerhill
- •II. The text goes on to describe Summerhill. Before you read it, discuss what you think the answers to these questions are.
- •III. Read the text to the end and check your answers.
- •IV. Answer the questions.
- •2.4 Applying for a University
- •I. Read the following text and name each stage of the described university admission procedure. Applying for a University Place
- •II. Find in the text the English equivalents for the following Russian phrases.
- •VI. Do you think examinations are the best way to test students’ knowledge? Give your reasons for/against exams. The ideas below will help you.
- •2.5 British Universities
- •I. Match English and Russian equivalents.
- •II. Form the derivatives from the following words.
- •III. Match the words with the definitions.
- •IV. Read the following text and say what types of universities there are in Great Britain. British Universities
- •V. Answer the questions.
- •VI. Mark the statements that are true according to the text.
- •VII. Choose the right word.
- •VIII. Think of the words to complete the passage below.
- •IX. Complete the sentences and expand the ideas to make a short summary of the text.
- •X. Read about different types of British Universities and note down the main differences between them. Types of Universities
- •XI. Say which of them you would like to study at. Prove your choice.
- •XII. Insert the articles where necessary. Oxford
- •XIII. Render the following text into English. Кембридж
- •2.6 At the University
- •I. Look through the following text and find information to prove that
- •The Nottingham Trent University
- •II. Translate the sentences with the words and phrases in italics from the text.
- •III. Describe the University you study at and the Language Department of your University using the vocabulary of the text.
- •IV. Read the conversation and suggest a suitable title for it. Find out what topic is discussed.
- •V. Answer the questions.
- •VI. Read the excerpts of the letter, written by a student at Oxford, and compare each point with the practice of teaching and learning in Belarus.
- •VII. Discuss the following questions in pairs and make a short summary to report to the group.
- •2. 7 Consolidation
- •I. Complete the sentences using the appropriate derivatives of the words given on the right.
- •II. Fill in the blanks. The first letter of each missing word is given.
- •III. Match the English idioms with their Russian equivalents. Use the English idioms in the situations of your own.
- •IV. Translate into English using the vocabulary of Unit 2.
- •III. Creative Writing
II. The text goes on to describe Summerhill. Before you read it, discuss what you think the answers to these questions are.
1. Can the children choose whether to go to lessons or not?
2. Is there a timetable for lessons?
3. Do children have classes according to their ages or according to their interests?
4. Does Summerhill have special teaching methods?
5. Are the children happy?
6. Is every single decision about everything made democratically by both teachers and children?
7. Does Neill find it easy to influence the children at Summerhill?
III. Read the text to the end and check your answers.
…Well, for one thing, lessons are optional. Children can go to them or stay away from them for years if they want to. There is a timetable but only for the teachers.
The children have classes usually according to their age, but sometimes according to their interests. We have no new methods of teaching, because we do not consider that teaching in itself matters very much. Whether a school has or has not a special method for teaching long division is of no significance, for long division is of no importance except to those who want to learn it. And the child who wants to learn long division will learn it no matter how it is taught.
Summerhill is possibly the happiest school in the world. We have no truants and seldom a case of homesickness. We very rarely have fights - quarrels, of course, but seldom have I seen a stand-up fight like the ones we used to have as boys. I seldom hear a child cry, because children when free have much less hate to express than children who are downtrodden. Hate breeds hate, and love breeds love. Love means approving of children, and that is essential in any school. You can’t be on the side of children if you punish them and storm at them. Summerhill is a school in which the child knows that he is approved of.
The function of the child is to live his own life - not the life that his anxious parents think he should live, nor a life according to the purpose of the educator who thinks he knows what is best. All this interference and guidance on the part of adults only produces a generation of robots.
In Summerhill, everyone has equal rights. No one is allowed to walk on my grand piano, and I am not allowed to walk on my grand piano, and I am not allowed to borrow a boy’s cycle without his permission. At a General School Meeting, the vote of a child of six counts for as much as my vote does.
But, says the knowing one, in practice of course the voices of the grownups count. Doesn’t the child of six wait to see how you vote before he raises his hand? I wish he sometimes would, for too many of my proposals are beaten. Free children are not easily influenced; the absence of fear is the finest thing that can happen to a child.
IV. Answer the questions.
Were your answers to the ‘Questions for prediction’ right? Were you surprised by any of the answers?
In what ways does a child usually have to fit a school? To what extent do you think Summerhill fits a child?
What are the freedoms that children at Summerhill enjoy?
Neill holds quite strong views on education, the innate qualities of children, and the way adults interfere with learning. Which of these views do you agree with?
What do you understand by the last sentence of the extract? What were you afraid of when you were young?
Here are some more of A. S. Neill’s ideas. What is your reaction to them?
‘I hold that the aim of life is to find happiness, which means to find interest. Education should be a preparation for life.’
‘Most of the school work that adolescents do is simply a waste of time, of energy, of patience. It robs youth of its right to play and play; it puts old heads on young shoulders.’
‘Traditional education produces children] for a society that needs obedient sitters at dreary desks, standers in shops, mechanical catchers of the 8.30 suburban train…’
V. Look at the possible aims of education. Put the numbers from 1 to 5 (1=not important, 2=slightly important, 3=quite important, 4=very important, 5=vital) according to the importance attached to the aims at Summerhill school in column A, according to the importance attached to these aims at the school you went to in column B and according to what you think the ideal school’s priorities should be in column C.
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A |
B |
C |
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- Helping you to develop your personality and character |
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- Helping you to do as well as possible in exams |
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- Teaching you about right and wrong |
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- Showing you how to get on with other people |
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- Keeping you occupied |
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- Teaching you how to read and write well |
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- Helping you to get as good a job as possible |
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- Helping with things you will need to know when you leave school (for example about running a home and managing money) |
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- Making school a pleasant place to be in |
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Discuss the results with your partner.