Английский язык для гуманитарных направлений подготовки. Учебное пособие

3.Orientate yourself.

4.Learning while teaching.

5.The right choice.

6.In one breath.

7.Love at first sight.

8.Having someone near.

A.I was very excited about my first teaching job. I didn’t plan it but was given an opportunity to teach at an exclusive university. I was greatly challenged by my students then. They were great English speakers way ahead of me as I was not so confident, articulate, and fluent. But whew, I survived! In fact, it was a great learning experience for me. I had to do a lot of practice like talking to myself in front of the mirror or taking notes of the jokes. It was funny but it helped a lot to improve my language skills.

B.Although I could have chosen different specializations when

I got my first degree in Engineering, I decided to get my Master’s in

Marketing. I did not know if I was prepared for that. I was only 21 when I started it up but my teachers believed that I had some natural skills. Even though I had some doubts at the beginning. choosing to do a Master’s degree in this field was one of the most important decisions in my life. It shaped me the way I am now: a gleaming professor trying to contribute to the development of society.

C.I remember my first day at school: it was my mother who took me there. I had to wear a school uniform: a white polo shirt, black trousers, and black leather shoes. I had a small backpack with an exercise book, a pencil box, a bottle of water, and my lunch box inside. I was happy and very excited to see other students. That day I met my future friends and teachers. Throughout the years I learnt

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many subjects like English, Maths, Science, Religion, PE, Art and Social studies. Now my first week is over, but I still remember it.

D.33 hours a week. A dollar an hour. My first teaching job at an upcoming college in my home province showed me the realities of work life. I was a fresh graduate from university and I wanted to get a job soon enough. I accepted the offer because I felt it was somewhat prestigious to teach at a college. But it was exhausting to teach 11 classes in one week with an average of 25 students per class. The 2-hour daily commute to work and back added to the exhaustion. It wasn’t as prestigious a job as I imagined.

E.Throughout the years I had many jobs but the first one was unforgettable. I loved what I did. I loved teaching English and Public Speaking classes. It was wonderful to meet new colleagues who soon became friends. The fellowship among teachers was genuine and warm. The best part for me was being in the classroom teaching real students. It was fulfilling to see them learn and grow. It’s been more than 20 years since I first entered the classroom, and I’m still teaching. I guess I’ll stay in the vocation for a little bit more.

F.I think it’s a good idea for parents to come and stay for a night in a hotel nearby for your first day of uni. I, unfortunately, was on my own on move-in day and it was a massive hassle! It was difficult trying to carry all the stuff on my own and I ended up having to ask a stranger outside my accommodation if they could help me carry my shopping up to my room, which was super embarrassing. It’s also nice to have someone there for you, all of my flatmates parents helped them move in so it was a bit lonely for me the first couple of days while they were with their family.

G.My first day at university was very nerve-wracking, as I completely forgot what I actually meant to do when I finally got there. It was embarrassing at first when my room roamed around the

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room making my bed and asking where to put my teddies. But once she left I propped the door open with a chair and made friends with each and every flatmate popping in and saying hi. I got my university ID card and went out with my friends. I tried to make the most of every second as they flew by. The next thing I knew, I was graduating!

Read the following text, translate it and explain the meanings of these expressions:

oral history, formal education, documented advances, educational values, utilitarian skills.

From the Egyptians to the Greeks to the 1100s:

The Roots of Formal Education

Humans are a complicated species, and exact records of many aspects of our common development are not so well known. The development of writing systems around 3500 B.C.E. aided in recording these lessons and served as a concrete record, replacing reliance on purely oral history. Some of the earliest written records show that formal education, in which basic communication skills, language, trading customs, and agricultural and religious practices were taught, began in Egypt some time between 3000 and 500 B.C.E. The earliest library known to man, in Babylonia, was built by Ashurbanipal, the king of the Neo-Assyrian Empire (685–627

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B.C.E.). Texts in this library documented advances in math, reading, and writing, as well as common practices of warfare and hunting.

During the Zhou Dynasty (551–479 B.C.E.), Confucius, the famed Chinese philosopher, greatly impacted the overall curriculum focus of formal education and shaped educational values even through present-day systems. Though known better for moral and spiritual teachings, Confucius’s focus on personal values determined what was important to teach as well as how this teaching was achieved in formal education settings. For example, self-control and respect were incorporated as aspects of the development of logical thinking. Additionally, Confucius was perhaps one of the first to think of differentiated instruction: «Teach according to the student's ability» (as cited in Chin, 2007, p. 1). This means that 2,500 years ago Confucius knew about the value of differentiated instruction and its worth not only to the individual but also to society.

The content of formal education shifted with the Greeks, who sought to balance utilitarian skills with loftier contemplations about the origins of thought. Hippocrates (c. 460 –370 B.C.E.), Socrates (c. 470–399 B.C.E.), and Aristotle (c. 384–322 B.C.E.) all speculated about what drives human will, motivation, and learning. While educators since the Greeks have contemplated how to influence human actions through formal education, it is relatively recent in human history that the focus has turned to brain functions that can be manipulated to enhance the teaching and learning process. According to modern educational theorist Howard Gardner, «Greek philosophers may have been the first to raise questions about the nature of matter, living entities, knowledge, will, truth, beauty, and goodness. In recent centuries, however, philosophy has steadily been yielding ground, enthusiastically or reluctantly, to empirical science» (Gardner, 2000, p. 1).

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V

1. Read the following text in 2 minutes and try to identify the title.

According to a Japanese proverb, «Better than a thousand days of diligent study is one day with a great teacher». There’s truth in those words, as anyone who has ever had a great teacher will know!

***

The learned men of ancient times, by default became the teachers. Priests and prophets taught children of the wealthy and noble, the skills to take up their roles as leaders and businessmen.

The priests’ position was elevated above many strata of society, and they were treated accordingly for their knowledge and wisdom. Teacher appreciation was a widespread feeling, and respect for teachers was proportional to their high value in those societies.

One of the most learned men of all time, Confucius (561 B.C.), became the first private teacher in history. Born of a once noble family fallen on hard times, he found himself as an adolescent with a thirst for knowledge and nowhere to drink, since only the royal or noble were allowed an education. Because all the teachers were government officials, there was no way around the State policy. He solved it by going to work for a nobleman, whom he could accompany on his extensive travels. Such was his reputation, people sought him out to teach their sons. Confucius received more teacher appreciation than anyone before. He took any student eager to learn, and with the regular subjects, imparted his personal wisdoms for developing responsibility and moral character through discipline.

In ancient Greece, long acknowledged as the seat of philosophy and wisdom, the value of educating their children was recognized very early on, with some households engaging their own teacher.

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Teacher appreciation was an obligation for any self-respected Greek. Learned men, continued to impart wisdom on into the first years of Christianity, including the scribes in the Bible, who were often men that taught law as well. Through the first centuries A.D. Roman families often had educated slaves to teach their children, some of which were captives from other countries.

diligent — прилежный; extensive — всесторонний; prophet — предсказатель; Confucius [kən'fjuːʃəs]; priest — служитель культа;

adolescent [ˌæd(ə)'les(ə)nt] = young man; strata — слой, пласт;

sought (past participle of seek); out — разыскивать; appreciation — признание; impart — давать, придавать.

2. Decide whether these statements are true or false.

1.According to a Japanese proverb, «Better than a long and proper study is one day with a proper teacher».

2.Priests and other learned men of ancient times became the teachers.

3.Respect for teachers was proportional to money they earned.

4.Confucius became the first private teacher for children of the wealthy and noble.

5.In ancient Greece teachers were respected by any Greek.

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UNIT 3

HISTORY

WHAT IS HISTORY?

History is the study of the past — specifically, the peoples, societies, events and problems of the past — and our attempts to understand them. It is a pursuit common to all human societies.

History can be a tremendous story, a rolling narrative filled with great personalities and tales of turmoil and triumph. Each passing generation adds its own chapters to our history while reinterpreting and finding new things in those chapters already written.

History gives us a sense of identity. By understanding where we have come from, we can better understand who we are.

History provides a sense of context for our lives and our existence. It helps us to understand the way things are and ways that we might approach the future.

History teaches us what it means to be human, highlighting the great achievements and disastrous errors of the human race.

History also teaches us through example. It offers hints about how we can organise and manage our societies for the benefit and betterment of all those who live in them.

1. Give the Russian equivalents to the words and wordcombinations, learn the vocabulary:

1)attempts to understand;

2)pursuit;

3)human societies;

4)narrative;

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5)turmoil;

6)triumph;

7)reinterpretation;

8)a sense of identity;

9)a sense of context;

10)approach;

11)achievement;

12)disastrous error;

13)human race;

14)hint;

15)benefit and betterment;

16)event;

17)passing generation;

18)through example.

2. Find the following English expressions in the text:

-помогает понять;

-что значит быть человеком;

-лучше понять кто мы такие;

-исследование прошлого;

-народы, культуры, события прошлого;

-каждое предыдущее поколение;

-наша жизнь и опыт;

-кто мы и откуда;

-история намекает (подсказывает) как обустроить наше общество;

-добавлять свою главу в историю;

-попытки понять;

-стремление, поиски, свойственные всем культурам;

-великие достижения и пагубные ошибки.

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3. Find close synonyms to the words.

1. provide — _______________

2.great — _______________

3.story — ______________, ____________,

____________

4.betterment — ______________

5.existence — ______________

6.manage — _______________

4. Correct the sentences:

1.History is a story of the past.

2.It is full of great personalities and tales of war victories and

defeats.

3.History teaches us to be kind.

4.History gives us a sense of humor

5.History teaches us to get benefits.

5. Fill in each blank with a suitable preposition:

1.History can be a tremendous story, filled ____ great personalities and tales ____ turmoil and triumph.

2.History also teaches us ______ example.

3.Each passing generation adds its own chapters _____ our

history.

4.It helps us to understand the way things are and ways that we might approach _____the future.

5._____ understanding where we have come from, we can better understand who we are.

6.History offers hints about how we can organize and manage our societies ____ the benefit and betterment.

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6. Match words 1–6 with words a–f to form collocations, then make sentences using the completed phrases.

7. Translate into English:

1.Трудно понять, как обстоят дела.

2.Многие главы истории человечества уже написаны.

3.Понимая историю страны, мы можем обустроить наше будущее.

4.История — это изучение и переосмысление событий, культур, народов и личностей прошлого.

5.История как наука помогает осознать нашу принадлежность к конкретной исторической ситуации или месту.

8. Answer the questions:

1.What is History?

2.What does History study?

3.What does History teach?

4.Who adds its own chapters to the history?

5.How can we better understand who we are?

6.What methods does History teach us?

7.What way does History help us to be human?

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