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Файл:Дефектология сборник текстов и упражнений по английскому языку. Учебное пособие для СПО
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D. Merchant Taylor’s.
Merchant Taylor’s is a boy’s secondary school. The atmosphere is warm,
friendly and relaxed. We are very forward-thinking in outlook, though do enjoy our
traditions.
Our aim is encourage gifted children to achieve the very best they can in an
atmosphere where they can enjoy their work and not feet under pressure of any kind.
We are recognized nationally as one of the strongest academic schools in the country.
E. Queen Mary’s.
Founded in 1925, Queen Mary’s is a secondary school for girls. Our reputation
as a family school is well-founded, aiming to be small and flexible enough to meet
each pupil’s needs. We cater for a wide range of abilities and all our staff are trained
to vary their teaching method in response to the learning needs of each child. Pupils
with specific learning difficulties are taught in small groups by experienced staff.
We emphasize the three areas of hard work, good manners and trustworthiness.
We recognize too that the relationship between school and parents is all-important as
this plays a vital role in each child’s development and progress. We enjoy having
parents in the school for matches, plays and concerts or simply to chat to staff. We
know that parents and children are all different and have different expectations of a
school.
All students in the school have personal tutors who supervise the academic,
social and emotional development of each student. All aspects of school life are
shared with the tutor who keeps an eye on progress, encourages success, softens
failure and gives guidance throughout the academic year.
F. Deansfield.
Our aim at Deansfield is to provide children with an environment that is both
organized and interesting so that each child can feel accepted and happy. We aim to
encourage them to develop their interests and to do the very best they can. Through
this development of the whole person, we aim to show children the way in which
they can use their own unique tastes and talents in a useful and meaningful way, so
that they will have a greater understanding of the world around them. We focus on
the effective learning of skills in reading, writing and mathematics. We see it as part
of our duty to encourage wider interests and talents in all children, as well as
following the requirements of the National Curriculum. We believe that the caring
attitude we show will then be shown by the children towards each other.
4. Which school would you recommend for a child of average ability who is
friendly and outgoing?
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35. THE CYBER SCHOOL
Text 35.
The Cyber School
The most basic change that will take place in classrooms of the future is the
actual idea we tend to have of the ‘classroom’ itself. (0) C . Rows of desks all facing
the teacher and the blackboard at the front of the classroom have basically remained
the same. Yes, artwork covers the walls, but not all pupils can see it due to the
positioning of the desks. Small changes have been made, however. The blackboard,
in many cases, has now been replaced by the more practical whiteboard and OHPs
have started to appear at the back of some classrooms. (1) ___
The thing that would really puzzle any visitors from the past would be the sight
of computers in those same classrooms. They are fast becoming the main source of
information as well as the main means of presentation of information during lessons.
Computers are, indeed, the classrooms of the future.
(2) ___ While that will still continue, most of the curriculum will, in fact, be
followed online. This is due to various factors. As access to online materials
increases and many schools face shortages of teachers, it makes sense to take
advantage of the latest technology.
The basic skills needed to play interactive computer games will also be used to
encourage children to explore and collect educational information. There-
dimensional views of cities, for example, together with the latest software, will make
it possible to walk through Paris in the company of a professional guide.
The curriculum of the future will include sharing of project between schools
both nationally and internationally as well as online classes.
(3) ___ Teachers will also find their ‘classes’ growing, with lessons anywhere
at any time through the use of video windows connecting them directly to children
from all over the world.
As parents generally prefer learning to be at school rather than at home,
together with the fact that pupils enjoy company and like to share learning with their
classmates, life will continue as usual for pupils as they will still need to attend
school. (4) ___ Teachers might not always give the lessons, but they will still be there
to encourage and supervise pupils. Furthermore, the old system of rows of pupils
facing the front of the classroom will no doubt be replaced by circles of desks and
chairs to encourage face-to face discussion.
Projects and artwork will be shown on computer screens, while fellow pupils and
visitors will be able to try out the multimedia programs produced by pupils. Added to
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the usual pens and pencils, simple video production and use of software will become
part of every life for school children.
The latest mobile phones will allow children to access cartoons and exchange
videos with friends. (5) ___ This technology, of course, will need to stay in the
playground so as to stop phones ringing in the wrong place at the wrong time!
(6) ___ Outside the classroom pupils will be able to record information using
digital cameras and video recorders for their local history projects, for example,
which can then be put onto computer the minute they return to school. Furthermore,
pupils studying drama will be able to learn about lighting and cameras as they
produce short plays or films.
(7) ___ Children will be able to measure their level of progress throughout the
training. Underwater filming of swimmers will also help children see what to do and
enable teachers to give advice on particular problems.
The cost of such technology is obviously high. Despite this, there is no doubt
that cyber classrooms are slowly becoming a reality worldwide.
ASSIGNMENTS
I. a) look for the sentences (A–I) that have been removed from the article
and underline the linking words at the beginning of each sentence which
suggest: contrast, time, emphasis, addition, result and consequence;
b) now read the article and match the missing sentences (A–I) to the gaps
(1–7). There is one extra sentence that you do not need to use. There is an
example (0);
c) how did the linking words help you to make your choices?
A. As well as this, talented musicians will also be to exchange the music they
produce in much the same way.
B. In comparison to the past, video interviews will become a normal part of
project work in schools, allowing pupils to produce mini-documentaries.
C. For many years, the word has had much the same meaning.
D. In the future, however, it is actually the role of teachers that will change.
E. Therefore, will the classroom be replaced by pupils all working r e m o t e l y
or from home?
F. Without a doubt, the teacher has always been the focus in the classroom and
the main source of knowledge.
G. Even so, the classrooms of today would basically still be r e c o g n i z a b l e
to a visitor from, let’s say, Victorian times!
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H. As a result of the introduction of state-of-the-art training materials, even
gymnastics classes will change to include on-screen programs where pupils can
actually compete with each other.
I. Consequently, pupils will be able to work on the same project together, for
example, sharing opinions and finding solutions, without need for boards at the front
of their classrooms.
II. Vocabulary Practice
A. Read the text and find all the words related to education. Categorize
them into nouns, adjectives and verbs.
B. Explain the highlighted words in the text.
III. Text Analysis
Choose the best definition to explain these phrases from the text.
1. … main means of presentation … (lines10)
a) the most widely-used way of giving a prize;
b) the most widely-used way of showing something.
2. … access to online materials … (lines13)
a) ability to use information on the Internet;
b) ability to use too much information on the Internet.
3. … three-dimensional views of cities … (line 16)
a) three different views of each of the cities;
b) views that seem real and natural rather than flat.
4. … face-to-face discussion … (lines 29)
a) talk to others directly;
b) complain to others directly.
5. … the introduction of state-of -the-art training materials … (sentence H)
a) to start using the best educational technology available;
b) to start using the best sports equipment available.
IV. Discussion
A. Make a list of the writer’s predictions about schools in the future. Do you
agree with these predictions? Why (not)? Discuss in pairs.
B. In pairs, suggest another title for the text, then draw a picture which would
match your prediction of the future classroom.
V. Imagine that a wealthy person from your local area has offered to cover
the cost of three important changes at your school. In pairs, discuss which three
changes you would like to see and why.
95
LITERATURE
1. Alan Stanton, Susan Morris. Fast Track to CAE. Coursebook. — Edinburgh
Gate, Harlow, Essex CM20 2JE, England and Associated Companies throughout the
World, 1999. — 215 p.
2. Bob Obee, Virginia Evans. Upstream upper intermediate. — Newbury:
Express Publishing, 2003. — 264 p.
3. John & Liz Soars. Headway intermediate. Workbook. — Oxford University
Press, 1996. — 95 p.
4. John & Liz Soars. Headway advanced. Student’s book. — Oxford University
Press, 1989. — 156 p.
5. Lynda Landreth. Character for kids. A teacher’s Manual. — Texas, 2002. — 54 p.
6. Lynda Landreth. Character for kids. Communication and children. — Texas,
2002. — 14 p.
7. Patty Wipfler. Listening to children. — Palo Alto, California: The parents
Leadership Institute, 1990. — 16 p.
8. Richard Acklam, Sally Burgess. Gold. First certificate. Coursebook. —
Edinburgh: Pearson Education Limited, 2000. — 208 p.
9. Richard Acklam, Sally Burgess. Gold. First certificate. Exam maximiser. —
Edinburgh: Pearson Education Limited, 2000. — 159 p.
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