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Файл:Дефектология сборник текстов и упражнений по английскому языку. Учебное пособие для СПО
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26. THE CLASS TEACHER
Text 26.
The education of children in their formative years is a difficult and important
trust, which places a considerable burden of responsibility on the teacher. The
qualities that have enabled teachers to carry this responsibility are not easy to define.
Yet these qualities exist in abundance in our primary schools.
Qualities of heart and head go together in the making of a good teacher. Her
whole attitude is optimistic and cheerful. She does not pretend to be omniscient, but
is lively, keen and receptive, enjoying her work and sharing with her pupils their zest
for new discoveries. The fact that her interests are far wider than the school
curriculum helps to make her more interesting as a teacher. She can explain a difficult
point clearly, knows many ways of presenting information, and is resourceful in
creating situations in which the pupils make discoveries for themselves.
Out of her daily contacts with children comes the understanding on which the
mature teacher relies. She is sympathetic, patient especially with slow pupils, and fair
to all, avoiding any appearance of favourites. Her sympathy is genuine but
unsentimental; she can be firm when the situation demands it.
Above all, the good teacher is alive to the possibility of improving the content
and method of her teaching. She herself is able through the discoveries which she
makes in her classroom, to contribute to the body of knowledge upon which
educational progress depends.
The influence of the successful teacher extends beyond her own classroom in
yet another way – through the help which she is able to give to inexperienced
colleagues. In return she is quick to appreciate the value of contacts with younger
teachers trained in advanced methods.
Active vocabulary
quality ['kwolıtı] – качество;
responsibility [rıs˛ponsә'bılıtı] – ответственность;
to define [dı'faın] – определять;
to enumerate [ı'nju:mәreıt] – перечислять;
cheerful ['t∫ıәful] – радостный;
to pretend [prı'tend] – притворяться;
omniscient [om΄nisiәnt ]– всезнающий;
keen [ki:n] – воспринимающий лучше других;
receptive [rı'septıv] – чувствительный;
resourceful [rı'so:sful] – изобретательный, находчивый;
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genuine ['dзenjuın] – искренний;
to be firm [fә:m] – быть твердым, строгим;
to contribute [kәn'trıbju(:)t] – вносить вклад.
ASSIGNMENTS
I. Suggest an alternative title.
II. Consult a dictionary and memorize the phonetic peculiarities of the
words.
Curriculum, mature, appearance, abreast, adequate, experience, colleague.
III. Translate into English.
Всезнающий, искренний, учебный план, объяснять, сделать вклад, ценить,
современные методы, любимчик.
IV. Choose the necessary word and put it in the sentence.
1. …… of heart and head go together in the making of a good teacher.
2. Her whole attitude is ……………… and cheerful.
3. The good teacher can ………….. a difficult point clearly.
4. The good teacher knows many ways of presenting…………... .
5. Out of her daily contacts with children comes the…............ .
6. The good teacher is alive to the possibility of ……….. the content and
method of her teaching.
7. The good teacher keeps abreast of new……………. .
8. The good teacher gives new developments adequate…………, and absorbs
whatever elements are suited to her own situation.
9. The good teacher is quick to appreciate the value of contacts with younger
teachers trained in …………. methods.
Qualities, information, developments, advanced, optimistic,
improving, trial, understanding, explain.
V. Give your fellow-students a rough summary of the text. In your
summary answer the following questions:
1. Why does education place a great responsibility upon a teacher?
2. What makes a good teacher?
3. How far does the influence of the successful teacher extend?
VI. Write an essay about your favourite teacher using the ideas from the
text (do this task at home).
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27. TEACHING RESPONSIBILITY
Text 27.
Naturally, every parent is anxious to teach responsibility to their children. But
responsibility cannot be imposed on children. It must grow from within. Children
who are always told what to do may do their tasks very well, but they get little
opportunity to use their own judgement and to develop a sense of responsibility. This
only comes if they are given opportunities for choosing and deciding things for
themselves.
A child is learning all the time. But if he is constantly criticized about his
actions, he certainly doesn’t learn responsibility. So the first lesson in inculcating a
sense of responsibility is not to criticize.
Even if the answer to a child’s request is a certain ‘Yes’, it’s so much better to
leave the decision to the child. These are some of the ways in which you can build up
their sense of responsibility and also heighten their self-confidence. Wherever and
whenever you can, let them make the decisions themselves.
A child should be given the responsibility of choosing his own friends. But this
is a delicate matter and needs careful handling. Obviously, it would be preferable for
a shy child to have a friend who is an extrovert. And friends can also help to exert a
beneficial and corrective influence on each other. In spite of all this, a child should
always feel that he is free to choose the friends he wishes.
Let the child spend his allowance his way. If he wants to spend the whole lot on
chewing gum or toffee, it’s his decision. Don’t interfere. These are just some of many
ways in which responsibility is taught.
Active vocabulary
responsibility [rıs˛ponsә'bılıtı] – ответственность;
opportunity [˛opә'tju:nıti] – возможность;
to criticize ['krıtısaız] – критиковать;
request [rı'kwest] – просьба, требование;
extrovert ['ekstrәuvә:t] – экстраверт;
to exert [ıg'zә:t] – оказывать давление, влиять;
influence ['ıfluәns] – влияние.
ASSIGNMENTS
I. Translate into Russian.
A sense of responsibility, a shy child, a beneficial influence, own judgement, to give
opportunity, to criticize, a child’s request, an extrovert, a corrective influence, to interfere.
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II. Find the English equivalents.
Приучить к ответственности, дать возможность выбора, требование
ребенка, укрепить чувство ответственности, застенчивый ребенок, развить
чувство ответственности, оказывать благотворное влияние, быть свободным в
выборе друзей.
III. Arrange A and B in pairs of synonyms:
a) criticize, inculcate, request, self-confidence, shy, beneficial, interfere;
b) wholesome, claim, implant, bashful, self-assurance, animadvert, intervene.
IV. Choose the necessary word and put it in the sentence.
1. Every parent is …………. to teach responsibility to their children.
2. Responsibility cannot be ………… on children.
3. Responsibility must ………… from within.
4. The first lesson in ………… a sense of responsibility is not to criticize.
5. Parent can heighten their child’s………….
6. Let your ………… make the decisions themselves.
7. A child should be given the ………… of choosing his own friends.
8. Friends can also help to exert a beneficial and corrective …… on each other.
9. A child should always ………that he is free to choose the friends he wishes.
10. These are just some of many ………… in which responsibility is taught.
Imposed, responsibility, self-confidence, children, influence,
inculcating, feel, grow, ways, anxious.
V. Correct the following statements:
1. Parents do not worry about teaching their children responsibility.
2. They should impose responsibility on their children.
3. Children always develop a sense of responsibility under their parents’
control.
4. A child is also learning at school.
5. Only being constantly criticized, a child learns responsibility.
6. Parents seldom let their children make decisions themselves.
7. Only parents must choose friends for their children.
8. Friends cannot help to exert a beneficial and corrective influence on each other.
9. Parents should interfere in their children’s affairs.
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28. HOW TO BE CREATIVE
Text 28.
Pre-reading task.
1. Is creativity something some people are born with or can it be developed?
2. If you think it can be developed, what kind of environment and activities
could encourage creativity at school or in the workplace?
Read the text below and decide what you think of the advice given on how
to be creative.
How to be creative
Few human attributes are held in higher esteem than creativity. To be creative
requires a form of flexible thinking that most people possess to some degree.
Contrary to popular concept, creativity can be cultivated. Here are some methods to
set the stage.
Decide what you want to do. It could be something as practical as living on
your income, or getting a piece of furniture through a doorway that is too narrow. It
could be as ambitious as inventing a new device, or as personal as expressing
yourself in poetry. Bear in mind that without a good idea of what to create, you can’t
be creative. It often helps to write down your objective.
Be positive in your attitude. The solution may well be there for you work hard
enough.
Learn all you can about your subject. The more you know, the better equipped
you are to find a solution.
Think. Thinking is hard work, which is why we shy away from it. Don’t limit
yourself to straight-line, logical thinking. Sneak up on your problem from a new
angle.
Incubate. If the solution doesn’t come after your initial efforts, put the
problem out of your mind and let your subconscious work on it. Go back to it in a
few days and see where you are.
Prune. Review your ideas and set aside the ones that have not worked. Make
changes until you come up with your best.
Put your ideas to work. That’s the best way of testing them.
Active vocabulary
creative [krı(:)eıtıv] – творческий;
to hold in higher esteem [hәuld] ['haıә] [ıs'ti:m] – относиться с большим
почтением;
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to possess [pә'zes] – обладать;
method ['meθәd] – метод;
to bear in mind [bεә] [maınd] – иметь в виду;
objective [әb'dзektıv] – цель;
attitude ['ætıtju:d] – отношение;
solution [sә'lu:∫(ә)n] – решение;
to shy away from sth [∫aı] – уклоняться, чуждаться;
subconscious ['s٨b'kon∫әs] – подсознательный.
ASSIGNMENTS
I. Practice the pronunciation of the following words:
subconscious, initial, method, objective, creativity.
II. Translate into Russian.
Human attributes, to hold in higher esteem, a form of flexible thinking, to
possess to some degree, to bear in mind, to find a solution, to shy away from it,
logical thinking, straight-line thinking, to sneak up from a new angle, your initial
efforts, your subconscious work, to set aside.
III. Find the English equivalents.
Творческий потенциал, метод, цель, первоначальная попытка, быть
уверенным, достаточно упорно трудиться, найти решение, трудная работа,
подсознательная работа, сделать изменения.
IV. Choose the necessary word and put it in the sentence.
1. Few human attributes are held in higher esteem than ….…… .
2. To be ………. requires a form of flexible thinking.
3. Without a ………… of what to create, you can’t be creative.
4. The more you know, the better ………… you are to find a solution.
5. Thinking is hard work, which is why we ……. away from it.
6. Don’t limit yourself to straight-line, logical ………… .
7. Put the problem out of your ….…… and let your subconscious work on it.
8. That’s the best way of …………. your ideas.
Equipped, thinking, testing, creative, good idea, shy, mind, creativity.
V. Answer the questions.
1. Is creativity held in higher esteem?
2. Do most people possess a form of flexible thinking?
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3. Is it necessary to decide what you want to do?
4. What helps to write down your objective?
5. Should you learn all about your subject?
6. Is thinking hard work?
7. Should you limit yourself to straight-line, logical thinking?
8. What is the best way of testing your ideas?
VI. Using the ideas from the text, continue the following sentence:
To be creative means to ……… .
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29. LEARNING TO READ
Text 29.
Read the text and suggest your own title.
Learning to read is an infinite, continuous, life-long process, not something that
takes place at primary school to be quickly and thankfully ticked off the list before
you go on to the next thing.
It’s like learning to drive. When you pass your test, you’ve been taught the
basics, but you’re still a very inexpert beginner who needs to get out on to the road
and learn to drive properly. New readers face a similar challenge. They can do it, but
it’s not yet second nature. And it will only become so through routine daily practice.
Many young people never learn to read other than very slowly. Fourteen and
fifteen-year-olds who should have become fluent readers a long time ago, carry the
same book around with them in school for weeks.
They read very slowly through a page or two when the teacher tells them to,
but their attention is on the mechanics of reading and they never really have the
chance to become interested in the content.
Someone who’s stuck in this limited position will inevitably turn to television
or video because it’s faster and easier.
If children are to become ‘natural’ reader, their reading must be developed and
speeded up. No fluent reader, for example, slowly pronounces the words very quietly
or reads aloud in his head, mentally articulating every word, apart from when we do
this deliberately if we’re reading something very complicated like a scientific article.
But many young and adult readers never get beyond the stage of pronouncing
every word, which is why they’re so slow. When seven or eight-years-olds read ‘to
themselves’ you can sometimes see their lips moving. This should be a brief stage in
the process of learning to read, not the end result.
The answer for children lies in giving them lots of accessible books quickly,
and plenty of time both at school and at home to read them. It probably means
deliberate restriction of television exposure time, too.
It’s also crucial that children see reading as an ordinary part of adult behavior.
Children copy adults. I frequently hear teachers and parents complaining that children
won’t read. In the next breath these same adults are either explaining that they
themselves are too busy to read or discussing the previous evening’s television
programmes at length. Two unmistakable messages are being transmitted to children:
Don’t read, watch TV.
Learning to read doesn’t stop when children leave primary school to go on to
secondary school. It doesn’t even end when you leave school, but should go on
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throughout life. Sadly you can lose your ability to read if you don’t use it regularly –
just like the ability to type, run, swim or play the violin.
Teaching children to read is just the beginning.
Active vocabulary
inexpert [ın'eksp
әt] – неопытный человек;
practice ['præıs] – практика;
scientific [˛sıә'tıfık] – научный;
pronouncing [prә'naunsıŋ] – произнесение;
deliberate [dı'lıb(ә)rıt] – намеренный;
restriction [rıs'trık∫(ә)n] – ограничение;
behaviour [bı'heıvjә] – поведение;
to copy ['kopı] – подражать.
ASSIGNMENTS
I. Concentrate your attention on the right pronunciation of the following
words.
Infinite, routine, mechanics, chance, accessible, deliberate, exposure.
II. Translate into English.
Basics, an inexpert beginner, routine daily practice, fluent readers, the
mechanics of reading, slowly pronounce, accessible books, deliberate restriction,
adult behavior, to copy adults.
III. Give Russian equivalents to the following.
Бесконечный процесс, начальная школа, пройти испытание, учиться
читать, иметь возможность, научная статья, средняя школа.
IV. Arrange A and B in pairs of synonyms:
A. Restriction, to copy, to shout, to mutter, chance, deliberate, inexpert.
B. Fortuity, to imitate, intentional, to grumble, unskillful, to cry, limitation.
V. Choose the best alternatives A, B or C to answer questions 1–7.
1. The author says reading and driving are similar because:
a) they are both very difficult to learn;
b) you have to practice a lot to be good at them;
c) you have to pass reading and driving tests.
2. The author says young people:
a) can often only read very slowly;
b) often don’t learn to read at all;
c) Should read while traveling by car.
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3. The problem, according to the author, is that:
a) they are not given interesting things to read;
b) they don’t do what their teachers tell them to do;
c) they are unable to become involved in what they read.
4. One reason some young people read very slowly is:
a) they say the words aloud or in their heads;
b) they watch too much TV;
c) they don’t recognize all the words.
5. The author thinks saying the words aloud:
a) is the best way to read;
b) should not be allowed;
c) is a necessary stage children go through.
6. The author blames adults because:
a) they give children the wrong messages;
b) they complain about children not reading;
c) they make reading seem difficult.
7. The author says that:
a) we should have learnt to read by the time we leave school;
b) we have to keep practicing reading;
c) we should do regular exercise.
VI. Spoken and written language. Match the words and their definition.
1. Mention
2. Contradict
3. Row
4. Discuss
5. Shout
6. Mutter
7. Whisper
a) quarrel noisily
b) speak in a low voice, often expressing irritation
c) correct something which someone has said
which you believe is wrong
d) speak very quietly so only someone nearby hears
e) say or write about something in a few words.
f) talk about the details of something with someone
g) say something very loudly or speak very loudly
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