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the street name in the mailing address
I wish to complaint in the strongest possible terms about the treatment I received from a
member of your staff. I was billed the wrong amount of money and when I pointed to that fact I
was rudely interrupted … .
We are a large record store in the centre of Manchester and would like to know more about the
CDs and DVDs you are advertised in the last month‘s edition of Hi Fi. Could you tell us if the
products are leading brand name or made by small independent companies?
We would appreciate if you send us some samples.
the addressee
Exercise IV. Define the type of a business letter.
Task 1
Memo
Resume
Inquiry Letter
Letter of Complaint
Task 2
Memo
CV
Welcome Letter
Letter of Request
Exercise V. Study Reading.
PRESCHOOL TEACHER'S RESUME
Sample of Preschool Teacher Resume
Personal Details:
Name: Mary Clark
Date of Birth: XX/XX/19XX
Address: 5814 E Carey Ave, Las Vegas, NV 89156-5755
Cell: 702-439-5676
Email: Maryclark@yahoo.com
Employment Status: Full time
Career Goal: Obtaining the position of a Preschool Teacher in an organization that will provide me
the chance to utilize my skill set for the growth of the organization
Summary of the Skills:
– Excellent communication and good organizational skills;
– Ability to supervise the children and decision making power;
– Highly skilled in child development, early education theories, and practices;
– Ability to analyze the material and problem solving attitude;
– Ability to handle the stress to provide the safe atmosphere to the children;
– Ability to motivate the children for the better learning and ability to mix up with the children;
51
– Ability to provide support to the children for their overall development;
– Ability to engage the children in the various activities for utilizing skills;
– Ability to think creatively and good interpersonal skills as well as ability to maintain an excellent
relationship with children
– Ability to engage the children in the various activities for their overall development
– Ability to help them in their day-to-day tasks.
– Skills to provide them a healthy and safe atmosphere.
Educational Qualification: Completed the Bachelor‘s Degree in the Child Education program from
ERT University, Las Vegas in 20XX .
Certification: Completed the certification course in Teaching, Las Vegas in the year 20XX.
Membership: Member of the Child Care Organization, Las Vegas
Technical Knowledge: Familiar with the computer environment
Professional Experience: A preschool teacher in Childs‘ Organization, Las Vegas from October
20XX till date
Responsibilities:
– Planning and executing activities to meet the intellectual, physical, and social needs of the
students;
– Preparing the programs for teaching the children and providing them the relevant equipments;
– Engaging them in the various activities in order to develop them and supervising them for their
safety;
– Providing them the various experiences i.e. story telling, music and games as well as building
their esteem;
– Providing a comfortable and safe environment to the children, so that they can develop
themselves without any obstacle;
– Guiding the children for carrying out the day to day activities and inspiring them for the better
results;
– Communicating with the children to develop their language skills as well as allowing them to
mix up with each other, so that they can learn in real world context;
– Identifying the problems of the children, providing them the best care;
– Discussing the problems of the children with the parents and conveying their progress to them;
– Providing them the facilities for their better development and being respectful to them;
– Allowing them to progress according to their interests and helping them to carrying out the tasks
Hobbies: Swimming, traveling, and photography
Areas of Interest:
– Maintaining the status of the organization
– Utilizing the self ideology for the betterment of the organization
– Relationship status: Single
Reference: Mr. Jimmy Hudson, Director of Children Care Organization
Cell: 321-352-8952
Email: jimmyhudson@hotmail.com
Exercise VI. Project. Compose your own CV.
Personal Details:
Name: __________________________________________________________________
Date of Birth: ____________________________________________________________
Address: ________________________________________________________________
Cell: ___________________________________________________________________
Email: __________________________________________________________________
Marriage status: Single / married (underline) ___________________________________
Employment Status: Full time / part time ______________________________________
Career Goal: _____________________________________________________________
52
________________________________________________________________________
Summary of the Skills: _____________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Educational Qualification: __________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Certification: ____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Membership: ____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Technical Knowledge: _____________________________________________________
________________________________________________________________________
Professional Experience: ___________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Responsibilities:___________________________________________________________
________________________________________________________________________
_________________________________________________________________________
Hobbies: ________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Areas of Interest: _________________________________________________________
________________________________________________________________________
Reference: ______________________________________________________________
________________________________________________________________________
53
MODULE V
ADDITIONAL TEXTS
Assignment: read the texts and discuss their content using technologies of problem dialogue.
PART I. FROM THE HISTORY OF PRESCHOOL EDUCATION:
PRESCHOOL EDUCATION IN THE USSR
(from Russian press)
Text 1
The Initial Link in the Chain of Public Education
Preschool education lays the foundation for a child's character and cultivates his habits and
emotions. A child's future progress at school and in adult life may greatly depend on his preschool
education. It is the initial link in the chain of public education.
Lenin referred to creches and nursery schools as the buds of communism, and regarded them as
a means of freeing women to participate actively in production, studies and public affairs.
Preschool institutions provide women with the opportunity to do this. Women thereby gain more
time and more favourable conditions for creative and undisturbed activity. They know that in the
nursery schools their children are not simply looked after, but are provided with all the necessary
conditions1 for an adequate upbringing and the development of their individual abilities.
Children's dispositions are favourably affected by the fact that they mix with other children2 of
their own age and play with them.
Work at preschool institutions is based on a programme, which stipulates physical, mental,
moral and aesthetic education,3 depending on the age and the psycho-physical peculiarities4 of the
child.
Parents may send their children to preschool institutions or not, as they wish. At present almost
one child in three is looked after at nursery schools and creches.
Architects, design bureaus, teachers and doctors specializing in hygiene and psychology5 have
worked out more than 50 standard types of new nursery schools which answer all the requirements
of modern town building and children's education.
Teachers in nursery schools not only organize the work with the children, but also keep in
contact with6 the parents and help them to bring up the children in a correct manner.
A child's upbringing at nursery schools and creches increases the family's real income, because
the state takes a large part of the expenses upon itself. Parents are only required to contribute about
22 per cent of the child's maintenance.
________________________________________________
References
1
their children are not simply looked after, but are provided with all necessary conditions — за
их детьми не просто ухаживают, они обеспечены всем необходимым
2
they mix with other children — они общаются с другими детьми
8
aesthetic [i:s'0etik] education — эстетическое воспитание
4
psycho-physical peculiarities — психофизические особенности
$ hygiene and psychology— гигиена и психология
6
keep in contact with — поддерживают контакт с
54
Text 2
Techniques of Upbringing in Preschool Centres
American progressive psychologist U. Bron- fenbrenner visited the Soviet Union seven times
between 1960 and 1967. He watched the way children were brought up both at home and in public
institutions such as creches, kindergartens and schools.
Training in the first year of life involves two major features. The first is early experience in
collective living. The infants are placed in group play-pens1 with six to eight children in each. At
this age there is one "upbringer" for every four charges. The second core principle of upbringing is
the so-called regime. The upbringer spends a specified amount of time with the child in stimulating
and training sensory-motor functions.2 For example, at the earliest age levels, the upbringer will
present a brightly coloured object, moving it to and fro,3 a bit later, the object is brought nearer and
moved slowly forward to induce the infant to move toward it.
Still later, the child is motivated to pull himself up by the barred sides of the play-pen to
assume a standing position.
During the first year of life, especial attention is focused on language training.
The upbringer exploits every moment spent with the child for the development of speech. In
order that the infant learn to understand specific words, the upbringer speaks to him in short
phrases, emphasizes by her intonation the main words in a given sentence, pauses after speaking to
the child, and waits for him to do what was asked.4
The speech of the upbringer should be emotional and expressive, and should reflect her loving,
tender relation to the child.
In activities with children of this age, the upbringer develops the understanding of speech and
enriches the children's impressions.
It is important to cultivate in the baby a positive attitude toward adults and children. At this age
the child's need to relate to the adults around him increases-. Interest develops in what others are
doing. In the second year of nursery and continuing through kindergarten, children begin to help
each other, to serve at table,5 clean up garden, care for animals and so on.
The effects of these socializing experiences6 are reflected in the youngster's behaviour with
other children.
__________________________________________________
References
1
group play-pens — групповые манежи
2
sensory-motor functions — сенсомоторные функции
8
moving it to and fro — приближая его (предмет) и отдаляя
4
and waits for him to do what was asked— и ждет, чтобы он сделал то, о чем
его просили
6
to serve at table — подавать на стол
6
socializing experiences — зд. жизнь в коллективе
Text 3
A Wondrous Land
For the uninitiated the doors lead to a land of elemental chaos: noise, hubbub, commotion, a
kaleidoscope of faces and voices...
Actually, the conventional door opens into an unconventional land known as a nursery school,
a land regulated by its own specific! laws. The noise and hubbub result from extraordinary
discoveries being made every minute, and the land is reigned by a spirit of creative activity and
friendliness. The age of the citizens is notj more than seven.
Every morning millions of children in the Soviet Union say "Goodbye" to their mothers in
different languages and dialects, and begin j their day at the nursery school.
55
Probably, to get a better idea of a nursery school one should simply j peep in.1 Let us choose an
ordinary nursery school.
It is about 9 o'clock. The nippers are doing their morning] exercises. Looking very serious, the
three- and four-year-olds stand] in a circle and copy their young teacher's movements.
"Well, children, let us show how the birdies fly."
Little arms go up and flutter.
"And now let us hop like little rabbits."
The "rabbits" hop around very gleefully.
"Wonderful," the teacher praises them adding:
"And now let us bend down and take a look at our shoes."
We leave the room on tiptoe.
"All groups begin the day with physical exercises," the teacher] explains. The little ones2 make
imitative movements; those who] are older do real physical exercises. Next comes breakfast. She]
glances at her watch, and says, "Let's visit the middle group."
The children are sitting on low chairs.
"Havea nice meal, children!"
"Thank you," the/answer, with eyes bright and gay.
The breakfast consists of fresh vegetable salad, semolina, a sandwich and a cup of coffee with
milk.
The children have four meals. At one o'clock they get a three- course lunch;3 at four they have
tea or milk with a bun, toast or rusks; at seven, before going home, they have a two-course hot
supper. Every day there is a new menu. The children are given milk, meat, fish, eggs, vegetables
and fruit.
Each age-group has its own programme of education. The children are told about the world
around them, the flora and fauna. They learn to draw, to count and to read. Older children are
energetically pre-, pared for school. Every nursery school, in the towns and country-side, has
music lessons twice a week. The children sing, dance, and play to the accompaniment of music,
and listen to music as well. Six- and seven-year-old children know Tchaikovsky's Children's
Album, Beethoven's Marmolte, Mozart's Turkish March, and many other pieces.4 Music lessons
are an obligatory part of aesthetic training.
Apart from education and aesthetic development, a great deal of attention is devoted to the
children's physical development. They do special exercises and spend a lot of time outdoors in
playgrounds specially allotted for various games. They are under the constant observation of
doctors. All this taken together can accomplish more than the most affectionate maternal care. The
children grow up healthy and strong. Anything out of the usual is immediately noticed and
necessary measures are taken.
The surgeon discovered that a four-year-old girl had a flat foot5 flier parents did not even
suspect the trouble). The girl received special exercises. A five-year-old boy could not pronounce
two sounds: R and S. A specialist said categorically that this was not permissible in a boy of his
age and he could later become tongue-tied." Every morning the boy had special lessons with an
instructor.
All teachers of the kindergarten have been specially trained and the classes for children are
given at a high professional level. But at the nursery school children not only study. Most of the
time they play. They have many toys.
__________________________________________________________
References
1
to get a better idea of a nursery school one should simply peep in — чтобы лучше узнать,
что такое детский сад, следует просто заглянуть туда The little ones — зд. Малыши
a three-course lunch — обед, состоящий из трех блюд Tchaikovsky's Children's Album,
Beethoven's Marmolte, Mozart's Turkish March and many other pieces — «Детский альбом»
Чайковского, «Сурок» Бетховена, «Турецкий марш» Моцарта и многие другие
произведения
56
a flat foot — плоскостопие
a tongue-tied — косноязычный
Text 4
Nursery School Instructor
On a two-storey building is a signboard that says1 "Nursery School". Soon children arrive,
some with their mothers, some with their fathers and others with both parents.
Every teacher meets the children belonging to her group.
When everybody arrives, the daily programme starts: morning exercises and breakfast, and
then teachers take their charges for "lessons". "Who wants to recite the poem we had last time?"
The volunteers are numerous. "All right, Vasya, you begin and Lena will continue." Today it is a
Russian language lesson.
Tomorrow at the same hour the children will learn drawing and painting, on the next day
modelling, and the day after counting and writing. There is one day when a special teacher comes
— this is for the music class.
Classes2 do not last more than half an hour, because the children want to get on to other things
as soon as they grow restless.3 The teacher stands up, tells them to put on their coats and takes them
out of doors.
The children spend from two to three hours outside, depending on the weather. They run about
as much as they like, and go back into school with rosy cheeks and a good appetite. After lunch
there is a rest period when the children sleep in sleeping-bags on an open, verandah, even when the
weather is cold.
While the children sleep, the teacher rests and plans her work for the next day. The children
don't come here just to play and pass the time, but to learn something new all the time.
After their rest the children listen to a story read by a teacher, or to a fairy-tale. Then they go
out into the court-yard again, where they are collected by their parents. This is usually from five to
seven p. m.4 But don't think the teachers have such a long working day — from early morning to
evening. Ordinarily there are two shifts, dividing the day in two, so that each teacher works six
hours; alternatively they work every other day.5 The teachers themselves choose which! they
prefer.
Teachers at all nursery schools hold regular conferences to discuss the problems of their work.
Young mothers often talk to teachers about their worries, and the teachers don't always have a
ready answer to mothers' questions. In these cases they study the child concerned0 more carefully,
take note of his or her tastes and habits, even read special literature at home, and sometimes visit
the child's family.
The parents frequently come to the nursery school. They are not allowed to attend cla&es, as
this may distract the children, but concerts are quite often arranged at which parents can see and
hear their children dance, sing and recite.
________________________________________________
References
1
a signboard that says — вывеска, на которой значится
2
Classes — Занятия (уроки)
3
the children want to get on to other things as soon as they grow restless — дети хотят
заниматься чем-нибудь другим, как только они устают
4
р. ш. (post meridiem) — после полудня
6
every other day — через день
6
they study the child concerned — они (учителя) изучают интересующего
ребенка
57
PART II. FROM THE HISTORY OF PRESCHOOL EDUCATION:
PRESCHOOL EDUCATION IN GREAT BRITAIN
(from British press)
Text 5
Teaching Today's Children to Think
"My child can't read! My child is a poor reader!
" These are common complaints uttered by many of today's parents. When you inquire into
their reasons for such statements, they hasten to explain: "He can't pronounce the words. He
doesn't have a good foundation in phonetics." Of course, students and teachers of reading know
that such statements are wrong. But the same group of professionals would agree that more
children need help in being taught to think than in being taught to pronounce words.1 Since2
thinking is not mechanistic, it cannot be mechanistically taught. Since it is imperative that we
teach today's children to think, the earlier we begin the better.3
In fulfilling their responsibility for teaching children how to think, a teacher must be alert to
certain basic assumptions:
1. Teachers must themselves be competent in a process of thinking if they are to teach others to
think.
2. There is a definite relationship between learning and thinking.
3. In teaching a child to think, the problem or task should be sufficiently difficult to stimulate
the learner, yet not so difficult that it is frustrating to him.4
4. Teachers need to help children to acquire the attitude that they can grow by thinking and
discussing about "their experiences.
5. The art of questioning needs to be flexible and varied.
It is a well-established fact that teaching a child to read is to teach him to think. Thinking
cannot be mechanized. It is an active process, a process of collecting and solving. We should not
deprive children of the privilege of learning to think. We should always remember that those who
read think, and that those who think read.
________________________________________________
References
1
more children need help in being taught to think than in being taught to pronounce words —
многие дети больше нуждаются, в том, чтобы им помогли научиться думать, чем научиться
произносить слова
2
Since — зд. Так как
3
the earlier we begin the better — чем раньше мы начнем, тем лучше
4
yet not so difficult that it is frustrating to him — и все же не таким трудным, чтобы
поставить его (ребенка) в тупик
Text 6
Gaining Independence
Children love to be independent and our aim in bringing up children should be to help them
become independent and selfcon- fident individuals.
The child who feels confidence in his own ability has poise, and if he has been encouraged
from an early age to be independent within the limits of his own capacity1 he will have the
confidence to step out into life with a firm belief in his strength, ability and potential.
One of the' first ways in which a child shows us his desire for independence is his wish to feed
and dress himself.
By the time a child is two or two and a half, and has been given enough opportunity, he can do
quite a lot for himself. He can put on his shoes, if they are not too tight, but usually puts them on on
the wrong feet.
58
This is the age for much inner strain and stress. The fact that a child is not able to put on a shoe,
can make him angry and distressed.
At three to four a child has far more muscular control, better coordination and can dress
himself quite well with only limited assistance. He gets less distressed at his failures.
By five he can usually dress, put on and take off his shoes. Small children can be encouraged to
clean their own shoes. Cleaning shoes is an easy task which requires few complicated actions, and
seeing something that was grey and grubby turn shining is a very enjoyable experience for them.2
____________________________________________________
References
1
within the limits of his own capacity — в пределах его (ребенка) возможностей
2
and seeing something that was grey and grubby turn shining is a very enjoyable experience
for them —
и, видя, как что-то серое и неряшливое превращается в нечто блестящее — очень приятное
переживание для них
Text 7
Creative Work with Infants
We are all surrounded by sounds all the time.
At an early stage a baby learns to attend to the sounds which have meaning for him. Even
before he can talk, he is aware of the sounds which mean food and comfort. Very soon he discovers
that he can make a whole variety of sounds himself, not only with his voice, but also by banging
one thing against another, by moving things and probably in other ways too.
Later on he sorts out1 the mixture of sounds which is language.
Teachers today often express concern about the fact that children now rarely listen without
seeing and so find it more difficult than formerly to concentrate on sound alone.2
There is a need for children to learn the art of listening.
The first stage of working with sounds is to make sounds and listen to them.
It may be a good idea to get children to close their eyes and listen to any sounds that are going
on around them. After some discussion about what different children have heard, everyone can
listen again, this time trying to hear something in particular.
In a similar way it may be worth listening to a piece of music? or to the teacher reading a short
passage, with the children listening to some special sound or sounds. It may be the sound of a
certain instrument in the music, or a word, or a particular sound in the reading — the point is that
the children are learning to listen to something special.
__________________________________________________________
References
1
Later on he sorts out — Позже он выделяет
2
to concentrate on sound alone — сконцентрировать внимание только на
звуке
3
In a similar way it may be worth listening to a piece of music — Таким же образом стоит
послушать музыкальное произведение
Text 8
British Pre-primary and Primary Education
In some areas of England there are nursery schools3 for children under 5 years of age. Some
children between two and five receive education in nursery classes or in infants classes4 in primary
schools. Many children attend informal pre school play-groups organized by parents in private
homes. Nursery schools are staffed with teachers and students in training.
There are all kinds of toys to keep the children busy from 9 o'clock in the morning till 4
o'clock in the afternoon—while their parents are at work. Here the babies play, lunch and sleep.
59
They can run about and play in safety with someone keeping an eye on them.
For day nurseries which remain open all the year round the parents pay according to their
income. The local education authority's nurseries5 are free. But only about three children in 100
can go to them: there aren't enough places, and the waiting lists are rather long.
Most children start school at 5 in a primary school. A primary school may be divided into
two parts—infants and juniors. At infants school reading, writing and arithmetic are taught for
about 20 minutes a day during the first year, gradually increasing to about 2 hours in their last year.
There is usually no written timetable. Much time is spent in modelling from clay or drawing,
reading or singing.
By the time children are ready for the junior school they will be able to read and write, do
simple addition and subtraction of numbers.
At 7 children go on from the infants school to the junior school. This marks the transition
from play to 'real work'. The children have set periods7 of arithmetic, reading and composition
which are all Eleven-Plus subjects. History, Geography, Nature Study, Art and Music, Physical
Education, Swimming are also on the timetable.
Pupils are streamed8, according to their ability to learn, into А, В, С and D streams. The
least gifted are in the D stream. Formerly towards the end of their fourth year the pupils wrote their
Eleven-Plus Examination.
The hated 11 + examination was a selective procedure on which not only the pupils' future
schooling but their future careers depended. The abolition of selection at Eleven-Pius Examination
brought to life comprehensive schools9 where pupils can get secondary education.
PART III. FROM THE HISTORY OF PRESCHOOL EDUCATION:
PRESCHOOL EDUCATION IN THE USA
(from American press)
Text 9
Language Development in Children
From the moment of birth the child begins to learn from the world around him. For the first few
weeks he is more or less passive recipient of the attention given to him by the adults. The primary
means for effecting a change or activity in the infant's environment is through vocalization.
The earliest vocalizations are reflexive and have no meaning, no particular sound is connected
to any situation. During the first three or four months the responses of the adult to cooing and
crying make it possible for the infant to learn that vocalization has an effect on his immediate
comfort. Crying brings relief from pain and hunger, cooing arouses smiles and comforting pats. As
a result of this the infant begins to associate vocal sounds with the satisfaction of its needs. Thus
through increasingly meaningful interaction the infant develops simple but effective means of
communication.
Near the beginning of the second year life, genuine talking usually begins. Many eager parents,
upon hearing sound duplications which may only remotely resemble "ma-ma" or "da-da" are
confident that their child is now talking, but mere repetition of sounds in absence of meaning is
only a prelude to genuine speech. Some authors stress that linguistic development during the
second year of life is dependent largely upon imitation.
This is evidenced by the fact that the norma! child learns the language of his environment but
the congenitallv deaf child does not learn to speak at all because he is deprived of the opportunity
for imitation.
Near the end of the second year the child makes rapid vocabulary growth. Single words often
represent numerous meanings and may be used in many different contexts.
"Drink" may mean water or milk; "car" means car, truck, bus, or even train.
Language like other important human skills is learned. In order for the learning to occur,1 there
must be motivation on the part of the child. The child must somehow discover -that he can satisfy
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