1. Read the following dialogues. A) Explain the meaning of the underlined words and word combinations. B) Answer the questions.

1. What kind of school was Caroline assigned to?

2. What was wrong about the school Caroline was assigned to? Did she ever get to know?

3. Who and why were Miss Gale and Miss Rowe put with?

4. What are “observation periods”? Why are they necessary?

5. What happened in Philip’s class?

6. Why was the Headmaster not furious?

1.

Diana: Philip! Philip! We’re over here.

Caroline: What happened to you?

Phillip: Nothing very much.

Diana: Well, why are you late then?

Philip: I left the address of the school in my other jacket.

4. Sum up the info of this article. Focus your attention on the methodology for ranking universities. If info is not enough feel free to check other sources. 26

World's top 100 universities 2014: their reputations ranked by Times Higher Education 26

The Animal School 44

Ukraine’s ‘top lawyers’ can be worth knowing 162

b) 167

Death Sentences and Executions for Juvenile Crimes in the USA 188

Juvenile Hall Is No Place for Kids 189

A Visit to a Prison 196

Part I. WHAT MAKES A GOOD TEACHER? 264

Topical vocabulary 264

to identify with the needs 276

early environmental influences 276

educational backgrounds 276

inventory of the pronunciation 276

related disciplines 276

of evaluation 276

utilize the course 276

the students' progress 276

develop certain 276

as a second language 276

Some Important Teaching Factors 276

relaxation n a way of resting and enjoying yourself, e.g. I play the piano for relaxation. Meditation allows you to enter a state of deep relaxation. 296

pass n 1) document an official piece of paper which shows that you are allowed to enter a building or travel on something without paying, e.g. The guard checked our passes. 297

2) exam/test a successful result in an examination, e.g. You will need at least three passes to get onto the course. 297

pass in, e.g. Did you get a pass in English? 297

the pass mark (the mark you need to be successful) is 55%. 297

mention/note something in passing if you say something in passing, you mention it while you are mainly talking about something else, e.g. He did mention his brother's wife, but only in passing. 297

present something to somebody/something, e.g. The computer centre presented a cheque for £500 to cancer research. 297

297

5. decline n a decrease in the quality, quantity, or importance of something 297

decline in, e.g. There has been a decline in the size of families. 297

decline of, e.g. the decline of manufacturing. 297

rapid/sharp/steep/dramatic decline, e.g. a rapid decline in unemployment. 297

steady/gradual/long-term decline, e.g. The island's population initially numbered 180, but there was a gradual decline until only 40 people were left. 298

in decline widely held belief that educational standards are in decline (falling). 298

fall/go etc into decline e.g. The port fell into decline (became less important and less busy) in the 1950s. 298

hold off ph v to delay doing something, e.g. Buyers have been holding off until the price falls. 298

get hold of something also get a hold of something AE to find or borrow something so that you can use it, e.g. I need to get hold of a car. She managed to get a hold of a copy. 298

get hold of somebody also get a hold of somebody AE to find and speak to someone about something, e.g. I must get hold of Vanessa to see if she can babysit. 298

break a habit to stop doing something that you do regularly, especially something that you should not do, e.g. a new drug which helps smokers to break their habit. 299

READING COMPREHENSION EXERCISES 301

10. Sum up the info of this article. Present your reports in class concentrating on: 324

concerns of society about family as an institution; 324

functions of a family; 324

changes in American families; 324

the history of American families. 324

1. There's no such thing as a free lunch. 2. To err is human.3. Where there is a will there is a way. 4. All good things must come to an end 385

Жанрові новації сучасного українського телебачення 405

Education-Related Terms 411

World Reputation Rankings 2014 by university 418

GIVE AND RECEIVE POSITIVE FEEDBACK! 480

THE CLASS TEACHER 482

Sample Topics: Teaching 484

1. Paraphrase the following expressions using their synonyms from the text: 491

to develop in one’s life and become older and more experienced, to learn from one’s experience, to learn a particular manner or style of behaving in the surrounding world, to have qualities and experience that are suitable for a particular group of people. 491

2. Explain what is meant by: 492

to move on with one’s life, to increase one’s activity outside the home, to process one’s experience, to utilize one’s parents for advice, to learn one’s way round one’s world, the apple doesn’t fall far from the tree, to fit into society 492

3. Match A and B: 492

A B 492

1. self-reliant 492

2. resourceful 492

3. impelled 492

4. uncouth 492

5. taciturn 492

Television for Learning: Our Foremost Tool in the 21st Century 512

Dr. E. Palmer 512

Depending on how one looks at the status of educational television in the world today, one sees either a glass half full or a glass half empty. Great advances have been made worldwide in forging inventive applications. Many different program genres have been used to address diverse audiences for a variety of formal and non-formal learning purposes, with scientifically measured results. The record of accomplishments is impressive, yet TV is drastically underutilized as a teaching tool in countries that have the highest prevalence of urgent and otherwise unmet education needs. The large gap that exists between the state of the art and the state of practice in the use of television for development has many causes, including a major lapse of international attention to national capacity building and application. 512

Philip: Brook Lane! I’ve heard some pretty ghastly things about that place.

Steve: Oh? What’s wrong with it?

Philip: You’ll find out. I’m glad I’m going to work with Juniors.

Steve: You still haven’t told me what's wrong with Brook Lane.

Philip: Oh, it’s only that my tutor said …

Caroline: Don’t listen to him, Sterve, he’s only trying to frighten you.

Steve: What did your tutor say?

Phillip: Nothing much. Well, I must dash! See you tonight!

2.

Mr Bidwell: Ah, good morning! Miss Gale and Miss Rowe, isn’t it?

Caroline: That's right. I believe you are expecting us. We’re from Perivale College of Education.

Mr Bidwell: Welcome to Parkdale Infants. I’m. sure you’ll find us a very happy school.

Diana: We’ve heard a lot about you at College. Some of your work sounds most exciting, especially your new ideas about the teaching of mathematics.

Mr Bidwell: Yes, I suppose it is. We’re lucky to have a new building and a very good staff. Well, I think we’d better get down to business, don’t you? I have your timetables. Here they are.

Mr Bidwell: I've put you with two of our most experienced teachers. I want you to observe them closely.

Caroline: Certainly.

Mr Bidwell: These observation periods will be of great value to you.

Caroline: When will we be able to start teaching?

Mr Bidwell: All in good time! There’ll be an oppor­tunity to take one or two classes today. Under su­pervision. of course.

Diana: Will we be able to see different age groups?

Mr Bidwell: Most certainly, but for the first couple of days I want you to work closely with Miss Lee ,and.Mrs..Bennett.

Caroline: Yes, I see.

Mr Bidwell; Well, ladies, it’s nice to have you with us. While you’re here for this short period, you’ll be treated as members of staff. Now I’ll take you to your classrooms. After you, Miss Gale.

Caroline: Thank you, Mr Bidwell.

3.

Diana: How did you get on, Steve?

Steve: Very well indeed! I had this marvellous idea about drama.

Diana: What were you doing?

Steve: It was a history lesson actually. I was doing something about Roman Britain.

Caroline: Roman Britain? Where did the drama come in?

Steve: Well, we’d talked about Caesar’s invasions of Britain and I thought we’d act the assassination. Marvellous idea! The whole class were Roman Senators and I was Caesar. Action, everything. It was all right until one of the kids produced a real knife! Here’s Philip.

Caroline: Late again!

Philip: I had to wash my trousers.

Diana: You had to wash your what?

Philip: Trousers! They were covered in powder- paint.

Diana: Well, what’s been happening to you?

Philip: An art class! I told them to paint me. And one of them did! All over! Then the Headmaster came in.

Steve: I bet he was furious.

Philip: 'No, no, on the contrary. He said, ‘Congratula­tions, Mr Webster. We’ve had such a lot of trouble with that child. This is the first time he’s done anything!’