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Exercise2. Match the words and phrases in the box with the correct definitions.
| ~ suspend ~ play truant ~ lesson ~ break up ~ prefect ~ term ~ expel ~ subject~ |
1….. a period of time (often 45 minutes) when students learn in a classroom
2…..miss school without permission or without a good reason
3…..a period of time (often 3 months) when a school is open
4…..start a school holiday, such as the Christmas holiday
5…..tell a student they can’t come to school for a short time because they did
Something wrong
6…..something you study at school, such as maths, French, etc.
7…..a student who is given extra responsibility for making sure other students
Obey the rules
8…..tell a student they can’t come to school ever again because they did
Something wrong
Exercise3. Complete the passage using the words and phrases in the box.
| ~ secondary ~ sixth form ~ senior high ~ primary ~ elementary ~ junior high ~ nursery~ |
Education system in Britain and America
Britain and America have different education system. In both countries, most children go to (1) … school (or kindergarten) between the ages 3 and 5. Then, in Britain, they start (2)…. School, where they stay until age 11. This is followed by (3) … school until age 16. If they stay at school, they go into the (4) … until they are 18. Sometimes, this means going to a special college.
In America, children go to (5) …. School from 5 to 11. Then, they go to middle school (also called (6)…..) until age 14. From 15-18, American children attend high school (sometimes called (7) …. school).
Follow-up: Work in pairs. The extracts given below present controversial subjects. Team up with another student, work out arguments “for” and “against” and discuss the extracts in pairs. Use conversational formulas of agreement, disagreement, giving opinion.
A. Should a teacher take home his pupils’ work to check it?
Don’t fall into the habit of bringing work home, Rick. It indicates a lack of planning, and you would eventually find yourself stuck indoors every night. Teaching is like having a bank account. You can happily draw on it while it is well supplied with new funds; otherwise you’re in difficulties. Every teacher should have a fund of ready information on which to draw; he should keep that fund supplied regularly by new experiences, new thoughts and discoveries, by reading and moving around among people from whom he can acquire such things.”
B. Should a teacher plan all the procedure of a lesson?
“The rest of that summer Miss Dove mapped her strategies in her bed-chamber. To represent a classroom she laid her father’s chessboard on a table by the north window. The squares were desks. The ivory men were children. For hours on end, moving them about the board, speaking to them in unequivocal terms, she did what might be called ‘practice teaching”. To the last detail she planned her procedure. The greeting to each class, as it entered the room, the ceremony of its dismissal, the rules and penalties and forms were all settled upon. The presentation of her subject matter was carefully considered.”
C. Should compulsory school attendance be abolished?
“We should abolish compulsory school attendance. Our compulsory school attendance laws once served a humane and useful purpose. They protected children’s rights to some schooling, against those adults who would otherwise have denied it to them in order to exploit their labour, in farm, shop, store, mine, or factory. Today, the laws help nobody, not the schools, not the teachers, not the children. To keep kids in school who would rather not be there costs the the schools an enormous amount of time and trouble, to say nothing of what it costs to repair the damage that these angry and resentful prisoners do whenever they get the chance. Every teacher knows that any kid in class who, for whatever reason, would rather not be there, not only doesn’t learn anything himself but makes learning harder for anyone else. For many kids, not going to college, school is just a useless time-wasting obstacle preventing them from needed money or doing some useful work.”
D. Should fixed curriculum be used in schools?
‘Some harder reforms are required. Abolish the fixed, required curriculum. People remember only what is interesting and useful to them, what helps make sense of the world or helps them enjoy or get along in it. All else they quickly forget, if they ever learn it at all. The idea of the “body of knowledge”, to be picked up at school and used for the rest of one’s life, is nonsense in a world as complicated and rapidly changing as ours. Anyway, the most important questions and problems of our time are not in the curriculum, not even in the hot-shot universities, let alone the schools. Check any university catalogue and see how many courses you can find on such questions as Peace, Poverty, Race, Environmental Pollution and so on.”
Group Discussion
a)Give your own views on the problems below and speak against your opponents.
Children before school. Do they have opportunities to learn? Are they eager to find and figure things out? Inquisitive? Confident? Persistent? Independent? Have they achieved a degree of three days. Of course, I shall take Only the things I can’t do
b) Give Russian equivalents for the following English proverbs and sayings (or translate them into Russian). b) Explain in English the meaning of each proverb. c) Make up a dialogue to illustrate one of the proverbs:
1. When one loves his art no service seems too hard. 2. The devil is not so black as he is painted. 3. When in doubt leave it out, 4. Art is long, life is short. 5. That’s a horse of another colour. 6. A thing of beauty is a joy forever. 7. Art lies in concealing art. 8. Art has no enemy except ignorance.
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Conversation practice: Advice
a) How to give advice:
Why don’t you
you should
I think you’d better go to the seaside.
you ought to
b) How to accept a piece of advise:
that sounds a good idea.
Yes, I’ll do that.
I’ll certainly try that.
Thank you.
All right.
Yes, certainly.
Very well.
I. Listen to the dialogues and learn them:
1. – I’ve lost my passport.
- You ought to report it to the police immediately.
2. - The last train goes in five minutes. I think you’d better hurry up.
- I’ll do that.
3. - I’ve got an awful toothache.
- You’d better go and see the dentist.
4. - I’m taking my exams soon.
- You must work hard to pass them.
5. - I often oversleep in the morning.
- Why don’t you buy an alarm clock?
- I’ll certainly do that.
6. - Steve, you are too fat. You really should watch your weight. You shouldn’t drink so much bear.
- I know I shouldn’t, but I like it.
- Well, then, you should get more exercise.
- Yes, I know, but I never have time.
7. - Your car has a bag engine. Why don’t you buy a new car?
- I’ll certainly do that.
8. - I feel seasick.
- Perhaps, you’d better go straight down to the cabin and lie down. You are not a very good sailor.
- That’s right.
9. - I’m afraid I’m getting overweight.
- Why don’t you go in for sports? It will do you good.
- That sounds a good idea. Thank you.
10. - Your eyes are infected. You ought to consult a specialist.
- I’ll do that.
II. Respond to the statements giving advice. Use:
e. You’d better …
e.g. – I have a terrible headache. (take an aspirin)
- You’d better take an aspirin.
1. I haven’t enough literature for my report. (go to the library) 2. Our seats are far from the stage. (take opera-glasses) 3. I think I’ve lost my way. (ask a policeman) 4. I’m going to fly there. (go by train) 5. It is very cold today. (stay at home) 6. I’m going to send her a letter. (a telegram)
b) You should …
e.g. – There’s something wrong with my TV set. (take it to the repair shop)
- You should take it to the repair shop.
1. The suit fits you perfectly. (buy) 2. The book is very interesting. (read) 3. The film is exciting. (see) 4. I don’t know how to lose weight. (eat less) 5. I’m afraid I might be late. (take a taxi) 6. This dictionary is very good. (buy)
c) You ought to …
e.g. – She is so busy now. (help)
- You ought to help her.
1. The doctor advised me to rest in the country. (follow his advice) 2. The traffic is heavy hear. (cross the street carefully) 3. She looks tired. (she, have a rest) 4. I doubt the results of the experiment. (check them again) 5. I don’t know how to get there. (find out at the inquiry office) 6. He is your uncle. (invite)
d) Why don’t you …
e.g. – I can’t repair my car. (ask James to do it)
- Why don’t you ask James to do it?
1. I don’t like my parents job. (change) 2. I’m in love with Monica. (marry her) 3. My car has been stolen. (report it to the police) 4. This dress looks smart. (buy) 5. There’s an interesting exhibition at the Palace of Sports. (go) 6. Fishing is exciting. (try)
III. Advice your friend to (not to):
Work harder; worry less; go to bed so late; spend so much money; take things easy; go in for sports; give up smoking; see the football match; consult the doctor; have a rest; get more exercise; buy a car
You friend will accept your advice.
Ñàìîñòîÿòåëüíàÿ ðàáîòà ñòóäåíòîâ:
Role –Playing
Formal Versus Informal Teaching
The group of students is divided into two teams, each of which performs the same role play. While discussing formal and informal styles of teaching be sure to show their advantages and disadvantages. Expand on the ideas of your character. Disagree with some participants and share the others’ points of view. At the end of the conference you should come to a conclusion about the desirable style of teaching in school. (May be done by a vote.) Comments from the class on each team’s performance and the value of the different arguments are invited.
Situation:After studying the county reports on the work of formal/informal classes in secondary schools of the county the chief education officer who is at the head of the local education authority) holds a conference to discuss the most controversial issue in the area of “teaching style” that is to say: are “informal” styles of teaching more effective than “formal” ones?
Characters:
1. Mr. Bernard Hudson, aged 33, an education officer, has no definite view of his own; he is in two minds after his inspection. Pupils seem to do better in terms of the basic skills in formal classes; the superiority of formal teaching for basic subjects is evident. Children taught in informal classes achieve lower academic outcomes but are more independent, cooperative, ask more questions seeking information, are better at non-verbal problem solving, are less frequently absent from classrooms. Much individualised instruction is used here.
2.Miss Susan Curry, aged 54, a Geography teacher in Stewart Comprehensive School. Stands for firmness, principle and authority. Never reduces learning to the level of entertainment. Organises her lessons well. Laughter is not her style. Ignores fashion. Responsibility is the air she breathes. She likes utilizing her strength to its utmost limits. Always shows her power. Likes making and keeping rules. Insists upon her pupils’ even margins and correct posture, punctuality and industriousness.
3. Mrs. Hilary Bell, aged 42, a grammar school teacher. Likes her work and her school. Approves of its formality, its regard for order. Is used to working briskly, without a break. Writes in careful, legible script. Has cultivated felicity in the language. Never permits her pupils to use expressions which are inelegant, rude or improper. Always acts within reason. Reminds people of Mary Poppins, an English nanny from a fairy-tale with supernatural powers. Has the same effect on children. Keeps pupils on their toes. Discipline in her class is strict. Discourages movement during classes, pupil talk is forbidden. All the same shows much respect for her pupils.
4. Mr. Mark Dawson, aged 27, principal of Newlyn East Primary School. Believes in being friends with the children, in classroom democracy. Is charmed by his younger pupils. The infants are his pets. Likes to join in their games at break, to feel that they love him. In his lessons pupils take an active part. He lets children speak and think through speaking. Doesn’t approve of Hilary Bell’s didactic methods but admits that they work if a teacher is sincere since kids are fair. You can’t fool them. If a teacher is doing a sincere job, they know it.
5. Ann Bennett, 21 year-old student teacher. Uses informal methods in her class. Movement during her class is allowed, any question is encouraged. Interruption of the lesson doesn’t scare Ann. She comments on all marked work in the spirit of a teacher- learner dialogue. Likes to put problems and encourages their discussion either in pairs or groups. Though her class sometimes lacks discipline she is quite happy with her work, methods and pupils. Believes that in formal classes children won’t develop an ability to think and feel for themselves. But her timing and planning are not perfect. Sometimes doesn’t have time to explain and drill everything she is expected to.
6. Mrs. Leonie Thorpe, aged 67, a pensioner, former teacher of English. Thinks that there is no single right of handling classes or individual children. Each teacher should find his own way. Leonie’s experience shows that certain formal ways of behaving in the classroom are more likely than others to lead to order, Is not sure that children can say and do as they please in the classroom. The more teachers take from children, the worse it gets. Thinks it is necessary to find some way to show them who’s Boss”. But believes that an olderly and highly drilled class who know exactly what is expected of them at each point of the lesson may not always develop personal qualities. Thinks that friendliness and cooperation are required on any teacher’s part.
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