- •Contents
- •Предисловие
- •Introduction
- •Our Teaching Practice
- •1. Find the English equivalents for the following:
- •2. Speak of your teaching practice.
- •I. The teacher
- •And Gladly Teach
- •1. Practise reading the following words:
- •2. Give synonyms and antonyms (if possible) for the following words:
- •3. Paraphrase the following:
- •4. Confirm or refute the following statements:
- •5. Give detailed characteristics of each category. Role play
- •This extract comes from a play about life in a convent school in London in the 1950s.
- •1. Work with your partner to decide if each of the following
- •Interpretations is correct or not. Give your grounds.
- •2. Work with your partner to do the following exercise.
- •This extract comes from a novel about a teacher who worked at a girls’
- •Look at what Miss Brodie says in the sentences before and after stop 2 and 4. In each case:
- •4. What do you think the main intentions of the writer of each extract were? Write Yes (y) or No (n) for each extract in the boxes below. Give reasons for your ideas, and add any ideas of your own.
- •Read it and say what she thinks the teacher can do to keep the classroom trouble-free.
- •B) Identify all the errors and correct them. What makes a good English teacher?
- •Writing
- •II. Teacher-pupil relationship Topical vocabulary a Adults/Teachers: educational goals
- •Assistant Teacher
- •5. Read these personality evaluation profiles of different pupils and using the topical vocabulary (see above), give detailed characteristics of your own.
- •2. Answer the following questions:
- •Role play
- •III. School and schooling education in great britain Topical Vocabulary
- •State Schools
- •Voluntary grammar schools;
- •Independent Schools
- •1. Answer the questions:
- •In late 1989 Britain decided to follow the example of most other countries and introduce a national Curriculum into schools. Read the extract below and answer the questions. The national curriculum
- •1.Match the words from the text with their equivalents:
- •2. Answer the questions:
- •Winston churchill’s prep school
- •1. Explain or paraphrase the bold-faced words and expressions.
- •2. Answer the questions:
- •1. What are the differences between the following types of British schools?
- •2. Divide into three groups. Each group should read one of the articles about schools.
- •1. Work with two people who have read the other articles and find out about the other two students at different schools. Make notes of:
- •2. Discuss any surprises you got while you were reading these texts and any differences between these schools and the one you went to.
- •3. Which of the three schools would you send your children to? Give your reasons.
- •Summerhill education and standard education
- •1. Explain the bold-faced words and expressions.
- •2. Answer the questions:
- •Writing
- •The Philosophy of Summerhill
- •Penalties Against the Fixed Rules
- •1.Explain the bold-faced words and expressions.
- •Should punishment be used in class?
- •1. Explain or paraphrase the bold-faced words and expressions.
- •2. Answer the questions:
- •In groups, discuss one of the following topics:
- •Writing
- •2. Work in small groups. Summarize the issue presented in the background reading. Take notes to complete the following outline.
- •Opinion 1
- •1.Listen to the commentary. Check the statement that summarizes the commentator’s viewpoint.
- •2. Read the following questions and answers. Listen to the commentary again and circle the best answer. Then compare your answers with those of another student. Listen again if necessary.
- •Introduction
- •Defending the Common School
- •2.Find boldfaced words in the essay that have similar meaning to the following:
- •Writing
- •Year-Round Schooling is Voted in Los Angeles
- •School and life
- •1. Explain or paraphrase the bold-faced words and expressions.
- •2. Answer the questions:
- •Vocabulary self-check
- •I. Choose the correct answer.
- •II. Use each verb, at least once, in the correct form to complete the following.
- •IV. Read the text below and fill in one suitable word for each number. Lionel Mendax: Curriculum
- •V. Read the text below and decide which option (a, b, c or d) best fits each. Lionel Mendax: The Truth
- •Writing
- •Где учатся «карьеристы»
- •IV. Higher education Topical vocabulary
- •British and American universities
- •Oxford and Cambridge—Two Famous University Cities
- •1.Explain the bold-faced words and expressions,
- •2. Answer the questions:
- •Higher Education in the United States of America
- •1.Answer the questions:
- •2.Find in the text the factors, which determine the choice by an individual of this oг that college or university.
- •3.Summarize the text in three paragraphs.
- •1.Use the topical vocabulary in answering the following questions:
- •2.Give English equivalents of the following words and expressions:
- •3.Speak about Vitebsk State University, its administration and organization, facilities, faculty, admissions requirements, student body, etc. Use the topical vocabulary.
- •Role play Exams or continuous assessment?
- •The argument: key words
- •1. Great progress in many fields, but exams: a primitive method of testing knowledge and ability.
- •The counter-argument: key words
- •Colleges Begin to Ask, “Where Have the Men Gone?”
- •Match the columns and reproduce the context:
- •2. Paraphrase the following vocabulary items:
- •3. Give synonyms and antonyms (if possible) to the following words:
- •4.Which words collocate with the following vocabulary items?
- •5.Give English equivalents to the following words and expressions:
- •6. Confirm or refute the following statements:
- •Answer the questions:
- •Role play
- •Vocabulary self-check
- •I. Choose the right answer.
- •II. Match the words for people in education with the correct definition
- •Selecting Courses
- •IV. Put each of the following words into its correct place in the passage below.
- •Students
- •V. Put each of the following words into its correct place in the text.
- •Examination Grading
- •VI. Put each of the following words into its correct place in the passage below.
- •Payment Plans
- •VII. Choose the best synonym.
- •VIII. Complete the following article by filling in for numbers the missing words. Use only one word for each space. Bears on campus
- •Writing
- •Supplementary material the profession of teaching
- •Career ladders and master teachers
- •Teacher education
- •Teacher as researcher and scholar
- •Role play
- •Литература
- •Газеты и журналы
Independent Schools
About seven per cent of pupils in England attend independent schools, of which there are around 2,270. In Scotland, around four per cent of pupils go to independent schools, of which there are around 114. Independent schools are not funded by the state and obtain most of their finances from fees paid by parents and income from investments. Some of the larger independent schools are known as public schools. Most boarding schools are independent schools and look after their own day-to-day affairs. However, they are subject to inspection to ensure they maintain acceptable standards of premises, accommodation and instruction.
The School Curriculum
All state schools in England, Wales and Northern Ireland must conform to the National Curricula. These set out what subjects pupils should study, what they should be taught and what standards they should achieve. They ensure that pupils cover a broad and balanced range of subjects that helps them to develop the qualities and skills needed in adult and working; life.
The period of compulsory education is divided into four key stages, depending on pupil age:
Key Stage 1 – Pupils aged 5 to 7
Key Stage 2 - Pupils aged 7 to 11
Key Stage 3 - Pupils aged 11 to 14
Key Stage 4 - Pupils aged 14 to 16
Pupils at Key Stages 1 and 2 study English, mathematics, science, design and technology, history, geography, art, music and physical education; at Key Stage 3 they study all these subjects plus a modern foreign language. Pupils at Key Stage 4 must study English, mathematics, science, physical education, technology and a modern foreign language; this gives pupils more choice and the opportunity to pursue further vocational courses if they wish.
For each subject, at each key stage, Programmes of Study set out what pupils should be taught with Attainment Targets setting out the expected standards of pupils’ performance.
From September 1998 the primary curriculum in England and Wales will be modified to allow schools to concentrate on the teaching of literacy and numeracy. The other key stage subjects will continue to be taught.
In Wales, the teaching of Welsh is part of the curriculum. In Northern Ireland the curriculum is made up of religious education and six broad areas of study: English, mathematics, science and technology, environment, society and creative studies. It also includes six compulsory cross-curricular themes: education for mutual understanding, cultural heritage, health education, information technology, economic awareness and careers education.
In Scotland the curriculum in state schools is not prescribed by statute. Instead, the Secretary of State issues national advice and guidance to schools and Scottish Local Authorities. Under the 5-14 Development Programme pupils aged between five and 14 study a broad and balanced curriculum based on the national guidelines which set out the aims of study, the ground to be covered and the way that pupils' learning should be assessed and reported.
The key aims of the programme are to achieve breadth, balance, coherence, continuity and progression for all pupils. Pupils aged between 14 and 16 in Scotland generally study for Standard Grade examinations and may also take National Certificates in vocational subjects.
Religious Education
Religions education in schools is not prescribed nationally as part of the curriculum, but is decided locally. Most schools provide religious education in accordance with locally agreed syllabuses. These are required to reflect that religions traditions in Britain are in the main Christian while taking account of the teaching of the ether principal religions represented in Britain. Agreed syllabuses should be non-denominational and should not try to convert pupils, or to urge a particular religion on pupils. All parents have the right to withdraw their child wholly or partly from religious education and schools must agree to any such request.
Assessment
England, Wales and Northern Ireland
The Government intends to introduce baseline assessments of pupils when they enter primary school. This will be followed by regular assessment and testing of pupils in schools to act as a check on their progress under the National Curriculum and will help teachers to be better informed on areas of weaknesses. Towards the end of each of the first three key stages children are assessed in the core subjects of English, mathematics and science against the attainment targets through teacher assessments and nationally designed tests. At the end of Key Stage 4, pupils take GCSE examinations.
Scotland
There is no national system of baseline assessment in Scottish schools. The 5-14 Development Programme includes provision Тог teachers to undertake regular assessment of pupils in schools to confirm progression through the five levels (A-E) of the Programme and identify and deal with any weaknesses. In English and mathematics pupils sit national tests when teachers consider that they have achieved each of the five levels of the Programme.
Do the following exercises