- •Учреждение образования
- •Contents
- •II. Match the verbs on the left with the nouns on the right and use the phrases in the sentences of your own.
- •III. Match the following nouns with the groups of adjectives.
- •IV. Match Russian and English equivalents.
- •V. Answer the questions using the active vocabulary.
- •VI. Job hunting is not easy nowadays. Read the text and say what problems Arthur had while looking for a job. Looking for a Job
- •VII. Answer the following questions.
- •VIII. Supply the missing questions.
- •IX. Answer the following questions. Work in pairs. Compare your answers with your partner’s.
- •XI. A) What’s your idea of an ideal job? What do you look for in an ideal job? Choose eight points on the list that you consider the most important.
- •XII. Seven people were asked ‘What do you like about your work?’ Here are parts of their answers. Match the parts.
- •1.2 Applying for a Job
- •II. Read the following job advertisement. Discuss the qualifications and experience that an applicant might mention in a letter. Complete the job application.
- •III. Use the words from the list to complete the letter of application.
- •IV. A resume is a summary of your personal information and experience. It is important to present it very clearly. Make your own using this one as an example.
- •1.3 Job Interview
- •Before the Interview
- •At the Interview
- •II. Work out the meanings of the following words from the context.
- •III. Read the following interview. Do you think Arthur will get a job? Why? Why not? Job Interview
- •Imagine you are having a job interview and make your own conversation with a partner using the dialogue above as an example.
- •1.4 Teaching as Career
- •I. Read the following conversation and say who/what influences people’s choice of a career. Worrying about a Child’s Future
- •II. Discuss with your partner who/what influenced your choice of profession.
- •III. Teaching is a noble and rewarding job, but there are a lot of difficulties in teaching. Read the following text and find out what problems a young teacher may face. Assistant Teacher
- •IV. Answer the questions.
- •An Ideal Language Teacher: What is He Like?
- •VI. Name the personal and technical abilities, according to the above description which are most important for the language teacher at school.
- •III. Find in the text the English equivalents for the following phrases.
- •IV. Read the following extract. Translate the underlined phrases and use them in the sentences of your own.
- •V. Compare the atmosphere of the school described above to that of the school where you had your teaching practice. Use the following words and expressions:
- •VI. Read the following conversation and give the reported version of it. After the First Lesson
- •VII. Translate into Russian.
- •VIII. Speak about your teaching practice according to the following plan.
- •1.6 Consolidation
- •III. Creative Writing
- •Education
- •2.1 Schooling
- •I. Learn the following words to use them in the vocabulary exercises.
- •II. Complete the sentences using the prompts in the brackets.
- •III. Complete the sentences choosing the appropriate phrase.
- •IV. Which verbs go with which nouns? Translate your word combinations into Russian.
- •V. Complete the following sentences using expressions of Ex. IV.
- •VI. Learn the useful expressions and then fill in the gaps with one of the words given below.
- •VII. Choose the correct word in each of the following sentences using the chart above to help you.
- •VIII. Before reading the text discuss the following questions with your partner.
- •Winston Churchill’s Prep School
- •IX. Answer the following questions.
- •X. Discuss the questions of learning dead and modern languages with your partner.
- •2.2 British Education
- •II. Read the text again and answer the questions.
- •III. Complete the sentences according to the information given in the text.
- •V. Give the English equivalents for the following words.
- •VI. Decide which words can go under these titles. You can use the words more than once.
- •VII. Fill in the gaps with the appropriate word from the list.
- •X. Look at the fact files. What do they have in common? Are there any differences? Speak about them. Facts about us schools
- •Facts about uk schools
- •XI. Answer the following questions and make the same fact file about schools and schooling in your country.
- •XII. Compare the system of elementary and secondary education in Great Britain and Belarus. Find information to support your ideas.
- •2.3 An Ideal School
- •I. Read the text and make the list of ideas which can help to create a perfect school. The Idea of Summerhill
- •II. The text goes on to describe Summerhill. Before you read it, discuss what you think the answers to these questions are.
- •III. Read the text to the end and check your answers.
- •IV. Answer the questions.
- •2.4 Applying for a University
- •I. Read the following text and name each stage of the described university admission procedure. Applying for a University Place
- •II. Find in the text the English equivalents for the following Russian phrases.
- •VI. Do you think examinations are the best way to test students’ knowledge? Give your reasons for/against exams. The ideas below will help you.
- •2.5 British Universities
- •I. Match English and Russian equivalents.
- •II. Form the derivatives from the following words.
- •III. Match the words with the definitions.
- •IV. Read the following text and say what types of universities there are in Great Britain. British Universities
- •V. Answer the questions.
- •VI. Mark the statements that are true according to the text.
- •VII. Choose the right word.
- •VIII. Think of the words to complete the passage below.
- •IX. Complete the sentences and expand the ideas to make a short summary of the text.
- •X. Read about different types of British Universities and note down the main differences between them. Types of Universities
- •XI. Say which of them you would like to study at. Prove your choice.
- •XII. Insert the articles where necessary. Oxford
- •XIII. Render the following text into English. Кембридж
- •2.6 At the University
- •I. Look through the following text and find information to prove that
- •The Nottingham Trent University
- •II. Translate the sentences with the words and phrases in italics from the text.
- •III. Describe the University you study at and the Language Department of your University using the vocabulary of the text.
- •IV. Read the conversation and suggest a suitable title for it. Find out what topic is discussed.
- •V. Answer the questions.
- •VI. Read the excerpts of the letter, written by a student at Oxford, and compare each point with the practice of teaching and learning in Belarus.
- •VII. Discuss the following questions in pairs and make a short summary to report to the group.
- •2. 7 Consolidation
- •I. Complete the sentences using the appropriate derivatives of the words given on the right.
- •II. Fill in the blanks. The first letter of each missing word is given.
- •III. Match the English idioms with their Russian equivalents. Use the English idioms in the situations of your own.
- •IV. Translate into English using the vocabulary of Unit 2.
- •III. Creative Writing
III. Find in the text the English equivalents for the following phrases.
Столкнуться лицом к лицу; иметь в виду; поделиться всем, что знаешь; внушать учащимся любовь к; растеряться; подружиться; учиться в старших классах; быть загруженным писаниной; педагогическая практика; присутствовать на открытых уроках; высококвалифицированный специалист; хорошо разбираться в предмете, который преподаешь; средства обучения; отстать в учебе; пропустить занятия из-за болезни; проверять письменные работы; внеклассная работа; преодолеть сомнения.
IV. Read the following extract. Translate the underlined phrases and use them in the sentences of your own.
A few weeks ago Miss Blake, a young teacher, was invited to our school to substitute for Miss Caroline, as the latter had fallen ill. Our new colleague was cheerful, attractive, neat and nicely dressed. I liked the way she treated her pupils. None of them felt confused or incompetent in her presence. I must admit that several teachers advised Miss Blake to get a bit tighter hand over her pupils. They considered that her children might let her down if she didn’t tackle them in the right way. Miss Blake kept the other point of view. Miss Blake never forgot her school years and her teacher Mr. Garton. She remembered him bringing the cane down on the boys who showed disobedience. She would never forget her boy friend’s white face and his look full of hatred. His feelings were hurt. Since that very day she didn’t have much faith in heavy punishment and was sure that it wasn’t power alone that mattered in bringing up children.
V. Compare the atmosphere of the school described above to that of the school where you had your teaching practice. Use the following words and expressions:
hostile; gloomy corridors; broken windows; obscene words; to be silent; the silence had nothing to do with attention; the girls with pale or made up faces; a lot of clerical work; to be lost; to be disappointed and disillusioned;
modern; light; bright; well-equipped labs; spacious halls; a friendly atmosphere; ready to help; experienced teachers; competent professionals; enthusiastic; ready to experiment; sympathetic; helpful; to be quite at home in a subject; active; friendly and responsive; teaching aids; extra-curricular work; to be proud of.
VI. Read the following conversation and give the reported version of it. After the First Lesson
Mary:Congratulations! Your first lesson is really a success.
Ann:Thanks. I still don’t believe I’ve done it.
Mary:You have, and very well at that!
Ann:You won’t believe, but I was looking forward to this lesson from my first year in the Institute. It seemed so exciting to appear in the classroom as a teacher! But when the time came I felt I could have died of fright!
Mary:But you didn’t look frightened at all! There was not a shade of hesitation in your voice. To the pupils you seemed perfectly calm and well-composed.
Ann:You don’t say so! I was all nerves and could hardly speak.
Mary:That means you can hold yourself in hand – the first quality a teacher should possess.
Ann:Well, you are joking!
Mary:It’s not an occasion for jokes. I’m sure you’ll make a good teacher – and that’s exactly what our instructor in teaching methods says about you.
And as for me, I feel I’m fit for nothing… My first lesson was a complete failure…
Ann:There, there, don’t exaggerate! It was not as bad as you say. You should pay more attention to all kinds of drills at the lesson, and all that…