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XX. Arrange a talk on the following topics 1. Difficulties awaiting young teachers. 2. Reasons for children's being unmanageable. 3. How to direct a child's energy into the right channels. 4. Ideal upbringing. XXI. Translate these sentences: 1. Я огляделась вокруг и увидела, что в поселке (village) не осталось ни одного деревянного дома. 2. Старый доктор остался тем же добрым, искренним человеком, каким (that) мы знали его с детства. 3. Остается по крайней мере месяц до нашего отъезда, но мы уже с нетерпением ждем отпуска и строим разные планы на лето. 4. Дай мне знать, если ты решишь остаться у своей тети на остальную часть каникул, я тогда присоединюсь к тебе. 5. Остается одно: попросить эту старушку присмотреть за детьми. 6. Послушай, я подмету пол и помою посуду, а ты сделаешь все остальное, ладно? — Хорошо. 7. Несколько человек остались на волейбольной площадке, а остальные игроки пошли в бассейн поплавать. 8. Вы ищете ваше пальто? Оно осталось в саду. Разрешите, я его принесу (fetch it). XXII. Try your hand at teaching. 1. The situation gives below could cause difficulties for the teacher. Describe how you would handle the situation in the teacher's position. Decide amongst your group which is the most practical solution; Bill, a fourth former, was always telling the class about his dog Timber, the tricks he could perform, what a wonderful watch-dog he was and how Timber would protect Bill. Each week he would come to school and tell about the wonders of Timber. As it turned out, Bill did not own a dog and none of his relatives or close friends had such a dog. 2. Learn to use alternative ways of controlling the class, using polite requests rather than direct commands. Notice: a) The following forms express annoyance and irritation. — Do try to work on your own. — Just speak up a little! b) You can make your commands sound more polite by using either a low rising tone or words, phrases and structures like "please; I'm afraid; I think; perhaps; don't you think; I (don't) want you to...; I (don't) expect you to...; would you like; would you, please; ..., will you; ..., could you; what if...; let's/let's not." Assignments: 1. Practise giving instructions to pupils in a polite manner, use the phrases below: go on to the next exercise, carry on (proceed) reading, repeat what you said, copy this off the board, work in twos (threes), share the textbook, try the next item, practise the irregular verbs, listen carefully to what I say, etc. 2. Take it in turns to play the part of the teacher beginning and finishing the lesson. Make sure that you don't sound too straightforward. (See "Classroom English", Sections II and III.) LABORATORY EXERCISES (I) 1. Listen to the text "Anne Meets Her Class", mark the stresses and tunes, repeat the text following the model. 2. Respond as shown in the models, check your replies. 3. Combine the sentences into one conditional sentence. 4. Write a spelling-translation test: a) Translate the given phrases into English. b) Check them with the key. 5. Answer the questions using the phrases "to like the idea/dislike the idea". 6. Translate the given sentences into English. Check your sentences with the key. 7. Listen to the Jokes connected with school life. Get ready to retell them in indirect speech. TOPIC: CHOOSING А CAREES TEXT A. WHAT'S YOUR LINE? School! Lessons, games, clubs, homework. A bell rings. You go to a classroom. A bell rings. You have lunch. A bell rings. You go home. But one day you go to school for the last time. What to do after that? You realize that the time to choose one job out of the hundreds has come. It's going to be a hard choice and nobody can make it for you. Before you can choose, you ask yourself quite a lot of questions. What do you know you are good at? What do you enjoy doing? Perhaps you enjoy working with your hands. Or you may prefer using your head — your brains. Are you interested in machines? Or do you like meeting people? It's difficult to know all the answers to these questions until you have left school and actually begun work. Many young people consider teaching as a career. It's not surprising: after your parents your teacher may be the most important person in your life. With all the teachers you meet, you think there isn't anything you don't know about the work. That's where you are wrong, since only those who are in it can appreciate it. Have you ever asked yourself why most teachers are so devoted to their work and privately think, though they may not like to admit it openly, that they serve humanity doing the most vital job of all? Those of us who spend our days in schools know how rewarding the job is. At the same time it is not easy and a real challenge to your character, abilities and talent, as teaching is a constant stream of decisions. Children in your classroom aren't just boys and girls. Every one is a unique individual who has never been before and will never again exist. If you like people, you will love teaching. To be a good teacher you must be genuinely interested in what you are doing. The most important things in the world are awareness and learning — wanting to know every day of your life more and more and more. Because every time you learn something new you become something new. An ignorant teacher teaches ignorance, a fearful teacher teaches fear, a bored teacher teaches boredom. But a good teacher catalyzes in his pupils the burning desire to know and love for the truth and beauty. John Steinbeck, writing about his school days said, "I've come to believe that a great teacher is a great artist and you know how few great artists there are in the world. Teaching might even be the greatest of the arts since its medium is the human mind and the human spirit." What an incredible responsibility to be the guardians of the human spirit and the human mind! I think, that is the reason why humanity has the deepest respect for teachers. I would never stop teaching and I'm sure that you, having chosen it for your career, feel the same way. If you don't feel that way then, please, for all our sakes, get out! The human mind and the human spirit are too wondrous to destroy. But if you are prepared to accept the responsibility, I wish you all the luck in the world. A Teacher TEXT B. CHOOSING IS NOT SO EASY AS IT LOOKS Jane: Hallo, Bob! Bob: Hallo! Jane: Oh, you've just left college, haven't you? Bob: Yes. Jane: What are you going to do? Bob: Er... well, it looks like a choice between teaching or going into an office and... I think I'd much prefer to go in for teaching, because... well you get long holidays. Jane: But, Bob, wouldn't you get bored with the same routine year after year teaching... teaching the same material to the children. And... a sense o! responsibility you need — all those children, all those parents. Вob: Oh, look, it wouldn't be as boring as... as working in an office. Teaching is terribly stimulating. It's ... new every day — I'm sure I'd enjoy it. Jane: But I mean, there's so much variety in office work! Look at my job: I'm dealing with people and their problems, there're new situations to cope with all the time. Bob: Yes, that's quite true, but I think there's a number of differences between teaching and office work and, well, I think I'll go in for teaching because... it really attracts me. (From J. Jones "Functions of English". Cam., 1981) Memory Work Autumn Flies In the other gardens And all up the vale, From the autumn bonfires See the smoke trail! Pleasant summer over And all the summer flowers, The red fires blaze, The grey smoke towers. Sing a song of seasons! Something bright in all! Flowers in the summer, Fires in the fall! (R. L. Stevenson) ESSENTIAL VOCABULARY (II) Words appreciate υ genuinely adv responsibility n career n job n responsible adj challenge n profession n vital adj choice n reliable adj vocation n educate υ respect υ work n, υ Word Combinations to make/take a (careful) choice rewarding/stimulating work to have no choice to be devoted to smth. or smb. to be interested in to be responsible for smth. to leave/finish school to take/accept responsibility school leaver to have/need a sense of res- to consider teaching (medicine, ponsibliliry etc.) as a career to cope with smth. to take up a carrer/a job to earn/enjoy gratitude to go in for teaching and respect to be in teaching (medicine, to have (no) respect for banking, etc.) smb. or smth. to be in/out of one's line love of smth./for smb. Note: The nouns "work, job, profession, career, vocation" have more or less the same meaning. Nevertheless there is a certain diffеrence in their semantics and usage. "Work" has the most general meaning and can be applied to anything one has to do in the way of making a living. "Job" is close to it in its meaning but tends to denote less prestigious work. Apart from that the word "job" can also denote a position in employment, in which case the difference between the words "work" and "job" is quite obvious (е.g. I'm very fond of шу job, even though it means doing a lot of work). "Profession" is work which requires advanced education and special training. Traditionally it's applied to law, medicine, architecture and military career. The word "career" itself means either a course of progress in the life of a person or has the same meaning as the word "work" and is mostly used when speaking of the choice of work. The word "vocation" means the kind of work to which a man is led by natural talents (compare with the word "calling"). It's a learned word and is seldom used in everyday speech. Remember that thе word "work" in the meaning mentioned above is uncountable and shouldn't be used with the indefinite article or in the plural. In contrast to it the word "job" is countable and can be used with the indefinite article. EXERCISES I. a) Transcribe and learn to read the following words: machines, appreciate, humanity, vital, challenge, individual, awareness, ignorance, fearful, boredom, medium, accept, routine, stimulating, variety. b) Study Texts A and В and explain the meaning of the words and word combinations listed below: think privately, the most vital job, a rewarding, job, a challenge to your character, an ignorant teacher, a guardian, the same routine, stimulating work, to go in for teaching II. a) Write English equivalents of the following words and phrases. Use them in sentences of your own: сделать выбор, иметь призвание (способности) к чему-л., интересоваться чем-то, подумать о профессии учителя, оценить, быть преданным своей работе, служить людям, жгучее стремление к знаниям, уважение к кому-л. b) Find in Text A synonyms to the following words and word combinations: to do well in smth., in fact, because, faithful, confess, gratifying, sincerely, knowledge, to ruin. III. a) Enlarge upon the following topics: 1. After your parents your teacher may be the most important person in your life. 2. Teaching is not easy and a real challenge to your character, abilities and talent. 3. To be a good teacher you must be genuinely interested in what you are doing. 4. Teaching is a constant stream of decisions. 5. Every time you learn something new you become something new. P r o m p t s: there's one more thing to be noted, moreover, what's more..., I might as well add that..., in addition, on top of that..., something else I'd like to say is..., talking of.... b) Comment on the quotation from John Steinbeck, say if you share his opinion. Do you also think that teaching equals art? Why do you think that! Find more quotations concerned with teachers and teaching, comment on them. c) Continue the text on the part of the teacher. You may find the following ideas useful: A good teacher is one who learns all the time, from life, from colleagues, from children; a professional teacher integrates theory and practice; this sort of work demands great patience; there are many skills necessary for good teaching. d) Prepare a 3-minute talk on one of the great teachers of the past or today, give reasons for your choice. IV. a) Act out the dialogue "Choosing is not so easy as it looks". b) Role-play a talk between an intending teacher and a will-be journalist on differences and similarities of the careers they've chosen. Use Text В and Essential Vocabulary П. V. Speak about: 1. possible change in the system of secondary education in Russia. P r o m p t s: universal compulsory education, to extend the training course, to improve the educational process, to modernize programmes and manuals, to use up-to-date technical equipment, to provide optional training in various subjects. 2. an ideal school as you see it. VI. Bead the jokes below. See how the verbs learn and study are used in the context. Consult a dictionary and find out the difference in their meaning and usage. Retell the jokes in indirect speech: 1. A young teacher just beginning his career asks advice of an older member of the faculty: "What have you learned in your years of experience?" "I've learned one thing. Often you will find while you are giving a lesson in class that there is one young upstart who always disagrees with you. Tell me, would you stop him and try to make him shut up right then and there?" "I suppose I would." "Well, don't. He's probably the only one who is listening to you." 2. A high-school girl seated next to a famous astronomer at a dinner party struck up a conversation asking, "What do you do in life?" He replied, "I study astronomy." "Dear me," said the young miss, "I finished astronomy last year." VII. Translate the sentences using the words learn and study in their different meanings: 1. В молодости он изучал химию в университете. 2. Дети легко учат иностранные языки. 3. Я очень огорчился, когда узнал, что не сдал экзамен. 4. Весь вечер он занимался в своей комнате. 5. Изучите эту информацию очень внимательно- она поможет вам сделать правильный выбор. 6. Моя сестра учится, чтобы стать юристом. 7. К сожалению, он так и не научился читать и писать. 8. Вам еще предстоит научиться, как справляться с трудными проблемами на уроках. VIII. Comment on the given proverbs. Make np a situation centered round one of them: 1. Better unborn than untaught. 2. Like teacher, like pupil. 3. A little knowledge is a dangerous thing. IX. a) Fill in prepositions and adverbs where necessary: Dialogue Bob: What are you going to take... as a career? John: Architecture. Actually, I've already started. I began my studies ... last October. Bob: What are you going to do when you finish? John: Oh, I shall go back ... home and practise ... my native town. There's a lot of useful work to be done there — building schools, hospitals, homes ... the people. Bob: What made you decide to take ... architecture as a career? John: Well. I was good ... Maths and Art... school and I think I had a certain feeling ... design. My teacher encouraged ... me and said I had a bent... architecture. Воb: I find that some young people fail to take ... a career because they're not sure what they want to do and what career opportunities there are. John: Yes, that's true. But usually your personal qualities show......school, don't they? Teachers guide and encourage ... the young to take ... the careers ... which they're best suited. |
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