The educational system in England and Wales

THE EDUCATIONAL SYSTEM IN ENGLAND AND WALES

 

Read the following words aloud:

[ e] – select, present, accept, education, secondary, direct

[ei] – stay, stage, they, state, play, accommodate

[ i ] – infant, system, different, until, informal, exist

[ә:] -girl, firm, fur, turn, nursery, university, first, observe

[α:] – pass, glass, class

[o:] – all, call, small

 

1. Divide the following words into 2 columns according to the reading of C:

Class, secondary, act, accept, local, education, call, except, public, cultural, attendance, complicated, compulsory, include, facilities, intellectual

 

2. Read and translate the following words:

Independent, private, public, nursery, provide, complicated, attendance, cultural, provision, leisure, activities, except, attached, present, junior, educational, co-educational, authority, facilities, accept, either, include, comprehensive, different, primary, secondary, number, local, accommodated, separate, further, system, alongside, exist, compulsory, informal, division, intellectual.

 

3. Read and translate the following word-combination:

The local authorities, comprehensive schools, the under fives, attendance at school, informal educational and play facilities, infants’ schools, junior schools, public schools, nursery schools, the traditional tripartite system, intellectual training.

 

4. Read and translate the following sentences:

1. There are three stages of education in England. 2. The under fives may attend nursery schools or nursery classes attached to infant schools. 3. Informal educational and play facilities are provided for children between two and five years old. 4. Attendance at nursery schools is not compulsory, but attendance at infants’ schools is compulsory. 5. Secondary education includes the state system of education and system of private schools called public schools. 6. Education in England and Wales is compulsory from five to sixteen years of age.

 

5. Read the article and say whether these statements true or false:

1. Attendance at nursery schools is compulsory.

2. The primary stage is divided into two – infant and junior schools.

3. All the children at 11/12 years of age pass from primary to secondary schools.

4. Grammar schools, secondary modern schools, technical schools are the three traditional types of school in Great Britain.

5. The system of private schools doesn’t exist in Great Britain.

 

Write out of the text the key sentences, retell the article

 

LENGTH OF SCHOOL LIFE

Full-time education is compulsory from the age of five, and it is customary for children to start school at the beginning of the term in which their fifth birthday falls. They must not leave before the end of the term in which they reach the age of sixteen, but they may continue until the age of nineteen.

The period of full-time education is divided into two stages – primary and secondary. A child normally completes the primary stage at the end of the school year in which his eleventh birthday falls. During this primary stage, a child may attend one school, or, particularly in urban areas, two, these being an infants’ school and a junior school. If he begins in an infants’ school, he will transfer to a junior school at the end of the school year in which he becomes seven years old. Upon leaving the junior school he goes to a secondary school of one type or another. A noteworthy feature of both primary and secondary schools is that promotion is, in generally, based on age and not upon attainment.

The school year begins in September, and continues until late in July. It is divided into three terms separated by vacations at Christmas and at Easter, each lasting about three weeks, and a summer vacations of six or seven weeks. Mid-term is usually marked by a long week-end of three or four days’ duration.

 

7. Answer the following questions:

1. What type of education is compulsory in Britain? 2. When is it customary for children to start school? 3. How many stages is the period of full-time education divided into? 4. What are they? 5. When does a child normally complete the primary stage? 6. How many schools may a child attend during the primary stage? 7. What primary schools may a child attend, particularly in urban areas? 8. When may a child be transferred to a junior school if he or she begins in an infants’ school? 9. When does he or she go to a secondary school of one type or another? 10. What is a noteworthy feature of both primary and secondary schools? 11. When does the school year begin? 12. How long does it continue? 13. How many terms is it divided into? 14. How long does each term last? 15. What is each term separated by? 16. What is mid-term usually marked by? 17. How long does it last?

 

8. Read and translate in the written form the following article:

Agree or disagree

1. The school day usually runs from 9 a.m. to 4 p.m. with a break for lunch and with 10- or15-minute breaks in the mid-morning and in the mid-afternoon. 2. For children in an infants’ school the school day must not be shorter. 3. Members of a class usually do all their work with the same teacher. 4. Sometimes when there are teachers with special ability the children may receive lessons from two or more teachers during the week. 5. Numbers in class don’t vary widely.

 

GRAMMAR SCHOOLS

 

GRAMMAR SCHOOLS

The secondary grammar school bases itself on the older fee-paying schools. The grammar school tries to copy the public school in its curriculum, its disciplinary methods and in the general atmosphere it tries to create; masters wear their academic gowns, for instance.

The grammar schools (and some secondary moderns) usually divide the children into houses, just as in the public schools, but these houses in grammar schools are highly artificial groupings, formed to facilitate sports competitions and the delegation of disciplinary responsibility. A house is a social unit of the pupils. In each house there are pupils of all ages. The pupils meet together with the teachers who are connected with that house. The most obvious demonstration of a house system and the house feeling is the school sport day, though there may be all kinds of other house rivalries, in team games, play competitions and so on. The pupils of a house are under the supervision of a housemaster.

Most grammar schools prepare their pupils for the General Certificate of Education (GCE) at sixteen, an examination, devised and controlled by the universities. The examination determines the curricula and syllabuses to a large extent. Examinations are available in a large range of subjects and none are compulsory unless the Head makes them so. This applies also to the number of subjects any pupil may take. They may sit for the examination in one subject or ten! They number of passes they obtain is shown on the certificate. It is usually the Head and his staff who decide these questions, and streaming (yes, it usually continues at the secondary stage, even in the grammar schools) is based first on the number of subjects the group will take; e.g. the A stream may all be taking seven subjects and the bottom C or lower stream may not be taking the examination at all. Most pupils leave after getting their GCE and many go into offices. Many pupils with good results go on to become teachers. A much smaller number of pupils remain at school for another two years till eighteen and sit for the GCE at Advanced level (usual maximum three or four subjects). This is the real gateway to the university.

 

Agree or disagree

1.The secondary grammar school bases itself on the older fee-paying schools. 2. The curriculum and the disciplinary methods of the grammar school are quite different from those of the public school. 3. The grammar schools usually divide the children into houses, just as in the public schools. 4. Most grammar schools do not prepare their pupils for the General Certificate of Education. 5. Examinations are available in a large range of subjects. 6. The examinations are not compulsory unless the Head makes them so. 7. All the pupils may sit for the examinations only in five subjects. 8. Most pupils remain at school another two years.

 

PREPARING FOR THE GCE

For many pupils the GCE examination at Ordinary level marks the end of their school career, but the tendency of recent years to continue at school in order to spend a year or two in the sixth form has grown steadily. In an increasing number of grammar schools the traditional curriculum is undergoing modification in the fourth and fifth years to place greater emphasis on practical subjects and to introduce something of a technical bias for those pupils whose interests and aptitudes lie in this direction; this development is not confined to areas where there are no technical schools.

The sixth form comprise the group of pupils who remain at school for a further 2 or 3 years, generally with a view to entering universities, training colleges for teachers or technical colleges, or certain professions direct. Their curriculum is markedly specialist in character. It is narrowed to about 5 subjects of which the pupil will specialize in 2 or 3, devoting about two-thirds of the working week to them. Typical combinations of special subjects are mathematics, physics and chemistry; physics, chemistry and biology; mathematics, further mathematics and physics; Latin, French and German; English, French and Latin; English, history and geography; Latin, Greek and ancient history.

It will be apparent that the choice of subjects tends to divide the sixth form into two sides – the science side and the arts side. It is estimated that about 60 per cent of all sixth-form pupils are currently studying on the science side of sixth forms, in grammar schools. This fact is exemplified by the order of popularity of entries for the GCE at Advanced level, which is usually taken two years after sitting for the Ordinary level. The order is physics, mathematics, chemistry, English, history, French, biology, geography, Latin. In addition to their special studies, sixth-form students usually follow courses in general education in a variety of patterns. They also devote part of their time in school to private study.

MODERN SCHOOLS

 

MODERN SCHOOLS

Secondary modern schools provide the broad general education required by the majority of pupils. The subjects of the curriculum are the same as those for the grammar school except that (a) the number of pupils who study a foreign language is very small and (b) more time is given to workshop craft for boys and housecraft for girls. The teaching methods and the content of syllabuses are varied so that they match, as nearly as is practicable, the wide range of ability among the pupils. Age groups are divided into forms according to ability and, to a lesser extent, in the later stages according to choice of subjects.

With pupils of moderate ability, emphasis is placed upon learning through discovery from books and other sources of information, and by paying local visits to farms and factories, to historical buildings and to places of geographical interest. Such subjects as history, geography, science, music, art and craft, workshop crafts or housecrafts, and physical education are generally taught by specialist teachers. Increasingly, English and mathematics receive specialist treatment too, though in many schools they are still the responsibility of the form teacher.

Initially, pupils who are of greater ability follow the same curriculum as those who form the average group, but more is expected of them, and of recent years there has been a strong trend towards introducing extended courses for these abler pupils. Some of these extended courses reflect a bias towards vocational studies; others are a preparation for examinations, and particularly for the examination to the General Certificate of Education.

 

Agree or disagree

1. Most children of rich people go to modern schools.

2. The education reflects a bias towards practical studies in modern schools.

3. All the pupils who leave modern schools may enter the university.

 

Read the article and translate in the written form:

TECHNICAL SCHOOLS

Technical schools are the heirs to the junior technical schools before 1944 which took pupils at 13 and prepared them for work in an industry or group of industries. The new secondary technical schools were planned as the academic equals of the grammar schools, but specializing in technical subjects. However, there were never many of these schools, and for various reasons they were widely considered inferior to the grammar schools.

It is hard to account for the failure of the technical schools to catch on. It is true that a lot of people in education have always thought them unnecessary, but they also have had very strong defenders. The chief difficulty was that although entry to them was competitive they remained overshadowed by the greater prestige of the grammar schools. Both parents and teachers tended to think of the technical schools as a second best. Some education authorities confirmed this by making it clear that children of a lower IQ could be accepted for technical schools after they had been rejected by the grammar schools. The impression was further confirmed by the fact that entry to technical schools remained at 13 and the grammar school rejects went to them after two years in a secondary modern school.

As one might expect, the technical school curriculum is basically similar to that of a grammar school, though it may not offer Latin and Greek, or more than one foreign language. It is doubtful whether technical schools do more mathematics or sciences than grammar schools but they certainly biased still towards particular trades like engineering or building. The pupils might get rather less history, geography, English literature and music. Out-of-school activities may play a smaller part than a grammar school.

Though the technical schools offer courses leading to the GCE they also prepare pupils for other external examinations like the Royal Society of Arts Technical and Commercial Certificate examinations.

Technical schools vary even more greatly in size than other secondary schools, but most of them have between 400 and 800 pupils. Many technical schools are subordinate to technical colleges whose buildings they share.

 

 

DES AND INDEPENDENT SCHOOLS

 

DES AND INDEPENDENT SCHOOLS

In England there are both state and independent (or pri­vate) institutions.

The Department of Education & Science (DES) is the min­istry responsible for national educational policy. Until 1964 it was called the Ministry of Education.

The Secretary of State for Education & Science, or, in less formal style, the Education Secretary, is the minister who heads the DES.

The local education authorities (LEAs) are responsible for:

· providing and maintaining schools in their areas in accord­ance with national policy;

· the day-to-day administration of schools, the employment of teachers, and the curriculum, although in practice much of this responsibility is delegated to head teach­ers;

· post-school education, except for universities.

The chief education officer is the official at the head of a local education authority. In some areas the title director of education has come into use instead.

The word independent, when applied to an educational institution, means "independent of the state". However, such independence is not complete. For example, independent schools must register with the DES and be open to inspection by the Department; universities are increasingly dependent on the Department from the financial point of view.

Independent schools, unlike state schools, are fee-paying, that is, parents have to pay fees. The majority of independent schools are boarding schools, and pupils go home only for the holidays. However, there are also some independent day schools. Most independent schools are single-sex, that is, for boys or girls only, whereas most state schools are now coeducational, or mixed.

Independent schools are not generally divided into primary and secondary, like state schools. Many fit into the follow­ing pattern:

(1) kindergarten or pre-preparatory school — ages 5-8

(2) preparatory school — ages 8-13

(3) public school or similar school — ages 13-16/18

A public school is an independent school for pupils aged 13-18 which is distinguished from other such schools by mem­bership of the Headmasters' Conference or one of two similar bodies, and therefore has a certain status. Most of them are boys' boarding schools, although some are day schools and some are for girls. A few have even become coeducational recently. Some of them are several hundred years old, but many others, including some of the thirty lead­ing public schools, were founded in the last 150 years. The most famous are Eton, Harrow, Winchester, and Rugby.

Answer the questions

1. What are the types of institutions in England? 2. What ministry is responsible for national educational policy? 3. Who heads the DES? 4. What the local educational authorities responsible for? 5. Who is the head of the local educational authority? 6. What does the word independent mean? 7. Where should an independent school be registered? 8. Are independent schools inspected by the government? 9. What does the word fee-paying mean? 10. What does the boarding school mean? 11. Are most of independent schools coeducational? 12. What is a pattern for independent schools structure? 13. What school do the pupils aged 13-18 go to? 14. What are the most famous public schools?

ETON

Perhaps the most famous public school in the UK is Eton. It is located near Windsor. It was founded in 1440 by the English king Henry the Sixth (King's College Cambridge was founded in 1441). Lupton's Tower, opposite the main entrance, was built in 1520 by Henry Redman, who was also worked on the palace at Hampton Court.

Entrance to Eton is competitive, based on a test at the age of 11 and a Common Entrance exam at 13. Academic standards are very high. The academic year starts at the end of September and has three terms. The year finishes with the exams in early June. Short courses are run at the college after the boys have left for their summer holidays. There are no girls at Eton (many other boys' public schools in the UK accept some girls in the upper school, after age 16). Boys leave the school at the age of 18 - many go on to study at top universities such as Oxford and Cambridge.

Famous "Old Etonians" (people educated at Eton) include the Duke of Wellington, writers such as Shelley and George Orwell, the economist Keynes, and many British Prime Ministers. Both of Prince Charles' sons (William and Harry) studied at Eton

INDEPENDENT SCHOOLS

 

Transcribe the following words and read them:

System, type, conduct, small, often, total, private, proceed, lead, use, geography, include, respect, start, before, thirteen, their, function, kindergarten, vary, knowledge, scripture, preparatory, depend, Latin, history, criterion, standard, mathematics, continue, preparation, algebra, independent.

 

Practice reading aloud the following word combinations:

For about six per cent; is one of the functions; within the state system; of the total school population; they vary widely in type; until the age of eighteen; of the independent preparatory schools; about the age of eight; they are started in the grammar schools; for the selection of new entrants; about thirty per cent subsequently proceed; the great majority of pupils

 

Translate the following words and word combinations:

Kindergarten schools; public schools, to vary, set standards, a good standard of knowledge, the selection of pupils, new entrants, the Common Entrance examination, to depend upon ability.

 

Give the nouns derived out of these verbs:

To proceed, to provide, to conduct, to continue, to select, to prepare, to examine, to populate.

 

INDEPENDENT SCHOOLS

Independent schools vary widely in type, from the small kindergarten school often conducted in a private house to the famous public schools. The latter have in many respects set standards for the grammar schools within the state system; their curriculum is very much the same and their pupils take the same public examinations.

The usual age of entry to a public school is thirteen and the great majority of pupils continue until the age of eighteen. Most public schools use as their criterion for the selection of new entrants the Common Entrance examination, which demands a good standard of knowledge in scripture, English, history, geography, French, Latin and mathematics (including algebra and geometry). Preparation for this examination is one of the functions of the independent preparatory schools, which admit pupils at about the age of eight and keep them until the age of thirteen. In these schools Latin, French, and algebra and geometry are begun at the age of nine or ten, depending upon ability, which is one or two years before they are started in the grammar school.

Answer the questions:

1. Do independent schools vary in type? 2. Do public schools in many respects have set standards for the grammar schools or for the modern schools? What about their curriculum and examinations? 3. Is the usual age of enry to a public school thirteen or eleven years old? 4. Do the great majority of pupils continue until the age of sixteen or eighteen? 5. Do most public schools use as their criterion for the selection of new entrants the Common Entrance examination? 6. Does the Common Entrance examination demand a good standard of knowledge in two or more subjects? 7. Preparation for this examination is one of the functions of the independent preparatory schools, isn’t it? 8. Do they admit pupils at about the age of eight or six? 9. How long do independent preparatory schools keep the pupils? 10. Does the beginning of Latin, French and mathematics depend upon the age or ability? 11. Do they begin learning these subjects earlier or later than in the grammar schools?

 

Ex. 3 You are going to read a series of articles about the US system of education. Before reading translate the given headings. One heading is extra. Read first and guess which one is extra, then read and match the headings to a suitable paragraph.

Dual linguistic education: pros and cons	Diversity in educational legislation
Ivy league universities tuition fees	Hard work and nothing else
Federal loans	State university: resident or not?
Various types of schools in the USA	Two sides of university life
Elementary schoool as the first stage	An apt educational metaphor
General school standards	Graduate and post-graduate assistantships
Options at the age of 16

 

 

SCHOOLS IN AMERICA

 

One politician was invited to give a talk on Americanisms to the pupils of the school he had attended as a boy.

‘When I see your smiling faces before me’, he began in the accepted oratorical style, ‘ it takes me back to my childhood. Why is it, my dear girls and boys, you are all so happy?’

He paused for the rhetorical effect, and suddently saw a grimy hand rising up from the front row.

‘Well, my lad, what is it?’

‘The reason we’re so happy’, replied the boy, ‘is if you talk long enough we won’t have a geography lesson this morning.’

 

 

It is also hard to explain the important criticisms and the impact those criticisms have on the educational systems. There are many national and international critics of American education and those voices should be, if not must be, recognized and addressed. There is a long list of criticisms on American education, but probably the hottest issue, billingual education, draws an enourmous amount of attention these days. The supporters of bilingual education firmly hold that instruction in both English and Spanish does not only integrate and bring harmony to the so-called Anglo culture and the Hispanic Culture, but also the dual linguistic instruction would certainly open opportunities for financially elite and lower class children. Some supporters state that Hispanic Americans have a constitutional right for fair and equal educational opportunities as any other citizen of the USA. The opposition, on the other hand, views many of these issues as mere ‘ hogwash ’. Although much of the ongoing rhetoric does not mention colored words like ‘hogwash’ directly, the opposition does justify keeping the status quo as it is though historical and academic sounding arguments. In short, the opposition upholds the somewhat illusionary image that the USA is composed of an Anglo culture and that English has always been ans always should be the only official language. Despite all of these different facets and issues that abound, there are some overall standards that can indeed be explained.

 

1) How many times the word ‘criticism’ is used in the article?

2) What is really criticized in the Educational system of the USA?

3) What is the opposition used to call the ‘hogwash’?

4) Do you agree that the USA is composed of an Anglo culture only? What are the other cultures to be found?

5) Is dual linguistic education possible in Kazakhstan or any other countries?

 

 

Each child between the age of 5 and 16 is required, by law, to attend school. Primary (grades 1- 9) school and high school (grades 10 – 12) are free for all citizens. No school requires any of its students to buy textbooks; rather, the school issues all books to students for the duration of the academic year. When the school year is over, students must return these books in the same condition as they were when they were issued. The school day is relatively long in the USA when you compare it to the other countries. Children of all ages usually begin school at 08.30 am and end sometime between 2.00 and 3.00 pm. Lunch is eaten in the canteen where students can buy a hot meal or unpack a bag lunch. Virtually all public schools offer a plethora of extra-curricular activities that include numerous clubs, sports teams, cheerleading, debate teams, archeology groups, etc. All students are encouraged to find an activity group they enjoy and participte in it.

 

Do you know what the word ‘SCHOOL’ means?

The original meaning of the Greek word schole, from which school is derived, was ‘leisure’. To the Greeks it seemed natural to occupy one’s leisure with learning and thinking, and schole came to mean ‘ a place for learning’ as well as ‘leisure’. The Romans borrowed the Greek word as schola and employed Greek slaves as teachers. Christian missionaries later established schools throughout Europe and Latin schola became Old English schol.

 

Translate into English.

1. Она поступила в университет прошлым летом и закон­чит его только через четыре года. 2. Лучше не пропускать занятия, а то можно быстро отстать от группы. Хорошо известно, что нагонять всегда сложнее. 3. Все студенты в группе получили зачёт по языкозна­нию. Это было серьёзное испытание. 4. Мой любимый предмет, конечно же, английский. А ещё мне нравятся страноведение Великобритании и США. 5. Я не очень люблю писать диктанты и изложения, но понимаю, что это необходимо для приобретения на­выков письменной речи. 6. Расписание составляется таким образом, чтобы лек­ции чередовались с практическими занятиями. 7. Староста нашей группы получила стипендию от Бри­танского Совета. Она будет учиться в Лондонском университете и одновременно писать дипломную ра­боту. 8. Не думаю, что, готовясь к экзаменам, имеет смысл всю ночь не ложиться спать. Эффект от такой подготовки может быть обратный. 9. Больше всего я боюсь провалить экзамен по психо­логии, поэтому стараюсь всё выучить почти наизусть. 10. В штате преподавателей у нас три профессора, четыре доцента, пять старших преподавателей и семь ассис­тентов. 11. Проверяя контрольные работы, преподаватель отме­чает ошибки на полях. 12. В эту сессию будет один письменный и два устных зачёта, а также четыре экзамена. 13. В начале года в деканате всем первокурсникам выдали студенческие билеты и зачётные книжки. 14. Когда я начинаю делать домашнее задание, то долго не могу сконцентрироваться на работе — меня постоян­но что-то отвлекает. 15. В обучении ему не нужно прикладывать никаких уси­лий — он всё хватает на лету.

HOW TO GET A DEGREE

Happy New Year

During an examination before Christmas, one of the students did not know how to answer the question, ‘What causes a depression? – so he wrote: “God knows! I don’t. Merry Christmas!”

When the examination papers came back, the student saw that the professor had written on his paper: “___________ gets 100, _____________ get 0. Happy New Year!”

NON-STOP!!!

HOW TO GET A DEGREE

J.: Well, Arnold, I remember you said once you were a B. A. Perhaps you could tell me how quickly you got those letters after your name?

A.: At university I studied history. It was a 3-year course. And after that I got a B. A degree.

J.: B.A. stands for Bachelor of Arts degree, doesn't it?

A.: Yes, which reminds me of my neighbour whose son had just got his B. A. A friend asked very seriously: "I suppose your son will try to get an M. A. or Ph. D." next to which my neighbour answered: "Not at all, now he is trying to get a J-O-B."

A: Ah... he meant a job! That's a good joke!

TEACHER EDUCATION

This song is for those

Who inspire us today

Who always lend a helping hand

To help show us the way

This song is for those

Who see their students through

The tough times in their lives

For that, we say thank you

You have made a difference

You have shaped our minds

You have changed the world

One child at a time

You have always been there

In everything you do

I hope that you’re as proud of me

As I am proud of you.

Agree or disagree

1.In order to be a teacher you should get education. 2. Prior to entering teacher education you are required to take multiple exams. 3. According to No Child Left Behind law all the children should be educated no matter how qualified is a teacher. 4. To become a teacher you must complete the bachelor level, a supervised practicum and pass qualifying examinations. 5. The institution where you get your bachelor degree should be accredited. 6. If you want to work as a teacher lifelong you should continue your professional education.

WHAT'S YOUR LINE?

This song is for those

Who heard the silent cries

Who stepped in to wipe the tears

From the children’s eyes

For those who gave us

A safe place to grow

A place for us to call our home

Forever we will know … that

 

You have made a difference

You have shaped our minds

You have changed the world

One child at a time

You have always been there

In everything you do

I hope that you’re as proud of me

As I am proud of you.

1. Guess what do these words mean, write them down under the pictures, and put them into the sentence below:

 

One hundred years from now … it will not matter what … I had, or what kind of … I drove, or how much … was in my bank account, but that I made the difference in the life of a ….

 

2. Read a quotation on a teacher’s role in our life. Suggest your own metaphors on teachers and their work. Explain your ideas.

 

 

1. __________________ 2. _________________ 3. _________________

4. __________________ 5. _________________ 6._________________

 

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

5. Translate the sentences below into English. Use Vocabulary from the text:

1. Любовь к детям заставила его стать учителем, и он никогда не жалел о своем выборе. 2. Похоже, придется выбирать между работой в детском саду и учебой в пединституте. 3. В моей работе нет большого разнообразия, но у нее есть свои достоинства. 4. Боюсь, что в этот раз школьникам нелегко будет справиться с заданием. 5. Успехи учеников в большой степени зависят от их учителя и его профессионального мастерства. 6. Работа в школе потребует от вас ума, такта и чувства ответственности. 7. Уважение людей можно заслужить только честным трудом. 8. Не каждый, кто получает профессию учителя в Великобритании, может найти себе работу. 9. Я работаю учителем уже много лет и могу сказать, что не смог бы найти более благородного труда. 10. Мой друг выбрал себе профессию врача, еще когда учился в школе. Он всегда был уверен, что эта работа самая важная на свете. 11. Любовь к музыке и интерес к педагогике (theory of education) заставили меня подумать о профессии учителя музыки. 12. Часто выпускникам школ бывает трудно решить, какую профессию выбрать. В этом случае учителя и родители могут помочь им сделать правильный выбор университета.

A TEACHER IN A CLASS

 

This song is for those

Who taught us right from wrong

Who taught us much more than their craft

To help our minds grow strong

This song is for those

Who guide us through and through

So that we can make a life

For that we say thank you

You have made a difference

You have shaped our minds

You have changed the world

One child at a time

You have always been there

In everything you do

I hope that you’re as proud of me

As I am proud of you

1. Read a quotation on a teacher’s role in our life. Suggest your own ideas what professions are connected to teaching. Prove your reasons.

 

1. __________________ 2. _________________ 3. _________________

4. __________________ 5. _________________ 6._________________

2. T/F A teacher is a …

1) phychologist to a problem-filled child.

2) police-officer that controls a child not to break the law.

3) travel agent that schedules all the childrens’ excursions.

4) banker that collects money for different things.

5) custodian who has to clean certain little messes.

6) photographer who keeps all the pictures showing the child’s growth.

7) doctor who detects if the child is feeling sick.

8) politician who knows the laws and recognizes a trick.

9) decorator of a room, filling every wall.

10) news-reporter updating on the nation’s current event.

11) detective solving small mysteries and ending all suspencies.

12) clown that makes the children laugh.

Any teacher comletes various functions in his or her life. But to be a teacher is mostly troublesome in the first days of your teaching career. Read a story, find out the problems Anne had with her class, suggest the end of the story.

ANNE MEETS HER CLASS

The children fixed their eyes upon Anne. Anne gazed back, feeling helpless.

"Now, children," began Miss Enderby firmly, "you are very, very lucky this term to have Miss Lacey for your new teacher."

Anne gave a watery smile. The children's faces were unmoved.

"Miss Lacey," repeated Miss Enderby with emphasis. "Can you say that?"

"Miss Lacey," chorused the class obediently.

"Perhaps you could say 'Good morning' to your new teacher?" suggested Miss Enderby in an imperative tone.

"Good morning. Miss Lacey," came the polite chorus.

"Good morning, children," responded Anne in a voice which bore no resemblance to her own.

Miss Enderby motioned to the children to take their seats. "I should give out paper and coloured pencils," said Miss Enderby, "as soon as you've called the register. Keep them busy while you're finding your way about the cupboards and so on."

She gave a swift look round the class. "I expect you to help Miss Lacey in every way," said the headmistress. "D'you hear me, Arnold?"

The little boy addressed, who had been crossing and uncrossing his eyes in an ugly manner for the enjoyment of his neighbours, looked suitably crest-fallen.

" If I were you, I should keep an eye on that boy," murmured Miss Enderby. " Broken home — brother in Borstal — and some rather dreadful habits!"

Anne looked with fresh interest at Arnold and thought he looked quite different from what Miss Enderby said about him. Far too innocent and apple-cheeked to have such a record. But even as she looked, she saw his pink face express his scorn of Miss Enderby who was giving her final messages to the new teacher.

"Break at ten forty-five, dear," said the headmistress. "Come straight to the staff room. I will wait there till you join us. I will introduce you to those you didn't meet on your first visit How do you like the idea of having a cup of tea then? We need rest after all. If there's anything that puzzles you, I shall be in my room. You can depend on me. Just send a message by one of the children."

She made her way to the door and waited before it, eyebrows raised as she turned her gaze upon the children. They gazed back in some bewilderment

"Is no one going to remember his manners?" asked Miss Enderby.

With a nervous start Anne hastened forward to the door, but was waved back by a movement of her headmistress's hand. A dozen or more children made a rush to open the door. A freckled girl with two skinny red plaits was the first to drag open the door. She was rewarded by a smile.

"Thank you, dear, thank you," said Miss Enderby and sailed majestically into the corridor. There came a faint sigh of relief as the door closed behind her, and the forty-six tongues which had so far kept unnaturally silent began to wag cheerfully. Anne watched this change with some dismay. She remembered with sudden relief some advice given her at college in just such a situation. …………………………………………………………………………..

 

4. Answer these questions:

1. How was Anne introduced to her class? 2. What did she feel at that moment? What words does the author choose to describe her feelings? 3. What instructions did the headmistress give to the young teacher? What do you think of them? 4. Why did Anne "look with fresh interest at Arnold?" Describe Arnold's appearance and behaviour. 5. How did the other children behave in Miss Enderby's presence? (Find words describing their behaviour.) 6. Why do you think "there came a faint sigh of relief" after Miss Enderby left the classroom? Describe the children's behaviour after she left.

 

4. Read a joke below. Retell it in indirect speech:

 

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."

DEALING WITH THE CHILDREN

 

As I look back on my life

Into the path within my reach

I hope I can change a life

Of those that I teach

I can make a difference

All I do is try

Try to see a different world

Through the children’s eyes

And I will always be there

In everything I do

I hope that you’re as proud of me

As I am proud of you

And I will always be there

In everything I do

I hope that you’re as proud of me

As I am proud of you.

 

THE EDUCATIONAL SYSTEM IN ENGLAND AND WALES

 

Read the following words aloud:

[ e] – select, present, accept, education, secondary, direct

[ei] – stay, stage, they, state, play, accommodate

[ i ] – infant, system, different, until, informal, exist

[ә:] -girl, firm, fur, turn, nursery, university, first, observe

[α:] – pass, glass, class

[o:] – all, call, small

 

1. Divide the following words into 2 columns according to the reading of C:

Class, secondary, act, accept, local, education, call, except, public, cultural, attendance, complicated, compulsory, include, facilities, intellectual

 

2. Read and translate the following words:

Independent, private, public, nursery, provide, complicated, attendance, cultural, provision, leisure, activities, except, attached, present, junior, educational, co-educational, authority, facilities, accept, either, include, comprehensive, different, primary, secondary, number, local, accommodated, separate, further, system, alongside, exist, compulsory, informal, division, intellectual.

 

3. Read and translate the following word-combination:

The local authorities, comprehensive schools, the under fives, attendance at school, informal educational and play facilities, infants’ schools, junior schools, public schools, nursery schools, the traditional tripartite system, intellectual training.

 

4. Read and translate the following sentences:

1. There are three stages of education in England. 2. The under fives may attend nursery schools or nursery classes attached to infant schools. 3. Informal educational and play facilities are provided for children between two and five years old. 4. Attendance at nursery schools is not compulsory, but attendance at infants’ schools is compulsory. 5. Secondary education includes the state system of education and system of private schools called public schools. 6. Education in England and Wales is compulsory from five to sixteen years of age.

 

5. Read the article and say whether these statements true or false:

1. Attendance at nursery schools is compulsory.

2. The primary stage is divided into two – infant and junior schools.

3. All the children at 11/12 years of age pass from primary to secondary schools.

4. Grammar schools, secondary modern schools, technical schools are the three traditional types of school in Great Britain.

5. The system of private schools doesn’t exist in Great Britain.