Degree of Bachelor of Education of the University of Sheffield

(B. Ed.)

A student who is accepted as a prospective candidate for the degree continues in the normal way with his course in the College of Education during his second and third years and a decision about his admission to the final degree year is made on the basis of the results he obtains in his final examination for the Certificate in Education at the end of his three year course. He must successfully complete the course for the Certificate, pass in Education and one Advanced Main subject, or in two Advanced Main subjects, at a standard which the Senate of the University will accept, and be awarded the Certificate in Education. A pass in Practical Education at an acceptable standard is also required.

 

XXVIII. Translate into written English:

1. Быть учителем — не только великая честь, но и столь же великая ответственность. Молодым людям, избравшим для себя профессию учителя, всегда надо помнить, что самоотверженность — наиболее характерное качество педагога.

2. Шота Руставели сказал: „Что ты спрятал, то пропало, что ты отдал, то — твое”.

3. Учителем не может быть тот, кто не помнит собственного детства и не способен понять сложный и своеобразный мир ребячьих мечтаний, чувств, переживаний.

4. Лев Кассиль писал: „Если бы взрослые чаще вспоминали, какие они были маленькими, а дети больше бы задумывались, какие они будут большими, старость не торопилась бы к людям, а мудрость не опаздывала бы”.

5. Педагог никогда не должен забывать простую истину: чтобы быть хорошим учителем, надо прежде всего любить то, что преподаешь, и любить тех, кому преподаешь.

6. Учительская профессия гуманистична. Человек своим трудом преобразует природу. Но труд учителя тем ценен и велик, что он формирует природу самого человека.

7. У детских врачей есть правило: перед встречей с ребенком согрей руки. Учителю всегда надо помнить не только о тепле своих рук, но и о тепле своей души.

8. Учитель должен быть личностью. И чем интеллигентнее учитель как личность, тем больше уверенность в том, что его воспитанники вырастут людьми, тонко чувствующими, восприимчивыми к прекрасному, самостоятельно мыслящими, способными к творчеству в избранной области труда.

9. Есть в школе уроки математики, русского языка, ботаники, физики. Не значатся в расписании уроки великодушия, уважения и внимания к достоинству и чести людей. Но учитель учит всему этому своих питомцев ежеминутно, ежечасно, повседневно, каждой своей мыслью, жестом, манерой говорить, слушать, одеваться. Он непрерывно воспитывает детей всем своим обликом и поведением.

 

XXIX. Translate the text and sum up its key points:

Discussing a common school problem, a parent recently asked me, “How is it that some teachers are able to control their classes with a very light rein, and have no disciplinary troubles, while others must shout and plead and threaten and still get nowhere with the trouble-makers?”

I don’t think the answer has much to do with teaching techniques or even experience. I think it has almost everything to do with the “authenticity” of the teacher.

Notice I do not say “authority”, but “authenticity”. For genuine     authority, which is more than a matter of official position and the ability to reward or punish, comes out of the depths of the personality. It has a realness, a presence, an aura, that can impress and influence even a six-year-old.

A person is either himself, or not himself. And nobody is more aware of this difference (although unconsciously) than a child. Only an authentic person can evoke a good response in the core of the other person. Only a person is resonant to a person.

Knowledge is not enough. Technique is not enough. This is the mystery at the heart of the teaching process: and the same mystery is at the heart of the healing process. Each is an art, more than a science or a skill and the art is at bottom of the ability to tune in to the other’s wavelength.

The few teachers who meant the most to me in my school life were not necessarily those who knew the most, but those who gave out the fullness of themselves; who confronted me face to face, as it were, with a humanhood that awoke and lured my own small and trembling soul and called me to take hold of my own existence with my two hands.

(S. J. Harris)

XXX. Translate in writing:

 

I. Университет Эссекса ведет свою историю с 1961 года. В начале 60-х годов, когда в Англии в очередной раз возник дефицит научно-технических кадров, по инициативе правительства в разных городах страны было создано семь университетов. После так называемых „краснокирпичных” (redbrick) университетов, возникших в XIX веке, и „белокафельных” (whitetile), появившихся в XX веке, в период между воинами, это была „третья волна” массового открытия университетов в Британии. Новые университеты „в народе” получили название „стеклянных” (plateglass

universities), так как в основном это были здания современного вида с окнами из зеркального стекла. Помимо Эссексского, к ним относятся Кентский, Йоркский и еще несколько университетов Англии.

Университет Эссекса предлагает трехгодичные бакалаврские программы по финансам и менеджменту, мировой экономике, международным отношениям, праву. Также здесь можно учиться по годичным программам на степень магистра финансов, международного менеджмента и экономики. Для поступления на эти программы от претендента не требуется опыта работы, а плата за обучение ниже, чем за программы МВА в других британских университетах.

Университет заключил соглашение с Московской школой общественных и экономических наук. В соответствии с ним российские аспиранты могут получить там британскую степень доктора философии (PhD). Кстати, руководство университета ежегодно выделяет 40 стипендий для лучших аспирантов, что позволяет и претендентам из России надеяться на покрытие части расходов на обучение.

 

II. Когда я училась на третьем курсе факультета международных экономических отношений, я зашла в международный центр нашей академии. Я прошла отбор и отправилась на семестр в Высшую школу экономики и права при университете города Гетеборга в Швеции.

Образование в этой скандинавской стране бесплатное, но к нему не относятся спустя рукава. За учебную четверть можно изучить два предмета плюс, при желании, шведский. Занятия проводятся обычно в форме лекций, реже это семинары. Для подготовки к экзаменам лекций недостаточно — нужно очень много заниматься самостоятельно. Это норма шведской студенческой жизни: все или почти все каждый день добросовестно сидят над книгами дома или в библиотеке.

Экзамены сдают после каждой четверти. Все они у шведов письменные, а оценок всего три — „не сдал”, „сдал” и „сдал с отличием”. Иногда часть оценки можно заработать заранее, написав эссе, но никаких “автоматов” здесь от профессора не дождешься.

Экзекуция (в смысле экзамен) обычно проводится в специальном помещении, рассчитанном не 100–150 человек. В ходе экзамена надо сформулировать ответы на 10–15 вопросов по всему курсу. Дело это не быстрое, перерывов не предусмотрено, поэтому народ приходит с бутербродами, шоколадом, что весьма способствует умственной работе. Никакой литературой пользоваться нельзя, все сумки остаются в гардеробе. В течение экзамена между рядами прохаживаются важные пожилые дамы, которые блюдут порядок и уличают списывальщиков. Негодников ждет суровая кара, поскольку это приравнивается к мошенничеству, и можно заработать штраф, а то и вообще с треском вылететь из учебного заведения.

(по материалам журнала „Обучение за рубежом”)

XXXI. Write a composition on the topic: “The Teaching Profession”.

 

UNIT 2

 

JOBS AND CAREERS

 

P. J. Kavanagh. The Perfect Stranger

P. J. Kavanagh is a contemporary British writer and poet. Apart from “The Perfect Stranger”, he wrote three novels: “A Song and Dance” (which won the “Guardian” Fiction Prize for 1968), “A Happy Man” and “People and Weather” (1979). He published five books of poems.

The main characters of the novel “The Perfect Stranger” (1966) are the poet himself and the girl he loves — Sally, “the perfect stranger”.

 

Pre-reading tasks

I. Pronounce the proper names

 

Kavanagh ['kævənə] Guy Fawkes [ɡaɪ fɔ:ks] Barcelona [ˌbɑːsɪ'ləʊnə] Casper Wrede ['kæspə rɪ:d] Mortimer ['mɔ:tɪmə]

Marlowe ['mɑ:ləʊ] Edward ['edwəd] the Royal Mile ['rɔɪəl maɪl] Edindurgh ['edɪnbərə] Sally ['sælɪ]

 

II. Match the words in column A with their synonyms in column B.

 

A	B
1. precision (n) 2. reckon (v) 3. jocular (adj) 4. cove (n) 5. swing one’s arm (v) 6. blotter (n)	a. (coll.) chap, fellow b. gesticulate c. exactness d. humorous e. pad f. think

III. Answer the questions:

1. What problem does a university undergraduate usually face soon after the final examinations?

2. If you were a poet badly in need of money, what job would you try to find and why?

 

The Perfect Stranger

(an extract)

 

The final examinations were approaching and I had to think about a job. Some of my acquaintances were making regular pilgrimages to the Oxford University Appointments Board¹, and although I had misgivings about any job based on privilege to the extent of being kept in reserve for Oxford undergraduates, I reckoned my need was as great as theirs and joined the queue.

The Board was a cross little man behind a large desk who dealt out brochures of the large firms like a croupier. His frequent references to pension schemes were a gruesome reminder of one definition of reality and of how permanent the choice was expected to be. Not only did some firms favour ‘Oxford men’² (as he jocularly assured me) there were even some who preferred their fodder ³ from a particular college — for all I know there were others who chose their junior executives after consulting the entrails of crows⁴.

He sorted out a few who favoured Merton men and asked me if there was anything I particularly wanted to do. At that moment nothing so much as to get out of his office, so I took the scrap of paper he wanted me to fill in and forgot all about it.

The time passed and nothing turned up (I can’t imagine what I expected to) so I remembered the scrap of paper, filled it out, sent it in, and was summoned again to the shrine.

He was even crosser this time: ‘You do know that first impressions are what count?’ I did know, it was a mindless piece of ju-ju⁵ I didn’t rate highly. However, this was clearly one of those interviews that is concerned with an unconsciously committed crime so I said ‘Yes’ to hear what came next: the length of my hair? Or the fact that someone had put a thunder flash in my duffel-coat pocket on Guy Fawkes night⁶ and blown half the side out of it?

He simmered down and began impatiently to deal out the pack of brochures again. I stopped him before I burst into tears and broke it to him as gently as I could that what I really fancied was somewhere warm where they paid a living wage and there wasn’t too much work. He suddenly became a very old man, his head sank into his shoulders — dragging a weary hand across his face he gestured weakly with his spectacles for me to leave him. As I tiptoed towards the door he groaned into his blotter: ‘Try the British Council.’⁷ So I did.

I tracked down a professor who wanted temporary assistants at the British Institute in Barcelona for a year. He was a jolly cove, temporary himself, and looked as though he needed a drink; as I left the room I had the impression he gave me a wink as the officials around him bent their noses to the file of the next candidate. I wasn’t sure but maybe I had a chance of that job.

But it wouldn’t begin till September — it was now June. Sally was in Italy with her mother. I didn’t want to spend that time in London, with my parents; nor, I am sure, did they want me to. They were so happy together in many ways, I often felt gooseberry.

Casper Wrede, a young Scandinavian director, was forming a theatrical company, partly professional, partly undergraduate, to appear at the Edinburgh Festival⁸. He asked me to play Mortimer in Marlowe’s Edward II ⁹, so the problem was solved.

We lived in the Recreation Hall for Corporation Dustmen in Advocates’ Close in the Royal Mile, the slums of Edinburgh. I loved the warmth of the local people and the work itself, rehearsing a good play under an intelligent director, and the sense of community. It was astonishing, the selflessness of human beings, when they’re convinced that what they’re doing is worth while. Not only did¹⁰ the cafe owners, poor enough God knows, often refuse payment and press huge double-helpings on those of us they reckoned needed ‘building up’, but some of our own helpers, living in rat-infested cellars, did hard boring work for months and for no reward. I couldn’t imagine this happening in the firms with the glossy brochures. It seemed there was a central, simple

nerve in everyone — press it and Hey presto!¹¹ the prison bars swung open, melted away. The problem was to find the nerve in oneself, and having found it, never to let it go.

A letter came from the professor, I’d got the job.

Why, when I was so happy, did I leave Sally and go to Spain for a year? There were so many reasons, and looking back I still find most of them good ones. I wanted to find out what I felt. When we’re young we really don’t know, not clearly; we feel so many things all at once, they have to be disentangled. Love, what is love, we read so much about it, Love? Was what I felt for Sally this? She burned inside me, casting a glow, but round the edges it was dark and battles were fought there so noisily I couldn’t hear myself think. And there were practical reasons. Sally still had a year to do at Oxford. If I hung around doing some dismal job, living at home, getting more and more beaten, saving the fare to go down sometimes for weekends while she played out her old life — I knew myself — I’d become sulky, suspicious, demanding; I’d spoil everything.

If I’d had any money I would have stayed — there’s an economic root to most things — but the absence of it, keeping us apart, altering everything, would have made me savage; I preferred to be absent myself.

Why didn’t I become an actor, when all the pointers pointed that way, the only thing I’d shown myself to be any good at? I thought and thought about it: even went for a half-hearted interview about a job in “Redcar”. I suppose like most complexities it can be reduced to a simplicity for practical purposes. I didn’t because I didn’t want to. I wanted to be a poet.

At the Air Terminal Sally let fall the one small bitterness I ever heard from her. She was right; there was no glossing over what I was doing; I was leaving her, and I shouldn’t have been. For the first time I felt that garrotte¹² tightening round my throat — pulled on one side by the lack of money, on the other by the need to do something stupid to earn it. I knew what I wanted: to live with Sally, and explore the world; but I didn’t see how. Perhaps the real reason I went away was because, like many another, I didn’t know what else to do.

 

* * *

 

(A year later)

Money saved in Barcelona was running out, things were getting desperate. I had a priggish horror of advertising but it paid well. Perhaps I could do it for a year, make enough money to get married and then leave. The application form for J. Walter Thompson’s was a huge American affair probing to the depths of your personality; that is to say there were lists of virtues and vices and you had to cross off the ones you had. You were also required to give an autobiography up to the age of ten. I answered all the questions with earnestness (I needed the job) and just to make sure I’d been earnest enough I showed what I’d done to my father. After he’d got over his astonishment at the form he said the answers looked fine to him, so I sent it off. I had a letter back from the Personnel Manager telling me that J. Walter Thompson’s did not appreciate flippancy in applicants for employment.

Surely I could be of some use, for a while anyway, in the Features Department of the B.B.C.? I was called to the Television studios. I was a little mystified by the T.V. part of the summons, after all I’d applied for a job as a writer in Sound Radio. I found instead that I’d succeeded in becoming an Assistant Floor Manager in Television, whose duties consisted in drawing chalk marks on the floor for the actors and laying out the furniture for rehearsals. It wasn’t that I was proud but I hadn’t asked for that job, didn’t want it, and wasn’t any good at it. Still, it was the only one anybody had given me; you could get married on ten pounds a week.

It really was a frustrating job. The qualities needed for my particular job were so exactly the ones I didn’t possess, there were moments when I wondered wildly if somebody hadn’t played a practical joke. These were tasks to be performed mechanically, with unquestioning precision.

No doubt of it, London was beating me again.

I don’t think I was at all unjustly passed over. I really didn’t have anything of value to offer my employers. I was just another person, one of millions, stuck in the wrong job.

 

Explanatory Notes

 

1. Appointments Board — отдел по связям с фирмами

2. ‘Oxford men’, ‘Merton men’ — undergraduates of famous universities and colleges

3. fodder — here: candidates for a job

4. to consult the entrails of crows — not to consult anybody

5. a piece of ju-ju (here) — a piece of advice

6. Guy Fawkes night — traditional celebrations with fireworks, blazing barrels of tar and huge bonfires in the streets:

 

Remember, remember

The Fifth of November.

Gunpowder, treason and plot,

For I see no reason

Why gunpowder treason

Should ever be forgot.

 

7. The British Council — Британский Совет

8. the Edinburgh Festival — a major European cultural event taking place annually

9. Marlowe’s “Edward II” — Christopher Marlowe (1564–1593), an English playwright; “Edward II” is a historical chronicle reflecting Marlowe’s Renaissance outlook

10. Not only did the cafe owners …refuse — “did …refuse” is used for the sake of emphasis

11. Presto! (Italian) — a musical term meaning “very quickly”

12. garrotte [ɡə'rɔt] — гаррота, орудие пытки или казни

Post-reading tasks

SOUNDS AND SPELLING

IV. Pronounce and spell the words:

[ə'kweɪntəns], ['prɪvɪlɪʤ], [skɪ:m], ['pə:mənənt], [ɪɡ'zekjʊtɪv], [frᴧ'streɪʃn], ['tempərərɪ], ['ɡʊzbərɪ], ['blɔtə], [ˌwəːѲ'waɪl], [prɪzn], ['prɪɡɪʃ], [ɪɡ'zɪstəns], [kɑ:st], ['brəʊʃjʊə], [kə'mɪt], [prɪ'sɪʒn], ['kwɔlɪtɪ], [ʧɔ:k], [ɪm'plɔɪmənt], [səs'pɪʃəs].

V. Transcribe and translate the words:

pilgrimage, although, undergraduate, croupier, reference, gruesome, jocular, assistant, duffel-coat, official, unconsciously, alter, savage, rehearse, reward, edge, frustrating, priggish, autobiography, advertising, flippancy, qualities, mechanically, precision, value, studios, summons, earnestness.

 

WORD EORMATION

 

VI. Form the pairs of conversives and pronounce them with the proper stress:

 

verb	noun	verb		noun
to conduct —	conduct	to cellar		________
to convict —	__________	to address		________
to present —	__________	to prison (poet.)		________
to progress —	__________	to group		________
to desert —	__________	to favour		________
		to offer		________

 

VII. Form other words from the verbs using word-building suffixes and prefixes:

to refer, to favour, to prefer, to establish, to hate, to argue, to assist, to rehearse, to convict, to astonish, to help, to press, to own, to point, to frustrate, to require, to apply.

 

VIII. Give the three forms of the verbs:

to feel, to file, to try, to fight, to break, to tiptoe, to let, to swing, to cast, to spoil, to probe, to keep, to explore, to burn, to stay, to beat, to hang, to tighten, to argue, to stick, to mystify, to draw, to apply, to summon.

VOCABULARY DEVELOPMENT

IX. Sort out synonyms:

cross, scheme, frequently, gruesome, jocular, mindless, gently, battle, dismal, savage, astonish, foolish, humorous, stupid, cheerful, terrible, plan, often, angry, horrible, funny, tenderly, oppressive, unpleasant, carefully, fight, surprise.

X. Sort out antonyms:

 

1. complexity 2. to enlarge 3. dismal 4. to melt away 5. to tangle 6. selflessness 7. permanent 8. junior 9. love 10. patiently         11. half-hearted 12. inside

a. temporary b. senior c. hatred d. impatiently e. enthusiastic f. outside g. jolly h. to appear i. selfishness j. to reduce k. simplicity l. to disentangle

XI. Give definitions of the following words using an English-English dictionary:

a) croupier, pilgrimage, shrine;

b) savage, gruesome, glossy;

c) to alter, to rehearse, to summon.

XII. Give the Russian equivalents for the following:

junior executive, temporary assistant, glossy brochures, prison bars, hard boring work, round the edges, to keep somebody apart, to burst into tears, to join the queue, half-hearted interview, lack of money, to explore the world, to keep in reserve, final examinations, the sense of community, to feel gooseberry, an application form, to appreciate flippancy in applicants, to succeed in becoming a manager, with unquestioning precision, to be unjustly passed over.

 

XIII. Translate and paraphrase the following collocations; pay attention to the compound words:

half-hearted interview, rat-infested cellars, duffel-coat pocket, to press a double-helping on smb.

 

XIV. Give the English equivalents for the following:

по краям, клочок бумаги, выпускные экзамены, некоторые из моих знакомых, нехватка денег, тюремные решетки, разлучать кого-то, трудная скучная работа, исследовать мир, временный помощник, чувство товарищества, чувствовать себя лишним, глянцевые брошюры, предоставить автобиографию с десятилетнего возраста, на десять фунтов в неделю, предложить что-то ценное своим работодателям.

 

XV. Find in the text sentences with the following phrases; arrange them in the order of their occurrence in the text:

doing some dismal job; I’d got the job; they did hard boring work; I had to think about a job; there wasn’t too much work; any job based on privilege; the warmth of the local people and the work itself; stuck in the wrong job; applied for a job as a writer; it really was a frustrating job; (I needed the job); I hadn’t asked for that job; the qualities needed for my particular job.

 

XVI. Translate and p araphrase the following expressions:

 

to summon to the shrine a gruesome reminder a jolly cove to pay a living wage lists of virtues and vices

to gesture weakly to bend one’s nose to a file applicants for employment to reduce complexities to a simplicity to rehearse a play

 

XVII. Find in the text the sentences in which the following phrasal verbs are used; translate the verbs:

to deal out to sort out to get out to fill in to turn up to fill out to send in

to blow out to simmer down to track down to swing open to melt away to find out to hang around

to play out to keep apart to go away to cross off to send off to lay out to pass over

XVIII. Paraphrase the following sentences:

1. I had misgivings about any job based on privilege to the extent of being kept in reserve for Oxford undergraduates.

2. Not only did some firms favour Oxford men…, there were even some who preferred their fodder from a particular college.

3. However, this was clearly one of those interviews that is concerned with an unconsciously committed crime so I said “Yes” to hear what came next.

4. I stopped him before I burst into tears and broke it to him as gently as I could that what I really fancied was somewhere warm where they paid a living wage and there wasn’t too much work.

5. Casper Wrede, a young Scandinavian director, was forming a theatrical company, partly professional, partly undergraduate, to appear at the Edinburgh Festival.

6. When we’re young we really don’t know (what we feel), not clearly.

7. She burst inside me, casting a glow, but round the edges it was dark and battles were fought there so noisily, I couldn’t hear myself think.

8. The application form for J. Walter Thompson’s was a huge American affair probing to the depths of your personality.

9. No doubt, London was beating me again.

10. I was just another person, one of millions, stuck in the wrong job.

 

XIX. Use words and word combinations from the text to express the following:

to invite smb to come to a sacred place; to start crying; to pay a minimum salary; a piece of paper; a cheerful fellow; to make smb eat

some more; some of my friends; to separate smb; bright booklets; difficult uninteresting work; the feeling of comradeship; to feel uncomfortable or awkward; an order to come and see someone; an account of your own life, which you write yourself.

 

XX. Make up situations round the following expressions:

a) to have misgivings; to become suspicious; a gruesome reminder; a scrap of paper; to tiptoe towards to the door; to gesture weekly; the lack of money; to commit a crime; to disentangle; the prison bars.

b) a jolly cove; the sense of community; to have a priggish horror of smth; glossy brochures; to explore the world; to track smb down; to keep smb apart; to fight a battle; to cast a glow.

c) final examinations; a half-hearted interview; junior executive; to bend one’s nose to the file; to burst into tears; to pay a living wage; to simmer down; to join the queue; to make regular pilgrimages.

d) A theatrical company; practical reasons; getting more and more beaten; an economic root to most things; to do smth stupid; to alter everything; a small bitterness; to make someone savage; to spoil everything.

 

XXI. Read the extract about Patrick’s job in Spain; insert articles into the gaps where necessary:

After () usual initial period of dismay — what am I doing here? — I found myself () room slightly less horrible than () others I’d looked at.

I wasn’t paid very much, but () work was pleasant and gave me time to do my own. I settled down in earnest to learn my trade — in () way I now think mistaken, if not absurd.

But I knew that poetry was () way of life as well as () acquired skill. Maybe () age didn’t want you, but nevertheless your tempe­rament, however poor () thing, was needed, whether others knew this or not. () job was to find () means of existence, () job that kept the temperament functioning. Let () poems come or not come as destiny decided, but your ear had to be cocked to inside noises, and therefore to outside ones as well. I didn’t like theorizing, however, it made me uneasy. I just burrowed away and three days () week taught English.

Heaven knows if I taught it. I didn’t know () answers to most of () questions myself, if indeed there are any, and lessons filled me with commiseration for those who wanted to learn this impossible language. It was very tiring work, more like performance. When I was stumped for comedy material I made them do quizzes, like difference between ‘washing down’ and ‘washing up’ and what they enjoyed most were each other’s mistakes. () pupils were mostly girls, and I supposed I showed off, but it seemed better to have () full attention of () class, even if you were talking rubbish, than to be feeding them () real stuff (whatever that might be) and nobody listening. I also took classes outside, old ladies in their drawing-rooms, barmen in their bars; I was saving to get back to spend Christmas in England.

(From “The Perfect Stranger” by P. Kavanagh)