Владимир Аракин - Практический курс английского языка 3 курс [calibre 2.43.0]

order. Is used to working briskly, without a break. Writes in careful, legible script. Has cultivated felicity in the language." Never

permits her pupils to use expressions which are inelegant, rude or improper. Always acts within reason. Reminds people of Mary

Poppins, an English nanny from a fairy-tale with supernatural powers. Has the same effect on children. Keeps pupils on their toes.

Discipline in her class is strict. Discourages movement during classes, pupil talk is forbidden. All the same shows much respect for

her pupils.

4. Mr. Mark Dawson, aged 27, principal of Newlyn East Primary School. Believes in being friends with the children, in classroom

democracy. Is charmed by his younger pupils. The infants are his pets. Likes to join in their games at break, to feel that they love him.

In his lessons pupils take an active part. He lets children speak and think through speaking. Doesn't approve of Hilary Bell's didactic

methods but admits that they work if a teacher is sincere since kids are fair. You can't fool them. If a teacher is doing a sincere job,

they know it.

5. Ann Bennett, 21 year-old student teacher. Uses informal methods in her class. Movement during her class is allowed, any

question is encouraged. Interruption of the lesson doesn't scare Ann. She comments on all marked work in the spirit of a teacher-

learner dialogue. Likes to put problems and encourages their discussion either in pairs or groups. Though her class sometimes lacks

discipline she is quite happy with her work, methods and pupils. Believes that in formal classes children won't develop an ability to

think and feel for themselves. But her timing and planning are not perfect. Sometimes doesn't have time to explain and drill ev-

erything she is expected to.

6. Mrs. Leonie Thorpe, aged 67, a pensioner, former teacher of English. Thinks that there is no single right of handling classes or

individual children. Each teacher should find his own way. Leo- nie's experience shows that certain formal ways of behaving in the

classroom are more likely than others to lead to order. Is not sure that children can say and do as they please in the classroom. The

more teachers take from children, the worse it gets. Thinks it is necessary to find some way to show them who's "Boss". But believes

that an olderly and highly drilled class who know exactly what is expected of them at each point of the lesson may not al ways

develop personal qualities. Thinks that friendliness and cooperation are required on any teacher's part.

17. Group Discussion.

Give your own views on the problems below and speak against your opponents.

Topic 1. Mixed-ability grouping in the classroom

T a l k i n g p o i n t s :

4.Mixed-ability group — the usual basis of classroom organization in Russia. Results.

5.Mixed-ability grouping — a controversial innovation for the English, having occurred partly as a reaction against streaming.

6.Introduction of mixed-ability groups in English primary schools (the dominant form of organization), the first and second

years of secondary schooling (relatively unproblematic), later years of secondary school (cautious and tentative).

N 4. Considerations relating to preparing pupils for public examinations— a major obstacle to the introduction of mixed-ability

groupings in senior years of secondary school in England,

5. Mixed-ability grouping means harder work for teachers. English teachers' possible reactions. The ways to solve the problem

used by Russian teachers.

6. Advantages and disadvantages of mixed-ability groups.

Topic 2. Is school a place for the imparting of knowledge (understood as certain material to memorize) or a place for the

creation and development of a child's personality?

T a l k i n g p o i n t s :

1. Children before school. Do they have opportunities to learn? Are they eager to find and figure things out? Inquisitive? Confi-

dent? Persistent? Independent? Have they achieved a degree of success without any formal instruction in school to help them solve

the mystery of the language?

2. Learning— a passive or an active process on the part of a pupil? Don't teachers often make children feel that they are

inadequate, worthless, unworthy, fit only to take other people's orders, a blank sheet for other people to write on? Isn't what we say

about respect for the child in school usually opposed to what teachers do?

3. "To be wrong, uncertain and confused— is a crime; right answers are what the school wants" — the motto of certain (if not

many) schools. Do children in such schools or classes acquire some undesirable habits? Do they not learn to dodge, bluff, fake,

cheat, to be lazy, to be bored, to work with a small part of their mind, to escape from the reality around them into daydreams and

fantasies?

Topic 3. Pupils' norms of behaviour

(The document given below was produced by the Deputy Head of a large comprehensive school for discussion at a special staff meeting.)

T a l k i n g p o i n t s :

1. Pupils should enter classrooms and sit down with books and pens ready for teacher to arrive unless the room has a notice on

the door indicating that pupils should not enter until the teacher arrives.

2. a) Pupils should stand when teacher enters classroom (not compulsory for fourth and fifth years), b) Pupils should stop talk ing

as soon as the teacher enters the class.

3. Anyone arriving after the teacher has started the lesson should wait at the front of the class until the teacher has asked for

explanation.

4. Jackets should be removed as soon as the pupils have entered the classroom.

5. Anyone bringing a message to a class should wait at the front until asked by the teacher to speak. Only written notes should be

accepted.

6. When the teacher is addressing the class nobody should raise his hand but not call out.

Any pupil wishing to answer a question or attract the teacher's attention should raise his hand but not call out.

1. Chewing should not be allowed since it prevents articulate speech and singing.

2. At the end of lessons pupils should not make any move to pack up or leave until teacher has given permission and the class

should all sit quietly when they have packed until dismissed by teacher but teachers should not abuse this rule by detaining pupils so

causing them to be late for their next lesson or, at the end of the day, a school bus.

Unit Four

SPEECH PATTERNS

1. He pointedwithout looking ...

Mr. Finch poured himself out some more tea, without asking me.

And without waiting for her answer he turned and left us.

2. She hated itmore than ever.

He felt better than ever. Paul works harder than ever. I love her more than ever.

3.Why would anyone write about school?

Why would I do a thing like that ?

Why would she go to them? They dislike each other.

4. The manisn't smart enough.

She was lucky enough to get a job on television.

She's pretty enough to twist any man round her little finger.

He was kind enough to ask the same question every day.

M

5. y father knowsas much as my teacher.

He likes swimming almost as much as his brother.

He worked as hard as the rest of the group.

6. Tommyscreamed with laughter.

The audience shrieked with laughter.