Яков Аракин - Практический курс английского языка 2 курс

allowed to have long hair, and girls to use make-up?

4. How can parents help teachers with out-of-school activities?

5. Should parents insist on their children doing equally well in all the subjects or should they

encourage their sons and daughters to specialise in one or two subjects essential for their future

career?

XV. a) Read and translate the text:

My Memories and Miseries As a Schoolmaster

The parents of the boys at school naturally fill a broad page in a schoolmaster's life and are

responsible for many of his sorrows. There are all kinds and classes of them. Most acceptable to the

schoolmaster is the old-fashioned type of British father who enters' his boy at the school and says:

"Now I want this boy well thrashed if he doesn't behave himself. If you have any trouble with

him let me know and I'll come and thrash him myself. He's to have a shilling a week pocket money

and if he spends more than that let me know and I'll stop his money altogether."

Brutal though his speech sounds, the real effect of it is to create a strong prejudice in the little

boy's favour, and when his father curtly says, "Good-bye, Jack" and he answers, "Good-bye, father,"

in a trembling voice, the schoolmaster would be a hound, indeed, who could be unkind to him.

But very different is the case of the up-to-date parent. "Now I've just given Jimmy five

pounds," he says to the schoolmaster, in the same tone as he would use to an inferior clerk in his

office, "and I've explained to him that when he wants any more he's to tell you to go to the bank and

draw for him what he needs." After which he goes on. to explain that Jimmy is a boy of very peculiar

disposition, requiring the greatest nicety of treatment; that they find if he gets in tempers the best

way is to humour him and presently he'll come round. Jimmy, it appears, can be led, if led gently, but

never driven.

During all of which time the schoolmaster, insulted by being treated as an underling, has

already fixed his eye on the undisciplined young pup called Jimmy with a view of trying out the

problem of seeing whether he can't be driven after all.

(From "College

Days" by S. Leacock)

b) Answer the questions below:

1. How does the author characterize two opposite types of "British father"? 2. Why, in

Leacock's view, the "old-fashioned" type is more acceptable for a schoolmaster? Would you prefer to

have Jack or Jimmy for a pupil? 3. How did the acquaintance with the fathers influence the

schoolmaster's attitude to the boys? Do you find it natural? 4. Do you think the problems raised in

the text are outdated? Justify your answer. 5. In what way should teachers and parents cooperate in

educating the child?

XVI. Act as an interviewer. Let the rest of the group speak about why and how

they decided to qualify as a teacher of languages. Find out:

1. if anybody or anything influenced their choice;

2. when they finally made up their minds;

3. what attracts them in the work;

4. what they consider its advantages and disadvantages.

XVII. Interview a teacher at the school where you have school practice. Ask

him or her the questions from Exercise XVI and also try to find out:

1. how long he or she has been in teaching;

2. if he or she ever regretted having taken up the job;

3. what is the most notable feature of teaching;

4. what advice he or she can give to a teacher trainee.

Discuss the interviews in class.

XVIII. Comment on the picture. You may find these phrases useful:

a Teacher-Parent Association meeting; to keep discipline in the classroom; to use traditional

(new) methods; to be in the habit of giving orders; to be strict with the pupils: to tell the pupils off; a

bossy teacher.

"I will now explain the progressive methods by which your children are taught — so keep

quiet, sit up straight and don't fidget."

XIX. Film "Mr. Brown's Holiday"10 . Film segment 1 "An Unexpected Turn'' (London),

a) Watch and listen, b) Do the exercises from the guide to the film.11

STUDIES OF WRITTEN ENGLISHI

Clarity, interest and emphasis are marks of good writing. Good writing is also based on

selection of words in a sentence, on organization of sentences in a paragraph, and on unity of a

written passage. These are the main objectives of the second-year studies of written English.

Patterns of written prose. When writing you may choose to describethe facts or events, to

tell a storyabout them, to argueabout them or to explainthem according to your understanding.

These verbs correspond to four basic forms of treating a topic: description, narration,

argumentation,and exposition(explanation).

Paragraphis a single sentence or a group of related sentences expressing and developing a

basic idea, or a particular phase of thought. The paragraph is a practical device in writing. Its

purpose is to indicate the beginnings and endings of a thought unit. The beginning of a paragraph is

indicated by beginning a line a little in from the margin.

Here is a short paragraph describinga well-known portrait: "Mona Lisa (Gioconda) is

represented sitting in front of a marble balcony. The left arm rests on the arm of the seat, and the

fingers fold over the end of it. The right hand, perhaps the most perfect hand ever painted, lies lightly

over the left hand and wrist. On sleeves and bodice the pleats of the satin dress take the light" ( From

"Leonardo de Vinci" by E. Mc. Curely)

The author presents his impressions of the portrait and describes it in detail.

Here is another example of a paragraph telling a story: "A rather dreadful thing happened in

the car as they were driving up from the beach to the ancient town, once a Norman port, but now left

high and dry by the receding sea." (From "The Wind" by A. Bennett)

Here is an example of a paragraph of argumentation: "I am here to say a very few words or»

the whole question of the treatment of animals by our civilized selves. For I have no special

knowledge, like some who will speak to you, of the training of performing animals. I have only a

10 «М-р Браун в отпуске». Авторы сценария: Е. Сергиевская, А. Морозова, А. Штаден. Научные консультанты: Е.

Кириллова, Н. Федотова Режиссер А. Штаден. «Леннаучфильм», 1977.

11 Кириллова Е.П., Сергиевская Е.Г. Методические рекомендации к учебному фильму на английском языке «М-р

Браун в отпуске" 1978.

certain knowledge of human and animal natures; and a common sense which tells me that wild

animals are more happy in freedom than in captivity — domestic animals are more happy as

companions than as clowns." ( From "On Performing Animals" by J. Galsworthy)

The author tries to convince the reader of his point of view: he dislikes the idea of turning

domestic animals into performers in the circus.