Учебное_пособие_КП_профессиональный. Учебное пособие по английскому языку для студентов педагогического колледжа по специальности Коррекционная педагогика в начальном образовании
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How much have you understood? I. Are these statements true or false? 1. If you meet a group of twelfth grade students, they are all talking about one thing: what are they going to do next year. 2. All the students want to go on with their education. 3. College education is free. 4. There are no differences between colleges and the type of study programmes they have. II. Can you answer these questions? 1. What students do colleges accept? 2. What do colleges want to know before they decide to accept students? 3. What are the oldest colleges in the country? What do you know about them? 4. Do students pay to study at colleges and universities? Higher Education in the USA In the United States, a student who has finished high school may want to continue in higher education. There are several ways to do it: universities, colleges, community colleges, and technical or vocational schools. A university in the United States usually has several different colleges in it. Each has a special subject area. There may be a college of liberal arts where humanities, social sciences, natural sciences and mathematics are taught. There may be a college of education and a college of business. A program for undergraduates usually takes four years. University students get an undergraduate degree in the arts or sciences. If they complete a course of study they get Bachelor of Arts or Science degree. Students may leave the university at this time. They may also go on for a graduate or professional degree. The university always has programs for graduate and professional study in many subjects. The university may get money from several different sources. A publicly funded university gets some money from the state government. A privately funded university gets money only from private sources. Or the university may be funded by a religious group. College students usually spend four years at school, too. A college does not have graduate or professional programs. If a college student completes a course of study in arts or science, he or she gets Bachelor of Arts or Science degree. If college students want to continue for a graduate or professional degree, they must go to University. The college is usually funded in one of the three ways already described. The program of study in the community college usually lasts two years. Not all of the subjects taught there are the usual school subjects. The community college may give courses in the regular academic subjects or subjects like dental technology, sewing and other non-academic subjects. Not all students of the community college have a high school diploma. They may then go to a college for two more years to get the bachelor’s degree. Community colleges are nearly always publicly funded. The technical or vocational school has only job training, it has no academic program. Students may have a high school diploma, or not. Programs may take from six months to two years and more. The technical or vocational school gives training for work in areas such as electronics, carpentry and others. Vocabulary 1. higher education (phr.) – высшее образование 2. a community college (phr.) – местный колледж 3. technical school (phr.) – техническое училище 4. vocational school (phr.) – профессиональное училище 5. to have a special subject area (phr.) – специализироваться в определенной области 6. a college of liberal arts (phr.) – колледж свободных искусств 7. a humanity – гуманитарный предмет 8. a social science (phr.) – общественная наука 9. a natural science (phr.) – естественная наука 10. to teach (a subject)преподавать (предмет) 11. a program for undergraduates (phr.) – программа для студентов 12. to get an undergraduate degree in the arts or sciences (phr.) – получить степень (бакалавра) в области гуманитарных или естественных наук 13. to complete a course of study (phr.) – закончить курс обучения 14. to get Bachelor of Arts or Science degree (phr.) – получить степень бакалавра гуманитарных или естественных наук 15. to go on for a graduate or professional degree (phr.) – продолжить обучение с целью получения степени магистра или доктора или профессиональной степени 16. programs for graduate and professional study (phr.) – программы обучения для аспирантов и профессионального обучения 17. to get money from a source (phr.) – получать средства из определенного источника 18. a publicly funded university (phr.) – университет, финансируемый из общественных источников 19. a privately funded university (phr.) – университет, финансируемый из частных источников 20. from private sources (phr.) – из частных источников 21. to be funded by a religious group (phr.) – финансироваться религиозной общиной 22. to have graduate or professional programs (phr.) – предлагать программы обучения аспирантов и профессиональные программы 23. a course in academic subjects (phr.) – академический курс 24. a non-academic subject (phr.) – неакадемический предмет 25. to have a high school diploma (phr.) – иметь диплом об окончании средней школы 26. job training (phr.) – профессиональная подготовка, обучение профессии 27. to give training for work in an area (phr.) – обеспечить подготовку к работе в области Comprehension check I. Answer the questions: 1. What are the ways to continue in higher education in the USA? 2. What colleges does a university in the United States usually consist of? 3. What degrees are offered at universities? 4. What sources can a university get money from? 5. What programs and degrees are offered at a college? 6. What courses are given at a community college? 7. What kind of program does a technical or a vocational school offer? II. Translate into English: 1. Молодые люди, окончившие школу, могут продолжить образование в университете, колледже, техническом или профессиональном училище. 2. Колледжи университета специализируются в различных областях: гуманитарных, общественных и естественных науках, образовании или бизнесе. 3. Университет предлагает программу для студентов, аспирантов и профессиональные программы. 4. Если молодой человек заканчивает курс обучения, он получает степень бакалавра гуманитарных или естественных наук. 5. Если студент продолжает обучение, он получает степень магистра или доктора или профессиональную степень. 6. Университеты могут финансироваться из общественных или частных источников, а также религиозной общиной. 7. Если студент колледжа заканчивает курс обучения гуманитарным или естественным наукам, он получает степень бакалавра. 8. Местный колледж предлагает академические курсы и курсы неакадемических предметов. 9. Технические и профессиональные училища предлагают подготовку в различных областях. Do you know that...? there are people in the U.S. who go to school their whole lives? adults go to school? Some take classes after work. Others go back to school after they have raised a family. Some change jobs late in their life. This is happening more and more every year. These adults go to college classes with the younger students and take degrees there; certain colleges have night classes for adults who want to learn something new? – some people can take “correspondence” classes? The college sends them homework and tests through the mail. They can do the homework and take the tests at home. Then they send these papers back to the college. They can earn credits, complete the classes and get a degree by mail; in the United States about two million adults are taking some sort of classes? Speak on... American college student accommodation; the degrees that American college students can take; education of adults in the U.S. Vocabulary: 1. campus (n) – амер. кампус, территория университета, колледжа 2. dormitory (n) – дортуар, общая спальня 3. “fraternity”(house) (phr.) – община; студенческая организация 4. “sorority” (house) (phr.) – амер. Университетский женский клуб 5. accommodation (n) – жильё 6. diploma (n) – диплом 7. degree (n) – звание, учёная степень 8. to take one’s degree (phr.) – получить учёную степень 9. to earn credits (phr.) – добиться кредита, получить кредит 10. Bachelor (n) – бакалавр 11 .at least (phr.) – по меньшей мере 12. undergraduate (n) – студент Unit 5 Topic: “Great Teachers” Heinrich Pestalozzi (Песталоцци, Иоганн Генрих) Vocabulary I. Learn the following words and expressions: 1. to bring up – воспитывать 2. to consider – считать, полагать 3. household – домашнее хозяйство 4. a range – диапазон 5. to force – заставить, вынудить 6. to abandon – оставить, бросить 7. on behalf of – от имени, по поручению 8. to conduct – вести, руководить 9. to influence – влиять 10 to lay emphasis – придавать особое значение, выделять, подчеркивать 11. a tutor – учитель, занимающийся индивидуально 12. to establish – основывать, создавать 13. to set up – учреждать, открывать 14. a production unit – производственная единица 15. a failure – провал, неудача 16. to observe – наблюдать 17. an orphan – сирота 18. to implement – претворять в жизнь 19. research – исследование, изучение 20. briefly – кратко, зд. непродолжительное время 21. to be in charge of – быть в ответе за 22. to appoint – назначать 23. tract – трактат 24. self-activity – самостоятельная деятельность 25. ready-made – готовый 26. to arrive at answer – приходить к ответу 27. to judge – судить 28. to reason – рассуждать 29. to cultivate – содействовать, развивать, улучшать 30. to encourage – поощрять, одобрять 31. to oppose – выступать против 32. to replace – заменять 33. to abolish – отменять, уничтожать 34. flogging – физическое наказание, порка 35. to stress – подчеркивать, ставить ударение 36. to implant – прививать, внедрять 37. to facilitate – облегчать 38. a facilitator – человек, создающий благоприятные условия 39. supporter – сторонник II. Read and understand the text “Heinrich Pestalozzi”. Johann Heinrich Pestalozzi [ˊjəʊhɒn ˊhaɪnrɪk pɛstaˊlɔtsi] was born in Zurich and brought up by his mother as his father died when the boy was only five. He was educated at the University of Zurich. He was forced to abandon his career because of his political activity on behalf of a reformist Swiss political organization. At his farm near Zurich he conducted a school for poor children. He was influenced by the works of the French philosopher Jean-Jacques Rousseau. While Rousseau laid emphasis on the tutor, Pestalozzi made a significant contribution to the establishment of the school as a central educational force. He set up an industrial school for 20 orphans where work and learning were to be combined. The school was to be a production unit so that children could finance their own learning, but the result was a financial failure. He wrote a didactic novel “Leonard and Gertrude” (1801), expressing his theories on social reform through education. Learning by Pestalozzi was based on immediate observation. Instead of dealing with words children should learn through activity. Pestalozzi explored how Rousseau’s ideas might be developed and implemented and put his theory into practice. He set out concrete ways forward, based on research. In 1798 Pestalozzi was briefly in charge of a school for orphans in Stanz, later he was appointed head of a Teacher Training College at Burgdorf and later he set up the Institute in Yverdon. It was at that period when he published his book “How Gertrude Teaches Her Children” (1809) which was an epistolary educational tract. He wanted to establish a psychological method of instruction. He placed a special emphasis on spontaneity and self-activity. Children should not be given ready-made answers but should arrive at answers themselves. To do this their self-activity should be cultivated and encouraged. The aim is to educate the whole child; intellectual education is only a part of a wider plan. He opposed the system of memorization learning and strict discipline. It was replaced with a system based on love and understanding of the child’s world. He abolished flogging. He stressed the individuality of the child and the necessity for teachers to be taught how to develop abilities of a child rather than to implant knowledge. The teacher should be a loving facilitator of knowledge. Although he respected the individuality of the teacher, Pestalozzi felt that there must exist a unified science of education that could be learned and practiced. He believed that teacher training should consist of a broad liberal education followed by a period of research and professional training. Pestalozzi had and has a lot of supporters and followers. One of them was a German educator Friedrich Froebel, the founder of the kindergarten movement, who taught at Yverdon from 1806 to 1810 and was greatly influenced by Pestalozzi’s method. Other Pestalozzi’s followers developed various sayings characterizing his method as “from the known to the unknown, from the simple to the complex, from the concrete to the abstract.” Thus, we may conclude that his theory laid the foundation for modern elementary education and teacher training. Comprehension check III. Answer the following questions: 1. Where did Pestalozzi study? 2. Why was he forced to abandon his career? 3. Whose ideas was he influenced by? 4. What did he establish as a central educational force? 5. What was an industrial school to be? 6. Where did he express his theories? 7. What novels did he write? 8. What was learning based on? 9. How should children learn? 10. What ways did he set out? 11. What educational establishments did he conduct his research in? 12. What method of instruction did he want to establish? 13. What powers of children should be cultivated to help them to arrive at answers? 14. What system did he oppose? 15. What principles should a system of education be based on? 16. What should teacher training consist of? 17. What were the principles characterizing his method? 18. What is Pestalozzi’s contribution to the theory of education? The Great Russian Educationist: K.D. Ushinsky ∙ Pre-reading task Discuss the following questions. 1. What do you know about K.D. Ushinsky? 2. What other outstanding educationists do you know? 3. Have you ever read their literary works? K.D. Ushinsky was in the fullest sense of the word the founder of the Russian primary school and pedagogical training for teachers. His contribution to Russian education was great. Ushinsky’s pedagogical ideas outstripped his time in many ways and were implemented only after his death. His works are not only of historical value today but greatly assist the course of the genuinely people’s education that was the lifetime dream of the outstanding pedagogue, patriot and citizen. Ushinsky was born in 1834 in Chernigov gubernia (region) in the family of a well-to-do landowner. He learned very early to study independently and, after making a fine record in the gymnasium, Ushinsky was enrolled in Moscow University at the age of 16. He graduated from the University with high honors when he was 20 years old. Two years later, despite his youth, Ushinsky was appointed Professor of Jurisprudence at the Demidov Lyceum in Yaroslavl. His lectures were an immediate success for they were based upon his already considerable erudition. It was then that Ushinsky started criticizing the present educational system in Russia and was forbidden by the Ministry of Education to teach even in elementary school. In 1855 many teachers who had lost work before could find jobs again. In 1859 Ushinsky was appointed inspector at Smolny Institute in St. Petersburg. In 1860 Ushinsky became editor of the Journal of the Ministry of Education and in two years completely changed its character. Under his editorship its focus was centered upon real problems of teaching, theories of pedagogy and psychology, accounts of educational activities and criticism of current pedagogical literature. Ushinsky’s name became popularly known throughout Russia and at the end of his three years of work there he was already well-known as one of the foremost teachers and guides of educational movement in Russia. Ushinsky was not only concerned with Russian affairs but was a devout patriot. One of the basic principles of his pedagogical system is the inculcation of a feeling of patriotism in the young people. In his early articles he expressed this view and never changed his basic concept that “education must be based on patriotism”. Ushinsky thought that this could be done best with the help of native language, taught at school. “Rodnoe Slovo” (Native Word) was one of his most famous works. Ushinsky believed that education should devote itself primarily to the formation of character. According to Ushinsky, “life without serious work can be neither worthy nor happy”. Ushinsky underlined the personal influence of the teacher as an educational force. Ushinsky was interested in foreign educational systems. He made trips to Germany, Switzerland, France, Italy and Belgium to observe school organization there. He analysed merits and defects of foreign educational systems comparing them with actual conditions in Russia. After coming back to Russia from abroad in 1867 Ushinsky devoted his energies to St. Petersburg Pedagogical Society. He traveled, lectured, held conferences and continued his research work. |