английский для гуманитариев. Учебное пособие
 Скачать 115.77 Kb.
|
|
1. Give the Russian equivalents to the words and word-combinations, learn the vocabulary: 1. to choose 2. to hold 3. extra-curriculum 4. to encourage 5. ability 6. need 7. relationship 8. to bring up 9. community 10. to develop 11. to form 12. responsibility 13. view 14. industrious 15. patience 16. to dedicate 17. to succeed 2. Put in the right preposition 1. When classes are over teaches stay … school. 2. He plans his work … what he learns about his children. 3. The relationships … him and his pupils should be based … cooperation and respect … a person. 4. The function … education is to prepare children … real life situations, to help them live … the community, to bring them … … the spirit … high moral ideals. 5. To be a teacher is not so easy as it may seem … first but love … children and great … patience combined … deep knowledge would be quite enough to succeed … work. 6. Thousands … young people choose this profession and dedicate their lives … the education … younger generation. 3. Match the words with their definitions. Give the Russian equivalents.
4. Match words 1-8 with words a-h to form collocations, then make sentences using the completed phrases.
5. Correct the sentences: 1. The function of education is to prepare children for tests. 2. They teach children to be outstanding pedagogues. 3. Teacher’s profession is very easy job. 4. They teach children to be a younger generation. 5. The teacher studies his children closely to be proud of them. 6. Find close synonyms to the words. 1. work -_______________ 2. extra-curriculum - ___________ 3. community - _____________ 4. pupil - ____________ 5. learn - ____________ 7. Find close antonyms to the words. 1. easy - ______________ 2. learn - ________________ 8. Answer the questions. 1. Why have chosen the profession of a teacher? 2. What qualities are the most important in a teacher? 3. What do teachers stay at school for when classes are over? 4. What is the main function of education? 5. What is necessary to succeed in teacher’s work? 6. What are the tasks and role of school in present-day life? READING I Read the following essay. Find the provements to the statements and comment them: * Every teacher continues to be a student. *Teaching is a two – way traffic. *Teaching is an art and a science at the same time. My ideal of a good teacher. I’ve never supposed that I’ll study at the Pedagogical University. It’s interesting for me that I am engaged in pedagogical process. I couldn’t guess that the problems of pedagogics and teaching generally will be so actual nowadays. Teaching is the bilateral pedagogical process of communication of teachers and pupils. And it is a great responsibility for teachers to grow up each child as a person. It is the main purpose of education to bring them up in the spirit of high moral ideals. So, to be a teacher isn’t so easy. Even if you want to be a teacher you can’t become a good one. You must be born one. To my mind, a teacher is like a sculptor; he molds a personality out of a child like a sculptor creates a beautiful statue out of clay. I can say that teacher’s profession is very interesting and creative. That is why true genuine pedagogues, besides academic competence, should master broad knowledge. In my point of view a real teacher is a good actor, artist and scientist at the same time. I guess the most important qualities in a teacher are: industry, patience and honesty. Industrious and patient pedagogues loving their children will be successful in work. Also it will be helpful for teachers to have such qualities as fairness, a sense of humor, and finally, objectivity. It is really important treating pupils as anyone of us would like to be treated. II Diary * the author * where it might be taken from Just about the worst day ever. I’m really beginning to hate walking in there. Can’t believe I spent so much time making that lesson for nothing. I mean, really – what the point? It took me ages to research all these websites and write up all the questions. I really thought they would like it. They always tell me how boring the book is, but try and do something different, what happens? NOTHING. Really thought they would enjoy it today. But once again, all they did was chat about other things in Spanish. How can I get them to speak in English? Don’t they realise that they have a speaking exam soon? It’s just soooooo frustrating!!!! I’ve told them time and time and TIME again that they will fail, but they just don’t seem to care. I just don’t know what to do. Tell you one thing for sure – after this… never again. They really don’t appreciate it. Just the book from now on. They can like it or lump it. 2. Read the text again more carefully and say what examples of non-standard English can you find? How would you write these things in more standard English? 3. What do the following words refer to? * there * they * it * this 4. Try to answer: * “They can like it or lump it” – What do you think this means? * Why do you think the students are talking in Spanish to each other? * Do you think it’s important that they talk in English? Why? * Do you sympathize with the teacher? What advice would you give her? III Match the paragraphs (a-g) with the best paragraph headings (1-7). One heading is not needed. 1. A bright start 2. The first disappointment 3. Orientate yourself 4. Learning while teaching 5. The right choice 6. In one breath 7. Love at first sight 8. Having someone near a. I was very excited about my first teaching job. I didn’t plan it but was given an opportunity to teach at an exclusive university. I was greatly challenged by my students then. They were great English speakers way ahead of me as I was not so confident, articulate, and fluent. But whew, I survived! In fact, it was a great learning experience for me. I had to do a lot of practice like talking to myself in front of the mirror or taking notes of the jokes. It was funny but it helped a lot to improve my language skills. b. Although I could have chosen different specializations when I got my first degree in Engineering, I decided to get my Master’s in Marketing. I did not know if I was prepared for that. I was only 21 when I started it up but my teachers believed that I had some natural skills. Even though I had some doubts at the beginning. choosing to do a Master’s degree in this field was one of the most important decisions in my life. It shaped me the way I am now: a gleaming professor trying to contribute to the development of society. c. I remember my first day at school: it was my mother who took me there. I had to wear a school uniform: a white polo shirt, black trousers, and black leather shoes. I had a small backpack with an exercise book, a pencil box, a bottle of water, and my lunch box inside. I was happy and very excited to see other students. That day I met my future friends and teachers. Throughout the years I learnt many subjects like English, Maths, Science, Religion, PE, Art and Social studies. Now my first week is over, but I still remember it. d. 33 hours a week. A dollar an hour. My first teaching job at an upcoming college in my home province showed me the realities of work life. I was a fresh graduate from university and I wanted to get a job soon enough. I accepted the offer because I felt it was somewhat prestigious to teach at a college. But it was exhausting to teach 11 classes in one week with an average of 25 students per class. The 2-hour daily commute to work and back added to the exhaustion. It wasn’t as prestigious a job as I imagined. e. Throughout the years I had many jobs but the first one was unforgettable. I loved what I did. I loved teaching English and Public Speaking classes. It was wonderful to meet new colleagues who soon became friends. The fellowship among teachers was genuine and warm. The best part for me was being in the classroom teaching real students. It was fulfilling to see them learn and grow. It’s been more than 20 years since I first entered the classroom, and I’m still teaching. I guess I’ll stay in the vocation for a little bit more. f. I think it’s a good idea for parents to come and stay for a night in a hotel nearby for your first day of uni. I, unfortunately, was on my own on move-in day and it was a massive hassle! It was difficult trying to carry all the stuff on my own and I ended up having to ask a stranger outside my accommodation if they could help me carry my shopping up to my room, which was super embarrassing. It’s also nice to have someone there for you, all of my flatmates parents helped them move in so it was a bit lonely for me the first couple of days while they were with their family. g. My first day at university was very nerve-wracking, as I completely forgot what I actually meant to do when I finally got there. It was embarrassing at first when my room roamed around the room making my bed and asking where to put my teddies. But once she left I propped the door open with a chair and made friends with each and every flatmate popping in and saying hi. I got my university ID card and went out with my friends. I tried to make the most of every second as they flew by. The next thing I knew, I was graduating!
IV Read the following text, translate it and explain the meanings of these expressions: oral history formal education documented advances educational values utilitarian skills From the Egyptians to the Greeks to the 1100s: The Roots of Formal Education Humans are a complicated species, and exact records of many aspects of our common development are not so well known. The development of writing systems around 3500 B.C.E. aided in recording these lessons and served as a concrete record, replacing reliance on purely oral history. Some of the earliest written records show that formal education, in which basic communication skills, language, trading customs, and agricultural and religious practices were taught, began in Egypt some time between 3000 and 500 B.C.E. The earliest library known to man, in Babylonia, was built by Ashurbanipal, the king of the Neo-Assyrian Empire (685–627 B.C.E.). Texts in this library documented advances in math, reading, and writing, as well as common practices of warfare and hunting. During the Zhou Dynasty (551–479 B.C.E.), Confucius, the famed Chinese philosopher, greatly impacted the overall curriculum focus of formal education and shaped educational values even through present-day systems. Though known better for moral and spiritual teachings, Confucius’s focus on personal values determined what was important to teach as well as how this teaching was achieved in formal education settings. For example, self-control and respect were incorporated as aspects of the development of logical thinking. Additionally, Confucius was perhaps one of the first to think of differentiated instruction: “Teach according to the student's ability” (as cited in Chin, 2007, p. 1). This means that 2,500 years ago Confucius knew about the value of differentiated instruction and its worth not only to the individual but also to society. The content of formal education shifted with the Greeks, who sought to balance utilitarian skills with loftier contemplations about the origins of thought. Hippocrates (c. 460 –370 B.C.E.), Socrates (c. 470–399 B.C.E.), and Aristotle (c. 384–322 B.C.E.) all speculated about what drives human will, motivation, and learning. While educators since the Greeks have contemplated how to influence human actions through formal education, it is relatively recent in human history that the focus has turned to brain functions that can be manipulated to enhance the teaching and learning process. According to modern educational theorist Howard Gardner, “Greek philosophers may have been the first to raise questions about the nature of matter, living entities, knowledge, will, truth, beauty, and goodness. In recent centuries, however, philosophy has steadily been yielding ground, enthusiastically or reluctantly, to empirical science” (Gardner, 2000, p. 1). V Read the following text in 2 minutes and try to identify the title. According to a Japanese proverb, “Better than a thousand days of diligent study is one day with a great teacher.” There’s truth in those words, as anyone who has ever had a great teacher will know! *** The learned men of ancient times, by default became the teachers. Priests and prophets taught children of the wealthy and noble, the skills to take up their roles as leaders and businessmen. The priests’ position was elevated above many strata of society, and they were treated accordingly for their knowledge and wisdom. Teacher appreciation was a widespread feeling, and respect for teachers was proportional to their high value in those societies. One of the most learned men of all time, Confucius (561B.C.), became the first private teacher in history. Born of a once noble family fallen on hard times, he found himself as an adolescent with a thirst for knowledge and nowhere to drink, since only the royal or noble were allowed an education. Because all the teachers were government officials, there was no way around the State policy. He solved it by going to work for a nobleman, whom he could accompany on his extensive travels. Such was his reputation, people sought him out to teach their sons. Confucius received more teacher appreciation than anyone before. He took any student eager to learn, and with the regular subjects, imparted his personal wisdoms for developing responsibility and moral character through discipline. In ancient Greece, long acknowledged as the seat of philosophy and wisdom, the value of educating their children was recognized very early on, with some households engaging their own teacher. Teacher appreciation was an obligation for any self-respected Greek. Learned men, continued to impart wisdom on into the first years of Christianity, including the scribes in the Bible, who were often men that taught law as well. Through the first centuries A.D. Roman families often had educated slaves to teach their children, some of which were captives from other countries. diligent - прилежный extensive - всесторонний prophet – предсказатель Confucius [kən'fjuːʃəs] priest - служитель культа adolescent [ˌæd(ə)'les(ə)nt] = young man strata - слой, пласт sought (past participle of seek) out - разыскивать appreciation - признание impart - давать, придавать |