- •A teacher of history...............................................................................................11
- •Teacher's profession
- •My ideal of a good teacher
- •Teaching Practice
- •A teacher of history
- •1. A) Look at the text. Nine fragments have been removed. Read the text and choose from the fragments the one which fits each gap. There is one fragment which you do not need to use.
- •The teacher of history
- •2. Give Russian equivalents of the following:
- •3. Suggest the English for:
- •4. Match a) antonyms b) synonyms
- •Speaking
- •5. Complete the following sentences by translating the Russian part into English:
- •1. B) Explain the highlighted words.
- •Vocabulary Exercises
- •6. Use the following questions to speak about yourself and the way you are going to study history.
- •Words and Word Combinations
- •Supplementary Reading
- •I. Read and translate the text.
- •Geography teacher
- •I want to become a teacher of mathematics
- •Exercises
- •Answer the following questions:
- •Make up a dialogue using the following questions:
- •Working in groups discuss the questions:
- •Make a project on one of the following themes:
- •I want to be a programmer.
- •Exercises
- •Answer the following questions:
- •Read an article “The Wired-up School” about using computers in schools. Be ready to answer some questions. The Wired-up School
- •Read the texts “I want to be a programmer” and “The Wired-up School” again and say how the pupils in the article use computers in terms of communication, information, education, leisure.
- •Working in groups discuss the questions:
- •Make a project on one of the following themes:
- •A teacher of Russian and Literature
- •Give the English equivalents for:
- •The Profession of a Physical Training Teacher
- •The profession of a speech therapist
- •I want to be a good teacher of physics
Exercises
Answer the following questions:
Do you use a computer?
What do you use your computer for?
When did you first start using a computer?
Who taught you to use it?
Do you use a computer at home or at school?
Are you connected with the Internet?
How often do you go to the Internet-cafe?
What forms of Internet communication do you use regularly?
Read an article “The Wired-up School” about using computers in schools. Be ready to answer some questions. The Wired-up School
Churchill Community School in Somerset is a place where pupils and staff have mastered the art of getting what they want out of their computers. Like many schoolboys, Philip Eagle and his friends enjoy making paper airplanes. The only difference is that these boys are being given tips by a computer. “It’s physics, aeronautics and education,” insists Philip. He forgets to add that it’s also a pleasant way of passing the time during the morning break. He is currently working on his personal statement for the university entrance form.
He is one of the many pupils at Churchill Community School who have chosen to spend their twenty minutes of freedom in the learning resource centre. Here they can borrow books, do last minute homework, catch up on gossip or take a turn on one of the computers that are always available for them to use.
Students use the computers for a wide variety of tasks. Ian Blomfield, for example, used a CD-ROM of back issues of The Times and Sunday Times, along with the electronic encyclopedia Encarta, to find out about environmental damage caused by oil-tanker disasters. But he was able to go a step further. He used E-mail to pick the brains of campaigners and Friends of the Earth. “There was no other way we could have got such up-to-date information,” he says.
Because of a technologically advanced link to the Internet, twenty-eight computers can remain permanently on life. Cliff Harris, the school’s computer technician, explains that pupils can use the Internet as easily as any piece of software. “A lot of students are likely to have a PC at home in their room,” he adds. “They go home and have conversations with their schoolmates on the Internet.”
Most children seem to use their PC in a way that would please any teacher. Charles Palmer, who can also be found in the resource centre at break-time, says, “I didn’t exactly learn to read using a computer, but it was the adventure game Monkey Island that made me really want to learn. If I couldn’t read what was on the screen, I couldn’t play the game.” Charles also uses his PC for designing his family’s Christmas cards.
Helen Brown finds that her PC is an invaluable home tutor that can offer her that little extra bit of help. “Sometimes there are things in algebra or biology that teachers only go over once, and I don’t understand them. But I can use a program I’ve got at home which explains it again and again until I do understand it!” However, she is not impressed by the possibility of computers replacing teachers. “You can’t ask a computer questions,” she says. “It just asks you.”
Her view seems widely shared. “It would be totally boring,” says Chris Richmond. “You’d switch the machine off, or switch off yourself.” Nevertheless, he is currently using his PC to write an article on passive smoking, and claims that he is being given the chance to write the best essay he could possibly write with the use of his computer.
Pupils without access to a computer at home are obviously at some disadvantage. The school tries hard to make up for this, however. They want all pupils to have a chance to take advantage of this valuable, interesting – and often fun – form of technology.
Questions:
Who says that students use their PCs to communicate with each other?
Who used a computer to read old newspapers?
Who needed to learn to read before he could play a computer game?
Who thinks pupils can use the Internet without any difficulty?
Who says that computers as teachers would be very boring?
Who used a computer to get information about an oil spillage?
Who uses a computer for extra help at home?
Who is writing an essay with the help of a PC?