- •Contents
- •Chapter 1. School Education.
- •School education in the uk
- •1. Complete the chart with the words below. Some words may be used more than once.
- •2. Listen again . What do the terms mean? Are they the same in Britain and the usa?
- •3. Use the table to speak about the school system in England and the usa. Then make a similar story about the school system in your country.
- •1. Read the story of a girl’s first school day. Complete the gaps with the missing verbs. My First Day of School
- •2. How does the writer of the song feel about his schooldays? Were they a completely happy time? What words / lines tell you this? Compare your opinions in a group.
- •Chapter 2. School Memories and Experiences.
- •Remember the Days of the Old Schoolyard
- •1. Read the text about school days’ memories.
- •2.Look at the words in bold in the above text and try to explain them.
- •3. Fill in the sentences with the correct words from the list below:
- •4. Complete the phrases with the correct word(s) from the list below.
- •5. Fill in the phrases with the correct preposition from the box. Then choose any five items and make sentences.
- •6. Problem verbs corner
- •1. Translate the sentences from the text:
- •2. Choose the right verb:
- •1. Match the word(s) in a with their English equivalents in b and their Russian equivalents in c.
- •2. Fill in the gaps with the word(s) from the list:
- •3. Consider the situation and answer the questions.
- •1. You will hear Tim Moores, who went to Harrow, one of the most famous public schools in Britain, in the 1950s. He was sent there at the age of twelve and ran away four years later.
- •2. Listen to the text once and discuss the following:
- •3. Use the words in the list below (taken from the text) to complete the following summary.
- •4. Writing task.
- •Chapter 3. Leaving School.
- •1. Read the text about education in Russia.
- •2. Fill in the gaps with the synonyms from the text:
- •3.Answer the questions:
- •4. Discussion. Discuss these questions with a partner. Share your ideas with the rest of the class.
- •5. What do you remember about the system of school education in Great Britain? How does it differ from Russia?
- •1.Answer the questions.
- •2. Match the words with their definitions:
- •3. Find in the text the equivalent to the following Russian word(s):
- •4. Use some of the above words to complete the sentences:
- •1. Read the text and compare your list with what you can find in the text. Unified State Examination in Russian Federation
- •2. Read the statements and decide if they are true or false.
- •3. Find the English equivalents in the text:
- •4. Match the words in bold type in the text with their synonyms.
- •6. Do Russian and British systems of testing the school leavers’ knowledge have anything in common? What are the differences?
- •High School Crisis in the United States
- •1. Match the word(s) or expression(s):
- •Exams: a Survival Plan
- •1. Find the English equivalents for the following expression:
- •2. Fill in the phrases with the correct word(s) from the box.
- •3. Fill in the gaps with the right preposition(s) from the box.
- •5. Discussion. Discuss these questions with a partner.
- •2. Try to guess if the following statements are True or False:
- •3. Read the text and check your predictions.
- •4. Discussion. Discuss the following in groups:
- •Chapter 4. University Education.
- •1. You can normally do these subjects at university but not always at school:
- •2. Read the statements spoken by university students. What is each person studying?
- •1. Match the verbs on the left to the nouns on the right. Some verbs can be used more than once. Translate the phrases into your language.
- •2. Replace the underlined word with its synonym(s) from the previous exercise.
- •3. Answer the questions:
- •Studying at a British university.
- •1. Answer the questions:
- •2. Compare the system of higher education in the uk to your country. Answer these questions:
- •1. Match the words in a to their definitions in b:
- •2. Complete the sentences using the vocabulary from the previous exercise.
- •3. Read the text and decide if the statements below are true or false. What’s a university education worth?
- •4. Discuss the questions with your partner:
- •1. Discuss these questions with a partner. Share your ideas with the rest of the class.
- •2. Match the words in a to their definitions in b:
- •3. Now listen to the programme and answer the questions:
- •4. Read the statement and decide if they are true or false. Correct the false ones.
- •1. Answer these questions with a partner.
- •2. Read the information about universities in the usa and say which university:
- •3. Now read the text again and fill in the table with the information about the universities:
- •4. Prepare a report about a world famous university. Include the following information:
- •Chapter 5. Starting University Life.
- •1. Read the article which gives advice to students embarking on their university career. Match the headings 1-10 below to the paragraphs a-h.
- •Freshmen Survival Advice for Life
- •2. Vocabulary work. Find the English equivalents in the text for the following words and phrases.
- •3. Match the words in a and b to make phrases and use them in the sentences below.
- •4. Fill in the gaps with the right preposition and give the Russian equivalent.
- •5. Fill in the missing parts of speech. Some of the answers come from the text.
- •6. Discuss the advice in the article in small groups or pairs. Consider the following:
- •1. Discuss these questions with a partner. Share your ideas with the rest of the class.
- •2. Use the words and phrases in the box to complete the sentences below.
- •3. Listen to the students. Put the experiences and tips about student money in the order you hear them.
- •4. Discuss the tips you heard.
- •1. Read the text and answer the questions below. Who Needs a Degree? No number of letters after your name can teach you about life.
- •2. Read the statement and decide if they are true or false. Correct the false ones.
- •3. Match the words from the text with their definitions.
- •4. Find the English equivalents for the following Russian words and phrases.
- •5. Discussion. Discuss in the questions groups.
- •6. Writing. Choose one of the quotations you feel you are most capable to write on.
- •References:
5. Fill in the phrases with the correct preposition from the box. Then choose any five items and make sentences.
-
in off on back through along for out of with
a mark _____ exam
walk _____ the building/corridor
pack sth _____ sth
switch ______ ___
storm_____ _____ the classroom
_____ the blackboard
be memorable_____
_____ the window
put _____
pick _____ one’s schoolbag
6. Problem verbs corner
1. Translate the sentences from the text:
…. the trick was to haul his bike through the window, take it to pieces and then lay the bits on his desk.
Napoleon was in agony the night before Waterloo and got no sleep because he had to lie on his stomach
lie VS lay
Fill in the gaps in the table after consulting a dictionary.
How do you translate these verbs?
Forms |
lie – lay - _____ |
lay - _____ - _____ laid |
Transitive/ Intransitive |
is used w_____ direct object |
is used w_____ direct object |
2. Choose the right verb:
Don’t lie / lay in the sun. You’ll get sunburn.
She laid / lay the paper on the table.
Some speakers confuse this sense of ‘lay’ with ‘lie’. However, lay / lie has an object and lay / lie does not.
She took a newspaper laying / lying on the table
Lay / Lie the packages on the table and take off your coat.
The valley laid / lay to the west. 6. She was laying / lying on the beach.
Why don’t you lay / lie on the sofa?
The table was laid / lain and the guests sat on the chairs round the table
Mother laid / lay the baby on the sofa.
The British Isles lay / lie in the north-west of Europe.
7. Identify the problems the author mentions.
8. Find three things about the writer’s schooldays that were different from your own experience.
Task 7. Teacher-parent relations
1. Discuss the problems of teacher-parent relations. What sort of conflicts can they experience?
2. What do you think the following words mean? Choose the corresponding meaning.
1. treatment
A. the manner of dealing with a person
B. assessment
2. for hours on end
A. outside the classroom
B. without pause or interruption
3. immobile
A. motionless
B. out of a car
4. on his own initiative
A. without permission
B. quietly
5. scold
A. praise
B. find faults with
6. routine (+exercises)
A. monotonous
B. individual
7. self-expression
A. expression of one’s own personality
B. face
8. scarcely
A. hardly ever
B. often
Task 8. Read the letter and answer the questions below.
Dear Headmaster,
I am writing to complain about the treatment my eight – year –old child has received at your school. A talented, original child, used to being given plenty of attention and play material, I find he has been forced to sit at a desk, immobile for hours on end, copying letters and numbers and being made to read boring words when he would much rather be occupied in a creative activities such as painting or drama. When he in fact stopped doing these boring exercises on his own initiative and went into a corner to draw, he was scolded and punished, but surely his action was only natural! His attempts to explain why he did not wish to do the routine exercises were treated as rudeness and suppressed, is this how you stimulate creative self-expression? He has, moreover, received little individual attention from his teacher. Used to being the focus of constant affectionate attention at his kindergarten, he is now scarcely noticed; the teacher, he says, sometimes does not speak to him personally even once in the course of a whole lesson!
I hope you will look into the matter and take appropriate action.
Yours truly
(Mrs)Yuvonne Boddington -Smith
What sort of letter is it?
What is the mother complaining about?
What are the words she describes her son with?
What is she accusing the teacher of?
Task 9. Read the text belonging to another person involved in the situation.
Memorandum
To: The Headmaster
From: Jane Brown, Class 3b
Subject: Cecil Boddington-Smith
This child is new this term and is very difficult. Having been kept at private kindergarten until he was seven, he is very behind in the elementary skills of reading, writing and arithmetic, and has no notion of classroom discipline. I have tried to assist his progress by giving him individual work-cards he can do while the others are working on more advanced material but he does not concentrate, and has even on occasion left his desk, without permission, to take up unprofitable occupations such as playing and drawing. When I have remonstrated with him, he has reacted with sullenness or impertinence.
His progress has naturally been very slow (though I am convinced he is a bright child), and his behaviour is having a bad effect on the whole class. The latter is composed of thirty-six eight-year-olds from varying backgrounds; it is far from easy to control and teach such a group to the standard required by this school; and added disruptive influences such as this child make it near impossible.