1. Match the words and definitions

to educate	to impart knowledge or instruct someone as to how to do something
to bring up	to give intellectual, moral, and social instruction to someone, typically at a school or university
to teach	to look after a child until it is an adult; to communicate a child certain attitudes

II. Choose between “to educate”, “to bring up” and “to teach” to complete the following sentences.

1. I have always … my pupils to respect the law. 2. He … history for many years. 3. He came one day each week to … painting. 4. She … me French. 5. This department prepares teachers to … little children. 6. She … at the local primary school. 7. It is easy to … children through games. 8. Online games are used to … pupils. 9. I need a book how to … a baby. 10. It is difficult to … teenagers using old technologies.

III. Insert the appropriate nouns and adverbs in the following sentences.

1. Young … is attracted by jobs associated with money and power. 2. It is …difficult to cultivate love to reading in teenagers. 3. Children are …interested in computer games. 4. A good … of foreign languages will help your career. 5. The … of teaching profession doesn’t presuppose money and power. 6. Teaching profession…demands some sacrifice of personal time. 7. A good teacher must... be up-to-date in his subject. 8. Teachers deal with discipline problems…when they work with slow-learners and fatherless children. 9. Her lessons are usually … equipped with necessary visual aids. 10. It is useful to propose gifted pupils special… to support their interest to the subject.

1. usually

2. always

3. as a rule

4. well

5. encouraging

6. mostly

7. knowledge

8. choosing

9. generation

10. rather

4. Speak about your typical day as if you were a teacher. Text 5. A teacher’s lot is certainly a different one

Say “teacher” and a clear image forms in people’s minds. People usually think that teachers, if female, are intense, persistent creatures, and if male, are a little strange. They would refer to teachers they know and proceed to generalizations, most frequently concerning their quarrelsome emotional way of discussing things, their dictatorial or pedantic tendencies and, above all, their boring inability to talk about anything other than their jobs.

Teachers themselves have a particularly self-conscious view of their role. Outside their working milieu, they tend to feel isolated and to grow away from friends who work a standard office day. The teacher’s job imposes emotional stresses and conflicts, and these have the power to isolate teachers from everybody else, to alter their outlook and their characters.

Monday morning is a good example of the differences between school and office. In many offices you can arrive a little late, whatever is not important can be put off, and with luck you can have an extended lunch-hour. A teacher’ Monday is more likely to begin on Sunday night, when the first uneasiness creeps up behind. There are preparations to be made for the morning, and if they have been made it is difficult to shake off a sense of guilt about the quantity of the preparations, or vague resentment over the erosion of free time.

You can’t afford to be at work early in the morning. From the moment of arrival at school there’s no place for lethargy; children are all around, full of questions and bounce.

The same worry can spill over into evening and weekends. Young teachers who have had college lectures on “discipline in the classroom situation” or “the deprived child” are not properly warned of the emotional impact children make on them. They sit and brood about the children’s needs and always feel that they could be doing more. Of course that’s true, but the best teachers are the ones who can switch off, by doing whatever work is necessary, and then refusing to let it encroach further on their life. If a teacher falls ill he can’t afford to stay in bed till he gets well. Knowing the difficulties that absence creates in school, with the class being split up and loaded on to colleagues, teachers don’t stay home when they should, and often totter back to school before they are fully recovered, propelled by anxiety.

It is that kind intensity of feeling that makes teaching so extraordinary. Extremes of behavior are more common in the classroom than people would believe. Many teachers discover in themselves depths of bad temper, even rage, they never knew they had.

But the rewards of the job are so special that teachers learn to maintain high expectations, and apply them generally. The experiences they have at school have a great influence on their attitudes to jibs and people. Most of the generalizations about them are rooted somewhere in truth – teachers are different – but few people bother to find out why.