Практический курс английского языка 2 курс - [14]

1. Любовь к детям заставила его стать учителем, и он никогда не жалел о своем

выборе. 2. Похоже, придется выбирать между работой в детском саду и учебой в

пединституте. 3. В моей работе нет большого разнообразия, но у нее есть свои достоинства. 4.

Боюсь, что в этот раз школьникам нелегко будет справиться с заданием. 5. Успехи учеников в

большой степени зависят от их учителя и его профессионального мастерства. 6. Работа в

школе потребует от вас ума, такта и чувства ответственности. 7. Уважение людей можно

заслужить только честным трудом. 8. Не каждый, кто получает профессию учителя в

Великобритании, может найти себе работу. 9. Я работаю учителем уже много лет и могу

сказать, что не смог бы найти более благородного труда. 10. Мой друг выбрал себе профессию

врача, еще когда учился в школе. Он всегда был уверен, что эта работа самая важная на свете.

11. Любовь к музыке и интерес к педагогике (theory of education) заставили меня подумать о

профессии учителя музыки. 12. Часто выпускникам школ бывает трудно решить, какую

профессию выбрать. В этом случае учителя и родители могут помочь им сделать правильный

выбор университета.

ХIII. Role-piaying. a) Act out in pain the following situations; use Essential

Vocabulary II:

1. Mike's father has been asked by the headmaster to come to school because of his son's

unusual behaviour: bad marks, lots of missed classes, rude behaviour. Discuss the causes of his

behaviour and steps to be taken.

2. Next year George and Nick are going to take entrance examinations at the University.

Imagine a talk between them about their plans and the reasons that have determined then choice.

3. Mother and daughter have a very serious talk about the girl's decision to take up teaching

as a career. Her mother, though, is rather sceptical about her choice.

4. Imagine a talk between two friends, one of whom is fed up with his or her present boring,

unrewarding job. The other tries to suggest what he or she should do.

P r o m p t s : might it be an idea to ...; have you ever thought of...; you could always ...; if

I were you, I'd ...; why don't you .,.; you'd better ...

b) Role-play the following situation:

You are at a Parent-Teachers association meeting. You are discussing a problem you feel very

strongly about Among you there is a mother who's sure that children shouldn't be strictly disciplined

at school, a father who has the opposite opinion, a father who tends to blame teachers for his

children's faults, a grandmother who tends to spoil her grandchildren, a mother who gives other

parents advice for the only reason that her daughter is at the head of the class.

XIV. Pick one of these topics and discuss it, making sure each member of the

group gets a chance to speak;

1. How to encourage a child to make better progress at school? Should parents use; praise,

presents, promises of future rewards?

2. Should a child be punished? If not, how to make children obey?

3. Should children be allowed to wear clothes of their own at school? Should boys be

allowed to have long hair, and girls to use make-up?

4. How can parents help teachers with out-of-school activities?

5. Should parents insist on their children doing equally well in all the subjects or should they

encourage their sons and daughters to specialise in one or two subjects essential for their future

career?

XV. a) Read and translate the text:

My Memories and Miseries As a Schoolmaster

The parents of the boys at school naturally fill a broad page in a schoolmaster's life and are

responsible for many of his sorrows. There are all kinds and classes of them. Most acceptable to the

schoolmaster is the old-fashioned type of British father who enters' his boy at the school and says:

"Now I want this boy well thrashed if he doesn't behave himself. If you have any trouble with

him let me know and I'll come and thrash him myself. He's to have a shilling a week pocket money

and if he spends more than that let me know and I'll stop his money altogether."

Brutal though his speech sounds, the real effect of it is to create a strong prejudice in the little

boy's favour, and when his father curtly says, "Good-bye, Jack" and he answers, "Good-bye, father,"

in a trembling voice, the schoolmaster would be a hound, indeed, who could be unkind to him.

But very different is the case of the up-to-date parent. "Now I've just given Jimmy five

pounds," he says to the schoolmaster, in the same tone as he would use to an inferior clerk in his

office, "and I've explained to him that when he wants any more he's to tell you to go to the bank and

draw for him what he needs." After which he goes on. to explain that Jimmy is a boy of very peculiar

disposition, requiring the greatest nicety of treatment; that they find if he gets in tempers the best

way is to humour him and presently he'll come round. Jimmy, it appears, can be led, if led gently, but

never driven.

During all of which time the schoolmaster, insulted by being treated as an underling, has