Нижний Новгород, 2005 Печатается по решению редакционно-издательского совета гоу нижегородского государственного лингвистического университета им. Н. А. Добролюбова

2.2. Divide the texts into logical parts. Entitle each part. 2.3. Give the gist of each part. Related Activities The exercises suggested below will help you to participate in the text interpretation and follow-up activities more freely. Word-study Activities Mechanical Drills 2.4. Write out from the text adjectives, participles II, verbs, adverbs and nouns of negative meaning formed with the help of the following structure patterns: "in | un | dis | under" + stem 2.5. Give derivatives. Ex. resistant - to resist, resistance Affect, interfere, undernourishment, insufficient, motivate, education, flexibility, frightening, diversity, disrespected, unclaimed, assess, respond, condescendingly, insubordinate, humiliate, accomplishment, perceptiveness, disappointment, involvement, distribute, adjust, unconscious, honour, frustrate, credibility, disbelief. 2.6. Arrange these words and word-combinations into: 1) antonymous pairs: to do harm, progress, appear, to be organized, urban, decreasing respect (for), to remove from smb the blame (for), disrespectful, unmotivated, fail, to be with, to speak condescendingly, to reduce, to lose, to improve, to encourage, at the bottom, genuine, disciplinary school, honest, extend, to speak as if with equals, to increase, to deteriorate, false, discourage, regular school, to win, to diminish at the top, dishonest, to do good, to be against, to succeed, to disappear, to put the blame on smb, motivated, suburban, respectful. 2) synonymous pairs: to accomplish, to affect, to be accustomed to, angry, confusion, to think fondly, to appear, to be willing, frustrated, to respond, to expediate, to adjust, genuine, terrible, to alter, to fail, to replace, obvious, to feel secure, to guide, to allocate, to meet the demands, to take smb's side, to speak with candor, to berate, demeanor, to be unsuccessful, to substitute for, to speak frankly and straightforwardly, to be with smb., to respond to demands, behaviour, to finance, to feel safe, to scold, severely, evident, to influence, to react to, to be eager, awful, to think with pleasure, to emerge, chaos, to be used to, to achieve, furious. 2.7. Suggest the English for these words and word-combinations: Снижающееся уважение к образовательным институтам; снять с кого-либо вину за недостатки в сфере образования; лишить учителя инициативы по улучшению состояния образования; подавить учеников; принять сторону учеников; поддержать учеников в неправильном поведении; дать ученику ощущение, что он чего-то достиг; ходить на уроки; переполненные школы; две смены; вырываться в коридор, создавая опасность; осознавать себя жертвами; вернуться в школу после долгого отсутствия; 100% посещаемость; вернуть в школу учеников, которые ее бросили; прогульщики; смотреть на жизнь без надежды; вовлечь в школьный процесс учеников и родителей. 2.8. Suggest the Russian for these important topic "Education" oriented words and word-combinations. To cripple the academic performance, to berate, sloppy work, the word slants down, to stay on the line, to strip a child of every little shred of dignity, to hear a pin drop, the dropout rate, freshmen, explosive high school education, positive, supporting, high-expectation climate, the most "shortchanged" school, the School Board president, the physical education facilities; to deny the school the morale that comes from interschool sports, the attendance officer, to involve teachers in a guidance role, aspiring children, there is no formal routine for doing smth, low academic achievement, to introduce school-wide activities, to distribute a questionaire, program, curriculum, relate his studies to himself. 2.9. Consult an English-English dictionary for the meaning of the following words. Use them in sentences of your own. 1) to put in time 4) to have a case 2) to drop out 5) to draw oneself up to one's 3) to stall for time full stature 2.10. Consult an English-English dictionary for the meaning of these words. Define their stylistic reference. hip, thugs, hoods 2.11. Write out the word-combinations: 1) with the words "play" and "role" to speak about the functions of a principal or a teacher at school. 2) with the word "problem" to speak about the problems facing education. 2.12. Explain to your classmates what it means for a principal or a teacher to become: 1) part social worker; b) part mediator; c) part dietician; 2) part of the process at school; e) part of the problem. 2.13. Write out sentences with speech-patterns expressing: a) emotion; b) emphasis; c) attitude. (See Корректировка лексико-грамматической стороны речи, с. 23) 2.14. Write out sentences of improbable and impossible conditions. 2.15. Write out sentences with "get smth done" and "get smth doing". 2.16. Make up sentences in analogy with those which contain speech patterns of exercises 2.13-2.15. Make use of the topical vocabulary "Education". 2.17. Choose a passage from the text (10-12 lines) for good reading. Assess your fellow-students' expressive reading. Use adequate classroom English. Scanning 2.18. Find and read out the sentences proving that: 1) education has to deal with not only merely education but also with social and psychological problems. 2) the main thing in education is attitudes. 3) the teacher should treat his students with respect, direct them without injuring their dignity. 2.19. Find in the text the problems the teacher or principal can face. Read out the sentences. 2.20. Read and comment on the following sentences: 1) When it begins to affect the ways in which we are accustomed to getting things done, we often find ourselves angry and resistant. 2) Already great numbers of teachers are dropping out before making a contribution to our youngsters. 3) The educator can accept the new problems as being part of his domain. 4) But to be free to act requires not a cookbook, but rather a set of assumptions. 2.21. Pair work. Make up statements or questions to which the following could serve as responses. Use topical vocabulary. 1) I think it's the authoritarian education which gives pupils a profound knowledge of fundamental subjects. 2) On the contrary, it's not the Ministry officials but the subject teachers who should make up curricula for different types of schools. 3) What is important at present is to increase a number of schools catering on the one hand for gifted children and on the other for handicapped ones. 4) What we want now is not an educational system based on dogma, interdiction and coercion but an educational system based on free thought, non-standard solutions, non-patterned thinking and behaviour. 5) What we are asking our educators for is searching for new approaches to education. 2.22. Interpret the text. 1) Characterize Mr. Marcus Foster as: a. a specialist; b. a personality. For this purpose consult a Russian-English dictionary for adjectives to label him. Analyse the way he behaves in problem situations and his thoughts concerning educational problems. While characterising him make use of the pattern "If N had been… he would (not) have done…" 2) Express your personal attitude to; a. Mr. Marcus Foster as an educator and as a personality; b. the problems he tackles in his book which he himself called "strategies for changing education". Make use of the topical vocabulary. Practise the patterns: I wish N had (not) been / had (not) had / had (not) done, etc. I wish (the problem of education) were… / could be… / would be …, etc. It's necessary that ... should be … . 3) Define the author’s communicative aim. Say if he only wants to inform the reader of some very acute educational issues or if he also wants to exert a deep influence on public opinion. Make use of the following patterns: The author wants us to meditate upon ... / to make us think / to feel alarmed, etc. The author is likely to make us reconsider our attitude to ... 4) What problems are tackled by the author? Dwell upon each one in detail. Make use of "makes it clear, stresses the importance of, blames smb for, reports at length, assumes that, points out that... ". 5) Formulate the theme of the extract. Is it implicitly or explicitly stated? 6) Speak on the tone of the text. Prove to your classmates that the text is a specimen of publicistic style. For your information: Publicistic style became discernable as a separate style in the middle of the 18th century. It falls into three varieties, each having its own distinctive features which integrate them. Unlike other styles, the publicistic style has spoken varieties, in particular, the oratorical substyle. The other two are the essay and the article. The general aim of publicistic style, which makes it stand out as a separate style, is to exert a constant and deep influence on public opinion, to convince the reader or the listener that the interpretation given by the writer or the speaker is the only correct one and to cause him to accept the point of view expressed in the speech, essay or article, expressed not merely by logical argumentation but by emotional appeal as well. Publicistic style is characterized by its coherent and logical syntactical structure, with an expanded system of connectives and careful paragraphing on the one hand. On the other its emotional appeal is achieved by the use of words with emotive meaning and other stylistic devices (parallel constructions, chiasmus, repetition of different kinds, rhetorical questions, inversion, elliptical sentences, similes, sustained metaphors, etc.). But the stylistic devices used in publicistic style are not fresh or genuine. These questions may be helpful: 1) What is the most important word in the first paragraph? How many times is it used by the author? - Why? What is the meaning of the word "progress" in the paragraph? 2) Why do you think the author uses two synonymous words "disorganized" and "chaotic" to characterize the state of things in education within one sentence? 3) Why do you think the author interrupts his discourse about our nostalgia of the past by giving a fragment of an urban teacher's speech? Does it make his statement more convincing? 4) Does the metaphor "robs the educator of the initiative" seem fresh and genuine to you? Or is it rather trite? 5) Does the quotation of the sentences "Poverty is not my business", "Drugs are a medical-social problem", "Gangs belong to police gang-control programs" add a great deal of argumentation to the general statements made by the author? 6) Do the rhetorical questions in the paragraph which begins with "Besides, what if some of the problems..." awaken the reader's interest in the problems? 7) Does the opposition of two ideas: "packaged solutions - problem-solving process" arouse the reader's concern and curiosity? 8) Why do you think the author uses a slang expression "buck-passing attitude" instead of neutral "shifting the responsibility to smb." 9) What ideas do the epithets "unexplored" and "frightening" (realms) emphasize? 10) What makes the author use emphatic constructions of the type "What we want are not packaged solutions but problem-solving process" or "What we were doing was bringing in materials?" etc. Do they evoke an active attitude? 11) Is the title of the first part suggestive? Now go on analyzing the peculiarities of the publicistic style on your own and ask your classmates questions in analogy. Follow-Up Activities 2.23. Role play. Imagine you are the principal of a secondary school. Make up an emotional speech to the staff on the topic "Making Your School Work". 2.24. Act out the episodes: a) at Gatto; 2) at Gratz; For this purpose: a) choose a script-writer to present the script of the play for a broadcast programme (with cues and stage directions); b) choose a director to distribute the roles, to outline the characters and to rehearse the play; c) present the play in the classroom. WRITING ACTIVITIES 2.25. Write an essay on the following topics: 1) When the change in education goes beyond your understanding or your ability to move it on, you find yourself angry and resistant. 2) Should we stand around waiting for somebody to get new things in education done? Or should we take the responsibility and be part of the process? 3) Who is to answer for educational failures? 4) Schools want people who get the job of retooling done. 5) Using new sense of team works wonders! 6) What we badly need in education at present is relating studies to life and relating pupils' experience to their work at school. 2.26. Read and interpret the story "The Idealist" by Frank O’Connor (School Stories) SMILE AND RELAX 2.27. It's very interesting to know that the language of children in Great Britain contains nicknames; humorous phrases, rhymes for those who are more than often late or those who idle away their time or play truant (play hockey, play way or hop the wag). Here they are (taken from "Love and Language of Schoolchildren"). Latecomers Ah. Here comes lighting! Come on Christmas! The Prodigal Son has returned at last! Here comes the late Mr., ... Better late than never! Better 1ate than never but better never late! You're a budding late bird! You're early, what kept you? You'll be late for your own funeral. Slow pupils You're too slow to catch a cold! A Creepy Crawler! Slow coach! Snail! Dilly-Day-Dream! Cow's tail (You're like a cow's tail, always behind!) Part 3. EXTENSIVE READING The text below gives you an idea of what "the village school" is like. It is taken from Laurie Lee's story "Village School" in which the author describes in detail his own very painful at times but anyway very useful school life experience. He ends the story with the words which cannot but excite in us a feeling of nostalgia and stir up recollections of our school days. 3.1. Read what he writes. "The narrow school was just a conveyor belt along which the short years drew us. We entered the door marked "Infants", moved gradually to the other, and were then handed back to the world. Lucky, lucky point of time, our eyes were on it always. Meanwhile we had moved to grander desks, saw our juniors multiplying in number, Miss Wardley suddenly began to ask our advice and to spoil us as though we were dying. There was no more to be done, no more to be learned. We began to look around the schoolroom with nostalgia and impatience. During playtime in the road we walked about gravely, patronizing the younger creatures. No longer the trembling, white-faced battles, the flights, the buttering-up of bullies; just a punch here and there to show our authority, then a sober stroll with our peers. At last Miss Wardley was wringing our hands, tender and deferential. "Good-bye, old chaps, and jolly good luck! Don't forget to come back and see me." She gave each one of us a coy sad glance. She knew that we never would." Notes Miss Wardley - a Head Teacher "who was fond of singing and of birds and who encouraged pupils in the study of both" peers - classmates deferential - showing respect coy - shy In the extract given below the very first day of the narrator's arriving at the school is described. 3.2. Read the text to yourself as quickly as you can. Time yourself. Try to keep in your memory as much factual information as you can. The village school at that time provided all the instructions we were likely to ask for. It was a small stone barn divided by a wooden partition into two rooms - The Infants and the Big Ones. There was one dame teacher, and perhaps a young girl assistant. Every child in the valley crowding there, remained till he was fourteen years old, then was presented to the working field or factory with nothing in his head more burdensome than a few mnemonics, a jumbled list of wars, and a dreamy image of the world's geography. It seemed enough to get by with, in any case; and was one up on poor old grandparents. This school, when I came to it, was at its peak. Universal education and unusual fertility had packed it to the walls with pupils. Wild boys and girls from miles around - from the outlying farms and half-hidden hovels way up at the ends of the valley - swept down each day to add to our numbers, bringing with them strange oaths and odours, quaint garments and curious pies. They were my first amazed vision of any world outside the womanly warmth of my family; I didn't expect to survive it for long, and I was confronted with it at the age of four. The morning came, without any warning, when my sisters surrounded me, wrapped me in scarves, tied up my boot-laces, thrust a cap on my head, and stuffed a baked potato in my pocket. "What's this?" I said. "You're starting school today." "I ain't. I'm stopping 'ome." "Now, come on, Loll, you're a big boy now." "I' ain't." "You are." "Boo-hoo." They picked me up bodily, kicking and bawling, and carried me up to the road. "Boys who don't go to school get put into boxes, and turn into rabbits, and get chopped on Sundays." I felt this was overdoing it rather, but I said no more after that. I arrived at the school just three feet tall and fatly wrapped in my scarves. The playground roared like a rodeo and the potato burned through my thigh. Old boots, ragged stockings, torn trousers and skirts, went skating and skidding around me. The rabble closed in, I was encircled; grit flew in my face like shrapnel. Tall girls with frizzled hair, and huge boys with sharp elbows, began to prod me with hideous interest. They plucked at my scarves, spun me round like a top, screwed my nose, and stole my potato. I was rescued at last by a gracious lady - the sixteen-year-old junior-teacher - who boxed a few ears and dried my face and led me off to the Infants. I spent that first day picking holes in paper, then went home in smouldering temper. "What's the matter, Loll? Didn't he like it at school, then?" "They never gave me the present!" "Present? What present?" "They said they'd give me a present." "Well, now, I'm sure they didn't."" They did! They said: "You're Laurie Lee, ain't you? Well, just sit there for the present. I sat there all day long but never got it. I ain't going there again!" But after a week I felt like a veteran and grew as ruthless as anyone else. Somebody had stolen my baked potato, so I swiped somebody else's apple. The Infant Room was packed with toys such as I'd never seen before - coloured shapes and rolls of clay, stuffed birds and men to paint. Also a frame of counting beads which our young teacher played like a harp, leaning her bosom against our faces and guiding our wandering fingers. * * * 3.3. Say what the text is about in 2-3 sentences. 3.4. Define the author's communicative intentions. 3.5. Divide the text into logical parts. Entitle each part. 3.6. Prepare the contents of the text for oral reproduction (Make sentences shorter, transform the direct speech into indirect, substitute the unknown words for the words your fellow students know, replace the words with emotive charge by the neutral ones, think up suitable speech patterns. If necessary make up the outline). 3.7. Reproduce the contents of the text to your classmates interweaving into it your commentary concerning the author's communicative aims. 3.8. Explain to your fellow-students the meaning of the words given below. Barn, burdensome, mnemonics [ni:'moniks], a jumbled list (of wars), a dreamy image of (the world's geography), to be one up on smb, hovel, to box ears, oath, smouldering temper, rabble, frizzled hair, to prod, hideous. 3.9. Find in the text the sentences, which have the meaning close or synonymous to these ones. 1) The pupils of the village school were better educated than their grandparents. 2) The knowledge the village school pupils got was sufficient to live and work in the countryside. 3) My first impression of the village school was that of confusion, surprise and wonder. 4) I understood that the sisters exaggerated the guilt of the children who did not go to school. 5) I was saved by a gracious lady. 3.10. Give the infinitives of the verbs used in the text. "Swept, thrust, torn, flew, spun, stole, led" 3.11. Write out the verbs with the help of which the author describes the way the children behaved when Loll arrived at the school. 3.12. Study the syntactical structure of the sentence "The playground roared like a rodeo..." which is an example of simile ['simili]. "Simile is a figure of speech which draws a comparison between two different things in one or more aspects; an imaginative comparison". Find in the text some other examples of simile. Do they add emotional colour to the description? 3.13. Read the sentence to get acquainted with one more figure of speech the author uses to make the description of the pupils' behaviour more emotional. The device is called "synecdoche" [si'nekdeki]. It is a figure of speech, alike to metonymy, by which a part is put for the whole, or the whole for a part, or an individual for a class, or an indefinite number for a definite one, or singular for plural. Old boots, ragged stockings, torn trousers and skirts, went skating and skidding around me. Interpret the sentence and give its neutral version. Remedial Activities 3.14. Express what the result could have been if there had been different conditions in the text. Model. I think the boy wouldn't have gone to school if his sisters hadn't made him do it. 3.15. Say what you wish the boy (or the other characters) had done or had not done under the suggested circumstances. Model. I wish Loll had been given a more cordial welcome at school. 3.16. Ask your group-mates to formulate the controlling idea of the text. 3.17. Ask your group-mates: 1) if they found the text high/low-spirited; optimistic / pessimistic; convincing / unconvincing; lacking depth, originality or profound & original; 2) if the text impressed or depressed them; surpassed their expectations or fell short of their expectations; offered food for thought or left them impartial; evoked some emotions or left them indifferent. 3.18. Read and design exercises in analogy to interpret the extract from the story "Village School" which begins with the words "Our village school was poor & crowded, but in the end I relished it" (p.116) up to the end of the passage (p.118). (School Stories) Follow-up Activities 3.19. Answer these questions (about yourselves) 1) a. Do you remember the day when you went to school for the first time? What was it like? b. What feelings did you experience when standing in the assembly-hall and listening to the principal's solemn words of appeal to you? c. Did you envy senior pupils? Did you wish you could grow up quickly and be an adult? Why? d. Do you remember whom you wished to have as a bosom friend? Why? e. What was it that you liked or disliked at school on that (first) day? 2) a. What did the school where you studied look like? (old, new, comparatively new, made of wood, stone, brick, glass & concrete). b. What facilities did it have? (a school garden, a playground, a stadium, a swimming pool, etc.). c. Was your school building plain or decorated with columns, domes, carvings? Did it look like a barn or like a palace? d. Was it painted white, yellow, grey? e. Was it often given a face lift? f. Was it stately and imposing or dismal and dilapidated? g. Were the floors linoleum, parquet or tesselated? h. Were the walls painted or whitewashed? Were they cracked? i. Did the school building face a street alive with traffic or did it look out on a park? j. On what floor was the staff-room, the canteen, the cloakroom, the sick room, the gymnasium, the library, the office, the headmaster's room, the great hall, the biology/chemistry/physics room located? k. What were the classrooms equipped with (Desks or tables? Chalkboard? Audio-visual aids?). l. What type of school did you attend: a day school, a boarding school, a regular school or a school specializing in English or mathematics or other subjects? 3) a. You had to wear a uniform, hadn't you? b. What was the uniform like for the boys and for the girls? c. Were you allowed to wear ordinary clothes? d. Were you punished if you came along in jeans, sweaters, fashionable dresses? e. Did you wish you could wear the latest fashions at school? f. Were you allowed to have jewellery on? g. Did you feel proud in a uniform or depressed? Why? h. Did you feel a member of the group rather than an individual? i. Did you feel a desire to challenge the rule of wearing uniforms? 4) a. What were you taught in primary school? b. What was your favourite subject? Did you do well in it? c. Were the first years of schooling difficult for you? Why? d. How did you progress in foundation subjects? e. Did it take you great efforts to learn reading, writing, counting? f. Were you taught to be part of a team, sharing the ideas and learning to be self-confident? g. Do you wish you could have had religious education and collective worship on those far-gone days? Do you remember if there were God-believers in your class? What was your attitude to them? h. What playing activity did you have in the classroom? Were the classes fun? i. Which of them were most interesting and why? j. What out-of-class & out-of-school activities did you get involved in? k. Did you often go to the theatre, to the cinema, to museums & exhibitions? Did you prefer going to the theatre in a body or alone? l. Did you go to a local library? Did it stimulate your learning? 3.20. Pair work. Ask your classmates questions concerning your last years of schooling (in analogy) and make her/him do the same. 3.21. Group discussion. 1) Enlarge on the following statements: a. A few people decide to educate their children at home, although it may be difficult to do so successfully. b. Take a keen interest in what your child is taught. Go to the parents’ meetings as well as open evenings and talk to teachers about your child's progress. c. If you think that your child is spending too much or too little time on homework, contact the school. d. Your support for school concerts, sports occasions, parents' meetings, festivals etc. is a great encouragement to your children and to teachers organizing the events. e. An education course at school should also include work experience. Or at least there should be job-related courses leading to qualifications that are directly relevant to a future career. 2) Agree or disagree with the following. a. During the teenage years, many young people can at times be difficult to talk to. They often appear to resent being questioned. b. Young people are usually open if they believe that questions arise from a genuine interest rather than as an attempt to "check up" on them. c. There should be career teachers at school to provide teenagers with some helpful advice in choosing their future profession. d. A young person's interest as a rule can switch from career to career. That's why it's reasonable that parents wait until the last moment to talk with teachers and their teenagers about higher & further education & career option. e. If a child doesn't keep up with his or her classmates, she or he should be sent to a special school. 3) Discussion points. a. How to keep your school run smoothly. b. What to do if a chi1d has special needs. c. What should be taught at school. d. School admission - should it be dependent on one's age only or on one's ability as well? e. Should a pupil have rights or only obligations? f. Suspensions and expulsions: causes and consequences. 3.22. Get ready for a three-minute broadcast talk about one of the problems outlined in 3.21. WRITING ACTIVITIES 3.23. Write an essay on one of the topics 1) My First Day in the First Form. 2) My Last Day in the 11th Form. 3) My First Day at College. 4) My School-leaving Party. SMILE and Relax 3.24. It's interesting to know that there are nicknames for school subjects. On the bus taking children to school someone says: What's the first lesson today? Someone replies: 'Dictation'! And then all the young ones burst out: Dictation! Pollygation! Three pigs on a railway station. or Dictation, botheration put teacher in the p'lice station. Other nicknames are: 'Compo' for composition, Domaski or Domeca for domestic Science, Gogers or Jig-jog for Geography, Fizzy or Phiz-jig for Physics, Daftwork for craftwork, Mystery for History, Tainting for Painting, Physical Torture for Physical Training, Religious Destruction for Religious Instruction. (taken from 'The Love and Language of Schoolchildren' by Jona & Peter Opie. Oxford, 1959)

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