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

Part 1. AUDIO-ORAL INDUCTION Education problems have always aroused a heated discussion all over the world. It's logical for education is not merely something that goes on inside a classroom or a laboratory or even a library. It is not merely an academic enterprise; it is a community enterprise and one for which the whole community has a responsibility. We believe that future teachers should undoubtedly be aware of what educational issues have always been popular and are still popular. 1.1. To have an idea of these major issues listen to the recording of a TV panel talk. Together with the participants meditate upon the key points of the talk. Problems of Today's School - The world at large seems to be dissatisfied with school today. They say schools are out of step with the progress the world has achieved. In fact in many cases they are several decades behind. - Moreover, some sociologists think education is one of the chief obstacles to intelligence and thought. - It is certainly an exaggeration, though there is something in what they say. We, most of us, live in cliches ... and we educate, teach and bring up in cliches ... We play the same roles over and over again. - In this connection I'd like to say that there's a burning need of a new kind of school where children are taught to think independently, to form their own opinions, to show initiative and to get their way. - Can't agree more. It's the school that should see to young people's mental, physical, cultural moral and spiritual development. - And it's the entire society that should be interested in a new type of school, "the new education" so to speak. - "New education". Never heard of it. How is it different from "the old" education? - The task of the teacher in the "old" education has always been to give information, to get it across to pupils to help them get through exams. - What's wrong and "old" about it? This is what schools are for. The teacher's task is really to pass along knowledge to pupils and to assess their academic achievement. - Ah, it's again the same old tune all over and I don't quite agree with you here. It's my firm belief that forming the child’s personality comes first at school, for school is not merely an academic enterprise. It's a community enterprise. - Happy you think so, but unfortunately there are not many teachers who could take up the job of building a new school which I would describe as child-centered, instead of the old subject-centred school. - It brings me to what I was going to say. Innovators are rather the exception than the rule Patterned thinking and patterned behaviour weigh heavily on today's school. Most teachers are terror-stricken at the idea of free thought and non-standard solutions. For decades we've been too docile and too dependent on the law "from above". - Let's try to be optimistic! Let's shake off the dependence and docility. Let's try to get rid of pedagogical arrogance and smug self-assurance. - It's easier said than done. There is still a lot of autocratic supervision and very little freedom for teachers to experiment. - Come, come, the devil is not so black as he is painted. Where there's a will there's a way. What teachers really lack now is personal courage to change the routine, to stand out for creative activity and creative self-determination in education. - What comes first in the new trend of thought, characteristic of the so-called new education is, in my opinion, the change in the curriculum for schools to provide teaching in a variety of ways. - That's a very good idea. The curriculum really must ensure on the one hand a solid, broad and balanced education of all children and on the other hand it must serve to develop the pupil as an individual. - Right. It must be both stable and flexible, must help plan how to stimulate a child's learning especially at primary level and how to prepare children for future professions at secondary level. - It is all very well for us to speak of new education in such lofty and humanitarian terms, but I'd like to discuss some basic and practical things that could be introduced into the teaching-learning process without much delay and ado. - You're perfectly right. Let's get down to earth. I've practised interesting games and game-like activities in my classes. They were a great success! They get the pupils interested, create enthusiasm, stir up their imagination and evoke response. And take off stresses to all that. - I'm also convinced that education must be made "painless" and all unnecessary discomfort at the lessons should be reduced to the least possible degree. There is no other way of encouraging pupils to be independent as thinkers. - I can't agree more. There are some other ways of going about it, such as illustrated text-books, comfortable chairs and desks, pictures on the walls and a fresh coat of paint. And the last but not the least is friendliness from teachers and administrators. - I think it a very good idea to make life in school or college more pleasant, and the ways suggested here are very simple and could be used by anyone. - But there's no getting away from the fact that you cannot eliminate the stress and the strain of education completely. There are kinds of knowledge and skills that can be obtained by hard work alone. - In this case, why not shorten the period of suffering by increasing the rate of teaching? I think "new" school should provide a wide choice of "cram" courses, such as used in intensive study of foreign languages. - This is just what I was going to say. You've used the word "choice" which is one of the keys in solving the problems of today's school. Many subjects should be made optional, elective so that the learners have an opportunity to choose what to learn and what not to learn. - It's one of the most fruitful discussions I've ever taken part in. We have practically outlined the goals and the ways of new education. I suggest now writing a review of the joint effort for our wall newspaper. * * * 1.2. Listen to the discussion a second time. Express your attitude (approval, disapproval, surprise, etc.) to the ideas expressed in the panel talk. Useful Language To express approval use the following: What a great idea! I'm really very enthusiastic about the idea of ... I'm very fascinated by ... That's the way it should be. I entirely approve of the idea. I wish all teachers could do this To express disapproval use the following: I'm against... I should like to say how much I disapprove of... I certainly cannot give my support to... I can't say I'm all pleased about... I think it’s too much to say that… It’s hardly likely that… I think it’s too much to say Rat… It’s hardly likely Rat… 1.3. Group work. Work in groups of 3 or 4. You are given a few opening sentences on the topic "Education". Suggest as many versions to continue the topical talk as possible. Choose the leader of the group to give all the members an opportunity to talk and to sum up the main points. 1) Pupils can serve strong allies to school administration in keeping school safe when they know and feel that their school is a place where young people are treated fairly. 2) Good educational programmes produce good climates for learning. 3) The traditional classroom in which the teacher seeks to cover subject matter prescribed by the curriculum is hardly a place for inquisitive pupils. 4) Success in school depends on having school programmes and curricula that meet pupils' needs. 5) Parents should have the right to say which school they prefer for their children. 6) Parents should offer skills they have to the school. Perhaps they could help to run a reading or computer club, or drama society or coach a football or some other sport team. 7) Parents should not take a keen interest in what their children are taught. It's a matter of school. 8) Religious education should be included in the basic curriculum of all schools. 9) Schools may offer optional subjects in addition to those in the basic curriculum. 10) Every child is different. The best school for your child is the one which will best meet his or her individual needs. 11) In the first grade before doing anything academic, the teacher should spend the first part of the year getting the children socialized to school life. 12) In senior forms pupils should be profession-oriented. 1.4. Find out the information about the system of education a) in Great Britain, b) in the United States of America. Draw the charts to show the educational structures in the two countries. Discuss the systems in teams. 1.5. Draw the chart which explains the Russian Federation educational structure. 1.6. Make up a short report on similarities and differences of the educational structures in Russia, the USA and Great Britain. Your audience are senior pupils. 1.7. Recall your school years and discuss with your group-mates the following questions: Did you have to wear a uniform? Was it fun? Were there many rules and regulations? What forms of punishment were used there? What exams did you have to take? Could you choose the subjects you studied? (Make use of the topical vocabulary "Education"/See Appendix/) 1.8. Illustrate the following proverbs speaking on the problems discussed in 1.1 – 1.7. 1) So many men, so many minds. 2) An old dog will learn no new tricks. 3) Better untaught than ill-taught. 4) It is the first step that costs. 1.9. Write a letter to your American/British pen-friend about the types of schools that exist in Russia. 1.10. Role play. Suggested characters and situations. 1) Irene Volkova, a middle-aged teacher is sharing her experience about segregated and co-educational schools. She is sure that both the types have their advantages and disadvantages. For example: Co-education Segregated (single-sex) education a. encourages healthy attitudes a. promotes greater academic to life and social achievements b. creates no illusions about b. makes teachers' work easier opposite sexes c. has successfully existed for c. solves some problems of a centuries and produced great sexual deviation people but: a. leads to early marriages but: a. makes boys and girls b. makes teachers' work feel a race apart more complicated b. creates romantic images of nights and ladies 2) Ben Brodinsky, a prominent educationalist from American Association of School Administration is being interviewed by Peter McAndrew, a journalist. The journalist's questions cover the following subjects: a. Students' discipline. Misbehaviour (damage of property, theft, fighting, smoking, truancy or disruption of classes; insubordination, disobedience, shocking language, disrespect for teachers). Prevention and punishment. Students at risk. b. How to make friends with and influence students. The Role of school climate. c. Alternative education for disruptive students. Special curriculum with emphasis on basics (less academic). Extracurricular activities (rap-sessions, camping, field trips, dance festivals, talent and fashion shows). 3) Lynn Peterson, a music teacher, Dina Kim, a literature teacher and Yuri Alexeyev, a teacher of drawing are exchanging their opinions about aesthetic education of children. 1.11. Design a role-play for your classmates. Situation: Parent-Teacher Session (10th form). Participants: Subject-Teachers, Form Teachers, Parents, Pupils. Problem: Children's Progress in Optional Subjects. Further Education and Career Making. Careers. Advice and Guidance. 1) Make up the cast list. 2) Prepare role-cards and cue-cards. 3) Allocate the roles to the students. 4) Arrange the role-play. Make use of the topical vocabulary "Role Play", "Education Problems" 1.12. Sing along What did you learn in school today? (by Pete Sieger) What did you learn in school today, dear little boy of mine? What did you learn in school today, dear little boy of mine? I learned that Washington never told a lie I learned that soldiers seldom die I learned that everybody's free That's what the teacher said to me And that's what I learned in school today That's what I learned in school. What did you learn in school today, dear little boy of mine? What did you learn in school today, dear little boy of mine? I learned that policemen are my friends I learned that justice never ends. I learned that murderers die for the crimes Even if they make mistakes sometimes. And that's what I learned in school today That's what I learned in school. What did you learn in school today, dear little boy of mine? What did you learn in school today, dear little boy of mine? I learned that government must be strong It's always right and never wrong Our leaders are the finest men And we elect them again and again. And that's what I learned in school today That's what I learned in school. What did you learn in school today, dear little boy of mine? What did you learn in school today, dear little boy of mine? I learned that war is not so bad I learned about the great ones we have had Before in Germany and then in France And some day I might have my chance That's what I learned in school today That's what I learned in school. SMILE and Relax 1.13. It's interesting to know that teachers very often become the subjects of songs in Great Britain. For example: Miss Jonesy bent to pick a rose, A rose so sweet and slender Alas! Alack! She bent too far And bang ... went her suspender Or this, Pounds, shillings, pence Teacher has no sense, She came to school To act the fool Pounds, shillings, pence. Or Mr. MacDonald is a good man, He goes to church on Sunday He prays to God to give him strength To whip the boys on Monday. (to whip may be substituted by to belt/beat/cane/wallop/row.) Such songs have been haunting school corridors and play grounds for half a century. The most popular anti-teacher rhyme of the present day is Mr. Grainger is a very good man He tries to teach us all he can Reading, writing, arithmetic And he doesn't forget to use the stick When he does he makes us dance Out of England into France, Out of France into Spain Over the hills and back again. Taken from "The Love and Language of Schoolchildren" by Iona and Peter Opie, Oxford 1959, in which the authors collected rhymes, riddles, jokes, records of strange beliefs, description of rites and customs and other curiosities of juvenile love and language taken direct from oral tradition. (to be continued in the coming parts)

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