Полезное:
Как сделать разговор полезным и приятным
Как сделать объемную звезду своими руками
Как сделать то, что делать не хочется?
Как сделать погремушку
Как сделать так чтобы женщины сами знакомились с вами
Как сделать идею коммерческой
Как сделать хорошую растяжку ног?
Как сделать наш разум здоровым?
Как сделать, чтобы люди обманывали меньше
Вопрос 4. Как сделать так, чтобы вас уважали и ценили?
Как сделать лучше себе и другим людям
Как сделать свидание интересным?
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Discuss the suggested issues. Argue for and against these ideas. 1. George Bernard Shaw remarked that an Englishman only had to open his mouth to make some other Englishman despise him
1. George Bernard Shaw remarked that an Englishman only had to open his mouth to make some other Englishman despise him. Would he say the same thing today? 2. In the 1930-s people in middle-class neighbourhoods often reacted angrily to the building of housing estates for the working class nearby. This could never happen today. What has changed? 3. Think of some examples of individualism. 4. Is a hereditary monarchy an anachronism today? 5. “Good fences make good neighbours”. (Robert Frost) 6. “Nobody ought to own houses or furniture – any more that they own 7. Assess the importance of home environment in the formation of character. 8. “The balanced individual... must know his origins, understand his background; appreciate the people, the historical processes, and
assignments
1. Comment on the following abstract notions that were used in the text: snobbery, social identity, chauvinism, political affiliations, attachment, conservatism, accent, patriotism, spiritedness, segregation, vulnerability, amateurism.
2. Based on the contents of the left-hand column think out virtues and faults typical of your nation. If necessary, modify the chart.
Insular spirit, disdain for foreigners Snobbish, arrogant Aloof, unsociable Hypocritical Conservative, hard to convince Prudent, careful, practical, realistic Suspicious Lovers of order Lovers of animals, nature
3. Look through the following word-combinations and make sure that you can use them correctly.
to be organized according to English custom to be able to exert one’s economic power to be supposed to be great talkers to be careful with money to be renowned for some ability to be conscious of class differences to have little to do with conscious loyalty to approve of class divisions to enjoy different pastimes to enable one’s children to belong to a higher class toтbeтcapableтofтusingтstandard English to be associated with a particular part of the country to be assumed to be upper class to be thought of as snobbish to accuse someone of being posh
to adopt working-class values and habits in the egalitarian climate the unofficial segregation of classes to mix more readily and easily to give a relatively high value to personal contacts to forge contacts with other people toтmakeтsocialтcontactsтthrough work a clear separation between the individual and the state the decrease in confidence to be considered amusing a sense of vulnerability to cling to certain ways of doing things to be bad at learning other peoples’ languages to follow customs to be in common everyday use to be the most enthusiastic video-watching people to conform to a stereotype to dominate the cultures of the other three nations anti-intellectualism to proclaim one’s academic qualifications to have living folk traditions to be reluctant to change the system of currency to be conservative about smth to be perceived as a token of Britishness to involve formal ceremonies to be tolerant of “strange” clothing to address someone by his or her title to indicate friendship by open displays of emotion respect for privacy to keep things private to have a reputation for puritanical standards of behaviour to indicate a lack of respect for privacy voluntary activity the world’s largest and well-knownтcharities
UNIT 2
Education
TEXT 1. NURSERY AND SCHOOL EDUCATION IN GREAT BRITAIN
Pre – School and School Education in Great Britain
The legal basis of the education system in the United Kingdom is Over ninety per cent of children attend schools, which are wholly maintained by the local education authorities and at which no fees are charged. The education of about seven per cent of the population is financed mainly by parents’ contributions at independent schools, which have to be registered with the Department of Education and Science.
Nursery (Pre-school) Education
Free nursery schools are provided in some areas for children under five years of age, usually for those between two and five, but only a small percentage of the nation’s children of this age group attend, as accommodation and admittance are restricted, in some places there are waiting lists of several hundreds. A nursery school is an educational establishment and is positively concerned with the children’s development. Nursery schools operate during When a mother starts looking for a nursery school, she might be confused by the existence of both nursery schools and day nurseries. The latter are run by the local health authorities. A day nursery meets a social need: it minds children while their parents are at work. Day nurseries are normally open for longer than nursery schools and remain open all the year round. Unlike nursery schools they charge tuition, you pay according to your income for day nurseries. In addition many children attend informal pre-school playgroups organized by parents and voluntary bodies in halls or private homes.
Primary Education
Most children start school at five in a primary school and go on at eleven or twelve to the next stage of education in a secondary school of some kind.
Secondary Education
There is usually a move from primary to secondary school at about Until the 1960-s there existed the tripartite system of secondary schools. Under it, most children took an examination at the end of primary school The secondary technical school admitted five to two per cent of The secondary modern school was attended by about seventy-five per cent of the pupils of the age-group eleven to sixteen and led to the Certificate of Secondary Education (the CSE) which was not accepted for entering For years the tripartite system was under assault for separating children too early. And in early 70s the Labour government began its major reform Comprehensive schools admit children without reference to ability or aptitude. The children represent a total social cross-section. Their curricula attempt to satisfy two seemingly contrary requirements. On the one hand, they try to reflect the broad aims of education and offer demanding courses leading to public examinations. On the other hand, they allow for difference in One variation is comprehensive schools for children of 11 – 16 (the minimum school-leaving age) linked with sixth-form colleges for pupils who stay on after 16. Other LEAs have middle schools for ages 8 – 12, 9 – 13 or 10 – 14, linked with upper schools (or high schools) for ages 12/13/14 – 18. Middle schools bridge the traditional division at 11 between primary and secondary education, and in areas with this system the first schools which children attend compulsorily (from 5 to 8/9/10) are called first schools. Thus children in these areas go to three schools instead of two as follows: first school–middle school–upper (high) school. Comprehensive schools are usually much bigger than the schools of the tripartite system (at least l,000 pupils). The area from which a comprehensive school takes its pupils is called a catchment area. Within each comprehensive school the children may be grouped according to their ability for specific subjects, and the divisions will be called “sets”. In others, pupils are placed into A, B or C “streams” according to their abilities and aptitudes. A few schools offer mixed-ability organization for the whole curriculum withdrawing sometimes individual pupils with serious learning difficulties. In a few areas pupils are still selected according to levels of academic attainment and receive secondary education in secondary modern or grammar schools (these being remnants of the old tripartite school system).
School Reform in the Eighties
A few years after the reform of the sixties the comprehensive schools which had been the object of so many hopes and turned into national symbols of the new opportunities became the butt of increasingly bitter complaints. It turned out that the huge schools with big classes easily got out of control. The new schools needed stability and time to build up their standards, but In 1988 GCE O-levels and CSEs were phased out and replaced with GCSEs (General Certificate of Secondary Education), taken at l6. These are more practical with less emphasis on retaining facts and more on the application of them. Assessment is continuous, with at least 20 per cent of coursework counting towards the final grade. A–levels continue unchanged, but the “AS” Level (Advanced Supplementary) exam, which is worth half an “A” level was introduced. This means that if pupils wish to study more than two or three subjects in the sixth form they can take a combination of “A” and “AS” Levels. Another major step was the introduction of the National curriculum. Maths, English and science form the core of the curriculum. Between 30 – 40 per cent of curriculum time is given to them. They and other foundation subjects are to be followed by all pupils during compulsory schooling. Other foundation subjects comprise a modern foreign language, technology, history, geography, art, music and physical education. The national curriculum also allows for flexibility. Schools are encouraged to organize their teaching in a variety of ways. The flexibility enables schools while meeting the requirements of the national curriculum to give special emphasis to particular subjects and provide courses beyond foundation subjects, such as home economics, a second modern foreign language, business studies, health education, etc. Together with the National curriculum a programme of “Records of Achievement” was introduced (REACH for short). It attempts to set learning objectives for each term and year in primary school, and for each component of each subject at secondary school. Schools in Britain have three terms a year, each with a short half-term break in the middle and longer holidays at Christmas and Easter and in the summer.
Independent Schools
Most parents choose to send their children to free state schools financed from public funds, but an increasing number of pupils attend fee-paying independent schools outside the state system. These are still a small separate but highly significant group that are financially self-supporting. In Britain there are about 2,500 independent schools catering for children of all ages. The most important are the “public schools” which accept pupils at about 12 or 13 usually on the basis of a fairly demanding examination called There are about 500 public schools in England and Wales. Some of them, notably Eton, Harrow, Winchester and Rugby have long maintained There are also junior independent schools known as preparatory schools catering for boys and girls from 8 to 13. Many of them like public schools are boarding schools. The abbreviation prep. school is widely used.
Reading Comprehension Check 1. What institutions provide nursery education in England and Wales? 2. What are the two stages in primary education? What is the difference between them? 3. What was the underlying idea of the tripartite system of secondary education in England and Wales? 4. What do you know about the tasks of grammar, secondary modern and technical schools? 5. What are the guiding ideals of the comprehensive school? 6. What public examinations do British school-leavers have to take (sit)? 7. What is the difference between state and independent schools in the U.K.? 8. What are “public” schools famous for?
Assignments
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