TOPIC 14. EDUCATION AS A MEDIATOR BETWEEN THE HUMAN PERSONALITY AND THE SOCIETY
I. Pre – reading activities:
Exercise 1. Go over the following list of the key words and word combinations from the text to avoid difficulties in understanding
1.	philosophy of education – философия образования; 
2.	educator – педагог – теоретик; педагог – методист; 
3.	instill – исподволь внушать; 
4.	moral virtues – моральные добродетели; 
5.	political values – государственные (политические) ценности;
6.	agreement – согласие; 
7.	assimilation of knowledge – усвоение знаний; 
8.	seeming – кажущийся; 
9.	clearly – несомненно, . очевидно; 
10.	identify – отождествлять; 
11.	pedagogic – педагогический; 
12.	be likely – вероятно; 
13.	thinking – размышление; мышление; 
14.	educational theorists –теоретики образования; ' 
15.	clarify – вносить ясность; 
16.	the former –первый из упомянутых; 
17.	the latter – последний из упомянутых; 
18.	emphasis – ударение, акцент; 
19.	common – общепринятый, распространённый; 
20.	amass – накоплять, собирать; 
21.	reproduceвоспроизвести; 
22.	skills – навыки; adopt – усваивать, перенимать. 

II. Reading and comprehension tasks
Exercise 1. Read Text 1 and fulfill the assignment below:
Text 1
Philosophy of education is the application of philosophical methods to educational problems. Philosophy of education deals with the nature of learning in children, and the question of whether, and if so how, educators should develop or instill moral virtues and political values. 
Among the topics investigated in the philosophy of education are the conceptions of what constitutes knowledge, conceptions of how knowledge should be communicated, conceptions of the purpose of education, conceptions of grouping students for instruction, conceptions of control and discipline while teaching and learning, conceptions of the need for competition between students, and conceptions of the boundaries of formal education. 
Match the word combination from point a) with the appropriate equivalent from point b) :
a) the application of philosophy to educational problems; conceptions of what constitutes knowledge; conceptions of how knowledge should be communicated; conceptions of the purpose of education; conceptions of grouping students for instruction; conceptions of control and discipline while teaching and learning; conceptions of the need for competition between students; conceptions of the boundaries of formal education. 
b) цель образования и её концепции; концепции контроля и дисциплины в процессе обучения; концепции формирования групп обучения; знание и концепции его идентификации; концепции передачи знаний от учителя к ученику; концепции необходимости конкуренции между студентами; концепции границ формального образования; решение проблем образования с помощью философии. 

Exercise 2. Work in pairs to answer the questions to follow:
Text 2
Although there is wide agreement that the assimilation of knowledge by the learner is a principal goal of education, this agreement is more seeming than real, because there is much disagreement about what constitutes knowledge. Clearly, if one person identifies knowledge with information, his pedagogic approach is likely to differ from that of one who identifies knowledge with a process of thinking. Some educational theorists have attempted to clarify a distinction between "knowing that" (something is true or false) and "knowing how" (to do or learn to discover something) . The former emphasis is common in educational programs that focus on the product—that is, on the information that the learner has amassed and can reproduce at the end of his program. The latter emphasis is common in programs that focus on the process—that is, on the skills that the learner has adopted that enable him to learn more. 
1) What is a principal goal of education? 
2) What can persons identify knowledge with? 
3) What distinction have some educational theorists attempted to clarify? 
4) Some educational programs focus on the information that the learner has amassed and can reproduce at the end of his program, don't they? 
5) Do some educational programs focus on the skills that the learner has adopted and that enable him to learn more?

Exercise 3. 	Rearrange these words to make sensible sentences:
1) The is assimilation of knowledge by the learner a principal goal of education. 
2) Some identify educational theorists knowledge with information. 
3) Some knowledge with a process of thinking identify educational theorists. 
4) Some focus educational programs on the information that the learner has amassed and can reproduce at the end of his program. 
5) Some educational programs on the skills that the learner has adopted and that enable him to learn more focus. 

Exercise 4. Complete the following sentences using Text 1 and Text 2:. 
1) The principal goal of education is . . . 
2) Some educational theorists identify knowledge with . . . 
3) Knowledge can be identified with a process of . . . 
4) Some educational theorists attempted to clarify . . . 
5) Some educational programs focus on the information that . . . 
6) Some educational programs focus on the skills that . . . 

Exercise 5. Translate the following words and phrases from Russian into English:
Философия образования; воспитывать в детях любовь к знаниям; усваивать навыки; применение философских методов; проблемы и спорные вопросы; исследовать; характер процесса получения знаний у детей; цель образования; педагог; исподволь внушать моральные добродетели и политические ценности; педагогический подход; процесс размышления; усвоение знаний; отождествлять; вносить ясность; собирать информацию. 

Exercise 6. Agree or disagree with the following statements:
1) To instill in children a love of learning is a principal goal of education. 
2) People identify knowledge with facts, skills, and understanding that they have gained through learning or experience. 
3) Thinking is one's opinion about something or one's attitude towards it. 
4) Some educational programs pay special attention to the information that the learner has collected and can use in his future life. 
5) Some educational programs deal with the skills that the learner has assimilated and that give him the ability or opportunity to learn more. 

Exercise 7. Go over the following list of the key words and word combinations from the text to avoid difficulties in understanding:
1.	theorist – теоретик;
2.	elite – элита; 
3.	prevail – predominate – преобладать; 
4.	schooling – school education; 
5.	tolerate – допускать; 
6.	diversity – многообразие; 
7.	idiosyncrasy – индивидуальная отличительная особенность; 
8.	eccentricity – эксцентричность, странность; оригинальность (synonym to idiosyncrasy) ; well – drilled – хорошо – обученный; 
9.	character building – формирование характера; 
10.	imbue – насыщать, пропитывать; 
11.	content – содержание; 
12.	ideological – идеологический;
13.	draw moral lessons from – извлекать моральны еуроки; 
14.	large – scale immigration – крупномасштабная иммиграция; 
15.	social disintegration – социальный распад; 
16.	citizenship – гражданство; 
17.	national consciousness – национальное сознание; 
18.	nationalistic rituals – националистические ритуалы; 
19.	here there and everywhere – повсюду; 
20.	pledge allegiance to the flag – давать торжественное обещание в верности флагу; 
21.	patriotism – патриотизм. 

Exercise 8. 
Some educational theorists believe that education should serve the needs of the individual. The second opinion on the purpose of education is that education should serve the needs of the society. In industrialized nations it is common for both of these goals to be held but for different classes of the population. For the elite, the needs of the individual tend to prevail, and thus upper – class schooling often tolerates diversity and encourages idiosyncrasy. For the masses, the needs of society tend to dominate, and schooling usually serves to prepare children to become obedient, well – drilled, uncomplaining workers in industry and agriculture. In France and Germany, the primary purpose of education is intellectual development. In England, the primary purpose of education is character building. In Roman Catholic and Communist countries, moral or religious training is usually the primary purpose of education. Hence, every subject is imbued with religious or ideological content, and there is a constant attempt to draw moral lessons from educational material. In the United States, where large – scale immigration once brought the fear of social disintegration, preparation for citizenship and development of national consciousness have tended to be emphasized. Even today, nationalistic rituals, such as displaying American flags here there and everywhere and pledging allegiance to the flag of the United States of America at the beginning of the school day, distinguish American schools from those in most other countries. 

Exercise 9. Rearrange these words to make sensible sentences:
1) The first opinion is on the purpose of education that education should serve the needs of the individual. 
2) The second opinion is on the purpose of education that education should serve the needs of the society. 
3) For the elite, tend to prevail the needs of the individual. 
4) Upper – class schooling diversity tolerates and idiosyncrasy encourages. 
5) For the masses, tend to dominate the needs of society. 
6)	Lower – class schooling children to become obedient, well – drilled, uncomplaining workers in industry and agriculture serves to prepare. 
7)	In France and Germany, the purpose is of education intellectual development. 
8) In England, the purpose is of education character building. 
9) In Roman Catholic countries, the purpose is of education religious training. 
10) In Communist countries, the purpose is of education ideological training. 
11) In Roman Catholic and Communist countries, every subject religious or ideological content is imbued. 

Exercise 10. Complete the following sentences. 
1) The first opinion on the purpose of education is . . . 
2) The second opinion on the purpose of education is . . . 
3) For the elite, the needs of the individual tend . . . 
4) Upper – class schooling tolerates . . . and encourages . . . 
5) For the masses, the needs of society tend . . . 
6)	 Lower – class schooling serves to prepare children to become . . . 
7)	 In France and Germany, the purpose of education is . . . 
8) In England, the purpose of education is . . . 
9) In Roman Catholic countries, the purpose of education is . . . 
10) In Communist countries, the purpose of education is . . . 
11) In Roman Catholic and Communist countries, every subject is imbued with . . . 
12) In Roman Catholic and Communist countries, there is a constant attempt to draw moral lessons from . . . 
13) In the United States, the purpose of education is . . . 

Exercise 11. Translate the following words and phrases from Russian into
English:
Социальный распад; подготовка к гражданству; развитие национального сознания; националистические ритуалы; давать торжественное обещание в верности; цель образования; интеллектуальное развитие; религиозное обучение; идеологическое обучение; теоретики образования; элита; эксцентричность; хорошо – обученный, покорный и безропотный рабочий; формирование характера; извлекать моральные уроки; религиозное или идеологическое содержание; крупномасштабная иммиграция; школьное образование для представителей высшего общества; школьное образование для простого народа. 

Exercise 12. Find the answers to the questions in Text 3:
1) What is the first opinion on the purpose of education? 
2) What is the second opinion on the purpose of education? 
3) For the elite, the needs of the individual tend to prevail, don't they? 
4) Does upper – class schooling tolerate diversity and encourage idiosyncrasy? 
5) For the masses, the needs of society tend to dominate, don't they? 
6) Does lower – class schooling serve to prepare children to become obedient, well – drilled, uncomplaining workers in industry and agriculture? 
7) What is the purpose of education in France and Germany? 
8) What is the purpose of education in England? 
9) What is the purpose of education in Roman Catholic countries? 
10) What is the purpose of education in Communist countries? 
11) What is the purpose of education in the United States?

Exercise 13. Agree or disagree with the following statements:
1) The first opinion on the purpose of education is that education should serve the needs of the elite. 
2) The second opinion on the purpose of education is that education should serve the needs of lower classes. 
3) For the elite, the needs of the individual tend to predominate. 
4) Upper – class schooling often tolerates a lack of variety and discourages eccentricity. 
5) For the masses, the needs of society are important. 
6) Lower – class schooling serves to prepare children to become disobedient to their parents and teachers. 
7) In France and Germany, the purpose of education is body building. 
8) In England, the purpose of education is good taste in clothes. 
9) In Roman Catholic countries, the purpose of education is ideological training. 
10) In Communist countries, the purpose of education is religious training. 11) In the US, the purpose of education is patriotism. 

III. Follow up activities:
Exercise 1. List all the problems touched upon in the text:

Exercise 2. Speak on the following points using the facts of the text:

1. The opinions on the purpose of education. 
2. The purposes of education in different countries. 
3. The conceptions of what constitutes knowledge. 

Exercise 3. Write a paragraph on the topic. Use the text and extra materials

TOPIC 15. TEACHER TRAINING
I. Pre – reading activities:
Exercise 1. Go over the following list of the key words and word combinations from the text to avoid difficulties in understanding:
Test 1, Test 2
1.	dilettantism – дилетантство, дилетантизм; 
2.	philosophy – философия; sociology социология; 
3.	educational psychology – педагогическая психология; 
4.	individual educability – индивидуальная способность получить образование; 
5.	educational opportunity –возможность получить образование; 
6.	teaching methods/teaching methodology – методика преподавания; 
7.	teaching practice – педагогическая практика; 
8.	teaching hospital – клиника (при медицинском высшем учебном заведении); 
9.	discrepancy – несходство; противоречие; 
10.	encounter – встречаться, сталкиваться. 

Text 3
1.	in – service education — повышение квалификации преподавателей; 
2.	medium – средство, способ; 
3.	institutional setting – общественный институт; 
4.	educational institution – учебное заведение; 
5.	printed media – печатные средства; 
6.	abstract – резюмировать; суммировать; 
7.	case study – ситуация для анализа; 
8.	closed – circuit television – кабельное, абонентское телевидение; 
9.	pursue one's education – заниматься своим обучением; 
10.	seek to improve one's qualifications – стремиться улучшить свою квалификацию; 
11.	school – based in – service education –обучение преподавателей по месту работы; 
12.	curriculum' – курс обучения, учебный план; 
13.	schooling – обучение в школе; 
14.	in depth – глубоко, тщательно; 
15.	facilitate – облегчить; 
16.	induction – введение в должность; введение в курс дела

Text 4
1.	teacher – preparing institutions – учебные заведения по подготовке преподавателей; 
2.	pedagogical department within university – педагогический факультет в составе университета; 
3.	concurrent – действующий совместно(одновременно) ; 
4.	award – присуждение; 
5.	teaching certificate – диплом учителя, лицензия на право преподавания; 
6.	valid – имеющий силу; 
7.	primary school/elementary school – начальная школа, 
8.	lower secondary school – первые четыре класса в английской средней школе;
9.	consecutive – следующий друг за другом; 
10.	university degree – университетский диплом; 
11.	teaching qualification – квалификация в области преподавания; 
12.	university graduate –выпускник университета; 
13.	in prospect – в перспективе; 
14.	Master of Education – магистр образования; 
15.	Master's thesis –магистерская диссертация;
16.	Doctor of Education –доктор образования; 
17.	prolonged] study – длительное изучение; 
18.	doctoral thesis – докторская диссертация; 
19.	dissertation – диссертация (a long piece of writing about a subject, especially one that you write as part of a university degree) ; 
20.	academic degree – учёная степень. 

II. Reading and comprehension tasks
Exercise 1. Read Text 1 and fulfill the assignment below:
Text 1
Teacher education is any of the formal programs that have been established for the preparation of teachers at the elementary – and secondary – school levels. It is useful to recognize three subgroups of teachers: elementary – school teachers, secondary – school teachers, and university teachers. 
Teacher education, as it exists today, can be divided into two stages, preservice and in – service. Preservice education includes all the stages of education and training that precede the teacher's entry to paid employment in a school. In – service education is the education and training that the teacher receives after the beginning of his career. 

Exercise 2. Work in pairs to answer the questions to follow:
Text 2
The first stage of preservice education is the study of one or more principal subjects that the student is preparing to teach. For example, students in many colleges of education in England study only one principal subject, to which they devote about one – third of their total time. In the United States, the first two years of college or university work may include some principal subjects. Both patterns have their critics, the first because it produces narrow intellectual specialists, the second because it encourages dilettantism and inadequate depth. The second stage of preservice education includes the study of philosophy, sociology, history of education, and educational psychology. These courses contribute to the student's general education and personal development as well as providing him with knowledge of differences in individual educability or educational opportunity. The third stage of preservice education includes the study of teaching methods; that is, the set of special methods and principles that are used when teaching a particular subject. The last stage of preservice education is teaching practice, usually carried out in model schools attached to colleges or universities. For example, a typical model school for medical students is a teaching hospital, where they receive practical training from experienced doctors. Teaching practice often shows discrepancies between teaching methods and approaches taught in teacher training colleges or pedagogical departments within universities and those that students encounter in schools. 
1) What is the first stage of preservice education? 
2) Why does the study of one principal subject have its critics? 
3) Why does the study of some principal subjects have its critics? 
4) What does the second stage of preservice education include? 
5) What courses contribute to the student's general education and personal development? 
6) What courses provide the student with knowledge of differences in individual educability and educational opportunity? 
7) What is the third stage of preservice education? 
8) What is the last stage of preservice education? 
9) What does teaching practice often show?

Exercise 4:
Text 3
In – service education allows teachers to keep in touch with one another and with developments in their respective fields. To exchange information or express their thoughts and opinions, teachers have some media and institutional settings by means of which in – service education is provided. Printed media include educational journals and newspapers. Journal articles and research reports are systematically abstracted and distributed among teachers through school libraries. A second group of media for in – service education includes lectures, seminars, working parties, case studies, and related types of face – to – face instruction. Among the advantages of face – to – face instruction, are the high degree of persona! involvement and lots of opportunities for teachers to raise questions of teaching methods. Bringing teachers together for the discussion of issues of mutual concern is encouraged by closed – circuit television and broadcast television. Universities, colleges, and teachers' centers are now among the institutional settings where the teacher can pursue his education and seek to improve his qualifications. School–based in–service education enables matters of curriculum and organization of schooling to be discussed in depth, facilitates the induction of younger members of the profession, and helps to limit the isolation of the teacher within the classroom. 

Exercise 8.  
Text 4
Nowadays teacher – preparing institutions usually include teacher training colleges and pedagogical departments within universities. Both of these educational institutions require their students to have a full secondary education. The college level of teacher education usually offers a three – year concurrent course of general and professional education that leads to the award of a teaching certificate, valid for work in primary and lower secondary schools. To reach the university level of teacher education, the future teacher is to follow usually a five – year course of combined general education and professional training. This course, being either concurrent or consecutive, leads to the award of a university degree and teaching qualification. Such qualification is considered valid for work at primary or secondary schools, or at both, according to the nature of the course followed. In North America and other developed countries, most teachers are university graduates. Teachers in prospect can get a Master of Education by a special course of study and a master's thesis, normally 20,000 words. To become a Doctor of Education, the teacher is to take a prolonged study and to write a doctoral thesis of 60,000 words. 

Exercise 9. Translate the following words and phrases from Russian into English:
Присуждение диплома учителя; имеющий силу; начальная школа; первые четыре класса в английской средней школе; университетский диплом; квалификация в области преподавания; выпускник университета; магистр образования; магистерская диссертация; доктор образования; длительное изучение; докторская диссертация; учёная степень; учебные заведения по подготовке преподавателей; педагогический колледж; педагогический факультет в составе университета; учебное заведение; общее образование и профессиональное образование. 
Exercise 10. Find the answers to the questions in Text 4:
1.	What educational institutions does teacher education include? 
2.	What education do teacher – preparing institutions require their students to have? 
3.	What course does the college level of teacher education offer? 
4.	The college level of teacher education leads to the award of a teaching certificate, valid for work in primary, intermediate, and lower secondary schools, doesn't it? 
5.	What course is the future teacher to follow in order to reach the university level of teacher education? 
6.	The university level of teacher education leads to the award of a university degree and teaching qualification, doesn't it? 
7.	What work is teaching qualification considered valid for? 8) What academic degrees can teachers get in prospect? 
8.	What work should the teacher do in order to get a Master of Education? 
9.	What work should the teacher do in order to get a Doctor of Education?

Exercise 11. Comment on the following statements regarding Text 4. Work in pairs to discuss
1) Teacher – preparing institutions exclude universities. 
2) Teacher – preparing institutions require their students to have a full elementary education. 
3) The college level of teacher education offers a five – year course of general education. 
4) The college level of teacher education leads to the award of a university degree. 
5) A teaching certificate is invalid for work in primary schools. 
6) To reach the university level of teacher education, the teacher should follow a three – year course of professional training. 
7) The university level of teacher education leads to illiteracy. 
8) Teaching qualification is suitable for work at secondary' schools. 
9) The teacher can get an MA and an MSc. 

III. Follow up activities:
Exercise 1. List all the problems touched upon in the texts:

Exercise 2. Speak on the following points using the facts of the text:

1. The up – to – date problems of preservice teacher education. 
2. The peculiarities and goals of modern in – service teacher education. 
3. The college and university levels of modern teacher education. 

Exercise 3. Write a paragraph on the topic. Use the text and extra materials

TOPIC 16. THE MISSION OF A TEACHER: WHAT SHOULD YOU DO TO TEACH EFFECTIVELY?

I. Pre – reading activities:
Exercise 1. Go over the following list of the words from the text to avoid difficulties in understanding. Consult a dictionary if necessary. 
environment, relationships, atmosphere, authority, liquidate, Quintilian, austere, over – generous, faults , discourage, equipped. 

Exercise 2. Write down the transcription of the key words and practice them aloud:

Exercise 3. Give Russian equivalents of the following:
a wide variety of work, a communicator of knowledge, a model of competence, to study closely, to temper methods to children's abilities, to form an attitude, the nature of personal relationships, his commands are likely to be respected and obeyed, a primary condition, to create an environment, at a higher level, to foster honesty, to shape a child's character, familiarity breeds contempt, continuous demands on class, he must be free from vice, neither grudging nor over – generous, above all, to adopt an attitude, to discourage industry

II. Reading and comprehension tasks
Exercise 1. Read the text:
The mission of a teacher
Teaching is a very difficult job of great responsibility and most specific character. There is a wide variety of work in teaching. A good teacher is not only a communicator of knowledge but a model of competence. He forms attitudes to his subject and attitudes to learning, becoming himself a symbol of education process, a person who is learning as well as teaching. While communicating with children a teacher studies them closely to discover their interests, their strengths and weaknesses, their needs and abilities. Thus a good teacher always regards capacities his pupils have, trying to temper/his teaching methods to children's abilities and aptitudes. He builds his work upon what he learns about his children. 
An environment should be created to stimulate children to develop their abilities and satisfy their interests. "Climate" of a classroom depends on the nature of personal relationships between a teacher and his pupils. These relationships should be founded on respect for a person. Thus a primary condition of creating a good atmosphere in class is that everybody in it respects everybody in it. Teacher's authority will be ensured by respect of his pupils, because his knowledge and skill are greater and better coordinated and his thinking is at a higher level than that of his pupils. His commands are likely to be respected and obeyed then. 
It is a purpose of education to liquidate ignorance. But it is also the function of education to help children to live in the community, to prepare them for real life situations. Social development is paid just as much attention to as intellectual development. School becomes a place of work and play, of living and learning. A teacher takes an active part in shaping of child's character, fostering honesty, kindness, loyalty, cooperation and respect for ideals. 
 Quintilian, the prominent Roman school master, wrote in his "Institutes Oratory"* published about 95 AD the following about a teacher and his work: "Let him adopt a parental attitude to his pupils. Let him be free from vice himself. Let him be strict but not austere, kind but not too familiar: for austerity will make him unpopular, while familiarity breeds contempt. He must control his temper without shutting his eyes to faults requiring correction. His instruction must be free from affection, his industry great, his demands on class continuous, but not extravagant. He must be ready to answer questions and to put them unasked to those who sit silent. In praising the answers of his pupils he must be neither grudging nor over – generous. In correcting faults he must avoid sarcasm and above all abuse to discourage industry. "
Here is an exacting job, but those who are well equipped for it will have a happy and satisfying life. 

Exercise 2. 	Write down the English equivalents for the following expressions:
создать хорошую атмосферу; сформировать характер ребёнка; трудолюбие; хвалить; способности; уважать; первостепенное условие; открывать; ликвидировать; на высоком уровне; личные взаимоотношения; окружающая среда; уважать; контролировать себя; прививать; учитывать

Exercise 3. 	Arrange a) and b) in pairs of synonyms:
a)	difficult, to communicate, prominent, to praise, honesty, to stimulate, extravagant, fostering, to liquidate, faults, to control, closely, to regard, to require, to shape, to discover, community, ignorance, purpose
b)	to find, society, to check, thoroughly, to approve, incalcation, to instigate, to contact, to form, mistakes, to eliminate, to consider, to need, hard, outstanding, integrity, task, inordinate, illiteracy

Exercise 4. Arrange a) and b) in pairs of antonyms:
a) wide, always, primary, to respect, to obey, real, to give attention, kindness, to be free, silent, to discourage, abuse
: b) to be busy, to encourage, praise, narrow, noisy, secondary, to contempt, never, to disobey, to ignore, unreal, evil

Exercise 5. Answer the following questions:
1. What can you say in general about teacher's work? 
2. A teacher forms attitudes to his subject and to learning, doesn't he? 
3. What does a teacher have to regard in his job? 
4. Is it necessary for a teacher to know his pupils' abilities and aptitudes? Why?;
5. Why is it important to create a good atmosphere in "class?
6. 	What does "climate" of a classroom depend on?
7. 	Should personal relationships between teacher and pupils be founded on respect or fear? 
8. What do children mostly respect their teacher for? 
9. When are teacher’s commands likely to be obeyed? 
10. What are the chief tasks of education? 
11. Which qualities does a teacher foster in children? 
12. Do you think that school should become a place of living and learning? 
13. When does teaching bring satisfaction and happiness?

Exercise 6. Explain the meanings of the following expressions:
1.	a communicator of knowledge,
2.	to temper teaching methods to children's capacities, 
3.	climate of a classroom, social development, 
4.	to be free from vice, 
5.	familiarity breeds contempt, 
6.	neither grudging nor over – generous, 
7.	those who are well equipped for this job

Exercise 7. Combine words into sentences and translate them into Russian:
1. upbringing, a, should, children's, all, regard, of, teacher, aspects. 
2. is, respect, of, necessary, part, pupils, the, teacher, and, on. 
3. this, relationships, in, parent – child, has, carried out, scientist, research. 
4. development, and, provided, physical, for, social, the, conditions, full, psychological, are, child's. 
5. the, regarded, teacher, generally, and, treated, as, friend, a, is. 
6. discover, on, school, new, a, entering, children, world. 
7. with, character, child's, growing up, of, along, shaping, his, goes. 
8. helps, а, communicate, play, peers, child, his, with. 
9. school, attitude, a, forms, in, Soviet, positive, to, pupils, labour. 
10. 	praised, his, son, for, mother, her, industry. 
11. 	are, enrolled, musical, good, children, in, abilities, schools, with, music, special. 
12. only, of, liquidation, education, the, of, task, not, ignorance, is. 

Exercise 8. Complete the following sentences using the text:
1. Teaching is . . . . 
2. Thus a good teacher always regards . . . . 
3. "Climate" of a classroom . . . . 
4. Teacher's authority . . . . 
5. A teacher takes an active part . 
6. School becomes . . . . 

Exercise 9. Translate into English using the text:
Работа учителя трудна и разнообразна. Хороший учитель не только передаёт свои знания детям, он формирует их отношение к изучаемому предмету. Стремясь узнать о детях как можно больше, он учитывает их интересы и способности в своей работе. Не только дать детям образование, но и подготовить их к дальнейшей жизни в обществе предстоит учителю. Давая рекомендации учителю, Квинтилиан, выдающийся римский педагог, обращал внимание на следующее: «Учителю необходимо быть строгим, но не суровым, добрым, но не фамильярным. Он должен уметь владеть собой. Хваля учеников, ему не следует закрывать глаза на их недостатки. От учителя требуется огромное трудолюбие. Только если его требования к классу последовательны, достигнет он определённого успеха». 

Exercise 10. Read the list of character traits given below. Which are the five most important traits for a teacher? Range them in the order of priority (the most important, the least important) . Then compare and discuss your choice with your group mates:
1.	thought fullness, 
2.	love of performing, 
3.	intelligence 
4.	toughness 
5.	imagination
6.	sensitivity sense of humor
7.	care for people
8.	patience 
9.	flexibility 
10.	sense of perspective
11.	dynamism
12.	determination
13.	calmness
14.	generosity
15.	sense of perspective

Exercise 11. 
The English teacher
Nowadays, for the particular role English language is playing in many fields of the modern life, English teachers are always growing in number. But, unfortunately, not all the teachers are prepared in the same way. 
The most important thing, a good teacher has a personal interest in the students as human beings, who knows that students inside are persons, with their problems and feelings, I think a good personal relation is the first thing students and teachers should try to achieve, because it is an indispensable basis for a good professional relation, founded on understanding and esteem. This is very important above all in the case that students haven't chosen to study English, but are forced to because it is one of the ministerial subjects; the teacher, in this case, has to interest the students in what he or she teaches. 
	In some years of experience I've understood what the second most important quality for a teacher is to be well prepared and able to convey students what he/she knows. I think I don't need to explain why a teacher should be skilled. It is not unusual, that students at the Secondary School learning something which is completely wrong and not being particularly interested in the subject, will always persist in their mistakes. Another important point is the didactic methodologies the teacher prefers. In my opinion, a teacher should be very flexible in his/her approach: In general, I think it is better to work in pairs, to allow students to discover things for themselves and make them free to experiment new structures, but there should also be some time when the teacher is at the centre of attention. It is the teacher who has to choose the method, to understand what is better for the students to improve their skills and to enjoy the lesson. 
	Of course, a student who likes the subject will improve his/her abilities much quicker than one who does not, but he/she has to be supported by the use of modern technologies, with which the teacher should be familiar. A good teacher likes his/her job and does things that students appreciate like punctuality, marking homework on time. 
1.	Name the personal and technical abilities which are the most important for the English teacher at school
2.	What makes an ideal English teacher?
3.	How to effectively communicate in the classroom?
III. Follow up activities:
Exercise 1. List all the problems touched upon in the texts:

Exercise 2. Comment on the following statements using the facts of the text. Give a reason for your opinion:
1. Teacher's authority in the modern world. 
2. Quintilian's recommendations to teachers. 

Exercise 3. Try to describe the most effective ways of becoming an ideal English teacher 

Exercise 4. Write a paragraph on the topic. Use the text and extra materials