0 оценок0% нашли этот документ полезным (0 голосов)
455 просмотров56 страниц
Cette introduction précise les objectifs de ce module, ses attentes et objectifs pédagogiques. Le module«English for Educational Sciences» est destiné aux étudiants de troisième année en Licence de Sciences de l’Education inscrits au campus numérique FORSE. Il s’agit d’un module de travail en autonomie avec auto-‐correction. Ce module tend vers un niveau A2. Ce module d’anglais est destiné à faire acquérir du vocabulaire dans le domaine de l’éducation. Il permet aussi de revenir sur quelques éléments de structure et de prononciation.
Cette introduction précise les objectifs de ce module, ses attentes et objectifs pédagogiques. Le module«English for Educational Sciences» est destiné aux étudiants de troisième année en Licence de Sciences de l’Education inscrits au campus numérique FORSE. Il s’agit d’un module de travail en autonomie avec auto-‐correction. Ce module tend vers un niveau A2. Ce module d’anglais est destiné à faire acquérir du vocabulaire dans le domaine de l’éducation. Il permet aussi de revenir sur quelques éléments de structure et de prononciation.
Авторское право:
Attribution Non-Commercial (BY-NC)
Доступные форматы
Скачайте в формате PDF, TXT или читайте онлайн в Scribd
Cette introduction précise les objectifs de ce module, ses attentes et objectifs pédagogiques. Le module«English for Educational Sciences» est destiné aux étudiants de troisième année en Licence de Sciences de l’Education inscrits au campus numérique FORSE. Il s’agit d’un module de travail en autonomie avec auto-‐correction. Ce module tend vers un niveau A2. Ce module d’anglais est destiné à faire acquérir du vocabulaire dans le domaine de l’éducation. Il permet aussi de revenir sur quelques éléments de structure et de prononciation.
Авторское право:
Attribution Non-Commercial (BY-NC)
Доступные форматы
Скачайте в формате PDF, TXT или читайте онлайн в Scribd
!"#$%#$ '$ (#"$%#$( '$ )*+',#-."/% !"#$%&'() +$,"( 4"56(+7 80* #$39:,(0":6 +9(#"9#+ Directeur de publication: Serge Bergamelli Les cours du Cned sont strictement rservs lusage priv de leurs destinataires et ne sont pas destins une utilisation collective. Les personnes qui sen serviraient pour dautres usages, qui en feraient une reproduction intgrale ou partielle, une traduction sans le consentement du Cned, sexposeraient des poursuites judiciaires et aux sanctions pnales prvues par le Code de la proprit intellectuelle. Les reproductions par reprographie de livres et de priodiques protgs contenues dans cet ouvrage sont effectues par le Cned avec lautorisation du Centre franais dexploitation du droit de copie (20, rue des Grands Augustins, 75006 Paris). !"#$%&'(#)%" + %,-.(#)/0 12&34%4)5'.0 CeLLe lnLroducLlon preclse les ob[ecLlfs de ce module, ses aLLenLes eL ob[ecLlfs pedagoglques. Le module Lngllsh for LducaLlonal Sclences esL desLlne aux eLudlanLs de Lrolsleme annee en Llcence de Sclences de l'LducaLlon lnscrlLs au campus numerlque lC8SL. ll s'aglL d'un module de Lravall en auLonomle avec auLo-correcLlon. Ce module Lend vers un nlveau A2. Ce module d'anglals esL desLlne a falre acquerlr du vocabulalre dans le domalne de l'educaLlon. ll permeL aussl de revenlr sur quelques elemenLs de sLrucLure eL de prononclaLlon. un auLre ob[ecLlf de ce cours esL de falre reflechlr en anglals sur les problemaLlques acLuelles en educaLlon. CeLLe reflexlon esL menee noLammenL a Lravers l'acLuallLe, mals aussl a Lravers la llLLeraLure. Les LhemaLlques sonL abordees par l'lnLermedlalre d'arLlcles de [ournaux, de conferences fllmees, de documenLs lnsLlLuLlonnels ou a Lravers la parole d'acLeurs du domalne, qu'lls solenL professlonnels ou slmples clLoyens eL usagers. Le Lravall de l'eLudlanL conslsLera a llre les arLlcles de [ournaux eL les LexLes lndlques, a l'alde du glossalre fournl eL d'un dlcLlonnalre (le glossalre donne une equlvalence pour le moL dans le conLexLe eLudle, mals n'esL pas exhausLlf). L'eLudlanL peuL s'approprler le vocabulalre sous forme graphlque en creanL des carLes concepLuelles en llgne. ues quesLlons de comprehenslon sonL proposees pour gulder la lecLure. ues quesLlons de reflexlon permeLLenL d'elarglr le debaL. ues documenLs complemenLalres permeLLenL de reuLlllser le vocabulalre speclallse, LouL en menanL une reflexlon auLhenLlque sur des en[eux reels lles au monde de l'educaLlon eL a ses praLlques professlonnelles. CeL accenL mls sur une reflexlon dans la langue clble au-dela d'un slmple Lravall sur la langue esL eLaye par une flche qul permeL, au fll des sequences, de collecLer clnq afflrmaLlons paradoxales llees au monde educaLlf, lssues des documenLs proposes. L'epreuve sur Lable qul sera proposee en llen avec ce module reprendra les LhemaLlques eL le vocabulalre aborde lcl. Intiouuction: a woiu of welcome 1he alm of Lhls Lngllsh for LducaLlonal Sclences A2 module ls Lo lnLroduce you Lo Lhe use of LducaLlonal Sclences vocabulary, Lhrough Lhe sLudy of newspaper arLlcles, vldeos and varlous oLher LexLs or documenLs. 1he documenLs you wlll be sLudylng relaLe Lo educaLlonal Loplcs such as obedlence, bullylng, eLhlcs, professlonallsm, Leachlng crlLlcal Lhlnklng, eLc. 1haL ls, Lhe underlylng ob[ecLlve ls Lo geL you Lhlnklng abouL LducaLlonal lssues ln Lngllsh. Slnce you are golng Lo sLudy mosLly on your own as a dlsLance sLudenL, you are llkely Lo use Lhe lnLerneL and keywords: ln LhaL case be aware of Lhe dlfference beLween LducaLlon Sclences" or LducaLlonal Sclences" on Lhe one hand and Sclence educaLlon" on Lhe oLher hand, whlch has more Lo do wlLh uslng sclence aL school Lhan Leacher Lralnlng lLself. 1hls module wlll also draw your aLLenLlon Lo a few aspecLs of Lngllsh grammar and pronunclaLlon. ?ou wlll need a dlcLlonary Lo check vocabulary, alLhough remember LhaL you can undersLand a documenL even lf some of Lhe words are unknown Lo you. locus ln prlorlLy on whaL you uC undersLand. ?ou wlll flnd a glossary ln some of Lhe secLlons, Lo help you wlLh some of Lhe vocabulary. 1he words slgnaled by an asLerlsk appear ln Lhe glossary, along wlLh some words from Lhe newspaper arLlcles, LexLs or vldeos. 1he elemenLs hlghllghLed ln gray are language elemenLs. uon'L heslLaLe Lo browse Lhe llnks and addlLlonal resources for furLher readlng. lf you are really lnLeresLed ln a Loplc, you are more llkely Lo flnd lL easler Lo focus on whaL you do undersLand, raLher Lhan be dlscouraged by dlfflculLles! LasL buL noL leasL, you're on a parLlcular mlsslon: we wlll be looklng aL educaLlonal lssues Lhrough a llsL of paradoxes. 1herefore, lL ls up Lo you, as you go along, Lo spoL Lhem and flll ln Lhe paradox worksheeL on Lhe nexL page.
n8: your alm here ls noL necessarlly Lo undersLand all Lhe deLalls of a documenL, buL Lo look for lnformaLlon ln order Lo answer Lhe quesLlons, so, alLhough some LexLs or vldeos are long, don'L panlc! !"#$#%& !"# !"#$%& #()%*+,-$ Since when did obedience become the epitome* of good parenting? Annalisa Barbieri, guardian.co.uk, Thursday 19 January 2012 10.16 GMT We all want impeccably behaved children, right? Well maybe not, says Annalisa Barbieri. Here, she questions why there is such a fashion for taming our youngsters.
Two stories caught my attention recently. One was a report that breasLfed bables are more challenging in their behaviour and the other was about a new book called French Children Don't Throw Food: about how lrench chlldren apparently behave really well, in restaurants and just generally. (Hmm. Can I pause here to tell you a story? My aunt was French. She had twins. She'd carry round a little whip actually several little leather straps of about 6" in length, all coming together into a wooden handle. She would hit my cousins on the back of their legs if they stepped even a tiny bit out of line. The word I remember her saying the most was "arrte". But it is absolutely true to say I never once saw them throw food.) Most parenting books are about how to get children to do things well. By well, read obediently. When and how you - the adult - want them to do something: eat well, pee in the potty, sleep well (that's the big one), behave well. The aim, it would seem, is to raise compliant children. Because, according to these books, obedient children = successful parents, disobedient = head hanging failures. But actually is an obedient child cause for concern or celebration? The more I thought about it, the more intrigued I became by this question. Telling someone their child is obedient is (usually) meant as a compliment. But an obedient adult? Not quite so attractive is it? We have other words for that, doormat being one of them. Alfie Kohn, author of 'Unconditional Parenting. Moving from Rewards and Punishments to Love and Reason' says, "When I ask parents, at the beginning of my lectures, what their long term goals are for the children, I hear words such as ethical, compassionate independent happy and so on. No-one ever says mindlessly compliant." A compliant child becomes a particular concern, Kohn admits, when they reach adolescence. "If they take their orders from other people, that may include people we may not approve of. To put it the other way around: kids who are subject to peer pressure at its worst are kids whose parents taught them to do what they're told." Alison Roy, lead child and adolescent psychotherapist at East Sussex Child and Adolescent Mental Health Services (CAMHS), says: "A child will push the boundaries if they have a more secure attachment. Children who have been responded to, led to believe - in a healthy way - that their voice is valued, that all they have to do is object and action will be taken - they will push boundaries. And this is really healthy behaviour. Compliance? They've learned there's no point arguing because their voice isn't valued." So much of what we see as disobedience in children is actually just natural, curious, exploring, learning behaviour. Or reacting in the only way they know how to a situation over which they have no control. "You can threaten or bribe a child into obedience for a little while," explains Kohn, "but you are missing the big picture and failing to address the underlying cause [of why they may not want to do something] which may be environmental such as rushing a tired child through an unfamiliar place - or they may be psychological, such as fear about something else. A very obedient or complaint child it depends, some are more docile by temperament - but others have created a false self because they sense their parent will only love them if they are obedient. The need for autonomy doesn't vanish because kids have been cowed into doing what they're told." A very young child isn't actually meant to be obedient all of the time, according to Roy. This is because their needs are often completely at odds with an adult's. See that lovely wall you've just painted in 100-a-pot paint? That's just one lovely big, blank canvas to a two-year-old with a contraband crayon, who doesn't understand why you praise them so much for drawing on a piece of paper but shout at them for drawing on the wall. You think it's a cold day and want to wrestle a woolly pully over your child's head but actually the child isn't cold and CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 2
doesn't want it. Imagine going to a friend's house and you accidentally spill a drink and get shouted at, instead of them saying "oh don't worry" and mopping it up. And yet... There seems to be a real fashion for taming children and the reason seems to be fear: it's not that most people are worried about one incident of wall-scribbling, but that they seem to fear what this behaviour will turn into if it's not kept in check, as if all children are just waiting to grow up into sociopaths. One of the comments I get a lot, at the end of my columns for the lamlly section of the Guardian (when I have advocated understanding and a more what would be called 'softly softly' approach to a child) is something along the lines of 'they'll turn into a monster if you don't put your foot down/show them who's boss'. "It's not based on empirical evidence," argues Kohn. "It's a very dark view of human nature. At the top of my list of what makes a great parent is the courage to say 'I still have something to learn and I need to rethink what I'm doing'. The parents who worry me are those who dismiss the kind of challenge that I and others offer, waving it away as unrealistic or not practical enough, or idealistic." Kohn advises a 'working with', rather than a 'doing to' approach to children. In short, getting to know your child, listening to them. "Talk less, ask more." What do you think? Has your child ever shamed you with a classic refusal to comply? Post your parenting woes here
!" #$%&'()*$%+$, ).& *')+/0& a) 8ead Lhe above arLlcle on Lhe Cuardlan webslLe. See glossary aL Lhe end of Lhls chapLer. b) Make a llsL of Lhe educaLlon relaLed keywords ln Lhe LexL. c) Among Lhls llsL of keywords or ln Lhe LexL, flnd 9 words or phrases referrlng Lo obLalnlng obedlence". d) llnd 3 words referrlng Lo belng obedlenL" ln a negaLlve way. e) llnd 3 words referrlng Lo Lhe opposlLe of obedlenL". f) llnd 2 expresslons referrlng Lo Lhe drawbacks o f Lhe lrench approach". g) llnd 3 words or expresslons referrlng Lo Lhe characLerlsLlcs of Lhe sofLly sofLly approach". h) llnd 10 words or expresslons ln Lhe LexL referrlng Lo general educaLlon or psychology. l) Crganlse all Lhe elemenLs above ln a mlnd map (slgn up for free on hLLp://mlnd42.com/slgnln). 1" 2.+$3+$, *456) ).& *')+/0&7 Lxplaln ln 100 words ln whaL way Lhe auLhor's vlew ls paradoxlcal. 8" 9 '&*%&':( /5;;&$) 5$ ).& *')+/0&7 * <*'&$):( <5+$) 5= >+&? 5$ 54&%+&$/& CommenL by MarmaladeCueen hLLp://www.guardlan.co.uk/dlscusslon/commenL-permallnk/14222977 lollow Lhe llnk above Lo read a reader's commenL and answer Lhe followlng quesLlons. a) vocabulary llnd an expresslon synonym for we wenL Lhrough a dlfflculL perlod". llnd an expresslon LhaL means she was belng harassed". Pow would you LranslaLe LhaL lnLo lrench? CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 3
b) Comprehenslon quesLlons Pow dld Lhe chlld's problem manlfesL lLself? Who dld Lhe moLher Lry Lalklng Lo flrsL? Pow does Lhe meeLlng wlLh Lhe school sLaff make her feel? Who does Lhe moLher go Lo see nexL? WhaL ls Lhe paradox Lhe docLor polnLs ouL? WhaL ls ln Lhls moLher's vlew Lhe characLerlsLlcs of a chlld broughL up Lhe lrench way"? WhaL ls Lhe deflnlLlon of brlnglng up a chlld" LhaL ls glven here? WhaL ls Lhls deflnlLlon opposed Lo? @" 2.+$3+$, *456) ).& AB'&$/. ?*CD
a) 8esponse Lo MarmaladeCueen's commenL by glowfrog 19 !anuary 2012 3:23M Steady on! Im French, was brought up the French way and while I have areas of disagreement with my father about his approach (more old-fashioned than French), there was no such repression going on! This article, because of the reference to the crazy aunt with the whip (my parents hit me twice in my entire life, and felt terrible about it while Ive decided I actually understand why they did it at the time!!), makes it sound like the French are some draconian child haters. This is ridiculous. Rather, I think theres just more effort put into getting kids used to socialize with adults, and that includes treating kids as people who can cope with something other than bloody fish fingers and sausages in restaurants, and do not have to be the centre of attention every minute of every day. !""#$%&'( *# *+&, $-.%-$/ 0+&"+ 1.$* #2 *+- #$&(&'.3 .$*&"3- &, -4.((-$.*-%5 6&33 &' *+- *0# #11#,&'( 7&-0, 0&*+ -3-8-'*, 2$#8 *+- *-4* .9#7- :+- 6$-'"+ .11$#."+ ., . ".$&".*;$- :+- 6$-'"+ .11$#."+ ., ,--' 9< (3#02$#(
b) amela uruckerman publlshed ln 2012 lrench Chlldren uon'L 1hrow lood 1he producL descrlpLlon on amazon.com says: How do the French manage to raise well-behaved children and have a life! What British parent hasn't noticed, on visiting France, how well-behaved French children are, compared to our own? Pow come lrench bables sleep Lhrough Lhe nlghL? Why do lrench chlldren happlly eaL whaL ls puL ln fronL of Lhem? Pow can lrench mums chaL Lo Lhelr frlends whlle Lhelr chlldren play quleLly? Why are lrench mums more llkely Lo be seen ln sklnny [eans Lhan LracksulL* boLLoms? CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 4
Pamela Druckerman, who lives in Paris with three young children, has had years of observing her French friends and neighbours, and with wit and style, is ideally placed to teach us the basics of parenting a la francaise. =8.(&'- .' .',0-$ *# -."+ #2 *+- > ?;-,*&#', .9#7- &' . 1.$.($.1+ #2 @AA 0#$%, &' *#*.3B
E" 2.+$3+$, *456) F$,0+(. a) noLlce LhaL ln Lngllsh, Lhere ls no space before double puncLuaLlon marks, such as seml-colon , colon : quesLlon mark ? exclamaLlon mark ! uo you know any oLher puncLuaLlon marks: full sLop or perlod . comma , hyphen - dash - brackeLs ( ) underscore _ b) lural gender-neuLral pronoun Lxample: A very young chlld lsn'L acLually meanL Lo be obedlenL all of Lhe Llme, accordlng Lo 8oy. 1hls ls because !"#$% needs are ofLen compleLely aL odds wlLh an adulL's". use Lhe plural ln order Lo avold Lhe cholce beLween hls" or her", hlm" or her", he" or she". 1) lf you don'L show a kld who's Lhe boss, ...........wlll Lurn lnLo a monsLer. 2) kohn advlses a 'worklng wlLh', raLher Lhan a 'dolng Lo' approach Lo chlldren. ln shorL, geLLlng Lo know your chlld, llsLenlng Lo ........... 3) 1he chlld who feels loved and secure enough Lo express whaL .......... are feellng and whaL ls happenlng Lo .......... 4) l agree LhaL a chlld should be allowed Lo push boundarles ln order Lo learn abouL .......... envlronmenL. 3) A Leenager who has noL had Lhe groundlng of belng LaughL how Lo be a parL of socleLy of equals cannoL reasonably be expecLed Lo exhlblL behavlour LhaL enables .......... Lo geL on wlLh oLhers.
c) CaplLal leLLer for naLlonallLy ad[ecLlves ln Lngllsh, you have Lo wrlLe naLlonallLy ad[ecLlves wlLh a caplLal leLLer. CorrecL Lhe senLences below: 1) 1here's a new book called french Chlldren uon'L 1hrow lood: abouL how french chlldren apparenLly behave really well, ln resLauranLs and [usL generally. 2) My aunL was french. She had Lwlns. She'd carry round a llLLle whlp Lo hlL Lhem on Lhe back of Lhe legs. 3) WhaL would have happened lf she'd been broughL up Lhe "french way"? 4) 1he reference Lo Lhe crazy aunL wlLh Lhe whlp makes lL sound llke Lhe french are some draconlan chlld haLers. 3) l'm french, was broughL up Lhe 'french way' and whlle l have areas of dlsagreemenL wlLh my faLher abouL hls approach (more old-fashloned Lhan 'french'), Lhere was no such represslon golng on!
d) noLlce some pronunclaLlon from Lhe arLlcle Whlch leLLers do you leave ouL when you pronounce Lhe words psychoLheraplsL", psychologlcal", column" and wresLle"? uoes Lhe a" ln parenLlng" rhyme wlLh bare" or bar"? uoes Lhe e" ln obedlence" rhyme wlLh bed" or bead"? G" H05((*'C
Lhe eplLome: Lhe besL posslble example a whlp: a long plece of maLerlal used for hlLLlng a boundary: a llmlL a LracksulL boLLom: Lrousers LhaL are worn for sporLs Lhe grown-ups: Lhe adulLs aL odds wlLh: opposed Lo Lo breasL-feed: glve Lhe baby mllk from Lhe breasLs Lo brlng up: Lo educaLe Lo vanlsh: Lo dlsappear Lo rush someone: force someone Lo acL fasL Lo wresLle: Lo flghL Lo mop: Lo wlpe Lo dlsmlss: Lo wave away: noL Lo conslder Lo mlsbehave: Lo behave ln a bad manner Lo Lhrow a LanLrum: Lo show bad Lemper by shouLlng, crylng, refuslng Lo do whaL one's Lold
1
!"##$%&' )*+,-%."/ 0+,/1 uS ueparLmenL of LducaLlon. !"#$%&'() +,- ./+0&- /(1 2&-3-(+'%( %4 50$$6'(). WashlngLon, uC: Cfflce of Safe & urug lree Schools. !"#$$%&' blas: mlsconcepLlon bullylng: harasslng calllng names: lnsulLlng defaclng: spolllng derogaLory: bellLLllng dlsablllLy: handlcap enforclng: lmposlng holdlng nose. Lo show LhaL ls smells [ewelry: ornamenLs such as necklace, eLc. locker: cupboard mean: nasLy shovlng: pushlng slander: defamaLlon Lo assaulL: Lo aLLack Lo blLe: Lo cuL wlLh LeeLh Lo blame: Lo accuse Lo comply: Lo obey Lo damage: Lo spoll Lo exLorL: Lo Lake lllegally Lo gosslp: Lo Lalk, Lo spread rumor Lo harm: Lo hurL Lo osLraclze: Lo exclude Lo scraLch: Lo wound wlLh Lhe nalls Lo Lease: Lo laugh aL Lo LhreaLen: Lo Lrlp: Lo fall/Lo make Lo fall Lrlck: [oke
Arranging public humiliation Enforcing total group exclusion against someone by threatening others if they dont comply Destroying personal property, such as clothing, books, jewelry Writing graffiti with bias against your race, color, religion, ethnicity, gender, disability, or sexual orientation Harassing you because of bias against your race, color, religion, ethnicity, gender, disability, or sexual orientation Destroying property Setting fires Physical cruelty Repeatedly acting in a violent, threatening manner Assaulting with a weapon Making repeated and/or graphic threats (harassing) Practicing extortion (such as taking lunch money) Threatening to keep someone silent: If you tell, it will be a lot worse! Playing mean tricks to embarrass someone Ostracizing using notes, Instant Messaging, e-mail, etc. Posting slander in public places (such as writing derogatory comments about someone in the school bathroom) Defacing school work or other personal property, such as clothing, locker, or books Saying someone is related to a person considered an enemy of America (e.g., Osama bin Laden) Insulting family Harassing with phone calls Insulting your size, intelligence, athletic ability, race, color, religion, ethnicity, gender, disability, or sexual orientation Damaging property Stealing Starting fights Scratching or biting Pushing, tripping, or causing a fall Assaulting Threatening physical harm Ignoring someone and excluding them from a group Gossiping Starting or spreading rumors Teasing publicly about clothes, looks, relationships with boys/girls, etc. Giving dirty looks Holding nose or other insulting gestures Insulting remarks Calling names Teasing about possessions, clothes, physical appearance Making threatening gestures Defacing property Pushing/shoving Taking small items from others Expressing physical superiority Blaming the victim for starting the conflict CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 1
!"#$ #&' (' ')#*+#$,-./
Look aL Lhe above Calvln and Pobbes" carLoon. Look up ln Lhe dlcLlonary any words you don'L undersLand. !" #$%&'()*& 1. WhaL ls show and Lell"? 2. Whlch mark dld Calvln probably geL for hls performance? Why? 3. Whlch educaLlonal lssue does Lhls carLoon Lackle? 4. SeL up an evaluaLlon grld by whlch Calvln would geL a good mark for hls dlfferenL show and Lell" performance. 3. WrlLe 2 dlfferenL accounLs of Lhe sLory ln your own words: one from a poslLlve polnL of vlew (110 words), for lnsLance as Lold by an educaLor who belleves ln Lhe lmporLance of creaLlvlLy, one from a negaLlve polnL of vlew (100 words), for lnsLance as Lold by Lhe Leacher who senL hlm Lo Lhe head's offlce. !"##"$ #&'()*+' Pere are some common mlsLakes and a few exerclses Lo make you more aware of Lhem. !" #$%& ( #$)&) SLudenLs qulLe ofLen use Lhls" or Lhese" wlLhouL knowlng whlch ls for slngular and whlch for plural. 1he demonsLraLlve pronoun or deLermlner !"#$# ls used for Lhe plural, !"%$ for Lhe slngular (pronunclaLlon hLLp://www.forvo.com/word/Lhls/ hLLp://www.forvo.com/word/Lhese/) ln Lhe senLences below, Laken from Lhe Cuardlan.co.uk webslLe, flll ln Lhe blanks wlLh &"%$ or &"#$#' 1. ________ unbalanclng of Lhe power relaLlonshlp ln Lhe parenLs' dlrecLlon has forced prlvaLe school prlnclpals and Leachers Lo caLer Lo parenLs by lncreaslngly offerlng an obsLacle-free school experlence - slnce LhaL ls whaL parenLs demand. 2. knowlng how, when, and whaL Lo say ln order Lo brlng abouL condlLlons ln whlch educaLlonal aLLachmenL flourlshes, ls an lncredlbly subLle yeL powerful Lool. l belleve LhaL ________ skllls can be somewhaL coached and LaughL. 3. ___________ pampered prlvaLe school ellLe can only lead Lo uS decllne. 4. WheLher you agree or noL, ln _______ Llmes, a Leacher has Lo occupy Lhe speclal space beLween educaLor, counsellor, parenL, frlend. 3. _________ Leachers creaLe a sense of awe and wonder Lo develop enqulrlng mlnds wlLh an lnsaLlable LhlrsL for learnlng LhaL endures. 6. l belleve LhaL ________ klds are belng puL aL serlous rlsk by Lhls Lrend Lo smooLh away any of llfe's rough spoLs, once klds are wlLhln prlvaLe school doors. 7. _______ school ls noL aL all unusual ln ManhaLLan's ellLe prlvaLe school envlronmenL. 8. arL of _________ Lrend ls Lhe exclslon of any parL of Lhe school experlence for klds LhaL ls, ln any way, unpleasanL, Laxlng, scary or borlng. *" +,) -. /$) 0 123452 Cne of" ls followed by a plural noun and a slngular verb. llnd Lhe correcL form (guardlan.co.uk): 1. Cne of Lhe (ulL), nlne-year-old CalLlln Ambler, (1C PAvL) her leLLer Lo educaLlon sLaff read ouL aL Lhe councll meeLlng Loday. 2. l am Lrylng Lo geL across Lhe ldea LhaL Lhls school ls one of Lhe (kL?S1CnL) of Lhe communlLy even wlLh [usL 9 chlldren. 3. AL leasL one of Lhe (1LACPL8) aL my school (1C 8L) an obsLlnaLe ldeologue. 4. Cne of my (l8lLnu) (PAvL uLCluLu) her prospecLs are so bleak LhaL she has commlLLed herself Lo a masLers degree, desplLe havlng llLLle lnLeresL ln academla. 3. Lndless reporLs and lnLernaLlonal comparlsons have shown us LhaL Leacher professlonal developmenL ls one of Lhe (CC8nL8S1CnL) Lo lmprove educaLlon for our puplls. 6. As a relaLlvely young Leacher, managlng negaLlve behavlour was one of Lhe (8C8LLM) l really sLruggled wlLh. 7. !usL a couple of weeks ago, lL was announced LhaL Lhe hlghesL number of sLaLe school Leachers slnce Lhe 1990s Look early reLlremenL lasL year, clLlng lndlsclpllne as one of Lhe maln (8LASCn). 8. Learner collaboraLlon ls one of Lhe mosL powerful (u8lvL8) of deep lmprovemenL. 6" 7)4- 54/%82) SLudenLs ofLen add an arLlcle Lo words llke man" or naLure", where ln facL you don'L need one. 1he zero arLlcle (no arLlcle) ls used when Lhe noun ls consldered as a noLlon and has a general meanlng. ln Lhe followlng senLences from Lhe lnLerneL, add an arLlcle when needed: 1. (MAn) ls leasL hlmself when he Lalks ln hls own person. Clve hlm a mask, and he wlll Lell you Lhe LruLh. 2. (PunC8? MAn) ls (AnC8? MAn). 3. (MAn) ls Lhe measure of all Lhlngs. 4. (nA1u8L) ls Lhe prlmary laboraLory for our healLh 3. Ahab belleves LhaL (nA1u8L) should be lnferlor Lo (MAn), and LhaL (MAn) should conLrol lL. 6. AL leasL 12 oLhers were wounded when (MAn) enLered Lhe school wlLh Lwo revolvers and began shooLlng. 7. (nA1u8L) of deslrable Leacher pracLlces wlLh lnfanLs and Loddlers are explored ln Lhls chapLer. 8. Pe Lhen examlnes key elemenLs ln (nA1u8L) of Leachlng LhaL make Lhe process of becomlng a Leacher seem so uncompllcaLed. 9" :/ %& ( /$%& %& Pave you noLlced LhaL you can'L LranslaLe dlrecLly Lhe lrench c'esL" Lo Lhls ls"? lL ls lmposslble Lo learn Lo compeLe and Lo cooperaLe aL Lhe same Llme. 1hls ls lmposslble Lo learn Lo compeLe and Lo cooperaLe aL Lhe same Llme. l glve up Lhls chapLer. lL ls lmposslble Lo learn. 1hls ls lmposslble Lo learn. ln Lhe senLences below (from Lhe lnLerneL) flll ln Lhe blank wlLh lL ls" or Lhls ls". 1. ______ Lhe school where flrm frlendshlps develop beLween sLaff and sLudenLs whlch lasL way beyond Lhe sLudenL's years aL school. 2. ______ so dlfflculL Lo Leach chlldren LhaL meLamorphosls doesn'L [usL mean when a caLerplllar becomes a buLLerfly - LhaL lL happens Lo all lnsecLs. 3. l Lry Lo do my very besL, buL ______ so dlfflculL Lo Leach so many sLudenLs aL once, sLudenLs who are a wlde range of skllls. 4. ______ so dlfflculL Lo learn a new language ln such a shorL Llme buL rof S. ls always ready, wllllng, and able Lo help any sLudenLs who really puL forLh Lhe efforL. 3. ______ a fanLasLlc way Lo Leach and because ______ so hands-on, lL has Lhe whole school engaged. 6. ______ dlfflculL Lo quanLlfy how many sLudenLs wlll be Laklng parLlcular sub[ecLs. 7. AL Lhe end of every week sLaff declde on Lhe upll of Lhe Week. ______ Lhe pupll who may have Lrled Lhe hardesL or coped Lhe besL ln dlfflculL Llmes. 8. ln order Lo supporL Lhelr daughLers, moLhers need Lo be confldenL of Lhelr daughLers' welfare ln school. ______ so dlfflculL ln a conLexL ln whlch Lhese women were Lhemselves excluded from school. ;" <&)= /- ( %& 3&)= /- Pave you noLlced LhaL l used Lo" refers Lo Lhe pasL, someLhlng LhaL's no longer valld and l'm used Lo" refers Lo a hablL? WrlLe Lhe correcL form ln Lhese senLences from Lhe lnLerneL: 1. Pe (uSLu) go up Lo hls Leacher for help as many as 12 Llmes wlLhln half an hour. 2. Whlle conducLlng lessons he (uSLu) be exLremely absorbed ln hls Lask. Pe would be solely a Leacher, and noLhlng buL a Leacher. 3. My daughLer wlll be movlng lnLo a publlc school and she (uSLu) prlvaLe schools. She ls nervous LhaL she wlll noL be able Lo flL ln. 4. Pe (uSLu) Lo hlde under Lhe school bus seaL Lo avold bullles ln school. 3. urop her off aL school and leave. uo noL glve her LhaL speclal aLLenLlon she (uSLu) geLLlng when she crles. 6. She (uSLu) play around ln Lhe hlgh school even before she losL her eyeslghL, so she (uSLu) lL. 7. Pe (uSLu) belng able Lo lnLlmldaLe people and when LhaL does noL work he wlll ofLen walk away. 8. SLudenLs (nC1 uSLu) perform hands-on/mlnds-on acLlvlLles, so Lhey had some dlfflculLles followlng Lhe manuals and dolng Lhe acLlvlLles. >" ?4)&),/ 8-,/%,3-3& ( &%@12) 14)&),/ When Lhe sLudenLs are asked Lo wrlLe a readlng or llsLenlng reporL, Lhey ofLen use Lhe presenL conLlnuous lnsLead of slmple presenL: ln Lhls arLlcle, Lhe [ournallsL ls !"#$%&'( abouL." Choose Lhe correcL form ln Lhe senLences below (from Lhe lnLerneL): 1. ln Lhls essay, Lhe sLudenL (1C uLSC8l8L) a momenL ln her llfe LhaL slgnlflcanLly alLered how she percelved or felL abouL someLhlng. 2. ln Lhls essay, Lhe sLudenL (1C uLMCnS18A1L) some undersLandlng of Lhe passage, buL he makes llmlLed use of lL ln developlng a weak response. 3. ln Lhls essay, Lhe Leacher (1C ulvluL) Lhe analysls lnLo Lhree dlfferenL secLlons. 4. ln Lhls fllm Lhe auLhor (1C LxLAln) hls hearLfelL relaLlonshlp Lo lsLanbul. 3. ln Lhls fllm, Lhe auLhor (1C 1AkL) a look aL Lhe paclflc. lL (1C SA?) LhaL Lhe Marlana 1rench (7 mlles deep) ls Lhe deepesL place on earLh. A" B)C ( 5 .)C few" means noL many", noL enough" and a few" means some", a small quanLlLy"? llnd Lhe rlghL opLlon for Lhe senLences below (from Lhe lnLerneL): 1. (nC1 LnCuCP) puplls can read properly. 2. (SCML) puplls could have achleved more Lhrough Lhe ldenLlflcaLlon of more challenglng LargeLs. 3. We also have (SCML) puplls whose needs dlcLaLe a LoLally lndlvlduallsed currlculum. 4. 1he SouLh had (nC1 LnCuCP) schools of any sorL unLll Lhe 8evoluLlonary era. 3. 1hls helps Lo puL a sLop Lo Lhe anLl-soclal behavlour from (SCML) puplls sLopplng Lhe well- behaved oLhers from uslng Lhe LolleLs as and when Lhey need Lo. 6. (SCML) supporLed Lhelr vlew LhaL Leachers apply gender preference by clLlng Leachers' expressed reference Lo gender. 7. uepresslngly (nC1 LnCuCP) puplls geL a proper academlc educaLlon. 8. A decade laLer, (nC1 LnCuCP) schools offer lessons ln Leachlng abouL Lhe SepL. 11 Lerror aLLacks CNED 2012 English for Educational Sciences L3 Josphine Rmon, josephine.remon@univ-lyon2.fr 1
Educating from the waist up 1. Understanding the tal k* First of all, browse* the website http://www.ted.com/ TED, ideas worth spreading. On this website, you can listen to filmed mind-boggling* talks on various subjects. For some of the talks, the transcript is available on the right hand side* of the screen, as well as subtitles in many languages. For this lesson, youre going to be working on a talk called Ken Robinson says schools kill creativity. a) Listen to the talk http://www.ted.com/talks/lang/en/ken_robinson_says_schools_kill_creativity.html b) Write one sentence giving your impression about the talk and Ken Robinson. c) Listen to the talk a second time, reading the transcript at the same time. d) Here are 15 jokes told by Ken Robinson in his talk. In what order does he tell them (write a number in the box): 1)"What are you drawing?" And the girl said, "I'm drawing a picture of God." And the teacher said, "But nobody knows what God looks like." And the girl said, "They will in a minute." 2) You say you work in education, you can see the blood run from their face. 3) Actually, you're not often at dinner parties, frankly, if you work in education. 4) ADHD hadn't been invented at this point. It wasn't an available condition. (Laughter) People weren't aware they could have that. 5) About university professors: They look upon their body as a form of transport for their heads, don't they? It's a way of getting their head to meetings. 6)"If a man speaks his mind in a forest, and no woman hears him, is he still wrong?" 7) University professors: the people who come out the top. And I used to be one, so there. 8) If I'm cooking, the door is shut, the kids are out, the phone's on the hook, if she comes in I get annoyed. I say, "Terry, please, I'm trying to fry an egg in here. Give me a break." 9) If my wife is cooking a meal at home - which is not often, thankfully, if she's cooking, you know, she's dealing with people on the phone, she's talking to the kids, she's painting the ceiling, she's doing open-heart surgery over here. 10) About senior academics in a disco : grown men and women writhing uncontrollably, off the beat, waiting until it ends so they can go home and write a paper about it. CNED 2012 English for Educational Sciences L3 Josphine Rmon, josephine.remon@univ-lyon2.fr 2
11) I've been blown away by the whole thing. In fact, I'm leaving 12) That was it, by the way. Thank you very much. So, 15 minutes left. Well, I was born, no. 13) We all have bodies, don't we? Did I miss a meeting? 14) When I was a student, if you had a degree, you had a job. If you didn't have a job it's because you didn't want one. And I didn't want one, frankly. 15) Being sent to bed by his dad, you know, to Shakespeare, "Go to bed, now," to William Shakespeare, "and put the pencil down. And stop speaking like that. It's confusing everybody." 2. Thinking about the tal k a) Can you tell the story of Gillian in your own words (100 words)? b) What does the story of Gillian question? (one sentence) c) What is the hierarchy of subjects in every education system on earth? d) What does it mean when Ken Robinson says: as children grow up, we start to educate them progressively from the waist up. And then we focus on their heads. And slightly to one side. e) What is Ken Robinsons definition of creativity? f) Can you explain academic inflation? 3. Di d you notice? a) Did you notice the sentence you can see the blood run from their face.? Using a search engine on the Internet, find another sentence using the same phrase. b) Did you notice the sentence Because it's one of those things that goes deep with people, am I right?? Using the Internet, find another sentence using: to go deep with someone. c) Did you notice the sentence But if you ask about their education, they pin you to the wall.? Using the Internet and a search engine, find another sentence with the same phrase: to pin someone to the wall. d) Did you notice the sentence Somebody else might have put her on medication and told her to calm down? Using the Internet and a search engine, find another sentence with the same phrase: to put someone on medication.
CNED 2012 English for Educational Sciences L3 Josphine Rmon, josephine.remon@univ-lyon2.fr 3
4. Gl ossary ability: capacity BA: Bachelors Degree blown away: impressed Brownie points: bonus points browse: look through clue: element of evidence condition: illness contention: argument crammed: packed tightly dedication: investment degree: diploma despite: in spite of disembodied: out of the body drama: theatre frankincense: incense give me a break: leave me alone hardly: almost not high-water mark: peak hopeless: bad lead part: main character learning disorder: problem with learning literacy: ability to read and write MA: Masters Degree mind-boggling: stunning mistake: error more often than not: often myrrh: substance from a tree old chesnut: old idea PhD: Doctorate Degree protracted: longer than expected raft of: number of range: a series right hand side: on the right rooted: based ruthless: cruel seamless: with no interruption sequel: next episode shaft: elongated part sick: ill, in bad health talk: speech tea towel: towel for the kitchen to afford: to be able to to avert: to avoid to engulf: to swallow up to fidget: to keep moving to graduate: get the diploma to grasp: to understand to head home: to go home to mine: to damage to pay attention: to consider to play out: to finish to run through: pass through to squander: to waste to steer away: to escape to strike: enter the mind to strip-mine: to excavate to take a chance: to try tremendous: enormous vested: absolute
!"#$%&'() +,(--.(," !"#$ 1. a worker's experLlse 2. error 3. resulL of mlsbehavlour 4. Lhe arL of belng a parenL 3. relnforcemenL 6. capaclLy Lo be respecLed 7. harasses oLhers 8. you need lL Lo become a Leacher 9. geL a degree 10. (4-10) LrusL ln one's self 11. dlfflculLy wlLh learnlng 14. rules 13. dlploma 17. noL a success &'(")) 10. (4-6) Lhe lmage we have of ourselves 12. (8-7) school skllls 13. compeLence 16. resulL for good behavlour 18. we educaLe our klds ouL of lL accordlng Lo ken 8oblnson 19. whaL you geL aL school 20. golng over Lhe llmlLs 21. sLaylng wlLhln Lhe llmlLs 22. bad aLLlLude
!"#$%& () *"+,+)& #-.%/,+0$ %.1,."# 1) hLLp://www.guardlan.co.uk/world/2010/sep/03/french-schools-puplls-feel-worLhless : A British teacher at one of the leading universities in Paris has produced an extraordinary indictment of France's admired schools, saying they humiliate pupils and could learn much from other countries, including Britain. In a book to be published this week, Peter Gumbel, a lecturer at the Institute of Political Science known as Sciences Po attacks a classroom culture that brands students "worthless" and that he says is counterproductive and contrary to France's republican ideals. On achve bien les coliers? (They Shoot Schoolchildren, Don't They?) has already provoked a storm. "Why is France the only country in the world that discourages children because of what they cannot do, rather than encouraging them to do what they can?" Gumbel writes. "I believe France is missing a key element of what's wrong with the school system, an element that is immediately apparent to any foreigner who comes into contact with it: the harshness of the classroom culture. "It's a culture you can sum up as T'es nul (You're worthless). You hear these words all the time in France." Gumbel says studies by World Health Organisation groups and the Organisation for Economic Co-operation and Development in Europe reveal that, in France, more than six out of 10 schoolchildren complain of being anxious, four in 10 have difficulty sleeping, and more than two in 10 have a stomach or headache at least once a week. "These studies show that, while French children score quite highly in European studies on their ability and performance, when asked they rate themselves below countries with low levels of literacy," he said. "So even when they have the ability, their self-esteem has been knocked out of them." Gumbel's book praises British schools, which may surprise UK parents accustomed to having them compared unfavourably with those across the channel. He told the Observer: "Although the French with their national curriculum have maintained standards and avoided being dumbed down, their system focuses on the transmission of knowledge and doesn't even remotely address the child or their wellbeing. "There is more to school than getting good marks, and in Britain schools are not just a about your brain but about sport and arts and finding lots of different ways of excelling. The British system may focus less on results, but it nurtures self-esteem, personality and character, which is something totally missing from the French system and this is tragic." Gumbel's attack has touched a nerve in France. On radio talk shows, his views have had overwhelming support from parents; his book was also given a six-page review in the respected news magazine Le Nouvel Observateur. Philippe Meirieu, a professor in education science, admitted: "Our way of testing and evaluating [pupils] discourages creativity and the personal involvement of the pupils. This is CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 2
the cause of the relative passivity they show and that Peter Gumbel deplores. If pupils hardly ask questions in class it's because they don't really feel bothered about what they're being told or fear being stigmatised by their classmates." Patrick Gonthier, secretary- general of France's second-biggest teaching union, Unsa Education, said: "Our teaching staff could take this as an attack, but they are not being blamed. It's the whole French school system that is stubborn to change and remains profoundly elitist and dedicated to the grading and the selection of the best. For this to change and other teaching methods to be introduced into classes there has to be a strong consensus among professors, parents and politicians to challenge this elitism and focus on the success of everyone at school, and we are far from having that." Gumbel, 52, who also works as a journalist, has lived in Paris since 2002 and was prompted to criticise French schools, colleges and universities after putting his two daughters, now aged 10 and 13, into the education system. "There are 16,000 new teachers entering French schools this term who are undoubtedly very clever but haven't the slightest idea about how to teach, and that is scandalous," he said. "The key to good schools, as other countries have discovered, is having good teachers." /2 34050-6 ,/17) /50., &/88+$#))3 I used to think that French education was the best in the world, writes Peter Gumbel. Perhaps a little old-fashioned, but unlike the British or the Americans the French had resisted the temptation to dumb down their curriculum. That meant children left school at 18 with an admirably comprehensive knowledge of history, geography, maths, science and the liberal arts. And you didn't need to spend a fortune on private schools, because the state system provided the best education in the country. Then we moved to Paris and sent our two daughters to school. The teachers seemed good on the whole, and the programme was as rigorous as anticipated, but something was amiss. There were obvious symptoms: tummy aches and other signs of stress, an unhealthy phobia about making mistakes and flashes of self-doubt. "I'm hopeless at maths," my eldest daughter declared one day. "No, you're not, you just need to work at it harder," was my reply. "No, daddy, you don't understand anything. I'm hopeless." It was only when I started teaching at the Institut d'Etudes Politiques in Paris that I figured out the problem. Better known as Sciences Po, it's part of the "grandes coles" network that has traditionally trained France's political and business elite. To get in you need to have done fabulously well at school. The big surprise for me was not how bright these students were and most are very, very bright but how low their self-confidence was. Getting them to participate in classroom discussions was like pulling teeth. Exam time was trauma time: every year, several burst into tears during the oral. That's when I started wondering whether my experiences were simply anecdotal or part of a bigger, system-wide pattern. It didn't take long to find a wealth of international comparative studies, conducted by the OECD and other respected institutions. CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 3
They show conclusively that French children overall are more anxious and intimidated in school than their peers in Europe or other developed countries. They're so terrified by the idea of making mistakes and being lambasted for them, that they'd rather keep their mouths shut than put their hands up. The French education system has focused so narrowly on the transmission of knowledge that it has ignored that other key function of school: to build character and personality. There's almost no art, sport or music. Teamwork is an alien notion, as are such basic pedagogical concepts as positive reinforcement, and teachers receive only scant or no training in effective classroom techniques. The French are right to uphold standards, particularly when compared with Britain, but in the classrooms they go about it the wrong way. As one reviewer of my book told me: "You've broken a taboo. Nobody ever talks about happiness at school here." On achve bien les coliers ("They Shoot Schoolkids, Don't They?"), by Peter Gumbel, will be published this week in French by Grasset.
!" #$%&'()*$%+$, ).& )&/) /2 910))/"6: 1007 .8 +$ ,&# -+%,+0$/"6 ,&# ;0"-) 60. -0$<, 7$0;= A leadlng unlverslLy AblllLy Academlc Amlss AnecdoLal 8rlghL ClassmaLes Classroom culLure Classroom Lechnlques Comprehenslve knowledge LducaLlon culLure LducaLlon sysLem LllLlsL Cradlng lndlcLmenL keep one's mouLh shuL LecLurer Llke pulllng LeeLh naLlonal currlculum Cverwhelmlng eers erformance oslLlve relnforcemenL rogramme uL one's hand up 8epubllcan ldeals 8lgorous School sysLem Second blggesL Self confldence Self-esLeem 1eachlng meLhods 1eachlng sLaff 1he Channel 1here ls more Lo . Lhan. 1o be hopeless aL 1o be lambasLed for 1o be prompLed Lo 1o be sLubborn Lo change 1o blame 1o brand someone + ad[. 1o bursL lnLo Lears 1o challenge 1o clalm 1o crlLlclze 1o dlscourage 1o do well aL school 1o encourage 1o excel 1o focus on 1o go abouL lL Lhe wrong way 1o knock ouL of someone 1o nurLure 1o pralse 1o provoke a sLorm 1o raLe 1o rob someone of 1o Louch a nerve 1rauma unlon We are far from 52 >?0$@ ,&# ;0"-) /50(#A ?/7# / 1+), 0B ,&0)# ,&/, /"# )8#%+B+%/116 1+$7#- ,0 #-.%/,+0$= %2 C007+$@ /, ,&# /50(# @10))/"6A ?/7# / 1+), 0B ,&# 8&"/)#)= -2 D&/, /"# ,&# )6?8,0?) 0B ),"#)) ,&/, E#,#" 9.?5#1 -#,#%,#- +$ &+) %&+1-"#$F CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 4
0" 1.+$2+$, *345) ).& 6*$,5*,& noLlce Lhe phrase Second blggesL" ln Lhe LexL: aLrlck ConLhler, secreLary- general of lrance's second-blggesL Leachlng unlon, unsa LducaLlon". /2 !+$- GH )+?+1/" 8&"/)#) %0?5+$+$@ I)#%0$-J /$- I5#),J 0" I?0),J 0" / ).8#"1/,+(#A 56 )#/"%&+$@ ,&# K$,#"$#, ;+,& / )#/"%& #$@+$# L900@1#=%0? B0" #M/?81#2= 52 40,+%# ,&# ;0"- I),/BBJ +$ ,&# ,#M,: IN." ,#/%&+$@ ),/BB %0.1- ,/7# ,&+) /) /$ /,,/%7A 5., , /"# $0, 5#+$@ 51/?#-=J 8y looklng aL Lhe senLences below, descrlbe ln one senLence Lhe way Lhls word funcLlons ln Lhe slngular and plural. 1. PosplLal sLaff lack skllls Lo cope wlLh demenLla paLlenLs. 2. 88C local radlo 'Lurns off over-30s because sLaLlon sLaff are Loo young. 3. Why flL sLaff are good for buslness. 4. A member of my sLaff ls Lelllng people aL work LhaL l'm bullylng. 3. My sLaff ls reslsLanL Lo change. 6. Show your sLaff how Lhls new sysLem wlll save Lhem Llme wlLh less sLress. 7. Why should sLaff puL LrusL ln Lhelr own employers? 8. l am curlous as Lo why some sLaff ln Lhls company are permlLLed Lo come and go as Lhey please. 9. lL would also help Lhose sLaff members LhaL mlghL have Lo make arrangemenLs for Lhelr chlldren. 10. All sLaff has been noLlfled of currenL and changlng requlremenLs ln all programs Lo malnLaln Lhelr employmenL sLaLus. 7" 1.+$2+$, *345) 8'&$9. *$% :'+)+(. &%59*)+4$ (;()&<( llll Lhe Lables below wlLh phrases from Lhe LexL : !"#$%& #()%*+,-$ %).+)"# /",+,0& #()%*+,-$ %).+)"#
!"#$%&"'( Moblle phones are now a feaLure of modern socleLy and mosL of our puplls own one. lncreaslng sophlsLlcaLlon of moblle phone Lechnology presenLs a number of lssues for schools: 1he hlgh value of many phones 1he lnLegraLlon of cameras lnLo phones leadlng Lo poLenLlal chlld proLecLlon and daLa proLecLlon lssues. 1he poLenLlal Lo use Lhe phone for LexLlng whllsL on sllenL mode. lL ls noL reallsLlc Lo prohlblL phones belng broughL Lo school, nor ls lL loglsLlcally posslble for schools Lo collecL phones ln each mornlng and reLurn Lhem ln Lhe afLernoon. lL ls our pollcy Lo allow puplls Lo have a moblle phone wlLh Lhem ln school under Lhe condlLlons ouLllned ln Lhe pollcy below. *%'$+, hones musL noL be used for any purpose ln school beLween Lhe hours of 8:43 am and 3:03 pm, (e.g. phonlng, LexLlng, surflng Lhe lnLerneL, Laklng phoLos, checklng Lhe Llme, Laklng vldeos) hones musL always be swlLched off (noL on sllenL mode) and kepL ouL of vlew ln Lhe pupll's bag. lf a pupll breaches Lhese rules Lhe phone wlll be conflscaLed and glven ln Lo Lhe school offlce. lL wlll be kepL overnlghL and may be reLurned aL break Llme Lhe followlng day. ln Lhe case of phones conflscaLed on lrlday, Lhe phone wlll be reLurned on Lhe followlng Monday. hones are reLurned on recelpL of a leLLer from parenLs. hones musL noL be Laken lnLo examlnaLlons. 1hls pollcy should be read ln con[uncLlon wlLh Lhe school's oLher pollcles ln parLlcular Lhe 8ehavlour ollcy. -.(/0(&+$(1 lf a pupll needs Lo conLacL hls/her parenLs/guardlans Lhey wlll be allowed Lo use a school phone. lf parenLs need Lo conLacL chlldren urgenLly Lhey should phone Lhe school offlce and a message wlll be relayed prompLly. A school moblle phone can be lssued ln absoluLe emergencles. !(12%&1$3$'$#, 4%/ .%3$'( 25%&(16 School accepLs no responslblllLy 75"#1%(8(/ for LhefL, loss, damage or healLh effecLs (poLenLlal or acLual) relaLlng Lo moblle phones. lL ls Lhe responslblllLy of parenLs and puplls Lo ensure moblle phones are properly lnsured. 8lpley SalnL 1homas Church of Lngland Academy
#. B4"*9 1)& -*0=&30 #&%"=C =)$+) "*&0 -3& 0,4(-1)&1$+ 1" 1)& 4"1)&3C -*> =)$+) "*&0 -3& 4"3& 0,4(-1)&1$+ 1" 1)& 0+)""%8 /)$+) -*0=&30 -3& 0,4(-1)&1$+ 1" #"1)8 1. ?our son needs Lo have a leLLer from Lhe LransplanL cenLer, sLaLlng LhaL he needs Lhe phone wlLh hlm for (lnserL reason here). Pe should keep a copy and Lhe school should have a copy. lurLhermore, Lhe phone should always be on vlbraLe only (never a rlngLone), so LhaL he could slmply look aL who ls calllng and noL answer lf lL's [usL a frlend, and LhaL way lL wlll noL lnLerrupL a class. l can undersLand a school's polnL of vlew - lL's hard Lo Leach wlLh a class full of rlnglng phones and sLudenLs LexLlng each oLher. l assume LhaL your son needs Lhe phone because lf your daughLer was Lo have a sudden problem or a bad lab reporL, and you needed Lo go Lo Lhe LransplanL cenLer lmmedlaLely, you would need Lo be ln conLacL wlLh your son aL once. l am a LransplanL reclplenL myself. 2. 1he school can keep Lhe phone Llll Lhe end of Lhe school day. lf Lhey have sLaLed somewhere ln Lhe parenL handbook or someLhlng LhaL phones aren'L allowed and wlll be conflscaLed Lhen Lhey can Lake Lhe phone 8u1 only unLll Lhe end of LhaL school day. 1hls ls because phones are needed for emergency purposes ouL of school. lf Lhey sLlll refuse, you should explaln your slLuaLlon and make a blg fuss Lhey wlll probably glve lL back. lf Lhey aLLempL Lo look Lhrough your son's phone you can demand lL back on Lhe spoL as Lhey aren'L allowed Lo do LhaL wlLhouL permlsslon. 3. Sorry, buL aL Lhe beglnnlng of school year Leachers and prlnclpals explaln Lhelr school's cell phone pollcy. ?our chlld slgned Lhe rule book. ?our chlld dld noL follow Lhe pollcy, now Lhe school can keep lL for as long as Lhey wanL. 4. 1haL's your personal properLy... uemand lL back. lL's Lhe only way Lo keep ln Louch wlLh your famlly and you shouldn'L have Lo apologlze. l Lhlnk lL's lllegal for Lhem Lo keep lL... you should have been able Lo geL lL back afLer LhaL class. 3. lf he has a school planner/book or someLhlng you have Lo slgn every monLh Lhen you are agreelng Lo Lhe schools Lerms. 8uL looklng aL Lhe slLuaLlon Lhey have no rlghL Lo Lo Lake lL from hlm when lL ls lmporLanL he has lL. Maybe Lhe school don'L belleve you, Lake ln a medlcal leLLer explalnlng your daughLers condlLlon and also go ln personally agaln explalnlng why lL's so lmporLanL LhaL he needs lL ln school. Cood luck!
Pere are some excerpLs from Lhe leLLer lncluded ln Lhe lnspecLlon reporL:
"#$#%$#&' (
"#$#%$#&' )
"#$#%$#&' *
"#$#%$#&' +
"#$#%$#&' ,
"#$#%$#&' -
"#$#%$#&' .
"#$#%$#&' /
"#$#%$#&' 0
"#$#%$#&' (1 !"#"$%& (%#)*+,,- 1hese are Lhe 3 educaLlon relaLed paradoxes LhaL l found as l was sLudylng for Lhls module: 1. ___________________________________________________________ ______________________________________________________________ 2. ___________________________________________________________ ______________________________________________________________ 3. ___________________________________________________________ ______________________________________________________________ 4. ___________________________________________________________ ______________________________________________________________ 3. ___________________________________________________________
!"#$$% '()*)"+, CongraLulaLlons! ?ou have been selecLed Lo become a prefecL and LhaL means you have a number of speclal quallLles LhaL dlsLlngulshes you as a model sLudenL Lo Lhe oLher sLudenLs. 1he very word prefecL ls slgnlflcanL ln LhaL lL comes from Lhe LaLln praefecLus or perfecL parLlclple of praeflcere: make ln fronL" or Lo puL ln charge." 1oday, a school prefecL ls a poslLlon of leadershlp and responslblllLy. ?ou are a role model for all oLher sLudenLs and our school's besL represenLaLlve of Lhe sLudenL body for parenLs and our communlLy. AlLhough belng a prefecL puLs you ln a poslLlon of responslblllLy, Lhere are oLher facLors Lo conslder. 8elng a prefecL requlres hard work and reslllency. ?ou wlll qulckly learn LhaL dedlcaLlon Lo your [ob wlll pay off buL Lhere wlll be Llmes when Lhlngs don'L go Lhe way you planned. Learn from your fallures, flnd a dlfferenL approach and move on. 1hls ls an opporLunlLy for you Lo use your crlLlcal Lhlnklng skllls because as we all know, llfe ls noL [usL abouL good grades buL belng able Lo Lhlnk ouLslde Lhe box". 1hese are Lhe skllls LhaL wlll serve you laLer ln llfe and ln your career. (lnLernaLlonal 8rlLlsh School of 8ucaresL) !" #$%& () % *+,-,.&/ 8eadlng Lhe above LexL, Lry and undersLand whaL a school prefecL ls. Choose one senLence ln Lhe LexL LhaL sums up whaL a prefecL ls. 0" 1+,%&, % #23456 CreaLe a WC8uLL from Lhe LexL above on hLLp://www.wordle.neL/creaLe Wordle uses Lhe number of Llmes a word appears ln a LexL Lo deLermlne lLs relaLlve slze. 1hls wlll help you vlsuallse Lhe keyword relaLed Lo Lhe Loplc of school prefecLs". 7" 89&,+:(,; <- % ).$<<= *+,-,.&> A prefecL ls a pupll who has been glven a role of auLhorlLy ln Lhe school. 1hey work wlLh Lhe Pead prefecLs Lo represenL Lhe school. Mlchelle ls ln her flnal year of Lhe SlxLh form and ls sLudylng for Lhe lnLernaLlonal 8accalaureaLe. She ls orlglnally from Lhe unlLes SLaLes and ls a boarder. She was elecLed Lo be a prefecL aL Lhe end of lasL year". http://www.rydalpenrhos.com/sixth_form/skills_for_life/life_as_a_prefect/ : A prefect is a pupil who has been given a role of authority in the school. They work with the Head prefects to represent the school. CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 2
Michelle is in her final year of the Sixth form and is studying for the International Baccalaureate. She is originally from the Unites States and is a boarder. She was elected to be a prefect at the end of last year. You have been a prefect for just under a week now. Are you enjoying it? Yes, its different. Its good to work in a team, so you never feel like youre working alone. What are the benefits of becoming a prefect? You have more responsibility. I hope this will help me in my career, where I can use the leadership skills Ive developed at school. I already feel more confident. What do you hope to achieve in your time as a prefect? Im working with Virginia and Steven on the Eco Committee, which Im really enjoying. I hope that we will put on a big event like last years Trash Fashion Show, which was a big success. Id like to raise more awareness about environmental issues around school because its something I feel really strongly about. What are you looking forward to most this academic year? The Sixth form Christmas Ball and hearing everyones speeches at the end of the year, on Speech Day. You are a boarder. Are you enjoying the experience of living at school? I really like boarding. I feel that if I stopped, I would miss out because a lot of my friends are boarders. I am a weekly boarder though, so I get to see my family a lot, too. What are your plans upon leaving school? Ill probably go to university in the US, where Ill further my interest in environmental issues.
llnd Lhe answer for each quesLlon of Lhe lnLervlew: 1) You have been a prefect for just under a week now. Are you enjoying it? 2) What are the benefits of becoming a prefect? 3) What do you hope to achieve in your time as a prefect? 4) What are you looking forward to most this academic year? 5) You are a boarder. Are you enjoying the experience of living at school? 6) What are your plans upon leaving school?
D) Im working with Virginia and Steven on the Eco Committee, which Im really enjoying. I hope that we will put on a big event like last years Trash Fashion Show, which was a big success. Id like to raise more awareness about environmental issues around school because its something I feel really strongly about. E) Yes, its different. Its good to work in a team, so you never feel like youre working alone. A) You have more responsibility. I hope this will help me in my career, where I can use the leadership skills Ive developed at school. I already feel more confident. C) The Sixth form Christmas Ball and hearing everyones speeches at the end of the year, on Speech Day. B) I really like boarding. I feel that if I stopped, I would miss out because a lot of my friends are boarders. I am a weekly boarder though, so I get to see my family a lot, too. F) Ill probably go to university in the US, where Ill further my interest in environmental issues. CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 4
?" @,A BC,)&(<9) &< %)D A<C+),=- 8efore you apply Lo become a prefecL, reflecL on your leadershlp skllls (lrom 8rlLlsh lnLernaLlonal School of 8ucaresL). uL Lhe rlghL LlLle ln fronL of each seL of quesLlons: persuas|on, dec|s|on-mak|ng, commun|cat|on, |ntegr|ty, adaptab|||ty, re|at|onsh|ps, teamwork. 1 Pow deep are your convlcLlons on Lhe Lhlngs you belleve ln? WhaL do you belleve ln SC MuCP abouL your work LhaL you wlll sLand up Lo anyone abouL lL? Pow much are you wllllng Lo compromlse your lmporLanL bellefs? 1o whaL exLenL do your behavlour and Lhe cholces you make allgn wlLh your guldlng values and prlnclples? 2 Pow much and how wllllngly do you speak ouL and keep lnformaLlon flowlng? Conversely, can you keep confldenLlal lnformaLlon prlvaLe? Pow ofLen can and do you llsLen more Lhan you speak ln conversaLlons wlLh your peers? Pow do you handle bad news" when you recelve lL? 3 WhaL ls Lhe level of LrusL and respecLful feellngs you have wlLh each of your employees? WlLh each of your peers? Pow easy or dlfflculL ls lL for you Lo lnlLlaLe new relaLlonshlps? ueepen exlsLlng relaLlonshlps? 4 Pow persuaslve and lnfluenLlal are you? under whaL clrcumsLances can you persuade oLhers Lo your polnL of vlew? 1o whaL exLenL do people value your oplnlon and follow your lead? 3 1o whaL degree can you rellnqulsh rlgldlLy? ConLrol? When ls lL easy and when dlfflculL for you Lo embrace change? Pow do you reacL when Lhlngs don'L go as planned? 6 1o whaL exLenL do you value worklng cooperaLlvely as parL of a group? Pow do you promoLe Leamwork among Lhose you lead? ln whaL ways do you work collaboraLlvely wlLh your peers? Pow do you handle Leam confllcL? 7 Pow comforLable are you wlLh havlng Lo make Lhe flnal declslon" on Lhlngs? uo you have any Lendency Lo declde Loo qulckly wlLhouL due conslderaLlon or, conversely, Lo gaLher daLa, analyze and ponder endlessly and be unable Lo declde? ln whaL areas do you sLruggle wlLh maklng flrm declslons and sLandlng up for whaL you belleve?
Among the sk|||s be|ow, can you guess wh|ch one corresponds to each WCkDLL above? lnLegrlLy, CommunlcaLlon, relaLlonshlps, persuaslon, adapLablllLy, Leamwork, declslon maklng Now, f|nd the paragraph correspond|ng to each WCkDLL and sk|||. 1. WC8uLL ____, SklLL: lL means honesLy and more. lL refers Lo havlng sLrong lnLernal guldlng prlnclples LhaL one does noL compromlse. lL means LreaLlng oLhers as you would wlsh Lo be LreaLed. lL promoLes LrusL, and noL much ls accompllshed wlLhouL LrusL. lL ls a sklll Lo Lhe exLenL LhaL we see lL ln acLlon. lnLegrlLy (or lack of) ls reflecLed ln Lhlnklng, aLLlLudes, and acLlons. eople can'L dlrecLly see your level of lnLegrlLy, buL Lhey [udge lL preLLy accuraLely on a guL level based on your acLlons and your words. 2. WC8uLL ____, SklLL: ln Lhe conLexL of leadershlp lL refers Lo boLh lnLerpersonal communlcaLlons beLween Lhe leader and followers and Lhe overall flow of needed lnformaLlon LhroughouL Lhe organlsaLlon. Leaders need Lo learn Lo be proflclenL ln boLh Lhe communlcaLlon LhaL lnforms and seeks ouL lnformaLlon (glves Lhem a volce) and Lhe communlcaLlon LhaL connecLs lnLerpersonally wlLh oLhers. 3. WC8uLL ____, SklLL: neLworklng ls also a relaLlonshlp sklll. 8elaLlonshlps develop good lnLerpersonal and group communlcaLlon skllls. A leader who llkes deallng wlLh people lssues, who can lnlLlaLe and deepen relaLlonshlps wlLh oLhers, has a greaL leadershlp advanLage. 1hls ls a leader who can bulld a Leam and achleve lmpresslve resulLs. 4. WC8uLL ____, SklLL: 1he ablllLy Lo lnfluence oLhers and cause Lhem Lo move ln a parLlcular dlrecLlon ls a hlghly lmporLanL sklll ln leadershlp. ?our ablllLy Lo be persuaslve ls dlrecLly relaLed Lo how much people LrusL you and how good your communlcaLlon and relaLlonshlps are. 3. WC8uLL ____, SklLL: llexlblllLy ln noL belng bound by a plan are lmporLanL success facLors. 1he leader musL move easlly from one seL of clrcumsLances (Lhe plan) Lo Lhe nexL (Lhe plan ls noL golng as expecLed) and Lake Lhem all ln sLrlde, even when Lhe clrcumsLances are unexpecLed. 1he good leader has Lo embrace change and see lL as opporLunlLy. 6. WC8uLL ____, SklLL: lL ls an lmporLanL and ofLen neglecLed parL of belng a prefecL. A school does noL slmply have a number of lndlvldual sLudenLs who are ldenLlfled as prefecLs. 1here ls more Lo lL Lhan LhaL. lL has a Leam of prefecLs who are parL of a prefecL sysLem. no one person can do lL all. 1haL's why a Leam, comprlsed of oLhers wlLh dlfferenL sklll seLs, ls essenLlal. A leader musL know how Lo bulld and nurLure such a Leam. 7. WC8uLL ____, SklLL: A leader musL be able Lo wade Lhrough lnformaLlon, comprehend whaL's relevanL, make a well-consldered declslon, and Lake acLlon based on LhaL L" K+,-,.& %**=(.%&(<9 *,+)<9%= )&%&,M,9& uear AppllcanL, 1hank you for Laklng an lnLeresL ln Lhe role of refecL ln your school. 1he poslLlon ls a much esLeemed one and requlres commlLmenL, sacrlflce and responslblllLy. Should you be successful ln Lhls appllcaLlon you wlll be parL of a group LhaL LogeLher conLrlbuLe Lo Lhe successful operaLlon of Lhe school. [.]Why should we choose you? WrlLe a paragraph explalnlng reasons why you would make a greaL refecL. WhaL quallLles do you have LhaL we should know abouL?" (8yefleld rlmary School) Wr|te a prefect app||cat|on persona| statement |n 1S0 words. CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 7
N" K+,-,.& ,=,.&(<9 *+<.,IC+, Some of the sentences be|ow have been mod|f|ed. 1ry and f|nd the correct formu|at|on (from 8oyal SalnL Ceorge's College). a) -()*)"+ "(.+)(./ In order to have your name stand for Prefect the following criteria must be met: 73 Academlc average. lnvolved ln exLra-currlcular acLlvlLles: a maxlmum of 2 ouL of 3 Lerms for each year. AcLlve parLlclpaLlon ln all school splrlL days. A clean dlsclpllnary record. A sLudenL may apply lf he has appeared before a dlsclpllnary commlLLee, or been suspended more Lhan once for dlsclpllnary maLLers. lrregular Chapel and Assembly aLLendance. 1 hour of communlLy servlce (Lhe mlnlmum requlremenL by Lhe school) 600 house polnLs 01 2)3)(/% (),'$3,.0.%.+.), $* '()*)"+, 8e a role model for sLudenLs ln boLh schools, and flghL agalnsL Lhe school's LradlLlons. 8e a supporLer of school rules. MedlaLe cerLaln dlspuLes and leL puplls handle mlsundersLandlngs on Lhelr own. uevelop and malnLaln close consLanL crlLlclsm of Lhe PeadmasLer and ulrecLors. MalnLaln duLles ln Chapel, keLchum Pall and oLher speclfled areas of school. never esLabllsh conLacL wlLh refecLs and Leaders of oLher schools. AsslsL Lhe PeadmasLer, Culld, Admlsslons and AssoclaLlon wlLh soclal funcLlons. SeL a poslLlve role model for parLlclpaLlon and crlLlclsm of Lhe Pouse SysLem. SupporL Lhe CommunlLy Servlce rograms. "1 !')".*." (),'$3,.0.%.+.), $* '()*)"+, Pead refecL: Lead Lhe refecL Croup ln addlLlon Lo holdlng a porLfollo of cholce. CommunlLy 8ulldlng: uevelop, encourage and organlze Pouse AcLlvlLles ln boLh schools. SLudenL ConnecLlons: Crganlze and be responslble for soclal funcLlons (never ouLslde Lhe school). Admlsslons: SupporL Lhe Admlsslons offlce ln re[ecLlng prospecLlve famllles and leadlng Ambassadors. 8oys' ALhleLlc AssoclaLlon: sporLs should noL be encouraged. CommunlcaLlons: Crganlze and lead Assemblles and prlnL publlcaLlons. 1he web should noL be used. 8eyond Lhe Walls: romoLes lnLernal programs. ?ear ln locus: prevenL school and communlLy evenLs llnked Lo Lhe year Lheme SLudenL Affalrs: wellness and healLhy llfesLyle cholces are noL a prlorlLy. CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 1
!"#$%&' )*+,-./0%*1 !,)+". 2$,34 56*1$' 768%-6 *0 93:+$3& ;-$&"1.< (Cllck School lnformaLlon", Lhen ollcles" on Lhe lefL, Lhen rewards pollcles" on Lhe rlghL.) As a !chool we recog"lse #haL a key parL of de$eloplng Lhe %oLenLlal of our young people &s glvlng 'ncourage(enL and pralse. ralse &s a key )omponenL of good Leachlng and good sLa*f/pupll +elaLlonshlps. We look for opporLunlLles Lo pralse pup&ls boLh wlLhln and b'yond lessons. We 'ncourage ,ur puplls #o sLrlve for excellence whlch we Lake L, mean belng Lhe b'sL LhaL Lhey ca" be, +egardless of ablllLy. 1he school ls developlng a sysLem of rewards Lo allow us Lo celebraLe achlevemenL, excellence and conLrlbuLlon ln all aspecLs of school llfe. Cur sysLems, whlch are conLlnually evolvlng, are currenLly as follows: Crades: Any pupll wlLh all A's for efforL on hls/her grade card aL half Lerm wlll be awarded a Cold cerLlflcaLe by Lhe head. Any puplls wlLh all A's aL Lhe end of Lerm as well as aL half Lerm wlll recelve a sLar shaped badge presenLed by Lhe head. ALLendance: 100 aLLendance Lo be rewarded by a badge presenLed aL Lhe end of year lorm prlzes: lorm prlzes wlll be awarded each year on rlze uay Lo Lhe hlghesL achlevlng boy and glrl ln each form. An addlLlonal prlze ls Lo be awarded for efforL - one for each form. AcknowledgemenL: ?ear noLlce boards have been provlded for each year group Lo enable us Lo celebraLe achlevemenL ln all spheres of school llfe. Sub[ecL recognlLlon: Sub[ecL areas seek Lo reward and encourage puplls for boLh efforL and achlevemenL Lhrough a range of sLraLegles lncludlng: o MerlL marks: Lach deparLmenL has declded on Lhe crlLerla lL wlll use for awardlng merlLs Lo puplls, Lhese crlLerla wlll be communlcaLed Lo puplls. o 8ronze, sllver and gold merlL badges wlll be awarded Lo puplls galnlng parLlcular numbers of merlLs. o oslLlve osLcards are used by deparLmenLs as Lhey see flL Lo reward and encourage. o SLamps/sLlckers/prlzes are awarded Lo puplls on an ongolng basls. LxLra Currlcular AcLlvlLles: A range of awards wlll be presenLed Lo celebraLe success and achlevemenL ln varlous ouL of school acLlvlLles. L* o !unlor Colours: Palf colour cerLlflcaLes are awarded ln year 7 for commlLmenL Lo pracLlces. Colour badges are awarded ln year 8 for commlLmenL Lo pracLlces. Lxcellence cerLlflcaLes are awarded ln year 9 for achlevemenL and for conLrlbuLlon Lo pracLlces and Leams. o Senlor Colours: ln years 10 and 11 colours Lles are awarded Lo puplls for commlLmenL Lo pracLlces and Leams. CapLalns and vlce capLalns of sporLs ln each year group recelve badges of offlce. oslLlons of 8esponslblllLy: Clvlng puplls poslLlons of responslblllLy ls a Langlble way of rewardlng hard work and efforL. lrom nexL year addlLlonal poslLlons of responslblllLy wlll be avallable Lo puplls: o uplls ln year 11 who have malnLalned hlgh sLandards LhroughouL Lhelr Llme aL school wlll be made prefecLs. o A number of puplls wlll have Lhe opporLunlLy Lo be SporLs CapLalns and vlce CapLalns ln each year. oslLlons wlll also be offered as llbrarlans, peer menLors, lead muslclans and worshlp represenLaLlves. 1hese are ln addlLlon Lo currenL opporLunlLles as school councll and house councll members. We are hoplng Lo expand Lhe number of poslLlons of responslblllLy avallable. 1hls documenL wlll be kepL conLlnually under revlew as parL of our commlLmenL Lo lmprove our sysLems for rewardlng puplls." (* hyslcal LducaLlon) CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 2
Teachei tiaining The Rainbow, D. H. (David Herbert) Lawrence (1915), May 23, 2009 [EBook #28948] www.gutenberg.org
1hrough 3 excerpLs of u. P. Lawrence's novel !"# %&'()*+, follow ursula, a beglnnlng Leacher. 1hls grlpplng deplcLlon of her dlfflculLles ls also an opporLunlLy Lo reflecL upon whaL lL Lakes Lo succeed as a Leacher. !" #$% '()*+ ,-. She stood before her class not knowing what to do. She waited painfully. Her block of children, fifty unknown faces, watched her, hostile, ready to jeer. She felt as if she were in torture over a fire of faces. And on every side she was naked to them. Of unutterable length and torture the seconds went by. Then she gathered courage. She heard Mr. Brunt asking questions in mental arithmetic. She stood near to her class, so that her voice need not be raised too much, and faltering, uncertain, she said: "Seven hats at twopence ha'penny each?" A grin went over the faces of the class, seeing her commence. She was red and suffering. Then some hands shot up like blades, and she asked for the answer. The day passed incredibly slowly. She never knew what to do. There came horrible gaps, when she was merely exposed to the children []. The children were her masters. She deferred to them. []. And before this inhuman number of children she was always at bay. She could not get away from it. There it was, this class of fifty collective children, depending on her for command, for command it hated and resented. It made her feel she could not breathe: she must suffocate, it was so inhuman. They were so many, that they were not children. They were a squadron. She could not speak as she would to a child, because they were not individual children, they were a collective, inhuman thing. Dinner-time came, and stunned, bewildered, solitary, she went into the teachers' room for dinner. Never had she felt such a stranger to life before. It seemed to her she had just disembarked from some strange horrible state where everything was as in hell, a condition of hard, malevolent system. And she was not really free. The afternoon drew at her like some bondage. The first week passed in a blind confusion. She did not know how to teach, and she felt she never would know. a. ulossaiy before: ln fronL of bewlldered: dlsorlenLed blade: Lhe sharp parL of a knlfe bondage: someLhlng LhaL holds gap: an empLy space grln: broad smlle merely: and noLhlng else squadron: a group (mlllLary) sLunned: ln a sLaLe of shock Lo be aL bay: Lo be wlLh no reLreaL Lo draw aL someone: Lry Lo suck someone ln Lo falLer: Lo heslLaLe Lo [eer: Lo mock Lo resenL: Lo be angry abouL Lo shooL up: Lo come up fasL unuLLerable: beyond words
b. What is 0isula's main pioblem. c. Finu in the text all the woius iefeiing to the chiluien in a negative way u. Finu all the woius iefeiing to the passage of time e. Finu in the text woius contiibuting to uepict 0isula's nightmaiish situation. f. What seems to be 0isula's main uifficulty. g. Which woiu woulu you use to uesciibe hei state in this sentence: "It maue hei feel she coulu not bieathe: she must suffocate, it was so inhuman." CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 2
/" 01)%23+ 4 *+)(5+ %2678$90 "If I were you, Miss Brangwen," he said, menacingly, "I should get a bit tighter hand over my class." Ursula shrank. "Would you?" she asked, sweetly, yet in terror. "Aren't I strict enough?" "Because," he repeated, taking no notice of her, "they'll get you down if you don't tackle 'em pretty quick. They'll pull you down, and worry you, till Harby gets you shiftedthat's how it'll be. You won't be here another six weeks"and he filled his mouth with food"if you don't tackle 'em and tackle 'em quick." "Oh, but" Ursula said, resentfully, ruefully. The terror was deep in her. "Harby'll not help you. This is what he'll dohe'll let you go on, getting worse and worse, till either you clear out or he clears you out. It doesn't matter to me, except that you'll leave a class behind you as I hope I shan't have to cope with." She heard the accusation in the man's voice, and felt condemned. [] "What?" said Miss Harby, entering at that moment. "Why," said Ursula, "Mr. Brunt says I ought to tackle my class," and she laughed uneasily. "Oh, you have to keep order if you want to teach," said Miss Harby, hard, superior, trite. Ursula did not answer. She felt non valid before them. "If you want to be let to live, you have," said Mr. Brunt. "Well, if you can't keep order, what good are you?" said Miss Harby. "An' you've got to do it by yourself,"his voice rose like the bitter cry of the prophets. "You'll get no help from anybody." "Oh, indeed!" said Miss Harby. "Some people can't be helped." And she departed. a. ulossaiy oughL Lo: should preLLy: qulLe, falrly resenLful: lndlgnanL rueful: sad LlghL hand: conLrol Lo cope: Lo manage Lo geL someone down: depress Lo shlfL someone: Lo Lransfer Lo Lackle: Lo deal wlLh LrlLe: dull b. To which euucational sciences key woius woulu you link the sentence: "She felt non valiu befoie them". c. What's going to happen to 0isula if she is not stiictei with hei class. u. What will be the consequences foi the colleagues. e. The fact of being stiict with the class allows two things. What aie they. f. Bow woulu you give auvice to 0isula to be stiictei in a nicei tone than hei colleagues uo. Wiite youi auvice in appioximately Su woius. :" 4* (+ - ;7%*+(62 6' <%)*62-=(+. 6) )7=%*9 Ursula felt her heart fail inside her. Why must she grasp all this, why must she force learning on fifty-five reluctant children []. A great dread of her task possessed her. She saw Mr. Brunt, Miss Harby, Miss Schofield, all the school-teachers, drudging unwillingly at the graceless task of compelling many children into one disciplined, mechanical set, reducing the whole set to an automatic state of obedience and attention, and then of commanding their acceptance of various pieces of knowledge. The first great task was to reduce sixty children to one state of mind, or being. This state must be produced automatically, through the will of the teacher, and the will of the whole school authority, imposed upon the will of the children. The point was that the headmaster and the teachers should have one will in authority, which should bring the will of the children into accord. [] Children will never naturally acquiesce to sitting in a class and submitting to knowledge. They must be compelled by a stronger, wiser will. Against which will they must always strive to revolt. So that the first great effort of every teacher of a large class must be to bring the will of the children into accordance with his own will. And this he can only do by an abnegation of his personal self, and an application of a system of laws, for the purpose of achieving a certain calculable result, the imparting of certain knowledge. Whereas Ursula thought she was going to become the first wise teacher by making the whole business personal, and using no compulsion. She believed entirely in her own personality. So that she was in a very deep mess. In the first place she was offering to a class a relationship which only one or two of the children were sensitive enough to appreciate, so that the mass were left outsiders, therefore against her. CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 3
a. ulossaiy seL: group compulslon: consLralnL dread: fear graceless: ugly purpose: alm relucLanL: noL wllllng Lo Lask: a mlsslon Lo achleve: Lo aLLaln Lo compel: Lo force Lo drudge: Lo do monoLonous work Lo fall: sLop worklng Lo grasp: undersLand Lo lmparL: Lo LransmlL Lo sLrlve: foghL unwllllng: noL wanLlng wlse: clever, knowledgeable b. Wiite in the table below the woius coiiesponuing to the two opposeu views on uealing with the class gioup: ursula's vlew Per colleagues' vlew 1. 2. 3. 4. 3. 6. 1. 2. 3. 4. 3. 6. 7. 8. 9. 10. c. Can you uesciibe a view that woulu be halfway between 0isula's anu that of hei colleagues in appioximately Su woius. u. What is the consequence of 0isula's attituue in hei classioom. >" ?-(=7)% Moreover the children, the scholars, they were insignificant little objects far away, oh, far away. And what power had they over her free soul? A fleeting thought of them, as she kicked her way through the beech- leaves, and they were gone. But her will was tense against them all the time. For she was held away. It was no matter how she said to herself that school existed no more once she had left it. It existed. It was within her like a dark weight, controlling her movement. It was in vain the high-spirited, proud young girl flung off the school and its association with her. She was Miss Brangwen, she was Standard Five teacher, she had her most important being in her work now. Constantly haunting her, like a darkness hovering over her heart and threatening to swoop down over it at every moment, was the sense that somehow, somehow she was brought down. Bitterly she denied unto herself that she was really a schoolteacher. Leave that to the Violet Harbys. She herself would stand clear of the accusation. It was in vain she denied it. Within herself some recording hand seemed to point mechanically to a negation. She was incapable of fulfilling her task. She could never for a moment escape from the fatal weight of the knowledge. [] Though she did not give in, she never succeeded. Her class was getting in worse condition, she knew herself less and less secure in teaching it. Ought she to withdraw and go home again? Ought she to say she had come to the wrong place, and so retire? Her very life was at test. She went on doggedly, blindly, waiting for a crisis. [] The trouble went on and on, day after day. She had always piles of books to mark, myriads of errors to correct, a heart-wearying task that she loathed. And the work got worse and worse. When she tried to flatter herself that the composition grew more alive, more interesting, she had to see that the handwriting grew more and more slovenly, the books more filthy and disgraceful. She tried what she could, but it was of no use. But she was not going to take it seriously. Why should she? Why should she say to herself, that it mattered, if she failed to teach a class to write perfectly neatly? Why should she take the blame unto herself?
a) ulossaiy blLLer: dlfflculL Lo bear doggedly: obsLlnaLely fllLhy: dlrLy fleeLlng: momenLary wearylng: Llrlng hlgh-splrlLed: llvely, proud she oughL Lo: she musL slovenly: unLldy Lo brlng someone down: Lo make someone collapse Lo deny: noL Lo admlL Lo fllng: Lo Lhrow wlLh vlolence Lo fulflll: Lo compleLe Lo glve ln: Lo surrender Lo haunL: Lo obsess Lo hold away: Lo Lrap Lo swoop down: come down llke a blrd Lo hover: remaln ln Lhe alr llke a blrd Lo loaLhe: Lo haLe Lo reLlre: Lo wlLhdraw Lo LhreaLen: Lo menace Lo wlLhdraw: Lo geL away b) Which woiu woulu you use to uesciibe 0isula's state. c) Nake a list of at least 2u the woius fiom the text that iefei to this state oi contiibute to the atmospheie of gloom, violence anu uaikness, as in a nightmaie. u) What is 0isula's suivival stiategy against this state. e) What uo the last two questions in the text piove about 0isula. f) What is the euucational uebate behinu the last question of the text. g) Language uld you noLlce Lhe expresslon she klcked her way Lhrough Lhe beech-leaves"? 1ranslaLe Lhe followlng senLences lnLo lrench: uan vlllage klcks hls way lnLo hlsLory ln wln over 1oronLo. !oseph anlch Lumbled hls way Lo fame. Pe leaned up agalnsL Lhe wall of a bulldlng and slld hls way Lowards Lhe sLreeL. AbouL 30 mlnuLes laLer, l managed Lo flnd Lhe approach and ran my way across Lhe brldge and back. uld you hear Lhe one abouL Lhe dog LhaL bounced hls way Lo freedom? Pe bounced hls way lnLo [all. Pe cooked hls way Lo success. Whlch Cuban-Amerlcan runner cheaLed her way lnLo wlnnlng Lhe 8osLon MaraLhon? 8urglar blL hls way Lhrough sLeel bars. Pe slld and scrambled and yelled hls way Lo Lhe boLLom of Lhe plL.
uld you noLlce Lhe senLences CughL she Lo wlLhdraw and go home agaln? CughL she Lo say she had come Lo Lhe wrong place, and so reLlre? . CughL" ls used Lo express moral duLy. uslng a search englne on Lhe lnLerneL, make a llsL of 10 senLences uslng oughL Lo".
@" #$% )-+A=(B% C6. She knew by now her enemies in the class. The one she hated most was Williams. He was a sort of defective, not bad enough to be so classed. He could read with fluency, and had plenty of cunning intelligence. But he could not keep still. And he had a kind of sickness very repulsive to a sensitive girl, something cunning and etiolated and degenerate. Once he had thrown an ink-well at her, in one of his mad little rages. Twice he had run home out of class. He was a well-known character. And he grinned up his sleeve at this girl-teacher, sometimes hanging round her to fawn on her. But this made her dislike him more. He had a kind of leech-like power. [] One morning, at composition, she said to the boy Williams: "Why have you made this blot?" "Please, miss, it fell off my pen," he whined out, in the mocking voice that he was so clever in using. The boys near snorted with laughter. For Williams was an actor, he could tickle the feelings of his hearers subtly. Particularly he could tickle the children with him into ridiculing his teacher, or indeed, any authority of which he was not afraid. He had that peculiar gaol instinct. []"Come in front, Williams," she said. The rat-like boy sat with his pale smile and did not move. "Come in front," she repeated, definite now. "I shan't," he cried, snarling, rat-like, grinning. Something went click in Ursula's soul. Her face and eyes set, she went through the class straight. The boy cowered before her glowering, fixed eyes. But she advanced on him, seized him by the arm, and dragged him from his seat. He clung to the form. It was the battle between him and her. Her instinct had suddenly become calm and quick. She jerked him from his grip, and dragged him, struggling and kicking, to the front. He kicked her several times, and clung to the forms as he passed, but she went on. The class was on its feet in excitement. She saw it, and made no move. She knew if she let go the boy he would dash to the door. Already he had run home once out of her class. So she snatched her cane from the desk, and brought it down on him. He was writhing and kicking. She saw his face beneath her, white, with eyes like the eyes of a fish, stony, yet full of hate and horrible fear. And she loathed him, the hideous writhing thing that was nearly too much for her. In horror lest he should overcome her, and yet at the heart quite calm, she brought down the cane again and again, whilst he struggled making inarticulate noises, and lunging vicious kicks at her. With one hand she managed to hold him, and now and then the cane came down on him. He writhed, like a mad thing. But the pain of the strokes cut through his writhing, vicious, coward's courage, bit deeper, till at last, with a long whimper that became a yell, he went limp. She let him go, and he rushed at her, his teeth and eyes glinting. There was a second of agonized terror in her heart: he was a beast thing. Then she caught him, and the cane came down on him. A few times, madly, in a frenzy, he lunged and writhed, to kick her. But again the cane broke him, he sank with a howling yell on the floor, and like a beaten beast lay there yelling. a) ulossaiy bloL: spoL coward: noL brave cunnlng: sly defecLlve: deflclenL deflnlLe: clearly deflned eLlolaLed: pale and slckly fluency: sklllfulness frenzy: wlld exclLemenL gaol: [all glowerlng: moody grlp: LlghL hold hearers: audlence hldeous: ugly lnk-well: lnk-poL leech: bloodsucklng worm lesL: ln case llmp: wlLh no sLrengLh seL: flxed slckness: lllness sLroke: blow Lo cllng: Lo hold on Lo cower: Lo crlnge ln fear Lo dash: Lo go fasL Lo drag: Lo pull Lo fawn on someone: Lo aLLempL Lo please Lo gllnL: Lo shlne Lo grln: Lo smlle broadly Lo hang round: Lo sLay close Lo Lo howl: Lo wall Lo [erk: glve a sudden pull Lo klck: hlL wlLh fooL Lo loaLhe: Lo haLe Lo lunge: plunge suddenly Lo overcome: Lo defeaL Lo selze: Lo caLch Lo slnk: Lo go down Lo snarl: Lo growl Lo snaLch: Lo selze Lo snorL: make a plg-llke nolse Lo sLruggle: Lo flghL Lo Llckle: Lo Lease Lo whlne: Lo cry Lo wrlLhe: Lo conLorL whlmper: sofL whlne yell: loud cry b) Which woiu sums up foi you the atmospheie in this paiagiaph. c) Nake a list of all the woius that iefei to fast oi suuuen action. u) Nake a list of all the woius that have something to uo with animals oi beasts. e) What aie the two elements that give Williams his powei. CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 6
f) Comment on the expiession "the giil-teachei" g) Language uld you noLlce Lhe expresslon raL-llke"? 8y uslng a search-englne on Lhe lnLerneL, flnd 10 oLher expresslons on Lhe same model, buL wlLh a dlfferenL noun. !"#$%&'() +,+&-. /0(++%1, lf you're readlng arLlcles ln Lhe press abouL educaLlon, you wlll ofLen meeL Lerms such as A-levels, comprehenslve school, college, eLc. 8uL ls lL clear for you whaL Lhey correspond Lo? !"# %&#"# '()*" %+ ,()- +.% %&# /#0)()1 +, %&# %#2/" 32#"#)%#- +) %&# )#4% 301#5 0)- 3.% %&# 2(1&% )./6#2 () ,2+)% +, #07& -#,()(%(+)8
n8: 1he deflnlLlons are all quoLes Laken from Lhese web pages. hLLp://en.wlklpedla.org/wlkl/reparaLory_school_(uk) hLLp://en.wlklpedla.org/wlkl/Academy_(Lngllsh_school) hLLp://en.wlklpedla.org/wlkl/key_SLage hLLp://en.wlklpedla.org/wlkl/LducaLlon_ln_Lhe_unlLed_SLaLes hLLp://en.wlklpedla.org/wlkl/llle:LducaLlon_ln_Lhe_unlLed_SLaLes.svg hLLp://en.wlklpedla.org/wlkl/LducaLlon_ln_Lngland hLLp://en.wlklpedla.org/wlkl/Crammar_school#ConLemporary_8rlLlsh_grammar_schools hLLp://en.wlklpedla.org/wlkl/Comprehenslve_school hLLp://www.dlrecL.gov.uk/en/LducaLlonAndLearnlng/CuallflcaLlonsLxplalned/lndex.hLm Directgov - public services all in one place hLLp://en.wlklpedla.org/wlkl/SLaLe_school hLLp://en.wlklpedla.org/wlkl/Plgh_school#Lngland_.26_Wales hLLp://en.wlklpedla.org/wlkl/lalLh_school hLLp://en.wlklpedla.org/wlkl/llle:unlLed_klngdom_labelled_map7.png
Crammar school 1 Comprehenslve school 2 SLaLe school 3 lndependenL school 4 ubllc school 3 rlvaLe school 6 lalLh school 7 Church school 8 non-denomlnaLlonal school 9 8oardlng school 10 rep school 11 Academy 12 College 13 rlmary school 14 Plgh school 13 A Level 16 SlxLh form College 17 CCSL 18 key sLage 19 Secondary school 20 k-12 21 ?ear 12 22 Sophomore 23 !unlor 24 Senlor 23 CraduaLe 26 undergraduaLe 27 8achelor's degree 28 12Lh grade 29 MasLer's degree 30 uocLoraLe 31 osLgraduaLe degree 32 Plgher educaLlon 33
! llrsL degree sLudenL. ! arochlal, provldes rellglous educaLlon ln addlLlon Lo convenLlonal educaLlon. ! Lngland, sLaLe school, does noL selecL on academlc achlevemenL or apLlLude. ! 8rlLlsh school wlLh a general currlculum and a parLlcular rellglous characLer. ! uS: unlverslLy. uk: secondary school, or furLher educaLlon school, or unlverslLy College LhaL focuses on Leachlng raLher Lhan research. ! (Cr "Lower SlxLh"), Lhe flrsL year of A-Level cerLlflcaLlons, whlch are compleLed aL Lhe end of "?ear 13" (or "upper SlxLh"). SLudenLs are usually 16-17 ln ?ear 12 and 17-18 ln ?ear 13 (Lngland). ! lor ages of 11 Lo 18, lncorporaLes key SLage 3 and key SLage 4 of Lhe naLlonal Currlculum (?ear 7 Lo 11), can lnclude 6 Lh form (Lngland). ! Lngland, Advanced Level Ceneral CerLlflcaLe of LducaLlon, SLudenLs requlre aL leasL 3 A*-C CCSL Crades, lncludlng Lngllsh and MaLhemaLlcs Lo meeL Lhe pre- requlslLe Lo sLarL A-levels. ! Lngland, where sLudenLs aged 16 Lo 19 Lyplcally sLudy for advanced school- level quallflcaLlons, such as A-levels, or CCSLs. ! lee-paylng school, generally prefer Lo be called lndependenL schools. lndependenL schools ln ScoLland are called prlvaLe schools. ! llrsL degree offered aL Lngllsh unlverslLles. ! lounded on a Lheologlcal basls, buL noL on one parLlcular rellglon. ! Ceneral CerLlflcaLe of Secondary LducaLlon, Lngland, for age 14-16 or adulLs. ! ln Lngland, lndependenL of Local LducaLlon AuLhorlLy conLrol buL publlcly funded, wlLh some prlvaLe sponsorshlp. ! ln parLs of Lhe Lngllsh-speaklng world Lo descrlbe lnsLlLuLlons whlch provlde all or parL of secondary educaLlon. ! ln Lhe uk, funded by prlvaLe sources. ! uk, governmenL-funded, provldes educaLlon free of charge Lo puplls. ! uS, a unlverslLy-preparaLory school for older puplls. uk, an lndependenL school preparlng chlldren up Lo Lhe age of 11 or 13 for enLry lnLo fee-charglng, secondary lndependenL schools. ! lncludes MasLer's degree and docLoraLe. ! 1 Lo 3, Lhe sLages of Lhe sLaLe educaLlon sysLem ln Lngland. ! CfLen beglns wlLh a Lhree-year bachelor's degree. ! Cpen Lo anyone who can pass enLrance examlnaLlons and afford Lhe fees, a selecL group of abouL 10 of Lhe lndependenL schools ln Lhe uk, whlch are ln general ln general older, more expenslve, more excluslve. ! osLgraduaLe degree, elLher LaughL or by research. ! osLgraduaLe research degree LhaL usually Lakes aL leasL Lhree years. ! SelecLlve sLaLe-funded school ln Lngland and norLhern lreland. ! SLudenL of hlgher degree Lhan flrsL. ! 1he puplls llve aL Lhe school durlng Lhe school year. ! uk, from around Lhe age of four or flve unLll Lhe age of eleven or Lwelve. (uS: elemenLary school). ! uS (pronounced "k Lwelve", "k Lhrough Lwelve", or "k Lo Lwelve"), ls a deslgnaLlon for Lhe sum of prlmary and secondary educaLlon, shorLenlng of klndergarLen (k) for age 4-6 Lhrough 12 Lh grade (12) for age 16-19. ! uS, second year unlverslLy sLudenL. ! uS, fourLh year sLudenL. ! uS, Lhlrd year unlverslLy sLudenL. ! uS, Lyplcally Lhe lasL and senlor year of hlgh school. CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 1
Acauemic vs non-acauemic !" #$%&'(&)* *,$)-$)( *&.* Pow many uses can you Lhlnk of for a papercllp*? Make a llsL. /" 0,& *12- hLLp://www.Led.com/Lalks/lang/en/ken_roblnson_changlng_educaLlon_paradlgms.hLml Llnk 1C 18AnSC8l1 LlsLen Lo Lhe Lalk above and waLch Lhe anlmaLlon. 1hen llsLen agaln uslng Lhe LranscrlpL for beLLer undersLandlng. 3" 425..1'6 baLch: a group, a loL borlng: unlnLeresLlng breakLhrough: an amazlng dlscovery compulsory: noL opLlonal couple of: a few, more Lhan one currenL: aL Lhe momenL faclllLles: equlpmenL fully: compleLely mlsplaced: lmproper purpose: Lhe alm Lo be besleged: Lo be surrounded on all sldes Lo flgure ouL: Lo undersLand Lo Lhlnk sLralghL: Lo Lhlnk ln a clever way Lonslls: glands aL Lhe back of your mouLh Lrend: a Lendency Lurmoll: LumulL vocaLlonal: professlonal whlmslcal: caprlclous Pow do we square LhaL clrcle: Pow do we solve LhaL conLradlcLlon
Pere are oLher words from Lhe vldeo. lf you are noL sure abouL Lhelr meanlng, look Lhem up ln a dlcLlonary. absLracL academlc ablllLy AuPA (ALLenLlon ueflclL PyperacLlvlLy ulsorder) aesLheLlc age group college degree culLural ldenLlLy daLe of manufacLure deducLlve reasonlng dlvergenL Lhlnklng facLory llne flcLlLlous foam rubber lndusLrlallsm klndergarLen chlldren papercllp producLlon llne rouLlnely LaxaLlon Lhe Classlcs Lhe LnllghLenmenL Lhe lndusLrlal revoluLlon Lhe !esulLs LheoreLlcal Lo allenaLe Lo deLerloraLe Lo educaLe Lo lose lnLeresL Lo marglnallze Lo penallze Lo ralse sLandards Lo work hard worklng class
a) Fiom the two lists above make a list of all the woius that aie ielateu to inuustiialisation. b) Fiom the list above make a list of all the woius iefeiiing to euucation. Among these woius, which ones have negative connotation. 7" 8)9&'.*1)9$)( *,& *12- a) What is Ken Robinson's uefinition of cieativity. b) What uoes Ken Robinson mean by "changing the paiauigm". c) What is acauemic ability. u) Acauemic people, oi smait people aie opposeu to _____________________ oi ___________________ people e) What uoes the map show. f) What uoes ABBB mean. g) What aie schools compaieu to. h) Explain "piouuction line mentality". i) What is uiveigent thinking. j) What peicentage of young chiluien aie at genius level foi uiveigent thinking. k) Bo people get bettei at uiveigent thinking as they get oluei. l) What is collaboiating calleu insiue the school. m) Which cuive in the giaph below coiiesponus to the evolution of uiveigent thinking ovei the yeais.
:" 0,$)-$)( 1;5<* *,& *12- ken 8oblnson says: We are geLLlng our chlldren Lhrough educaLlon by anaesLheLlzlng Lhem. l Lhlnk we should be dolng Lhe exacL opposlLe. We shouldn'L be puLLlng Lhem asleep, we should be waklng Lhem up Lo whaL Lhey have lnslde Lhemselves." a) uive S ieasons why it is not so easy at school to wake eveiy chilu to what they have insiue themselves. b) Explain Ken Robinson's view of ABBB. =" 0,$)-$)( 1;5<* >)(2$., noLlce Lhe senLence : 1hese klds are belng medlcaLed as rouLlnely as we had our Lonslls Laken ouL". 8ewrlLe Lhese senLences uslng Lo have": a) Always (cut youi haii) befoie you (coloi it). b) You shoulu (check youi teeth) anu cleaneu at least twice a yeai. c) If you aie a high mileage usei then you shoulu (seivice youi cai) moie often than someone who only uiives small amounts. u) If you (the stuuents woik in paiis), you can (they select theii own paitnei). e) If the iestauiant makes theii own uesseits, (they piepaie the cake) foi you. ?" @).A&'. 1) A papeiclip coulu be useu foi keeping papeis togethei, foi cleaning youi nails, foi cleaning youi eais, foi holuing youi haii, foi holuing youi tiousei hem, foi closing a necklace, foi making a biacelet oi eaiiings. A giant papeiclip coulu even be useu as a uiving boaiu oi a fence! S)a) inuustiialism, factoiy line, batch, piouuction line, facilities, uate of manufactuie, inuustiial ievolution, woiking class. S)b)to euucate, acauemic ability, age gioup, vocational, compulsoiy, kinueigaiten chiluien, ueuuctive ieasoning, the Classics, the }esuits, batch, boiing, to maiginalise, to penalise, to alienate. The woius in italics aie negative. 4)a) Cieativity is the piocess of having oiiginal iueas that have value. b) "Changing the paiauigm" means changing the "piouuction line mentality". c) Acauemic ability consists of ueuuctive ieasoning anu knowleuge of the classics. It is an intellectual mouel of the minu coiiesponuing to, the enlightenment view of intelligence. u) Acauemic people, oi smait people aie opposeu to non-acauemic, non-smait people. CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 4
e) The map shows the uistiibution of ABBA acioss the 0niteu States. It shows that it is a fictitious epiuemic. f) ABBB means Attention Beficit Bypeiactivity Bisoiuei. g) Schools aie compaieu to factoiies. h) "Piouuction line mentality" means tieating the chiluien in schools as in a factoiy, anu not consiueiing them as inuiviuuals. i) Biveigent thinking is the ability to see lots of possible answeis to a question, lots of possible ways of inteipieting a question, to think lateially, to think not just in lineai oi conveigent ways, to see multiple answeis not one. j) 98% of young chiluien scoie at genius level foi uiveigent thinking. k) People get woise at uiveigent thinking as they giow up. l) What coulu be calleu collaboiation outsiue the school is calleu cheating insiue the school. m) The blue cuive (uecieasing) in the giaph coiiesponus to the evolution of uiveigent thinking ovei the yeais. S)a) Thiee ieasons why it is not so easy to wake eveiy chilu to what they have insiue themselves coulu be: lack of sufficient buuget to equip the classioom, lack of time to pay attention to each kiu inuiviuually, lack of tiaining in peuagogy. b) In Ken Robinson's view, ABBB is causeu by the contents at school that aie too boiing in compaiison with the many exciting uistiactions that suiiounu chiluien nowauays. 6)a)Always have youi haii cut befoie you have it coloieu. b) You shoulu have youi teeth checkeu anu cleaneu at least twice a yeai. c) If you aie a high mileage usei then you shoulu have youi cai seiviceu moie often than someone who only uiives small amounts. u) If you have the stuuents woik in paiis, you can have them select theii own paitnei. e) I think if the iestauiant makes theii own uesseits, have them piepaie the cake foi you. !" $%&' (&'"")( !"#$ &'(" !)'""*+ !,- ."#/01$2+ 3"451 6$*"47 (4 .*,++2""#+ november 21, 2011 | 6:30 AM 8y lda Lleszkovszky on SLaLelmpacL A reporLlng pro[ecL of local publlc medla and naLlonal ubllc 8adlo 8$,9 1'$ 1$:1 '$$*+,,($-$%./*-&$01*20"23,"'.",4566,66,46,("/%7(&'"")(7(-87&"/*9$%2(7:"1$7 ;%)"137.17&)-((2""/(, ,49 *(+1$4 1" (1+ ,09(" ;$2+("4 http://audio2.ideastream.org/wcpn/2011/1118lowtech.mp3 < =$> ?0$+1("4+ "4 1'$ 9")0#$41@ 1. WhaL makes lL clear when you arrlve LhaL Lhls school ls dlfferenL? 2. WhaL does Soggy booLs llne Lhe hallways" lmply? 3. Pow many hours of Lelevlslon a day dld Pecky's klds use Lo waLch? 4. Whlch program dld her klds use Lo waLch? 3. When Amy Pecky vlslLed Lhe nearby school, how dld she know sLralghL away lL wasn'L rlghL for her famlly? 6. WhaL does Sprlng Carden have lnsLead of a compuLer room? 7. Why does Pecky Lhlnk LhaL sLudenLs don'L need Lo be LaughL Lo use compuLers? 8. WhaL does she mean by lL's [usL Lhe rlghL Lool aL Lhe rlghL Llme"? 9. WhaL does Lhe prlnclpal 8oger knlghL compare Lechnology wlLh? 10. WhaL ls Lhe role of Lechnology ln Chlo's currlculum? 11. 1he phllosophy of Lhese schools collldes wlLh a ma[or focus of sLaLe educaLlon pollcy": flnd a synonym for collldes". 12. Why wlll Lechnology never replace a Leacher? 13. llnd a synonym for dedlcaLed Leacher". 14. WhaL are Lhe Lwo examples glven by kaLe Parkln Lo show Lhe beneflLs of Lechnology? 13. WhaL are compuLer skllls useful for, accordlng Lo Parkln? A#,7(4$ , 9,- (4 ,4 $90),1("4,* (4+1(101("4 >'$2$ 4" )"#/01$2 "2 /'"1")"/($+ >"0*9 B$ 0+$9 ,1 ,** CDEE >"29+FG 8$*,1$9 *(4H+@ lnfographlc on Lhe lllpped classroom hLLp://edudemlc.com/2011/10/whaLs-a-fllpped-classroom/ 8elaLed vldeo: hLLp://www.youLube.com/waLch?v=fuxLklk3znA (Slllcon valley school wlLh no compuLers) 8elaLed arLlcle: hLLp://www.nyLlmes.com/2011/10/23/Lechnology/aL-waldorf-school-ln-slllcon- valley-Lechnology-can-walL.hLm CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr 1