Доп. Тексты - Начальное, дошкольное образование

МИНИСТЕРСТВО ПРОСВЕЩЕНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ
ГОСУДАРСТВЕННОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ

ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
БАШКИРСКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ
УНИВЕРСИТЕТ им. М. АКМУЛЛЫ
КАФЕДРА ИНОСТРАННЫХ ЯЗЫКОВ
АНГЛИЙСКИЙ ЯЗЫК
В ПРОФЕССИОНАЛЬНОЙ СФЕРЕ
ТЕКСТЫ ДЛЯ ДОПОЛНИТЕЛЬНОГО ЧТЕНИЯ
для студентов, обучающихся по направлению

Педагогическое образование,
профиль «Начальное образование»;
Педагогическое образование,
профиль «Дошкольное образование»
Уфа 2020
УДК 811.111
ББК 81.43.21-9
А64
Тексты для дополнительного чтения по английскому языку

в профессиональной сфере обсуждены на кафедре иностранных языков.
И.о.зав. кафедрой Х.Х.Галимова
Печатается по решению Совета по учебно-методической работе

Башкирского государственного педагогического университета
им. М. Акмуллы
Английский язык в профессиональной сфере [Текст]: Тексты для

дополнительного чтения по английскому языку в профессиональной
сфере: учебно-методическое пособие / сост. Бойко М.А., Антипова Т.В. –
Уфа: Изд-во БГПУ, 2020. – 47с.
Данное учебно-методическое пособие предназначено для студентов,

обучающихся по направлениям «Педагогическое образование, профиль
«Начальное образование»; «Педагогическое образование, профиль
«Дошкольное образование». Пособие содержит профессиональные тексты
на английском языке, включающие коммуникативно-ориентированные
задания, задания для перевода с русского языка на иностранный и c
иностранного на русский. Предлагаемые тексты могут быть использованы
как на аудиторных занятиях, так и для самостоятельной работы в процессе
изучения дисциплины «Иностранный язык».
Рецензенты: О.Н. Новикова, докт. филол. наук, профессор (БГАУ)

З.Р. Киреева, канд. пед. наук, доцент (БГПУ им.
М. Акмуллы)
© Издательство БГПУ, 2020

© Бойко М.А., Антипова Т.В.
Введение
Пособие рассчитано на лиц, имеющих подготовку по английскому

языку в объеме средней школы. В пособии представлены материалы,
которые могут быть использованы на этапе перехода от изучения Basic
English к изучению English in Professional Use.
Пособие разработано на основе современных аутентичных
материалов, оно профессионально ориентировано. Особое внимание
уделяется отбору слов и выражений, связанных с терминологическим
аппаратом по педагогике.
Целью обучения с использованием материалов данного пособия
является овладение профессиональным языком специальности, а именно
развитие навыков чтения для извлечения информации, а также овладение
терминами по начальному и дошкольному образованию. В дополнение к
текстам предлагаются компьютерные обучающие программы по
терминологии (КОПРы по терминологии).
В пособии предлагаются упражнения для развития навыков устной
речи, поскольку формирование иноязычной компетенции является
основной целью обучения иностранному языку в современном мире
глобализации и интеграции. После прочтения текста и его обсуждения
требуется высказать собственное мнение по содержанию текста. В
упражнения включены, в первую очередь, слова и выражения для
активного усвоения. Упражнения способствуют развитию умения кратко
изложить основное содержание текста на иностранном языке.
Тексты данного учебно-методического пособия могут быть
использованы как при работе в аудитории, так и для индивидуальной
работы.
Пособие может быть использовано на занятиях по английскому
языку бакалавров второго и третьего курса, а также всеми,
интересующимися соответствующими терминологическими тезаурусами
по проблемам библиотечно-информационной деятельности.
3
TEXT 1
Vocabulary
hieroglyph иероглиф
script шрифт
alphabet алфавит
source источник
board доска
ancient древний
human человеческий
language язык
to invent изобретать
a vowel гласная буква
EDUCATION IN ANCIENT CIVILIZATION
I. Before you read the text discuss these questions.

1. What do you know about the education in ancient civilization?
2. When did various writing systems start to develop?
3. Where was the world’s oldest known alphabet developed?
Starting in about 3500 BC, various writing systems developed in ancient

civilizations around the world. In Egypt fully developed hieroglyphs were in use
at Abydos as early as 3400 BC. Later, the world's oldest known alphabet was
developed in central Egypt around 2000 BC from a hieroglyphic prototype. One
hieroglyphic script was used on stone monuments, other cursive scripts were
used for writing in ink on papyrus, a flexible, paper-like material, made from the
stems of reeds that grow in marshes and beside rivers such as the River Nile.
The Phoenician writing system was adapted from the Proto-Canaanite
script in around the 11th century BC, which in turn borrowed ideas from
Egyptian hieroglyphics. This script was adapted by the Greeks. A variant of the
early Greek alphabet gave rise to the Etruscan alphabet, and its own
descendants, such as the Latin alphabet. Other descendants from the Greek
alphabet include the Cyrillic script, used to write Russian, among others.
In China, the early oracle bone script has survived on tens of thousands of
oracle bones dating from around 1400-1200 BC in the Shang Dynasty. Out of
more than 2500 written characters in use in China in about 1200 BC, as many as
1400 are identifiable as the source of later standard Chinese characters.
Other surfaces used for early writing include wax-covered writing boards
(used, as well as clay tablets, by the Assyrians), sheets or strips of bark from
trees (in Indonesia, Tibet and the Americas), the thick palm-like leaves of a
particular tree, the leaves then punctured with a hole and stacked together like
the pages of a book (these writings in India and South east Asia include
4
Buddhist scriptures and Sanskrit literature), parchment, made of goatskin that
had been soaked and scraped to remove hair, which was used from at least the
2nd century BC, vellum, made from calfskin, and wax tablets which could be
wiped clean to provide a fresh surface (in Roman times).
Ethiopia has its own ancient alphabet. According to the beliefs of the
Ethiopian Orthodox Church, Ethiopic or Geez is one of the ancient alphabets
and languages. The first human to use the alphabet is believed to be Henoch of
the Old Testament. Henoch supposedly wrote the Book of Henoch in Ethiopic
around c. 3350 BC. In the Ethiopian Orthodox view, the Book of Enoch was
written in Ethiopic by Enoch, considered the oldest book in any human
language. The original forms of the letters themselves were said to have been
invented by the even earlier ancestral figure, Henos. Others claim that Ethiopic
is a Sabean alphabet. Still others claim that the classic Ethiopic with its seven
vowel expansions was in existence before 3000 BC. It is thought by some that it
was during the Axumite Kingdom of around 340 AD that the alphabet gained
the vowel forms and started to be written from left to right.
I. Decide whether the following statements are true or false.

1. In about 3200 BC, various writing systems developed in ancient
civilizations around the world.
2. The world's oldest known alphabet was developed in central Egypt around
2000 BC from a hieroglyphic prototype.
3. The Egyptian writing system was adapted from the Proto-Canaanite
script.
4. A variant of the early Greek alphabet gave rise to the Etruscan alphabet.
5. In Japan, the early oracle bone script has survived on tens of thousands of
oracle bones.
6. Ethiopia has its own ancient alphabet.
7. The last human to use the alphabet is believed to be Henoch of the Old
Testament.
8. The Book of Enoch considered the oldest book in the English language.
9. The original forms of the letters themselves were said to have been
invented Henos.
10. Of around 340 AD the alphabet gained the vowel forms.
II. Answer the following questions.

1. What was The Phoenician writing system adapted from?
2. Where has the early oracle bone script survived on tens of thousands of
oracle bones?
3. What was parchment made of?
4. Did Ethiopia have its own alphabet?
5. What is believed to be the first human alphabet?
6. Which book is considered to be the oldest book in any human language?
5
7. How many vowels were there in Ethiopian alphabet?
8. When did the alphabet started to be written from left to right?
III. Complete the following sentences with missing words.

1. In Egypt fully developed … were in use at Abydos.
2. The world's oldest known alphabet was developed in ...
3. Paper-like material was made from ...
4. The Phoenician writing system was adapted from the … in around the
11th century BC.
5. A variant of the early … alphabet gave rise to the Etruscan alphabet.
6. In China, the early … script has survived on tens of thousands of oracle
bones.
7. The … to use the alphabet is believed to be Henoch of the Old Testament.
8. The Book of Enoch is considered to be … in any human language.
9. The … themselves were said to have been invented by Henos.
10. Of around 340 AD … gained the vowel forms.
IV. Make a plan of the text for making a summary.
V. Discuss different points of the education in ancient civilization with your

partner.
TEXT 2
Vocabulary
limited ограниченный
an individual индивид
reading чтение
writing письмо
population население
knowledge знание
explanation объяснение
word слово
phrase фраза
education обучение
EDUCATION IN THE MIDDLE EAST

1. What do you know about the education in the Middle East?
2. When did the Mesopotamian population become literate?
3. What is among the earliest known works of literary fiction?
6
In what became Mesopotamia, the early logographic system of cuneiform
script took many years to master. Thus only a limited number of individuals
were hired as scribes to be trained in its reading and writing. Only royal
offspring and sons of the rich and professionals such as scribes, physicians, and
temple administrators, were schooled. Most boys were taught their father's trade
or were apprenticed to learn a trade. Girls stayed at home with their mothers to
learn housekeeping and cooking, and to look after the younger children. Later,
when a syllabic script became more widespread, more of the Mesopotamian
population became literate. There arose a whole social class of scribes, mostly
employed in agriculture, but some as personal secretaries or lawyers. Women as
well as men learned to read and write, and for the Semitic Babylonians, this
involved knowledge of the extinct Sumerian language, and a complicated and
extensive syllabary. Vocabularies, grammars, and interlinear translations were
compiled for the use of students, as well as commentaries on the older texts and
explanations of obscure words and phrases. Massive archives of texts were
recovered from the archaeological contexts of Old Babylonian scribal schools,
through which literacy was disseminated. The Epic of Gilgamesh, an epic poem
from Ancient Mesopotamia is among the earliest known works of literary
fiction. The earliest Sumerian versions of the epic date from as early as the
Third Dynasty of Ur (2150-2000 BC)
Ashurbanipal (685 – c. 627 BC), a king of the Neo-Assyrian Empire, was
proud of his scribal education. His youthful scholarly pursuits included oil
divination, mathematics, reading and writing as well as the usual horsemanship,
hunting, chariot, soldieries, craftsmanship, and royal decorum. During his reign
he collected cuneiform texts from all over Mesopotamia, and especially
Babylonia, in the library in Nineveh, the first systematically organized library in
the ancient Middle East, which survives in part today.
In ancient Egypt, literacy was concentrated among an educated elite of
scribes. Only people from certain backgrounds were allowed to train to become
scribes, in the service of temple, pharaonic, and military authorities. The
hieroglyph system was always difficult to learn, but in later centuries was
purposely made even more so, as this preserved the scribes' status. The rate of
literacy in Pharaonic Egypt during most periods from the third to first
millennium BC has been estimated at not more than one percent, or between one
half of one percent and one percent.

1. Enormous number of individuals was hired as scribes to be trained in its
reading and writing.
2. Only royal offspring and sons of the rich and professionals were schooled.
3. A few boys were taught their father's trade.
4. When a syllabic script became more widespread, more of the
Mesopotamian population became illiterate.
7
5. Women did not learn to read and write.
6. Interlinear translations were compiled for the use of students.
7. Massive archives of texts were not recovered from the archaeological
contexts.
8. In medieval Egypt, literacy was concentrated among an educated elite of
scribes.
9. The hieroglyph system was always easy to learn.
10. The rate of literacy in Pharaonic Egypt has been estimated at not more
than one percent.

1. Who was schooled in Mesopotamia?
2. What was the difference in educating boys and girls?
3. What was Ashurbanipal proud of?
4. What was the first systematically organized library?
5. Who was allowed to train to become scribes?
6. Was the hieroglyph system easy to learn?
7. Was the rate of literacy in Pharaonic Egypt during estimated at not more
than one percent?
8. Which changes were there in the rate of literacy?

1. Only a limited number of individuals were hired as ...
2. Girls stayed at home with their mothers to learn...
3. Women as well as men learned to…
4. Massive archives of texts were recovered from…
5. Ashurbanipal was proud of …
6. Ashurbanipal’s youthful scholarly pursuits included …
7. Only people from certain backgrounds were allowed to …
IV. Make a plan of the text for oral summary.
V. Discuss different educational systems in the Middle East with your

partner.
TEXT 3
Vocabulary
education обучение
priest священник
to include включать в себя
understanding понимание
science наука
8
skill навык
knowledge знание
condition условие
purpose цель
duty обязанность
EDUCATION IN INDIAN SUBCONTINENT

1. What do you know about the education in Indian subcontinent?
2. What was most education in ancient India based on?
3. What did Vedic education include?
In ancient India, during the Vedic period from about 1500 BC to 600 BC,
most education was based on the Veda (hymns, formulas, and incantations,
recited or chanted by priests of a pre-Hindu tradition) and later Hindu texts and
scriptures.
Vedic education included: proper pronunciation and recitation of the
Veda, the rules of sacrifice, grammar and derivation, composition, versification
and meter, understanding of secrets of nature, reasoning including logic, the
sciences, and the skills necessary for an occupation. Some medical knowledge
existed and was taught. There is mention in the Veda of herbal medicines for
various conditions or diseases, including fever, cough, baldness, snake bite and
others.
Education, at first freely available in Vedic society, became over time
more discriminatory as the caste system, originally based on occupation,
evolved, with the brahman (priests) being the most privileged of the castes.
The oldest of the Upanishads - another part of Hindu scriptures - date
from around 500 BC. These texts encouraged an exploratory learning process
where teachers and students were co-travellers in a search for truth. The
teaching methods used reasoning and questioning. Nothing was labeled as the
final answer.
The Gurukul system of education supported traditional Hindu residential
schools of learning; typically the teacher's house or a monastery. Education was
free, but students from well-to-do families paid "Gurudakshina," a voluntary
contribution after the completion of their studies. At the Gurukuls, the teacher
imparted knowledge of Religion, Scriptures, Philosophy, Literature, Warfare,
Statecraft, Medicine, Astrology and History. The corpus of Sanskrit literature
encompasses a rich tradition of poetry and drama as well as technical scientific,
philosophical and generally Hindu religious texts, though many central texts of
Buddhism and Jainism have also been composed in Sanskrit.
Two epic poems formed part of ancient Indian education. The
Mahabharata, part of which may date back to the 8th century BC, discusses
9
human goals (purpose, pleasure, duty, and liberation), attempting to explain the
relationship of the individual to society and the world (the nature of the 'Self')
and the workings of karma. The other epic poem, Ramayana, is shorter, although
it has 24,000 verses. It is thought to have been compiled between about 400 BC
and 200 AD. The epic explores themes of human existence and the concept of
dharma.
I. Decide whether the following sentences are true or false.

1. In ancient India most education was based on the Veda.
2. There is no mention in the Veda of herbal medicines.
3. The oldest of the Upanishads date from around 300 BC.
4. The Gurukul system of education supported modern Hindu residential
schools.
5. The teaching methods used reasoning and questioning.
6. Two epic poems formed part of ancient Indian education.
7. The epic poem Ramayana is longer than the Mahabharata.

1. Did education become the caste system over time?
2. Why are the Upanishads so prominent?
3. What teaching methods were used in the Upanishads?
4. What kind of schools did the Gurukul system support?
5. What knowledge did the teacher at the Gurukuls impart?

1. In ancient India most education was based on …
2. Vedic education included …
3. Education became over time more discriminatory as …
4. The oldest of the Upanishads date from …
5. The Gurukul system of education supported …
6. At the Gurukuls, the teacher imparted knowledge of…
7. Two epic poems formed part of …
V. Discuss peculiarities of education with your partner.
TEXT 4
Vocabulary
nobility знать
generation поколение
curriculum учебный план
10
educational system система образования
hierarchy иерархия
literacy грамотность
local government authorities местные органы государственной
власти
ability способность
civil service гражданская служба
basic skills основные навыки
EDUCATION IN ANCIENT CHINA

1. What do you know about the education in Ancient China?
2. How many national schools were there during the Zhou Dynasty?
3. What Arts were mainly taught at the schools?
During the Zhou Dynasty (1045 BC to 256 BC), there were five national
schools in the capital city, Pi Yong (an imperial school, located in a central
location) and four other schools for the aristocrats and nobility, including Shang
Xiang. The schools mainly taught the Six Arts: rites, music, archery,
charioteering, calligraphy, and mathematics. According to the Book of Rituals,
at age twelve, boys learned arts related to ritual (i.e. music and dance) and when
older, archery and chariot driving. Girls learned ritual, correct deportment, silk
production and weaving.
It was during the Zhou Dynasty that the origins of native Chinese
philosophy also developed. Confucius (551 BC – 479 BC) founder of
Confucianism, was a Chinese philosopher who made a great impact on later
generations of Chinese, and on the curriculum of the Chinese educational system
for much of the following 2000 years.
Later, during the Ch'in dynasty (246-207 BC), a hierarchy of officials was
set up to provide central control over the outlying areas of the empire. To enter
this hierarchy, both literacy and knowledge of the increasing body of philosophy
was required.
During the Han Dynasty (206 BC- 221 AD), boys were thought ready at
age seven to start learning basic skills in reading, writing and calculation. In 124
BC, the Emperor Wudi established the Imperial Academy, the curriculum of
which was the Five Classics of Confucius. By the end of the Han Dynasty (220
AD) the Academy enrolled more than 30,000 students, boys between the ages of
fourteen and seventeen years. However education through this period was a
luxury.
The Nine rank system was a civil service nomination system during the
Three Kingdoms (220-280 AD) and the Southern and Northern Dynasties (420-
589 AD) in China. Theoretically, local government authorities were given the
11
task of selecting talented candidates, then categorizing them into nine grades
depending on their abilities. In practice, however, only the rich and powerful
would be selected. The Nine Rank System was eventually superseded by the
Imperial examination system for the civil service in the Sui Dynasty (581-618
AD).

1. During the Zhou Dynasty there were 10 national schools.
2. The schools mainly taught the Five Arts.
3. At the age of twelve boys learned arts related to ritual.
4. Confucius was a German philosopher.
5. During the Han Dynasty boys were thought ready at the age of seven to
start learning.
6. By the end of the Han Dynasty the academy enrolled more than 3000
students.
7. The Nine rank system was a civil service nomination system during the
Three Kingdoms.

1. How many national schools were there during the Zhou Dynasty?
2. What Arts were mainly taught at the schools?
3. When did Chinese philosophy begin to develop?
4. What was Confucius famous for?
5. What hierarchy was set up during the Chin Dynasty?
6. When was the Imperial academy established?
7. What tasks were given to local government authorities?

1. The schools mainly taught the Six Arts:
2. According to the Book of Rituals, at the age of twelve, the boys learned…
3. Girls learned…
4. Confucius was …
5. During the Han Dynasty boys were thought ready to …
6. In 124 BC, the Emperor Wudi established …
7. The Nine rank system was …
8.
V. Discuss the characteristics of education in each Dynasty with your

partner.
12
TEXT 5
Vocabulary
private частный
military военный
subject предмет
to learn учить
formal education формальное образование
alphabet алфавит
shape форма
sophist философ
source источник
age возраст
EDUCATION IN ANCIENT GREECE AND ROME

1. What do you know about the education in Ancient Greece and Rome?
2. Who could open a school in ancient Greece?
3. Could parents choose a school in ancient Greece?
In the city-states of ancient Greece, most education was private, except in

Sparta. For example, in Athens, during the 5th and 4th century BC, aside from
two years military training, the state played little part in schooling. Anyone
could open a school and decide the curriculum. Parents could choose a school
offering the subjects they wanted their children to learn, at a monthly fee they
could afford. Most parents, even the poor, sent their sons to schools for at least a
few years, and if they could afford it from around the age of seven until
fourteen, learning gymnastics (including athletics, sport and wrestling), music
(including poetry, drama and history) and literacy. Girls rarely received formal
education. At writing school, the youngest students learned the alphabet by
song, then later by copying the shapes of letters with a stylus on a waxed
wooden tablet. After some schooling, the sons of poor or middle-class families
often learnt a trade by apprenticeship, whether with their father or another
tradesman. By around 350 BC, it was common for children at schools in Athens
to also study various arts such as drawing, painting, and sculpture. The richest
students continued their education by studying with sophists, from whom they
could learn subjects such as rhetoric, mathematics, geography, natural history,
politics, and logic.
The first schools in Ancient Rome arose by the middle of the 4th century
BC. These schools were concerned with the basic socialization and rudimentary
education of young Roman children. The literacy rate in the 3rd century BC has
been estimated as around one percent to two percent. We have very few primary
13
sources or accounts of Roman educational process until the 2nd century BC,
during which there was a proliferation of private schools in Rome. At the height
of the Roman Republic and later the Roman Empire, the Roman educational
system gradually found its final form. Formal schools were established, which
served paying students (very little in the way of free public education as we
know it can be found). Normally, both boys and girls were educated, though not
necessarily together. In a system much like the one that predominates in the
modern world, the Roman education system that developed arranged schools in
tiers. The educator Quintilian recognized the importance of starting education as
early as possible, noting that “memory … not only exists even in small children,
but is specially retentive at that age”. A Roman student would progress through
schools just as a student today might go from elementary school to middle
school, then to high school, and finally college. Progression depended more on
ability than age with great emphasis being placed upon a student’s ingenium or
inborn “gift” for learning, and a more tacit emphasis on a student’s ability to
afford high-level education. Only the Roman elite would expect a complete
formal education.

1. In the city-states of ancient Greece, most education was private.
2. Only nobility could open a school.
3. Parents could not choose a school.
4. The younger students learned the alphabet by dancing.
5. The richest students continued their education by studying with physical
trainers.
6. The first schools in Ancient Rome arose by the middle of the fourth
century BC.
7. Progression depended more on ability than age.

1. What was taught at writing schools?
2. Whom did the richest students continue their education with?
3. What was common for children at schools in Athens?
4. When did the first schools arise in Ancient Rome?
5. What was the rate of literacy in Ancient Rome?

1. Most parents, even the poor, sent their sons to …
2. Girls rarely received …
3. By around 350 BC it was common for children at schools …
4. The richest students continued their education with …
5. The schools in Ancient Rome were concerned with …
6. Progression depended more on …
14
7. Only the Roman elite would expect …
V. Compare educational systems of ancient Greece and Rome with your

partner.
TEXT 6
Vocabulary
complex сложный
to generalize обобщать
to differ различать
responsible ответственный
educational policy образовательная политика
pressure давление
academic education академическое образование
comprehensive school общеобразовательная школа
to subdivide into подразделять на
high education высшая школа
THE EDUCATIONAL SYSTEM OF GREAT BRITAIN

1. What do you know about the educational system of Great Britain?
2. Who is responsible for national educational policy in Great Britain?
3. What age schooling is compulsory from?
The educational system of Great Britain is extremely complex and

bewildering. It is very difficult to generalize about particular types of schools as
schools differ from one to the other. The department of education and science is
responsible for national educational policy, but it doesn`t employee teacher or
prescribe curricular or text books. Each school has its own board of governors
consisting of teachers, parents, local politicians, members of local community,
businessmen and sometimes pupils. According to the law only one subject is
compulsory such as religious instruction. Schooling for children is compulsory
from 5 to 16, though some provision is made for children under 5 and some
pupils remain at school after 16 to prepare for higher education. The state school
system is usually divided into 2 stages (secondary and primary). The majority of
primary schools are mixed. They are subdivided into infant schools (ages 5 to
7),and junior schools(ages 7 to 11). In junior schools pupils were often placed in
A,B,C or D-streams, according to their abilities. Under the pressure of
progressive parents and teachers the 11+ examination has now been abolished in
15
most parts of the country. There are some types of schools in Great Britain.
Grammar schools provide an academicals cause for selected pupils from the age
of 11 to 18. Only those children who have the best results are admitted to these
schools. They give pupils a high level of academic education which can lead to
the university. Technical Schools offer a general education with a technical bias
and serve those pupils who are more mechanically minded. The curricular
includes more science and mathematics. Secondary modern schools were
formed to provide a non-academic education for children of lesser attainment.
The curricular includes more practical subjects. The comprehensive school
brings about a general improvement in the system of secondary education.

1. The educational system of Great Britain is extremely plain.
2. The department of education and science is responsible for national
educational policy.
3. According to the law only one subject is compulsory such as history.
4. Schooling for children is compulsory from 5 to 16.
5. The state school system is usually divided into 5 stages.
6. Grammar schools provide an academicals cause for selected pupils.
7. Children with average results are admitted to grammar schools.
8. Secondary modern schools were formed to provide a non-academic
education.

1. How many stages of school system are there in Great Britain?
2. Which subdivisions are there in primary school?
3. What does a grammar school provide?
4. Which children are admitted in grammar schools?
5. What level of education do grammar schools give?
6. What curriculum is there in grammar schools?
III. Complete the following sentences.

1. The educational system of Great Britain is …
2. The department of education and science is responsible for …
3. Each school has …
4. The state school system is usually divided into …
5. Schooling is compulsory from …
6. Grammar schools provide …
7. Technical schools offer …
8. The comprehensive school brings …
16
V. Discuss the peculiarities of educational systems of Great Britain with
your partner.
TEXT 7
Vocabulary
educated образованный
public school общеобразовательная школа
to attend посещать
a fee плата за обучение
graduation окончание школы, колледжа,
университета
important значимый
separate отдельный
alternative альтернативный
freedom свобода
private частный
EDUCATIONAL SYSTEM IN THE USA

1. What do you know about the educational system of the USA?
2. Was there a high proportion of educated men among first settlers?
3. Which school do the majority of American children attend?
Americans have shown a great concern for education since colonial times.
Among the first settlers there was an unusual high proportion of educated men.
Some of these men, graduates of Cambridge, founded Harvard College in 1636.
The American system of education differs from the systems of other countries.
There are free public schools which the majority of American children attend.
There are also a number or private schools where a fee is charged. Education is
compulsory for every child from the age of 6 up to the age of 16 except in some
states, where children must go to school until the age of 17 or 18. Elementary or
primary and secondary or high schools are organized on one of two basis: 8
years of primary school and 4 years, or 6 years of primary, 3 years of junior high
school and 3 years of senior high school. The junior high school is a sort of
halfway between primary school and high school. The high school prepares
young people either to work immediately after graduation or for more advanced
study in a college or university. An important part of high school life is extra-
curricular activities; they include band or school orchestra, sports and other
social activities. There is no national system of higher education in the United
States. Instead, there are separate institutions ranging from colleges to
universities. They may be small or large, private or public, highly selective or
17
open to all. Handicapped children attend the same schools that anyone else does.
Americans feel that they should be kept together as long as possible. There are
also alternative schools. They were started by parents, religious organizations,
and other private groups. Alternative schools help students who did not do well
in traditional schools. They were also called free schools because they gave
students more freedom to decide what and how to study.

1. Among the first settlers there was an unusual low proportion of educated
men.
2. The American system of education differs from the systems of other
countries.
3. The majority of American children attend grammar schools.
4. Education is compulsory from the age of ten.
5. The high school prepares young people to work.
6. An important part of high school life is extra-curricular activities.
7. There is a national system of high education in the USA.
8. Alternative schools were started by parents, religious organizations and
other private groups.

1. What is the difference between public and private schools?
2. What is an important part of high school life?
3. Is there a national system of higher education in the USA?
4. Do handicapped children attend the same schools that anyone else?
5. Who started alternative schools in the USA?

1. Americans have shown a great concern for…
2. Some graduates of Cambridge founded …
3. Education is compulsory for every child from …
4. The junior high school is a sort of …
5. There are separate institutions ranging from…
6. Handicapped children attend…
7. Alternative schools help …
V. Discuss the educational systems of the USA with your partner.
18
TEXT 8
Vocabulary
constitution конституция
higher education учреждение высшего образования
establishment
extramural заочный
scholarship ученость
inclusive включительно
competitive зд. вступительный
candidate’s degree степень кандидата наук
doctoral degree степень доктора наук
thesis дипломная работа, диссертация
scientific work научная работа
EDUCATIONAL SYSTEM IN RUSSIA

1. What is the educational system in Russia?
2. What states the right to education in Russia?
3. What are the stages of compulsory schooling in Russia?
Russians have always shown a great concern for education. The right to
education is stated in the constitution of the Russian Federation. It's ensured by
compulsory secondary schools, vocational schools and higher education
establishment. It is also ensured by the development of extramural and evening
courses and the system of state scholarship and grants.
Education in Russia is compulsory up to the 9th form inclusive. The
stages of compulsory schooling in Russia are: primary education for ages 6-7 to
9-10 inclusive; and senior school for ages 10-11 to 12-13 inclusive, and senior
school for ages 13-14 to 14-15 inclusive. If a pupil of secondary school wishes
to go on in higher education, he or she must stay at school for two more years.
Primary and secondary school together comprise 11 years of study. Every school
has a "core curriculum" of academic subjects.
After finishing the 9th form one can go on to a vocational school which
offer programs of academic subjects and a program of training in a technical
field, or a profession.
After finishing the 11th form of a secondary school, a lyceum or a
gymnasium one can go into higher education. All applicants must take
competitive exam. Higher education institution, that is institutes or universities,
offer a 5-years program of academic subjects for undergraduates in a variety of
fields, as well as a graduate course and writes a thesis, he or she receives a
candidate’s degree or a doctoral degree.
19
Higher educational establishments are headed by Rectors. Prorectors are
in charge of academic and scientific work. An institute or a university has a
number of faculties, each specializing councils which confer candidate and
doctoral degrees.
The system of higher and secondary education in Russia is going through
a transitional period. The main objectives of the reforms are: to decentralize the
higher education system, to develop a new financial mechanism, to give more
academic freedom to faculties and students. All secondary schools, institutes and
universities until recently have been funded by the state. Now there is quite a
number of private fee-paying primary and secondary schools, some universities
have fee-paying departments.

1. The right to education is stated in the constitution of the Russian
Federation.
2. Education in Russia is compulsory to the tenth form inclusively.
3. Primary and secondary school together comprise twelve years of study.
4. All applicants must take competitive exam.
5. Higher educational establishments are headed by Presidents.
6. Prorectors are in charge of academic and scientific work.
7. There are no private fee-paying primary and secondary schools.

1. How many years do primary and secondary schools comprise together?
2. In what case can one go into higher education?
3. Must all applicants take competitive exams?
4. Who is at the head of higher educational establishments in Russia?
5. What are the main objectives of educational reforms?

1. The right to education is stated in …
2. The stages of compulsory schooling in Russia are …
3. After finishing the ninth form one can go to …
4. Education in Russia is compulsory up to …
5. Higher educational institutions offer …
6. Prorectors are in charge of …
7. The main objectives of the reforms are …
V. Discuss the educational systems of Russia with your partner.
20
TEXT 9
Vocabulary
environment окружающая среда
tutor наставник
to approach соответствовать
an objective цель
to follow следовать
standardized curriculum стандартный учебный план
to interact взаимодействовать
to involve вовлекать
significant значимый
relationship отношение
PEDAGOGY AND TEACHING

1. What do you know about pedagogy?
2. What is the difference between pedagogy and teaching?
3. Whom do we describe as a tutor?
In education, teachers facilitate student learning, often in a school or

academy or perhaps in another environment such as outdoors. A teacher who
teaches on an individual basis may be described as a tutor.
The objective is typically accomplished through either an informal or
formal approach to learning, including a course of study and lesson plan that
teaches skills, knowledge and/or thinking skills. Different ways to teach are
often referred to as pedagogy. When deciding what teaching method to use
teachers consider students’ background knowledge, environment, and their
learning goals as well as standardized curricula as determined by the relevant
authority. Many times, teachers assist in learning outside of the classroom by
accompanying students on field trips. The increasing use of technology,
specifically the rise of the internet over the past decade, has begun to shape the
way teachers approach their roles in the classroom.
The objective is typically a course of study, lesson plan, or a practical
skill. A teacher may follow standardized curricula as determined by the relevant
authority. The teacher may interact with students of different ages, from infants
to adults, students with different abilities and students with learning disabilities.
Teaching using pedagogy also involve assessing the educational levels of
the students on particular skills. Understanding the pedagogy of the students in a
classroom involves using differentiated instruction as well as supervision to
meet the needs of all students in the classroom. Pedagogy can be thought of in
two manners. First, teaching itself can be taught in many different ways, hence,
21
using a pedagogy of teaching styles. Second, the pedagogy of the learners comes
into play when a teacher assesses the pedagogic diversity of his/her students and
differentiates for the individual students accordingly.
Perhaps the most significant difference between primary school and
secondary school teaching is the relationship between teachers and children. In
primary schools each class has a teacher who stays with them for most of the
week and will teach them the whole curriculum. In secondary schools they will
be taught by different subject specialists each session during the week and may
have 10 or more different teachers. The relationship between children and their
teachers tends to be closer in the primary school where they act as form tutor,
specialist teacher and surrogate parent during the course of the day.

1. A teacher who teaches on an individual basis may be described as a
painter.
2. Different ways to teach are often referred to as psychology.
3. The objective is typically a course of study, lesson plan or a practical skill.
4. The teacher may interact with students of different ages.
5. Pedagogy can be thought of in four manners.
6. The least significant difference between primary and secondary school
teaching is the relationship between teachers and children.
7. The relationship between children and their teachers tends to be closer in
primary school.
1. What is referred to as pedagogy?
2. What do teachers consider when deciding what teaching method to use?
3. What is the objective of teaching?
4. What is the most significant difference between primary and secondary
school?
5. Does each class in primary school have one teacher?
6. Does the relationship between children and their teachers tend to be closer
in primary school?

1. A teacher who teaches on individual basis is called …
2. The objective is typically accomplished through …
3. Different ways to teach are often referred to as …
4. A teacher may follow …
5. The teacher may interact with …
6. Understanding the pedagogy of the students in a classroom involves …
7. In primary schools each class has …
8.
22
V. Discuss the objectives of pedagogy and teaching with your partner.
TEXT 10
Vocabulary
to perceive понимать
enthusiasm энтузиазм
to affect влиять
experience опыт
attempt попытка
to be engaged быть вовлеченным
recent research последнее исследование
intrinsic motivation внутренняя мотивация
to facilitate обеспечивать
student’s expectations ожидания учащегося
TEACHER ENTHUSIASM

1. Can teacher affect how students perceive the course material?
2. Do students rate enthusiastic teachers higher?
3. What is the influence of teacher’s enthusiasm upon students?
Since teachers can affect how students perceive the course materials, it
has been found that teachers who showed enthusiasm towards the course
materials and students can affect a positive learning experience towards the
course materials. On teacher/course evaluations, it was found that teachers who
have a positive disposition towards the course content tend to transfer their
passion to receptive students. These teachers do not teach by rote but attempt to
find new invigoration for the course materials on a daily basis. One of the
difficulties in this approach is that teachers may have repeatedly covered a
curriculum until they begin to feel bored with the subject which in turn bores the
students as well. Students who had enthusiastic teachers tend to rate them higher
than teachers who didn't show much enthusiasm for the course materials.
Teachers that exhibit enthusiasm can lead students who are more likely to
be engaged, interested, energetic, and curious about learning the subject matter.
Recent research has found a correlation between teacher enthusiasm and
students' intrinsic motivation to learn and vitality in the classroom. Controlled,
experimental studies exploring intrinsic motivation of college students have
shown that nonverbal expressions of enthusiasm, such as demonstrative
gesturing, dramatic movements which are varied, and emotional facial
expressions, result in college students reporting higher levels of intrinsic
motivation to learn [citation needed]. Students who experienced a very
23
enthusiastic teacher were more likely to read lecture material outside of the
classroom.
There are various mechanisms by which teacher enthusiasm may facilitate
higher levels of intrinsic motivation. Teacher enthusiasm may contribute to a
classroom atmosphere full of energy and enthusiasm which feed student interest
and excitement in learning the subject matter. Enthusiastic teachers may also
lead to students becoming more self-determined in their own learning process.
The concept of mere exposure indicates that the teacher's enthusiasm may
contribute to the student's expectations about intrinsic motivation in the context
of learning. Also, enthusiasm may act as a "motivational embellishment";
increasing a student's interest by the variety, novelty, and surprise of the
enthusiastic teacher's presentation of the material. Finally, the concept of
emotional contagion, may also apply. Students may become more intrinsically
motivated by catching onto the enthusiasm and energy of the teacher.

1. Recent research has found a correlation between teachers’ enthusiasm and
students’ intrinsic motivation.
2. Experimental studies exploring intrinsic motivation of college students
that nonverbal expressions of enthusiasm are alike.
3. Students who experienced a very enthusiastic teacher were more likely to
read lecture material in the classroom.
4. There are various mechanisms by which teacher enthusiasm may facilitate
higher levels of intrinsic motivation.
5. Teacher’s laziness may contribute to a classroom atmosphere.
6. Enthusiastic teachers may also lead students becoming more self-
determined.
7. Students may become less intrinsically motivated by catching onto the
enthusiasm and energy of the teacher.

1. What is the main difficulty in this approach?
2. What has recent research found?
3. What have controlled experimental studies shown?
4. What are various mechanisms of facilitating high levels of intrinsic
motivation?
5. May the concept of emotional contagion also apply?
III. Complete the sentences with missing words.

1. These teachers do not teach by rote but…
2. One of the difficulties in this approach is …
3. Students who had enthusiastic teachers tend to …
4. Teachers that exhibit enthusiasm can…
24
5. Recent research has found …
6. There are various mechanisms by which …
7. The concept of mere exposure indicates …
V. Discuss the importance of teachers’ enthusiasm with your partner.
TEXT 11
Vocabulary
kindergarten детский сад
preschool educational подход в дошкольном образовании
approach
teaching methods методы преподавания
infant establishments детские учреждения
numeracy способность к количественному
мышлению
to publish публиковать
practical activities практическая деятельность
transition переход
term термин
age возраст
KINDERGARTEN

1. Did you attend a kindergarten when you were a child?
2. What did you like most in the kindergarten?
3. What is a preschool educational approach traditionally based on?
A kindergarten is a preschool educational approach traditionally based

around playing, singing, practical activities, and social interaction as part of the
transition from home to school. The first such institutions were created in the
late eighteenth century in Strassbourg and Bayern to serve children both of
whose parents worked out of the home.
The name kindergarten was coined by Friedrich Fröbel, whose approach
greatly influenced early-years education around the world. The term is used in
many countries to describe a variety of educational institutions for children
ranging from the ages of two to seven based on a variety of teaching methods.
In an age when school was restricted to children who had already learned
to read and write at home, many attempts were made to make school accessible
to the children of women who worked in factories or were orphans.
25
In 1779, Johann Friedrich Oberlin and Louise Scheppler founded in
Strassbourg an early establishment for caring for and educating pre-school
children whose parents were absent during the day. At about the same time, in
1780, similar infant establishments were established in Bayern In 1802, Pauline
zur Lippe established a preschool center in Detmold.
In 1816, Robert Owen, a philosopher and pedagogue, opened the first
British and probably globally the first infant school in New Lanark, Scotland. In
conjunction with his venture for cooperative mills Owen wanted the children to
be given a good moral education so that they would be fit for work. His system
was successful in producing obedient children with basic literacy and numeracy.
Samuel Wilderspin opened his first infant school in London in 1819, and
went on to establish hundreds more. He published many works on the subject,
and his work became the model for infant schools throughout England and
further afield. Play was an important part of Wilderspin's system of education.
He is credited with inventing the playground. In 1823, Wilderspin published On
the Importance of Educating the Infant Poor, based on the school.

1. The first kindergartens were created in the late sixteenth century.
2. The name kindergarten was coined by Sigmund Freud.
3. The term is used in many countries to describe a variety of educational
institutions for children.
4. Robert Owen opened the first British infant school in New Lanark.
5. In 1802 Pauline zur Lippe established a preschool centre in Moscow.
6. Owen wanted the children to be given a good moral education.
7. Samuel Wilderspin opened the first University in London.
II. Answer the following question.

1. When were the first institutions created in Strassburg?
2. Who coined the name kindergarten?
3. Is this term used in many countries?
4. Who and when established a preschool centre in Detmold?
5. Was Robert Owen’s system successful?
6. What is an important part of Wilderspin’s system of education?

1. A kindergarten is …
2. The term is used in many countries to …
3. The name kindergarten was coined by…
4. In 1802 Pauline zur Lippe established …
5. In 1816 Robert Owen opened …
6. His system was successful in …
7. Wilderspin is credited with …
26
V. Discuss the educational systems of the USA with your partner.
TEXT 12
Vocabulary
nursery school ясли
development развитие
available доступный
similar схожий
individuality индивидуальность
to permit позволять
need потребность
to encourage поощрять
language skills языковые навыки
special education специальное обучение
NURSERY EDUCATION IN THE UNITED STATES OF AMERICA

1. What do you know about nursery education in the USA?
2. What is the difference between nursery education in the USA and in Great
Britain?
3. What is the difference between nursery education in the USA and in
Russia?
In the United States, nursery school is provided in a variety of settings. In

general, pre-school is meant to promote development in children through
planned programs. Pre-school is defined as center-based programs for four-year
olds that are fully or partially funded by state education agencies and that are
operated in schools or under the direction of state and local education agencies.
Pre-schools, both private and school sponsored, are available for children from
ages three to five. Many of these programs follow similar curriculum as pre-
kindergarten.
In the United States, preschool education emphasizes individuality.
Children are frequently permitted to choose from a variety of activities, using a
learning center approach. During these times, some children draw or paint, some
play house, some play with puzzles while some listen to the teacher read a story
aloud. Activities vary in each session. Each child is assumed to have particular
strengths and weaknesses to be encouraged or ameliorated by the teachers. A
typical belief is that "children's play is their work" and that allowing them to
select the type of play, the child will meet his or her developmental needs.
27
Preschools also adopt American ideas about justice, such as the rule of law and
the idea that everyone is innocent until proven guilty. Teachers actively
intervene in disputes and encourage children to resolve them verbally ("use your
words") rather than physically. Children may be punished with a time out or
required to apologize or make reparations for misbehavior. Teachers assist
children to explain what happened, before any decision to punish is made. Self-
expressive language skills are emphasized through informal interactions with
teachers and through structured group activities such as show and tell exercises
to enable the child to describe an experience to an adult. Resources vary
depending on the wealth of the students, but generally are better equipped than
other cultures. Most programs are not subsidized by government, making
preschools relatively expensive even though the staff is typically poorly
compensated. Student-teacher ratios are lower than in other cultures, ideally
about 15 students per group. Parents and teachers see teachers as extensions of
or partial substitutes for parents and consequently emphasize personal
relationships and consistent expectations at home and at school.
In the United States, students who may benefit from special education
receive services in preschools. Since the enactment of the Individuals with
Disabilities Education Act (IDEA) Public Law 101-476 in 1975 and its
amendments, PL 102-119 and PL 105-17 in 1997, the educational system has
moved away from self-contained special education classrooms to inclusion,
leading special education teachers to practice in a wider variety of settings. As
with other stages in the life of a child with special needs, the Individualized
Education Plan (IEP) or an Individual Family Service Plan (IFSP) is an
important way for teachers, administrators and parents to set guidelines for a
partnership to help the child succeed in preschool.

1. Preschool is defined as center-based programs for ten-year olds.
2. Preschool is meant to promote development in children through planned
programs.
3. Preschools are available for children from ages three to eleven.
4. In the United states preschool education emphasizes group activities.
5. Children are permitted to choose from a variety of activities.
6. Activities vary in each session.
7. Teachers never intervene in disputes.

1. What is preschool meant to?
2. How is preschool defined?
3. Are self-expressing language skills emphasized by teachers?
4. Are most programs subsidized by government?
5. Are student-teacher ratios lower than in other countries?
28
6. What stands for IDEA?
7. What does the choice of resources depend on?

1. Preschool is meant to …
2. Preschools are available for…
3. Children are permitted to choose from …
4. Each child is assumed to …
5. Preschools also adopt American …
6. Teachers assist children to …
7. Self-expressive language skills are emphasized through …
V. Discuss pros and cons of nursery education in the USA with your
partner.
TEXT 13
Vocabulary
preschool education дошкольное образование
nursery classes младшие классы
primary school начальная школа
voluntary добровольный
structured структурированный
child-minding направленный на ребенка
to admit pupils принимать учащихся
to attend посещать
facilities условия
physical education физическая культура
NURSERY EDUCATION IN THE UNITED KINGDOM

1. What do you know about nursery education in Great Britain?
2. What is the difference between nursery education in Great Britain and in
the USA?
3. What is the difference between nursery education in Great Britain and in
Russia?
In the UK, pre-school education in nursery classes or schools is fully

funded by local government for children aged over three. Pre-school education
can be provided by childcare centers, playgroups, nursery schools and nursery
classes within primary schools. Private voluntary or independent nursery
29
education is also available throughout the UK and varies between structured pre-
school education and a service offering child-minding facilities.
Nursery in England is also called FS1 which is the first year of foundation
before they go into primary or infants.
The curriculum goals of a nursery school are more specific than for
childcare, but less strenuous than for primary school. For example, the Scottish
Early Years Framework and the Curriculum for Excellence define expected
outcomes even at this age. In some areas, the provision of nursery school
services is on a user pays or limited basis while other governments fund nursery
school services.
Each child in England at the first school term after their third birthday, is
entitled to 15 hours per week free childcare funding. This entitlement is funded
by the government through the local council. Pre-schools in England follow the
Early Learning Goals, set by the Early Years Foundation Stage, for education
produced by the Department for Children, Schools and Families which carries
on into their first year of school at the age of four. This year of school is usually
called Reception. The Early Learning Goals cover the main areas of education
without being subject driven. These areas include:
Personal, social and emotional development (prime area)
Communication and Language (prime area)
Physical education (prime area)
Literacy (specific area)
Mathematics (specific area)
Understanding the World (specific area)
Expressive Art & Design (specific area)
Until the mid-1980s, nursery schools only admitted pupils in the final year
(three terms) leading up to their admission to primary school, but pupils now
attend nursery school for four or five terms. It is also common practice for many
children to attend nursery much earlier than this. Many nurseries have the
facilities to take on babies, using the 'Early Years Foundation Stage', framework
as a guide to give each child the best possible start to becoming a competent
learner and skilful communicator.

1. In the UK pre-school education is not fully funded by local government.
2. Pre-school education can be provided by childcare centers.
3. The curriculum goals of a nursery school are more specific than for
childcare.
4. Secondary schools in England follow the Early Learning Goals.
5. Each child in England at the first school term is entitled to 15 hours per
week.
6. The first year in school is usually called Reception.
7. Many nurseries have the facilities to take on babies.
30
1. How can pre-school education be provided?
2. What schools are also available throughout the UK?
3. What is the abbreviation for nursery in England?
4. Are the curriculum goals of a nursery school more specific than for
childcare?
5. How many hours per week is each child in England entitled to?
6. What goals do pre-schools in England follow?
7. What are the main areas of education in British pre-schools?
III. .Complete the following sentences.

1. Pre-school education in nursery classes or schools is fully funded by …
2. Pre-school education can be provided by …
3. Nursery in England is also called …
4. Each child in England at the first school term after their third birthday is
…
5. Pre-schools in England follow …
6. Until the mid-1980s, nursery schools only admitted …
7. Many nurseries have the facilities to …
V. Discuss pros and cons of nursery education in the United Kingdom

with your partner.
TEXT 14
Vocabulary
to develop развивать
a method метод
an observation наблюдение
scientific pedagogy научная педагогика
to spread распространяться
to limit ограничивать
an approach подход
interaction взаимодействие
innate врожденный
independence независимость
MONTESSORI EDUCATION
I. Before you read text discuss these questions.

1. Do you know anything about Maria Montessori?
31
2. What are the advantages of her system of education?
3. What are the disadvantages of her system of education?
Maria Montessori began to develop her philosophy and methods in 1897,

attending courses in pedagogy at the University of Rome and reading the
educational theory of the previous two hundred years. In 1907, she opened her
first classroom, the Casa dei Bambini, or Children's House, in a tenement
building in Rome. From the beginning, Montessori based her work on her
observations of children and experimentation with the environment, materials,
and lessons available to them. She frequently referred to her work as "scientific
pedagogy".
Montessori education spread to the United States in 1911 and became
widely known in education and popular publications. However, conflict between
Montessori and the American educational establishment, and especially the
publication in 1914 of a critical booklet, The Montessori System Examined by
influential education teacher William Heard Kilpatrick, limited the spread of her
ideas, and they languished after 1914. Montessori education returned to the
United States in 1960 and has since spread to thousands of schools there.
Montessori continued to extend her work during her lifetime, developing a
comprehensive model of psychological development from birth to age 24, as
well as educational approaches for children ages 0 to 3, 3 to 6, and 6 to 12. She
wrote and lectured about ages 12 to 18 and beyond, but these programs were not
developed during her lifetime.
Montessori education is fundamentally a model of human development,
and an educational approach based on that model. The model has two basic
principles. First, children and developing adults engage in psychological self-
construction by means of interaction with their environments. Second, children,
especially under the age of six, have an innate path of psychological
development. Based on her observations, Montessori believed that children at
liberty to choose and act freely within an environment prepared according to her
model would act spontaneously for optimal development.
In the Montessori approach, these human tendencies are seen as driving
behavior in every stage of development, and education should respond to and
facilitate their expression.
Montessori's education method called for free activity within a "prepared
environment", meaning an educational environment tailored to basic human
characteristics, to the specific characteristics of children at different ages, and to
the individual personalities of each child. The function of the environment is to
allow the child to develop independence in all areas according to his or her inner
psychological directives.

1. Maria Montessori began to develop her philosophy and methods in 1987.
32
2. In 1907 Maria Montessori opened her first classroom.
3. Montessori based her work on her observations of grown-ups.
4. Montessori frequently referred to her work as “experimental pedagogy”.
5. Montessori education spread to the USA in 1911.
6. William Heard Kilpatrick was an influential education teacher.
7. Montessori education is fundamentally a model of animal development.

1. What courses did Maria Montessori attend at the University of Rome?
2. When and where did she open her first classroom?
3. Where did Montessori education become widely known?
4. What was the conflict between Montessori and the American educational
establishment?
5. What are the two basic principles the model of human development?
6. What are the human tendencies seen as?
7. What are the functions of “prepared environment”?

1. Maria Montessori began to develop her philosophy and methods in …
2. Montessori based her work on …
3. Montessori education spread to …
4. Montessori education is fundamentally a model of …
5. Montessori believed that children …
6. In the Montessori approach, these human tendencies are seen as …
7. Montessori’s education method called for …
V. Discuss pros and cons of Montessori education with your partner.
TEXT 15
Vocabulary
independence независимость
environment окружающая среда
comprehensive общеобразовательный
opportunity возможность
activity деятельность
personal responsibility личная ответственность
math materials математические материалы
language materials языковые материалы
interdependent functioning взаимозависимое
33
функционирование
resources ресурсы
MONTESSORI EDUCATION PRACTICES

1. What is the specific of Montessori educational practices?
2. What is often called Children’s house?
3. How many children does a typically classroom serve?
Infant and Toddler Programs: Montessori classrooms for children

under three fall into several categories, with a number of terms being used. A
"Nido", Italian for "nest", serves a small number of children from around two
months to around fourteen months, or when the child is confidently walking. A
"Young Child Community" serves a larger number of children from around one
year to two-and-a-half or three years old. Both environments emphasize
materials and activities scaled to the children's size and abilities, opportunities to
develop movement, and activities to develop independence. Development of
independence in toileting is typically emphasized as well. Some schools also
offer "Parent-Infant" classes, in which parents participate with their very young
children.
Preschool and kindergarten: Montessori classrooms for children from
two-and-a-half or three to six years old are often called Children’s Houses, after
Montessori's first school, the Casa dei Bambini in Rome in 1906. This level is
also called "Primary". A typical classroom serves 20 to 30 children in mixed-age
groups, staffed by one trained teacher and an assistant. Classrooms are usually
outfitted with child-sized tables and chairs arranged singly or in small clusters,
with classroom materials on child-height shelves throughout the room. Activities
are for the most part initially presented by the teacher, after which they may be
chosen more or less freely by the children as interest dictates. Classroom
materials usually include activities for engaging in practical skills such as
pouring and spooning, materials for the development of the senses, math
materials, language materials, music and art materials, and more.
Elementary Classrooms: Classrooms for this age are usually referred to
as "Elementary", and can range in size from very small up to 30 or more
children, typically staffed by a trained teacher and one or more assistants.
Classes usually serve mixed-age six- to nine-year old and nine- to twelve-year
old groupings, although six- to twelve-year old groups are also used. Lessons are
typically presented to small groups of children, who are then free to follow up
with independent work of their own as interest and personal responsibility
dictate. The scope of lessons and work in the Elementary classroom is quite
broad. Montessori used the term "cosmic education" to indicate both the
universal scope of lessons to be presented, and the idea that education in the
34
second plane should help the child realize the human role in the interdependent
functioning of the universe. Classroom materials and lessons include work in
language, mathematics, history, the sciences, the arts, and much more. Student
directed explorations of resources outside the classroom, known as "going out"
in Montessori, are an integral element of the Elementary work.

1. Montessori classrooms for children under three belong to one category.
2. Montessori classrooms for children from 2 and a half or 3 to 6 years old
are often called Children’s houses.
3. A typical classroom serves 10 to 20 children in mixed-age groups.
4. Classrooms are usually outfitted with adult-sized tables and chairs.
5. Activities are for the most part initially presented by pupils.
6. Classroom materials usually include activities for engaging in practical
skills.
7. In elementary school lessons are typically presented to small groups of
children.

1. Which classes do some schools also offer?
2. What are classrooms typically outfitted with?
3. What do classroom materials usually include?
4. How are lessons typically presented?
5. What do classroom materials and lessons include?

1. Montessori classrooms for children under three fall into …
2. A “Young Child Community” serves …
3. Some schools also offer “Parent-Infant” classes in which …
4. Activities are for the most part initially presented by …
5. Classroom materials usually include …
6. Classes usually serve …
7. Montessori used the term “cosmic education” to indicate …
V. Discuss pros and cons of Montessori education practices with your

partner.
35
TEXT 16
Vocabulary
state-funded государственного обеспечения
payment оплата
labor труд
to encourage поощрять
local authority местная власть
election выбор
taxpayer налогоплательщик
Secretary of State for министр образования
Education
charitable благотворительный
minority меньшинство
TYPES OF SCHOOLS IN GREAT BRITAIN

1. What types of schools in Great Britain do you know?
2. What percent of children go to state-funded schools?
3. When were Academy schools established?
Some 93% of children between the ages of 3 and 18 are in education in

state-funded schools without charge (other than for activities such as swimming,
theatre visits and field trips for which a voluntary payment can be requested, and
limited charges at state-funded boarding schools).
Since 1998, there have been six main types of maintained schools in
England:
Academy schools, established by the 1997-2010 Labor Government to
replace poorly-performing community schools in areas of high social and
economic deprivation. Their start-up costs are typically funded by private
means, such as entrepreneurs or NGOs, with running costs met by Central
Government and, like Foundation schools, are administratively free from direct
local authority control. The 2010 Conservative-Liberal Democrat coalition
government expanded the role of Academies in the Academy Program, in which
a wide number of schools in non-deprived areas were also encouraged to
become Academies, thereby essentially replacing the role of Foundation schools
established by the previous Labor government. They are monitored directly by
the Department for Education.
Community schools (formerly county schools), in which the local
authority employs the schools' staff, own the schools' lands and buildings, and
have primary responsibility for admissions.
36
Free schools, introduced by the Conservative-Liberal Democrat coalition
following the 2010 general election, are newly established schools in England
set up by parents, teachers, charities or businesses, where there is a perceived
local need for more schools. They are funded by taxpayers, are academically
non-selective and free to attend, and like Foundation schools and Academies,
are not controlled by a local authority. They are ultimately accountable to the
Secretary of State for Education. Free schools are an extension of the existing
Academy Program. The first 24 free schools opened in 2011.
Foundation schools, in which the governing body employs the staff and
has primary responsibility for admissions. School land and buildings are owned
by the governing body or by a charitable foundation. The Foundation school
appoints a minority of governors. Many of these schools were formerly grant
maintained schools. In 2005 the Labor government proposed allowing all
schools to become Foundation schools if they wished.

1. Some 93 % of children between the ages of 3 and 18 are in education in
state-funded schools with charge.
2. Since 1998 there have been five main types of maintained schools in
England.
3. Academy schools replaced poorly-performing community schools.
4. Conservative-Liberal Democrat coalition government expanded the role
of Academies in the Academy Program.
5. Community schools own the schools’ lands and buildings.
6. Free schools are funded by charity.
7. The first 14 free schools opened in 2011.

1. Whom are Academy schools monitored by?
2. What do Community schools own?
3. Whom were free schools introduced by?
4. How many free schools were opened in 2011?
5. Do Foundation schools employ the staff?

1. Since 1998 there have been …
2. Academy schools’ start-up costs are …
3. The 2010 Conservative-Liberal Democrat coalition government expanded
…
4. Academy schools are monitored by …
5. Free schools were introduced by …
6. Community schools in which the local authority employs …
7. The Foundation school appoints…
37
V. Discuss different types of schools in Great Britain with your partner.
TEXT 17
Vocabulary
elementary school начальная школа
kindergarten детский сад
basic subjects базовые предметы
grade класс
textbook учебник
state’s learning standards государственные образовательные
school governance станда рты
significant role школьное руководство
private schools важная роль
learning needs частные школы
познавательные потребности
PRIMARY EDUCATION IN THE USA

1. What do you know about primary education in the USA?
2. What is the difference between primary education in the USA and in
Great Britain?
3. What is the difference between primary education in the USA and in
Russia?
Historically, in the United States, local public control and private

alternatives have allowed for some variation in the organization of schools.
Elementary school includes kindergarten through fifth grade (or sometimes, to
fourth grade, sixth grade or eighth grade). Basic subjects are taught in
elementary school, and students often remain in one classroom throughout the
school day, except for physical education, library, music, and art classes. There
are (as of 2001) about 3.6 million children in each grade in the United States.
Typically, the curriculum in public elementary education is determined by
individual school districts. The school district selects curriculum guides and
textbooks that reflect a state's learning standards and benchmarks for a given
grade level. Learning Standards are the goals by which states and school
districts must meet adequate yearly progress (AYP) as mandated by No Child
Left Behind (NCLB). This description of school governance is simplistic at best,
however, and school systems vary widely not only in the way curricular
decisions are made but also in how teaching and learning take place. Some states
38
and/or school districts impose more top-down mandates than others. In others,
teachers play a significant role in curriculum design and there are few top-down
mandates. Curricular decisions within private schools are often made differently
from in public schools, and in most cases without consideration of NCLB.
Public Elementary School teachers typically instruct between twenty and
thirty students of diverse learning needs. A typical classroom will include
children with a range of learning needs or abilities, from those identified as
having special needs of the kinds listed in the Individuals with Disabilities Act
IDEA to those that are cognitively, athletically or artistically gifted. At times, an
individual school district identifies areas of need within the curriculum.
Teachers and advisory administrators form committees to develop supplemental
materials to support learning for diverse learners and to identify enrichment for
textbooks. Many school districts post information about the curriculum and
supplemental materials on websites for public access.
In general, a student learns basic arithmetic and sometimes rudimentary
algebra in mathematics, English proficiency (such as basic grammar, spelling,
and vocabulary), and fundamentals of other subjects. Learning standards are
identified for all areas of a curriculum by individual States, including those for
mathematics, social studies, science, physical development, the fine arts, and
reading. While the concept of State Learning standards has been around for
some time, No Child Left Behind has mandated that standards exist at the State
level.

1. In the USA local public control and private alternatives have allowed for
some variation in the organization of schools.
2. Elementary school includes kindergarten through fourth grade.
3. Basic subjects are taught in kindergarten.
4. The curriculum in public elementary education is determined by
individual school districts.
5. There are about 3,8 million children in each grade in the USA.
6. Curricular decisions within private schools are often made differently
from in public schools.
7. Public Elementary School teachers instruct between thirty and fifty
students of diverse learning needs.

1. What does elementary school include?
2. Are basic subjects taught in elementary school?
3. How many children are there in each grade in the USA?
4. Who determines the curriculum in public elementary education?
5. What AYP stands for?
6. How many students do Public Elementary school teachers instruct?
39
7. Does an individual school district identify areas of need within the
curriculum?

1. Elementary school includes …
2. Basic subjects are taught in …
3. The curriculum in public elementary education is determined by …
4. Curricula decisions within private schools are often made …
5. Public Elementary School teachers instruct …
6. Teachers and advisory administrators form …
7. Many school districts post information about…
V. Discuss different types of schools in the USA with your partner.
TEXT 18
Vocabulary
urban городской
rural сельский
government правительство
public opposition общественная оппозиция
social group социальная группа
parents родители
universal универсальный
secondary education среднее образование
basic social skills базовые социальные навыки
school level школьный уровень
PRE-SCHOOL EDUCATION IN RUSSIA

1. What do you know about pre-school education in Russia?
2. What is the difference between pre-school education in Russia and in the
USA?
3. What is the difference between pre-school education in Russia and in
Great Britain?
According to the 2002 census, 68% of children (78% urban and 47%
rural) aged 5 are enrolled in kindergartens. According to UNESCO data,
enrollment in any kind of pre-school program increased from 67% in 1999 to
84% in 2005.
40
Kindergartens, unlike schools, are regulated by regional and local
authorities. The Ministry of Education and Science regulates only a brief pre-
school preparation programme for the 5–6 year old children. In 2004 the
government attempted to charge the full cost of kindergartens to the parents;
widespread public opposition caused a reversal of policy. Currently, local
authorities can legally charge the parents not more than 20% of costs. Twins,
children of university students, refugees, Chernobyl veterans and other protected
social groups are entitled to free service.
The Soviet system provided for nearly universal primary (nursery, age 1
to 3) and kindergarten (age 3 to 7) service in urban areas, relieving working
mothers from daytime childcare needs. By the 1980s, there were 88,000
preschool institutions; as the secondary-education study load increased and
moved from the ten to eleven-year standard, the kindergarten programs shifted
from training basic social skills, or physical abilities, to preparation for entering
the school level. After the collapse of the Soviet Union the number decreased to
46,000; kindergarten buildings were sold as real estate, irreversibly rebuilt and
converted for office use. At the same time, a minority share of successful state-
owned kindergartens, regarded as a vertical lift to quality schooling, flourished
throughout the 1990s. Privately owned kindergartens, although in high demand,
did not gain a significant share due to administrative pressure; share of children
enrolled in private kindergartens dropped from 7% in 1999 to 1% in 2005.
The improvement of the economy after the 1998 crisis, coupled with
historical demographic peak, resulted in an increase in birth rate, first recorded
in 2005. Large cities encountered shortage of kindergarten vacancies earlier, in
2002. Moscow's kindergarten waiting list included 15,000 children; in the much
smaller city of Tomsk (population 488,000) it reached 12,000. The city of
Moscow instituted specialized kindergarten commissions that are tasked with
locating empty slots for the children; parents sign their children on the waiting
list as soon as they are born.

1. 68 % of children aged 10 are enrolled in kindergartens.
2. Kindergartens are regulated by regional and local authorities.
3. In 2012 the government attempted to charge the full cost of kindergartens
to the parents.
4. By the 1980s there were 44 000 pre-school institutions.
5. After the collapse of the Soviet Union the number decreases to 46 000.
6. Privately owned kindergartens did not gain a significant share.
7. Parents sign their children on the waiting list as soon as they start school.

1. What percent of children are enrolled in kindergartens?
2. Who regulates kindergartens?
41
3. What social groups are entitled to free service in kindergartens?
4. How many pre-school institutions were there by the 1980s?
5. Did privately owned kindergartens gain a significant share?
6. What was the result of the improvement of the economy after the 1998
crisis?
7. How many children did the kindergarten waiting list include in Moscow
in 2002?

1. Kindergartens are regulated by …
2. In 2004 the government attempted …
3. The Soviet system provided for …
4. By the 1980s there were …
5. After the collapse of the Soviet Union …
6. Large cities encountered shortage of …
7. Moscow’s kindergarten waiting list included …
V. Discuss the peculiarities of pre-school education in Russia with your

partner.
TEXT 19
Vocabulary
behavior поведение
respectful уважительный
technique техника
to hurt обижать
to prevent situations предотвращать ситуации
negative behavior негативное поведение
to misbehave плохо себя вести
a mistake ошибка
appropriate behavior правильное поведение
discipline дисциплина
POSITIVE DISCIPLINE

1. What do you know about positive discipline?
2. Do people engaging in positive discipline ignore problems?
3. Does positive discipline include a number of different techniques?
42
Positive Discipline (or PD) is a discipline model used by schools that
focuses on the positive points of behavior, based on the idea that there are no
bad children, just good and bad behaviors. You can teach and reinforce the good
behaviors while weaning the bad behaviors without hurting the child verbally or
physically. People engaging in positive discipline are not ignoring problems.
Rather, they are actively involved in helping their child learn how to handle
situations more appropriately while remaining calm, friendly and respectful to
the children themselves. Positive discipline includes a number of different
techniques that, used in combination, can lead to a more effective way to
manage groups of students.
Part of using positive discipline is preventing situations in which negative
behaviors can arise. There are different techniques that teachers can use to
prevent bad behaviors:
Students who "misbehave" are actually demonstrating "mistaken"
behavior. There are many reasons why a student may exhibit mistaken behavior,
i.e. lack of knowing appropriate behavior to feeling unwanted or unaccepted.
For students who simply do not know what appropriate behavior they should be
exhibiting, the teacher can teach the appropriate behavior. For example, the
young child who grabs toys from others can be stopped from grabbing a toy and
then shown how to ask for a turn. For students who are feeling unwanted or
unaccepted, a positive relationship needs to develop between the teacher and
student before ANY form of discipline will work.
The sanctions that are listed at the end of the article would be less needed
if students have a strong connection with the adult in charge and knew that the
teacher respected him/her. Teachers need to know how to build these
relationships. Simply telling them to demonstrate respect and connection with
students is not enough for some of them, because they may also lack knowledge
on how to do this.
Teachers need to view each child as an account; they must deposit
positive experiences in the student before they make a withdraw from the child
when discipline takes place. Teachers can make deposits through praise, special
activities, fun classroom jobs, smiles and appropriate pats on the backs. Some
children have never experienced positive attention. Children long for attention;
if they are not receiving positive attention they will exhibit behavior that will
elicit negative attention.

1. Positive Discipline is a discipline model used by Universities.
2. People engaging in positive discipline are not ignoring problems.
3. Positive discipline includes a number of different techniques.
4. There are no reasons for a student to exhibit mistaken behavior.
5. Doctors need to know how to build these relationships.
6. Teachers need to view each child as an account.
43
7. Teachers can make deposits through praise.

1. What PD stands for?
2. What are the reasons for a student to exhibit mistaken behavior?
3. Who needs to know how to build relationships?
4. How can teachers make deposits?
5. What do children long for?

1. Positive Discipline is a …
2. Positive discipline includes …
3. There are different techniques that …
4. Students who “misbehave” are …
5. Teachers need to know …
6. Teachers must deposit positive experience in …
7. Some children have never experienced …
V. Discuss the role of positive discipline with your partner.
TEXT 20
Vocabulary
approximately приблизительно
individual личность
quality качество
experience опыт
communication общение
to focus on сосредоточиться на
positive attitude положительное отношение
future education будущее образование
to achieve a goal достигать цели
entertainment развлечение
THE IMPORTANCE OF POSITIVE RELATIONSHIP BETWEEN

TEACHERS AND STUDENTS

1. Do you think is positive relationship between teachers and students
important?
44
2. Is it difficult to establish a positive relationship between the student and
the teacher?
3. Do qualities of a positive relationship vary?
The teacher student relationship is very important for children. Children

spend approximately 5 to 7 hours a day with a teacher for almost 10 months. We
ask ourselves what is considered a good teacher? All of us have gone through
schooling, and if fortunate had a favorite teacher. A positive relationship
between the student and the teacher is difficult to establish, but can be found for
both individuals at either end. The qualities of a positive relationship can vary to
set a learning experience approachable and inviting the students to learn. A
teacher and student who have the qualities of good communications, respect in a
classroom, and show interest in teaching from the point of view of the teacher
and learning from a student will establish a positive relationship in the
classroom. We shall focusing on the relationship between the student and
teacher, involving a setting in the primary grades, which are the second grade to
be extremely important for the student to gain a positive attitude for their future
education.
Children have different strategies for learning and achieving their goals.
A few students in a classroom will grasp and learn quickly, but at the same time
there will be those who have to be repeatedly taught using different techniques
for the student to be able to understand the lesson. On the other hand, there are
those students who fool around and use school as entertainment. Teaching then
becomes difficult, especially if there is no proper communication. Yet, teachers,
creating a positive relationship with their students, will not necessarily control of
all the disruptive students. The book, Responsible Classroom Discipline written
by Vernon F. Jones and Louise Jones discuss how to create a learning
environment approachable for children in the elementary schools.
The key is, teachers need to continuously monitor the student in order for
him or her to be aware of any difficulties the student is having. Understanding
the child’s problem, fear, or confusion will give the teacher a better
understanding the child’s learning difficulties. Once the teacher becomes aware
of the problems, he or she will have more patience with the student, thus making
the child feel secure or less confused when learning is taking place in the
classroom.
The communication between the student and the teacher serves as a
connection between the two, which provides a better atmosphere for a classroom
environment. Of course a teacher is not going to understand every problem of
every child in his or her classroom, but will acquire enough information for
those students who are struggling with specific tasks. The more the teacher
connects or communicates with his or her students, the more likely they will be
able to help students learn at a high level and accomplish quickly.
45
1. The teacher student relationship is not very important for children.
2. Children spend 7 to 8 hours a day with a teacher for almost ten months.
3. A positive relationship between the student and the teacher is difficult to
establish.
4. Children have no strategies for learning and achieving their goals.
5. The communication between the student and the teacher serves as a
connection between the two.
6. A teacher is going to understand every problem of every child in the
classroom.
7. Teachers need to continuously monitor the student.

1. Is the teacher student relationship important for children?
2. What strategies do children have for learning and achieving their goals?
3. When does teaching become difficult?
4. What book discusses how to create a learning environment?
5. What will give the teacher a better understanding the child’s learning
difficulties?

1. Children spend approximately …
2. The qualities of the positive relationship can …
3. Children have different strategies for …
4. The book, Responsible Classroom Discipline, discusses how …
5. Understanding the child’s problem will give …
6. The key is, teachers need to …
7. The communication between the student and the teacher serves as …
V. Discuss the importance of positive relationship between teachers and

students with your partner.
46
ЛИТЕРАТУРА
1. Пискунов А.И. История педагогики и образования, От зарождения

воспитания в первобытном обществе до конца XX в.: Учебное пособие для
педагогических учебных заведений, – 2-е издание, исправленное и
дополненное – М.: ТЦ «Сфера», 2001. – 283 с.
2. Сластенин В. А., Исаев И. Ф.: ПЕДАГОГИКА: Учебное пособие для
студентов педагогических учебных заведений., М.: Школа-Пресс, 1997 г. –
512с.
47

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EDUCATION IN ANCIENT CIVILIZATION

I. Before you read the text discuss these questions.

Starting in about 3500 BC, various writing systems developed in ancient

I. Decide whether the following statements are true or false.

II. Answer the following questions.

III. Complete the following sentences with missing words.

IV. Make a plan of the text for making a summary.

V. Discuss different points of the education in ancient civilization with your

EDUCATION IN THE MIDDLE EAST

I. Before you read the text discuss these questions.

I. Decide whether the following statements are true or false.

II. Answer the following questions.

III. Complete the following sentences with missing words.

IV. Make a plan of the text for oral summary.

V. Discuss different educational systems in the Middle East with your

EDUCATION IN INDIAN SUBCONTINENT

I. Before you read the text discuss these questions.

I. Decide whether the following sentences are true or false.

II. Answer the following questions.

III. Complete the following sentences with missing words.

IV. Make a plan of the text for oral summary.

V. Discuss peculiarities of education with your partner.

EDUCATION IN ANCIENT CHINA

I. Before you read the text discuss these questions.

I. Decide whether the following statements are true or false.

II. Answer the following questions.

III. Complete the following sentences with missing words.

V. Discuss the characteristics of education in each Dynasty with your

EDUCATION IN ANCIENT GREECE AND ROME

I. Before you read the text discuss these questions.

In the city-states of ancient Greece, most education was private, except in

I. Decide whether the following sentences are true or false.

II. Answer the following questions.

III. Complete the following sentences with missing words.

IV. Make a plan of the text for oral summary.

V. Compare educational systems of ancient Greece and Rome with your

THE EDUCATIONAL SYSTEM OF GREAT BRITAIN

I. Before you read the text discuss these questions.

The educational system of Great Britain is extremely complex and

I. Decide whether the following statements are true or false.

II. Answer the following questions.

III. Complete the following sentences.

IV. Make a plan of the text for oral summary.

EDUCATIONAL SYSTEM IN THE USA

I. Before you read the text discuss these questions.

I. Decide whether the following sentences are true or false.

II. Answer the following questions.

III. Complete the following sentences with missing words.

IV. Make a plan of the text for oral summary.

V. Discuss the educational systems of the USA with your partner.

EDUCATIONAL SYSTEM IN RUSSIA