X. Comment upon the following essays. Render their contents in your own words. Say whether your personal impressions coincide with the author's.

A School Playground

A stranger who happened to be close to some school buildings at the moment of the beginning of the mid-morning break might as well be astonished at the transformation that takes place during that moment. Now there is a peaceful, uninhabited stretch of land, and even now a babel of voices and a tumult of scurrying figures.

Whether they have anything particular to do or not, schoolchil­dren are always in a hurry at break. There is only a precious quar­ter of an hour of freedom, and so much can be done in it. [...] It is a perpetual source of wonder and envy to adults that young children seem to have so much energy to expend on useless pursuits – or so they seem to an adult point of view. But to the child, they are the vital part of the day, and hours of dull lessons are endured for the sake of those few brief moments of freedom when their own desires can be indulged.

Sometimes an onlooker can catch sight of the pathetic figure of the child who does not mix happily with his contemporaries. He stands alone at the side of the playground, hands in pockets, kicking idly at the gravel and perhaps envying his more sociable class-mates. It must be very hard for children who are debarred from joining in these ecstatic movements, either from ill-health or because they are always clumsy and drop the ball, and so are never "picked" when the others are chosen. But often such children have a hidden store of imaginative or inventive energy which comes out later in life and makes them writers or artists or great reformers. Their own miseries during the period of childhood have sharpened their faculties and given them a great fund of sympathy for their fellow-men. Such were the poets Byron and Shelley, who were never popular among their school-fellows, but who made their names as champions of the "underdog" and the man who is different from the ordinary crowd of human beings.

Then, on the steps of the building or in some other position of eminence stands a group of lordly young men from the top form – too superior to take part in the wild scramble of their ju­niors, and full of weighty matters to discuss. They are probably de­ciding the fate of the nation, or perhaps that equally important sub­ject – who is to be included in the next cricket eleven! The small fry keep clear of them, for they know that they are more jealous of their privileges than their masters themselves.

And then a bell rings, there is one extra loud burst of noise, and all is silent again.

(Joice Miller, Fifty Model Essays)

In Praise of Teachers

What sculpture is to a block of marble,
educa­tion is to the soul.
Joseph Addison

In 1972, I returned to Miami Beach High School to speak to the drama class. Afterward I asked the drama teacher if any of my English teachers are still there. Irene Roberts, he tells me, is in class just down the hall.

I was no one special in Miss Roberts' class – just another jock who did okay work. I don't recall any one special bit of wisdom she passed on. Yet I cannot forget her respect for language, for ideas and for her students. I realize now, many years later, that she is the quintessen­tial selfless teacher. I'd like to say something to her, I say, but I don't want to pull her from a class. Nonsense, he says, she'll be delighted to see you.

The drama teacher brings Miss Roberts into the hall­way where stands this 32-year-old man she last saw at 18. "I'm Mark Medoff," I tell her. "You were my 12th-grade English teacher in 1958." She cocks her head at me, as if this angle might conjure me in her memory. And then, though armed with a message I want to deliver in some perfect torrent of words, I can't think up anything more memorable than this: "I want you to know," I say, "you were important to me."

And there in the hallway, this slight and lovely woman, now nearing retirement age, this teacher who doesn't remember me, begins to weep; and she encircles me in her arms.

Remembering this moment, I begin to sense that every­thing I will ever know, everything I will ever pass to my students, to my children, is an inseparable part of an ongoing legacy of our shared wonder and eternal hope that we can, must, make ourselves better.

Irene Roberts holds me briefly in her arms and through her tears whispers against my cheek, "Thank you." And then, with the briefest of looks into my forgotten face, she disappears back into her classroom, returns to what she has done thousands of days through all the years of my absence.

On reflection, maybe those were, after all, just the right words to say to Irene Roberts. Maybe they are the very words I would like to speak to all those teachers I carry through my life as part of me, the very words I would like spoken to me one day by some returning student: "I want you to know you were important to me." Mark Medoff

XI. Compose an essay of your own.

Suggested topics:

(1) My first teaching day;

(2) Individual approach to school-children;

(3) The child who does not mix happily with other children.

XII. Continue the list of topical vocabulary according to the following items: a) types of school; b) school staff; c) methods of teaching; d) class activities; e) professional and personal qua­lities of a teacher.

Present the vocabulary (make use of sche­mes, charts, tables, diagrams, etc.)

To fall behind To drop out Breeze through Get the hang of Cram Memorize Rote-learning Mnemonics Bury oneself in books Know inside out Submit (hand in) Carry out research Mind-map Rough draft The three Rs Literacy Numeracy Interlibrary loan Register Headmaster’s office

Stationary Educational apparatus Sick room Curriculum Term Open day Recess Free period Playtime School governor Supply teacher Peripatetic teacher Principal Banish for bad behavior Keep order Give an undivided attention Go over sth No whispering (cheating, copying) Rub out / off Recite a poem

Rules and regulations

Good teachers are like electricians.
They know how to light up a mind and fire up a spirit.

XIII. Match the two halves correctly to make reasonable instructive rules and regulations:

1. Follow where the mind of a student wanders	A. Great is the teacher who can capture their attention.
2. A wise teacher shows student not what to do but how to do things	B. Proceed with caution and respect.
3. Wisdom cannot be taught	C. You might find a lesson waiting there.
4. Supplying information is a teacher’s job	D. One who is taught how to learn develops a skill that is useful throughout life.
5. The open mind of a student, like an open door, is an invitation to enter	E. Inspiring students to learn is a teacher’s passion.
6. In a classroom of restless students, good is the teacher who can maintain order	F. It must be cultivated.

XIV. Put the words in the correct order to make quotations of famous people:

1. instruments, leading, the, a, fine-tune, classroom, to, is, how, like, learn, orchestra, an, conducting;

2. generations, teach, future, young, shape, people, help, to, you, believe, and, that, possible, the, is, impossible;

3. and, far, classrooms, beyond, students, of, in, hearts, the, yards, on, lives, school, influence, a, teacher’s;

4. learning, love, of, of, love, to, teaching, only, second, is;

5. by, restricted, is, classroom, a, limitations, their, teacher, great, a, until, walls, four, beyond, grow, and, boundaries, down, helps, break, students;

6. fondly, teacher, one, for, least, remembers, at, be, remembers, you, everyone, will, what?

1) Group the given quotations according to certain items: methods of teaching and upbringing, manners of behavior…

2) Comment and expand on three of them.

3) Explain your choice.

4) Continue the list (5-7).

5) Which of them are: realized at school? Why?

appreciated

rejected

underrated

6) Speak on your personal school teacher experience (make your speech argumentative and suggestive).

7) Give Russian equivalent translation of the given quotations.