Unit 3 — SCHOOLS DIFFERENT AND ALIKE › Listen and consider
Listen and consider : Identify the characteristics of different educational systems
- فهم حوار بين مدير ثانوية ووليّ تلميذ، واستخراج معلومات دقيقة منه: سبب الزيارة، واختيار الابن، ونصيحة المدير
- التمييز بين ما قيل في المسموع وما لم يُقل فيه (true · false · not mentioned)
- تحويل ملاحظات محاضرة عن التعليم في الهند إلى عرض شفهيّ، مع احترام الأرقام والتواريخ
- وصف خصائص نظام تعليميّ أو مدرسة مثالية: البرنامج، والامتحانات، والانضباط، وطرق التدريس
- كلمات أساسية: school · university · headmaster · examination
- قراءة الأعداد الكبيرة والنسب المئوية بالإنجليزية
- الحاضر البسيط والماضي البسيط
Before you listen
The recordingThe recordingنصّ المسموع. ⛔ لا تفتحه قبل أن تستمع وتجيب.
A School Child's Parent in the Headmaster's Office Headmaster: Good morning, Mr Harris. Do sit down. I understand you'd like to have a word with me about William. Mr Harris: Yes, that's right, Headmaster. I felt I should see you as soon as possible before William does anything he'll regret. Headmaster: Regret, Mr Harris? Mr Harris: Well, you see, he's set his heart on becoming an artist, and my wife and I think he ought to take up something more secure. I mean even if he went to an Art School, there'd be no guarantee he could get a good job afterwards. Headmaster: He could probably teach, Mr Harris. Mr Harris: He wouldn't like that. He says he wouldn't be a teacher even if it were the last job on earth — Oh, I beg your pardon, Headmaster, I didn't mean… Headmaster: Not at all, Mr Harris. I wouldn't have been a teacher myself if I'd had my way. I'd have been an actor if my parents had let me. So I have some sympathy with William's problems. Now, let's see… If he wants to be an artist, he'll have to decide what sort of artist he wants to be. Mr Harris: I don't quite follow you, Headmaster. Headmaster: Well, what I mean is, if he wanted to be a commercial artist, graphics, cartoons, that sort of thing, he might do very well if he took an art course at a Technical College. Mr Harris: But art, Headmaster. It's so chancy. I wish he weren't so set on it. Headmaster: I don't think you should stand in his way, Mr Harris. If I were you, I'd let him decide for himself. You'd better accept the fact that nowadays people don't worry about security the way we did when we were young. And as I said, unless you let him make his own choice now, he will reproach you for any of his study failures later. Mr Harris: Well, I must admit my wife and I would have felt much happier if he'd chosen to do something else. Anyway thank you for your advice, Headmaster. Headmaster: You're welcome. Adapted from Cambridge First Certificate English, p. 69
First listening — the problem and the advice
A. Why did Mr Harris go to see the headmaster? B. What has Mr Harris's son, William, decided to do? C. What do Mr and Mrs Harris feel William ought to do? Why?
Task 1 — what the two speakers sayTask 1 — what the two speakers sayما قاله المتحاوران.
- A. He wanted to see the headmaster as soon as possible about his son, « before William does anything he'll regret ».
- B. William has set his heart on becoming an artist.
- C. They think he ought to take up something more secure: even if he went to an Art School, there would be no guarantee that he could get a good job afterwards. For Mr Harris, art is « so chancy ».
Task 2 — D. What alternative job could William take up, according to the headmaster? E. Where would he study if he wanted to become a commercial artist? F. What advice does the headmaster give Mr Harris?Task 2 — D. What alternative job could William take up, according to the headmaster? E. Where would he study if he wanted to become a commercial artist? F. What advice does the headmaster give Mr Harris?أجب عن الأسئلة الثلاثة الأخيرة بما قاله المدير.
- D. He could probably teach — but William says he wouldn't be a teacher « even if it were the last job on earth ».
- E. He might do very well if he took an art course at a Technical College: graphics, cartoons, that sort of thing.
- F. Not to stand in his way, and to let William decide for himself: nowadays people don't worry about security as they did, and unless William makes his own choice now, he will reproach his parents for any of his study failures later.
To summarize the conversation in your own words, keep the three steps: the parents' fear, the headmaster's alternatives, and his advice.
Second listening — true, false or not mentioned?
A. William wants to become an artist. — T B. Mr and Mrs Harris think that art is a secure career. C. When he was young, the headmaster wanted to be an actor. D. William would like to become a teacher. E. William is the best pupil of his class in drawing. F. The headmaster advises Mr Harris to let William choose for himself.
Task 3 — the answers, with the words that prove themTask 3 — the answers, with the words that prove themالإجابات، مع الكلمات التي تثبتها من المسموع.
- B — F. They want him to take up « something more secure »; for Mr Harris, art is « so chancy ».
- C — T. « I'd have been an actor if my parents had let me. »
- D — F. « He wouldn't be a teacher even if it were the last job on earth. »
- E — NM. The conversation never says how good William is at drawing.
- F — T. « If I were you, I'd let him decide for himself. »
Not mentioned is the trap of this task: a sentence can sound likely and still not be in the recording. Before you tick T, find the words that say it.
Speaking from notes — education in India
Notes are not dictation. When you take notes, you write down only important words and specific details, such as dates, which you are not likely to remember. So you leave out grammar words such as pronouns, you use abbreviations (USA, UK, Feb.), you write numbers in figures, and you omit words that are repeated. To speak from notes, you do the opposite: you expand each abbreviation, you put the grammar words back, and you turn each note into a full sentence.
Independence: Aug. 15, 1947 Primary schools: 12,843 — colleges: 636 — univ.: 17 Literacy: 14 % Total edu. expenditure: 570 m rupees Edu. census 1996 600,000 primary schools Literacy for age groups 6-11: 94 % 211 univ. — 7,000 colleges — 3.5 m students
Task 4 — Re-constitute the lecture from the notes. Start like this: « Today's lecture is about … »Task 4 — Re-constitute the lecture from the notes. Start like this: « Today's lecture is about … »أعد بناء المحاضرة انطلاقا من الملاحظات، مبتدئا بالجملة المقترحة.
Today's lecture is about education in India. When India became independent, on August 15th, 1947, it had 12,843 primary schools, 636 colleges and 17 universities. Only 14 % of the population could read and write, and the total expenditure on education was 570 million rupees. The educational census of 1996 shows how much had changed: there were 600,000 primary schools, and literacy reached 94 % for the 6 to 11 age group. India now had 211 universities and 7,000 colleges, with 3.5 million students.
Check your lecture: edu. became education, univ. universities, m million — and every note became a full sentence with a verb.
What is a school for?
An education system has to answer the question: is school for training for citizenship, for preparing people for life, or for training a workforce? In the conversation, two answers meet. The parents think of security: a good job after school. The headmaster thinks of the pupil's own choice: nowadays people don't worry about security the way they used to. A system can also be described by its figures — primary schools, colleges, universities, students, literacy, expenditure — as in the lecture on India. And a school can be described point by point: its programme, its course attendance, its special activities, its buildings, its discipline, its teaching methodology, its student population and its examinations.
According to the headmaster, why should Mr Harris let William make his own choice?According to the headmaster, why should Mr Harris let William make his own choice?لماذا يرى المدير أنّ على السيّد هاريس أن يترك ابنه يختار بنفسه؟
Because nowadays people don't worry about security the way the headmaster and Mr Harris did when they were young — and because, unless William makes his own choice now, he will reproach his parents for any of his study failures later. The headmaster speaks from experience: he became a teacher, but he would have been an actor if his parents had let him.
Page 1/4
© Madrassati — a lesson written by Madrassati · madrassati.net