Номер 1, страница 19 - гдз по английскому языку 8 класс рабочая тетрадь Афанасьева, Михеева

Unit two.

Script three to exercise one.

Listen to the interviews and write answers to the questions.

Dialogue one.

Reporter: Mr. Swift, my name is John Richards. I'm writing an article about schools for the paper. May I ask you a few questions?

Mr. Swift: Yes, certainly. Go ahead.

Reporter: How long have you been the headmaster of Southwick College?

Mr. Swift: Let me see. I took this position about seven or eight years ago. But before I did, I had been a schoolmaster here for five years before that.

Reporter: Have there been a lot of changes during this time?

Mr. Swift: Yes, quite. We live in a time of rapid changes. It's especially true about education.

Reporter: Could you be more specific?

Mr. Swift: Take Southwick College. Ten years ago, it was an ordinary comprehensive school. Then the local authorities decided that this area needed a sixth form college. And we began taking in only sixteen-year-olds.

Mr. Swift: Consequently, some of the teaching staff had to leave, and others had to be employed instead.

Reporter: What other changes can you mention?

Mr. Swift: Over recent years we've introduced a number of completely new subjects: information technology, ecological education, psychology, and others.

Mr. Swift: We did it because universities demand these subjects nowadays.

Reporter: What is your most pressing problem at the moment?

Mr. Swift: Well, it's hard to say. In fact, I could mention more than one. Personally, I feel very deeply about the fact that the number of pupils in Southwick College is getting less over the years. A couple of years ago we had classes of about twenty to twenty-five pupils. Now we are happy if we have fifteen.

Dialogue two.

Reporter: Mr. Douglas, what were your school years like?

Mr. Douglas: Well, they were fun, and they were a lot of work. We had five working days a week, and all of them were strictly structured.

Reporter: Was there no school on Saturday?

Mr. Douglas: No, no lessons on Saturday, but we often came to school on Saturday mornings or afternoons, as many of us were involved with sports competitions, drama performances and other activities. All of them voluntary, of course.

Mr. Douglas: I remember I personally liked having school on Saturdays.

Reporter: How were you organized in school?

Mr. Douglas: My school was a single-sex boarding school. In the first five years of secondary schooling, we were all in forms of about twenty to twenty-five boys. But there were only three of us in the sixth form.

Reporter: Did you have a broad curriculum while at school, Mr. Douglas?

Mr. Douglas: It was characteristic of the first three or four years of studies. During my last years at school, I specialized in three subjects. Computer technology was one of them.

Reporter: Was there setting in your school?

Mr. Douglas: There was some setting in modern languages.

Reporter: Did you sit for any exams to become a pupil?

Mr. Douglas: Yes, I did. Usually there are many candidates who sit for entrance examinations.

Dialogue three.

Reporter: Miss Carter, could you please tell us how you started teaching?

Miss Carter: You know, I wouldn't have thought of this career at all but for my aunt. Aunt Julia was a primary school teacher and had a lot of experience with children. We, the members of her family, were always involved in her school problems. And I began helping her, which I loved.

Reporter: Tell me where you were trained, please.

Miss Carter: I was a student of Birmingham Teacher Training College. I graduated from it in two thousand thirteen.

Reporter: So, you have been in the profession for only a few years. Do you think the primary pupils have changed since the days of your childhood?

Miss Carter: They have, and they haven't. Now they feel free to decide, speak and to act. The majority of them are more relaxed and independent. And yet, they are often the same sort of girls and boys as we used to be in their attitude to good and bad, to right and wrong.

Reporter: Can we say that the younger generation is much brighter in their studies?

Miss Carter: I wouldn't say that. I think they are very well informed in many things. But in my opinion, they read less. They spend more time in virtual reality and not in real life. On the one hand, they are aggressively fast. And on the other hand, they are often vulnerable and helpless in quite ordinary matters. I don't think they are better or worse. They are just different.

Dialogue four.

Reporter: Excuse me, are you Mrs. Armstrong? Have you got a minute?

Mrs. Armstrong: Yes, how can I help you?

Reporter: I'm Mary Hunt from the New School magazine. I understand that your children are going to Kensington High School.

Mrs. Armstrong: Yes, both my daughters are at Kensington High.

Reporter: May I ask you a few questions as I'm writing an article on London schools?

Mrs. Armstrong: All right. What is it you'd like to know?

Reporter: I wonder if you're satisfied with the standard of schooling here.

Mrs. Armstrong: I'm quite pleased with the progress my girls are making. Ruth, my elder, is planning to do modern languages at London University. At Kensington High, she's learning French and Spanish. This year, they have also started doing Chinese. If Ruth gets good A-level results, the university will be happy to have her as a student.

Reporter: Is there anything you don't like about this school?

Mrs. Armstrong: You know, I feel rather critical about the discipline here. I think that the girls get too much freedom. If I were to decide, I'd make the sixth formers wear school uniforms, like all the other pupils do. I would also make them work harder.

Reporter: Really? A lot of parents think that their children are overworked at schools and have very little time to themselves.

Mrs. Armstrong: I'm not one of them. I've always believed that the harder you work when you're young, the better start you get for your professional career.

Reporter: Thank you very much for your time.