Lead in what country do the facts below refer to?
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LESSON.6
- Bu sahifa navigatsiya:
- FOCUS ON listening competence
- FOCUS ON READING competence
- Questions 1-6
- Questions 7–13
- Reading Passage 2
- Questions 13-18
- Questions 19-22
- Questions 23-26
- EXPRESS OPINIONS
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LESSON -6 LEAD IN
What country do the facts below refer to? All children, regardless of capability, are taught in one classroom. This country ranks #1 for International Student Hosting. USA This country’s children are considered as the unhappiest ones in the world because they have to spend most of their time on doing their home tasks. However, they are the happiest ones when they grow up. Because all hard work pays off. As a rule, students stay in the same classroom during the entire year. Those are the teachers who go from a classroom to classroom. Around 91 percent of this country’s students reported that they never ignored what the teacher lectured. It means that teachers are highly respected in that country. Elementary school students get 75 minutes of recess a day and teachers only spend 4 hours a day in the classroom and take 2 hours a week for professional development. Boy are segregated from girls at school in that country. Children in that country are not measured at all during the first six years of their education. This country has the highest number of college-degree holders ( 64% of its 25 to 34-year-oldshave college degrees). There are no janitors in schools of that country. As a rule, pupils are distributed in small groups being in charge of certain school chores like cleaning, dusting, etc. JAPAN Follow up questions: 1. Which of above mentioned features of education system did you like the most? Why? 2.Which of them can be implemented in your country or which of these can be fruitful if they are implemented in your country?
TRUE- if statement agrees with the information FALSE-if the statement contradicts with the information NOT GIVEN-if there is no information on this Back in the day Finland schools were at the bottom of list on quality of education. In a very short period they revamped their education system. The top secret of their school is that teachers spend most of their time with kids. Finnish schoolchildren are not given home tasks. Children study at school 23 hours a week. According to one Finnish teacher from time to time you should give your brain time to relax.  Complete the sentences below. Choose no more than two words from the video for each answer.
Finland schools have the shortest …… and the shortest ……. in the entire ………..world. They do better by going to school …… There is no …… ……. exams in Finland. Finnish teachers are against to teach students to ………. tests. According to them school is finding a ….. to learn what makes you …… What subjects are taught at Finnish schools that make students brain work better: 1.
2. 3.
What other activities do Finish schoolchildren need to do? 1. 2.
3. All the schools in Finland are ……… There is no difference between ………. school and school situated in town center. It is illegal in Finland to set up private schools and ……..tuition. Therefore, even rich parents make sure that ……. schools are great. Finnish students are taught to think for themselves and to be ……. to what they are learning. Teachers try to teach them to be happy and ……… others and himself. FOCUS ON READING competence You should spend about 20 minutes on questions 1-13, which are based on Reading Passage 1 on the following pages Reading passage 1
Why Are Finland’s Schools Successful? The country’s achievements in education have other nations doing their homework At Kirkkojarvi Comprehensive School in Espoo, a suburb west of Helsinki, Kari Louhivuori, the school’s principal, decided to try something extreme by Finnish standards. One of his sixthgrade students, a recent immigrant, was falling behind, resisting his teacher’s best efforts. So he decided to hold the boy back a year. Standards in the country have vastly improved in reading, math and science literacy over the past decade, in large part because its teachers are trusted to do whatever it takes to turn young lives around. ‘I took Besart on that year as my private student,’ explains Louhivuori. When he was not studying science, geography and math, Besart was seated next to Louhivuori’s desk, taking books from a tall stack, slowly reading one, then another, then devouring them by the dozens. By the end of the year, he had conquered his adopted country’s vowel-rich language and arrived at the realization that he could, in fact, learn. This tale of a single rescued child hints at some of the reasons for Finland’s amazing record of education success. The transformation of its education system began some 40 years ago but teachers had little idea it had been so successful until 2000. In this year, the first results from the Programme for International Student Assessment (PISA), a standardized test given to 15-year-olds in more than 40 global venues, revealed Finnish youth to be the best at reading in the world. Three years later, they led in math. By 2006, Finland was first out of the 57 nations that participate in science. In the latest PISA scores, the nation came second in science, third in reading and sixth in math among nearly half a million students worldwide. In the United States, government officials have attempted to improve standards by introducing marketplace competition into public schools. In recent years, a group of Wall Street financiers and philanthropists such as Bill Gates have put money behind private-sector ideas, such as charter schools, which have doubled in number in the past decade. President Obama, too, apparently thought competition was the answer. One policy invited states to compete for federal dollars using tests and other methods to measure teachers, a philosophy that would not be welcome in Finland. ‘I think, in fact, teachers would tear off their shirts,’ said Timo Heikkinen, a Helsinki principal with 24 years of teaching experience. ‘If you only measure the statistics, you miss the human aspect.’ There are no compulsory standardized tests in Finland, apart from one exam at the end of students’ senior year in high school. There is no competition between students, schools or regions. Finland’s schools are publicly funded. The people in the government agencies running them, from national officials to local authorities, are educators rather than business people or politicians. Every school has the same national goals and draws from the same pool of university-trained educators. The result is that a Finnish child has a good chance of getting the same quality education no matter whether he or she lives in a rural village or a university town. It’s almost unheard of for a child to show up hungry to school. Finland provides three years of maternity leave and subsidized day care to parents, and preschool for all five-year-olds, where the emphasis is on socializing. In addition, the state subsidizes parents, paying them around 150 euros per month for every child until he or she turns 17. Schools provide food, counseling and taxi service if needed. Health care is even free for students taking degree courses. F Finland’s schools were not always a wonder. For the first half of the twentieth century, only the privileged got a quality education. But In 1963, the Finnish Parliament made the bold decision to choose public education as the best means of driving the economy forward and out of recession. Public schools were organized into one system of comprehensive schools for ages 7 through 16. Teachers from all over the nation contributed to a national curriculum that provided guidelines, not prescriptions, for them to refer to. Besides Finnish and Swedish (the country’s second official language), children started learning a third language (English is a favorite) usually beginning at age nine. The equal distribution of equipment was next, meaning that all teachers had their fair share of teaching resources to aid learning. As the comprehensive schools improved, so did the upper secondary schools (grades 10 through 12). The second critical decision came in 1979, when it was required that every teacher gain a fifth-year Master’s degree in theory and practice, paid for by the state. From then on, teachers were effectively granted equal status with doctors and lawyers. Applicants began flooding teaching programs, not because the salaries were so high but because autonomous decision-making and respect made the job desirable. And as Louhivuori explains, ‘We have our own motivation to succeed because we love the work. Questions 1-6Reading passage has 6 paragraphs, A-F Choose the correct heading for each paragraph from the list of headings below. Write the correct number, I-IX, in boxes 1-6 on your answer sheet. List of headings i a business model approach to education. ii The reforms that improved education in Finland. iii Educational challenges of the future
The school system in Finland PISA testsIn the most recent tests, Finland’s top subject was …SCIENCE …… History 1963: A new school system was needed to improve Finland’s 8 ECONOMY…. Schools followed 9GUIDELINES .. that were created partly by teachers. Young pupils had to study an additional 10LANGUAGE…. . All teachers were given the same 11…EQUIPMENT ….. to use. 1979: Teachers had to get a 12…MASTERS DEGREE but they did not have to pay for this. Applicants were attracted to the 13RESPECT that teaching received. Reading Passage 2
You should spend about 20 minutes on questions 14-26, which are based on Reading Passage 2 on the following pages LAND OF THE RISING SUN 
Japan has a significantly better record in terms of average mathematical attainment than England and Wales. Large sample international comparisons of pupils' attainments since the 1960s have established that not only did Japanese pupils at age 13 have better scores of average attainment, but there was also a larger proportion of 'low' attainers in England, where, incidentally, the variation in attainment scores was much greater. The percentage of Gross National Product spent on education is reasonably similar in the two countries, so how is this higher and more consistent attainment in maths achieved? Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth grade (age 15). Virtually all pupils at this stage attend state schools: only 3 per cent are in the private sector. Schools are usually modem in design, set well back from the road and spacious inside. Classrooms are large and pupils sit at single desks in rows. Lessons last for a standardised 50 minutes and are always followed by a 10-minute break, which gives the pupils a chance to let off steam. Teachers begin with a formal address and mutual bowing, and then concentrate on whole-class teaching. Classes are large - usually about 40 - and are unstreamed. Pupils stay in the same class for all lessons throughout the school and develop considerable class identity and loyalty. Pupils attend the school in their own neighbourhood, which in theory removes ranking by school. In practice in Tokyo, because of the relative concentration of schools, there is some competition to get into the 'better' school in a particular area. Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their own notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook supplied by the central education authority, Monbusho, as part of the concept of free compulsory education up to the age of 15. These textbooks are, on the whole, small, presumably inexpensive to produce, but well set out and logically developed. (One teacher was particularly keen to introduce colour and pictures into maths textbooks: he felt this would make them more accessible to pupils brought up in a cartoon culture.) Besides approving textbooks, Monbusho also decides the highly centralised national curriculum and how it is to be delivered. Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own homework: this is an important principle in Japanese schooling as it enables pupils to see where and why they made a mistake, so that these can be avoided in future. No one minds mistakes or ignorance as long as you are prepared to learn from them. After the homework has been discussed, the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration. Examples are demonstrated on the board; questions from the textbook are worked through first with the class, and then the class is set questions from the textbook to do individually. Only rarely are supplementary worksheets distributed in a maths class. The impression is that the logical nature of the textbooks and their comprehensive coverage of different types of examples, combined with the relative homogeneity of the class, renders work sheets unnecessary. At this point, the teacher would circulate and make sure that all the pupils were coping well. It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary. In observed lessons, any strugglers would be assisted by the teacher or quietly seek help from their neighbour. Carefully fostered class identity makes pupils keen to help each other - anyway, it is in their interests since the class progresses together. This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude towards education runs along the lines of 'if you work hard enough, you can do almost anything'. Parents are kept closely informed of their children's progress and will play a part in helping their children to keep up with class, sending them to 'Juku' (private evening tuition) if extra help is needed and encouraging them to work harder. It seems to work, at least for 95 per cent of the school population. So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are important. Education is valued greatly in Japanese culture; maths is recognised as an important compulsory subject throughout schooling; and the emphasis is on hard work coupled with a focus on accuracy. Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of competition within a class, and the positive emphasis on learning for oneself and improving one's own standard. And the view of repetitively boring lessons and learning the facts by heart, which is sometimes quoted in relation to Japanese classes, may be unfair and unjustified. No poor maths lessons were observed. They were mainly good and one or two were inspirational. Questions 13-18Reading Passage 1 has six sections, A-F. Choose the correct heading for sections B-F from the list of headings below. Write the correct number, i-ix, in boxes 1-5 on your answer sheet.
Example answer Section A IV Section B - vii Section C - i Section D - v Section E - ii Section F - viii Questions 19-22Do the following statements agree with the claims of the writer in Reading Passage 1? In boxes 19-22 on your answer sheet, write YES if the statement agrees with the claims of the writer NO if the statement contradicts the claims of the writer NOT GIVEN if it is impossible to say what the writer thinks about this There is a wider range of achievement amongst English pupils studying maths than amongst their Japanese counterparts. YES The percentage of Gross National Product spent on education generally reflects the level of attainment in mathematics. NO Private schools in Japan are more modern and spacious than state-run lower secondary schools. NG Teachers mark homework in Japanese schools. NO Questions 23-26Choose the correct letter, A, B, C or D. Write the correct letter in boxes 23-26 on your answer sheet. 23. Maths textbooks in Japanese schools are A. cheap for pupils to buy. well organised and adapted to the needs of the pupils. written to be used in conjunction with TV programmes. not very popular with many Japanese teachers. 24. When a new maths topic is introduced, A. students answer questions on the board. students rely entirely on the textbook. it is carefully and patiently explained to the students. it is usual for students to use extra worksheets. 25 How do schools deal with students who experience difficulties? A. They are given appropriate supplementary tuition. They are encouraged to copy from other pupils. They are forced to explain their slow progress. They are placed in a mixed-ability class. 26 Why do Japanese students tend to achieve relatively high rates of success in maths? A. It is a compulsory subject in Japan. They are used to working without help from others. Much effort is made and correct answers are emphasized. There is a strong emphasis on repetitive learning. EXPRESS OPINIONSWhat you liked or disliked in Finnish and Japan model of education? What would be the result if we take pattern from Finnish or Japan model of education? If you are given a chance to make changes in your education system what kind of innovations would you introduce? 
Watch BBC documentary about South Korean model of education. Then integrating all model of education you have learned today create your own one and present it in front of the group. Download 0.54 Mb. Do'stlaringiz bilan baham: 
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Do the following statements agree with the information in the video 1? Next to each question 1-6 write