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Directeur de publication: Serge Bergamelli
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!"#$%&'(#)%" + %,-.(#)/0 12&34%4)5'.0
CeLLe lnLroducLlon preclse les ob[ecLlfs de ce module, ses aLLenLes eL ob[ecLlfs pedagoglques.
Le module Lngllsh for LducaLlonal Sclences esL desLlne aux eLudlanLs de Lrolsleme annee
en Llcence de Sclences de l'LducaLlon lnscrlLs au campus numerlque lC8SL. ll s'aglL d'un
module de Lravall en auLonomle avec auLo-correcLlon. Ce module Lend vers un nlveau A2.
Ce module d'anglals esL desLlne a falre acquerlr du vocabulalre dans le domalne de
l'educaLlon. ll permeL aussl de revenlr sur quelques elemenLs de sLrucLure eL de
prononclaLlon.
un auLre ob[ecLlf de ce cours esL de falre reflechlr en anglals sur les problemaLlques acLuelles
en educaLlon. CeLLe reflexlon esL menee noLammenL a Lravers l'acLuallLe, mals aussl a Lravers
la llLLeraLure. Les LhemaLlques sonL abordees par l'lnLermedlalre d'arLlcles de [ournaux, de
conferences fllmees, de documenLs lnsLlLuLlonnels ou a Lravers la parole d'acLeurs du
domalne, qu'lls solenL professlonnels ou slmples clLoyens eL usagers.
Le Lravall de l'eLudlanL conslsLera a llre les arLlcles de [ournaux eL les LexLes lndlques, a l'alde
du glossalre fournl eL d'un dlcLlonnalre (le glossalre donne une equlvalence pour le moL dans
le conLexLe eLudle, mals n'esL pas exhausLlf). L'eLudlanL peuL s'approprler le vocabulalre sous
forme graphlque en creanL des carLes concepLuelles en llgne. ues quesLlons de
comprehenslon sonL proposees pour gulder la lecLure. ues quesLlons de reflexlon
permeLLenL d'elarglr le debaL. ues documenLs complemenLalres permeLLenL de reuLlllser le
vocabulalre speclallse, LouL en menanL une reflexlon auLhenLlque sur des en[eux reels lles au
monde de l'educaLlon eL a ses praLlques professlonnelles.
CeL accenL mls sur une reflexlon dans la langue clble au-dela d'un slmple Lravall sur la langue
esL eLaye par une flche qul permeL, au fll des sequences, de collecLer clnq afflrmaLlons
paradoxales llees au monde educaLlf, lssues des documenLs proposes.
L'epreuve sur Lable qul sera proposee en llen avec ce module reprendra les LhemaLlques eL
le vocabulalre aborde lcl.
Intiouuction: a woiu of welcome
1he alm of Lhls Lngllsh for LducaLlonal Sclences A2 module ls Lo lnLroduce you Lo Lhe use of
LducaLlonal Sclences vocabulary, Lhrough Lhe sLudy of newspaper arLlcles, vldeos and
varlous oLher LexLs or documenLs. 1he documenLs you wlll be sLudylng relaLe Lo educaLlonal
Loplcs such as obedlence, bullylng, eLhlcs, professlonallsm, Leachlng crlLlcal Lhlnklng, eLc.
1haL ls, Lhe underlylng ob[ecLlve ls Lo geL you Lhlnklng abouL LducaLlonal lssues ln Lngllsh.
Slnce you are golng Lo sLudy mosLly on your own as a dlsLance sLudenL, you are llkely Lo use
Lhe lnLerneL and keywords: ln LhaL case be aware of Lhe dlfference beLween LducaLlon
Sclences" or LducaLlonal Sclences" on Lhe one hand and Sclence educaLlon" on Lhe oLher
hand, whlch has more Lo do wlLh uslng sclence aL school Lhan Leacher Lralnlng lLself.
1hls module wlll also draw your aLLenLlon Lo a few aspecLs of Lngllsh grammar and
pronunclaLlon.
?ou wlll need a dlcLlonary Lo check vocabulary, alLhough remember LhaL you can undersLand
a documenL even lf some of Lhe words are unknown Lo you. locus ln prlorlLy on whaL you
uC undersLand.
?ou wlll flnd a glossary ln some of Lhe secLlons, Lo help you wlLh some of Lhe vocabulary.
1he words slgnaled by an asLerlsk appear ln Lhe glossary, along wlLh some words from Lhe
newspaper arLlcles, LexLs or vldeos.
1he elemenLs hlghllghLed ln gray are language elemenLs.
uon'L heslLaLe Lo browse Lhe llnks and addlLlonal resources for furLher readlng. lf you are
really lnLeresLed ln a Loplc, you are more llkely Lo flnd lL easler Lo focus on whaL you do
undersLand, raLher Lhan be dlscouraged by dlfflculLles!
LasL buL noL leasL, you're on a parLlcular mlsslon: we wlll be looklng aL
educaLlonal lssues Lhrough a llsL of paradoxes. 1herefore, lL ls up Lo you, as you
go along, Lo spoL Lhem and flll ln Lhe paradox worksheeL on Lhe nexL page.

n8: your alm here ls noL necessarlly Lo undersLand all Lhe deLalls of a
documenL, buL Lo look for lnformaLlon ln order Lo answer Lhe
quesLlons, so, alLhough some LexLs or vldeos are long, don'L panlc!
!"#$#%& !"# !"#$%& #()%*+,-$
Since when did obedience become the epitome* of good parenting?
Annalisa Barbieri, guardian.co.uk, Thursday 19 January 2012 10.16 GMT
We all want impeccably behaved children, right? Well maybe not, says Annalisa Barbieri.
Here, she questions why there is such a fashion for taming our youngsters.

Two stories caught my attention recently. One was a report that breasLfed bables are more challenging in their
behaviour and the other was about a new book called French Children Don't Throw Food: about how lrench
chlldren apparently behave really well, in restaurants and just generally.
(Hmm. Can I pause here to tell you a story? My aunt was French. She had twins. She'd carry round a little whip
actually several little leather straps of about 6" in length, all coming together into a wooden handle. She would
hit my cousins on the back of their legs if they stepped even a tiny bit out of line. The word I remember her
saying the most was "arrte". But it is absolutely true to say I never once saw them throw food.)
Most parenting books are about how to get children to do things well. By well, read obediently. When and how
you - the adult - want them to do something: eat well, pee in the potty, sleep well (that's the big one), behave
well. The aim, it would seem, is to raise compliant children. Because, according to these books, obedient
children = successful parents, disobedient = head hanging failures. But actually is an obedient child cause for
concern or celebration? The more I thought about it, the more intrigued I became by this question. Telling
someone their child is obedient is (usually) meant as a compliment. But an obedient adult? Not quite so attractive
is it? We have other words for that, doormat being one of them.
Alfie Kohn, author of 'Unconditional Parenting. Moving from Rewards and Punishments to Love and Reason'
says, "When I ask parents, at the beginning of my lectures, what their long term goals are for the children, I hear
words such as ethical, compassionate independent happy and so on. No-one ever says mindlessly compliant."
A compliant child becomes a particular concern, Kohn admits, when they reach adolescence. "If they take their
orders from other people, that may include people we may not approve of. To put it the other way around: kids
who are subject to peer pressure at its worst are kids whose parents taught them to do what they're told."
Alison Roy, lead child and adolescent psychotherapist at East Sussex Child and Adolescent Mental Health
Services (CAMHS), says: "A child will push the boundaries if they have a more secure attachment. Children
who have been responded to, led to believe - in a healthy way - that their voice is valued, that all they have to do
is object and action will be taken - they will push boundaries. And this is really healthy behaviour. Compliance?
They've learned there's no point arguing because their voice isn't valued."
So much of what we see as disobedience in children is actually just natural, curious, exploring, learning
behaviour. Or reacting in the only way they know how to a situation over which they have no control.
"You can threaten or bribe a child into obedience for a little while," explains Kohn, "but you are missing the big
picture and failing to address the underlying cause [of why they may not want to do something] which may be
environmental such as rushing a tired child through an unfamiliar place - or they may be psychological, such as
fear about something else. A very obedient or complaint child it depends, some are more docile by
temperament - but others have created a false self because they sense their parent will only love them if they are
obedient. The need for autonomy doesn't vanish because kids have been cowed into doing what they're told."
A very young child isn't actually meant to be obedient all of the time, according to Roy. This is because their
needs are often completely at odds with an adult's. See that lovely wall you've just painted in 100-a-pot paint?
That's just one lovely big, blank canvas to a two-year-old with a contraband crayon, who doesn't understand why
you praise them so much for drawing on a piece of paper but shout at them for drawing on the wall. You think
it's a cold day and want to wrestle a woolly pully over your child's head but actually the child isn't cold and
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
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doesn't want it. Imagine going to a friend's house and you accidentally spill a drink and get shouted at, instead of
them saying "oh don't worry" and mopping it up. And yet...
There seems to be a real fashion for taming children and the reason seems to be fear: it's not that most people are
worried about one incident of wall-scribbling, but that they seem to fear what this behaviour will turn into if it's
not kept in check, as if all children are just waiting to grow up into sociopaths. One of the comments I get a lot,
at the end of my columns for the lamlly section of the Guardian (when I have advocated understanding and a
more what would be called 'softly softly' approach to a child) is something along the lines of 'they'll turn into a
monster if you don't put your foot down/show them who's boss'.
"It's not based on empirical evidence," argues Kohn. "It's a very dark view of human nature.
At the top of my list of what makes a great parent is the courage to say 'I still have something to learn and I need
to rethink what I'm doing'. The parents who worry me are those who dismiss the kind of challenge that I and
others offer, waving it away as unrealistic or not practical enough, or idealistic." Kohn advises a 'working with',
rather than a 'doing to' approach to children. In short, getting to know your child, listening to them. "Talk less,
ask more."
What do you think? Has your child ever shamed you with a classic refusal to comply? Post your parenting
woes here

!" #$%&'()*$%+$, ).& *')+/0&
a) 8ead Lhe above arLlcle on Lhe Cuardlan webslLe. See glossary aL Lhe end of Lhls chapLer.
b) Make a llsL of Lhe educaLlon relaLed keywords ln Lhe LexL.
c) Among Lhls llsL of keywords or ln Lhe LexL, flnd 9 words or phrases referrlng Lo obLalnlng
obedlence".
d) llnd 3 words referrlng Lo belng obedlenL" ln a negaLlve way.
e) llnd 3 words referrlng Lo Lhe opposlLe of obedlenL".
f) llnd 2 expresslons referrlng Lo Lhe drawbacks o f Lhe lrench approach".
g) llnd 3 words or expresslons referrlng Lo Lhe characLerlsLlcs of Lhe sofLly sofLly approach".
h) llnd 10 words or expresslons ln Lhe LexL referrlng Lo general educaLlon or psychology.
l) Crganlse all Lhe elemenLs above ln a mlnd map (slgn up for free on hLLp://mlnd42.com/slgnln).
1" 2.+$3+$, *456) ).& *')+/0&7
Lxplaln ln 100 words ln whaL way Lhe auLhor's vlew ls paradoxlcal.
8" 9 '&*%&':( /5;;&$) 5$ ).& *')+/0&7 * <*'&$):( <5+$) 5= >+&? 5$ 54&%+&$/&
CommenL by MarmaladeCueen hLLp://www.guardlan.co.uk/dlscusslon/commenL-permallnk/14222977
lollow Lhe llnk above Lo read a reader's commenL and answer Lhe followlng quesLlons.
a) vocabulary
llnd an expresslon synonym for we wenL Lhrough a dlfflculL perlod".
llnd an expresslon LhaL means she was belng harassed". Pow would you LranslaLe LhaL lnLo lrench?
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
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b) Comprehenslon quesLlons
Pow dld Lhe chlld's problem manlfesL lLself?
Who dld Lhe moLher Lry Lalklng Lo flrsL?
Pow does Lhe meeLlng wlLh Lhe school sLaff make her feel?
Who does Lhe moLher go Lo see nexL?
WhaL ls Lhe paradox Lhe docLor polnLs ouL?
WhaL ls ln Lhls moLher's vlew Lhe characLerlsLlcs of a chlld broughL up Lhe lrench way"?
WhaL ls Lhe deflnlLlon of brlnglng up a chlld" LhaL ls glven here?
WhaL ls Lhls deflnlLlon opposed Lo?
@" 2.+$3+$, *456) ).& AB'&$/. ?*CD

a) 8esponse Lo MarmaladeCueen's commenL by glowfrog 19 !anuary 2012 3:23M
Steady on! Im French, was brought up the French way and while I have areas of
disagreement with my father about his approach (more old-fashioned than French), there was
no such repression going on! This article, because of the reference to the crazy aunt with the
whip (my parents hit me twice in my entire life, and felt terrible about it while Ive decided I
actually understand why they did it at the time!!), makes it sound like the French are some
draconian child haters.
This is ridiculous. Rather, I think theres just more effort put into getting kids used to socialize
with adults, and that includes treating kids as people who can cope with something other than
bloody fish fingers and sausages in restaurants, and do not have to be the centre of attention
every minute of every day.
!""#$%&'( *# *+&, $-.%-$/ 0+&"+ 1.$* #2 *+- #$&(&'.3 .$*&"3- &, -4.((-$.*-%5
6&33 &' *+- *0# #11#,&'( 7&-0, 0&*+ -3-8-'*, 2$#8 *+- *-4* .9#7-
:+- 6$-'"+ .11$#."+ ., . ".$&".*;$- :+- 6$-'"+ .11$#."+ ., ,--' 9< (3#02$#(


b) amela uruckerman publlshed ln 2012 lrench Chlldren uon'L 1hrow lood
1he producL descrlpLlon on amazon.com says:
How do the French manage to raise well-behaved children and have a life! What British
parent hasn't noticed, on visiting France, how well-behaved French children are, compared to
our own?
Pow come lrench bables sleep Lhrough Lhe nlghL?
Why do lrench chlldren happlly eaL whaL ls puL ln fronL of Lhem?
Pow can lrench mums chaL Lo Lhelr frlends whlle Lhelr chlldren play quleLly?
Why are lrench mums more llkely Lo be seen ln sklnny [eans Lhan LracksulL* boLLoms?
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
4

Pamela Druckerman, who lives in Paris with three young children, has had years of observing
her French friends and neighbours, and with wit and style, is ideally placed to teach us the
basics of parenting a la francaise.
=8.(&'- .' .',0-$ *# -."+ #2 *+- > ?;-,*&#', .9#7- &' . 1.$.($.1+ #2 @AA 0#$%, &' *#*.3B

CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
3

E" 2.+$3+$, *456) F$,0+(.
a) noLlce LhaL ln Lngllsh, Lhere ls no space before double puncLuaLlon marks, such as
seml-colon , colon : quesLlon mark ? exclamaLlon mark !
uo you know any oLher puncLuaLlon marks:
full sLop or perlod .
comma ,
hyphen -
dash -
brackeLs ( )
underscore _
b) lural gender-neuLral pronoun
Lxample: A very young chlld lsn'L acLually meanL Lo be obedlenL all of Lhe Llme, accordlng Lo
8oy. 1hls ls because !"#$% needs are ofLen compleLely aL odds wlLh an adulL's".
use Lhe plural ln order Lo avold Lhe cholce beLween hls" or her", hlm" or her", he" or she".
1) lf you don'L show a kld who's Lhe boss, ...........wlll Lurn lnLo a monsLer.
2) kohn advlses a 'worklng wlLh', raLher Lhan a 'dolng Lo' approach Lo chlldren. ln
shorL, geLLlng Lo know your chlld, llsLenlng Lo ...........
3) 1he chlld who feels loved and secure enough Lo express whaL .......... are feellng
and whaL ls happenlng Lo ..........
4) l agree LhaL a chlld should be allowed Lo push boundarles ln order Lo learn abouL
.......... envlronmenL.
3) A Leenager who has noL had Lhe groundlng of belng LaughL how Lo be a parL of
socleLy of equals cannoL reasonably be expecLed Lo exhlblL behavlour LhaL
enables .......... Lo geL on wlLh oLhers.

c) CaplLal leLLer for naLlonallLy ad[ecLlves
ln Lngllsh, you have Lo wrlLe naLlonallLy ad[ecLlves wlLh a caplLal leLLer.
CorrecL Lhe senLences below:
1) 1here's a new book called french Chlldren uon'L 1hrow lood: abouL how french
chlldren apparenLly behave really well, ln resLauranLs and [usL generally.
2) My aunL was french. She had Lwlns. She'd carry round a llLLle whlp Lo hlL Lhem on
Lhe back of Lhe legs.
3) WhaL would have happened lf she'd been broughL up Lhe "french way"?
4) 1he reference Lo Lhe crazy aunL wlLh Lhe whlp makes lL sound llke Lhe french are
some draconlan chlld haLers.
3) l'm french, was broughL up Lhe 'french way' and whlle l have areas of
dlsagreemenL wlLh my faLher abouL hls approach (more old-fashloned Lhan
'french'), Lhere was no such represslon golng on!

CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
6

d) noLlce some pronunclaLlon from Lhe arLlcle
Whlch leLLers do you leave ouL when you pronounce Lhe words psychoLheraplsL",
psychologlcal", column" and wresLle"?
uoes Lhe a" ln parenLlng" rhyme wlLh bare" or bar"?
uoes Lhe e" ln obedlence" rhyme wlLh bed" or bead"?
G" H05((*'C

Lhe eplLome: Lhe besL posslble example
a whlp: a long plece of maLerlal used for hlLLlng
a boundary: a llmlL
a LracksulL boLLom: Lrousers LhaL are worn for sporLs
Lhe grown-ups: Lhe adulLs
aL odds wlLh: opposed Lo
Lo breasL-feed: glve Lhe baby mllk from Lhe breasLs
Lo brlng up: Lo educaLe
Lo vanlsh: Lo dlsappear
Lo rush someone: force someone Lo acL fasL
Lo wresLle: Lo flghL
Lo mop: Lo wlpe
Lo dlsmlss: Lo wave away: noL Lo conslder
Lo mlsbehave: Lo behave ln a bad manner
Lo Lhrow a LanLrum: Lo show bad Lemper by shouLlng, crylng, refuslng Lo do whaL one's Lold

1

!"##$%&' )*+,-%."/ 0+,/1
uS ueparLmenL of LducaLlon. !"#$%&'() +,- ./+0&- /(1 2&-3-(+'%( %4 50$$6'().
WashlngLon, uC: Cfflce of Safe & urug lree Schools.
!"#$$%&'
blas: mlsconcepLlon
bullylng: harasslng
calllng names: lnsulLlng
defaclng: spolllng
derogaLory: bellLLllng
dlsablllLy: handlcap
enforclng: lmposlng
holdlng nose. Lo show LhaL ls smells
[ewelry: ornamenLs such as necklace, eLc.
locker: cupboard
mean: nasLy
shovlng: pushlng
slander: defamaLlon
Lo assaulL: Lo aLLack
Lo blLe: Lo cuL wlLh LeeLh
Lo blame: Lo accuse
Lo comply: Lo obey
Lo damage: Lo spoll
Lo exLorL: Lo Lake lllegally
Lo gosslp: Lo Lalk, Lo spread rumor
Lo harm: Lo hurL
Lo osLraclze: Lo exclude
Lo scraLch: Lo wound wlLh Lhe nalls
Lo Lease: Lo laugh aL
Lo LhreaLen:
Lo Lrlp: Lo fall/Lo make Lo fall
Lrlck: [oke


2

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Arranging public humiliation
Enforcing total group exclusion against someone
by threatening others if they dont comply
Destroying personal property, such as clothing, books, jewelry
Writing graffiti with bias against your race, color, religion,
ethnicity, gender, disability, or sexual orientation
Harassing you because of bias
against your race, color, religion,
ethnicity, gender, disability, or
sexual orientation
Destroying property
Setting fires
Physical cruelty
Repeatedly acting in a violent,
threatening manner
Assaulting with a weapon
Making repeated and/or graphic threats (harassing)
Practicing extortion (such as taking lunch money)
Threatening to keep someone silent: If you tell, it will be a lot worse!
Playing mean tricks to embarrass
someone
Ostracizing using notes, Instant Messaging, e-mail, etc.
Posting slander in public places (such as writing derogatory
comments about someone in the school bathroom)
Defacing school work or other
personal property, such as
clothing, locker, or books
Saying someone is related to a
person considered an enemy of
America (e.g., Osama bin Laden)
Insulting family
Harassing with phone calls
Insulting your size, intelligence, athletic
ability, race, color, religion, ethnicity,
gender, disability, or sexual orientation
Damaging property
Stealing
Starting fights
Scratching or biting
Pushing, tripping, or causing a fall
Assaulting
Threatening physical harm
Ignoring someone and excluding them from a group
Gossiping
Starting or spreading rumors
Teasing publicly about clothes, looks,
relationships with boys/girls, etc.
Giving dirty looks
Holding nose or other insulting gestures
Insulting remarks
Calling names
Teasing about possessions, clothes, physical appearance
Making threatening gestures
Defacing property
Pushing/shoving
Taking small items from others
Expressing physical superiority
Blaming the victim for starting the conflict
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
1

!"#$ #&' (' ')#*+#$,-./

Look aL Lhe above Calvln and Pobbes" carLoon. Look up ln Lhe dlcLlonary any words you don'L
undersLand.
!" #$%&'()*&
1. WhaL ls show and Lell"?
2. Whlch mark dld Calvln probably geL for hls performance? Why?
3. Whlch educaLlonal lssue does Lhls carLoon Lackle?
4. SeL up an evaluaLlon grld by whlch Calvln would geL a good mark for hls dlfferenL show
and Lell" performance.
3. WrlLe 2 dlfferenL accounLs of Lhe sLory ln your own words: one from a poslLlve polnL of
vlew (110 words), for lnsLance as Lold by an educaLor who belleves ln Lhe lmporLance of
creaLlvlLy, one from a negaLlve polnL of vlew (100 words), for lnsLance as Lold by Lhe
Leacher who senL hlm Lo Lhe head's offlce.
!"##"$ #&'()*+'
Pere are some common mlsLakes and a few exerclses Lo make you more aware of Lhem.
!" #$%& ( #$)&)
SLudenLs qulLe ofLen use Lhls" or Lhese" wlLhouL knowlng whlch ls for slngular and whlch for plural.
1he demonsLraLlve pronoun or deLermlner !"#$# ls used for Lhe plural, !"%$ for Lhe slngular
(pronunclaLlon hLLp://www.forvo.com/word/Lhls/ hLLp://www.forvo.com/word/Lhese/)
ln Lhe senLences below, Laken from Lhe Cuardlan.co.uk webslLe, flll ln Lhe blanks wlLh &"%$ or &"#$#'
1. ________ unbalanclng of Lhe power relaLlonshlp ln Lhe parenLs' dlrecLlon has forced
prlvaLe school prlnclpals and Leachers Lo caLer Lo parenLs by lncreaslngly offerlng an
obsLacle-free school experlence - slnce LhaL ls whaL parenLs demand.
2. knowlng how, when, and whaL Lo say ln order Lo brlng abouL condlLlons ln whlch
educaLlonal aLLachmenL flourlshes, ls an lncredlbly subLle yeL powerful Lool. l belleve LhaL
________ skllls can be somewhaL coached and LaughL.
3. ___________ pampered prlvaLe school ellLe can only lead Lo uS decllne.
4. WheLher you agree or noL, ln _______ Llmes, a Leacher has Lo occupy Lhe speclal space
beLween educaLor, counsellor, parenL, frlend.
3. _________ Leachers creaLe a sense of awe and wonder Lo develop enqulrlng mlnds wlLh
an lnsaLlable LhlrsL for learnlng LhaL endures.
6. l belleve LhaL ________ klds are belng puL aL serlous rlsk by Lhls Lrend Lo smooLh away
any of llfe's rough spoLs, once klds are wlLhln prlvaLe school doors.
7. _______ school ls noL aL all unusual ln ManhaLLan's ellLe prlvaLe school envlronmenL.
8. arL of _________ Lrend ls Lhe exclslon of any parL of Lhe school experlence for klds LhaL
ls, ln any way, unpleasanL, Laxlng, scary or borlng.
*" +,) -. /$) 0 123452
Cne of" ls followed by a plural noun and a slngular verb. llnd Lhe correcL form (guardlan.co.uk):
1. Cne of Lhe (ulL), nlne-year-old CalLlln Ambler, (1C PAvL) her leLLer Lo educaLlon sLaff read
ouL aL Lhe councll meeLlng Loday.
2. l am Lrylng Lo geL across Lhe ldea LhaL Lhls school ls one of Lhe (kL?S1CnL) of Lhe communlLy
even wlLh [usL 9 chlldren.
3. AL leasL one of Lhe (1LACPL8) aL my school (1C 8L) an obsLlnaLe ldeologue.
4. Cne of my (l8lLnu) (PAvL uLCluLu) her prospecLs are so bleak LhaL she has commlLLed
herself Lo a masLers degree, desplLe havlng llLLle lnLeresL ln academla.
3. Lndless reporLs and lnLernaLlonal comparlsons have shown us LhaL Leacher professlonal
developmenL ls one of Lhe (CC8nL8S1CnL) Lo lmprove educaLlon for our puplls.
6. As a relaLlvely young Leacher, managlng negaLlve behavlour was one of Lhe (8C8LLM) l
really sLruggled wlLh.
7. !usL a couple of weeks ago, lL was announced LhaL Lhe hlghesL number of sLaLe school
Leachers slnce Lhe 1990s Look early reLlremenL lasL year, clLlng lndlsclpllne as one of Lhe maln
(8LASCn).
8. Learner collaboraLlon ls one of Lhe mosL powerful (u8lvL8) of deep lmprovemenL.
6" 7)4- 54/%82)
SLudenLs ofLen add an arLlcle Lo words llke man" or naLure", where ln facL you don'L need one. 1he
zero arLlcle (no arLlcle) ls used when Lhe noun ls consldered as a noLlon and has a general meanlng.
ln Lhe followlng senLences from Lhe lnLerneL, add an arLlcle when needed:
1. (MAn) ls leasL hlmself when he Lalks ln hls own person. Clve hlm a mask, and he wlll Lell you Lhe
LruLh.
2. (PunC8? MAn) ls (AnC8? MAn).
3. (MAn) ls Lhe measure of all Lhlngs.
4. (nA1u8L) ls Lhe prlmary laboraLory for our healLh
3. Ahab belleves LhaL (nA1u8L) should be lnferlor Lo (MAn), and LhaL (MAn) should conLrol lL.
6. AL leasL 12 oLhers were wounded when (MAn) enLered Lhe school wlLh Lwo revolvers and began
shooLlng.
7. (nA1u8L) of deslrable Leacher pracLlces wlLh lnfanLs and Loddlers are explored ln Lhls chapLer.
8. Pe Lhen examlnes key elemenLs ln (nA1u8L) of Leachlng LhaL make Lhe process of becomlng a
Leacher seem so uncompllcaLed.
9" :/ %& ( /$%& %&
Pave you noLlced LhaL you can'L LranslaLe dlrecLly Lhe lrench c'esL" Lo Lhls ls"?
lL ls lmposslble Lo learn Lo compeLe and Lo cooperaLe aL Lhe same Llme.
1hls ls lmposslble Lo learn Lo compeLe and Lo cooperaLe aL Lhe same Llme.
l glve up Lhls chapLer. lL ls lmposslble Lo learn.
1hls ls lmposslble Lo learn.
ln Lhe senLences below (from Lhe lnLerneL) flll ln Lhe blank wlLh lL ls" or Lhls ls".
1. ______ Lhe school where flrm frlendshlps develop beLween sLaff and sLudenLs whlch lasL way
beyond Lhe sLudenL's years aL school.
2. ______ so dlfflculL Lo Leach chlldren LhaL meLamorphosls doesn'L [usL mean when a caLerplllar
becomes a buLLerfly - LhaL lL happens Lo all lnsecLs.
3. l Lry Lo do my very besL, buL ______ so dlfflculL Lo Leach so many sLudenLs aL once, sLudenLs who
are a wlde range of skllls.
4. ______ so dlfflculL Lo learn a new language ln such a shorL Llme buL rof S. ls always ready,
wllllng, and able Lo help any sLudenLs who really puL forLh Lhe efforL.
3. ______ a fanLasLlc way Lo Leach and because ______ so hands-on, lL has Lhe whole school
engaged.
6. ______ dlfflculL Lo quanLlfy how many sLudenLs wlll be Laklng parLlcular sub[ecLs.
7. AL Lhe end of every week sLaff declde on Lhe upll of Lhe Week. ______ Lhe pupll who may have
Lrled Lhe hardesL or coped Lhe besL ln dlfflculL Llmes.
8. ln order Lo supporL Lhelr daughLers, moLhers need Lo be confldenL of Lhelr daughLers' welfare ln
school. ______ so dlfflculL ln a conLexL ln whlch Lhese women were Lhemselves excluded from
school.
;" <&)= /- ( %& 3&)= /-
Pave you noLlced LhaL l used Lo" refers Lo Lhe pasL, someLhlng LhaL's no longer valld and l'm used
Lo" refers Lo a hablL? WrlLe Lhe correcL form ln Lhese senLences from Lhe lnLerneL:
1. Pe (uSLu) go up Lo hls Leacher for help as many as 12 Llmes wlLhln half an hour.
2. Whlle conducLlng lessons he (uSLu) be exLremely absorbed ln hls Lask. Pe would be solely a
Leacher, and noLhlng buL a Leacher.
3. My daughLer wlll be movlng lnLo a publlc school and she (uSLu) prlvaLe schools. She ls nervous
LhaL she wlll noL be able Lo flL ln.
4. Pe (uSLu) Lo hlde under Lhe school bus seaL Lo avold bullles ln school.
3. urop her off aL school and leave. uo noL glve her LhaL speclal aLLenLlon she (uSLu) geLLlng when she crles.
6. She (uSLu) play around ln Lhe hlgh school even before she losL her eyeslghL, so she (uSLu) lL.
7. Pe (uSLu) belng able Lo lnLlmldaLe people and when LhaL does noL work he wlll ofLen walk away.
8. SLudenLs (nC1 uSLu) perform hands-on/mlnds-on acLlvlLles, so Lhey had some dlfflculLles
followlng Lhe manuals and dolng Lhe acLlvlLles.
>" ?4)&),/ 8-,/%,3-3& ( &%@12) 14)&),/
When Lhe sLudenLs are asked Lo wrlLe a readlng or llsLenlng reporL, Lhey ofLen use Lhe presenL
conLlnuous lnsLead of slmple presenL: ln Lhls arLlcle, Lhe [ournallsL ls !"#$%&'( abouL."
Choose Lhe correcL form ln Lhe senLences below (from Lhe lnLerneL):
1. ln Lhls essay, Lhe sLudenL (1C uLSC8l8L) a momenL ln her llfe LhaL slgnlflcanLly alLered
how she percelved or felL abouL someLhlng.
2. ln Lhls essay, Lhe sLudenL (1C uLMCnS18A1L) some undersLandlng of Lhe passage, buL
he makes llmlLed use of lL ln developlng a weak response.
3. ln Lhls essay, Lhe Leacher (1C ulvluL) Lhe analysls lnLo Lhree dlfferenL secLlons.
4. ln Lhls fllm Lhe auLhor (1C LxLAln) hls hearLfelL relaLlonshlp Lo lsLanbul.
3. ln Lhls fllm, Lhe auLhor (1C 1AkL) a look aL Lhe paclflc. lL (1C SA?) LhaL Lhe Marlana
1rench (7 mlles deep) ls Lhe deepesL place on earLh.
A" B)C ( 5 .)C
few" means noL many", noL enough" and a few" means some", a small quanLlLy"?
llnd Lhe rlghL opLlon for Lhe senLences below (from Lhe lnLerneL):
1. (nC1 LnCuCP) puplls can read properly.
2. (SCML) puplls could have achleved more Lhrough Lhe ldenLlflcaLlon of more challenglng LargeLs.
3. We also have (SCML) puplls whose needs dlcLaLe a LoLally lndlvlduallsed currlculum.
4. 1he SouLh had (nC1 LnCuCP) schools of any sorL unLll Lhe 8evoluLlonary era.
3. 1hls helps Lo puL a sLop Lo Lhe anLl-soclal behavlour from (SCML) puplls sLopplng Lhe well-
behaved oLhers from uslng Lhe LolleLs as and when Lhey need Lo.
6. (SCML) supporLed Lhelr vlew LhaL Leachers apply gender preference by clLlng Leachers' expressed
reference Lo gender.
7. uepresslngly (nC1 LnCuCP) puplls geL a proper academlc educaLlon.
8. A decade laLer, (nC1 LnCuCP) schools offer lessons ln Leachlng abouL Lhe SepL. 11 Lerror aLLacks
CNED 2012 English for Educational Sciences L3 Josphine Rmon, josephine.remon@univ-lyon2.fr
1

Educating from the waist up
1. Understanding the tal k*
First of all, browse* the website http://www.ted.com/ TED, ideas worth spreading.
On this website, you can listen to filmed mind-boggling* talks on various subjects. For some
of the talks, the transcript is available on the right hand side* of the screen, as well as subtitles
in many languages.
For this lesson, youre going to be working on a talk called Ken Robinson says schools kill
creativity.
a) Listen to the talk http://www.ted.com/talks/lang/en/ken_robinson_says_schools_kill_creativity.html
b) Write one sentence giving your impression about the talk and Ken Robinson.
c) Listen to the talk a second time, reading the transcript at the same time.
d) Here are 15 jokes told by Ken Robinson in his talk. In what order does he tell them (write a
number in the box):
1)"What are you drawing?" And the girl said, "I'm drawing a picture of God." And the teacher
said, "But nobody knows what God looks like." And the girl said, "They will in a minute."
2) You say you work in education, you can see the blood run from their face.
3) Actually, you're not often at dinner parties, frankly, if you work in education.
4) ADHD hadn't been invented at this point. It wasn't an available condition. (Laughter)
People weren't aware they could have that.
5) About university professors: They look upon their body as a form of transport for their
heads, don't they? It's a way of getting their head to meetings.
6)"If a man speaks his mind in a forest, and no woman hears him, is he still wrong?"
7) University professors: the people who come out the top. And I used to be one, so there.
8) If I'm cooking, the door is shut, the kids are out, the phone's on the hook, if she comes in I
get annoyed. I say, "Terry, please, I'm trying to fry an egg in here. Give me a break."
9) If my wife is cooking a meal at home - which is not often, thankfully, if she's cooking, you
know, she's dealing with people on the phone, she's talking to the kids, she's painting the
ceiling, she's doing open-heart surgery over here.
10) About senior academics in a disco : grown men and women writhing uncontrollably, off
the beat, waiting until it ends so they can go home and write a paper about it.
CNED 2012 English for Educational Sciences L3 Josphine Rmon, josephine.remon@univ-lyon2.fr
2

11) I've been blown away by the whole thing. In fact, I'm leaving
12) That was it, by the way. Thank you very much. So, 15 minutes left. Well, I was born,
no.
13) We all have bodies, don't we? Did I miss a meeting?
14) When I was a student, if you had a degree, you had a job. If you didn't have a job it's
because you didn't want one. And I didn't want one, frankly.
15) Being sent to bed by his dad, you know, to Shakespeare, "Go to bed, now," to William
Shakespeare, "and put the pencil down. And stop speaking like that. It's confusing everybody."
2. Thinking about the tal k
a) Can you tell the story of Gillian in your own words (100 words)?
b) What does the story of Gillian question? (one sentence)
c) What is the hierarchy of subjects in every education system on earth?
d) What does it mean when Ken Robinson says: as children grow up, we start to educate them
progressively from the waist up. And then we focus on their heads. And slightly to one side.
e) What is Ken Robinsons definition of creativity?
f) Can you explain academic inflation?
3. Di d you notice?
a) Did you notice the sentence you can see the blood run from their face.? Using a search engine
on the Internet, find another sentence using the same phrase.
b) Did you notice the sentence Because it's one of those things that goes deep with people, am I
right?? Using the Internet, find another sentence using: to go deep with someone.
c) Did you notice the sentence But if
you ask about their education, they pin you to the wall.? Using the Internet and a search engine,
find another sentence with the same phrase: to pin someone to the wall.
d) Did you notice the sentence Somebody else might have put her on medication and told her to
calm down? Using the Internet and a search engine, find another sentence with the same phrase:
to put someone on medication.






CNED 2012 English for Educational Sciences L3 Josphine Rmon, josephine.remon@univ-lyon2.fr
3

4. Gl ossary
ability: capacity
BA: Bachelors Degree
blown away: impressed
Brownie points: bonus points
browse: look through
clue: element of evidence
condition: illness
contention: argument
crammed: packed tightly
dedication: investment
degree: diploma
despite: in spite of
disembodied: out of the body
drama: theatre
frankincense: incense
give me a break: leave me alone
hardly: almost not
high-water mark: peak
hopeless: bad
lead part: main character
learning disorder: problem
with learning
literacy: ability to read and write
MA: Masters Degree
mind-boggling: stunning
mistake: error
more often than not: often
myrrh: substance from a tree
old chesnut: old idea
PhD: Doctorate Degree
protracted: longer than expected
raft of: number of
range: a series
right hand side: on the right
rooted: based
ruthless: cruel
seamless: with no interruption
sequel: next episode
shaft: elongated part
sick: ill, in bad health
talk: speech
tea towel: towel for the kitchen
to afford: to be able to
to avert: to avoid
to engulf: to swallow up
to fidget: to keep moving
to graduate: get the diploma
to grasp: to understand
to head home: to go home
to mine: to damage
to pay attention: to consider
to play out: to finish
to run through: pass through
to squander: to waste
to steer away: to escape
to strike: enter the mind
to strip-mine: to excavate
to take a chance: to try
tremendous: enormous
vested: absolute

CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
1

!"#$%&'() +,(--.(,"
!"#$
1. a worker's experLlse
2. error
3. resulL of mlsbehavlour
4. Lhe arL of belng a parenL
3. relnforcemenL
6. capaclLy Lo be respecLed
7. harasses oLhers
8. you need lL Lo become a Leacher
9. geL a degree
10. (4-10) LrusL ln one's self
11. dlfflculLy wlLh learnlng
14. rules
13. dlploma
17. noL a success
&'("))
10. (4-6) Lhe lmage we have of ourselves
12. (8-7) school skllls
13. compeLence
16. resulL for good behavlour
18. we educaLe our klds ouL of lL accordlng Lo
ken 8oblnson
19. whaL you geL aL school
20. golng over Lhe llmlLs
21. sLaylng wlLhln Lhe llmlLs
22. bad aLLlLude

CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
1

!"#$%& () *"+,+)& #-.%/,+0$ %.1,."#
1) hLLp://www.guardlan.co.uk/world/2010/sep/03/french-schools-puplls-feel-worLhless :
A British teacher at one of the leading universities in Paris has produced an extraordinary
indictment of France's admired schools, saying they humiliate pupils and could learn much
from other countries, including Britain.
In a book to be published this week, Peter Gumbel, a lecturer at the Institute of Political
Science known as Sciences Po attacks a classroom culture that brands students
"worthless" and that he says is counterproductive and contrary to France's republican ideals.
On achve bien les coliers? (They Shoot Schoolchildren, Don't They?) has already
provoked a storm.
"Why is France the only country in the world that discourages children because of what they
cannot do, rather than encouraging them to do what they can?" Gumbel writes. "I believe
France is missing a key element of what's wrong with the school system, an element that is
immediately apparent to any foreigner who comes into contact with it: the harshness of the
classroom culture.
"It's a culture you can sum up as T'es nul (You're worthless). You hear these words all the
time in France."
Gumbel says studies by World Health Organisation groups and the Organisation for
Economic Co-operation and Development in Europe reveal that, in France, more than six out
of 10 schoolchildren complain of being anxious, four in 10 have difficulty sleeping, and more
than two in 10 have a stomach or headache at least once a week. "These studies show that,
while French children score quite highly in European studies on their ability and performance,
when asked they rate themselves below countries with low levels of literacy," he said. "So
even when they have the ability, their self-esteem has been knocked out of them."
Gumbel's book praises British schools, which may surprise UK parents accustomed to having
them compared unfavourably with those across the channel. He told the Observer: "Although
the French with their national curriculum have maintained standards and avoided being
dumbed down, their system focuses on the transmission of knowledge and doesn't even
remotely address the child or their wellbeing.
"There is more to school than getting good marks, and in Britain schools are not just a about
your brain but about sport and arts and finding lots of different ways of excelling. The British
system may focus less on results, but it nurtures self-esteem, personality and character, which
is something totally missing from the French system and this is tragic."
Gumbel's attack has touched a nerve in France. On radio talk shows, his views have had
overwhelming support from parents; his book was also given a six-page review in the
respected news magazine Le Nouvel Observateur.
Philippe Meirieu, a professor in education science, admitted: "Our way of testing and
evaluating [pupils] discourages creativity and the personal involvement of the pupils. This is
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
2

the cause of the relative passivity they show and that Peter Gumbel deplores. If pupils hardly
ask questions in class it's because they don't really feel bothered about what they're being told
or fear being stigmatised by their classmates."
Patrick Gonthier, secretary- general of France's second-biggest teaching union, Unsa
Education, said: "Our teaching staff could take this as an attack, but they are not being
blamed. It's the whole French school system that is stubborn to change and remains
profoundly elitist and dedicated to the grading and the selection of the best. For this to change
and other teaching methods to be introduced into classes there has to be a strong consensus
among professors, parents and politicians to challenge this elitism and focus on the success of
everyone at school, and we are far from having that."
Gumbel, 52, who also works as a journalist, has lived in Paris since 2002 and was prompted
to criticise French schools, colleges and universities after putting his two daughters, now aged
10 and 13, into the education system.
"There are 16,000 new teachers entering French schools this term who are undoubtedly very
clever but haven't the slightest idea about how to teach, and that is scandalous," he said. "The
key to good schools, as other countries have discovered, is having good teachers."
/2 34050-6 ,/17) /50., &/88+$#))3
I used to think that French education was the best in the world, writes Peter Gumbel.
Perhaps a little old-fashioned, but unlike the British or the Americans the French had resisted
the temptation to dumb down their curriculum. That meant children left school at 18 with an
admirably comprehensive knowledge of history, geography, maths, science and the liberal
arts. And you didn't need to spend a fortune on private schools, because the state system
provided the best education in the country.
Then we moved to Paris and sent our two daughters to school.
The teachers seemed good on the whole, and the programme was as rigorous as anticipated,
but something was amiss. There were obvious symptoms: tummy aches and other signs of
stress, an unhealthy phobia about making mistakes and flashes of self-doubt. "I'm hopeless at
maths," my eldest daughter declared one day. "No, you're not, you just need to work at it
harder," was my reply. "No, daddy, you don't understand anything. I'm hopeless."
It was only when I started teaching at the Institut d'Etudes Politiques in Paris that I figured out
the problem. Better known as Sciences Po, it's part of the "grandes coles" network that has
traditionally trained France's political and business elite. To get in you need to have done
fabulously well at school. The big surprise for me was not how bright these students were
and most are very, very bright but how low their self-confidence was. Getting them to
participate in classroom discussions was like pulling teeth. Exam time was trauma time: every
year, several burst into tears during the oral.
That's when I started wondering whether my experiences were simply anecdotal or part of a
bigger, system-wide pattern. It didn't take long to find a wealth of international comparative
studies, conducted by the OECD and other respected institutions.
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
3

They show conclusively that French children overall are more anxious and intimidated in
school than their peers in Europe or other developed countries. They're so terrified by the idea
of making mistakes and being lambasted for them, that they'd rather keep their mouths shut
than put their hands up.
The French education system has focused so narrowly on the transmission of knowledge that
it has ignored that other key function of school: to build character and personality. There's
almost no art, sport or music. Teamwork is an alien notion, as are such basic pedagogical
concepts as positive reinforcement, and teachers receive only scant or no training in effective
classroom techniques.
The French are right to uphold standards, particularly when compared with Britain, but in the
classrooms they go about it the wrong way. As one reviewer of my book told me: "You've
broken a taboo. Nobody ever talks about happiness at school here."
On achve bien les coliers ("They Shoot Schoolkids, Don't They?"), by Peter
Gumbel, will be published this week in French by Grasset.

!" #$%&'()*$%+$, ).& )&/)
/2 910))/"6: 1007 .8 +$ ,&# -+%,+0$/"6 ,&# ;0"-) 60. -0$<, 7$0;=
A leadlng unlverslLy
AblllLy
Academlc
Amlss
AnecdoLal
8rlghL
ClassmaLes
Classroom culLure
Classroom Lechnlques
Comprehenslve knowledge
LducaLlon culLure
LducaLlon sysLem
LllLlsL
Cradlng
lndlcLmenL
keep one's mouLh shuL
LecLurer
Llke pulllng LeeLh
naLlonal currlculum
Cverwhelmlng
eers
erformance
oslLlve relnforcemenL
rogramme
uL one's hand up
8epubllcan ldeals
8lgorous
School sysLem
Second blggesL
Self confldence
Self-esLeem
1eachlng meLhods
1eachlng sLaff
1he Channel
1here ls more Lo . Lhan.
1o be hopeless aL
1o be lambasLed for
1o be prompLed Lo
1o be sLubborn Lo change
1o blame
1o brand someone + ad[.
1o bursL lnLo Lears
1o challenge
1o clalm
1o crlLlclze
1o dlscourage
1o do well aL school
1o encourage
1o excel
1o focus on
1o go abouL lL Lhe wrong
way
1o knock ouL of someone
1o nurLure
1o pralse
1o provoke a sLorm
1o raLe
1o rob someone of
1o Louch a nerve
1rauma
unlon
We are far from
52 >?0$@ ,&# ;0"-) /50(#A ?/7# / 1+), 0B ,&0)# ,&/, /"# )8#%+B+%/116 1+$7#- ,0
#-.%/,+0$=
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CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
4

0" 1.+$2+$, *345) ).& 6*$,5*,&
noLlce Lhe phrase Second blggesL" ln Lhe LexL: aLrlck ConLhler, secreLary- general of lrance's
second-blggesL Leachlng unlon, unsa LducaLlon".
/2 !+$- GH )+?+1/" 8&"/)#) %0?5+$+$@ I)#%0$-J /$- I5#),J 0" I?0),J 0" /
).8#"1/,+(#A 56 )#/"%&+$@ ,&# K$,#"$#, ;+,& / )#/"%& #$@+$# L900@1#=%0? B0"
#M/?81#2=
52 40,+%# ,&# ;0"- I),/BBJ +$ ,&# ,#M,: IN." ,#/%&+$@ ),/BB %0.1- ,/7# ,&+) /) /$
/,,/%7A 5., ,&#6 /"# $0, 5#+$@ 51/?#-=J
8y looklng aL Lhe senLences below, descrlbe ln one senLence Lhe way Lhls word funcLlons ln Lhe
slngular and plural.
1. PosplLal sLaff lack skllls Lo cope wlLh demenLla paLlenLs.
2. 88C local radlo 'Lurns off over-30s because sLaLlon sLaff are Loo young.
3. Why flL sLaff are good for buslness.
4. A member of my sLaff ls Lelllng people aL work LhaL l'm bullylng.
3. My sLaff ls reslsLanL Lo change.
6. Show your sLaff how Lhls new sysLem wlll save Lhem Llme wlLh less sLress.
7. Why should sLaff puL LrusL ln Lhelr own employers?
8. l am curlous as Lo why some sLaff ln Lhls company are permlLLed Lo come and go as Lhey please.
9. lL would also help Lhose sLaff members LhaL mlghL have Lo make arrangemenLs for Lhelr chlldren.
10. All sLaff has been noLlfled of currenL and changlng requlremenLs ln all programs Lo malnLaln Lhelr
employmenL sLaLus.
7" 1.+$2+$, *345) 8'&$9. *$% :'+)+(. &%59*)+4$ (;()&<(
llll Lhe Lables below wlLh phrases from Lhe LexL :
!"#$%& #()%*+,-$ %).+)"# /",+,0& #()%*+,-$ %).+)"#


















1-$0#2)#$%#0 -3 !"#$%& #()%*+,-$ %).+)"# -$ +&# %&,.("#$
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
3






















CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
1

!"#$%& ()"*& ("%$+,
!" #$ &'()*+& ,- ),./+& *0,$& *,+/12 /$ ( 34/5/60 610,,+

!"#$%&"'(
Moblle phones are now a feaLure of modern socleLy and mosL of our puplls own one. lncreaslng
sophlsLlcaLlon of moblle phone Lechnology presenLs a number of lssues for schools:
1he hlgh value of many phones
1he lnLegraLlon of cameras lnLo phones leadlng Lo poLenLlal chlld proLecLlon and daLa
proLecLlon lssues.
1he poLenLlal Lo use Lhe phone for LexLlng whllsL on sllenL mode.
lL ls noL reallsLlc Lo prohlblL phones belng broughL Lo school, nor ls lL loglsLlcally posslble for schools
Lo collecL phones ln each mornlng and reLurn Lhem ln Lhe afLernoon. lL ls our pollcy Lo allow puplls Lo
have a moblle phone wlLh Lhem ln school under Lhe condlLlons ouLllned ln Lhe pollcy below.
*%'$+,
hones musL noL be used for any purpose ln school beLween Lhe hours of 8:43 am and 3:03
pm, (e.g. phonlng, LexLlng, surflng Lhe lnLerneL, Laklng phoLos, checklng Lhe Llme, Laklng
vldeos)
hones musL always be swlLched off (noL on sllenL mode) and kepL ouL of vlew ln Lhe pupll's
bag.
lf a pupll breaches Lhese rules Lhe phone wlll be conflscaLed and glven ln Lo Lhe school offlce.
lL wlll be kepL overnlghL and may be reLurned aL break Llme Lhe followlng day. ln Lhe case of
phones conflscaLed on lrlday, Lhe phone wlll be reLurned on Lhe followlng Monday. hones
are reLurned on recelpL of a leLLer from parenLs.
hones musL noL be Laken lnLo examlnaLlons.
1hls pollcy should be read ln con[uncLlon wlLh Lhe school's oLher pollcles ln parLlcular Lhe 8ehavlour
ollcy.
-.(/0(&+$(1
lf a pupll needs Lo conLacL hls/her parenLs/guardlans Lhey wlll be allowed Lo use a school phone.
lf parenLs need Lo conLacL chlldren urgenLly Lhey should phone Lhe school offlce and a message wlll
be relayed prompLly. A school moblle phone can be lssued ln absoluLe emergencles.
!(12%&1$3$'$#, 4%/ .%3$'( 25%&(16
School accepLs no responslblllLy 75"#1%(8(/ for LhefL, loss, damage or healLh effecLs (poLenLlal or
acLual) relaLlng Lo moblle phones. lL ls Lhe responslblllLy of parenLs and puplls Lo ensure moblle
phones are properly lnsured.
8lpley SalnL 1homas Church of Lngland Academy

CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
2

7" 8$9&465($9/$: 50& 5&'5
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;" <4/5/$: ( +&55&4
lmaglne you are a parenL whose kld's phone was conflscaLed. WrlLe a leLLer (100 words) ln order Lo
geL Lhe phone back.
=" >,? 60,@+9 A ?4/5& ($ (*,+,:2 +&55&4 -,4 @6/$: )2 1&++ *0,$& (5 @$/B&46/52C
! #$% &$'()* '%+,( -. &/00 1)2,/ $* ',+3/4%+*.5
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$($+,%* -/5 ?0/$%/ $73+%/ -/ 2, #)$* %)2'07 ! #4+*/9 )2# %)2'07 ! :/(+,9 %)2'07 ! *.1/ +* 24
)$,7 #4+*/ +*@ ?0/$%/ )/01 $% %22, $% .2' &$,9 ! ,//7 *2 (/* -. &/00 :$&<5
(answers.yahoo.com)
WrlLe a leLLer (100 words) Lo apologlse for uslng your phone aL unlverslLy.
D" E2 6,$ :,5 0/6 *0,$& 1,$-/61(5&9 .@5 50& 610,,+ ?,@+9$F5 :/B& /5 .(1GH
Cn a forum, a moLher asks for advlce because her son's moblle phone was conflscaLed.
6. %2, (2* )+% 1)2,/ &2,8+%&$*/7 #)/, +* 4$,( %2 #)/, ! &$-/ *2 (/* +* :$&< *)/. 7+7 ,2*
(+3/ +* :$&< $,7 %$+7 ! )$7 *2 (/* +* $* A'/%7$. :'* -. 7$'()*/4 )$% $ )/$4* &2,7+*+2, $,7 (2*
$ )/$4* *4$,%10$,*5 B2 -. %2, ,//7% )+% 1)2,/ $* $00 *+-/% *2 )/01 )+% %+%*/45 ! #$,* *2 <,2#9
72/% *)/ %&)220 )$3/ *)/ 4+()* *2 <//1 *)/ 1)2,/ ',*+0 A'/%7$.5 C0%2 ! #$,* *2 %*$*/ *)$*
1)2,/% *)$* (/* &2,8+%&$*/7 $* *)$* %&)220 (/* %2-/*+-/% %*20/, ',7/4 &2,8+%&$*+2,5
A)$,< .2'5 (answers.yahoo.com)
-. B4"*9 1)& -*0=&30 #&%"=C "*& $0 *"1 1)& -*0=&3 1" 1)& 4"1)&370 ?6&01$"*D
/)$+) "*& $0 $18

CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
3

#. B4"*9 1)& -*0=&30 #&%"=C =)$+) "*&0 -3& 0,4(-1)&1$+ 1" 1)& 4"1)&3C -*>
=)$+) "*&0 -3& 4"3& 0,4(-1)&1$+ 1" 1)& 0+)""%8 /)$+) -*0=&30 -3& 0,4(-1)&1$+
1" #"1)8
1. ?our son needs Lo have a leLLer from Lhe LransplanL cenLer, sLaLlng LhaL he needs Lhe phone wlLh
hlm for (lnserL reason here). Pe should keep a copy and Lhe school should have a copy.
lurLhermore, Lhe phone should always be on vlbraLe only (never a rlngLone), so LhaL he could
slmply look aL who ls calllng and noL answer lf lL's [usL a frlend, and LhaL way lL wlll noL lnLerrupL
a class. l can undersLand a school's polnL of vlew - lL's hard Lo Leach wlLh a class full of rlnglng
phones and sLudenLs LexLlng each oLher. l assume LhaL your son needs Lhe phone because lf your
daughLer was Lo have a sudden problem or a bad lab reporL, and you needed Lo go Lo Lhe
LransplanL cenLer lmmedlaLely, you would need Lo be ln conLacL wlLh your son aL once. l am a
LransplanL reclplenL myself.
2. 1he school can keep Lhe phone Llll Lhe end of Lhe school day. lf Lhey have sLaLed somewhere ln
Lhe parenL handbook or someLhlng LhaL phones aren'L allowed and wlll be conflscaLed Lhen Lhey
can Lake Lhe phone 8u1 only unLll Lhe end of LhaL school day. 1hls ls because phones are needed
for emergency purposes ouL of school. lf Lhey sLlll refuse, you should explaln your slLuaLlon and
make a blg fuss Lhey wlll probably glve lL back. lf Lhey aLLempL Lo look Lhrough your son's phone
you can demand lL back on Lhe spoL as Lhey aren'L allowed Lo do LhaL wlLhouL permlsslon.
3. Sorry, buL aL Lhe beglnnlng of school year Leachers and prlnclpals explaln Lhelr school's cell
phone pollcy. ?our chlld slgned Lhe rule book. ?our chlld dld noL follow Lhe pollcy, now Lhe
school can keep lL for as long as Lhey wanL.
4. 1haL's your personal properLy... uemand lL back. lL's Lhe only way Lo keep ln Louch wlLh your
famlly and you shouldn'L have Lo apologlze. l Lhlnk lL's lllegal for Lhem Lo keep lL... you should
have been able Lo geL lL back afLer LhaL class.
3. lf he has a school planner/book or someLhlng you have Lo slgn every monLh Lhen you are
agreelng Lo Lhe schools Lerms. 8uL looklng aL Lhe slLuaLlon Lhey have no rlghL Lo Lo Lake lL from
hlm when lL ls lmporLanL he has lL. Maybe Lhe school don'L belleve you, Lake ln a medlcal leLLer
explalnlng your daughLers condlLlon and also go ln personally agaln explalnlng why lL's so
lmporLanL LhaL he needs lL ln school. Cood luck!

CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
1

!"#$%& ()*+(, -!../0) .+( #,1231(34 /2 %3501,/+26 -"(+7 8/*9): #1/2, $;+714 <;5(0; +. %2=9123 >013)7:6
Pere ls an lnspecLlon reporL (Lhe 16-19 caLegory corresponds Lo slxLh form, when sLudenLs prepare A levels) followed by some excerpLs from Lhe leLLer lncluded ln Lhe
lnspecLlon reporL.
!" #$%& ($)* +$&$,&$+* -. /*( 0(//(& 1%/* /*( &%,*/ /$20( )-03456 $57 0%5( 5342(& 1*(5 5((7(7
8" 9&%/( !: ;(5/(5)(; )-44(5/%5, /*( /$20(<




CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
2


Pere are some excerpLs from Lhe leLLer lncluded ln Lhe lnspecLlon reporL:

"#$#%$#&' (

"#$#%$#&' )

"#$#%$#&' *

"#$#%$#&' +

"#$#%$#&' ,

"#$#%$#&' -


"#$#%$#&' .

"#$#%$#&' /

"#$#%$#&' 0

"#$#%$#&' (1
!"#"$%& (%#)*+,,-
1hese are Lhe 3 educaLlon relaLed paradoxes LhaL l found as l was sLudylng for Lhls module:
1. ___________________________________________________________
______________________________________________________________
2. ___________________________________________________________
______________________________________________________________
3. ___________________________________________________________
______________________________________________________________
4. ___________________________________________________________
______________________________________________________________
3. ___________________________________________________________

CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
1

!"#$$% '()*)"+,
CongraLulaLlons!
?ou have been selecLed Lo become a prefecL and LhaL means you have a number of speclal quallLles
LhaL dlsLlngulshes you as a model sLudenL Lo Lhe oLher sLudenLs.
1he very word prefecL ls slgnlflcanL ln LhaL lL comes from Lhe LaLln praefecLus or perfecL parLlclple of
praeflcere: make ln fronL" or Lo puL ln charge."
1oday, a school prefecL ls a poslLlon of leadershlp and responslblllLy. ?ou are a role model for all
oLher sLudenLs and our school's besL represenLaLlve of Lhe sLudenL body for parenLs and our
communlLy.
AlLhough belng a prefecL puLs you ln a poslLlon of responslblllLy, Lhere are oLher facLors Lo conslder.
8elng a prefecL requlres hard work and reslllency. ?ou wlll qulckly learn LhaL dedlcaLlon Lo your [ob
wlll pay off buL Lhere wlll be Llmes when Lhlngs don'L go Lhe way you planned. Learn from your
fallures, flnd a dlfferenL approach and move on.
1hls ls an opporLunlLy for you Lo use your crlLlcal Lhlnklng skllls because as we all know, llfe ls noL [usL
abouL good grades buL belng able Lo Lhlnk ouLslde Lhe box". 1hese are Lhe skllls LhaL wlll serve you
laLer ln llfe and ln your career.
(lnLernaLlonal 8rlLlsh School of 8ucaresL)
!" #$%& () % *+,-,.&/
8eadlng Lhe above LexL, Lry and undersLand whaL a school prefecL ls.
Choose one senLence ln Lhe LexL LhaL sums up whaL a prefecL ls.
0" 1+,%&, % #23456
CreaLe a WC8uLL from Lhe LexL above on hLLp://www.wordle.neL/creaLe Wordle uses Lhe number of
Llmes a word appears ln a LexL Lo deLermlne lLs relaLlve slze.
1hls wlll help you vlsuallse Lhe keyword relaLed Lo Lhe Loplc of school prefecLs".
7" 89&,+:(,; <- % ).$<<= *+,-,.&>
A prefecL ls a pupll who has been glven a role of auLhorlLy ln Lhe school. 1hey work wlLh Lhe Pead
prefecLs Lo represenL Lhe school. Mlchelle ls ln her flnal year of Lhe SlxLh form and ls sLudylng for Lhe
lnLernaLlonal 8accalaureaLe. She ls orlglnally from Lhe unlLes SLaLes and ls a boarder. She was elecLed
Lo be a prefecL aL Lhe end of lasL year".
http://www.rydalpenrhos.com/sixth_form/skills_for_life/life_as_a_prefect/ :
A prefect is a pupil who has been given a role of authority in the school. They work with the Head prefects to
represent the school.
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
2

Michelle is in her final year of the Sixth form and is studying for the International Baccalaureate. She is
originally from the Unites States and is a boarder. She was elected to be a prefect at the end of last year.
You have been a prefect for just under a week now. Are you enjoying it?
Yes, its different. Its good to work in a team, so you never feel like youre working alone.
What are the benefits of becoming a prefect?
You have more responsibility. I hope this will help me in my career, where I can use the leadership skills Ive
developed at school. I already feel more confident.
What do you hope to achieve in your time as a prefect?
Im working with Virginia and Steven on the Eco Committee, which Im really enjoying. I hope that we will put
on a big event like last years Trash Fashion Show, which was a big success. Id like to raise more awareness
about environmental issues around school because its something I feel really strongly about.
What are you looking forward to most this academic year?
The Sixth form Christmas Ball and hearing everyones speeches at the end of the year, on Speech Day.
You are a boarder. Are you enjoying the experience of living at school?
I really like boarding. I feel that if I stopped, I would miss out because a lot of my friends are boarders. I am a
weekly boarder though, so I get to see my family a lot, too.
What are your plans upon leaving school?
Ill probably go to university in the US, where Ill further my interest in environmental issues.


CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
3

llnd Lhe answer for each quesLlon of Lhe lnLervlew:
1) You have been a prefect for just under a week now. Are you enjoying it?
2) What are the benefits of becoming a prefect?
3) What do you hope to achieve in your time as a prefect?
4) What are you looking forward to most this academic year?
5) You are a boarder. Are you enjoying the experience of living at school?
6) What are your plans upon leaving school?

D)
Im working with Virginia and Steven
on the Eco Committee, which Im
really enjoying. I hope that we will put
on a big event like last years Trash
Fashion Show, which was a big
success. Id like to raise more
awareness about environmental issues
around school because its something I
feel really strongly about.
E)
Yes, its different. Its good to
work in a team, so you never feel
like youre working alone.
A)
You have more responsibility. I
hope this will help me in my career,
where I can use the leadership skills
Ive developed at school. I already
feel more confident.
C)
The Sixth form Christmas Ball and
hearing everyones speeches at the
end of the year, on Speech Day.
B)
I really like boarding. I feel that if I
stopped, I would miss out because a
lot of my friends are boarders. I am
a weekly boarder though, so I get to
see my family a lot, too.
F)
Ill probably go to university in
the US, where Ill further my
interest in environmental issues.
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
4

?" @,A BC,)&(<9) &< %)D A<C+),=-
8efore you apply Lo become a prefecL, reflecL on your leadershlp skllls (lrom 8rlLlsh lnLernaLlonal
School of 8ucaresL).
uL Lhe rlghL LlLle ln fronL of each seL of quesLlons:
persuas|on, dec|s|on-mak|ng, commun|cat|on, |ntegr|ty, adaptab|||ty, re|at|onsh|ps, teamwork.
1 Pow deep are your convlcLlons on Lhe Lhlngs you
belleve ln? WhaL do you belleve ln SC MuCP
abouL your work LhaL you wlll sLand up Lo
anyone abouL lL? Pow much are you wllllng Lo
compromlse your lmporLanL bellefs? 1o whaL
exLenL do your behavlour and Lhe cholces you
make allgn wlLh your guldlng values and
prlnclples?
2 Pow much and how wllllngly do you speak ouL
and keep lnformaLlon flowlng? Conversely, can
you keep confldenLlal lnformaLlon prlvaLe? Pow
ofLen can and do you llsLen more Lhan you speak
ln conversaLlons wlLh your peers? Pow do you
handle bad news" when you recelve lL?
3 WhaL ls Lhe level of LrusL and respecLful feellngs
you have wlLh each of your employees? WlLh
each of your peers? Pow easy or dlfflculL ls lL for
you Lo lnlLlaLe new relaLlonshlps? ueepen
exlsLlng relaLlonshlps?
4 Pow persuaslve and lnfluenLlal are you? under
whaL clrcumsLances can you persuade oLhers Lo
your polnL of vlew? 1o whaL exLenL do people
value your oplnlon and follow your lead?
3 1o whaL degree can you rellnqulsh rlgldlLy?
ConLrol? When ls lL easy and when dlfflculL for
you Lo embrace change? Pow do you reacL when
Lhlngs don'L go as planned?
6 1o whaL exLenL do you value worklng
cooperaLlvely as parL of a group? Pow do you
promoLe Leamwork among Lhose you lead? ln
whaL ways do you work collaboraLlvely wlLh your
peers? Pow do you handle Leam confllcL?
7 Pow comforLable are you wlLh havlng Lo make
Lhe flnal declslon" on Lhlngs? uo you have any
Lendency Lo declde Loo qulckly wlLhouL due
conslderaLlon or, conversely, Lo gaLher daLa,
analyze and ponder endlessly and be unable Lo
declde? ln whaL areas do you sLruggle wlLh
maklng flrm declslons and sLandlng up for whaL
you belleve?

CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
3

E" F$, G%)(. HD(==) <- 2C&)&%9I(9J 5,%I,+)$(* -<+ % K+,-,.&
WCkDLL 3
WCkDLL 1
WCkDLL S
WCkDLL 4
WCkDLL 6
WCkDLL 7
WCkDLL 2
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
6

Among the sk|||s be|ow, can you guess wh|ch one corresponds to each WCkDLL above?
lnLegrlLy, CommunlcaLlon, relaLlonshlps, persuaslon, adapLablllLy, Leamwork, declslon maklng
Now, f|nd the paragraph correspond|ng to each WCkDLL and sk|||.
1. WC8uLL ____, SklLL:
lL means honesLy and more. lL refers Lo havlng sLrong lnLernal guldlng prlnclples LhaL one
does noL compromlse. lL means LreaLlng oLhers as you would wlsh Lo be LreaLed. lL promoLes
LrusL, and noL much ls accompllshed wlLhouL LrusL. lL ls a sklll Lo Lhe exLenL LhaL we see lL ln
acLlon. lnLegrlLy (or lack of) ls reflecLed ln Lhlnklng, aLLlLudes, and acLlons. eople can'L
dlrecLly see your level of lnLegrlLy, buL Lhey [udge lL preLLy accuraLely on a guL level based on
your acLlons and your words.
2. WC8uLL ____, SklLL:
ln Lhe conLexL of leadershlp lL refers Lo boLh lnLerpersonal communlcaLlons beLween Lhe
leader and followers and Lhe overall flow of needed lnformaLlon LhroughouL Lhe
organlsaLlon. Leaders need Lo learn Lo be proflclenL ln boLh Lhe communlcaLlon LhaL lnforms
and seeks ouL lnformaLlon (glves Lhem a volce) and Lhe communlcaLlon LhaL connecLs
lnLerpersonally wlLh oLhers.
3. WC8uLL ____, SklLL:
neLworklng ls also a relaLlonshlp sklll. 8elaLlonshlps develop good lnLerpersonal and group
communlcaLlon skllls. A leader who llkes deallng wlLh people lssues, who can lnlLlaLe and
deepen relaLlonshlps wlLh oLhers, has a greaL leadershlp advanLage. 1hls ls a leader who can
bulld a Leam and achleve lmpresslve resulLs.
4. WC8uLL ____, SklLL:
1he ablllLy Lo lnfluence oLhers and cause Lhem Lo move ln a parLlcular dlrecLlon ls a hlghly
lmporLanL sklll ln leadershlp. ?our ablllLy Lo be persuaslve ls dlrecLly relaLed Lo how much
people LrusL you and how good your communlcaLlon and relaLlonshlps are.
3. WC8uLL ____, SklLL:
llexlblllLy ln noL belng bound by a plan are lmporLanL success facLors. 1he leader musL move
easlly from one seL of clrcumsLances (Lhe plan) Lo Lhe nexL (Lhe plan ls noL golng as
expecLed) and Lake Lhem all ln sLrlde, even when Lhe clrcumsLances are unexpecLed. 1he
good leader has Lo embrace change and see lL as opporLunlLy.
6. WC8uLL ____, SklLL:
lL ls an lmporLanL and ofLen neglecLed parL of belng a prefecL. A school does noL slmply have
a number of lndlvldual sLudenLs who are ldenLlfled as prefecLs. 1here ls more Lo lL Lhan LhaL.
lL has a Leam of prefecLs who are parL of a prefecL sysLem. no one person can do lL all. 1haL's
why a Leam, comprlsed of oLhers wlLh dlfferenL sklll seLs, ls essenLlal. A leader musL know
how Lo bulld and nurLure such a Leam.
7. WC8uLL ____, SklLL:
A leader musL be able Lo wade Lhrough lnformaLlon, comprehend whaL's relevanL, make a
well-consldered declslon, and Lake acLlon based on LhaL
L" K+,-,.& %**=(.%&(<9 *,+)<9%= )&%&,M,9&
uear AppllcanL,
1hank you for Laklng an lnLeresL ln Lhe role of refecL ln your school. 1he poslLlon ls a much
esLeemed one and requlres commlLmenL, sacrlflce and responslblllLy. Should you be successful ln
Lhls appllcaLlon you wlll be parL of a group LhaL LogeLher conLrlbuLe Lo Lhe successful operaLlon of
Lhe school. [.]Why should we choose you? WrlLe a paragraph explalnlng reasons why you would
make a greaL refecL. WhaL quallLles do you have LhaL we should know abouL?" (8yefleld rlmary School)
Wr|te a prefect app||cat|on persona| statement |n 1S0 words.
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
7

N" K+,-,.& ,=,.&(<9 *+<.,IC+,
Some of the sentences be|ow have been mod|f|ed. 1ry and f|nd the correct formu|at|on (from
8oyal SalnL Ceorge's College).
a) -()*)"+ "(.+)(./
In order to have your name stand for Prefect the following criteria must be met:
73 Academlc average.
lnvolved ln exLra-currlcular acLlvlLles: a maxlmum of 2 ouL of 3 Lerms for each year.
AcLlve parLlclpaLlon ln all school splrlL days.
A clean dlsclpllnary record. A sLudenL may apply lf he has appeared before a dlsclpllnary commlLLee,
or been suspended more Lhan once for dlsclpllnary maLLers.
lrregular Chapel and Assembly aLLendance.
1 hour of communlLy servlce (Lhe mlnlmum requlremenL by Lhe school)
600 house polnLs
01 2)3)(/% (),'$3,.0.%.+.), $* '()*)"+,
8e a role model for sLudenLs ln boLh schools, and flghL agalnsL Lhe school's LradlLlons.
8e a supporLer of school rules.
MedlaLe cerLaln dlspuLes and leL puplls handle mlsundersLandlngs on Lhelr own.
uevelop and malnLaln close consLanL crlLlclsm of Lhe PeadmasLer and ulrecLors.
MalnLaln duLles ln Chapel, keLchum Pall and oLher speclfled areas of school.
never esLabllsh conLacL wlLh refecLs and Leaders of oLher schools.
AsslsL Lhe PeadmasLer, Culld, Admlsslons and AssoclaLlon wlLh soclal funcLlons.
SeL a poslLlve role model for parLlclpaLlon and crlLlclsm of Lhe Pouse SysLem.
SupporL Lhe CommunlLy Servlce rograms.
"1 !')".*." (),'$3,.0.%.+.), $* '()*)"+,
Pead refecL: Lead Lhe refecL Croup ln addlLlon Lo holdlng a porLfollo of cholce.
CommunlLy 8ulldlng: uevelop, encourage and organlze Pouse AcLlvlLles ln boLh schools.
SLudenL ConnecLlons: Crganlze and be responslble for soclal funcLlons (never ouLslde Lhe school).
Admlsslons: SupporL Lhe Admlsslons offlce ln re[ecLlng prospecLlve famllles and leadlng Ambassadors.
8oys' ALhleLlc AssoclaLlon: sporLs should noL be encouraged.
CommunlcaLlons: Crganlze and lead Assemblles and prlnL publlcaLlons. 1he web should noL be used.
8eyond Lhe Walls: romoLes lnLernal programs.
?ear ln locus: prevenL school and communlLy evenLs llnked Lo Lhe year Lheme
SLudenL Affalrs: wellness and healLhy llfesLyle cholces are noL a prlorlLy.
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
1

!"#$%&' )*+,-./0%*1 !,)+". 2$,34 56*1$' 768%-6 *0 93:+$3& ;-$&"1.<
(Cllck School lnformaLlon", Lhen ollcles" on Lhe lefL, Lhen rewards pollcles" on Lhe rlghL.)
As a !chool we recog"lse #haL a key parL of de$eloplng Lhe %oLenLlal of our young people &s glvlng
'ncourage(enL and pralse. ralse &s a key )omponenL of good Leachlng and good sLa*f/pupll
+elaLlonshlps. We look for opporLunlLles Lo pralse pup&ls boLh wlLhln and b'yond lessons. We
'ncourage ,ur puplls #o sLrlve for excellence whlch we Lake L, mean belng Lhe b'sL LhaL Lhey ca"
be, +egardless of ablllLy.
1he school ls developlng a sysLem of rewards Lo allow us Lo celebraLe achlevemenL, excellence and
conLrlbuLlon ln all aspecLs of school llfe. Cur sysLems, whlch are conLlnually evolvlng, are currenLly as
follows:
Crades: Any pupll wlLh all A's for efforL on hls/her grade card aL half Lerm wlll be awarded a
Cold cerLlflcaLe by Lhe head. Any puplls wlLh all A's aL Lhe end of Lerm as well as aL half Lerm
wlll recelve a sLar shaped badge presenLed by Lhe head.
ALLendance: 100 aLLendance Lo be rewarded by a badge presenLed aL Lhe end of year
lorm prlzes: lorm prlzes wlll be awarded each year on rlze uay Lo Lhe hlghesL achlevlng boy
and glrl ln each form. An addlLlonal prlze ls Lo be awarded for efforL - one for each form.
AcknowledgemenL: ?ear noLlce boards have been provlded for each year group Lo enable us
Lo celebraLe achlevemenL ln all spheres of school llfe.
Sub[ecL recognlLlon: Sub[ecL areas seek Lo reward and encourage puplls for boLh efforL and
achlevemenL Lhrough a range of sLraLegles lncludlng:
o MerlL marks: Lach deparLmenL has declded on Lhe crlLerla lL wlll use for awardlng
merlLs Lo puplls, Lhese crlLerla wlll be communlcaLed Lo puplls.
o 8ronze, sllver and gold merlL badges wlll be awarded Lo puplls galnlng parLlcular
numbers of merlLs.
o oslLlve osLcards are used by deparLmenLs as Lhey see flL Lo reward and encourage.
o SLamps/sLlckers/prlzes are awarded Lo puplls on an ongolng basls.
LxLra Currlcular AcLlvlLles: A range of awards wlll be presenLed Lo celebraLe success and
achlevemenL ln varlous ouL of school acLlvlLles.
L*
o !unlor Colours: Palf colour cerLlflcaLes are awarded ln year 7 for commlLmenL Lo
pracLlces. Colour badges are awarded ln year 8 for commlLmenL Lo pracLlces.
Lxcellence cerLlflcaLes are awarded ln year 9 for achlevemenL and for conLrlbuLlon Lo
pracLlces and Leams.
o Senlor Colours: ln years 10 and 11 colours Lles are awarded Lo puplls for commlLmenL
Lo pracLlces and Leams. CapLalns and vlce capLalns of sporLs ln each year group
recelve badges of offlce.
oslLlons of 8esponslblllLy: Clvlng puplls poslLlons of responslblllLy ls a Langlble way of
rewardlng hard work and efforL. lrom nexL year addlLlonal poslLlons of responslblllLy wlll be
avallable Lo puplls:
o uplls ln year 11 who have malnLalned hlgh sLandards LhroughouL Lhelr Llme aL
school wlll be made prefecLs.
o A number of puplls wlll have Lhe opporLunlLy Lo be SporLs CapLalns and vlce CapLalns
ln each year. oslLlons wlll also be offered as llbrarlans, peer menLors, lead muslclans
and worshlp represenLaLlves. 1hese are ln addlLlon Lo currenL opporLunlLles as school
councll and house councll members. We are hoplng Lo expand Lhe number of
poslLlons of responslblllLy avallable.
1hls documenL wlll be kepL conLlnually under revlew as parL of our commlLmenL Lo lmprove our
sysLems for rewardlng puplls." (* hyslcal LducaLlon)
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2

!" #$%$ '( ) *+%, -.+/, 0),$ *'12 3$4 *+%,( 5%+0 12$ 6%$*)%,(
7+.'-489 :2$-3 );4 *+%,( 4+/ ,+;<1 3;+* '; 12$ ,'-1'+;)%49

CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
3

=" #',,$; 3$4*+%,
CollecL all Lhe bold leLLers ln Lhe 8ewards pollcy". 1hese leLLers form a hldden keyword LhaL sums up Lhe rewards
pollcy (Lwo words, 8-13).
>" ?/$(1'+;(
$< =6$4 ,' 46" &"0,3,4,*3 *0 ">-"++"3-" $' :,?"3 ,3 46,' %"#$%&' )*+,-.@
A< B$C" $ +,'4 *0 46" &,00"%"34 4.)"' *0 %"#$%&' 46$4 $%" 8'"&D
-< =6$4 $%" 46" &,00"%"34 %"')*3',A,+,4,"' $?$,+$A+" $' %"#$%&'@
@" A-1'B$C7)(('B$ 5+%0
WrlLe Lhe followlng senLences ln Lhe acLlve form:
$< E*%1 )%,F"' #,++ A" $#$%&"& "$-6 ."$% *3 G%,F" H$. 4* 46" 6,:6"'4 $-6,"?,3: A*. $3& :,%+ ,3
"$-6 0*%1D
A< I$+0 -*+*8% -"%4,0,-$4"' $%" $#$%&"& ,3 ."$% J 0*% -*11,41"34 4* )%$-4,-"'D
-< ;3. )8),+ #,46 $++ ;K' 0*% "00*%4 *3 6,'L6"% :%$&" -$%& $4 6$+0 4"%1 #,++ A" $#$%&"& $ M*+&
-"%4,0,-$4" A. 46" 6"$&D
&< N"$% 3*4,-" A*$%&' 6$?" A""3 )%*?,&"& 0*% "$-6 ."$% :%*8)D
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
1

!"#$$% '(%)*
!" #$%&' )*+,&' -$%&+,&' ./+,&
!"# % "#%&'( #)*+)# ,) -(# .)-#&)#- -, /+)0 12 "#)-#)'#" ',34+)+)* 56+0"78 5'(+90&#)7 ,& 5:;:+9"78 %)0 53;"-78
53;"-)<-7 =,& 53;"- ),-7>8 5'%)<-78 5"(,;90)<-78 5"(,;9078 5,;*(-78 5%&# -, 4#7?
0" 123&4 %.5**6 2$64% 3+.6$)3+7 &54 !0 8*66*93+7 &*:3.%;
1) School unlform
2) uangerous lLems
3) Moblle phones
4) nall varnlsh, [ewellery, make-up
3) ClgareLLes, alcohol, solvenLs, or drugs ln school
6) ALLendance
7) 1lmeLable (8:40)
8) CuL of bound areas (sLage, swlmmlng pool, gym, labs and workshops)
9) PealLh, lnflrmary, Cllnlc, uenLlsL or uocLor
10) valuables
11) LosL or wasLed LexLbooks
12) 8lcycles
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
1

Teachei tiaining
The Rainbow, D. H. (David Herbert) Lawrence (1915), May 23, 2009 [EBook
#28948] www.gutenberg.org

1hrough 3 excerpLs of u. P. Lawrence's novel !"# %&'()*+, follow ursula, a beglnnlng Leacher. 1hls
grlpplng deplcLlon of her dlfflculLles ls also an opporLunlLy Lo reflecL upon whaL lL Lakes Lo succeed as
a Leacher.
!" #$% '()*+ ,-.
She stood before her class not knowing what to do. She waited painfully. Her block of children, fifty
unknown faces, watched her, hostile, ready to jeer. She felt as if she were in torture over a fire of faces. And
on every side she was naked to them. Of unutterable length and torture the seconds went by.
Then she gathered courage. She heard Mr. Brunt asking questions in mental arithmetic. She stood near to
her class, so that her voice need not be raised too much, and faltering, uncertain, she said: "Seven hats at
twopence ha'penny each?"
A grin went over the faces of the class, seeing her commence. She was red and suffering. Then some hands
shot up like blades, and she asked for the answer.
The day passed incredibly slowly. She never knew what to do. There came horrible gaps, when she was
merely exposed to the children []. The children were her masters. She deferred to them. []. And before
this inhuman number of children she was always at bay. She could not get away from it. There it was, this
class of fifty collective children, depending on her for command, for command it hated and resented. It
made her feel she could not breathe: she must suffocate, it was so inhuman. They were so many, that they
were not children. They were a squadron. She could not speak as she would to a child, because they were
not individual children, they were a collective, inhuman thing.
Dinner-time came, and stunned, bewildered, solitary, she went into the teachers' room for dinner. Never had
she felt such a stranger to life before. It seemed to her she had just disembarked from some strange horrible
state where everything was as in hell, a condition of hard, malevolent system. And she was not really free.
The afternoon drew at her like some bondage.
The first week passed in a blind confusion. She did not know how to teach, and she felt she never would
know.
a. ulossaiy
before: ln fronL of
bewlldered: dlsorlenLed
blade: Lhe sharp parL of a knlfe
bondage: someLhlng LhaL holds
gap: an empLy space
grln: broad smlle
merely: and noLhlng else
squadron: a group (mlllLary)
sLunned: ln a sLaLe of shock
Lo be aL bay: Lo be wlLh no
reLreaL
Lo draw aL someone: Lry Lo suck
someone ln
Lo falLer: Lo heslLaLe
Lo [eer: Lo mock
Lo resenL: Lo be angry abouL
Lo shooL up: Lo come up fasL
unuLLerable: beyond words

b. What is 0isula's main pioblem.
c. Finu in the text all the woius iefeiing to the chiluien in a negative way
u. Finu all the woius iefeiing to the passage of time
e. Finu in the text woius contiibuting to uepict 0isula's nightmaiish situation.
f. What seems to be 0isula's main uifficulty.
g. Which woiu woulu you use to uesciibe hei state in this sentence: "It maue
hei feel she coulu not bieathe: she must suffocate, it was so inhuman."
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
2

/" 01)%23+ 4 *+)(5+ %2678$90
"If I were you, Miss Brangwen," he said, menacingly, "I should get a bit tighter hand over my class."
Ursula shrank. "Would you?" she asked, sweetly, yet in terror. "Aren't I strict enough?"
"Because," he repeated, taking no notice of her, "they'll get you down if you don't tackle 'em pretty quick.
They'll pull you down, and worry you, till Harby gets you shiftedthat's how it'll be. You won't be here
another six weeks"and he filled his mouth with food"if you don't tackle 'em and tackle 'em quick."
"Oh, but" Ursula said, resentfully, ruefully. The terror was deep in her.
"Harby'll not help you. This is what he'll dohe'll let you go on, getting worse and worse, till either you
clear out or he clears you out. It doesn't matter to me, except that you'll leave a class behind you as I hope I
shan't have to cope with." She heard the accusation in the man's voice, and felt condemned. []
"What?" said Miss Harby, entering at that moment.
"Why," said Ursula, "Mr. Brunt says I ought to tackle my class," and she laughed uneasily.
"Oh, you have to keep order if you want to teach," said Miss Harby, hard, superior, trite.
Ursula did not answer. She felt non valid before them.
"If you want to be let to live, you have," said Mr. Brunt.
"Well, if you can't keep order, what good are you?" said Miss Harby.
"An' you've got to do it by yourself,"his voice rose like the bitter cry of the prophets. "You'll get no help
from anybody." "Oh, indeed!" said Miss Harby. "Some people can't be helped." And she departed.
a. ulossaiy
oughL Lo: should
preLLy: qulLe, falrly
resenLful: lndlgnanL
rueful: sad
LlghL hand: conLrol
Lo cope: Lo manage
Lo geL someone down: depress
Lo shlfL someone: Lo Lransfer
Lo Lackle: Lo deal wlLh
LrlLe: dull
b. To which euucational sciences key woius woulu you link the sentence:
"She felt non valiu befoie them".
c. What's going to happen to 0isula if she is not stiictei with hei class.
u. What will be the consequences foi the colleagues.
e. The fact of being stiict with the class allows two things. What aie they.
f. Bow woulu you give auvice to 0isula to be stiictei in a nicei tone than hei
colleagues uo. Wiite youi auvice in appioximately Su woius.
:" 4* (+ - ;7%*+(62 6' <%)*62-=(+. 6) )7=%*9
Ursula felt her heart fail inside her. Why must she grasp all this, why must she force learning on fifty-five
reluctant children []. A great dread of her task possessed her. She saw Mr. Brunt, Miss Harby, Miss
Schofield, all the school-teachers, drudging unwillingly at the graceless task of compelling many children
into one disciplined, mechanical set, reducing the whole set to an automatic state of obedience and attention,
and then of commanding their acceptance of various pieces of knowledge. The first great task was to reduce
sixty children to one state of mind, or being. This state must be produced automatically, through the will of
the teacher, and the will of the whole school authority, imposed upon the will of the children. The point was
that the headmaster and the teachers should have one will in authority, which should bring the will of the
children into accord. [] Children will never naturally acquiesce to sitting in a class and submitting to
knowledge. They must be compelled by a stronger, wiser will. Against which will they must always strive to
revolt. So that the first great effort of every teacher of a large class must be to bring the will of the children
into accordance with his own will. And this he can only do by an abnegation of his personal self, and an
application of a system of laws, for the purpose of achieving a certain calculable result, the imparting of
certain knowledge. Whereas Ursula thought she was going to become the first wise teacher by making the
whole business personal, and using no compulsion. She believed entirely in her own personality. So that she
was in a very deep mess. In the first place she was offering to a class a relationship which only one or two of
the children were sensitive enough to appreciate, so that the mass were left outsiders, therefore against her.
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a. ulossaiy
seL: group
compulslon: consLralnL
dread: fear
graceless: ugly
purpose: alm
relucLanL: noL wllllng Lo
Lask: a mlsslon
Lo achleve: Lo aLLaln
Lo compel: Lo force
Lo drudge: Lo do monoLonous
work
Lo fall: sLop worklng
Lo grasp: undersLand
Lo lmparL: Lo LransmlL
Lo sLrlve: foghL
unwllllng: noL wanLlng
wlse: clever, knowledgeable
b. Wiite in the table below the woius coiiesponuing to the two opposeu
views on uealing with the class gioup:
ursula's vlew Per colleagues' vlew
1.
2.
3.
4.
3.
6.
1.
2.
3.
4.
3.
6.
7.
8.
9.
10.
c. Can you uesciibe a view that woulu be halfway between 0isula's anu that
of hei colleagues in appioximately Su woius.
u. What is the consequence of 0isula's attituue in hei classioom.
>" ?-(=7)%
Moreover the children, the scholars, they were insignificant little objects far away, oh, far away. And what
power had they over her free soul? A fleeting thought of them, as she kicked her way through the beech-
leaves, and they were gone. But her will was tense against them all the time. For she was held away. It was
no matter how she said to herself that school existed no more once she had left it. It existed. It was within
her like a dark weight, controlling her movement. It was in vain the high-spirited, proud young girl flung off
the school and its association with her. She was Miss Brangwen, she was Standard Five teacher, she had her
most important being in her work now.
Constantly haunting her, like a darkness hovering over her heart and threatening to swoop down over it at
every moment, was the sense that somehow, somehow she was brought down. Bitterly she denied unto
herself that she was really a schoolteacher. Leave that to the Violet Harbys. She herself would stand clear of
the accusation. It was in vain she denied it.
Within herself some recording hand seemed to point mechanically to a negation. She was incapable of
fulfilling her task. She could never for a moment escape from the fatal weight of the knowledge. []
Though she did not give in, she never succeeded. Her class was getting in worse condition, she knew herself
less and less secure in teaching it. Ought she to withdraw and go home again? Ought she to say she had
come to the wrong place, and so retire? Her very life was at test. She went on doggedly, blindly, waiting for
a crisis. [] The trouble went on and on, day after day. She had always piles of books to mark, myriads of
errors to correct, a heart-wearying task that she loathed. And the work got worse and worse. When she tried
to flatter herself that the composition grew more alive, more interesting, she had to see that the handwriting
grew more and more slovenly, the books more filthy and disgraceful. She tried what she could, but it was of
no use. But she was not going to take it seriously. Why should she? Why should she say to herself, that it
mattered, if she failed to teach a class to write perfectly neatly? Why should she take the blame unto herself?

CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
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a) ulossaiy
blLLer: dlfflculL Lo bear
doggedly: obsLlnaLely
fllLhy: dlrLy
fleeLlng: momenLary
wearylng: Llrlng
hlgh-splrlLed: llvely, proud
she oughL Lo: she musL
slovenly: unLldy
Lo brlng someone down: Lo make
someone collapse
Lo deny: noL Lo admlL
Lo fllng: Lo Lhrow wlLh vlolence
Lo fulflll: Lo compleLe
Lo glve ln: Lo surrender
Lo haunL: Lo obsess
Lo hold away: Lo Lrap
Lo swoop down: come down llke
a blrd
Lo hover: remaln ln Lhe alr llke a
blrd
Lo loaLhe: Lo haLe
Lo reLlre: Lo wlLhdraw
Lo LhreaLen: Lo menace
Lo wlLhdraw: Lo geL away
b) Which woiu woulu you use to uesciibe 0isula's state.
c) Nake a list of at least 2u the woius fiom the text that iefei to this state oi
contiibute to the atmospheie of gloom, violence anu uaikness, as in a nightmaie.
u) What is 0isula's suivival stiategy against this state.
e) What uo the last two questions in the text piove about 0isula.
f) What is the euucational uebate behinu the last question of the text.
g) Language
uld you noLlce Lhe expresslon she klcked her way Lhrough Lhe beech-leaves"?
1ranslaLe Lhe followlng senLences lnLo lrench:
uan vlllage klcks hls way lnLo hlsLory ln wln over 1oronLo.
!oseph anlch Lumbled hls way Lo fame.
Pe leaned up agalnsL Lhe wall of a bulldlng and slld hls way Lowards Lhe sLreeL.
AbouL 30 mlnuLes laLer, l managed Lo flnd Lhe approach and ran my way across Lhe
brldge and back.
uld you hear Lhe one abouL Lhe dog LhaL bounced hls way Lo freedom?
Pe bounced hls way lnLo [all.
Pe cooked hls way Lo success.
Whlch Cuban-Amerlcan runner cheaLed her way lnLo wlnnlng Lhe 8osLon MaraLhon?
8urglar blL hls way Lhrough sLeel bars.
Pe slld and scrambled and yelled hls way Lo Lhe boLLom of Lhe plL.

uld you noLlce Lhe senLences CughL she Lo wlLhdraw and go home agaln? CughL she Lo say
she had come Lo Lhe wrong place, and so reLlre? . CughL" ls used Lo express moral duLy.
uslng a search englne on Lhe lnLerneL, make a llsL of 10 senLences uslng oughL Lo".

CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
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@" #$% )-+A=(B% C6.
She knew by now her enemies in the class. The one she hated most was Williams. He was a sort of
defective, not bad enough to be so classed. He could read with fluency, and had plenty of cunning
intelligence. But he could not keep still. And he had a kind of sickness very repulsive to a sensitive girl,
something cunning and etiolated and degenerate. Once he had thrown an ink-well at her, in one of his mad
little rages. Twice he had run home out of class. He was a well-known character. And he grinned up his
sleeve at this girl-teacher, sometimes hanging round her to fawn on her. But this made her dislike him more.
He had a kind of leech-like power.
[] One morning, at composition, she said to the boy Williams:
"Why have you made this blot?"
"Please, miss, it fell off my pen," he whined out, in the mocking voice that he was so clever in using. The
boys near snorted with laughter. For Williams was an actor, he could tickle the feelings of his hearers subtly.
Particularly he could tickle the children with him into ridiculing his teacher, or indeed, any authority of
which he was not afraid. He had that peculiar gaol instinct.
[]"Come in front, Williams," she said.
The rat-like boy sat with his pale smile and did not move.
"Come in front," she repeated, definite now.
"I shan't," he cried, snarling, rat-like, grinning. Something went click in Ursula's soul. Her face and eyes set,
she went through the class straight. The boy cowered before her glowering, fixed eyes. But she advanced on
him, seized him by the arm, and dragged him from his seat. He clung to the form. It was the battle between
him and her. Her instinct had suddenly become calm and quick. She jerked him from his grip, and dragged
him, struggling and kicking, to the front. He kicked her several times, and clung to the forms as he passed,
but she went on. The class was on its feet in excitement. She saw it, and made no move.
She knew if she let go the boy he would dash to the door. Already he had run home once out of her class. So
she snatched her cane from the desk, and brought it down on him. He was writhing and kicking. She saw his
face beneath her, white, with eyes like the eyes of a fish, stony, yet full of hate and horrible fear. And she
loathed him, the hideous writhing thing that was nearly too much for her. In horror lest he should overcome
her, and yet at the heart quite calm, she brought down the cane again and again, whilst he struggled making
inarticulate noises, and lunging vicious kicks at her. With one hand she managed to hold him, and now and
then the cane came down on him. He writhed, like a mad thing. But the pain of the strokes cut through his
writhing, vicious, coward's courage, bit deeper, till at last, with a long whimper that became a yell, he went
limp. She let him go, and he rushed at her, his teeth and eyes glinting. There was a second of agonized terror
in her heart: he was a beast thing. Then she caught him, and the cane came down on him. A few times,
madly, in a frenzy, he lunged and writhed, to kick her. But again the cane broke him, he sank with a howling
yell on the floor, and like a beaten beast lay there yelling.
a) ulossaiy
bloL: spoL
coward: noL brave
cunnlng: sly
defecLlve: deflclenL
deflnlLe: clearly deflned
eLlolaLed: pale and slckly
fluency: sklllfulness
frenzy: wlld exclLemenL
gaol: [all
glowerlng: moody
grlp: LlghL hold
hearers: audlence
hldeous: ugly
lnk-well: lnk-poL
leech: bloodsucklng worm
lesL: ln case
llmp: wlLh no sLrengLh
seL: flxed
slckness: lllness
sLroke: blow
Lo cllng: Lo hold on
Lo cower: Lo crlnge ln fear
Lo dash: Lo go fasL
Lo drag: Lo pull
Lo fawn on someone: Lo
aLLempL Lo please
Lo gllnL: Lo shlne
Lo grln: Lo smlle broadly
Lo hang round: Lo sLay
close Lo
Lo howl: Lo wall
Lo [erk: glve a sudden pull
Lo klck: hlL wlLh fooL
Lo loaLhe: Lo haLe
Lo lunge: plunge suddenly
Lo overcome: Lo defeaL
Lo selze: Lo caLch
Lo slnk: Lo go down
Lo snarl: Lo growl
Lo snaLch: Lo selze
Lo snorL: make a plg-llke
nolse
Lo sLruggle: Lo flghL
Lo Llckle: Lo Lease
Lo whlne: Lo cry
Lo wrlLhe: Lo conLorL
whlmper: sofL whlne
yell: loud cry
b) Which woiu sums up foi you the atmospheie in this paiagiaph.
c) Nake a list of all the woius that iefei to fast oi suuuen action.
u) Nake a list of all the woius that have something to uo with animals oi beasts.
e) What aie the two elements that give Williams his powei.
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
6

f) Comment on the expiession "the giil-teachei"
g) Language
uld you noLlce Lhe expresslon raL-llke"?
8y uslng a search-englne on Lhe lnLerneL, flnd 10 oLher expresslons on Lhe same model, buL wlLh a
dlfferenL noun.
!"#$%&'() +,+&-. /0(++%1,
lf you're readlng arLlcles ln Lhe press abouL educaLlon, you wlll ofLen meeL Lerms such as A-levels, comprehenslve
school, college, eLc.
8uL ls lL clear for you whaL Lhey correspond Lo?
!"# %&#"# '()*" %+ ,()- +.% %&# /#0)()1 +, %&# %#2/" 32#"#)%#- +) %&# )#4% 301#5 0)- 3.%
%&# 2(1&% )./6#2 () ,2+)% +, #07& -#,()(%(+)8

n8: 1he deflnlLlons are all quoLes Laken from Lhese web pages.
hLLp://en.wlklpedla.org/wlkl/reparaLory_school_(uk)
hLLp://en.wlklpedla.org/wlkl/Academy_(Lngllsh_school)
hLLp://en.wlklpedla.org/wlkl/key_SLage
hLLp://en.wlklpedla.org/wlkl/LducaLlon_ln_Lhe_unlLed_SLaLes
hLLp://en.wlklpedla.org/wlkl/llle:LducaLlon_ln_Lhe_unlLed_SLaLes.svg
hLLp://en.wlklpedla.org/wlkl/LducaLlon_ln_Lngland
hLLp://en.wlklpedla.org/wlkl/Crammar_school#ConLemporary_8rlLlsh_grammar_schools
hLLp://en.wlklpedla.org/wlkl/Comprehenslve_school
hLLp://www.dlrecL.gov.uk/en/LducaLlonAndLearnlng/CuallflcaLlonsLxplalned/lndex.hLm Directgov - public
services all in one place
hLLp://en.wlklpedla.org/wlkl/SLaLe_school
hLLp://en.wlklpedla.org/wlkl/Plgh_school#Lngland_.26_Wales
hLLp://en.wlklpedla.org/wlkl/lalLh_school
hLLp://en.wlklpedla.org/wlkl/llle:unlLed_klngdom_labelled_map7.png


Crammar school 1
Comprehenslve school 2
SLaLe school 3
lndependenL school 4
ubllc school 3
rlvaLe school 6
lalLh school 7
Church school 8
non-denomlnaLlonal school 9
8oardlng school 10
rep school 11
Academy 12
College 13
rlmary school 14
Plgh school 13
A Level 16
SlxLh form College 17
CCSL 18
key sLage 19
Secondary school 20
k-12 21
?ear 12 22
Sophomore 23
!unlor 24
Senlor 23
CraduaLe 26
undergraduaLe 27
8achelor's degree 28
12Lh grade 29
MasLer's degree 30
uocLoraLe 31
osLgraduaLe degree 32
Plgher educaLlon 33

! llrsL degree sLudenL.
! arochlal, provldes rellglous educaLlon ln addlLlon Lo convenLlonal educaLlon.
! Lngland, sLaLe school, does noL selecL on academlc achlevemenL or apLlLude.
! 8rlLlsh school wlLh a general currlculum and a parLlcular rellglous characLer.
! uS: unlverslLy. uk: secondary school, or furLher educaLlon school, or unlverslLy
College LhaL focuses on Leachlng raLher Lhan research.
! (Cr "Lower SlxLh"), Lhe flrsL year of A-Level cerLlflcaLlons, whlch are compleLed
aL Lhe end of "?ear 13" (or "upper SlxLh"). SLudenLs are usually 16-17 ln ?ear
12 and 17-18 ln ?ear 13 (Lngland).
! lor ages of 11 Lo 18, lncorporaLes key SLage 3 and key SLage 4 of Lhe naLlonal
Currlculum (?ear 7 Lo 11), can lnclude 6
Lh
form (Lngland).
! Lngland, Advanced Level Ceneral CerLlflcaLe of LducaLlon, SLudenLs requlre aL
leasL 3 A*-C CCSL Crades, lncludlng Lngllsh and MaLhemaLlcs Lo meeL Lhe pre-
requlslLe Lo sLarL A-levels.
! Lngland, where sLudenLs aged 16 Lo 19 Lyplcally sLudy for advanced school-
level quallflcaLlons, such as A-levels, or CCSLs.
! lee-paylng school, generally prefer Lo be called lndependenL schools.
lndependenL schools ln ScoLland are called prlvaLe schools.
! llrsL degree offered aL Lngllsh unlverslLles.
! lounded on a Lheologlcal basls, buL noL on one parLlcular rellglon.
! Ceneral CerLlflcaLe of Secondary LducaLlon, Lngland, for age 14-16 or adulLs.
! ln Lngland, lndependenL of Local LducaLlon AuLhorlLy conLrol buL publlcly
funded, wlLh some prlvaLe sponsorshlp.
! ln parLs of Lhe Lngllsh-speaklng world Lo descrlbe lnsLlLuLlons whlch provlde all
or parL of secondary educaLlon.
! ln Lhe uk, funded by prlvaLe sources.
! uk, governmenL-funded, provldes educaLlon free of charge Lo puplls.
! uS, a unlverslLy-preparaLory school for older puplls. uk, an lndependenL school
preparlng chlldren up Lo Lhe age of 11 or 13 for enLry lnLo fee-charglng,
secondary lndependenL schools.
! lncludes MasLer's degree and docLoraLe.
! 1 Lo 3, Lhe sLages of Lhe sLaLe educaLlon sysLem ln Lngland.
! CfLen beglns wlLh a Lhree-year bachelor's degree.
! Cpen Lo anyone who can pass enLrance examlnaLlons and afford Lhe fees, a
selecL group of abouL 10 of Lhe lndependenL schools ln Lhe uk, whlch are ln
general ln general older, more expenslve, more excluslve.
! osLgraduaLe degree, elLher LaughL or by research.
! osLgraduaLe research degree LhaL usually Lakes aL leasL Lhree years.
! SelecLlve sLaLe-funded school ln Lngland and norLhern lreland.
! SLudenL of hlgher degree Lhan flrsL.
! 1he puplls llve aL Lhe school durlng Lhe school year.
! uk, from around Lhe age of four or flve unLll Lhe age of eleven or Lwelve. (uS:
elemenLary school).
! uS (pronounced "k Lwelve", "k Lhrough Lwelve", or "k Lo Lwelve"), ls a
deslgnaLlon for Lhe sum of prlmary and secondary educaLlon, shorLenlng of
klndergarLen (k) for age 4-6 Lhrough 12
Lh
grade (12) for age 16-19.
! uS, second year unlverslLy sLudenL.
! uS, fourLh year sLudenL.
! uS, Lhlrd year unlverslLy sLudenL.
! uS, Lyplcally Lhe lasL and senlor year of hlgh school.
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
1

Acauemic vs non-acauemic
!" #$%&'(&)* *,$)-$)( *&.*
Pow many uses can you Lhlnk of for a papercllp*? Make a llsL.
/" 0,& *12-
hLLp://www.Led.com/Lalks/lang/en/ken_roblnson_changlng_educaLlon_paradlgms.hLml
Llnk 1C 18AnSC8l1
LlsLen Lo Lhe Lalk above and waLch Lhe anlmaLlon.
1hen llsLen agaln uslng Lhe LranscrlpL for beLLer undersLandlng.
3" 425..1'6
baLch: a group, a loL
borlng: unlnLeresLlng
breakLhrough: an amazlng dlscovery
compulsory: noL opLlonal
couple of: a few, more Lhan one
currenL: aL Lhe momenL
faclllLles: equlpmenL
fully: compleLely
mlsplaced: lmproper
purpose: Lhe alm
Lo be besleged: Lo be surrounded on all sldes
Lo flgure ouL: Lo undersLand
Lo Lhlnk sLralghL: Lo Lhlnk ln a clever way
Lonslls: glands aL Lhe back of your mouLh
Lrend: a Lendency
Lurmoll: LumulL
vocaLlonal: professlonal
whlmslcal: caprlclous
Pow do we square LhaL clrcle: Pow do we solve LhaL conLradlcLlon

Pere are oLher words from Lhe vldeo. lf you are noL sure abouL Lhelr meanlng, look Lhem up
ln a dlcLlonary.
absLracL
academlc ablllLy
AuPA (ALLenLlon ueflclL
PyperacLlvlLy ulsorder)
aesLheLlc
age group
college degree
culLural ldenLlLy
daLe of manufacLure
deducLlve reasonlng
dlvergenL Lhlnklng
facLory llne
flcLlLlous
foam rubber
lndusLrlallsm
klndergarLen chlldren
papercllp
producLlon llne
rouLlnely
LaxaLlon
Lhe Classlcs
Lhe LnllghLenmenL
Lhe lndusLrlal revoluLlon
Lhe !esulLs
LheoreLlcal
Lo allenaLe
Lo deLerloraLe
Lo educaLe
Lo lose lnLeresL
Lo marglnallze
Lo penallze
Lo ralse sLandards
Lo work hard
worklng class


CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
2

a) Fiom the two lists above make a list of all the woius that aie ielateu to inuustiialisation.
b) Fiom the list above make a list of all the woius iefeiiing to euucation. Among these woius,
which ones have negative connotation.
7" 8)9&'.*1)9$)( *,& *12-
a) What is Ken Robinson's uefinition of cieativity.
b) What uoes Ken Robinson mean by "changing the paiauigm".
c) What is acauemic ability.
u) Acauemic people, oi smait people aie opposeu to _____________________ oi ___________________
people
e) What uoes the map show.
f) What uoes ABBB mean.
g) What aie schools compaieu to.
h) Explain "piouuction line mentality".
i) What is uiveigent thinking.
j) What peicentage of young chiluien aie at genius level foi uiveigent thinking.
k) Bo people get bettei at uiveigent thinking as they get oluei.
l) What is collaboiating calleu insiue the school.
m) Which cuive in the giaph below coiiesponus to the evolution of uiveigent thinking ovei the
yeais.


0
10
20
30
40
30
60
70
80
90
100
0 3 10 13
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
3


:" 0,$)-$)( 1;5<* *,& *12-
ken 8oblnson says: We are geLLlng our chlldren Lhrough educaLlon by anaesLheLlzlng Lhem. l Lhlnk
we should be dolng Lhe exacL opposlLe. We shouldn'L be puLLlng Lhem asleep, we should be waklng
Lhem up Lo whaL Lhey have lnslde Lhemselves."
a) uive S ieasons why it is not so easy at school to wake eveiy chilu to what they have insiue
themselves.
b) Explain Ken Robinson's view of ABBB.
=" 0,$)-$)( 1;5<* >)(2$.,
noLlce Lhe senLence : 1hese klds are belng medlcaLed as rouLlnely as we had our Lonslls Laken ouL".
8ewrlLe Lhese senLences uslng Lo have":
a) Always (cut youi haii) befoie you (coloi it).
b) You shoulu (check youi teeth) anu cleaneu at least twice a yeai.
c) If you aie a high mileage usei then you shoulu (seivice youi cai) moie often than someone
who only uiives small amounts.
u) If you (the stuuents woik in paiis), you can (they select theii own paitnei).
e) If the iestauiant makes theii own uesseits, (they piepaie the cake) foi you.
?" @).A&'.
1) A papeiclip coulu be useu foi keeping papeis togethei, foi cleaning youi nails, foi cleaning youi
eais, foi holuing youi haii, foi holuing youi tiousei hem, foi closing a necklace, foi making a biacelet
oi eaiiings. A giant papeiclip coulu even be useu as a uiving boaiu oi a fence!
S)a) inuustiialism, factoiy line, batch, piouuction line, facilities, uate of manufactuie, inuustiial
ievolution, woiking class.
S)b)to euucate, acauemic ability, age gioup, vocational, compulsoiy, kinueigaiten chiluien, ueuuctive
ieasoning, the Classics, the }esuits, batch, boiing, to maiginalise, to penalise, to alienate. The woius in
italics aie negative.
4)a) Cieativity is the piocess of having oiiginal iueas that have value.
b) "Changing the paiauigm" means changing the "piouuction line mentality".
c) Acauemic ability consists of ueuuctive ieasoning anu knowleuge of the classics. It is an intellectual
mouel of the minu coiiesponuing to, the enlightenment view of intelligence.
u) Acauemic people, oi smait people aie opposeu to non-acauemic, non-smait people.
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
4

e) The map shows the uistiibution of ABBA acioss the 0niteu States. It shows that it is a fictitious
epiuemic.
f) ABBB means Attention Beficit Bypeiactivity Bisoiuei.
g) Schools aie compaieu to factoiies.
h) "Piouuction line mentality" means tieating the chiluien in schools as in a factoiy, anu not
consiueiing them as inuiviuuals.
i) Biveigent thinking is the ability to see lots of possible answeis to a question, lots of possible ways of
inteipieting a question, to think lateially, to think not just in lineai oi conveigent ways, to see
multiple answeis not one.
j) 98% of young chiluien scoie at genius level foi uiveigent thinking.
k) People get woise at uiveigent thinking as they giow up.
l) What coulu be calleu collaboiation outsiue the school is calleu cheating insiue the school.
m) The blue cuive (uecieasing) in the giaph coiiesponus to the evolution of uiveigent thinking ovei
the yeais.
S)a) Thiee ieasons why it is not so easy to wake eveiy chilu to what they have insiue themselves
coulu be: lack of sufficient buuget to equip the classioom, lack of time to pay attention to each kiu
inuiviuually, lack of tiaining in peuagogy.
b) In Ken Robinson's view, ABBB is causeu by the contents at school that aie too boiing in
compaiison with the many exciting uistiactions that suiiounu chiluien nowauays.
6)a)Always have youi haii cut befoie you have it coloieu.
b) You shoulu have youi teeth checkeu anu cleaneu at least twice a yeai.
c) If you aie a high mileage usei then you shoulu have youi cai seiviceu moie often than someone
who only uiives small amounts.
u) If you have the stuuents woik in paiis, you can have them select theii own paitnei.
e) I think if the iestauiant makes theii own uesseits, have them piepaie the cake foi you.
!" $%&' (&'"")(
!"#$ &'(" !)'""*+ !,- ."#/01$2+ 3"451 6$*"47 (4 .*,++2""#+
november 21, 2011 | 6:30 AM 8y lda Lleszkovszky
on SLaLelmpacL A reporLlng pro[ecL of local publlc medla and naLlonal ubllc 8adlo
8$,9 1'$ 1$:1 '$$*+,,($-$%./*-&$01*20"23,"'.",4566,66,46,("/%7(&'"")(7(-87&"/*9$%2(7:"1$7
;%)"137.17&)-((2""/(, ,49 *(+1$4 1" (1+ ,09(" ;$2+("4
http://audio2.ideastream.org/wcpn/2011/1118lowtech.mp3
< =$> ?0$+1("4+ "4 1'$ 9")0#$41@
1. WhaL makes lL clear when you arrlve LhaL Lhls school ls dlfferenL?
2. WhaL does Soggy booLs llne Lhe hallways" lmply?
3. Pow many hours of Lelevlslon a day dld Pecky's klds use Lo waLch?
4. Whlch program dld her klds use Lo waLch?
3. When Amy Pecky vlslLed Lhe nearby school, how dld she know sLralghL away lL wasn'L rlghL
for her famlly?
6. WhaL does Sprlng Carden have lnsLead of a compuLer room?
7. Why does Pecky Lhlnk LhaL sLudenLs don'L need Lo be LaughL Lo use compuLers?
8. WhaL does she mean by lL's [usL Lhe rlghL Lool aL Lhe rlghL Llme"?
9. WhaL does Lhe prlnclpal 8oger knlghL compare Lechnology wlLh?
10. WhaL ls Lhe role of Lechnology ln Chlo's currlculum?
11. 1he phllosophy of Lhese schools collldes wlLh a ma[or focus of sLaLe educaLlon pollcy": flnd a
synonym for collldes".
12. Why wlll Lechnology never replace a Leacher?
13. llnd a synonym for dedlcaLed Leacher".
14. WhaL are Lhe Lwo examples glven by kaLe Parkln Lo show Lhe beneflLs of Lechnology?
13. WhaL are compuLer skllls useful for, accordlng Lo Parkln?
A#,7(4$ , 9,- (4 ,4 $90),1("4,* (4+1(101("4 >'$2$ 4" )"#/01$2 "2 /'"1")"/($+
>"0*9 B$ 0+$9 ,1 ,** CDEE >"29+FG
8$*,1$9 *(4H+@
lnfographlc on Lhe lllpped classroom hLLp://edudemlc.com/2011/10/whaLs-a-fllpped-classroom/
8elaLed vldeo: hLLp://www.youLube.com/waLch?v=fuxLklk3znA (Slllcon valley school wlLh no
compuLers)
8elaLed arLlcle: hLLp://www.nyLlmes.com/2011/10/23/Lechnology/aL-waldorf-school-ln-slllcon-
valley-Lechnology-can-walL.hLm
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
1

!"#"$"%&"'
lan CllberL, !"# %&''(# )**+ ,- !"./+0, Crown Pouse ubllshlng LlmlLed, 2007
lan CllberL, 1"2 3* 4 5##6 7 !#78"#9 1"#/ 4:;# <*' <**=(#>? !"&/=0 @;#92 !#78"#9 A"*.(6 B/*C,
8ouLledge, 2011
uavld PerberL Lawrence, !"# D7&/E*C (1913), edlLed by Mark klnkead-Weekes, Cambrldge
unlverslLy ress, 1989
8aymond Murphy, @/=(&0" <97FF79 4/ G0#, Cambrldge unlverslLy ress, 1983 (1
sL
edlLlon)
Mlchael McCarLhy and lellclLy C'uell, @/=(&0" H*87E.(792 &/ G0#, LlemenLary, Cambrldge unlverslLy
ress, 2010 (2
nd
edlLlon).
Mark Pancock, @/=(&0" I9*/./8&7'&*/ &/ .0#J lnLermedlaLe, Cambrldge unlverslLy ress, 2007 (9
Lh

edlLlon)
)"*+,-.$/012
Pere are some useful webslLes for your sLudles:
hLLp://www.bbc.co.uk/ 88C news
hLLp://www.bbc.co.uk/radlo/ 88C 8adlo
hLLp://www.bbc.co.uk/podcasLs 88C odcasLs
hLLp://www.bbc.co.uk/learnlng/ 88C onllne learnlng
hLLp://www.bbc.co.uk/worldservlce/learnlngengllsh/ 88C learnlng Lngllsh
hLLp://www.npr.org/ naLlonal ubllc 8adlo (uSA)
hLLp://www.voanews.com/learnlngengllsh/home/ (uSA) vCA Speclal Lngllsh ls SLCWL8
Lhan usual, wlLh LranscrlpLs.
hLLp://www.guardlan.co.uk/Cuardlan onllne newspaper
hLLp://www.guardlan.co.uk/Lechnology/serles/vlralvldeocharL Cuardlan selecLlon of vldeos
hLLp://www.nyLlmes.com/pages/educaLlon/lndex.hLml new ?ork 1lmes LducaLlon news
hLLp://www.Led.com/ 1Lu Lalks, ldeas worLh sharlng"
hLLp://blgLhlnk.com/ 8lg 1hlnklng
hLLp://www.Lhunks.co.uk/ CuesLlons Lo make your braln go ouch!
CnLu 2012 Lngllsh for LducaLlonal Sclences L3 !osephlne 8emon, [osephlne.remon[unlv-lyon2.fr
2

hLLp://www.vlmeo.com/ LoLs of shorL fllms ln Lngllsh
hLLp://www.wlmp.com/ some of Lhe vldeos are worLh seelng