Базовый курс английского языка - Эккерсли К.Э.
ISBN 5-7871-0174-X
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___a few minutes. 37. That is the first step__getting the matter cleared
___. 38.1 can't use my office________business____present; it is_____repair.
39.1 had never had a lesson________English until I came________London.
40. You don't need to pay________the money you borrowed all___________once.
The repayment can be spread__________a number____years. 41.1 have been
_ England_______' six months but have had lessons only______April. 42. The
motor boat cut the water a terrific speed. 43.1 live quite close
the church; in fact next door it. 44._______the circumstances, I will not
give you any extra work. 45. You could see___________a glance there was
someone home; the house was all lit______________. 46.1 like beef_____done
rather than_____done. 47.____regard_____that business, I don't want to do
anything more________it, but I'll keep__touch____you.
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Qpok 18
Roger's First Day at School
FRIEDA: A short time ago I had a very pleasant weekend at my friend Phyllis Cooper's house. Young Roger, that's Phyllis and Frank Cooper's little boy, had just had his fifth birthday. It was a rather special birthday for him since, as soon as an English child reaches the age of five he must start attending school. I was very interested to hear Frank and Phyllis discussing his education and I thought you might like to hear about it.
MR. PRIESTLEY: I'm sure we shall. I think you will all like to get a little sidelight on English education. Please go on, Frieda.
FRIEDA: Well, it was only after a good deal of thoughtful discussion between Phyllis and Frank Cooper that they had finally decided that Roger should go to his local Primary School. Phyllis, to begin with, would have preferred Roger to go to one of the small "private" schools in the district.
"The fees aren't very high," she had said to her husband, "and he'll mix with much nicer children than he'll meet at the ordinary State Primary School."
"I know the fees aren't high," had been Frank's answer, "but don't forget We have to pay for State schools through our rates and taxes. I don't hold with the idea of paying for the upkeep of a school and then not making use of it. Besides, when you talk about the 'nicer' children at the private school don't you merely mean that their parents have got more money than most people?"
"Perhaps I do, but some of the children at the Primary School don't come from very good homes, do they? I don't want Roger to pick up any bad habits of speech or a lot of bad manners."
Frank laughed. "Let's risk it. You mothers do so want your boys to be nice, clean, well-spoken little creatures, don't you? Personally, I think that if you and I give him an example of good speech and good manners, what he happens to see and hear at school won't really harm him very much. "
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"I'm afraid that argument doesn't hold water," answered Phyllis with a smile. "The things you said this morning when you couldn't find a fresh pair of socks in your drawer weren't exactly examples of polite speech, were they?"
"That's a very unfair remark, my dear," said Frank with a laugh; "but I didn't feel quite as fresh as a daisy first thing this morning." "Besides," said Phyllis, "there's another thing about these State schools: the classes are so large. Mrs. Robinson says they have over forty in a class. Classes are much smaller at the private schools. Isn't that very much better for the children?"
"I'm afraid," replied Frank, "that children of all ages do find themselves in larger classes in State schools than if they went to private schools; but I do know this, that nowadays Infant Teachers in State Primary Schools are very good. I do think they know their job and I believe they work wonders sometimes-even if they do have classes of over thirty. Look here,, why don't you go to the Primary School and have a look round? They'll be quite glad to let you see the school."
So Phyllis and I called to see the Head Teacher of the Infant's - Department and came away quite charmed. We both liked the Head Teacher's enthusiasm and quiet efficiency and above all we liked the teacher who was in charge of the five-year-olds' class. The thirty children in the room were seated in small chairs around a number of low tables. They were all of them very busy and very interested in what they were doing. But when the teacher told them to stop what they were doing they did so with what seemed to me quite unusual rapidity-after all, I thought, there are thirty of them and there aren't any of them a day over five. The friendly conversation that took place gave us both the impression that here was a happy school which Roger would enjoy and in which any habits he learned would certainly be good ones.
The Head Teacher told us that in the Infants' Department the object was to introduce the children to the art of living together and to develop not only the skill of reading and writing and counting but also to train the hands, the body and the imagination. Drawing and painting, dancing in time to the music of the piano, the acting of
