Read the following text and do the tasks.

OYSTER RIVER MIDDLE SCHOOL

The middle school children are passing through a unique phase of life. The curriculum for these students should be carefully tai­lored to the specific needs of the age level and yet maintain con­tinuity from elementary school to high school. The academic pro­gram, which includes English, mathematics, reading or foreign language, science and social studies is designed to continue the development of basic concepts, skills and attitudes started in the elementary grades. New objectives are introduced that will also be useful in high school, college and life. The Middle School curriculum centers on the learning processes; factual matter is the base for the development of those processes.

The so-called "non-academic" or special area subjects such as art, home economics, industrial arts and music help to ex­pand concepts, skills and attitudes but place greater emphasis on developing sensitivity and interest in the arts.

Physical education and afterschool sports enable middle school students to develop athletically, and provide physical activity.

Informal activities such as student councils, yearbook com­mittee, dances and other afterschool events also contribute to the social development of the middle school child.

Assignments:

1. Look through the text and say what new objectives are introduced in the middle school curriculum.

2. Read the text again writing out all the subjects that are taught at Oyster River Middle School.

3. Speak on the differences between the elementary and middle school grades.

ADDITIONAL READING

It's time you learnt how the American system of higher education works. Read the following text and add some more facts to what you have had.

HIGHER EDUCATION IN THE USA

Out of more than three million students who graduate from high school each year, about one million go on for "higher education." Simply by being admitted into one of the most respected universities in the United States, u high school graduate achieves a degree of success. A college at a leading University might receive applications from two percent of these high school graduates, and then accept only one out of every ten who apply. Successful applicants at such colleges are usually chosen, on the basis of (a) their high school records; (b) recommendations from their high school teachers; (c) the impression they make during interviews at the University; and (d) their scores on the Scholastic Aptitude Tests (SATs).

The system of higher education in the United States is complex. It comprises four categories of institutions:

(1) the University, which may contain (a) several colleges for undergraduate students seeking a bachelor's (four-year) degree and one or more graduate schools to continue in specialized studies beyond the bachelor's degree to obtain a master's or a doctoral degree;

(2) the four-year undergraduate institution – the college – most of which are not part of a University;

(3) the technical training institution, at which high school graduates may take courses ranging from six months to four years in duration and learn a wide variety of technical skills, from hair styling through business accounting to computer programming;

(4) and the two-year, or community college, from which students may enter many professions or may transfer to four-year colleges or universities.

Any of these institutions, in any category, might be either public or private, depending on the source of its funding. There is no clear or inevitable distinction in terms of quality of education offered between the institutions, which are publicly or privately funded. However, this is not to say that all institutions enjoy neither equal prestige nor that there are no material differences among them.

Many universities and colleges, both public and private, have gained reputations for offering particularly challenging courses and for providing their students with a higher quality of education. The great majority are generally regarded as quite satisfactory, A few other institutions provide only adequate education, and students attend classes, pass examinations and graduate as merely competent, but not outstanding, scholars and professionals. The factors determining whether an institution is one of the best or one of lower prestige are quality of teaching faculty, quality of research facilities; amount of funding available for libraries, special programs, etc.; and the competence and number of applicants for admission, i.e., how selective the institution can be in choosing its students. All of these factors reinforce one another.

In the United States it is generally recognized that there are more and less desirable Institutions in which to study and from which to graduate. The more desirable institutions are generally – but not always – more costly to attend, and having graduated from one of them may bring distinct advantages as the individual seeks employment opportunities and social mobility within the society. Competition to get into such a college prompts a million secondary school students to take the SATs every year. But recently emphasis on admissions examinations has been widely criticized in the United States because the examinations tend to measure only competence in mathematics and English. In defense of using the examinations as criteria for admissions, administrators at many universities say that the SATs provide a fair way for deciding whom to admit when they have 10 or 12 applicants for every first-year student seat.

Date: 2015-12-17; view: 984