English for Social Educators, BACHELORS, Topic 2 EDUCATION Masaryk University Language Centre at the Faculty of Education, Author: Mgr. Veronika Tománková, Ph.D. (2016), Spring 2018 edited by Mgr. Vavřinová Education Task 1: Education DISCUSSION 1a Discuss the quotes below. Nelson Mandela: „Education is the most powerful weapon which you can use to change the world.“ Jean Piaget: „The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things.“ Oscar Wilde: „Education is an admirable thing, but it is well to remember from time to time that nothing that is worth knowing can be taught.“ (from https://www.brainyquote.com/quotes/quotes/n/nelsonmand157855.html?src=t_education https://www.brainyquote.com/quotes/quotes/j/jeanpiaget751077.html?src=t_education https://www.brainyquote.com/quotes/quotes/o/oscarwilde161644.html?src=t_education) 1b In pairs give your own definition of education. You may want to use the following words and phrases. to become more mature to form important relationships future job to get new knowledge to discover one's strengths and weaknesses freedom to gain new skills to interact with other students 2 Education: SPEAKING AND VOCABULARY 2a What are characteristic features of Czech education. In groups of three complete the mind map below. Ovál: assessment pre-school education Ovál: stages Ovál: Czech education report card Ovál: school facilities Ovál: subjects head teacher language labs information technology 2b Discussion: what do you think are strengths and weaknesses of Czech system of education. 2c Listening – Typical school day Listen to Kate describing a typical school day in Great Britain. Make notes about how her school day is structured (e.g. when it starts, what it starts with, …). https://www.audio-lingua.eu/spip.php?article1715&lang=fr 2d Discuss with your partner. 1 What are the differences and similarities between her school day and a school day of Czech children at secondary school? 2 Would you change anything about the organization of a school day in the Czech Republic? 2e Vocabulary: School subjects – Look at the adjectives and decide which have similar meanings and which are opposites. pointless useful enjoyable trivial dull challenging easy important boring useless interesting hard (adapted from Vocabulary for PET, Cambridge, 2008, U11, p. 50) o Which subject at secondary school did you find challenging? o Which subject at secondary school was enjoyable? o Which subject at primary school did you find useless? Teacher qualities – Which of the following characteristics are the most important in a teacher? patient strict fair friendly confident funny punctual kind organized clever easy-going honest (adapted from Vocabulary for PET, Cambridge, 2008, U11, p. 51) o Which teacher at secondary school was your favourite? Why? 3 Education: READING 3a Reading: read the following, choose the right adjective. Teachers find it more and more difficult to control classes of young pupils, says a report published yesterday. The information from the 100 schools which were involved in the study is not (1) encouraged / encouraging. The report says teachers are feeling (2) disappointed / disappointing not only by students’ results in tests but by the (3) worrying / worried increase in violent behaviour in class and in the playground. “I am worn out at the end of the day; my job is (4) exhausted / exhausting, I can tell you“, complained one teacher. One of the most (5) disturbed / disturbing facts is the use of drugs by yound pupils. Although teachers were not totally (6) surprised / surprising by these facts, parents are (7) worried / worrying; some even described the report as (8) shocked / shocking and asked for immediate action. Pupils who were asked to comment on the report said they did not find school interesting; they blamed teachers for teaching (9) boring / bored lessons. The report is particularly (10) disappointed / disappointing for the Minister of Education who said recently that British education is “ the best in the world“. Taken from: Prodromou, L. (1999). Grammar and Vocabulary for First Certificate with Key, p. 143. Harlow: Longman. 3b Discussion: In pairs discuss the following questions. 1 Do you think that the situation described in the text is relevant for the Czech Republic too? 2 Do you think that children are getting more and more difficult to control at school? 3 Do you think that the pupils should be allowed to read and commenton a report described in the article? 4 Why do you think the Minister of Education is out of touch with reality? Task 2 Education and poverty 2a Discussion: What factors influence student's school performance at various levels of the education system (primary, secondary, tertiary)? Primary: Secondary: Tertiary: 2b In groups of three discuss the statement below. Give reasons for and against the statement using appropriate linking words (but, on the one hand … on the other hand, whereas, however, although, in spite of, in addition to, similarly, in contrast to…) „Poorer children are more likely to achieve good grades than rich children.“ 2c Definitions: match the words and phrases below with their definitions *A LEVEL PLAYING FIELD, BACKGROUND, *CLINGY, COGNITIVE, EMOTIONAL, *FIDGETY, INCOME, PUPILS, *RESTLESS, SOCIAL, *SUCCEED 1 __________________________ = people responding outwardly to their feelings 2 __________________________ = learners who are taught in a class 3 __________________________ = a situation allowing an equal chance for all participants to be successful at something 4 __________________________ = money earned from working 5 __________________________ = people living and interacting with each other 6 __________________________ = the type of family, social position, or culture that soubody comes from 7 __________________________ = making small, quick movements in a nervous way 8 __________________________ = moving about aimlessly, unable to relax or focus on tasks 9 __________________________ = not wanting to be separated from other people, often physically holding on to them or seeking their attention 10 __________________________ = the process of our brains learning, knowing and thinking about information 11 __________________________ = to be successful in something Definitions adapted from http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2011/06/110630_6min_english_pov erty_page.shtml Definitions adapted from: www.macmillandictionary.com ^RECORDING 3 2d Listening: fill in a word/phrase in the gaps. 1 The presenters discuss a new report that examines how _________ can affect education. 2 The report, from the Organisation for Economic Co-operation and Development – or OECD – studies whether there is an inevitable link between ___________________ performance. 3 Children from poorer backgrounds ______________ less well at school than children from richer backgrounds. 4 Professor Yvonne Kelly specialises in how economic factors can influence childhood __________. 5 The research compared levels of family income with the likelihood of children having social and emotional _____________________. 6 The report says that the education systems in some countries help students from poorer backgrounds develop _________________ and motivation to succeed. 7 The most ___________ country in terms of poorer pupils achieving high results is South Korea. 2e Verbs: complete the gaps with the correct forms of the following verbs. ACHIEVE, AFFECT, DO, MAKE, SEPARATE, SHOW 1 The report examines how poverty can __________________________ education. 2-3 An opinion that children from poorer backgrounds __________________________ less well at school __________________________ sense. 4 Surprisingly, students from poorer backgrounds often __________________________ high grades despite their difficult situation. 5 Children from low-income families sometimes __________________________ symptoms of social and emotional difficulties. 6 Clingy children find it hard to __________________________ from their parents. 2f Wordformation: complete the gaps with the words created from the words in brackets. 1-2 People often wrongly think that children from poorer social backgrounds are often __________________________ in terms of access to quality education. A number of organizations is trying to improve this __________________________ situation. (ADVANTAGE, FAVOUR) 3 Surprisingly, children from developing countries do well__________________________ . (ACADEMIC) 4 A lot of talented students are unable to complete their studies because of __________. (POOR) 5 The income of a family could affect whether the children have _________ and _____________ difficulties. (SOCIETY, EMOTION). 6 To fidget means to make small, quick _______________ in a nervous way. (MOVE) 7 Children from poorer backgrounds are more likely tobe fidgety, restless and clingy than their ________________ counterparts. (WELL-OFF) 8 There's a strong link between family income and how well pupils __________at school. (PERFORMANCE). 9 South Korea, Finland, Japan, Turkey and Canada are the most _________ countries in terms of poorer pupils achieving high results. (SUCCESS) Task 3: Literacy TASK 4B TRANSLATION. Study the following phrases. 1 Literacy is an indicator of economic development. = ______________________________________________________________________ 2 Literacy rate in Africa is much lower than in Europe. = ______________________________________________________________________ 3 My grandmother is computer illiterate. = ______________________________________________________________________ 4 Unfortunately, illiteracy is not an issue of a distant past. = ______________________________________________________________________ 5 Children should learn the basics of financial literacy at school. = ______________________________________________________________________ 6 In some countries women are more literate than men. = ______________________________________________________________________ TASK 4C DO NOT CONFUSE literate = gramotný with literal = doslovný. Create one sentence with the word literate in it and one sentence containing the word literal. _____________________________________________________________________ _____________________________________________________________________ ^ ^RECORDING 1 TASK 4D LITERACY IN AFRICA Before you listen to the recording, study the following vocabulary. To get the right definitions, match the numbers in the left column with the letters in the right column. 1 literacy skills A having lower level of living standards, education, health care etc. than most other people 2 to lack access to education B knowing how and being able to read and write 3 disadvantaged C taken, or kept away from a position of power or influence; treated as unimportant 4 disability D to have no money to go to school 5 marginalized E condition of your body or mind (often physical and/or mental injuries, or traumas) that make it more difficult for you to do the things that other people do 6 to transform F to change radically Definitions adapted from: http://www.bbc.co.uk/worldservice/learningenglish/language/wordsinthenews/2009/09/090918_witn_liter acy.shtml TASK 4E LITERACY IN AFRICA Listen to the recording and take as many notes as possible. 4TASK n LITERACY HEROES TASK 5A DICUSSION. In pairs answer the following questions: Who was you favourite book when you were a child? Who were its main characters? What was the story about? Why did you like it then? Do you still like it now? Who is your favourite author/book now? How has your taste in books changed? TASK 5B Before you listen to the recording, study the following vocabulary. To get the right definitions, match the numbers in the left column with the letters in the right column. 1 *bookworm A a person who writes a book 2 author B reason for doing something 3 dyslexia C person who likes to read books and spends a lot of time doing it 4 moral compass D a feeling someone gets that makes them decide what is right or wrong 5 motivation E a medical condition which affects the brain and makes it difficult for someone to read and spell words correctly Definitions adapted from: http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2014/09/140904_6min_literacy.sh tml Definitions adapted from: www.macmillandictionary.com ^ ^RECORDING 2 TASK 5C Listen to the recording and answer these questions. 1 In what context is J.K.Rowling mentioned? 2 In what context is Henry Winkler mentioned? 3 In what context is Pat Winslow mentioned? TASK 5D VERBS. Complete the gaps with the correct forms of the following verbs. INSPIRE, RECOGNIZE, KNOW, REFLECT, TURN 1 What __________________________ us to read? 2 JK Rowling __________________________ for improving people's love of reading. 3 JK Rowling was named a hero for __________________________ a generation of children into readers. 4 Moral compass is a natural feeling someone has that makes them __________________________ what is right and what is wrong. 5 When people were writing, they __________________________ on themselves, on their own behaviour. TASK 5E WORDBUILDING. Complete the gaps with the word “literacy“ or words derived from it. 1 Older workers who do not use the internet at home and are computer __________________________ may find it difficult to find a new job. 2 Computer __________________________ is a very important skill to have in developed country. 3 A scientifically __________________________ person is defined as one who has the ability to describe, explain, and predict natural phenomena. 4 __________________________ rates are very high in some regions of Africa. 5 The expert gives 10 tips how to improve student__________________________. 6 The best age to start school 6a Discussion : Which is the best age to start shool? Do children start school at the same age across Europe? 6b Read the following comments of parents. What is your view? Starting school in a child's fifth year is far too young. Children who are unable to even sit and listen to a story at age four are going to have a lot of problems with any structured learning activities. The UK should take a good look at other European systems, such as Finland's, learn from them and make some changes. Unfortunately, sending children to school as early as we do is just providing a kindergarten for overworked parents at best, and giving the children a poor start in education at worst. We treat school as a kindergarten, not an education. Sue, Wrexham I happily sent my daughter to the local school in Poland at the age of seven and a half. She couldn't read and couldn't write in English or Polish. However once they start in Poland, they start. Now nearly 10 she reads happily in English and Polish. I went at 5 in Scotland, learnt to read, but rarely read for pleasure. It's clear that the schools in the UK are a kindergarten for 19th century factory workers. Paul, Warsaw, Poland Both my kids attend Finnish schools. It is true that kids in Finland start school at 7 but they also attend pre-school at 6 which is usually organised through daycare. Many children can read and do simple arithmetic before they attend school at 7. The norm in Finland is that both parents work and so kids are normally in kindergarten from the age of 3 and during this time there are professionals looking after the children who also make sure that they learn in a play environment. It should also be noted that Finland has a very high proportion of parents that have studied at university which plays a big part in their own childrens' development. These parents spend hours with their children in the evenings and at weekends working through huge amounts of homework. Finnish children start formal schooling 2 years later than children in the UK and spend less hours in the class but we need to remember that there is a lot of learning/teaching done outside of classrooms here in Finland! Michael Hardy, Helsinki, Finland There is a very strong and socially motivated argument for starting school early. Pupils from poorer homes, with parents who are less able to help their learning, might be held behind if they didn't start lessons until six or seven. Anonymous Adapted from: http://news.bbc.co.uk/2/hi/uk_news/education/7234578.stm 6c Answer the following questions according to the text above: 1. How old are the children in England when they start school? 2. UK schools are described as kindergartens for who? 3. How old are children in Finland when they start school? 4. What is the explanation for parents spending worthwhile time with their children? 5. What is the strong argument for starting school early? TASK 6d IS FIVE TOO SOON TO START A SCHOOL? Before you read the text, study the following vocabulary. To get the right definitions, match the numbers in the left column with the letters in the right column. Complete the middle column with the Czech translations of the English words or phrases. English Czech Definition 1 advantage A to see how things or people are similar and how they are different 2 aggression B a result or effect of something 3 beneficial C something that makes one person or thing more likely to be successful than others 4 to compare D an angry feeling that makes you want to attack someone else 5 compulsory E the detailed study of something in order to discover new facts, especially in a university or scientific institution 6 socialization F something which is this has a good effect or influence on someone or something 7 research G sth which is this has to be done because it is given by law or by rules 8 to struggle with H the process in which people, especially children, learn to behave in a way that is accepted by society 9 to overtake I to try hard to do something that you find very difficult 10 consequence J to become better than another person 11 optional K possible to do, but you do not have to do it Definitions adapted from: www.macmillandictionary.com TASK 6e IS FIVE TOO SOON TO START A SCHOOL? Before you read the text, study the expressions below. 1 organization of primary education = _____________________________________________ 2 pre-school education = _____________________________________________ 3 education/educational stardards = _____________________________________________ 4 educational success = _____________________________________________ 5 fixed curriculum = _____________________________________________ 6 the European Union = _____________________________________________ TASK 6f Read the extract of the text IS FIVE TOO SOON TO START A SCHOOL? In pairs create the final paragraph for the text. What heading will you choose? IS FIVE TOO SOON TO START A SCHOOL? Do children start school at too young an age in England? Is childhood freedom reduced too soon? Pupil with international flags Five years old: England, Scotland, Wales, Northern Ireland, Malta, the Netherlands Six years old: Austria, Belgium, Czech Republic, Denmark (6-7), France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Norway, Poland, Portugal, Spain, Sweden (6-7) Seven years old: Estonia, Finland, Latvia, Lithuania Compared to most other western European countries, English pupils are extremely early starters in the classroom. While compulsory education begins in England at the age of five in countries such as Sweden, Denmark and Finland, school doesn't begin until the age of seven. English children are struggling with a fixed curriculum while their friends in Europe are still playing in the kindergarten or at home. But which system gives the best results? The young ones This question has been asked by the Cambridge-based Primary Research which is looking at how primary education is organised. And its conclusion questions the idea that an early start has long-term advantages. "The opinion that an early starting age is beneficial for children's later success is not well supported in the research," says the report. So why do English schoolchildren start at five, when almost everyone else in Europe starts later? Apart from the Netherlands and Malta, the only other education systems beginning at five are Scotland and Wales (with Northern Ireland even earlier at four). The origin of such an early start, introduced in 1870, had little to do with education, says the Primary Research report. Entering full-time education at such a young age meant reducing the bad influence of Victorian careless parents - it was about child protection rather than learning. And it was an attempt to calm down employers, who were worried that starting any later would reduce their supply of young workers. An early start meant an early school leaving age. Long hours culture As a consequence of this, one of the main characteristics of English schoolchildren is how little time they spend with their family. Primary classroom Long hours in the classroom are not an advantage, says report Children are full time in school up to three years earlier than in Scandinavia - and the summer holidays in England and Wales are shorter than anywhere else in the European Union. And the pressure on schools is now to become "extended schools" which would create an even longer day, with optional activities before and after school hours. But this not a simple issue at all. If children were not in school, what would be the impact on working parents? Long hours in childcare are already a reality for many pre-school children. The Primary Research results also say that children are spending so little time with their own families that they are showing signs of aggression and de-socialisation. Less is more? But what does it mean for education standards? Finnish classroom Children in Finland start at seven but soon overtake English pupils One of the most interesting statistics from international comparisons is the lack of relationship between hours in the classroom and educational success. Finland, a global superstar in education terms, is among the top performers. But it is also at the very bottom of the league in terms of the hours spent in the classroom. Finnish pupils start formal education at seven and then enjoy 11-week summer holidays - and they end up with the highest educational standards in Europe. Another successful country in international education league tables is Poland. Polish pupils do not start until the age of seven and yet they overtake England at reading skills. Adapted from: http://news.bbc.co.uk/2/hi/uk_news/education/7234578.stm TASK 6g Using the information in the text answer the following questions. 1 At what age does compulsory education start in England and in the Czech Republic? 2 What are the reasons given by the article for an early start of school in England? 3 What is the impact of an early start of school in England? 4 In what context is Finland mentioned? TASK 6h WORDFORMATION. Complete the gaps with the words made from the words in brackets. 1 English children are extremely early __________________________ at school. (START) 2 The __________________________ of the report is very interesting. (CONCLUDE) 3 Some say that an early starting age is __________________________ is not well received. (BENEFIT) 4 __________________________ speaking, it is not good for children or their families to start school early. (GENERAL) 5 Children who start school early and spend less time with their families show signs of __________________________. (AGGRESSIVE) TASK 6i VERBS. Complete the gaps with the correct forms of the following verbs. GIVE, INTRODUCE, STRUGGLE, QUESTION 1 It is difficult to say which system of education __________________________ better results. 3 The conclusion of the report __________________________, i.e. looks critically at the common practice. 4 This practice__________________________, i.e. started in 1870. 5 English children are foced to __________________________ with school at an early age. Task 7: Languages TASK 7a DEFINITIONS. Before you listen to the recording, study the following vocabulary. To get the right definitions, match the numbers in the left column with the letters in the right column. Complete the middle column with the Czech translations of the English words or phrases. English Czech Definition 1 to catch up with A the process of becoming a member of a group 2 to assess B the process of developing and improving 3 effort C someone who leaves their country, especially during a war or other threatening event 4 nursery (school)/kindergarten D physical or mental energy needed to do something 5 progress E able to speak two languages extremely well 6 integration F the standard to which someone does something such as a job or an exam 7 *bilingual G to improve in order to reach the same standard or rate as someone or something 8 performance H score in the form of a number, percentage, or letter, that a teacher oves a student's work. The American word is grade 9 standard I to test and to give scores 10 refugee J a level of quality or achievement, especially one that people generally consider normal or acceptable 11 mark K a school for children between the ages of three and five Defitnitions adapted from: http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2011/06/110630_6min_english_pov erty_page.shtml Definitions adapted from: www.macmillandictionary.com RECORDING 2 TASK 7b Listen to the recording and say whether the following statements are true or false. Correct the false statements. 1 The School in Byron Court is able to integrate their students from various backgrounds well. T/F 2 The School in Byron Court has had to permanently lower their educational standards because they have children who do not speak English well. T/F 3 When the international students are first assessed at the age of 7 they are slightly above national average. T/F 4 When the international students are first assessed at the age of 11 they are well above national average. T/F TASK 7c Use the following words to complete the below sentences. *BILINGUAL, CATCH UP WITH, EFFORT, INTEGRATION, NURSERY (SCHOOL), PERFORMANCE, REFUGEE 1 Learning and practising a language requires a lot of _________________. 2 _________________ means bringing people together. 3 Many of the pupils in these schools are children of immigrants and _________________. 4 Children who are under 4 years old don't go to school, they go to _________________ . 5 Children of immigrants have a hard time at school at a young age but during their teenage years they usually _________________ national standards. 6 At the end of a school year children's _________________ is tested. 7 Children of immigrants are often _________________ because they speak both the language of the parents and the language of their new country. Adapted from: http://www.bbc.co.uk/worldservice/learningenglish/general/sixminute/2011/06/110630_6min_english_pov erty_page.shtml 4TASK 8 LEARNING ENGLISH TASK 8a DISCUSSION. In pairs discuss the following. 1 How long have you been studying English? 2 What in your opinion is the best way to learn a foreign language? 3 When speaking a foreign language what is more important to you fluency or accuracy? 4 What motivates you to study English? 5 What qualities does a successful student of English have? 6 What qualities does a successful teacher of English have? TASK 8b Before you listen to the recording, study the following vocabulary. To get the right definitions, match the numbers in the left column with the letters in the right column. Complete the middle column with the Czech translations of the English words or phrases. English Czech Definition 1 expertise A something that you can use to help you achieve something, especially in your work or study 2 fluent B first language that you learn, usually in the country where you were born 3 accurate C special skill or knowledge that you get from experience, training or study 4 face-to-face communication D an occasion on which government officials count the people who live in a country and record other information about them 5 resource E able to speak a foreign language very well, expressing yourself in a clear and confident way, without seeming to make an effort 6 native language F all the words that a person knows 7 motivation G E able to speak a foreign language very well, making no mistakes 8 immigrant H communication involving people who are together in the same place 9 *census I someone who comes to live in a country from another country 10 vocabulary J a reason for doign something Definitions adapted from:http://www.bbc.co.uk/learningenglish/english/features/6-minute-english/ep-16102014 Definitions adapted from: www.macmillandictionary.com ^RECORDING 5 TASK 8c Listen to the recording and say whether the following statements are true or false. 1 The new course the presenters discuss is aimed at complete beginners. T/F 2 The new course is offered both online and on paper. T/F 3 Presenters think that students who will spend 15 minutes a day using the course will see a real improvement in their English. T/F 4 Richard Hallows says having vocabulary is more important than accurate grammar. T/F 5 Richard Hallows says you need to sound as a native speaker to become a competent user of English. T/F 6 If a foreigner wants to become a UK citizen, their level of the English language competence has to be at B2 level. T/F 7 You need about 360 hours of study to sound like a native speaker of English. T/F 8 14.7% of the people in the UK speak a first language that is not English. T/F Adapted from:http://www.bbc.co.uk/learningenglish/english/features/6-minute-english/ep-16102014 VOCABULARY above /əˈbʌv/ nad, výše (to) access /ˈækses/ (mít) přístup k to achieve /əˈtʃiːv/ dosáhnout (něčeho) advantage /ədˈvɑːntɪdʒ/ výhoda to affect sth/sb /əˈfekt/ mít vliv aggression /əˈɡreʃ(ə)n/ agrese to agree with sb /əˈɡriː/ souhlasit average /ˈæv(ə)rɪdʒ/ průměr, průměrný (matem.) author /ˈɔːθə(r)/ autor background /ˈbækˌɡraʊnd/ prostředí barrier /ˈbæriə(r)/ bariéra basic /ˈbeɪsɪk/ základní basics /ˈbeɪsɪks/ základy to behave /bɪˈheɪv/ chovat se behaviour /bɪˈheɪvjə(r)/ chování below /bɪˈləʊ/ níže, pod beneficial /ˌbenɪˈfɪʃ(ə)l/ užitečný, blahodárný *bilingual /baɪˈlɪŋɡwəl/ bilingvní brain /breɪn/ mozek to believe sb/sth /bɪˈliːv/ věřit character /ˈkærɪktə(r)/ zde: postava v knize, filmu classmate /ˈklɑːsˌmeɪt/ spolužák *clingy /ˈklɪŋi/ zde: lpící na rodičích *cognitive /ˈkɒɡnətɪv/ kognitivní, poznávací community /kəˈmjuːnəti/ komunita, sousedství to compare sb/sth /kəmˈpeə(r)/ srovnat, srovnávat compulsory /kəmˈpʌlsəri/ povinný conclusion /kənˈkluːʒ(ə)n/ závěr (studie, textu, apod.) consequence /ˈkɒnsɪkwəns/ důsledek disability /ˌdɪsəˈbɪləti/ neschopnost, postižení disadvantaged /ˌdɪsədˈvɑːntɪdʒd/ znevýhodněný to disagree with sb /ˌdɪsəˈɡriː/ nesouhlasit s discipline /ˈdɪsəplɪn/ disciplína, kázeň to discover /dɪˈskʌvə(r) / objevit diverse /daɪˈvɜː(r)s/ rozmanitý education /ˌedjʊˈkeɪʃ(ə)n/ vzdělání, vzdělávání emotional /ɪˈməʊʃ(ə)nəl/ emoční *fidgety /ˈfɪdʒɪti/ nesoustředěný, roztěkaný European Union /ˌjʊərəˈpiːən/ /ˈjuːnjən/ Evropská unie favourite /ˈfeɪv(ə)rət/ oblíbený freedom /ˈfriːdəm/ svoboda financial /faɪˈnænʃ(ə)l/ finanční to gain /ɡeɪn/ získat graduate /ˈɡrædʒuət/ absolvent, zejm. VŠ health /helθ/ zdraví illiteracy /ɪˈlɪtərəsi/ negramotnost illiterate /ɪˈlɪtərət/ negramotný immigrant /ˈɪmɪɡrənt/ imigrant impact on sb/sth /ˈɪmpækt/ dopad na to improve /ɪmˈpruːv/ zlepšit (to) influence /ˈɪnfluəns/ (mít) vliv instruction /ɪnˈstrʌkʃ(ə)n/ zde: výuka kindergarten /ˈkɪndə(r)ˌɡɑː(r)t(ə)n/ mateřská školka lack /læk/ nedostatek law /lɔː/ zákon, právo lecturer /ˈlektʃərə(r)/ přednášející, lektor literacy /ˈlɪt(ə)rəsi/ gramotnost literate /ˈlɪt(ə)rət/ gramotný marginalized /ˈmɑː(r)dʒɪnəlaɪzd/ na okraj vyhnaný, vypuzený mental /ˈment(ə)l/ mentální, duševní to mention /ˈmenʃ(ə)n/ zmínit to motivate /ˈməʊtɪveɪt/ motivovat motivation /ˌməʊtɪˈveɪʃ(ə)n/ motivace native /ˈneɪtɪv/ rodný, rodilý opportunity /ˌɒpə(r)ˈtjuːnəti/ příležitost optional /ˈɒpʃ(ə)nəl/ volitelný, nepovinný to overtake /ˌəʊvə(r)ˈteɪk/ předehnat, předhonit overworked /ˌəʊvə(r)ˈwɜː(r)kt/ přepracovaný permanent /ˈpɜː(r)mənənt/ permanentní, trvalý permanently /ˈpɜː(r)mənəntli/ permanentně, trvale physical /ˈfɪzɪk(ə)l/ fyzický power /ˈpaʊə(r)/ síla, moc pressure /ˈpreʃə(r)/ tlak primary /ˈpraɪməri/ primární, základní quality /ˈkwɒləti/ zde: vlastnost rate /reɪt/ míra research /rɪˈsɜː(r)tʃ/ výzkum responsible /rɪˈspɒnsəb(ə)l/ odpovědný rule /ruːl/ pravidlo quotation /kwəʊˈteɪʃ(ə)n/ citace, citát secondary /ˈsekənd(ə)ri/ sekundární skill /skɪl/ dovednost social /ˈsəʊʃ(ə)l/ sociální strength /streŋθ/ silná stránka *to succeed /səkˈsiːd/ uspět success /səkˈses/ úspěch to support sb/sth /səˈpɔː(r)t/ podpořit, podporovat trauma /ˈtrɔːmə/ trauma to transform sth /trænsˈfɔː(r)m/ transformovat to treat sb/sth /triːt/ zacházet s něčím, s někým vocabulary /vəʊˈkæbjʊləri/ slovní zásoba weakness /ˈwiːknəs/ slabá stránka Pronunciation transcripts taken from: www.macmillandictionary.com SELECTED PHRASES above average = nadprůměrný below average = podprůměrný according to research = dle výzkumu computer illiteracy = počítačová negramotnost computer illiterate = počítačově negramotný computer literacy = počítačová gramotnost computer literate = počítačově gramotný despite their disadvantaged background = navzdory jejich znevýhodněnému prostředí despite this unfavourable situation = navzdory této nepříznivé situaci developed country = rozvinutá země developing country = rozvojová země to do well academically = (dobře) akademicky prospívat higher education = vysoké školství to lack access to education = nemít přístup ke vzdělávání education/educational standards = vzdělávací standardy to have an impact on = mít dopad na link between income/money and academic performance = souvislost/spojitost mezi příjmem/penězi a akademickým prospěchem in terms of = co se týče pre-school age/children/education = předškolní věk, předškoláci, předškolní vzdělávání to show symptoms of emotional difficulties = vykazovat symptomy emočních obtíží to start school early = začít chodit do školy dříve students from disadvantaged backgrounds = studenti ze znevýhodněného prostředí to treat children well = zacházet s dětmi dobře