Talk about one or both of the points below with your partner or partners

The article below describes the lives of two Russian teachers of English, Anya and Olga. Read the article and find out whether they are satisfied with their jobs. Then compare and discuss your answer with your partner, giving reasons.

Read the magazine article below and do the assignments that follow.

A TALE OF TWO TEACHERS

The following useful language may come handy.

Look at the notes you have made about how American teachers are said to encourage boys more than girls. Then talk about one or both of the points below with your partner or partners.

Look at the words and expressions below from the article. Explain the meaning of each to a partner as you would to a group of advanced students.

· to get all the attention (paragraph 1)

· to ignore (paragraph 1)

· sexism (paragraph 2)

· remedial (paragraph 3)

· to get praised (paragraph 3)

· to be penalised (paragraph 3)

· to be reprimanded (paragraph 3)

· assertive (paragraph 6)

· gender awareness (paragraph 7)

· single-sex schools (paragraph 7)

v Text Comprehension

3. Read the article and note down:

a) eight ways in which teachers are said to encourage boys more than girls.

b) three ways in which girls show their lack of belief in themselves.

c) three remedies suggested to counter sexism in the classroom.

Then compare your answers with those of your partner’s.

v Talking points

· Is the same true of teachers' behaviour in your country?

· Does your country's school system favour boys?

Describing Similarities

ü is rather like

ü appears similar to

ü resembles

ü shares characteristics with

ü reminds me of

ü has a lot in common with

ü is pretty much the same

ü is comparable to

Describing Differences

ü is nothing like

ü is totally different from

ü varies greatly from

ü has very little in common with

ü is quite unlike

ü bears little resemblance to

ü differs dramatically from

¨ TEXT 9

At a time of unprecedented East-West interchange, Russia is losing its English teachers. Pieta Monks reports from Moscow.

'I would never work as a teacher after I qualify -never!'
Anya's whole face expressed repugnance at the idea of being permanently stuck in a classroom with a lot of rowdy pupils. 'They don't even listen to me...'

She is a young, striking-looking, slim woman in her final year at the Moscow Pedagogical Institute – now upgraded to a university. She is very hard-working and able. She is at the moment on teaching practice, which she is finding difficult, hard and non-rewarding, financially and intellectually.

She looks even younger than her 21 years and lots of the children she teaches are bigger than her, and won't do what she tells them. There is also a dearth of good textbooks in her subject which is English.

She needs a powerful incentive to keep at it, which she won't get. Russian schools are crying out for English teachers, any English teachers, let alone those of the calibre of Anya.

English speakers can earn a fortune in private enterprise. On teaching practice Anya gets 3,000 roubles a month - a bit more than the basic rate for a teacher because she is at a special English school. Potatoes cost 80 roubles a kilo. A pair of shoes 3,000 roubles. She gets by because she lives at home. Her mother and father both work.

Of course, money isn't everything to Anya, but she naturally wants enough to live on, especially if she doesn't find the job that congenial anyway.

In the holidays she enjoyed working as an interpreter which paid three times her present pay.

Anya's rejection of the teaching profession is typical of her peers in college. Many of them, in fact, didn't even bother to finish the course but left once they found themselves profitable jobs in business, often earning, unqualified, more than their parents.

Olga Vinogradova is a lively, brilliant teacher, in her early thirties. She is an academic, who preferred to work in schools rather than carry on with her research. She teaches English, but did not train as a teacher. She is a graduate of the Institute of Linguistics, and worked on her thesis there, but found the professors stuffy.

She abandoned linguistics after getting her doctorate and became a computer expert, then an agricultural research scientist. Her English is excellent.

She was persuaded to go into teaching by the head of English at School No. 57, an inner city school. This was four years ago. She discovered that she enjoyed teaching and her pupils seemed to enjoy being taught by her.

She likes the new freedoms that allow her to teach the way she wants, as long as she broadly conforms to certain guidelines. A few years ago her timetable would have been rigidly controlled, even her 'voluntary' after-school work would have been strictly laid down.

There are particular problems in her inner city school. There are many Tartar children for whom Russian is not their first language, whose parents come to Moscow for work and whose living conditions are crowded and stressed. It is difficult to give special attention to them in classes of 40.

There are the general problems too which she shares with Anya: lack of textbooks and other teaching aids. For her, however, these are challenges that she can overcome.

But will she stay a teacher? Olga Vinogradova has two dependent children and a mother who suffers from Alzheimer's disease. She cannot afford to carry on working as a teacher if her salary does not improve.

Her husband earns twice as much as her, but in today's Russia they are finding it very difficult to simply get by. If a few years ago 20 per cent of their income went on food, today it is 80 per cent, leaving not enough for clothes and other basic necessities.

Anya and Olga are two women typical of today: Anya lured into private business that wouldn't have existed to tempt her a few years back, and Olga lured into teaching by the new freedoms and ideas that now abound there. Both women now can reject the careers they were trained for. But will Russian teachers get the salary they deserve and will Olga be lost to the teaching profession as well?

(From English for the Teacher

by Mary Spratt)

v Vocabulary Practice

2. The words and expressions below are from the article. Read them and explain their meaning in English. If you don’t know, ask your partner to help you.

· repugnance

· rowdy

· non-rewarding

· to keep at it

· a powerful incentive

· the basic rate

· congenial

· to carry on with smth.

· to lure into smth.

v Text Comprehension

3. The sentences below describe Anya and Olga and their teaching situations. Read the sentences and decide which teacher each sentence is referring to. Put an A for Anya, an O for Olga, or A+O if it refers to both. Look back at the article if you need.

1) She is hard-working.

2) She is on teaching practice.Her pupils don’t obey her.

3) There is a shortage of textbooks.

4) She is poorly paid.

5) She is a graduate.

6) She may not be able to afford to carry on teaching.

7) She has large classes.

8) She finds teaching stimulating.

9) She enjoys other work more.

v Talking points

· Which of the statements in Text 9 are true of you?

· Who do you have more sympathy with?

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