Environmental thinking and life style

• Skim through the following passage in order to get its general idea.

• Summarize the information given in the passage about John Smith.

• State briefly in some sentences what John thinks about his profession. Say if he’s a good teacher or not. Give your reasons. What is John in charge of?

• What’s the aim of their school’s Environmental club?

• How do you like the poem? What must people do to keep the world wonderful?

John Smith is 50. He is tall and thin. The man has regular features. He looks the very picture of his father.

When he was still a young boy his parents set their hearts on his becoming a teacher. John took his parents’ advice and followed in his mother’s footsteps.

Now John is an experienced teacher. His prestige stands high in the school. They say he’s a born organizer and very good at creating order from chaos. He’s able to keep order and never attempts to shout his pupils down. John teaches carefully prepared lessons. He’s body and soul absorbed in the school.

His responsibilities as a teacher are really heavy. He’s got four or five lessons a day. Sometimes he’s got remedial classes. John is a form teacher too. He is also in charge of the school’s Environmental club which is mainly a weekly lunchtime activity and is open to all. Its aim is to expand the knowledge, understanding and skills of the pupils of his school to care for the environment.

John is a gifted person. He likes poetry and writes poems. He often recites poems to his pupils. One of his favourite poems is “The Wonderful World” by William Brightly Rands. Read it! You’re sure to like it too!

Great, wide, beautiful wonderful world,

With the wonderful water round you curled,

And the wonderful grass upon your breast - World, you are beautifully dressed! The wonderful air is over me,

And the wonderful wind is shaking the tree - It walks on the water, and whirls the mills.

And talks to itself on the top of the hills.

Conversational formulas ability or inability to do something. Giving encouragements

1. Listen to the dialogues.

2. Read them aloud. Copy the melody.

3. Make up your own dialogues. Express your ability or inability to do something

Item 1.

• Can you speak English?

• Not very well.

• Can you speak Spanish?

• Not very well.

• Can you speak French?

• Just a little.

• Can you speak Chinese?

• Not at all.

• Can you understand French?

• Just a little.

• Can you understand Spanish?

• More or less.

• Can you understand Turkish?

• Not at all.

• Can you understand your teacher?

• Most of the time.

• Can she speak French?

• Of course, she can. It's her native language. She was born in France.

• Can he speak Japanese?

• Of course, he can. It's his native language. He was born in, Japan.

Item 2.

• Will I ever learn to speak English?

• Of course, you will. You're doing fine. You're getting better all the time.

• Will I ever learn?

• Of course you will.

• Do you think I can do it?

• Of course,^ you can!

• Am I doing all right?

• Of course, you are. You are doing fine. You are getting better all the time.

• You are getting better every day. You are getting better all the time.

• Will I ever learn?

• Of course, you will. You're doing fine. You're getting better all the time.