A Greek Prose Reading Course for Post-Beginners, Unit 1: by Lysias, Malcolm Campbell

By Lysias, Malcolm Campbell

This reader appears taught to scholars with to 4 semesters of Greek in a school surroundings. If somebody can add any of the opposite texts, they'd be welcomed.

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This is a component certainly one of a four-part prose studying path designed for newcomers in Greek and different novices wishing to consolidate their interpreting abilities. specific awareness is paid to idiomatic utilization (both in Greek and English), be aware order and using debris and particle-combinations, whereas sensible tips is given on studying the verbal structures and different positive aspects of the language which novices normally locate tricky. The 4 devices can be studied in succession as a part of a revolutionary direction, yet each one unit is adequately self-contained to allow the pursuit of specific interests.

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Additional resources for A Greek Prose Reading Course for Post-Beginners, Unit 1: Forensic Oratory, Lysias: On the Murder of Eratosthenes

Example text

It is inevitable that some of the 'new' ideas about English teaching are coming from the higher education tutors that the students work with. This is not to suggest that these tutors are the only source of such ideas, but to the student teacher they may seem so for two powerful reasons. First, there is an expectation, genuinely felt by teachers in school, as well as student teachers themselves, that the job of higher education tutors is to provide such ideas. Therefore, when the mood is positive, this factor is constantly identified as one of the key reasons for higher education to be involved in teacher education.

I began the Introduction with an example of a PGCE interview at which the candidate emphasized her love of reading. It is worth remembering that for the vast majority of English student teachers, five of their most intellectually formative years were spent reading and writing about literature, two at A level and three for their degree. This concentration tends to build on an even longer apprenticeship as a keen and enthusiastic reader. The result is that such student teachers frequently comment, as exemplified above, on their 'love of reading', their 'love of literature', their wish to 'inspire children with a love of books' and so on.

Some of this negative advice will even have come from experienced teachers, who have said, to the aforesaid prospective teachers, probably on a pre-PGCE interview visit to a school, that they should think of another, less stressful and more financially rewarding career. This advice is often delivered with a smile and then some kind of disavowal ('I don't really mean it, actually it is a great job'), but most prospective student teachers encounter such advice often enough to remark on it at their subsequent interview.

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