!Нужна а) Answer the following questions about certain aspects of the teaching-learning process:
1. What do you think about the penalty of copying the text ("a hundred lines") practised in English and American schools? 2. What would you do at the lesson if there were any attempts to rag the teacher by banging desk-lids, tittering or some other kind of rowdyism? 3. Do you think that feeling for atmosphere is important for a teacher? 4. What do you think is the best way to achieve the ideal situation at the lesson-genuine enthusiasm and attention on the part of the pupils? 5. Do you think complete silence at the lesson agrees with enthusiasm of the pupils? 6. Does it make any difference to you when your lesson is being observed by a visitor? Does it seriously affect the pupils? The teacher? 7. Do you approve of teachers who prefer to ask only top pupils in the presence of visitors? 8. On the whole, what are the main pitfalls that may await a young teacher at school? 9. Do you think teaching is an art, or merely a skilled occupation depending on experience?
b) Make up situations using the words and word combinations in brackets:
1. Speak about the pitfalls that may await a young inexperienced teacher at the first lessons, (to be tongue-tied, peals of laughter, to impose silence, to undermine discipline, to follow the well-beaten path of, interest flags, crowded curriculum, defective memory for names, traces of fatigue on the part of, formidable exercises, not to feel the time, recess, rowdyism)
2. Speak about a lesson of English you did not like. Give your criticism of the methods used at the lesson and of the discipline, (to parade the best students to perform before the visitor, a textbookish language "yes - no" questions, to rap one's knuckles on, to undermine discipline, not to demand active response from, the interest flagged, to struggle through passages, a complete and utter failure, to be glued to one's notebook, tittering, to impose silence)