Now after your teaching practice you have some first-hand experience which you may use doing the tasks below

a) Answer the following questions about certain aspects of the teaching-learn­ing process:

1. What do you think about the penalty наказание 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 громкие удары desk-lids, tittering хихикание 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. What do you think should be done if the interest of the group flags? Have you ever ex­perienced that kind of situation? 7. Does it make any difference to you when your lesson is being observed by a visitor? Does it seri­ously affect the pupils? The teacher? 8. Do you approve of teach-

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ers who prefer to ask only top pupils in the presence of visitors? 9. Which forms did you prefer during your teaching practice? Was the discipline better in senior or in junior forms? 10. On the whole, what are the main pitfalls that may await a young teacher at school? 11. 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. Imagine that you are speaking about a lesson of English you have just observed. Your opinion is rather favourable, (genuine en­thusiasm, to maintain discipline , orderly, to drill готовить pupils in smth., to capture attention, to catch words on the fly, to feel the time, with unflagging interest, one's feeling for atmosphere , quietly but in a voice that carried well, to take attendance)

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 text-bookish 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)

3. 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)

4. Speak about your last teaching practice, (basic school, to be allotted (to), grade (form), an instructor on teaching practice, to observe a lesson, a definite clear-cut aim for each lesson, genu­ine enthusiasm, various types of approaches, for the presentation (or drill упражнения) functions, to split the class into subgroups, out-of-class activities)

5. Speak about any lesson you observed or your own lesson where audio-visual aids were used, (to capture attention, to black-out the classroom, film-strip projector, slides, to create situations, to devel­op speech habits, to describe stills, tape-recorder, tape, to play the tape back)

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