B) Comment on the fragments above

ХIII. Speak individually or arrange a discussion on the following:

1. Why is it that people go to the theatre? What do they look for there?

2. What is your favourite theatre and why?

3. The fragment above (Ex. XII B) describes the case when "the imagination of the spectator begins to be haunted so that long after he has left the play-house the actors are still with him..." Is the experience familiar to you? After what play did you have it last time?

4. What is the romantic side of the theatre?

5. What is the educational role of the theatre? Do you agree with Priestley (see the fragment in Ex. XII B) that the theatrical art appeals rather to the spectator's imagination and feelings than to his intellect? Give your reasons.

XIV. Try your hand at teaching. 1. Say what you would do in the teacher's position:

Michael, a bright, young, soon-to-be fifth-former, con­fessed to his teacher that in his view school was no fun, the teachers were no good, summer should last forever and dogs were lucky because they didn't have to go to school. The teacher protested that school was important. But Michael, who didn't share the teacher's opinion, answered with a one-word question "Why?".

2. Respond to the following modestly. Here are a few possible ways of beginning answers:

Oh, it was nothing. The real credit should go to.... I had very little to do with it. It wasn't difficult at all, really. Thank you, but it's not really all that good. Oh, you're exaggerat­ing, I played only a small part in the whole thing. It was very much a team effort. You're very kind, but really anyone else could do it.

S c e n a r i o

A.: I've never seen such an attractive and talented class of children. I think you, as their teacher, deserve the highest praise.

You:...

A.: I'm sure they are splendid, but I don't agree that you don't deserve any credit. I know you planned the lovely dec­orations in their classroom, for a start.

You:...

A.: I'm sorry, I just can't believe it had nothing to do with you. And even if they had the original idea, I'm sure you guided them in their work.

You:...

A,: Oh, come on, it can't have been easy and I don't agree that anyone could have done it

(From Making Polite Noises by Hargreaves and M. Fletcher. Lad" 1979)

3. Classroom English. (Revision);

a) It's the last period on Saturday. The lesson is coming to an end. You are pleased with the work you and the pupils have done. You find that you just have about 3 — 4 minutes to have the exercise books collected and the board cleaned. You inform the class that they will have to finish the exer­cise off at home, tell them you are pleased with their progress, set the homework and state briefly what you are planning for the next lesson. After that you ask your pupils to tidy up the room and to be quiet when they go outside. You wish them a nice weekend and say good-bye.

b) It's a routine English lesson in the middle of the term. The lesson isn't going too well You are trying to keep your pupils interested in the exercises you are checking. You get them to read the sentences in turn and correct their mis­takes, but the pupils are tired and find it difficult to concen­trate on the work. Some of them start chatting and fidgeting. You try not to show your annoyance and proceed checking the exercise.

c) You've got a lot of work to get through in this lesson. You ask the pupils to do an exercise from the textbook si­lently. You check that they all have the right place. When your pupils have looked through the exercise you want ev­erybody to read three sentences each. You comment on their work. In the remaining five minutes, you have a quick vo­cabulary test on the blackboard. You make sure that the board is properly prepared, and ask 2 or 3 pupils to write the test. You keep the rest of the class involved and comment on the work.

d) It's a revision lesson. You've brought to the classroom a map of Britain, some slides and/or pictures of London and a slide projector. You ask one of the pupils to help you fix the map and pictures on the board and get the slide projec­tor ready. The pupils point out on the map the most impor­tant towns, rivers, mountain chains or anything you find necessary to mention. After that they speak briefly about London sights making use of the pictures and slides. You keep making notes while they speak and comment on their work at the end of the revision lesson.

e) At the end of the term you find it necessary to have a brief revision of the book your pupils are reading. Your idea is to ask the pupils a number of questions to encourage a discussion. You think the questions over very thoroughly be­forehand and ask your class to answer them. You are inter­ested in everyone's point of view and react to comments ap­propriately, trying to keep the conversation going.

XV. Describe these pictures: Use the following:

a) to come home greatly excited, to wave some slips of paper in the air, to be delighted, to have great fun playing with one's toys; b) to drag smb. along the street, to howl at the top of one's voice; c) to have excellent seats, "Wilhelm Tell" was on, the music was so loud you couldn't hear a word, to be bored; d) that was much better, to catch smb.'s interest, a bow [bзv] and arrows, to shoot off ah apple from...; e) in very high spirits, to chatter about one's impres­sions, to be pleased; f) to be shocked, the child's imagina­tion was certainly haunted by the opera or, rather, by one particular scene, the poor teddy-bear, to look extremely un­comfortable.

XVI. Film "Mr. Brown's Holiday". Film segments 9 "One More Substitute" (Yeovil) and 10 "Back at Ноmе" (London), a) Watch and listen, b) Do the exer­cises from the guide to the film.

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