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 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. 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 teachers 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 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) 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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