1. Provide a clear structure for the lesson 2. Do many short activities instead of a few long ones.

3. Use an unpredictable order when calling on students. Establishing clear rules. Conclusion: Some teachers have a natural gift for arousing respect from their students, while others must work very hard to get it. With or without this natural talent, a teacher has to learn a lot about sociology, psychology, and pedagogy and also learn a lot from his or her experience with students. The problem of keeping discipline in the classroom is too widespread and complex to provide an ideal solution for all circumstances in an article of this length. In my opinion, too little is said and written about this critical aspect of teaching. I hope that these ideas and suggestions will help teachers find practical solutions to discipline problems they encounter in their classrooms.

4) SPEAK ABOUT CLASSIFICATION OF SIMPLE SENTENCES ACCORDING TO THE PURPOSE OF UTTERANCE We can classify Simple Sentence according to two principles -according to the purpose of the utterance -according to the structure of the utterance. 1 . According to the purpose of the utterance we can distinguish 4 kinds of sentences: Declarative(affirmative) sentence -it states a fact in the affirmative or negative form the subject preceds the predicate the interrogative sentence. The form of the interrogative sentence is a question there 4 kinds of question -general questions -disjunctive questions -special question, -alternative question, the imperative sentence serves to induce a person to do smth, to express a command (go to school! ); to express a request or invitation (open the door, please!) the exclamatory sentence expresses emotion or feeling it is always in the declarative form (how wonderful!) 2 . According to their structure we can distinguish simple sentences between complete and incomplete sentence. complete sentences when the predicate or the subject, or both are absent, but can be easily understood from the context (these sentences are also called elliptical)(f/e what were you doing- writing) analyze this given example: Run away! Go to the east!- according to the utterance of the sentence these sentences are imperative. They serve to induce a person to do smth, to express a command. We can distinguish the imperative sentence through exclamation mark. According to the structure they are one-member sentences, because they have only one member- predicate, the subject is missing.(it’s clear that the subject is –you). Next sentence is Fleur had easily established immediate contact with an architect. According to the utterance of the sentence it is affirmative sentence. This sentence states a fact in the affirmative form and ends with the full stop mark. The structure of this sentence is complete. It has two essential parts: subject(Fleur) and a verb(has established) and express a complete idea. Structurally all three sentences are expanded sentences, because they have predicatives- run, go, had established and supplementive modifiers- away, to the east(adverbial modifiers of place), easily, immediate(adverbial modifiers of manner),contact- object.

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2) Speak about the pitfalls that a young, novice teacher might face. New teachers bring energy and enthusiasm to their classrooms, but also a specific set of needs. A teacher's first year on the job is often difficult. According to research, student achievement tends to be significantly worse in the classrooms of first-year teachers before rising in teachers' second and third years. Surveys and case studies offer compelling insights into the areas in which new teachers commonly struggle. By effectively addressing these areas, schools can help new teachers improve their skills more quickly, thereby keeping them in the profession and raising student achievement. Struggling with Classroom Management. The biggest challenge that surfaces for new teachers is classroom management. When interviewed, many beginning teachers say their preservice programs did little to prepare them for the realities of classrooms, including dealing with unruly students. New teachers universally report feeling particularly overwhelmed by the most difficult students. One Australian first-year teacher interviewed for a case study observed that having a disruptive "student in her classroom is having a significant impact on her interaction with the remainder of the class … As a first-year teacher, she doesn't have the professional skills to deal with this extreme behavior". Often, classroom management difficulties can prompt new teachers to jettison many of the research-based instructional practices they learned in college (such as cooperative learning and project-based learning) in favor of a steady diet of lectures and textbooks.

3) DISCUSS WITH YOUR PARTNER “THE ESSENCE OF HUMANISTIC EDUCATION. A humanistic approach to teaching and learning focuses on developing a child’s self-concept and intrinsic motivation to wards learning and self-awareness. The approach has a long history, having appeared in various forms from the times of classical Athens and ancient Rome. Modern aspects have often been referred to as ‘child-centred’ or ‘student-centred’ and have developed from the work of key theorists Maslow (1954) and Rogers (1959). The theories stress the importance of an holistic approach to learning that recognise the importance of feelings and emotions as well the cognitive. The term “Humanistic approaches to education” covers a wide range of views and actions, from the setting up of Summerhill School by AS Neil through the ideas of “facilitative teaching” put for-ward by Carl Rogers to the more limited desire of many teachers to focus on the full development of their pupils. A ‘Humanistic’ approach to education involves a move away from traditional behaviourist theories and practices towards a perspective that recognises the uniqueness of each individual’s perception, experiences and approaches to learning. Humanism is often referred to as the ‘third force’ in psychology. The humanistic teacher acts as a facilitator involving the pupil in participatory learning. In direct contrast to behaviorist approaches which hold that the individual is acted upon by the external environment, humanistic approaches hold that the individual ‘acts upon’ their environment, making choices and decisions to shape their personal world and learning. Each person will actively seek out his or her own life experiences and strive for personal growth. The influence of humanist theory on teaching and learning can be found in the following approaches: person-centred counselling, discovery learning, experiential learning, student-centred learning, co-operative learning and group work approaches. Teachers who wish to implement this approach are likely to. Humanism would concentrate upon the development of the child’s self-concept. If the child feels good about him or herself then that is a positive start. Feeling good about oneself would involve an understanding of ones’ strengths and weaknesses, and a belief in one’s ability to improve. Learning is not an end in itself; It is the means to progress towards the pinnacle of self-development, which Maslow terms ‘Self-actualisation’. A child learns because he or she is inwardly driven, and derives his or her reward from the sense of achievement that having learned something affords. This would differ from the behaviourist view that would expect extrinsic rewards to be more effective. Extrinsic rewards are rewards from the outside world, e.g. praise, money, gold stars, etc. Intrinsic rewards are rewards from within oneself, rather like a satisfaction of a need. This accords with the humanistic approach, where education is really about creating a need within the child, or instilling within the child self-motivation, where education is really about creating a need within the child, or instilling within the child self-motivation. Behaviourism is about rewards from others. Humanism is about rewarding yourself! Much of a humanist teacher’s effort would be put into developing a child’s self-esteem. It would be important for children to feel good about themselves (high self-esteem), and to feel that they can set and achieve appropriate goals (high self-eficacy).

4) SPEAK ABOUT THE WORD-BUILDING. Word formation is a branch of science of the language, which studies the patterns on which a language forms new lexical items (new unities, new words). It’s a process of forming words by combining root & affixal morphemes. Every language has its own structural patterns of word formation. There are four main ways of word-building in modern English: affixation, composition, conversion, abbreviation. There are also secondary ways of word-building: sound interchange, stress interchange, sound imitation, blends, back formation. The word formation processes of compounding, clipping, and blending are important concepts when creating words. Shortened words The shortening of words involves the shortening of both words and word-groups. Lexical abbreviations may be used both in written and in oral speech. Lexical abbreviation is the process of forming a word out of the initial elements (letters, morphemes) of a word combination by a simultaneous operation of shortening and compounding. Clipping consists in cutting off two or more syllables of a word. Words that have been shortened at the end are called apocope (doc-doctor, mit-mitten, vet-veterinary). Words that have been shortened at the beginning are called aphaeresis (phone-telephone). Words in which some syllables or sounds have been omitted from the middle are called syncope (ma'm - madam, specs - spectacles). Sometimes a combination of these types is observed (tec-detective, frig-refrigerator). Blending of words. Blends are words formed from a word-group or two synonyms. In blends two ways of word-building are combined: abbreviation and composition. To form a blend we clip the end of the first component (apocope) and the beginning of the second component (aphaeresis). As a result we have a compound- shortened word. There are numerous blends, however, in the terminological sector of the vocabulary, e.g. recon=radar beacon- радиолокационный маяк; transceiver = transmitter-receive--приемное-передающая станция; transistor=transfer resistor--транзистор, etc. Abbreviation. In the process of communication words and word-groups can be shortened. The causes of shortening can be linguistic and extra-linguistic. By extra-linguistic causes changes in the life of people are meant. In Modern English many new abbreviations, acronyms , initials, blends are formed because the tempo of life is increasing and it becomes necessary to give more and more information in the shortest possible time. Here is given the sentence. They were swapping promises to speak for one another: one was bragging how two senior Ministers were “in the bag” to speak for him. Roger was safe, someone said, he'd give a hand. “What has the PM got in mind for Roger when we come back? (Snow). The verb– to speak is a conversion, here we see the changing of category of a part of speech, while the morphemic shape of the original word remains unchanged, speak-to speak). PM- ( Initial abbreviations with the alphabetic reading retained. M. P. ['em 'pi:] is mostly used as an initial abbreviation for Member of Parliament, also military police, whereas P. M. stands for Prime Minister. The familiar colloquial quality of the context is very definitely marked by the set expressions: in the bag, give a hand, get in mind, etc.)

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