2. 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)

с) Make up situations using the following conversational formulas of threat or warning and act the dialogues in class.

Don't you dare! If I catch you. Do that again! You'd better not... I won't have that sort of thing again! Look sharp! Look out! I won't hear it again! ...did you hear me? Mark my words! I'll give it hot to you! You'll get it hot! I won't have it. Take care (not to...). Be sure (you don't...). You've been warned.

Suggested circumstances:

\. You don't like the idea of your younger brother having mixed up with some rough boys you disapprove of.

2. Your pupil is a bully and he has just been naughty in spite of your numerous warnings.

3. Some boys and girls badly treat a newcomer to the class and consider him to be an absolute outsider.

4. You've found out that a pupil of yours while on vacation from school was guilty of some misbehaviour.

5. In spite of your numerous attempts you can't impose silence at the lesson and you catch somebody who is making much noise.

6. One of your pupils does not fulfill his allotted role of the monitor.

7. You try to put your foot down on account of your pupils' mis­ behaviour during the recess.

8. You reprimand a lazybones who is lagging behind the group in

your subject.

Grammar

Reported speech is a very rich grammar area to teach because:

1. It can involve considerable manipulation of form

2. It’s a very easy piece of grammar to locate and exploit with texts.

The activities here are divided into different kinds of drill, ways of exploiting texts and analysis.

 Drill: basic substitution

At it’s most basic, you can simply read out a sentence and ask the students to rephrase it beginning with “He said…” “She said…”. For example:

• T: I don’t like it.

• Ss: He said he didn’t like it.

• T: I hate it.

• Ss: He said he hated it.

This can be made a little more interesting in the following ways:

Drill: chain reports

Version 1 The following activity is a variation of the well-known 'broken telephone'. Whisper a sentence in English to a student. That student then whispers it to another and so on until the last student has to say out loud what was said originally.

Version 2 If the above seems too easy, ask students to alternate reported speech/direct speech. If they hear it in reported speech they put it back to direct speech and vice versa. For example:

• T: I like it.

• S1: He said he liked it.

• S2: I like it.

• S3…

Drill: I didn’t get that, what did she say?

This is a quick question drill. Ask a student a question. After they answer, ask another student what was said. For example:

• T: Tomas, how did you get to class today?

• S1: I came by car.

• T: Sorry, I didn’t get that. Yvonne, what did Tomas say?

• S2: He said he had come by car.

• T: Thanks.

Drill: mingle

Prepare a series of cards/slips of paper, each with a different sentence. Here are some examples:

I’m sorry I’m late.

These canapés are delicious.

What time is it? I don’t have a watch.

Excuse me, I’m looking for my husband/wife.

Do those canapés have meat in them? I’m a vegetarian.

I have a PhD from Harvard.

Do we know each other?

Remember me? We met at last year’s party.

Create enough cards so that each student has one. You can repeat the same sentences on other cards.

Explain that you want the students to role-play the following situation. They are all at a very formal cocktail party. Everybody must circulate and talk to each other. The trick is they must say what is on their card and as little else as possible. If you have a CD player or cassette player in the classroom, you could play some quiet music in the background during the mingle.

After five minutes (or however long it takes for most students to have spoken to each other) tell everyone to sit down again. Ask people to report back on what other people told them, using reported speech.

Reporting Verbs

When using reported speech, most students learn to use "say" and "tell":

Examples:

John told me he was going to stay late at work. Peter said he wanted to visit his parents that weekend.

These forms are perfectly correct for reporting what others have said. However, there are a number of other reporting verbs which can more accurately describe what someone has said. These verbs take a variety of structures. The following list gives you reporting verbs in various categories based on sentence structure. Notice that a number of verbs can take more than one form.

verb object infinitive	verb infinitive	verb (that)	verb gerund	verb object preposition gerund	verb preposition gerund
advise encourage invite remind warn	agree decide offer promise refuse threaten	admit agree decide deny explain insist promise recommend suggest	deny recommend suggest	accuse blame congratulate	apologize insist
Examples: Jack encouraged me to look for a new job. They invited all their friends to attend the presentation.	Examples: She offered to give him a lift to work. My brother refused to take no for an answer.	Examples: Tom admitted (that) he had tried to leave early. She agreed (that) we needed to reconsider our plans.	Examples: He denied having anything to do with her. Ken suggested studying early in the morning.	Examples: They accused the boys of cheating on the exam. She blamed her husband for missing the train.	Examples: He apologized for being late. She insisted on doing the washing up.

WEEKS 7-8. Topic: Teaching the foreign languages through the computer

Grammar: Conditional sentences

Практических занятий – 6час., СРОП- 6час., СРО- 6час.