Part II. Teaching practice Topical vocabulary

1. Teacher’s authority/ prestige: with authority, to lose prestige in the eyes of pupils, to have authority among, to lack prestige, to foster respect for the teacher’s prestige, raise the authority/ prestige of the teacher, to undermine teacher’s prestige, to lose faith/ confidence in himself, to control one’s voice and gestures.

2. Class teacher: to build up/ strengthen the pupils’ confidence in themselves, to foster the feeling of self-confidence in the pupils, to be in charge of a class, to have faith in what one can do, to conduct/ run a club/ a society, to draw into the club work, to manage the class, to keep in mind pupils’ aptitude, to take into account age characteristics, discipline problems, strict/ firm/ good, sound/ poor discipline, to cultivate self-discipline, to maintain discipline, well-behaved pupils/ class, the plan of extracurricular work.

3. Teacher efficiency: to have a good grasp of the subject matter, to have in-depth knowledge of a particular subject, to be thoroughly familiar with one’s subject, to compel/ secure the attention of the class, to divert attention from/ draw attention to, to engage/ get pupils’ attention, to diminish one’s attention, to turn/ shift attention (from … to), to give individual attention to each pupil, to show undue attention to a child, to overemphasize details, to bring/ involve all the pupils into the class activity/ in the work of the class, to promote greater activity among the pupils, to stimulate the desire to learn, educational influence, direct/ indirect influence, to keep a daybook, to transfer skills, habits to, to proceed in the order of complexity, to move rapidly from one topic to another, school program/ study plan, daily plan/ teacher’s plan for every lesson, to think out the plan of the lesson carefully, departure from the plan of the lesson, to change the lesson plan, methodological centre, teacher’s qualification, refresher courses for teachers.

4. Lesson procedure: to choose/ select methods/ techniques, to adopt/ select methods, aims and objectives of teaching, to get pupils interested/ arouse pupils’ interest in, mechanical cramming/ learning by role, retention of the material covered, initial retention/ consolidation, consolidation of knowledge, poor/ lasting/ impermanent/ sound knowledge, gap in one’s knowledge, the standard of knowledge, to present the material, in presentation of the material, to illustrate with/ by examples, to make correct/ incorrect/ wrong use of one’s time at the lesson, to fully exploit the possibilities of the lesson, to use the material in full/ in part, evaluation of pupils’ knowledge, the standard for grading/ assigning marks, a twelve-mark system, to assign/ give a mark for the answer, to put down pupils’ marks in the class register, to be lax in marking pupils, to be overstrict in assigning marks, to fill in the marks for the term, to liven up the work, activization of the teaching process, to be active at the lesson, to actively use the acquired knowledge and skills, a good command of the language, to analyze the word in/ outside the context, to develop analyzing ability, by analogy, to draw analogy with, articulation habits, exact/ precise/ defect articulation, to establish permanent associations, a talk/ discussion, to carry on a conversation in a foreign language, introductory talk, independent/ seat/ solitary work.