Translate the following sentences into English using the active vocabulary

and the patterns of the lesson:

1. Спид отчетливо сознавал, что такой шаг опасен, но решил рискнуть. 2. Ему удалось установить тишину, но в классе чув-ствовалось сдержанное волнение. 3. Он отлично справляется со своей работой. Это очень добросовестный, опытный рабочий. 4. Увидев, что все в полном порядке, он выразил улыбкой свое одобрение. 5. Несмотря на шум во время перемены, мы услыша-ли их приглушенные голоса за стеной. 6. Она так устала, что даже не почувствовала боли. 7. Что ты там ухмыляешься? Иди и помоги нам. 8. Я не могу простить ему его наглости. Я хочу, что-бы он немедленно уехал. 9. Не было сомнения, что за его широ-кой улыбкой скрывалась обида. Я поняла, чтр его задели ее сло-ва. 10. Речь Спида на прощальном обеде так и искрилась остро-умными шутками. 11. Его откровенная усмешка вызвала у всех возмущение. 12. Когда он собрался с мыслями, он понял, что дети хотели подшутить над ним. 13. Это был спокойный, методичный человек, лет 50. 14. Она совершенно растерялась и не знала, как поступить в этой сложной обстановке. 15. Урок был хорошо организован, и учительнице удалось овладеть вниманием учени-ков с самого начала. 16. Его непринужденность и остроумие со-здавали ту приятную обстановку взаимопонимания, которая

необходима в любом обществе. 17. Он был арестован за наруше-ние общественного порядка. 18. Как он остроумен ! Обратите внимание на его точные ответы и быструю реакцию. 19. Его на-глость и возмутительное поведение вызвали всеобщий гнев. 20. На ней было скромное, но изящное платье, и комната ее была тоже аккуратной и говорила о вкусе хозяйки. 21. После Нюрн-бергского процесса были преданы гласности многие преступле-ния против человечества, совершенные нацистами. 22. Все это сделано ради вас. 23. А что, если его остроумие не поможет, и атмосфера скуки так и сохранится до конца вечера? 24. Статья не принесла никому никакой пользы. 25. Отделавшись от маль-чиков шуткой, он прошел через испытание успешно, хотя отчет-ливо сознавал , что это был не лучший выход из положения. 26. Все деньги от благотворительного концерта были отданы в помощь пострадавшим от землетрясения. 27. Помогло ли вам новое лекарство? 28. Письмо было написано аккуратным жен-ским почерком, и мы сразу догадались, кто его написал.

Write a one-page precis of Text One.

Give a summary of Text One.

Relate the incident that took place during the preps at Millstead from the point of view of: a) Speed who tells it to his colleague Clanwell in a facetious way; convey proper attitudes by using adequate intonation means; b) one of the boys who took part in the ragging of the new teacher; the boy is excited and somewhat frightened; use proper intonation means; c) Clanwell whose attitude to the whole incident is disapproving.

Write an entry in Speed's imaginary diary describing the episode.

Reread Text One to answer the following questions on its style.

How is the atmosphere of uneasiness and suspense created and maintained? Comment on, and illustrate, the methods used for heightening the emotion. What is the author's aim?

What are the outstanding qualities of the language of the extract?

Does the extract appeal to you? If so, why? If not, give well-founded criti

Cism.

Topics for Written Composition

Teaching foreign languages. What should it be like?

What makes a good language teacher?

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PROFESSION-ORIENTED QUESTIONS AND ACTIVITIES

I. Listen to your fellow-student's reading of Ex. 2; correct the mistakes, if any.

II. Ask your fellow-student to read the word combinations from Ex. 3; analyse his mistakes in assimilation and the linking "r", if any, and correct them.

III. Listen to your fellow-students' reading of the passage (Ex. 4), correct their mistakes.

IV. Answer the following questions:

1. What in your view are specifically English features of school life as can be judged by this extract? 2. What are the most important problems of the current educational system in Great Britain? (Speak of secondary education.) 3. Can you suggest the lines of improve-ment in the system of Russian secondary education?

V. Prepare a list of specific features of English school system and school life that would be of particular interest to Russian schoolchildren.

VI. Prepare yourself to speak on the points of item 2 of Ex. IV of this section at your class level. Use pictures, charts, slides or filmstrips to illustrate the material. Use the following expressions of classroom English:

1. The slides will be presented at a moderate speed with taped/ live voice sound. 2. I'm going to provide "live" commentary. 3. And now we'll go over it again. That was the first round. 4. I want your attention, please. (May I have your attention, please!) 5. I want ab-solute silence! 6. Let's go forward, shall we? 7. Will you help me to handle the projector?

Reminder: in the picture/still, in the foreground/background, on the left/right, to the right/left of smth. (also: at left/right).

CONVERSATION AND DISCUSSION

WHAT MAKES A GOOD TEACHER?

Topical Vocabulary

academica (- work/achievements/assessments)

assess v (to - academic achievements; to be -ed by the students)

authority л ; authoritarianл,а(-basis/approach/posture)availablea (to be - for personal contact; to be - to children; to be -

in a private capacity)

backgroundл(child's/social/family/home -)сагел(- and concern)

caringa(- attitude)

climateл(supportive ~; - of trust and support; to create -)developmentл(academic/social/personal - of a pupil)distanceл(social -)

encouragementn; syn.motivation

functionv(to - happily/effectively);syn.operateguidev; syn.counsel, advise

impartv(to - one's knowledge)individualл,а(- approach)individualize v

individuallyadv(to approach each student -)interchange, n

interviewл(- with parents/career advisers)peerл(- group)

pressureл(to operate under ~; - on teachers)

problemл(to present a -; a - child, to anticipate a -; to respond topupils' -s)

relationshipл(teacher-student -; to work on -; to maintain -; social-; to build up -)

skillл(trade/social/study -s)statusл(high, low -)

teachv(to - effectively);

teacherл(sympathetic/exacting/friendly/open/approachable/conscientious/confident/knowledgeable/strict/efficient/tact-ful-)

out-of-class(- activities)patienceл(endless/eternal -)

I. 1. Read the following article:

What makes a good foreign language teacher?

Modem methods of language teaching, with their emphasis on the teacher as model and the constant interchange between teacher and student, require a more sympathetic relationship between student and teacher than did earlier, more impersonal methods. ...

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It seemed to me appropriate to question the students themselves regarding that topic of such vital concern to all of us: What makes a good teacher of English as a foreign language? In tallying up the student responses, one salient and somewhat heartening factor be-came apparent. The students, speaking from sheer experience on the receiving end of the classroom situation, tended to put forth advice strikingly similar to that which most methodology and educational psychology textbooks and courses offer... The students had had a variety of teachers. They were not required to sign the question-naire and they responded at length with a complete lack of diffi-dence. Despite the diversity of the students themselves, the respons-es were revealingly uniform.

First on the list — mentioned by an overwhelming 78 per cent of the students — was the teacher's thorough knowledge of his subject. As one student wrote: "It doesn't matter how nice a teacher is if he doesn't know what he's talking about."

Logically, the next most important concern was how the teacher goes about imparting that knowledge — in other words, methodol-ogy. What the students requested most often was variety within the lesson hour.

"If we just do drills forever, I fall asleep. Why do we have to do idioms for a whole hour? "

"It's nice when you have a little grammar, and then a dictation, and then some reading or a discussion."

The students also frequently mentioned the need for activity in the classroom. Many of them referred to language games as being useful and enjoyable. They also seemed to feel that they should be constant participants:

"The teacher shouldn't do all the talking."

"I like it when the students go up to the board." "Discussions and debates are my favourite way of learning."

Students complained vehemently about teachers who use up pre-cious class time telling personal anecdotes. On the other hand, the importance of a teacher's sense of humor and his ability to take the tension out of language learning was mentioned repeatedly:

"If he can laugh once in a while, you don't get so nervous about making mistakes."

"When the teacher is smiling at you, you want to try."

Also stressed was the teacher's preparation of the lesson and a conscientious attitude toward student papers:

"You can tell if he runs out of things to do before the bell rings."

"Why should I turn in my homework? He doesn't grade it.for about a week, anyway."

Discipline, although mentioned specifically by only a few, was hinted at by many.

"There are some teachers who just let a class talk all the time. Then you never learn anything."

"He says your homework is due on a certain day and then he lets people turn it in later. Or he forgets."

"I don't think she cares if we're absent or not. I wish she did." Getting away from actual teaching methods, over half of the

students had something to say about the student-teacher relation-ship. Most often, they expressed a desire for a sympathetic teacher who "remembers what it was like to be a student.": "He should," as one student with an obvious command of the colloquial idiom put it, "be on our wavelength." They felt that the teacher should "know each student as an individual," and there was a frequent demand for justice:

"She only talks to the best students. Doesn't she know I'm try-ing?"

A significant number of students expressed a fear of being embar-rassed by a teacher's caustic wit.

"They ought to be polite to us. We're people, too."

"She only became a teacher so she could be powerful and hear her own-voice."

Lastly, just short of half of the students had something to say about the character of the teacher himself. A majority of the responses praised a teacher who is confident and who obviously enjoys his pro-fession and specialization:

"I liked him right away. He walked in, wrote his name on the board, and started right in. You could tell he wasn't new at it."

"If he doesn't know the answer, he's not afraid to say so. So you know you can trust him."

"I used to hate compositions, but my teacher likes writing and she just makes you like it. She has a lot of fun."

"He could probably have done a lot of things, but he wanted to be a teacher. It wasn't for money either."

The students also referred to teachers with endless patience and amiable disposition that could be provoked to anger only in extreme cases. The teacher's voice was mentioned, too:

"It shouldn't be monotonous."

"You have to hear him in the back row."

Finally, a surprising number were concerned about the appear-ance of their teachers:

"He's always neatly dressed. It makes things business-like." "She's not really pretty, but I don't mind looking at her all hour.

Anyway, she tries to look nice."

The composite ideal teacher, then, with infinite knowledge and energy, impeccable teaching techniques, a sense of humor and a talent for discipline, along with personal charm and eternal pa-tience, may seem rather hard to live up to on some Monday morn-ings. But as one understanding student wrote:

"What makes a good teacher is someone who tries to do every-thing I have listed above. But I understand that teachers are only people like me."

2. Answer the following questions:

The author claims that "modern methods of language teach ing... require a more sympathetic relationship between student and teacher," Do you think that the language classroom differs funda mentally in character from the science or maths-classroom? If so, in what ways?

Teachers and learners are subject to social distance. The rea sons for this are as follows: different ages and interests, different lev els of knowledge of the subject, unequal status, unequal distribution of power. Do you think there is a high or low level of social distance between teacher and student in this country? Does it not contradict the idea of "a more sympathetic relationship"?

Do you think that the responses of the students about a good foreign language teacher depend on the age of the students? Would the requirement "teacher's thorough knowledge of the subject" be the first on the list in all the age groups?

What do you think of the students' assessments of a teacher's efficiency? Can it be regarded as objective? Do you think that the students should be questioned regarding this topic? In what way?