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XII. Fill in

a) look or seem:

1. The weather ... quite warm though it's only 5°C above zero. 2. The children ... tired but they ... greatly, pleased with the trip, don't they? 3. The host and the hostess ... a bit old-fashioned, but they ... to be hospitable and friendly. 4. She ... to be very light-minded, but she only ... it, in fact she is a very serious and hard-working student. 5. My brother says that people usually ... what they are and I believe that people are very often quite different from what they ... to be.

b) another or different;

1. The teacher tried to explain the rule in a ... way and I understood it at once. 2. The schoolboy returned the book he had read and asked for ... book, but of a ... kind, he said, as he wanted to have a rest from detective stories. 3. I asked for a pair of shoes of a ... kind, but the shop-girl said that the rest of the shoes were not my size.

c) stretch or run:

1. A small stream ... along the road. 2. These steppes ... to the South for miles and miles. 3. The path ... across the field for a mile and then was lost in the forest. 4. No matter how hard I looked I saw only a vast plain ... before me. 5. The ugly scar (řđŕě) ... right across the man's left cheek. 6. For how many kilometers does this forest ...?

d) comfortable or convenient:

1. I like to sleep on a camp-bed, I find it very ... . 2. I be­lieve Friday the only ... day for our meeting, we have only four lectures on that day. 3. Though the flat was rather ..., warm, light and cosy, it was not... for our work as it was rath­er small. 4. These shoes are very ... for wear in wet weather as they have rubber soles.

e) join or unite:

1. The two streams ... at the foot of the mountain. 2. ... we stand, divided we fall. 3. One by one the children ... in the game. 4. The partisans' detachment ... the regular army and the enemy lost the battle against their ... forces. 5. All peace-loving people should ... in their struggle against a new war. 6. Won't you ... me in a walk?


XIII. Paraphrase the following:

1. It is of no importance. 2. Rivers flow into the sea. 3. You can't rely on him. 4. Make yourself at home. 5. French is un­like English in having far more verbal inflexions. 6. He seems to be ill. 7. Connect these points with a line. 8. This street stretches east and west. 9. He refused to live at the expense of his parents. 10. I disagree with you. 11. I'll drive the car into the garage. 12. Will you come with us? 13. I met him by chance in London last week. 14. Listen to me, Tom! 15. This tool is easy to use. 16. These are not the same people with the same name. 17. Why is Jane silent?


XIV. Translate these sentences into Russian. Write your own sentences with the new words and phrases:

1. He looked about the room and caught sight of the case containing the jewels which had been carelessly left open on the table. 2. The difference was curious between her intense expectation of the previous day and her present indifference. 3. United we stand, divided we fall. 4. My father reminded me that I was entirely dependent upon him. 5. The many men he ran across, belonging to a different world, had filled him per­haps with admiration and envy. 6. I'm always doing things on the spur of the moment — to my own inconvenience and oth­er people's. 7. It made him uncomfortable to alter his plans and think out something new. 8. He was angry with Norah be­cause she had not let the matter rest.


XV. Retell the text: a) in indirect speech; b) as if you were Anne.

XVI. Write: a) a letter from Anne to a friend of hers about her first experience at school; b) an answer of a friend of Anne's to this letter.


XVII. Make up dialogues based upon the text between: a) Anne and a friend of hers, a young teacher discussing their first lessons; b) Anne and Miss Enderby discussing the problem of discipline in class; c) Anne and ber college teacher discussing situations like that described in the text.


XVIII. Miss Barrett, a young teacher from Bel Kaufman's 'Up the Down Staircase', once "had an epidemic of unprepared students". Study the reasons they gave for neglecting to do their homework. What other reasons could they have given? Elect one student to play the part of the teacher who should respond in each case. Role-play the whole situation.


Why I Didn't Do My Homework

— I know homework is essential to our well-being, and I did it but I got into a fight with some kid on our way to school and he threw it in the gutter.

— My dog chewed it.

— I didn't know we were supposed to do it.

— I fell asleep on the subway because I stayed up all night doing my homework, so when it stopped at my station I ran through the door not to be late and left it on the seat on the subway.

— I did it but left it home by mistake.

— The baby spilled milk on it.

— My brother took "my" homework instead of "his".

— The page was missing from my book.

— I lost my book and just found it.

— There's no room in my house now my uncle moved in and I have to sleep in the hall and couldn't use the kitchen ta­ble.

— Someone stole it.

— What homework?


XX. Arrange a talk on the following topics:

1. Difficulties awaiting young teachers.

2. Reasons for children's being unmanageable.

3. How to direct a child's energy into the right channels.

4. Ideal upbringing.



XXII. Try your hand at teaching.

1. The situation given below could cause difficulties for the teacher. Describe how you would handle the situation in the teacher's position. Decide amongst your group which Is the most practical solution:

Bill, a fourth former, was always telling the class about his dog Timber, the tricks he could perform, what a wonderful watch-dog he was and how Timber would protect Bill. Each week he would come to school and tell about the wonders of Timber.

As it turned out, Bill did not own a dog and none of his relatives or close friends had such a dog.


2. Learn to use alternative ways of controlling the class, using polite requests rather than direct commands.


a) The following forms express annoyance and irritation.

— Do try to work on your own.

— Just speak up a little!

b) You can make your commands sound more polite by using either a low rising tone or words, phrases and struc­tures like "please; I'm afraid; I think; perhaps; don't you •think; I (don't) want you to...; I (don't) expect you to...; Would you like; would you, please; ..., will you; ..., could you; what if...; let's/let's not."



I. Practise giving instructions to pupils in a polite manner, use the phrases below:

go on to the next exercise, carry on (proceed) reading, re­peat what you said, copy this off the board, work in twos(threes), share the textbook, try the next item, practise the irregular verbs, listen carefully to what I say, etc.


2. Take it in turns to play the part of the teacher beginning and finishing the lesson. Make sure that you don't sound too straightforward. (See "Classroom English", Sections II and III.)


Date: 2015-01-02; view: 218

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