Figure out the problems raised in the dialogues. Give your opinion of them in class.
III. 1. There are many different approaches to teaching and upbringing.
A) Study the extracts given below and single out the main idea of the author.
b) If you agree with the author, expand on his idea. If you don't, give your
counter-arguments.
c) Discuss the problems in class giving your own "for and against".
— There are, of course, truly artful teachers and brilliant students. Perhaps some day we will understand their skills and talents and how they acquired them, so that we can systematically produce more of
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them. At present, however, they are true exceptions that defy specification. We simply do not know what makes an artful teacher.
—Most students spend most of their school days doing or avoiding things they don't want to do. Though we've abandoned the cane, education is still based largely on punishment.
—If a student's work is regularly followed by praise, recognition for improvement and persistence, advancement and good marks for each piece of work, chances are the rate and quality of his work will continue to improve.
—A glaring example of the irresponsible use of punishment is the struggle carried on in certain schools against different fashions — hairstyles, maxi- and mini-skirts, and so on. This question should be approached in the context of instilling good taste by such means as displays of the most suitable models, debates, honest arguments, discussions and others.
—Children are unconscious reflections of what goes on in the parent underneath. A man and a woman can seem to be nice, calm, sweet people and then they get married and have children who be come monsters and you wonder, "How did they deserve that?" But if you probe very deep inside you'll find that the calm exterior is wrapped around a very deep problem of non-recognition of self and that deeper self gets mirrored in the child.
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-learn ing process:
1. What do you think about the penalty 
наказание 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 громкие удары desk-lids, tittering 
хихикание 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 teach-
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ers 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 готовить 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)
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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 упражнения) 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)
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