Reread Text Five to speak on the following points of its style.
A) The story is told in the form of a letter. Is it a modem or an old-fashioned form? (Prove your point) What is the author's purpose in resorting to it? Point out some of the characteristic features of the style resulting from the choice.
B) What is gained by telling the story in the first person? How does the fact in fluence the mood and atmosphere of the narration?
C) What impression do you form of the character of Sylvia Barrett from her let ter? Is she detached in her attitude to the facts she describes? Prove your point.
D) What method(s) of characterization does the author use?
E) Point out the sentences bearing touches of humour or irony. (Prove which it is.)
F) Comment on the language. Compare it with that of James Hilton (Text One).
PROFESSION-ORIENTED QUESTIONS AND ACTIVITIES
I. Listen attentively to your fellow-student's reading of Ex. 2. In what way will you correct his mistakes if he makes any?
II. Ask your fellow-student to read out loud Ex. 3; ask him to beat the time to observe proper stresses; correct his mistakes in the pronunciation of vowels.
III. While listening to your fellow-students' reading of Ex. 4, write down their mistakes, then analyse them and ask the students to correct them orally.
IV. Ask your fellow-student to read the passages given in Ex. 5 observing the intonation of parentheses; correct his mistakes.
V. Comment on Professor Winters' recommendation to teach not the subject but the whole child. What does it imply in terms of foreign-language teaching?
VI. What do you think of the popular quotation from B. Shaw "Those who can, do, those who can't teach"? Give reasons for your answer.
VII. a) Reread the text for the information on the "culture element". Make up a list of specific features of American school life as can be seen through this ex tract, b) Be ready to speak on the American high school system. (Revise the mate rial given in Part Four.)
VIII. The text of this lesson is given in a form of a letter. That should remind you of the peculiarities of letter-writing in English, a) Write down the expressions for the salutation, the body of the letter and the complimentary clause that you
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think appropriate for teaching on a school level, b) Speaking in terms of methods, why do you think letter-writing is so essential in foreign-language teaching at all levels?
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IX. Give a professional account of the papers or written homework at your teacher's choice that you have corrected. Use the following:
1. I've marked/corrected your papers. 2. Will you do your corrections now! 3. Now I'm going to give you your homework back. 4. Would you read the last sentence again, please! 5. In this way we check on the proficiency of the students. 6. All students of English especially those who are trained to become school teachers must have legible writing. 7. Give it a suitable title.
X. Take up problem-solving situations 11-15 (See the Appendix). Discuss them in class.
CONVERSATION AND DISCUSSION
NEW CHALLENGES проблемы IN EDUCATION
Topical Vocabulary
access доступ n (to provide wide - to knowledge/cultural treasures, etc.)
adjust приспосабливаться, привыкать v (to - one's mind to smth.)
advocate 
защищать, поддерживать v, 
n (to - smth.; to be an - of smth.)
background истоки, корни n (cultural/educational/family -)
branch out открыть v (to - to another problem/subject)
broaden расширять v (to - one's education; to - the range направление 
of interest)
challenge сложная задача, проблема n (~s of space/in education)
carry out выполнять, осуществлять; приводить в исполнение v (to – computations подсчёты, расчёты /task/operations)
communicate передавать, сообщатьv (to –attitudes позиции, отношение ideas / facts / propositions предложения)
computer n (—aided instruction автоматизированное обучение - terminal терминал ЭВМ)
essentials предметы первой необходимости, основы n (- of a subject)
deep-going затрагивающие суть a (- changes)
development n (- of new ideas)
device аппарат, машина, прибор n
eliminate 
1) устранять, исключать 2) уничтожать, ликвидировать, аннулировать v
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grounding основа, основание n (to get a firm - in a subject)
impact сильное воздействие; влияние n
innovation 
n
insight онимание, догадка, озарение, проникновение в суть n (- into smth.)
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interaction n (man-macnine ~) jot down наскоро записывать v
language n (machine -; artificial 
-)
learning n (rote - обучение (напр., робота) методом механического запоминания (требуемого стереотипа поведения); insightful - инсайтное научение; lifelong - непрерывное образование)
manual 
a (- work/training)
mould формировать, образовывать, воспитывать; направлять v (to - character/personality)
operate 
производить операции с v (to - a computer)
physical facilities 
средства труда
private 
персональное study
proceed v (to - at one's own speed)
program 
v (to - a computer)
provide v (to – drills обеспечивать тренировку/commentary)
role-play ролевая игра; role-playing activity разыгрывание ролей
rote механическое запоминание n (- learning методом механического запоминания; to learn by -)
remedial коррективный a (- material/class)
score n (to keep - вести счет)
sophisticated 
p.p. (- equipment/comment/speaker)
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