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.
XXI. Translate these sentences:
1. , (village) . 2. , , (that) . 3. , . 4. , , . 5. : . 6. , , , ? . 7. , . 8. ? . , (fetch it).
XXII. Try your hand at teaching.
1. The situation gives 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.
Learn to use alternative ways of controlling the class, using polite requests rather than direct commands.
Notice:
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."
Assignments:
1. 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.)
