1. Drafting statements of wildcard table. Give your ideas concerning peopleʼs qualities and actions.

Table 2 – A fable text exercise

Itʼs (un)natural Itʼs immoral Itʼs (hardly) necessary Itʼs quite (im)possible Itʼs (un)desirable

to deliver lectures from memory. for a teacher to have an excellent memory. for a scientist to be absent-minded. to let others make use of your ideas. to agree with every opinion your teacher expresses

And in these kinds of exercises, transition words used for giving opinions and arguments are used as lexical models. They are:

Table 3 – Transitions for giving opinions and arguments

Expressing opinion

Argument or another point

In my experience… As far as Iʼm concerned… Speaking for myself… In my opinion… Personally, I think… Iʼd say that… Iʼd suggest that… Iʼd like to point out that… I believe that… What I mean is…

although, but, contradicting, despite (the fact that), however, in contrast, in spite of the fact that, in spite of this, it cannot be reasonably deduced/inferred/assumed from this that, nevertheless, nonetheless, notwithstanding, of course, on the contrary, on the one hand... on the other hand, paradoxically, still, that is, the previous does not imply/demonstrate/show, the apparent implication is that, unfortunately that does not, while it is the case that..., still..., while it may be that, while it may seem that, yet.

2. The creation of a connected initiative replica ( based on a specified point of view) and preparation of polemical response replicas.

Express your attitude to the statements giving an argument or two to explain what you mean. Let your partner respond with one or two other arguments supporting your point of view or opposing it. Donʼt exchange your ideas before your turn comes round!

1. Absent-minded people canʼt be successful in research.

2. A good memory is absolutely necessary for a teacher.

3. An unscrupulous person can be a good teacher.

4. Itʼs no use working hard if you have no inborn abilities.

5. Learning things word for word makes a student dull.

3. Characteristics of a fable character of the text based on the selection of personality traits from the list and confirm these facts from the text (“Uncle Theo”).

Characterize Mr. Hobdell making use of the following vocabulary (you may break the given pairs into separate elements and combine them in your own way). Justify your choice by giving facts from the story: “Industrious but dull, hard-working and talented, clever but slow, absent-minded but amusing, absent-minded but able to concentrate, quick-witted and resourceful, kind but strong willed.”

4. Summary of the story in one sentence by analogy.

The story you read last week, “Samʼs Boy”, is a story about an orphan boy who embarrasses people by calling them “father” and “mother” and who finally gets adopted by a kind elderly couple, after a series of amusing incidents.

Give a one-sentence summary of the story “Uncle Theo” according to the given pattern above.

5. A comparison of two literary texts for similarities and differences of life collisions.

Explain whether the human situation presented in this story has anything to do with the one given in S. Maughamʼs story “The Ant and the Grasshopper ”.

6. Listening, and summarizing the text-based questions.

Listen to the text on the CD (“Teachers and Actors”) and answer the following questions:

a) What are the qualities of an actor a teacher needs to become a professional?

b) What are the means a teacher employs to make his approach more effective?

c) What are the differences between the work of a teacher and that of an of an actor?

d) What qualities can prevent a good teacher from becoming an actor?

7. Explanatory monologue the statement associated with ethical issues of a literary text and to specific parts of the text for listening.

Would you like to have Theo Hobdell for a teacher? Explain, why. Try to be objective: give your arguments and counter-arguments.

And in this kind of exercises, causal transitions are to be used. They are:

Table 4 – Causal transitions

Causal transitions: These transitions signal cause/effect and reason/result etc.
Cause/Reason:	Condition:
for the (simple) reason that, being that, for, in view of (the fact), in as much as, to (the fact), etc.	on (the) condition (that), in case, in the event that, if,unless, only if, even if, provided that, providing that, as/so long as, given that, granting (that), etc.
Purpose:	Consequence:
for the purpose of, in the hope that, for fear that, so that, to the end that, in order to, so etc.	under those circumstances, then, in that case, if not, that being the case, etc.
Effect/Result:
as a result (of this), consequently, hence, so, for this reason, therefore, because (of this), thus, in consequence, accordingly, as a consequence, so much (so) that, so that, etc.

And here are the examples of formation of skills of monologue speech on the basis of gradually coming partial information.

The peculiarity of this type of practice is the absence of a single coherent text, giving the cue to a language material and topic. Therefore, at these kind of lessons the information should be given in small portions in a number of tasks in the form of small communication statements, series of questions, sets of key phrases, etc. Each passage interprets one aspect of the problem, and instructions for assignments contribute to linking disparate parts of information on certain communicative intentions. This type of lessons are useful at the upper - intermediate level of teaching English for the students of senior grades as introduction when moving to a new topic. On these kinds of lessons, students get acquainted with basic terms and issues within the topic, e.g. with some terminology or with a set of necessary lexical means. As an introduction, this type of activity is preceded by training, having the main purpose of vocabulary enlargement on specific topics. Introductory classes help to use familiar vocabulary when discussing new issues. In addition, this type of training is useful when due to certain reasons, students had no homework.

The aim of these type of lessons is to develop an explanatory remarks, such as the ability to give listeners an idea about an object or phenomenon, to oppose the arguments and counter-arguments, to formulate a logical conclusion.

Leading operations: selection, matching, combining, the adoption of semantic solution, generalization. Structure of the lesson.

The aim of the lesson is to leach you to establish associations between processes and activities involved in research work, on the one hand, and various ethical problems a scientist has to face, on the other hand.

1. The production of information and its sum in one sentence.

Science is not a set of findings, but a search for them. Those who think that science is ethically neutral confuse the findings of science, which are, with the activity of science, which is not. Human search and research is a learning by steps, of which none is final. The mistakes of one generation are rungs in the ladder, no less than their correction by the next.

2. Multiple choice to complete the previous passage and filling the missing logical link.

Can the above-given piece of reasoning serve as an introduction to any of the following conclusions? Choose the most logical one and reproduce the whole utterance, beginning with a one-sentence summary of the above text and supplying the missing logical links so as to arrive at one of the conclusions below.

a)... Science may completely alter the nature of human life.

b)... Scholars should/canʼt be held responsible for the consequences of the application of their discoveries.

c)... Science must prize the search above the discovery.

d)... A community of scholars must be a democracy.

e)... There is no room for individual research nowadays.

f) ... Communication among scientists involves challenge without prejudice.

g)... Scholars should/neednʼt concentrate their efforts on discoveries of immediate utility.

h)... One canʼt be a true scholar without an established system of moral values.