2. Act out one of the dialogues. Suggest your continuation to any of the illustrated dialogues.

3. Describe each stage of your teaching practice using the following vocabulary.

1) Assignment to schools: at random, deliberate choice, too important to leave it to mere chance, a school with a Lg slant/bias; whatever will be – will be.

2) Anticipation/preparation: fear, misgiving, anxiety, excitement, self-confidence, to be cock-sure/ self-satisfied, to have head in the clouds/feet firm on the ground, to be indifferent, careless.

3) Meeting the class/ subject teacher/ class mistress:

• to be introduced, to have a chance to choose the age group, to be rather afraid of bad discipline, spoilt/ hysterical kids/unpredictable situations/ fights/one’s own helplessness/ disrespect;

• to be put to with the most experienced teacher, to observe the class closely, to be given instructions, to be treated as members of the stuff, to feel too young to teach;

• observation periods, to be of great value, primae impressionis, wrong impression, to produce impression, general effect;

4) My first lesson(s): to receive a warm welcome, to feel at ease, to overcome difficulties, to feel discomfort, to be expected much from, to face dozens of expectant /indifferent /aggressive / affectionate/ enthusiastic eyes, under supervision; to get down to business, to plan the lesson in detail, to get through the lesson, to be a success at one dash, to grow numb, to be speechless, to stumble through the answer, to know less/more than one expects, to slip one's memory/mind, to go right out of one's mind, to go out of smb.'s head; to be filled with energy/enthusiasm, the work is in full swing; to work nonstop/ tirelessly/ without a break/ unremittingly/ indefatigably/ untiringly; to make a blunder, blooper, lapsus; slip; to frighten; to strike terror (into), to scold/encourage the kids, boil with anger/see anger; embarrass, (cause) trouble, inconvenience, bother; make difficulties (for); discomfort,hamper, make difficult, impede, aggravate, complicate; to be interrupted by crude remarks;

5) Methods & techniques: individual approach, well-planned continuity, group activity, individual tasks, cards at the blackboard, project tasks, visual aids; to dull the pupils, to engage everyone in the work, to feel immediate feedback, to encourage every attempt, to lack words, useless attempts to make them interested; to feel teacher’s defects, not work to one's full capacity;

6) The results of the work:

• To under/overestimate oneself, to lack experience, to learn from mistakes, to feel in teacher’s skin/shoes, to comprehend/realize many things, to treat the profession of the teacher differently, to change one’s mind;

• to be pleased with smth, to keep pace (with), set the pace;

• overdo, to feel overtired, overstrained, overworked;

• to draw a conclusion, conclude, infer, to work to the point of exhaustion, to work till one breaks down, to be copied, to be an example to follow, promise to give up;

• do one's best, to lack creativity, to work at self-improvement.