8. What system of examinations is used in the school?

9. In what way are parents involved with the school? (parents' meetings, parent-teacher association, parental help in or out of

school)

10. What do the school's general aims appear to be?

8. Say how any of the schools described by your fellow-students (Ex. 7) compares with the school you yourself attended.

9. Team up with your fellow-student to discuss one of the following problems:

1. Pre-school and primary education in Russia and England.

2. Secondary education in Russia and England.

3. Examinations in Russia and England.

One of the students is supposed to play the role of an Englishman, who knows very little about schools in Russia. The other will

represent a future teacher of English displaying much interest about pre-school institutions, primary and secondary education in

England. Try and interrupt each other with questions to get some more information. Compare the two systems. Find their merits and

disadvantages. Agree or disagree with your partner's statements if you feel like it (see Appendix). Use the Topical Vocabulary.

10. Read the following dialogue. The expressions in bold type show the ways of INSTRUCTING PEOPLE HOW TO DO THINGS. Note them

down. Be ready to act out the dialogue in class.

Experienced Teacher: Jenny, I'm sorry to have kept you waiting.

What was it you wanted to talk to me about? Beginner: Oh! I just don't know what to do. E. T.: What's the

matter?

B.: Well, you know, it's again the problem of discipline in my class. When the lunch bell rings everything becomes so awful, and the

pupils so noisy. E. T.: Oh, come on! First of all pull yourself together. Try and look on the brighter side. It can't be as bad as that. B.

Oh, honestly it is. The children slam their books shut, shuffle their feet, splash their paint-water and rush toward food and freedom,

I'm at my wits' end. What should I do? E. T.: The first and most important thing I have to tell you is that you should have fixed

rules for your pupils. And by the way, don't forget to rehearse them at the beginning of each school year.

B.: To rehearse the rules at the beginning of the year? But how? E. T.: I really do recommend that you state them calmly and dis-

passionately. When an electric buzzer shrills, your children should sit quietly in their places. While in the classroom they are not at

the beck or call of mechanical noises.

B.: Oh yes, yes certainly.

E. T.: After you've done that you should show them the way the books are closed not slammed in the respectful manner due to

books. B.: Yes, of course.

E. T.: The next thing you do is to get them used to the following commands: "Attention please. The class will rise. The class is

dismissed." Make sure you remember to avoid familiarity. Be careful not to have moods. You should always be a certainty, be

predictable.

B.: I think I understand what you mean. I should be today what

I was yesterday and will be tomorrow. E. T.: Right. And then within limits their behaviour will be also predictable.