11. Learn the clichés, instructing people how to do things:

First of all you ...

The first thing you have to do is ...

After you've done that you ...

The next thing you do is ...

Oh; and by the way, don't forget to ...

Make sure you remember to ...

Oh, and be careful not to ...

12. Use the clichés of Ex. 11 in the following situations:

1. The Home Economics teacher explains to the girls how to make a cup of tea.

The following expressions may be useful:

to fill the kettle, to boil the water, to warm the teapot, to put the tea in the teapot, to fill the pot with boiling water, to stir the tea,

to leave the tea to brew for five minutes.

2. In the course of professional studies a lecturer helps a student teacher to arouse the class' interest in the subject.

The word combinations to be used: "To have informal classes, to express one's willingness to help, to apply oneself

enthusiastically to some subject, to encourage smb. to express his views against the general background of textbook information, to

stimulate smb.'s interest in school work, to use every device, one can think of.

1. An experienced teacher gives a piece of advice to a probation teacher who finds some difficulty in teaching East London

children the English language.

The word combinations to be used:

to feel at ease with smb., to blend informality with a correctness of expression, never to speak down to smb., to make the

meaning sufficiently clear in context, to encourage smb., to ask for an explanation any time one feels unsure.

2. The primary school principal who also trains teachers gives advice, a "bag of tools" which will enable the students to have

control over unfortunate classes (difficult, badly-behaved classes).

The word combinations to be used:

to enter into the class as you wish, to start on time, to know in full the alibis of any late arrival, to allow no movement of

furniture, to forbid squabbling over who sits where, to learn who is who, to use individual names as much as possible, not to talk for

long periods, to require pupils to do a piece of work within their capability, to keep a note of those who are consistently without what

they should have, to be strict but consistent, to finish in an orderly fashion.

13: Read the following text. Consider the penalties which are described in the extract. Do you think they will have a positive effect? Which of

them would you use in class if any at all? Do you know any others? Do you think punishment in general should be used in teaching?

Penalties Against the Fixed Rules

There was no need to waste time in preliminary admonitions. Miss Dove's rules were as fixed as the signs of the zodiac. And they

were known. The penalties for infractions of the rules were also known. If a child introduced a foreign object — a pencil, let us say,

or a wad of paper, or a lock of hair — into his mouth, he was required to wash out his mouth with yellow laundry soap. If his posture

was incorrect he had to go and sit for a while upon a stool without a back-rest. If a page in his notebook was untidy, he had to rewrite