learner dialogue. Likes to put problems and encourages their discussion either in pairs or groups. Though her class sometimes lacks

discipline she is quite happy with her work, methods and pupils. Believes that in formal classes children won't develop an ability to

think and feel for themselves. But her timing and planning are not perfect. Sometimes doesn't have time to explain and drill ev-

erything she is expected to.

6. Mrs. Leonie Thorpe, aged 67, a pensioner, former teacher of English. Thinks that there is no single right of handling classes or

individual children. Each teacher should find his own way. Leo- nie's experience shows that certain formal ways of behaving in the

classroom are more likely than others to lead to order. Is not sure that children can say and do as they please in the classroom. The

more teachers take from children, the worse it gets. Thinks it is necessary to find some way to show them who's "Boss". But believes

that an olderly and highly drilled class who know exactly what is expected of them at each point of the lesson may not al ways

develop personal qualities. Thinks that friendliness and cooperation are required on any teacher's part.

17. Group Discussion.

Give your own views on the problems below and speak against your opponents.

Topic 1. Mixed-ability grouping in the classroom

T a l k i n g p o i n t s :

4. Mixed-ability group — the usual basis of classroom organization in Russia. Results.

5. Mixed-ability grouping — a controversial innovation for the English, having occurred partly as a reaction against streaming.

6. Introduction of mixed-ability groups in English primary schools (the dominant form of organization), the first and second

years of secondary schooling (relatively unproblematic), later years of secondary school (cautious and tentative).

N 4. Considerations relating to preparing pupils for public examinations— a major obstacle to the introduction of mixed-ability

groupings in senior years of secondary school in England,

5. Mixed-ability grouping means harder work for teachers. English teachers' possible reactions. The ways to solve the problem

used by Russian teachers.

6. Advantages and disadvantages of mixed-ability groups.

Topic 2. Is school a place for the imparting of knowledge (understood as certain material to memorize) or a place for the

creation and development of a child's personality?

T a l k i n g p o i n t s :

1. Children before school. Do they have opportunities to learn? Are they eager to find and figure things out? Inquisitive? Confi-

dent? Persistent? Independent? Have they achieved a degree of success without any formal instruction in school to help them solve

the mystery of the language?

2. Learning— a passive or an active process on the part of a pupil? Don't teachers often make children feel that they are

inadequate, worthless, unworthy, fit only to take other people's orders, a blank sheet for other people to write on? Isn't what we say

about respect for the child in school usually opposed to what teachers do?