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.

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