Comment on the sentences taken from the text

If necessary, write down your answers to the questions.

Study the Essential Vocabulary of the text; use it while doing the assignments that follow.

Anne Bonsall

(from Progress to Proficiency

by Leo Jones)

v Thematic Vocabulary

1) months of concealed suffering

2) a fear of the day ahead

3) to set off for work with a pounding heart and a frozen face

4) the holidays for rest and recuperation

5) my attempts to cope were patchy

6) to run out of enjoyment and enthusiasm.

7) In fairness to myself

8) to remonstrate with smb privately

9) to giggle restlessly

10) to be constantly teasing and titillating each other

11) to bring chaos with sniggerings and mutterings

12) to be bewildered and incapacitated

13) to have no redress

14) to assert oneself and restore order

15) to ensure a partial silence

16) to have the stomach for the job

v Vocabulary Practice

3. Find words or phrases in the passage that mean the same as these. Write them down. Recall some situation from your teaching experience and describe it using paraphrased words and phrases. Tell the situation to your partner or write it down.

beating loudly incomplete

laughing disrespectfully way of putting things right

unable to take action exercise control

tell off hungry laughing shrilly

v Text Comprehension

4. You’ve read the article by Anne Bonsall and like the way she presented her ideas. You want to know your friend’s impression of it. Here are the questions for you to answer and compare your answers with those of your friend’s.

1) Why were the writer’s friends and family taken by surprise?

2) Why was the writer’s heart pounding as she set off for work?

3) How well had she managed to adapt to new teaching methods during her ten years’ teaching?

4) Why did the hard-working little girls change?

5) Why was the writer unwilling to punish pupils who misbehaved?

6) Who are referred to as 'we ourselves'?

7) How do the Year 10 English class react to the writer’s entry into the room?

8) What is meant by 'the stomach for the job' in the final passage?

v Critical Reading

1) To wake in the morning with a fear of the day ahead, to force a hasty breakfast down an unwilling throat, and then set off for work with a pounding heart and a frozen face had become habitual.

2) But I, in common with most other teachers, am enormously self-critical, and I knew now that I was no longer ‘managing.’

3) My attempts to cope with changing teaching methods were patchy.

4) I had run out of enjoyment and enthusiasm.

5) I have failed, and no longer have the stomach for the job.

v Talking points

6. This time you want to know your friend’s opinion on the question: Why doesn't the writer blame her lack of success as a teacher on her own shortcomings?

Дата добавления: 2014-12-23