B. Match the adjectives in the left column to the nouns in the right column (as they appear in the article). Make up your own sentences with them

A. Match the words and phrases from the text with their corresponding definitions.

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

1) a complex crucible

2) to be bound by the constrains of the administration

3) an irrelevant place

4) a figure of authority

5) a transmitter of knowledge

6) to encompass all the skills

7) communication through communication

8) to enable pupils to use the language appropriately, accurately, fluently and effectively

9) to promote communicative practice

10) to do research into effective classroom practice

11) to give plentiful opportunities

12) to become fluent and effective users of the language

13) to be actively engaged in learning activities

14) to be genuinely interested

15) efficient transitions from activity to activity

16) to have high expectations

17) to alter the shape of lessons overall

18) to come up with smth

19) to establish rapport in the classroom

20) pre-service and in-service teachers

v Vocabulary Practice

1) to be bound by a) to produce an idea, etc.

2) irrelevant b) a severe test or trial

3) to come up with smth c) competent

4) to keep a balance d) to bring advantage to smth

5) to be faked e) to be required by an obligation or duty

6) effective f) inappropriate

7) to benefit smth g) abundant

8) rapport h) precise, exact, scrupulous

9) on the ball i) to maintain stability

10) a complex crucible j) not genuine

11) plentiful k) col. alert

12) accurate l) relationship or communication, (when

useful and harmonious)

1) plentiful a) crucible

2) complex b)place

3) accurate c) users

4) effective d) transitions

5) irrelevant e) expectations

6) valuable f) opportunities

7) efficient g) intelligence

8) clear h) means

9) high i) definition

10) teaching j) instructions

v Text Comprehension

4. Here are the questions for you to answer and compare your answers with those of your friend’s.

1) Do you agree that participants of teaching-learning process are considered equally important partners? Why? Why not?

2) What does the author suggest dividing the work in ELT classroom into teaching cultures? Where are more teachers in Culture A or Culture B? Why?

3) What are the main features relevant to successful ELT classrooms? Name them.

4) What teacher’s skills does rapport in the classroom depend on? Single out the most important ones. Comment on your assumption.

5) In order to be more intelligible, the author builds up many statements on the contrast. Find the cases of contrast or antithesis in the text. (e.g. a heavy place - a light place, etc.). Why does the author employ them?

6) What do you think prevents teachers from:

· turning sketches of learning into nice colourful pictures?

· using the language as a means of communication through communication?

· altering the shape of lessons to accommodate teaching to learners?

· making a classroom a relevant place for learning? (Describe your considerations in written form).

7) Choose any definitions of the classroom suggested in the article and comment on them.

v Critical Reading

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