I’ll be ready as soon as I’ve had a shower.

I’m not going to work overtime unless I get paid.

2. 1. I’ll be ready ---I’ve had a shower.

2. We’ll probably be watching the Cup Final – you arrive.

3. We’re not going to go out --- the rain has stopped.

4. I’m not going to work overtime ----I get paid.

5. Take your umbrella --- it rains.

17

1. The rules of form and using of conditionals

First conditional: if+ Present Simple (Present Continuous or Present Perfect) + will+Inf (going to or Future Perfect or Future Continuous ): If I don’t come back, you will start dinner without me.

We use it to talk about things which are truth.

Second conditional= If + Past Simple (past cont)+ +would/ wouldn’t(could or might)+ infinitive

If you weren’t making so much noise, I could concentrate better.

We use It to talk about improbable situations in the Present/ Future.

Third conditional = if+ past perfect, would/wouldn’t have+ past participle (PII)

We use it to talk about a hypothetical past situation.

If you had studied more, you would have done better in the exam.

2.

1. I --- you a present if I’d known it was your birthday.(buy)

2. He wouldn’t have crashed if he __ so fast. (not drive)

3. If the photos are good, I--- them to you. (send)

4. If she were more sociable, she ----friends. (have)

5. If plants aren’t watered, they --- .(die)

Методика преподавания иностранного языка 4 курс р и к отделение

1

1. The structure of an English language lesson

2. Can you put the following events in order according to the structure of the lesson?

1. The teacher is handing out a worksheet and explaining a task.

2. The students are working individually.

3. The teacher uses the board to explain vocabulary and then set up groupwork.

4. The class is having a formal debate.

5. The teacher asks the students to predict what the title of the lesson means.

2

1. Ways to organize English lessons

2. Describe the seating arrangements (separate table, horseshoe, round a single big table, orderly

rows, solowork) for the following events and say why:

1. The teacher is explaining something using the board.

2. The students are listening to a tape.

3. The teacher is explaining some pronunciation.

4. The teacher uses the board to explain vocabulary and then sets up groupwork.

5. The students are working individually.

3

1. Requirements for an English lesson

2. Match the student needs on the left with the terms on the right.

1. I have to be able to write projects in English.	1. General English
2. I need to learn English so that I can work as a nurse in English-speaking contexts.	2. English for academic Purposes
3. I think English is an important international language and so I’d like to learn it in case I need it.	3. English for Specific Purposes
4. We came to this country as refugees and we want to make a success of our lives here.	4. Business English
5. We are trying to establish commercial links with international trading partners so I need to improve my English.	5. Target-language community interaction

4

1. Teacher’s preparation for a lesson

2. Rate the following teacher qualities in order of importance (1-10) and why.

1. They are adaptable.

2. They are even-handed in their treatment of students.

3. They are good-looking.

4. They care about their students.

5. They dress well.

6. They give interesting lessons.

7. They know their subject.

8. They listen to their students.

9. They prepare well.

10. They use new technology.

5

1. The plan of analysis of a lesson

2. Match the student needs on the left with the terms on the right.

1. Students make appointment to talk to the teacher about their progress.	1. assessor
2. The teacher is explaining something to the class.	2. controller
3. The teacher is telling students how correct (or incorrect) their language use is.	3. prompter
4. The teacher makes herself available to answer any questions/ supply information while students are working on a task in groups.	4. resource
5. The teacher wants to help the students along during a fluency activity (where their conversation is faltering a bit).	5.tutor

6

1. The plan of self-analysis of a lesson

2. Which is the odd one out? Why?

a. a role-play a discussion a drill a communication game a questionnaire

b. a letter a speech a poem a grammar exercise a play extract

c. study rehearsal feedback engagement enjoyment

7

1. The content of teaching of primary school pupils

2. What is the best seating arrangement for the following situations?

1. A team game with a class of forty

2. A class discussion with fifteen students

3. Pairwork in a group of thirty students

4. A reading task in a group of ten

5. Students design an advertisement in groups

6. Students all listen to an audio track

7. The teacher explains a grammar point

8

1. The content of teaching of preschoolers

2. Rate the following teacher qualities in order of importance (1-10) and why.

1. They are adaptable.

2. They are even-handed in their treatment of students.

3. They are good-looking.

4. They care about their students.

5. They dress well.

6. They give interesting lessons.

7. They know their subject.

8. They listen to their students.

9. They prepare well.

10. They use new technology.

9

1. How many stages an effective lesson has and what they include

2. Can you put the following events in order according to the structure of the lesson?

1. The teacher is handing out a worksheet and explaining a task.

2. The students are working individually.

3. The teacher uses the board to explain vocabulary and then set up groupwork.

4. The class is having a formal debate.

5. The teacher asks the students to predict what the title of the lesson means.

10

1. How to analyze a lesson conducted by another teacher

2. Match the student needs on the left with the terms on the right.

1. Students make appointment to talk to the teacher about their progress.	1. assessor
2. The teacher is explaining something to the class.	2. controller
3. The teacher is telling students how correct (or incorrect) their language use is.	3. prompter
4. The teacher makes herself available to answer any questions/ supply information while students are working on a task in groups.	4. resource
5. The teacher wants to help the students along during a fluency activity (where their conversation is faltering a bit).	5.tutor

11

1. How to do a self-analyzing of a lesson

2. Which is the odd one out? Why?

a. a role-play a discussion a drill a communication game a questionnaire

b. a letter a speech a poem a grammar exercise a play extract

c. study rehearsal feedback engagement enjoyment

12

1. The 5 stages of English lesson

2. Can you put the following events in order according to the structure of the lesson?

1. The teacher is handing out a worksheet and explaining a task.

2. The students are working individually.

3. The teacher uses the board to explain vocabulary and then set up groupwork.

4. The class is having a formal debate.

5. The teacher asks the students to predict what the title of the lesson means.

13

1. Teaching of pupils of the primary school

2. What is the best seating arrangement for the following situations?

1. A team game with a class of forty

2. A class discussion with fifteen students

3. Pairwork in a group of thirty students

4. A reading task in a group of ten

5. Students design an advertisement in groups

6. Students all listen to an audio track

7. The teacher explains a grammar point

14

1. How the teacher can prepare for an effective lesson

2. Rate the following teacher qualities in order of importance (1-10) and why.

1. They are adaptable.

2. They are even-handed in their treatment of students.

3. They are good-looking.

4. They care about their students.

5. They dress well.

6. They give interesting lessons.

7. They know their subject.

8. They listen to their students.

9. They prepare well.

10. They use new technology.

15

1. The fist 10 tips of organization of effective English lesson

2. Describe the seating arrangements (separate table, horseshoe, round a single big table, orderly

rows, solowork) for the following events and say why:

1. The teacher is explaining something using the board.

2. The students are listening to a tape.

3. The teacher is explaining some pronunciation.

4. The teacher uses the board to explain vocabulary and then sets up groupwork.

5. The students are working individually.

16

1. How to teach the preschoolers

2. What is the best grouping for these activities, do you think? W= whole class; P=pairwork; G=groupwork; s= solowork

1. Students choose one of three alternatives when faced with an imaginary moral dilemma.

2. Students design website for a school or special interest group.

3. Students listen to an audio recording of a conversation.

4. Students practice saying sentences with the present perfect (‘I’ve lived here for six years’, ‘He’s studied here for six months’).

5. Students prepare a talk / presentation on a subject of their choice.

6. Students repeat words and phrases to make sure they can say them correctly.

7. Students write a dialogue between a traveler and an immigration official.

8. Students write a paragraph about themselves.

9. The teacher explains the rule for the pronunciation of‘s’ plurals (‘pins’, ‘cups’, ‘brushes’)

17

1. How to teach the primary school pupils

2. What is the best seating arrangement for the following situations?

1. A team game with a class of forty

2. A class discussion with fifteen students

3. Pairwork in a group of thirty students

4. A reading task in a group of ten

5. Students design an advertisement in groups

6. Students all listen to an audio track

7. The teacher explains a grammar point

18

1. Modern lesson’s structure

2. Can you put the following events in order according to the structure of the lesson?

1. The teacher is handing out a worksheet and explaining a task.

2. The students are working individually.

3. The teacher uses the board to explain vocabulary and then set up groupwork.

4. The class is having a formal debate.

5. The teacher asks the students to predict what the title of the lesson means.

19

1. Modern lesson’s requirements

2. Match the student needs on the left with the terms on the right.

1. I have to be able to write projects in English.	1. General English
2. I need to learn English so that I can work as a nurse in English-speaking contexts.	2. English for academic Purposes
3. I think English is an important international language and so I’d like to learn it in case I need it.	3. English for Specific Purposes
4. We came to this country as refugees and we want to make a success of our lives here.	4. Business English
5. We are trying to establish commercial links with international trading partners so I need to improve my English.	5. Target-language community interaction

20

1. Self-analyzing of a lesson

2. Which is the odd one out? Why?

a. a role-play a discussion a drill a communication game a questionnaire

b. a letter a speech a poem a grammar exercise a play extract

c. study rehearsal feedback engagement enjoyment

21

1. Analyzing of the lesson

2. 2. Match the student needs on the left with the terms on the right.

1. Students make appointment to talk to the teacher about their progress.	1. assessor
2. The teacher is explaining something to the class.	2. controller
3. The teacher is telling students how correct (or incorrect) their language use is.	3. prompter
4. The teacher makes herself available to answer any questions/ supply information while students are working on a task in groups.	4. resource
5. The teacher wants to help the students along during a fluency activity (where their conversation is faltering a bit).	5.tutor

22

1. How to prepare for an effective lesson

2. Rate the following teacher qualities in order of importance (1-10) and why.

1. They are adaptable.

2. They are even-handed in their treatment of students.

3. They are good-looking.

4. They care about their students.

5. They dress well.

6. They give interesting lessons.

7. They know their subject.

8. They listen to their students.

9. They prepare well.

10. They use new technology.

23

1. How to organize effective English lessons

2. Describe the seating arrangements (separate table, horseshoe, round a single big table, orderly

rows, solowork) for the following events and say why:

1. The teacher is explaining something using the board.

2. The students are listening to a tape.

3. The teacher is explaining some pronunciation.

4. The teacher uses the board to explain vocabulary and then sets up groupwork.

5. The students are working individually.

24

1. The stages of an English language lesson

2. Can you put the following events in order according to the structure of the lesson?

1. The teacher is handing out a worksheet and explaining a task.

2. The students are working individually.

3. The teacher uses the board to explain vocabulary and then set up groupwork.

4. The class is having a formal debate.

5. The teacher asks the students to predict what the title of the lesson means.