• to present words and expressions on the " School"
• to practise reading for gist
• to present and practise the use of Direst and Indirect Speech
How To Be A Teacher's Pet
1. When the teacher enters the classroom, do you:
a) continue talking to your friend? (0 points)
b) open your books and smile? (5 points)
c) wait until the teacher tells you what to do? (3 points)
2. When you see a teacher in the corridor, do you:
a) say hello? (3 points)
b) ignore him / her? (0 points)
c) shake his / her hand and give him / her a sweet? (3 points)
3. When you have a games lesson, do you:
a) always bring a clean, ironed PE kit? (5 points)
b) usually bring your kit? (3 point)
c) make up an excuse not to do games (0 points)
0—3 points — You are a bad student! You are always in trouble!
4—10 points — Your behavior is OK but you'll never be a teacher's pet.
11—15 points — What a creep! You must be a teacher's pet!
Introducing the Topic
Key words: Schools in England
Head teacher, headmaster / mistress — the head of a school.
Deputy head teacher, deputy headmaster / mistress — is often responsible
for the timetable and various other practical matters, and for discipline in
all but serious classes, which are dealt with by the head teacher himself.
Head of department — the teacher in charge of teaching of a particular
subject or group of subjects throughout school.
Nursery, primary and secondary school teachers.
Assistant (teacher) — the ordinary teachers who are responsible for
their own classes, but must consult their head or department on all important
Master / mistress can be used instead of the teacher with the name of
Class form teacher, form teacher — a teacher responsible for a particular
class / form.
Subject teacher / specialist is used among teachers and educationalists
in cases where it is necessary to distinguish those who teach a particular
subject. Teaching staff — the teachers of a school.
In pair, discuss the questions below.
1. Who was your favourite teacher at primary school?
2. What can you remember about him / her?
3. Why did you like him / her?
Graham Lawrence, 29, science author and TV presenter went to Overton
I haven't seen Mr Jenkins since I left school but he was my inspiration.
I wasn't very good at most of school subjects. I suppose I was a bit
lazy. But when I went into Mr Jenkins's science class to prepare for my GCSEs,
I really became interested in a subject for the first time.
Mr Jenkins was full of enthusiasm and made everything interesting. He
used to demonstrate things with lots of practical examples. One day he took us
outside and we built a rocket. It was fun!
I wasn't a particularly willing and cooperative student at school. Mr
Jenkins made me feel that I could do things. I was interested in astronomy and
he asked me to give a lesson to the class. That was really the first time I
ever tried to explain science to an audience. Now, when I'm preparing a programme,
I think about how Mr Jenkins would have done it. Sometimes, I want to call him
and ask for his opinion.
Brian Jenkins, science teacher at Overton Comprehensive When Graham came
into my class he was a bit "difficult". But when he got interested,
it all changed. He was extremely bright and he became much better in all other
subjects. I've read a couple of his books and seen him on TV. I say to my wife,
"Oh look, I used to teach him!" It is difficult teaching nowadays.
There are discipline problems and not enough money. The government should give
more money for science education. The classes are too small and it's very
difficult doing lessons in the laboratories with big groups.
Bit I love teaching. It's a great feeling when you know you've taught
something well. It also makes me proud when I see my pupils doing well, like
Graham. I feel that I've achieved something.
Answer the questions.
1. What kind of pupil was Graham?
2. How did Mr Jenkins help him?
3. How does he feel about Graham now?
4. Why does Mr Jenkins love teaching?
What does it mean: "a good teacher"? Can you recollect the
names of great teachers? Why are / were they great?
What is the difference between a schoolmaster and an engine-driver?
Answer. One minds the train, and the other trains the mind.
It is not necessary to change the verb when you use reported speech. If
you are reporting something and you feel that is still true, do not need to
change the tense of the verb.
direct Tom said: "New York is bigger than London".
indirect Tom said that New York is (was) bigger than London.
direct Ann said: "I want to go to New York next year".
indirect Ann said that she wants (or wanted) to go to New York next (the
Notice: It is also correct to change the verb into the past.
Say and tell
If you say who you are talking to, use tell Tom told me he didn't like
Brian. Otherwise use say Tom said he didn't like Brian.
B) Complete these sentences using said, told or talked.
1. Jack_he that he was enjoying his new job.
2. Tom_it was a nice restaurant but I didn't like it much.
3. The doctor_that I would have to rest for at least a week.
4. Mrs Taylor_us she wouldn't be able to came to the next morning.
5. Ann_Tom that she was going away.
6. George couldn't help me. He_to ask Jack.
7. At the meeting the chairman_about the problems facing the company.
8. Jill_us about her holiday in Australia.
C) Yesterday you met a friend of yours, Charlie. Charlie told you a lot
of things. Here are some of the triing he said to you.
1. I'm thinking of going to live in Canada.
2. My father is in a hospital.
3. Nora and Jim are getting married next month.
4. I haven't seen Bill for ages.
5. Fve been playing tennis a lot recently.
6. Margaret has had a baby.
7. I don't know what Fred is doing.
8. I work 14 hours a day.
9. I'll tell Jim I saw you.
10. You can come and stay with me if you are ever in London.
11. Tom had an accident last week but he wasn't injured.
12. I saw Jack at the party a few months ago and he seemed fine.
Write a composition "My favourite teacher".