Методические указания по английскому языку для студентов 5-го курса исторического факультета. Коныгина Г.И. - 5 стр.

                                               5

     Now a few words about the structure of the work. Authentic classroom phrases are
grouped under a key sentence, given in bold type. This key sentence acts as a point of
reference. The phrases listed under it are usually variations of the sentence or phrases
relating to the same context or activity.
e.g. In turns.
    One after the other, please.
    In turn, starting with Bill.
    Take it in turns, starting here.
The phrases are not graded in any way nor marked for their suitability at different
levels.
          Russian trainee teachers can use this work for reference purposes, for example, in
the preparation of lesson plans. Inevitably, teachers will develop preferences for certain
phrases, but the principle of variation mentioned above should be remembered.
          The majority of the phrases involving instructions are given in the basic
imperative form, although teachers are recommended to make use of the wide range of
alternatives. The most important of them are:
commands ( imperatives, must )
requests ( polite intonation, please, could/would, mind )
suggestions ( let’s, how about, why not, had better ).
     Although in normal social interaction the selection from these alternatives is made
quite carefully on the basis of factors related to status, role and situation, the choice in
the classroom is often considered to be largely irrelevant. Because of the status
traditionally accorded to the teacher and the situational rules that apply in the
classroom, all of these different alternatives operate as commands, i.e. the pupil will do
what he or she is told. Nevertheless, even within a clear-cut educational context, the
choice may reflect the teacher’s underlying attitude to the pupils. The use of commands
emphasizes the teacher’s position of authority; requests imply the notion of equality,
and suggestions, at least in theory, allow the pupils some freedom of choice.
          Alongside with the vocabulary of language teaching the work offers lists of
phrases that pupils are expected to use during an English class. As a rule they are not