В настоящее время объектом активного изучения лингводидактики стало

Put the harder tasks earlier. On the whole, students are 
fresher and more energetic earlier at the lesson, and get 
progressively less so as it goes on, particularly if a lesson is a 
long one. So it makes sense to give tasks that demand more 
effort and concentration earlier (learning new material, or 
tackling a difficult text, for example) and the easier ones later. 
Similarly, tasks that need a lot of students’ initiative work, 
better to give earlier at the lesson, and more structured and 
controlled ones – later.
5. James Henderson (1996:137) gives instructions for arranging 
a good collaboration between a teacher and students and among 
students. Read and do italic activities. 
Teacher – students collaboration. Activities that build a sense 
of community between a teacher and students and among students: 
*Ask students to discuss what kind of students and a teacher 
behavior helps them learn. Write the examples of questions. 
* Give students opportunities to record their thoughts and 
feelings about the classroom climate in private journals and then 
share them with the class. 
Explain the value of this activity? 
Collaboration among students. The activities encouraging 
students to work in pairs or small groups increase a sense a 
community and cooperation: 
* Observe other teachers who utilize small group instructions. 
Ask them what works and what problems they have encountered. 
* Talk with students about their perception of cooperative 
learning groups. 
* During the lesson, invite suggestions about what would work 
better, for example, individual or small-group learning. 
*Ask students to figure out a way to solve problems or answer a 
question by working with each other. 
Think about effectiveness of these activities. You can suggest 
other activities. 

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6. Read about the ways of focusing attention on behaviors and 
attitudes that promote and denote collaboration discussed by James 
Henderson (1996:141). Do the given tasks.
* Honestly assess who is involved in the learning process. Invite 
a peer to observe a lesson and record evidence of students’