- •«Липецкий государственный педагогический университет»
- •Contents
- •Set work
- •I. What is meant by:
- •II. Find in the article the English for:
- •III. Points for Discussion:
- •Cries and Whispers
- •Set work
- •I. Learn the pronunciation of the words below. Translate them into Russian.
- •II. Define the meaning of the following lexical units. Say how they were used in the text.
- •III. Find in the article the English for:
- •IV. Say what you know about:
- •V. Say what is implied by:
- •VI. Write out the verbs which the journalist makes use of to describe the way babies cry. Account for the author’s choice of words and specify their meaning.
- •VII. State the idea behind the following lines and say whether you agree with it.
- •VIII. Points for discussion.
- •The lumber-room
- •Set work
- •I. Practise the pronunciation of the words below. Learn and translate them.
- •II. Define the following words and word combinations.
- •III. Paraphrase the following sentences using the word combinations and phrases:
- •IV. Translate the following sentences into English using the word combinations and phrases under study.
- •V. Make up a list of words which could be applied to the description of the military operation. Account for their usage.
- •VI. Explain what is meant by:
- •VII. Interpret the following sentences.
- •VIII. Comprehension questions.
- •Можно ли заставить ребенка слушаться?
- •I. What is the English for:
- •II. Can we raise an obedient child? What idea does the author try to drive home to the reader?
- •III. Render the above article into English.
- •Set work
- •I. Practise the pronunciation of the words below.
- •II. Define the words and word combinations below. Say how they were used in the text.
- •III. Find in the text the English for:
- •IV. Make up a list of berries/bushes mentioned in the extract. What other
- •V. Paraphrase the following sentences so as to use the word combinations and phrases under study.
- •VI. Compose short dialogues for the following word combinations:
- •VII. Translate the following sentences into English using the word combinations and phrases under study.
- •VIII. Interpret the line below:
- •VIII. Interpret the following:
- •IX. Explain what is meant by:
- •XI. Give detailed answers to the following questions. Motivate your opinion:
- •XII. Points for discussion.
- •Очередь за лаской
- •Set work
- •The difficult child
- •Set work
- •I. Define the words and word combinations below. Say how they were used in the article.
- •II. State the difference between:
- •IV. Points for discussion.
- •1. A happy child is:
- •2. An unhappy problem child is:
- •3. A happy parent is:
- •4. An unhappy difficult parent is:
- •Set work
- •Explain the meaning of the words and word combinations below. Say how
- •Clarify the difference between the following words. Give examples to illustrate their usage.
- •III. Find in the article the English for:
- •IV. Translate into English using the words under study.
- •IV. Say whether you agree or disagree with the following statements. Give reasons.
- •VI. Points for discussion.
- •I'll spread some black dirt on my bread,
- •Set work
- •I. Define the words and word combinations below. Say how tey were used in the article.
- •II.Say what you know about:
- •III. Find out in the article the English for:
- •IV. Explain what is meant by:
- •V. Formulate the thesis which author’s puts forward in his article. Children are our best teachers
- •Set work
- •I. Say what is meant by:
- •II. State the difference between the words given. Give examples to illustrate
- •III. Say how you understand the lines below.
- •Points for discussion.
- •Future Toy Boy
- •I. Explain the meaning of the words and word combinations below.
- •II. Say what you know about:
- •State the idea behind the lines below:
- •Points for discussion.
- •Should you smack children?
- •Set work
- •I. Say what is meant by:
- •II. Find in the article the English for:
- •III. State the difference between the words below. Give examples to illustrate their usage.
- •IV. Pick out phrases from the text which contain the preposition “through” and explain their meaning.
- •V. Say whether you share the ideas expressed below. Give reasons.
- •VI. What you know about:
- •VII. Give a brief summary of the article.
- •VIII. Are there any other reasons not to hit your kids? порка делу не поможет
- •Имейте в виду
- •I. What’s the English for?
- •III. Points for discussion.
- •Hyperactive? Just go the park and climb a tree
- •I. Practice the pronunciation of the words below. Learn and translate them.
- •III. Find in the article the English for:
- •IV. Explain what is meant by :
- •V. Dwell upon the symptoms of:
- •VI. State the idea behind the lines below.
- •VII. Say whether you share the idea expressed in the following sentences.
- •VIII. Points for discussion.
- •I. Define the words below and say how they were used in the article.
- •II. What is meant by?
- •III. Interpret the lines below.
- •IV. Give the English for:
- •V. Reproduce the parts of the text in which these words and phrases occur. Use these phrases in short sentences of your own.
- •VI. Give the words for the following definitions.
- •VII. Translate the sentences below into English. Use the words under study.
- •VIII. Give a 15-sentence summary of the article.
- •IX. Say whether you agree or disagree with these statements. Give your reasoning.
- •X. Comment on the headline of the article.
- •XI. Should parents be lenient or tough?
- •I. Render the above article into English and say what country brings up its citizens in the right way?
- •VIII. Do you agree that:
- •IX. Points for discussion.
- •I. Define the words and word combinations below. Say how they were used in the text.
- •II. Find in the text the English for:
- •III. Explain what is meant by:
- •IV. State the difference between the words below and illustrate their usage.
- •V. Expanding Vocabulary
- •VI. Interpret the idea and enlarge on it.
- •VII. Understanding content
- •VIII. Points for discussion.
- •Do parents know their kids?
- •Set work
- •I. Transcribe the words below and practice their reading.
- •II. Say what you know about:
- •III. Find in the article the English for:
- •IV. Say how you understand the following lexical units. Reproduce the context in which they occurred in the article.
- •V. State the difference between the given words. Give examples to illustrate their usage.
- •VI. Fill in the correct preposition. Check against the text.
- •VII. Give synonyms to the words below. Use the words from the article.
- •VIII. Interpret the idea behind the following sentences from the article.
- •IX. Agree or disagree with the given statement. Back up your opinion.
- •X. Points for discussion.
- •Set work
- •Learn the pronunciation of the words below. Translate them into Russian.
- •Explain what is meant by:
- •III. Look through the article for the following English equivalents of:
- •VIII. State the idea behind the lines below.
- •X. Points for discussion.
- •Explain what is meant by the words and word combinations below. Say how they were used in the article.
- •II. Find in the article the English for:
- •III. State the idea behind the lines below and enlarge on it.
- •IV. Translate the sentences below using the words under study:
- •V. Scan the article for different equivalents of “чрезмерно опекать”, “родительская опека”.
- •VI. Points for discussion:
- •The waiter was wired
- •Indian parents hire spies to tail their rebellious kids
- •Practice the pronunciation of the words below.
- •Define the words and word combinations below. Say how they were used in the article:
- •Give the synonyms to the words below. Use the words under study:
- •Fill in the correct preposition. Check against the article.
- •VI. A) Scan the article for all possible variants of the Russian “следить за кем-то”. Account for their semantic difference.
- •VII. Say what is meant by:
- •VIII. Sum up the article.
- •IX. Points for discussion:
- •Child neglect and abuse
- •Set work
- •Say what is meant by:
- •Reveal the difference between the words below. Give examples to illustrate their usage.
- •Explain why:
- •Points for discussion.
- •61 % Россиянок ненавидят малышей
- •Set work
- •Set work
- •I. Define the words and word combinations below.
- •II. Find in the article the English for:
- •III. Reveal the difference between the words below. Give examples to illustrate their usage.
- •IV. Think of the best Russian translation for:
- •V. State the idea behind the lines below:
- •VI. Points for discussion:
- •Is the book written by Debra Wesselmann a worthy one? Would you buy it? the nature of nurturing
- •Set work
- •I. Practice the pronunciation of the words below and learn them.
- •II. Define the meaning of the words and word combinations below. Say how they were used in the article.
- •III. State the difference between the words below. Give examples to illustrate their usage.
- •IV. Find in the text the English for :
- •V. Explain what is meant by:
- •VI. Give the plural for:
- •VII. Give the words for the following definitions.
- •VIII. State the idea behind the given lines and enlarge on it.
- •IX. Find in the article several equivalents for the Russian “воспитывать”.
- •X. Sum up the article and formulate its key idea.
- •XI. Is the person we become shaped more by the genes we inherit from our parents, or by our life experience?
- •What’s got into the tweenies?
- •What are these observations suggestive of?
- •Problem children
- •Should caning be reintroduced as a means of restoring discipline?
- •Are parents to blame for the aggressive behaviour of their offspring? children
- •What the scientists are saying…
- •Take a Look at Yourself
- •29. “Creative thinkers make many false starts, and continually waver between unmanageable fantasies and systematic attack”.
- •Л.М. Кузнецова, ж.Л. Ширяева problem parents or problem children
- •398020 Г. Липецк, ул. Ленина, 42
ГОСУДАРСТВЕННОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ
ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
«Липецкий государственный педагогический университет»
Л.М. Кузнецова, Ж.Л. Ширяева
PROBLEM PARENTS OR PROBLEM CHILDREN?
Липецк – 2007
УДК-43 (071.1) Печатается по решению
ББК 81.432.1 - 923 редакционно-издательского
совета ЛГПУ
Л.М.Кузнецова, Ж.Л.Ширяева. PROBLEM PARENTS OR PROBLEM CHILDREN? Пособие для студентов старших курсов факультета иностранных языков (английское отделение). – Липецк, ЛГПУ, 2007 – 155с.
Рецензент: зав. каф. КОИО
к.ф.н., доц. В.П. Бойко
© ГОУ ВПО Липецкий государственный педагогический университет
Липецк – 2007
Contents
Preface
Part I. Problem Children
Ready! Steady! No! (test) John Ferrimah.
Cries and Whispers. Peg Tyre.
The Lumber Room (Extract / Part 1). Hector Munro.
Можно ли заставить ребенка слушаться? Бенжамин Спок.
The Lumber Room (Extract / Part 2). Hector Munro.
Очередь за лаской. Лидия Суворова.
The Difficult Child. L.G. Pamuchina, T.G.Shekova.
Между двух огней. Алла Булатова.
The Difficult Child (a list of words).
The Spoiled Child. Alife Kohn.
Разве ж это дети… Катаржина Лангрен.
Obedience (poem). Garrison Keillor.
Former Stamp Collector Jason Cowley on Why Being Cool Leaves him Сold. Judith Martin.
Children are our Best Teachers.
Future Toy Boy. Sarah Sennott.
Part II. Problem Parents
Should you Smack Children? John Slaiks.
Ten Reasons Not to Hit your Kids. Jan Hunt.
Порка делу не поможет. Диана Колосова.
Hyperactive? Just Go to a Park and Climb a Tree. Jane Barron.
Permissiveness: “A Beautiful Idea” That Didn’t Work? Людмила Памухина. Тамара Шелкова.
Юный император или чопорный джентльмен? Игорь Рябцев.
We Preach Baby Worship but Practise Baby Farming. James Whirly.
Хороший ли я родитель? (тест)
When Parents are Toxic to Children. Keith Ablow.
Do Parents Know their Kids? Steve Rouge.
High Anxiety Screws Up Our Hi-Tech Heaven. John Lurks.
A Nation of Wimps. Hara Estroff Marano.
The Waiter was Wired. Jan Mackinnon.
Child Neglect and Abuse. David Merck.
За что убивают детей. Вероника Сивкова.
A New Way of Understanding the Problems of Parents and Kids. Debra Wesselmann.
The Nature of Nurturing. Bill Cleeve.
Supplement.
PREFACE
Having and raising a baby is part and parcel of most people’s lives; that’s what makes the family happy, complete and close-knit. The toddler’s first steps, as well as the first loss of a milk tooth and the child’s first uttered words can’t but stick in the parent’s memory. All parents are so sentimental about their children’s firsts! However, on the darker side there are quite a few hurdles which parenting inevitably entails. Both children and parents may turn out to be hard to deal with. Read through the book and decide for yourself whether it is harder to bring up a problem kid or to be brought up by a problem parent.
Part I. Problem Children
Ready! Steady! No!
Are you ready to have children? Try these simple tests.
The mess test. Smear peanut butter all over your hands, then rub on the sofa, curtains and walls. Draw pictures of dinosaurs with crayons on your favourite wallpaper. Place a fish stick behind your bed and leave it there all summer.
The toy test. Obtain a 55-gallon tub of Lego. (If Lego is not available, you may substitute roofing tacks or broken bottles). Have a friend spread the contents all over the house. Put on a blindfold. Walk to the kitchen or bathroom barefoot without screaming.
The supermarket test. Borrow two goats and take them with you to the supermarket. Always keep both of them in sight and be prepared to pay for anything they eat or damage.
The dressing test. Obtain one large unhappy live octopus. Stuff it into a small net bag, making sure all the arms stay inside.
The feeding test. Half fill a large plastic jug with water and suspend it from the ceiling with a stout cord. Start the jug swinging. Insert spoonfuls of soggy cereal into the mouth of the jug while pretending to be an aeroplane. When you’ve finished, dump the contents of the jug on the floor.
The night test. Fill a small cloth bag with a 4-6 kilos of sand. Soak thoroughly in water. At 8 pm start to waltz and hum while holding the bag. At 9 pm., lay down the bag and set your alarm for 10 pm. Get up, pick up the bag and sing every song you have ever heard. Continue singing (be inventive) until 4am. Lay down bag. Set alarm for 6 am. Get up and make breakfast. Keep this up for five years. Look cheerful.
The physical test (women). Go to the nearest chemist. Hand your wallet to the assistant and ask her to help herself. Go to the nearest supermarket. Ask to see the manager and arrange to have your pay cheque deposited there directly. Purchase a newspaper. Go home and read it quietly for the last time.
Final assignment. Find a couple who already have a small child. Lecture them on how they can improve their discipline, patience, toilet training and child’s table manners. Give them as much advice as you can for as long as you can. Enjoy this experience. It is the last time you will have all the answers.
John Ferrimah
/Digest, 14, 2005/