- •«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
XII. Points for discussion.
1. What was the lumber-room like and why did it come up to Nicolas’ expectations? 2. Why did the aunt keep what Nicholas thought to be most wonderful things in the lumber-room? 3. What was the first thing to seize Nicholas' imagination? 4. What did the tapestry picture represent? 5. What other objects claimed Nicholas' attention? 6. Why did the aunt call Nicholas the first time? 7. Why did Nicholas smile when he heard his aunt's command for him to come out of the goose- berry garden at once? 8. Why did Nicholas decide to leave the lumber- room? 9. How did he conceal the traces of his visit to the lumber-room? 10. Why did the aunt cry for Nicholas to come quickly? 11. Why couldn't the aunt get out of the rain-water tank? 12. What did the aunt tell Ni- as to do? 13. Why did Nicholas refuse to enter the gooseberry garden? 14. What shift did Nicholas use to prove that it was not really his aunt who was telling him to come into the gooseberry garden? 15. Who res- cued the aunt from the rain-water tank? 16. Why was tea that evening partaken of in a fearsome silence?
Разговор с родителями
Очередь за лаской
«Я в семье - самая младшая. У меня три старшие сестры, и у всех, как и у меня, - дети. Но, как мне кажется, сестрички мои слишком залюбили, заласкали, забаловали своих детей (у нас у всех - мальчики), и они растут изнеженными, разболтанными, не готовыми к трудностям. Но ведь жизнь не будет их баловать, а мамочка не всегда будет рядом. Учтя ошибки сестер, я стараюсь держать своего сына в строгости, без баловства, без потакания капризам, без поцелуйчиков - ведь он должен вырасти настоящим мужчиной, и я, мать, обязана ему в этом помочь. Но признаюсь, иногда меня нет-нет да и «клюнет» в сердце червячок сомнения: ведь он еще маленький, и, может быть, ему не хватает моей ласки? Но я стараюсь не поддаваться этим настроениям, не размягчаться - в его же интересах. Права ли я, что воспитываю его «без сантиментов»?
Вероника ПОКРОВСКАЯ. Москва
На вопрос строгой мамы мы попросили ответить педагога с большим стажем; автора многих книг о воспитании детей Ларису Никифоровну Захарову.
- Я вам отвечу, Вероника; но сначала - немного о себе. Сколько детей прошло через мои руки - избалованных, и тех, кого дома даже лаской не балует; и просто запутанных, озлобленных... Но более всего оставили во мне след и открыли мне глаза на многое дети-сироты - воспитанники детского дома, в котором мне довелось проработать несколько лет. До сих пор щемит сердце, когда вспоминаю этих маленьких человечков, лишенных самого главного - материнского тепла, ласки. Одну мамашу, живую и здоровую, отказавшуюся от своего ребенка; мы долго уговаривали, чтобы она хоть взглянула на своего сына, который так без нее тосковал. И вот, наконец, она снизошла - впервые за четыре года. И представьте себе - явилась с пустыми руками. Это к маленькому-то ребенку да еще к собственному, обделенному во всем! Воспитательница его, к которой она заявилась, просто ахнула. Дала ей денег - пойдите, говорит, в ближайший магазин и купите хоть карамелек для вашего мальчика. Ну принесла она немного конфет, Вадик - а он непослушный был мальчик, забияка и драчун, - чуть не задохнулся от счастья и гордости (ведь мама принесла!), побежал и мигом раздал все конфеты ребятам, оставив, себе только одну - ту, что во рту. А когда вернулся и увидел свою маму, вытащил обсосанную уже карамельку и протянул ей... Не знаю, получала ли она в своей жизни такой дорогой подарок......
А видели бы вы, как они, эти обиженные судьбой ребятишки, выстраивались в очередь, увидя, как кто-то из нас, взрослых, погладил кого-то из них по головке: «И меня погладьте... И меня...». Вас бы сюда, Вероника (извините, не знаю, как вас по отчеству), чтобы посмотрели на эту печальную; как похоронная процессия, детскую очередь - за лаской. А вы своему кровному ребёнку побуждений) в том, что ему нужно, как воздух. Баловство - иное дело, я тоже против бездумного баловства, но ведь вы и в «поцелуйчиках»-то своему ребенку отказываете! Хотите, чтобы он вырос настоящим мужчиной, а дождетесь, что он вырастет черствым, этаким сухарем, скупым на ласку, на доброту и; заботу о вас же в старости, не говоря уж о других людях, которые будут рядом с ним. Уж вы простите за прямоту и резкость, но не могу я одобрить выбранную вами позицию, потому что по опыту знаю: ребенку, как солнце цветку, нужна материнская ласка. Не сюсюкание, не потакание всякому «хочу», любому капризу, а разумная - не, слепая, а зрячая материнская любовь и ласка. Неправильно подсказывает вам «червячок» сомнения - это в вас говорит, сердце. Прислушайтесь к его голосу.
Вовсе не обязательно следовать, примеру ваших старших сестер - найдите, свою систему воспитания, свой подход, свою золотую середину. И вы увидите своего ребенка счастливым, и сами, - поверьте, будете от этого, счастливы.
Лидия Суворова
/ «Учительская газета», №16, 2000/