- •«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
VI. Points for discussion.
1. How do children become spoilt? Who is to blame for it?
2. What problems can be caused by parents? Are they soluble?
3. Should parents bother that their children can grow into spoilt naggers? What kind of limits should be set on children?
4. Should parents blanket their offspring with love or should they love them without letting their children know about it?
5. How to avoid raising a brat? Are brats that unwelcome?
6. Did your parents blanket you with as much love as you needed?
РАЗВЕ Ж ЭТО ДЕТИ?
Насколько взрослым можно указывать на их недостатки с чистой совестью – сами виноваты в своих глупых пристрастиях, - настолько детям нельзя ну просто ничего вменить в вину. Потому что всё идёт от родителей, бабушек, улицы, учителей и вообще безответственных взрослых. Это они по собственной глупости, из-за отсутствия чувства меры и многочисленных комплексов старательно взращивают недостатки чудных малюток. А сами дети вроде бы ни при чём…
Но дети разные и терзают нас по-разному. По крайней мере, не плохо задуматься, как именно они это делают, - так считает психолог из Варшавы Катаржина Лангрен и рисует 13 типов действительно несносных детей. Почему-то этих типов набралась как раз чёртова дюжина…
ЛИПУЧКА
На прогулке, на детском празднике – всюду – каждые три минуты подбегает к маме и «приклеивается». Просится на руки, прячет голову под мышкой – только для того, чтобы убедиться, что он – самый главный, а мама, мягкая, удобная и привычная, как всегда на месте.
НЮНЯ
Искусство рыдания у него доведено до совершенства. Слёзы градом могут катиться по щекам даже потому, что мороженое вместо обещанного сливочного оказалось малиновым.
СЛАБЕНЬКИЙ
Стоит только родителям слегка повздорить между собой, стоит только дяде не купить обещанную игрушку, а учительнице в школе объявить о предстоящей контрольной по математике – вот, смотрите-ка ангина!
ЯЗВА
Как никому другому удаётся ему смутить покой всей семьи. Одна только фраза типа: «Мам, а бабушка сказала, что ты очень уж форсишь. Что такое «форсить»?» - может спровоцировать шумный семейный скандал, о чём ребёночек прекрасно знает и уже заранее радуется предстоящему развлечению.
МЕРЗКИЙ
Всё время что-то вяло жуёт, мямлит и бормочет себе под нос. Недожёванную еду может продержать во рту полдня. В задумчивости ковыряет в носу, рыгает, и его может стошнить прямо на стол. Для развлечения часами сидит на горшке.
ЗАНУДА
Беспрерывно голосом Утёнка Дональда напоминает взрослым, что они ошиблись, опоздали, забыли, поступили неразумно и пр., и пр.
«НАОБОРОТ»
Уже с самых первых дней делает всё наоборот. Спит днём, плачет ночью. Когда идёт град настаивает на прогулке, а в солнечную погоду готов день напролёт играть в подвале. Смеётся, когда делают укол, и заходится в конвульсиях от страха у парикмахера. В конце концов, когда вырастает, в спутники жизни выбирает себе негра (негритянку) - назло папочке и бабусе.
АСКЕТ
Родители боятся, что ребёнок не вырастет, поэтому кормят его насильно, от чего на самом деле растут только синяки под глазами. Дитя смотрит на взрослых грустным и одновременно презрительным взглядом. На их просьбы и угрозы, на их бессилие и глупость. И надо признать справедливо.
САДИСТ
Тихий и дисциплинированный ребёнок, играет в шахматы и старательно делает уроки. В свободные минуты с научным подходом обрывает крылышки мухам и для порядка запирает младшую сестру в шкафу часа на два.
ПАПИНА КУКОЛКА
Чем больше папу воротит от мамы, тем роскошнее подарки, которые получает дочка. И, естественно, тем распущеннее и глупее вырастает, возбуждая всё возрастающую ненависть у мамуси.
ПОДЛИЗА
Такой ребёнок всегда найдётся, особенно среди многочисленных братьев и сестёр. Посмотрите на его умильную физиономию – этот сделает карьеру наверняка!
ВЕЧНЫЙ РЕБЁНОК
Не вырастает никогда. Вечно в претензии к родителям – мало давали денег и мало дают сейчас. Порой просто ненавидят их за то, что стареют, что нет у них сил, что не похожи на красивейших и богатейших людей на свете. Ежедневно напоминает, что лет 10 тому назад они на что-то не согласились или что-то злостно загубили. Ребёнок вечно обижен, а родители постоянно оправдываются.
Катаржина Лангрен
/ «Семейный очаг», февраль, 1997/
SET WORK
I. What is the best way to say:
несносный ребёнок, лом, недоверчивый человек, ангина, форсить, ковырять в носу, кого-то стошнило, жевать, говорить заунывным голосом, сделать кому-либо укол, терзать родителей, подвал, делать всё наоборот, презрительный взгляд, аскет, кого-то воротит от кого-то, распущенная, вечный ребёнок, мешки под глазами.
II. Find in the article the Russian for:
to cling to sb.; sissy; weakling; predilections; to fuel family row; to mumble; a nasty type; to be spoonfed; to belch, potty-pot; mate; bore; to do sth.; to spite sb; to force sb. into eating; daddy’s Barbie doll; toady; a sweet face; to have a grudge against sb.; a baker’s dozen.
III. Render the article into English, using the words and word combinations from the first and second tasks.
IV. Points for discussion.
1. Why do you think the author focuses his attention on brutes but not on well-behaved children?
2. Is there a grain of truth in the article or are the described types exaggerated?
3. Did you resemble any of the mentioned types in your childhood?
4. Do you share the author’s opinion that parents who are far from being perfect are to blame for their children’s faults themselves?
Obedience
There was a boy whose name was Jim And although life was good to him And gave him home and food and love, He thought that it was not enough, That it was time for him to do
Those things that he's been told not to.
'I am ten and must be free
To enjoy what's been denied to me.
And I shall do it all,' he said.