- •«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
I'll spread some black dirt on my bread,
And spill food on my Sunday clothes.
And I shall put beans up my nose.'
Everything that to this kid
His mom said, 'Don't,' he went and did.
He gulped his sandwich and dragged his feet,
Threw bags of garbage in the street.
Leaned out of windows, ran down halls,
And wrote exciting words on walls.
Until at last, at half past two, He couldn't think of more to do. Anger, gluttony, and pride -
He'd drunk and smoked and cursed and lied.
Stuck out his tongue, dropped his britches,
And shoved old ladies into ditches
And other things good folk condemn -
He'd done it all by 3.00 p.m.,
And satisfied his appetite:
Now what was left to do that night?
From this, dear children, you should sense
The value of obedience.
When I say, 'Don't,' I mean, 'Postpone
Some wickedness for when you're grown,
For naughty flings and wild rampages
Are much more fun at later ages.'
Now brush your teeth and go to bed,
And after all your prayers are said,
Lie in the dark and quiet as mice
And whisper one word that isn't nice.
Don't say ten, a whole big group,
Just say one, like 'panda poop.'
Oh, what a thrill from one bad word!
Say it a second time and third.
'Poop' is a vulgar word, and vicious.
How bad of you! And how delicious!
One is enough. The rest will keep.
Now shut your eyes and go to sleep.
Garrison Keillor
/English Learner’s Digest, №231, 2005/
Set work
I. Define the words and word combinations below:
sth. was denied to sb., to spread dirt on sth., to spill food on sth., to put beans up sb’s nose, to gulp, to drag one’s feet, to lean out the window, gluttony, to curse, to stick out one’s tongue, britches, to shove, good folk, to sense, wickedness, naughty flings, wild rampages, to say prayers, poop, What a thrill!, a vicious world, to condemn.
II. Read out the poem. Mind your pronunciation and intonation. How do you find it? Point out the cases of
a. irony;
b. euphemism;
c. epithet;
d. polysydenton.
What effect do they produce?
Formulate the message of the poem.
IV. Do your best to translate the poem into Russian.
Former Stamp Collector Jason Cowley on Why Being Cool Leaves Him Cold
Ben Elton, writing in the latest edition of the Radio Times has launched a polemical attack on the concept of Cool Britannia and coolness in general. Complaining that the country is collapsing under an avalanche of designer labels, he argues that the celebration of cool is a deeply destructive force, bringing only misery and despair. “The present Government should be very careful: style is no substitute for substance...What, I should like to know, is so great about being cool anyway? All the trouble that is caused in the world is caused by people trying to look cool. Uncool people never hurt anybody – all they do is collect stamps, read science fiction books and stand on the end of railway platforms staring at trains.”
Well, as a former stamp collector, Elton’s critique, I must say, carries a satirical ring of truth. For how tired some of us have grown of the style bullies, of the cult of cool which dictates how we must look and dress, where we shop and eat and with whom we mix and speak. And how tedious it must be to be a slave to passing fashion, to be the kind of person who walks down the street in eight-inch heels; or snorts cocaine; or pierces his or her body; or uses a street-smart, wised-up vernacular, peppered with such words as “cool” and “wicked” – because this is how the characters in Pulp Fiction speak, or something like that. And how peculiar it is to go through life sneering at the so-called uncool, the ordinary majority who live quietly, dress modestly and have no idea – or care – what’s in or out, who’s hip or not; who never waste time worrying about whether they should be drinking mocha or double espresso, listening to the Verve or Finley Quaye, or wearing Helmut Lang or Martin Margiela.
I spent most of my late teens in pursuit of the grail of coolness. Why did I do this? Because I was appalled at how “uncool” I was as an adolescent. Following Elton’s model, I collected stamps (how proud I was of my Penny Black!), played and collected marbles, was an altar server in my local church, enjoyed watching county cricket, let my mother cut my hair, worked at Woolworth’s on Sunday afternoons and did a regular paper round, for which I borrowed my mother’s bicycle (the basket was particularly handy on Sunday). At school I was mocked for not smoking and for preferring to spend my lunchtime playing sport, rather than looking for trouble. And no one understood why I read Herbert Wells.
Turning 18, I’d had enough. So I revolted against the small conventions of my early years, this resolute uncoolness. But nothing ever quite worked out. I bleached my hair, but merely ended up scalding my scalp (crimping my hair was worse: my fringe fell out). Trying my first (and last, as it turned out) cigarette, I was violently sick.
As for piercing my ears, I spent months arguing with my parents over the matter; yet when I gathered the courage to have both ears pierced, against the wishes, I discovered the local piercing booth had closed (we lived in a village).
I reached my nadir when, arriving at a party dressed, as I thought, as a dashing New Romantic, with frilly blouse and eye liner, a former girlfriend laughed out, telling me that I resembled nothing so much as Jane Fonda. In short: wishing to be cool, I ended uncool.
So by the time I arrived at university, I’d exhausted my search and was ready to work hard. This, I soon discovered, was not cool; in fact, quite opposite: my preference for books over soft drugs led to accusations of eccentricity.
It is amazing how much of our contemporary culture – from the icon of popular culture to politicians – is defined by restless quest for novelty, for cool. Just look at how John Major, for all his faults of leadership, was ridiculed for the blandness of his image, for looking like, well, what he was: a serious politician uninterested in the spurious modernity of Cool Britannia.
So when William Hague puts on a baseball cap, or turns up at the Notting Hill Carnival wearing chinos and a light denim shirt, buttons stylishly undone; or when the likes of Ulrika Jonsson, Zoe Ball and Denise Van Outen pose flirtatiously in lad’s magazines, their behaviour has a common motivation: look at me, they cry, we know where it’s at.
If so, why do these girls, these stars of the ephemeral microphone, appear to share the same image, the same bleached hair and glazed metropolitan swagger, the same commitment to hard sunlight and designer labels?
But authentic cool is not like that at all. True originals, such as, say, Jarvis Cocker of Pulp, Samuel Beckett or Jodie Foster lead, not follow; they are always one step ahead of the game. They have a stable sense of self that transcends the merely fashionable; they have the strength to stand alone. As for me, I no longer think that life is elsewhere. I’m happy to let my hair lap my collar, even if I am occasionally confused with one of the guys in Abba; live on the Hertfordshire/Essex border, drive an old VW Golf, wear cords, spend time with Mum and play cricket at the weekends. Coolness can take care of itself.
Judith Martin
/The Times, Dec, 1998/
SET WORK.
