- •«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
Set work
Say how you understand:
smacking, to use the cane, hard facts, to do sth on a regular basis, to be subjected to sth, corporal.
State the difference between the words given. Illustrate their usage.
To hit – to smack – to slap – to punch;
Anger – fury – rage.
Find in the article the English for:
рисковать потерять контроль над ребенком, бить ремнем, это уже не смешно, ударить ребенка тапком, опросить матерей, детей шлепают во многих семьях, не соблюдать правила, опрос показал, что…, запрещать кому-либо делать что-либо, унизительное обращение.
Make up a list of countries mentioned in the article. Make sure you know their capitals. Be ready to show them on the map.
Say whether you agree or disagree in the statements below.
If you find you are in danger of losing control with your child.
A smack should be given in anger but not in fury.
I don’t mind a quick slap with the hand.
Smacking is common in families.
The fact that smacking is wide-spread doesn’t make it right.
Children are to be treated with respect.
Points for discussion.
Should parents resort to corporal punishment to make children well-disciplined?
Do you agree that girls can’t be smacked because they are delicate creatures?
Is it better to use the belt or the slipper or the cane on the hand when punishing children?
Can smacking be substituted by some other ways of upbringing children?
Does smacking have more pros or cons? Draw a comparative table.
TEN REASONS NOT TO HIT YOUR KIDS
In Norway, Sweden, Denmark, Finland, Iceland, Croatia, Cyprus, Latvia, Italy, Israel, Germany and Austria, it is illegal for a parent, teacher, or anyone else to spank a child. In some states and provinces, it is only illegal for a teacher to spank. In all areas of North America, physical punishment by a parent, as long as it is not severe, is still seen by many as necessary discipline, and condoned, or sadly, even encouraged.
For the past several years, many psychiatrists, sociological researchers, and parents have recommended that we seriously consider banning the physical punishment of children. The most important reason, according to Dr. Peter Newell, coordinator of the organization End Punishment of Children (EPOCH) 1, is that “all people have the right to protection of their physical integrity, and children are people too.”
Hitting children teaches them to become hitters themselves. Extensive research data is now available to support a direct correlation between corporal punishment in childhood and aggressive or violent behavior in the teenage and adult years. Virtually all of the most dangerous criminals were regularly threatened and punished in childhood. It is nature’s plan that children learn attitudes and behaviors through observation and imitation of their parents’ actions, for good or ill. Thus it is the responsibility of parents to set an example of empathy and wisdom.
In many cases of so-called “bad behavior”, the child is simply responding in the only way we can, given his age and experience, to neglect basic needs. Among these needs are: proper sleep and nutrition, treatment of hidden allergy, fresh air, exercise, and sufficient freedom to explore the world around him. But this greatest need is for his parents, who are often too distracted by their own problems and worries to treat their children with patience and empathy. It is surely wrong and unfair to punish a child for responding in a natural way to having important needs neglected. For this reason, punishment is not only ineffective in the long run, it is also clearly unjust.
Punishment distracts the child from learning how to resolve conflict in an effective and humane way. As the educator John Holt wrote, “When we make a child afraid, we stop learning dead in its tracks.” A punished child becomes preoccupied with feelings of anger and fantasies of revenge, and is deprived of the opportunity to learn more effective methods of solving the problem at hand. Thus, a punished child learns little about how to handle or prevent similar situations in the future.
“Spare the rod and spoil the child”, though much quoted, is in fact a misinterpretation of Biblical teaching. While the “rod” is mentioned many times in the Bible, it is only in the Book of Proverbs that this word is used in connection with parenting. The Book of Proverbs is attributed to Solomon, an extremely cruel man whose harsh methods of discipline led his own son, Rehoboam, to become a tyrannical and oppressive dictator who only narrowly escaped being stoned to death for his cruelty. In the Bible there is no support for harsh discipline outside of Solomon’s Proverbs. By contrast, the writings in the Gospels, the most important books in the Bible for Christians, contain the teachings of Jesus Christ, who urged mercy, forgiveness, humility, and non-violence. Jesus saw children as being close to God, and urged love, never punishment.
Punishment interferes with the bond between parent and child, as it is not human nature to feel loving toward someone who hurts us. The true spirit of cooperation which every parent desires can arise only through a strong bond based on mutual feelings of love and respect. Punishment, even when it appears to work, can produce only superficially good behavior based on fear, which can only take place until the child is old enough to resist. In contrast, cooperation based on respect will last permanently, bringing many years of mutual happiness as the child and parent grow older.
Many parents never learned in their own childhood that there are positive ways of relating to children. When punishment does not accomplish the desired goals, and if the parent is unaware of alternative methods, punishment can escalate to more frequent and dangerous actions against the child.
Anger and frustration which cannot be safely expressed by a child become stored inside; angry teenagers do not fall from the sky. Anger that has been accumulating for many years can come as a shock to parents whose child now feels strong enough to express this rage. Punishment may appear to produce “good behavior” in the early years, but always at a high price, paid by parents and by society as a whole, as the child enters adolescence and early adulthood.
Spanking on the buttocks, an erogenous zone in childhood, can create in the child’s mind an association between pain and sexual pleasure, and lead to difficulties in adulthood. “Spanking wanted” ads in alternative newspapers attest to the sad consequences of this confusion of pain and pleasure. If a child receives little parental attention except when being punished, this will further merge the concepts of pain and pleasure in the child’s mind. A child in this situation will have little self-esteem, believing he deserves nothing better.
Even relatively moderate spanking can be physically dangerous. Blows to the lower end of the spinal column send shock waves along the length of the spine, and may injure the child. The prevalence of lower back pain among adults in our society may well have its origins in childhood punishments. Some children have become paralyzed through nerve damage from spanking, and some have died after mild paddling, due to undiagnosed medical complications.
Physical punishment gives the dangerous and unfair message that “might makes right”, that it is permissible to hurt someone else, provided they are smaller and less powerful than you are. The child then concludes that it is permissible to mistreat younger or smaller children. When he becomes an adult, he can feel little compassion for those less fortunate than he is, and fears those who are more powerful. This will hinder the establishment of meaningful relationships so essential to an emotionally fulfilling life.
Because children learn through parental modeling, physical punishment gives the message that hitting is an appropriate way to express feelings and to solve problems. If a child does not observe a parent solving problems in a creative and humane way, it can be difficult for him to learn to do it himself. For this reason, unskilled parenting often continues into the next generation.
Gentle instruction, supported by a strong foundation of love and respect, is the only truly effective way to bring out commendable behavior based on strong inner values, instead of superficially “good” behavior based only on fear.
Jan Hunt
/Science Monitor, № 23, 2005/
SET WORK