- •«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
Имейте в виду
Ребёнок, подвергающийся телесным наказаниям, чаще всего затаивает обиду на родителей и мысль о мщении. Со временем эти чувства отступают на задний план и как бы уходят вовсе. Но в подсознании они остаются нереализованной потребностью в проявлении агрессии. На протяжении всей последующей жизни эта агрессия будет искать выход и рано или поздно его найдёт.
Физические наказания по-разному влияют на детей с различными индивидуально-психологическими способностями.
Малыш - сангвиник очень быстро простит вам свою обиду за «ремень» и все забудет. Но во взрослом состоянии нереализованная месть может проявиться равнодушием к вашим старческим недугам.
Поротый ребёнок - холерик с его врождённой склонностью к недовольству может вырасти жестоким и озлобленным на весь мир.
Флегматику, который от природы является медлительным и замкнутым, будет трудно создать собственную семью, так как в его подсознании семья связана с обидой и болью.
Ребёнок – меланхолик, чувствительный и ранимый, со слабым типом нервной системы, вырастет склонным к трусости, неуверенности в собственных силах.
Более 200 старшеклассников российских школ приняли участие в опросе на тему: «Должны ли родители наказывать детей?»
Практически все опрошенные сошлись во мнении: наказывать нужно, если они плохо себя ведут. А вот «репертуар» наказаний вызвал противоречивую реакцию.
Лишь некоторые философски заявили, что без порки порой не обойтись.
Большинство же заявило, что такие действия родителей вызывают у них глубокую обиду и у них в ответ всегда возникает желание поступить «назло».
Диана Колосова
/ «Экспресс газета», № 16(585), 2006/
SET WORK
I. What’s the English for?
Избаловать; сесть на шею кому-либо; залезть в лужу; отталкивать кого-либо; отшлепать ремнем; заходиться в истерике; пресекать дурные склонности; упорядоченность; шлепнуть ребенка; поставить в угол; испытывать чувство вины; порка; прививать правила поведения; жизненные блага; без злобы; подвергаться телесным наказаниям; затаить обиду на кого-либо; в подсознании; агрессия ищет выход; старческие недуги; вызвать глубокую обиду; принять участие в опросе; озлобленный на весь мир; медлительный; ранимый; вести себя плохо; поступить «назло».
II. What types of people are mentioned in the second article? Which type is the easiest to deal with for a parent? Are you a melancholic, phlegmatic, choleric, sanguine person? Do you think it’s good to be one?
III. Points for discussion.
Why are grandparents said to love their grandchildren more than their own children? Is it the only reason why them and overindulge in their whims?
Why do children misbehave?
Were you punished when a child?
Hyperactive? Just go the park and climb a tree
Professor claims that behavioural “syndromes” are
normal childhood restlessness of a generation stuck at home
Unruly behaviour by many children is being falsely attributed to medical complaints and syndromes when better parenting is needed, a leading academic has claimed.
Priscilla Alderson, Professor of Childhood Studies at London University, said that syndromes such as attention deficit disorder and mild autism were being exploited by psychologists keen to “make a quick buck”.
Her conclusion will provoke fury among psychologists and the parents of affected children, who have spent years fighting for recognition of a range of behavioural problems.
The number of children registered with special needs has almost doubled over the past decade to 1.4 million – an increase from 11.6 per cent to 19.2 per cent in primary schools and from 9.6 per cent to 16.5 per cent in secondary schools. The term encompasses learning difficulties, such as dyslexia, to various syndromes on the «autism spectrum».
Professor Alderson was backed by Eamonn O`Kane, leader of the National Association of Schoolmasters and Union of Woman Teachers, who said that members were cynical about an exposition in the number of special needs diagnoses and called for more support for teachers facing bad behaviour.
Professor Alderson said that it was often convenient for neglectful parents to claim that a child had a behavioural disorder. She believes that much of the increase can be put down to more flexible interpretations of normal childhood traits, such as restlessness and excitability. In our more gullible age, she says, this becomes attention deficit – which could be solved by engaging more with children and allowing them to let off steam in traditional fashion by playing in parks and climbing trees.
“I recently visited a special school which had 27 children diagnosed as autistic. Of those, only two that I met displayed the lack of eye contact and absence of empathy which denotes true autism”, she said. “Money is behind all this. Psychologists want the work, and lower the diagnosis threshold. Special needs is an administrative device describing children who have extra needs from those provided for in the average classroom”.
“Playgrounds and parks are empty, because of the scare stories about abductions. But children need the space and freedom to play, run and climb – without that, they are restless, and come to be seen as abnormally “hyperactive”.
“About eight children are murdered outside the home each year, compared with about 50 inside. Cooping up children inside homes is not going to do them any good”.
Professor Alderson, 57, who has three grandchildren, admitted that her eldest daughter had been “difficult”, something she attributes to her naivety at the time about how to be a good parent. “By the time my other children came along I had realized that if you treat children as they will behave accordingly”.
Teachers have complained about the growth in the syndromes, alleging that it gives pupils an excuse to avoid time discipline. They are also suspicious about the number of children who are able to use a diagnosis to claim more time in their examinations. For a fee of $ 50, an educational psychologist or specialist teacher can attest that a child should claim at least 25 per cent extra time because they have behavioural or learning disorders.
Almost 37,000 11-year-olds were given extra time in their national test in English in 2002 – up by 8,000, or more than 35 per cent, in two years. Similar increases were seen in maths and science tests.
Barry Bourne, an educational psychologist, who has worked with children for 35 years, rejected the claims that his profession was exploiting labels to make money. “In the past I think we had a very crude view of some of these disorders,” he said. “It’s a very complicated issue. I think we have a much better understanding of what aspects make up a personality than we did when I first joined the profession. Personally I am convinced that family history plays a far more significant part than we believed in the past and while surroundings and upbringing are also important alone they simply do not explain why certain people from the same family develop in very different ways”.
Mr O`Kane, general secretary of the second largest teaching union, said: “A lot of teachers are very cynical about the reasons behind the consequences for staff who have to deal with the bad behaviour”.
An internet chatroom used anonymously by teachers reveals the beliefs of many members of the profession. One posting complained about students who “are whipped off to a psychologist and labeled if they show the slightest sign of misbehaviour”.
It goes on: “This «diagnosis» then becomes an excuse for more misbehaviour and yet they can behave well if threatened with punishment”.
Someone calling herself Miss Nomer responds: “I get sick of being trashed by some little s*** who then tells me I can’t punish him because his pill hasn’t kicked in yet. When you give a kid a syndrome, you give him an excuse”.
She blamed “uppity parents looking for compensation, a stick to beat teacher and an excuse for their kid`s obnoxious behaviour and their inadequate parenting”.
Eileeen Hopkings, a director of the National Autistic Society, said: “This can only add to the stress and confusion that many families face. The importance of receiving a correct diagnosis cannot be emphasized enough. Access to the most appropriate education and support depends on it. Our experience is that diagnosis is still a battle for many families. Teachers believe the numbers of children with an autistic spectrum disorder is on the increase”.
Many young children feel unsafe in local parks as these are often dirty and dominated by gangs of older youths, a report says today. Lack of opportunities to play out safety was the top concern of 5- to 13-year-olds from deprived parts of England, according to research by the education watching Ofsted for the Government`s Children`s Fund.
Three disorders top the list
Attention deficit hyperactive disorder: The most commonly diagnosed behavioural disorder among children, making them inattentive, easy distractible and impulsive.
Tourette`s syndrome: Characterized by repeated and involuntary body movements (tics). Can include eye blinking, repeated throat clearing or sniffing, arm thrusting or jumping.
Autism: Features include impaired social interaction and communication and restricted repetitive patterns of behaviour. Symptoms may vary in intensity. Mild autism is often known as Asperger`s syndrome.
Jane Barron.
/ From The Times, Dec. 10, 2004 /
SET WORK