- •«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
Explain what is meant by the words and word combinations below. Say how they were used in the article.
to go to ludicrous lengths to do sth;
to cruise;
sanitizing gel;
an upscale town;
to be riddled with anxiety;
self-mutilation;
precarious;
to be rampant;
severity;
stalking;
anorexia/bulimia;
stuporous;
to pass out;
collegiate;
to drop off;
to hold sb to high standards;
to be censured;
school demands on children;
parental protectionism;
for sb’s own benefit;
every blip of sb’s day;
to burp a baby;
recess;
to adjudicate;
leadership skills;
to play neighbourhood pick-up games;
to build a sharp brain;
to evolve;
social engagement;
every flicker of experience;
frat house;
to lament;
to manage for oneself;
variables;
to flip open the cell phone;
prefrontal cortex;
to work toward a goal;
to work out problem.
II. Find in the article the English for:
в чрезмерно огромных количествах; содрать коленку; сдать вовремя работу; связка, пачка; учиться на опыте; на ошибках учатся; прилагать огромные усилия; быть нацеленным на что-либо; сделать скидку на что-либо, взять в расчет; превратности жизни; с «тонкой» психикой; попытка быть счастливым; усердие; психологические срывы; ректор; принимать разнообразные формы; отрешение; токсикомания; по общим подсчетам; природа чем-либо изменилась коренным образом; кутеж, пьянка; пить до состояния забытья; в глубине души; потребление алкоголя; подать в суд на кого-либо; окончить колледж с отличием; утверждать, заявлять; ранимость подростков; что-то может принимать комическое обличие, формы; уделять детям чрезмерноповышенное внимание; подвергать тщательному обследованию; хорошее родительское отношение; вопреки общепринятому мнению; гибкость; способствовать умению принимать решение; чрезмерно опекать своих детей; все время скучать по дому; способствовать инфантильности; незначительная трудность; обращаться к родителям за помощью; планировать заранее; накапливать положительные эмоции; мороженое в конусообразном вафельном стаканчике.
III. State the idea behind the lines below and enlarge on it.
It’s today’s playground, all-rubber-cushioned surface where kids used to skin their knees.
Few take it half-easy on the perimeter benches, as parents used to do, letting the kids figure things out for themselves.
Consider the teacher new to an upscale suburban town.
He finally found the disability he was to make allowances for: difficulty with Gestalt thinking.
That cleverly devised defect would allow her to take all her tests untimed, especially the big one at the end of the rainbow, the college-worthy SAT.
Behold the wholly sanitized childhood, without skinned knees or the occasional C in history.
With few challenges all their own, kids are unable to forgo their creative adaptations to the normal vicissitude of life.
In the process, they’re robbed of identity, meaning and a sense of accomplishment, to say nothing of a shot at real happiness.
These turn out to be the spreading psychic fault lines of 21st-century youth.
It’s where intellectual and developmental tracks converge as the emotional training wheels come off.
It takes a variety of forms, including anxiety and depression – which are increasingly regarded as two faces of the same coin – binge drinking and substance abuse, self-mutilation and other forms of disconnection.
Drinking, too, has changed. Once a means of social lubrication, it has acquired a darker, more desperate nature.
At bottom binge-drinking is a quest for authenticity and intensity of experience.
Heavy drinking is an anxiety reducer and demands no social skills.
Talk to a college president or administrator and you’re almost certainly bound to hear tales of the parents who call at 2 am to protest Branden’s C in economics because it’s going to damage his shot at grad school.
Safer to lower the bar than raise the discomfort level.
In the hothouse that child raising has become, play is all but dead.
“Hi, Mom. I just got an ice-cream cone; can you believe they put sprinkles on the bottom as well as on top?”
Think of the cell phone as the eternal umbilicus.
Whenever we find ourselves faced with uncertainty or difficulty, we call on that internalized image.
The PFC is a critical part of the self-regulation system, and it’s deeply implicated in depression, a disorder increasingly seen as caused or maintained by unregulated thought patterns-lack of intellectual rigor, if you will.
Cell phones – along with the instant availability of cash and almost any consumer good your heart desires – promote fragility by weakening self-regulation.