- •«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
I. Practise the pronunciation of the words below. Learn and translate them.
basin rigorously raspberry
tactician depravity germinate
improvise gooseberry flawlessness
frivolous obstinate whence
coloration effectually
II. Define the following words and word combinations.
The lumber room, wholesome, to shift from one’s ground, to forfeit, to debar, to scrape one’s knee, to chuckle, loftily, to fortify one’s suspicions, to germinate, self-imposed, to fit a key into a keyhole, a stale delight, to be in disgrace, to describe (to explain, to write about) sth. with much detail, at great length, on one’s part (on the part of one), as a matter of fact, to change the subject, to put a plan into execution, (for) the greater part of the day (the time, the year, the afternoon, etc.), such-like.
III. Paraphrase the following sentences using the word combinations and phrases:
1. We spent most of the day discussing our plans for the holidays. 2. There will be no objection proceeding from my mother. 3. He told a lie and is in disfavour. 4. They failed to perform what had been planned. 5. Henry always looks so conceited; in reality he is very shy. 6. There isn’t time to explain it thoroughly. 7. We’ve discussed the problem fully, let’s talk about something else. 8. The speaker dwelt on the subject fully. 9. A small girl fell down and hurt her knee. 10. Tom was no longer interested in computer games. 11. When did this plan appear in your head? 12. The witness soon changed his testimony.
IV. Translate the following sentences into English using the word combinations and phrases under study.
1. Как же я могу приступить к выполнению этого плана, если вы мне не доверяете, 2. Чем вы занимаетесь большую часть времени? 3. Судья попросил свидетеля описать то, что он видел, как можно подробнее. 4. Докладчик весьма пространно изложил суть вопроса. 5. Джеймс жаловался, что ему никто ничего не говорит, но на самом деле он всегда все знал. 6. Я уверен, что с вашей стороны не будет никаких возражений. 7. Ваша приятельница сейчас больна и нуждается в вашей помощи. Я со своей стороны, тоже постараюсь сделать все, что смогу. 8. Не разговаривай с Бобом, он наказан за плохое поведение. 9. Что вы храните в старом чулане? 10. Странное поведение подозреваемого укрепило подозрение судьи. 11. Девушка так нервничала, что не могла вставить ключ в замок. 12. Детям запретили смотреть фильм про любовь. 13. Самобичевание – его слабое место. 14. Профессор читал курсовую студента и тихонько посмеивался. 15. Часто людям приходится расплачиваться за их доброту.
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:
1. A special treat; 2. wholesome bread-and-milk; 3. on the seemingly frivolous ground; 4. He felt entitled to know something about it. 5. The sin of taking the frog from the garden … was enlarged on a great length. 6. … the delights that he had justly forfeited by his disgraceful conduct. 7. … to improvise something of a festival nature from which the offender would be rigorously debarred. 8. a circus of unrivalled merit and uncountable elephants; 9. A few decent tears were looked for on the part of Nicholas. 10. Nicholas did not admit the flawlessness of the reasoning. 11. trivial gardening operations; 12. Nicholas made one or two sorties into the front garden, wriggling his way with obvious stealth of purpose. 13. a self-imposed sentry-duty; 14. a plan of action which had long germinated in his brain; 15. It was the instrument which kept the mysteries of the lumber-room secure from unauthorized intrusion. 16. An unknown land, compared with which the gooseberry garden was a stale delight, a mere material pleasure.