- •«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.
vegetation saunter
feast arrow
comparison partake
tapestry lilac
transfix raspberry
assign
II. Define the words and word combinations below. Say how they were used in the text.
To be sealed from sb.; to open on (to) sth; in comparison with; to come up to smb’s expectations; in the first place…/in the second place; to feast on sth.; tapestry; to transfix a stag; simple if interesting; to be trained to keep to heel; to revolve the possibilities of sth.; to be in a tight corner; to go (come, look) in one’s direction; candlesticks, undreamed of; to assign a life story to sth., in search for smb./of smth; to saunter, to yield; to over-indulge in sth.; to partake of sth.; have disastrous effect on smb., no man (woman, child, etc.); to be one pace (mile) away from sb./sth.; to be supposed to do sth.
III. Find in the text the English for:
кусты малины; уступить, дать место (другому чувству); скользкий; овраг с водой; искушать, соблазнять; стеклянная банка; петрушка; упустить из виду, просмотреть; карательный; молчать как статуя; охотник; сирень; представлять мысленно; колчан; стрела; выпустить стрелу; мгновенно привлечь чье-либо внимание; справиться с чем-либо; в спешке; быть склонным что-либо делать.
IV. Make up a list of berries/bushes mentioned in the extract. What other
berries/bushes can you name?
V. Paraphrase the following sentences so as to use the word combinations and phrases under study.
1. The woman traveled all over the country in order to find the child she had lost during the war. 2. Try to imagine the beauty of the ocean on a bright sunny day. 3. He has a tendency towards laziness. 4. The result of the experiment was as good as we had hoped for it to be. 5. You are assumed to know these words. 6. It is taken for granted that they know the rules of conduct in school. 7. The two rooms have an opening into the garden. 8. I ransacked the drawer in order to find the missing letter. 9. There are several urgent matters that need my attention. 10. The wood is at a very short distance from the cottage. 11. The story was absorbing though short. 12. They are in a dangerous situation at present. 13. I see someone coming towards us. 14. To begin with your story lacks confirmation; secondly I very much doubt it could have happened at all. 15. I’m afraid I won’t be able to struggle successfully with all these difficulties. 16. Not a single question was asked about it. 17. The ballet was as good as I had expected it to be.
VI. Compose short dialogues for the following word combinations:
to picture smth. to oneself; to come up to one’s expectations; in the first (second) place; to be one pace away from; to go (come, look) in smb.’s direction; to cope with smth. or smb.; to be inclined to; to be in a tight corner; to be supposed to; in search of (for) ; in the haste of.
VII. Translate the following sentences into English using the word combinations and phrases under study.
1. Джейн часто пыталась представить себе этого человека, которого знала по его письмам. Он представлялся ей молодым, сильным, красивым. Никакие слова не могут передать (описать) ее разочарование, когда она его увидела, Он не оправдал ее ожиданий. Во-первых, он был стар, во-вторых, суетлив и раздражителен. 2. Я могу подробно описать все, что случилось. Я в это время стояла в двух шагах от того места, где произошел несчастный случай. 3. Окна моей комнаты выходят во двор. 4. Кто эта девушка, которая смотрит в нашу сторону? 5. Боюсь, что не смогу справиться с таким количеством работы, вам придется мне помочь. 6. В этой статье нет ничего, что заслуживало бы вашего внимания. 7. Я сейчас никак не могу заняться этим вопросом, есть много других срочных дел, требующих моего внимания. 8. Что нам сейчас полагается делать? (Полагается ли) нам ждать или мы можем уходить? 9. Никаких вопросов, пожалуйста. Всем студентам положено знать эти грамматические правила. 10. Этот дом кажется совсем крошечным по сравнению с новым. 11. Я все перерыла в поисках билета в театр. Куда же я его могла положить? 12. Они посетили много школ в поисках мальчика, подходящего для роли Оливера. 13. В спешке никто не заметил, что старый Фирс остался в доме. 14. Я склонна думать, что он находится в тяжелом положении и не сможет справиться со всеми трудностями без нашей помощи. 15. Вопрос был интересным, хотя и трудным. 16. Джек не трус, он никогда не станет уклоняться от ответственности. 17. Преследуя оленя, охотник случайно упал в овраг с водой. 18. После того как Нелли написала письмо, она запечатала конверт от посторонних глаз. 19. Собаку легко приучить находиться у ноги своего хозяина во время прогулки. 20. Стрела выпала из колчана и мгновенно привлекла внимание сторожевого пса. 21. Молоко с селедкой оказало катастрофическое воздействие на желудок Сэма. 22. Ежик скрылся в колючих кустах малины, и дети обдумывали всевозможные способы того, как его оттуда достать. 23. Ребенок провинился, а потому молчал как статуя, когда его спросили, кто же все-таки разбил банку со сливовым вареньем. 24. У Марка богатое воображение; видя незнакомых людей, он мысленно предписывает им различные истории. 25. Если злоупотреблять конфетами, они? Рано или поздно, произведут губительное воздействие на ваши зубы.