- •Сидоренко с.І. Посібник з практичного курсу англійської мови
- •Contents
- •Bringing up children
- •1.Read the following text and find answers to the following questions:
- •Explain the meaning of the following words and word combinations used in the text:
- •3. Do you agree with all ideas expressed in the text? Discuss the following:
- •4. Read the following text and draw a diagram showing development of perceptual, emotional, intellectual and behavioral capabilities in childhood.
- •5. Act as psychologists and on the basis of your diagrams and the information from the text give advice to parents as to what they should focus on in different years of their child’s development.
- •6. Why is it important to teach children responsibility? Here are some recommendations aimed at teaching responsibility. Do you think they may be effective? Add your own recommendations to the list.
- •7. Read the following text to find out about the role adults, especially parents, play in bringing up children:
- •8. Give arguments to support the following:
- •10. Problem page
- •11. Who or what spoils children? Read the following ideas about what child can be called spoilt and express your attitide:
- •12. Parents and teachers today are concerned about children’s growing aggressiveness, particularly visible in teenagers. Read the following passage to find out more about the problem.
- •In your opinion, are the factors leading to youth crime in Ukraine the same as in the usa?
- •13. Role play
- •14. Discussion club “children and school”
- •15. Group work. In groups of three or four consider the following statements, decide whether you agree with them or not and write your arguments for or against:
- •16. Make oral or written commentaries on the following quotations:
- •The united states of america
- •How much do you know about the United States of America? Can you answer the following questions?
- •Study the following information about the country and be ready to speak about its general characteristics:
- •Do you know that
- •Design a tourist brochure featuring some major cities of the United States. Use the information given below. Present your brochures to your group-mates in class.
- •Check yourself. What do you know about:
- •Read the following outline of us early history. Single out the main events.
- •Put the following historic events in chronological order and supply them with dates:
- •10. Check your knowledge:
- •Holidays in the usa
- •Independence Day (July 4)
- •Travel agency
- •Usa quiz
- •Ukraine
- •1. How well do you know the geography of your country? Supply the information missing in the following text about Ukraine.
- •2. Read the following information about Ukraine from a brochure for foreigners.
- •3. Kyiv
- •Read about some other Ukrainian cities and find answers to the questions which follow.
- •5. Culture of ukraine
- •Imagine that you are to write a chapter on Ukrainian culture for a book of world cultures. Discuss the conception of the chapter. Write the outline.
- •6. Project work
- •7. History of ukraine
- •Inernational status
- •IV. Painting
- •To start thinking on the topic answer the following questions for yourself and then discuss your answers with other students. Find out about their ideas and opinions.
- •Read the following outline of the history of Western painting. Find out about the dominant artistic schools and prominent artists.
- •Landmarks of western painting
- •Learn the following vocabulary and use it in your descriptions of paintings:
- •Impression
- •English landscape painting of the early 19th century
- •Great english portraitists
- •Impressionism
- •Comment on one of the following:
- •Write a description of your favourite painting.
- •Check yourself
- •Crossword “art”
- •V. Music
- •1.To start thinking about the topic, discuss the following questions:
- •2. Read the following passage about the art of music and complete the sentences given below:
- •3. Read the following passage about Modest Mussorgsky and choose the best endings for the sentences which follow:
- •4. Have you ever been to an opera house? What did you see? What was your impression?
- •5.Interview your group-mates to find out:
- •9. Here is an article from The Daily Telegraph featuring Madonna’s arrival for the premiere of her new film in London. What do you learn from it about the singer?
- •If you were a reporter going to interview Madonna, which five questions would you ask her?
- •11. Listening comprehension
- •Discuss in pairs some of the following opinions:
- •Get ready for a discussion “Ukrainian rock and pop music”.
- •VI. Man and nature
- •Read the following passage and speak about the state of the environment in Ukraine:
- •2. Study the following materials on different types of pollution and fill in the table which follows.
- •4. Read the following texts to find answers to the questions which precede them:
- •5. Role play
- •6. Can you explain why the consequences of the Chernobyl catastrophe which happened in 1986 remain a burning ecological issue for Ukrainian nation? Read the article below to find more arguments:
- •10. Conference “earth in the 21 century”
- •VII. Higher education. Teacher training
- •Recall the main aspects of the secondary education in Great Britain. Check whether you remember:
- •2. Study the following text about higher education in Great Britain. Higher Education in Great Britain
- •7. Read what Vicky Smith, a 4-year chemistry student of Oxford University, recalls about her entering the university and her present impressions and plans.
- •Developing Skills
- •Outside of College
- •9. Paying for education is a problem. Read the following information to find out how Oxford University tries to help students cope with financial problems.
- •Is Oxford Expensive?
- •If a British student can not pay the tuition fee out of his own or his family income, where can he get the sum he needs?
- •10. Study the following overview of the us university system and make conclusions about specific features of higher education in the usa. Draw parallels with Great Britain and Ukraine.
- •University Organization
- •Read the following text to learn more about the organization of teacher education. Teacher education
- •List of the sources used
In your opinion, are the factors leading to youth crime in Ukraine the same as in the usa?
What do you think about the proportion of biological – social factors in determining a child’s behaviour?
Comment on Dr. Benjamin Spock’s words. Do you agree that parents should not allow their children to play war and watch brutal scenes on TV?
13. Role play
“KNIFE IN THE SCHOOL”
The Meeting of the School Staff
Situation: The teachers’ staff is to discuss Brian Jones’ behaviour and to take a decision concerning his future in the school. Brian is a 14-year-old youth who is notorious not only in his school but also in his whole neighbourhood. He always has his own way. Resents any advice. Talks back. Fights. Can tell lies. Does not care about school. Has problems with his classmates. Some days ago was found at school threatening a pupil with a flick knife.
Participants:
Jane Brown, Brian’s form teacher
Teacher of English. Hates the boy. He is always “a pain in the neck”, a real trouble-maker. Jane is sick and tired of her colleagues’ and parents’ complaints about Brian. Thinks he is hopeless and should be isolated to prevent spreading his bad influence on other pupils. Insists on Brian’s suspension from school.
Stephen Jones, Brian’s father
An engineer working for a big company. Has little time for the family. Always busy. Rather clever, full of sarcasm. No real contact with his son. Thinks that problems of raising children are for school to solve. Believes that his duty is to support his family financially, in exchange demands absolute obedience from his son.
Pamela Jones, Brian’s mother
A housewife. Thinks that Brian is a much nicer boy than people give him credit for. Pamela is very shy, with a mild character, adores her husband and is under his thumb. She exaggerates her son’s kindness, imaginative nature, love for animals, eagerness to help. Thinks teachers are unfairly prejudiced against Brian.
Elizabeth Carter, Head Teacher
Has seen many cases of the type. Is not inclined to make hasty decisions. Thinks that Brian is passing through a difficult period of his life. Is sure that he will get over it provided that adults help him. Thinks that Brian is a born leader, he has ambitions. Isn’t it possible to give him some real responsibility?
Angela King, teacher of History
Belongs to “the old generation” of teachers. Has conservative principles and attitudes. Dislikes Brian’s behaviour, considers his mental abilities low, questions ridiculous, influence on his classmates disastrous. Is annoyed by Brian’s lack of discipline, responsibility and manners. Is not quite sure but thinks that suspension from school will do good both to Brian and other pupils.
Anna Wizard, teacher of Biology
Graduated from university last year. Rather likes the boy and thinks she can understand him. Anna noticed Brian’s interest in her subject, the original questions he asks, his knowledge of animals’ life. She agrees that often his behaviour is most irritating, but maybe Brian needs adults’ help and attention? In Anna’s opinion Brian lacks contact with his father and trust on the part of teachers.
Helen Broadway, psychologist
Thinks that parents and teachers should remember that Brian is entering adult life where he has to be on his own. He must feel that adults are behind him not after him. He certainly needs adults’ guidance, but he does not want them to live his life for him. Help him - but stay in the background. Suspension from school is out of the question.
Jeremy Waters, headmaster
Willing to listen to teachers’ opinions. Is against any extreme measures. Gives everyone possibility to explain their ideas. Encourages his colleagues to reach consensus and to find the solution which could be most beneficial for Brian’s future.
The rest of the students take roles of other teachers and are free to develop their characters and attitudes . The aim of the discussion is to reach some final decision concerning Brian Jones’ future in the school and to work out some recommendations for Brian’s parents.