Текст книги "Практический курс английского языка 3 курс"
Автор книги: Владимир Аракин
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гордиться чём-л.; стараться изо всех сил; вздремнуть; принять как само собой разумеющееся; сильно удивиться; выше
(ниже) уровня моря; средний уровень; на одном уровне с ...; честно; ровная дорога; ровный голос; иметь спокойный
(уравновешенный) характер; нацеливать ружье; правильные черты лица; постоянная работа; неудержимо смеяться; умора;
примерять; подогнать половицу; совпадать с ...; подходящее время и место; с охотой (удовольствием); передать привет; ни за
какие деньги.
7. Give situations in which you would say the following:
1. She'd a sharp tongue and she'd stand up to anybody. 2.1 can't stand it! 3. All right, if you want to stand up for him, it's nothing
to me. 4. I've never seen such hatred in someone's eyes before. 5.1 shall hate you till the day I die. 6. Never fear – I will take care of
myself. 7. But it will take hours. 8. Easy, we didn't call that committee meeting; don't take it out on us. 9. Take a week to think it over.
10. He is a sound level-headed man. 11. I am sure she is on the level and has nothing in common with these people. 12. He is always
urging me to take a regular job. 13. Yes, it all fits so far. But what does it mean? 14. Oh, it does fit me! And do you really think I look
nice in it? 15. I love the book, it's a brilliant piece of work. 16. I'd love to come.
8. Make up and act out a dialogue using the word combinations and phrases:
1. to fit to perfection; to smile to oneself; to take it for granted; to put smth. into place; to stand out; to fall in love with.
2. to scream with laughter; level voice; to pat ... affectionately; tolerant smile; I'd love to
3. to keep regular hours; to take to; to be taken aback; to take care of; to hate; it stands to reason; to stand one's ground, level -
headed
9.Find in Text Four and copy out phrases in which the preposition or adverb 'up' is used. Translate the phrases into Russian.
10.Fill in «up» or «down» where necessary:
l.~My sister was very ill and I had to sit ... all night with her. 2. This little stream never dries .... 3. You have worked very well so far,
keep it ... . 4. You have got the story all mixed ... . 5. I brushed ... my recollections of the map of England. 6. I'll clear ... this .mess. 7.
A heavy snowfall held ... the trains from the North. 8.1 came ... to the country cottage for the week-end. 9. They went ... the squeak-
ing stair. 10. A red tractor crawled slowly ... and ... a large field. 11. Don't turn ... the corners of the pages of your books.
11.Translate the following sentences into English. Pay attention to the prepositions:
1. В пять утра я была уже на ногах и, не теряя времени, принялась за работу. 2. Повесьте ваше пальто здесь, я покажу
вам, как пройти в его комнату. 3. Я подняла носовой платок. Это не ваш? 4. Ее родите ли умерли, когда она еще была
маленькой, и ее воспитала тетя. 5. Мальчик перевернул ящик вверх дном, и игрушки рассыпались по всему полу. 6. Я не
ложилась всю ночь и сейчас с ног валюсь от усталости. 7. Давайте поднимемся на этот холм, оттуда очень красивый вид на
реку. 8. Я неважно себя чувствую, пожалуй, я пойду прилягу. 9. Я не люблю смотреть вниз с большой высоты, у меня
кружится голова. 10. Лучше запишите мой адрес в записную книжку, вы можете потерять этот листок бумаги. 11. Радио
говорит слишком громко, приглуши его.
12.a) Give the Russian equivalents for the following English proverbs and sayings, b) Make up situations to illustrate their meanings:
1. A friend's frown is better than a foe's smile. 2. An empty sack cannot stand upright. 3. Borrowed garments never fit well. 4.
Faults are thick where love is thin. 5. Love will creep where it may not go.
CONVERSATION AND DISCUSSION
BRINGING UP CHILDREN
Topical Vocabulary
1. Basic principles: to bring up (raise) children, to avoid pitfalls, the formative years, to progress (regress) in one's development,
stunted development, physical and mental development, to encourage a child, to let children grow naturally, to treat children like ...,
to develop more quickly than previous generations, to gain independence from parents, to grow up, to be mature, an effective
approach, a peaceful and relaxed manner.
2. Basic qualities: love, security, care, affection, respect, patience, reassurance, happy home backgrounds, responsible adults,
not to feel neglected, to be sensitive to one's feelings, to be too wise to argue, to speak firmly, to be consistent, to be fair, to have no
favourites, to show much patience (plenty of love).
3. Handling children: to have full faith in, to keep anger under control, capacity to restrain anger, to cause enormous damage,
not to force one's will on a child, to avoid labelling children (stupid, silly, foolish), to listen to children with understanding and
sympathy, to win smb. over, to avoid statements (comments) which can create arguments and tension, to shake smb.'s confidence, to
offend smb.'s self-respect, to prevent crises.
4. Atmosphere: friendly, not authoritarian, dignified, uncomfortable, embarrassing, an atmosphere of calm and quiet, to let
steam off, to put fat in the fire, to lose one's temper, not to create tension (s), to be said in the heat of the moment.
5. Praise: direct praise of personality, realistic (idealized) picture of smb.'s personality, to exaggerate praise out of all proportion,
to give a realistic picture of a child's accomplishments, to concentrate on a child's strength and not his weakness, to keep away from
general remarks about anyone's personality.
6. Punishment: to scream and yell at, not to hit children, to be bound to lose, spanking, to cause mental illnesses (psychological
damage), to beat the daylights out of smb., to shake the life out of smb., to be ashamed of oneself, the best way to criticize, to say
nothing, a direct reprimand, to answer back, a beating, to lock children up, not to speak with a child deliberately, to ignore a child, an
undesirable form of punishment, sarcasm, to work out all sorts of schemes for revenge, to tell smb. off (to give smb. a telling off).
7. Discipline. Behaviour. Manner: to discipline smb., a way of teaching politeness, to be punctual, to interrupt a conversation,
to get quarrelsome, the art of living together, to lead to frayed nerves for days on end, to develop a conscience in smb., not a word of
blame, not to impose anything on children, to encourage inner development, to give children a choice, to heighten smb.'s self-confi-
dence, a beneficial and corrective influence on smb., to leave a decision to the child, to teach smb. manners.
8. Children's reaction: to live up to smb.'s expectation, to do smth. on purpose, to have admonitions and warnings, to be encour-
aged to ask questions, to be curious and inquisitive, to learn by imitation, to feel part of the family, to hate questions which try to trap,
to be pushed into making up lies, to choose between telling a lie or giving embarrassing answers, to appreciate smth, to be– coifte full
of resentment, to become a nuisance (resentful, spiritless, delinquent).
1. Read the text for obtaining its information.
Parents are Too Permissive with Their Children Nowadays
Few people would defend the Victorian attitude to children, but if you were a parent in those days, at least you knew where you
stood: children were to be seen and not heard. Freud and company did away with all that and parents have been bewildered ever
since.
... The child's happiness is all-important, the psychologists say, but what about the parents' happiness? Parents suffer constantly
from fear and guilt while their children gaily romp about pulling the place apart. A good old-fashioned spanking is out of the
question: no modern child-rearing manual would permit such barbarity. The trouble is you are not allowed even to shout ... Certainly
a child needs love ... and a lot of it. But the excessive permissiveness of modern parents is surely doing more harm than good.
Psychologists have succeeded in undermining parents' confidence in their own authority. And it hasn't taken children long to get
wind of the fact. In addition to the great modern classics on child care, there are countless articles in magazines and newspapers.
With so much unsolicited advice flying about, mum and dad just don't know what to do any more. In the end, they do nothing at all.
So, from early childhood, the kids are in charge and parents' lives are regulated according to the needs of their offspring. When the
little dears develop into teenagers, they take complete control. Lax authority over the years makes adolescent rebellion against
parents all the more violent. If the young people are going to have a party, for instance, parents are asked to leave the house. Their
presence merely spoils the fun. What else can the poor parents do but obey?
Children are hardy creatures (far hardier than the psychologists would have us believe) and most of them survive the harmful
influence of extreme permissiveness which is the normal condition in the modern household. But a great many do not. The spread of
juvenile delinquency in our own age is largely due to parental laxity. Mother, believing that little Johnny can look after himself, is not
at home when he returns from school, so little Johnny roams the streets. The dividing line between permissiveness and sheer negli-
gence is very fine indeed.
The psychologists have much to answer. They should keep their mouths shut and let parents get on with the job. And if children
are knocked about a little bit in the process, it may not really matter too much ... Perhaps, there's some truth in the idea that children
who've had a surfeit of happiness in their childhood emerge like stodgy puddings and fail to make a success of life.
1. Answer the following questions:
1. What are modern psychological ideas in the field of bringing up children? 2. Why do you think the author of the text rejects
them? 3. The author regrets the fact that parents are not allowed "even to shout". Do you think that shouting can lead to understanding
and is good when speaking with children? Would you say that anger does nothing but harm? Give reasons for your answer. 4. What's
your attitude towards "good old-fashioned spanking" and physical punishment in general? Don't you regard it as the line of least
resistance which is resorted to when a parent is just too exhausted to think of better ways if dealing with a child? 5. What is the result
of the undermined parents' confidence in their own authority according to the author's point of view? 6. Do you think doing nothing
with children is the best solution? 7. To what results can lax authority lead? 8. Do you think that children should always obey their
parents? What about parents obeying their children to make them happy? 9. Would you agree with the author that extreme
permissiveness is harmful for children and can result in negative development? 10. Two extremes discussed in the text do not seem to
produce good effect. What do you think is important in order to have normal relations between parents and children? Is tolerance
necessary?
2. Find in the text the arguments the author gives to illustrate the following:
1. impossibility to defend Victorian attitude to children; 2. parents' sufferings due to undermined confidence in authority; 3.
harmful effect of excessive parents' permissiveness; 4. parents' decision to regulate lives according to children's needs; 5. parental
laxity– dividing line between permissiveness and negligence; 6. people to blame.
3. Try and preserve the wording of the original. Add your arguments as well.
4.Summarize the text in four paragraphs showing that love and care so important in the process of bringing up children is not the same as
permissiveness anci negligence.
5.Use the Topical Vocabulary in answering the questions:
,1. What is done in this country to make the child a responsible person? 2. What are the basic patterns of upbringing, both within
the family and in collective situations? What roles do parents, school and age-segregated groups play in bringing up children? 4.
What is the role of mother and father in a modern family? 5. Is a young mother more eager than previous generations to enroll her
child in nursery? Why? 6. Do you consider grandparents and their influence important in the process of upbringing? 7. How does the
regular school using the well-proven techniques of collective upbringing care for the individual needs of a child? 8. What is more
important in the process of upbringing school (teachers, collective) or home (parents) background? 9. What home atmosphere encour-
ages a child's development? 10. What are the best ways, in your opinion, to praise and punish a child? 11. Do you think child-care
books necessary for young parents? What else can be helpful?
6.What solution can you offer for the following problems?
1. "To the average child his parents are kill-joys. They are always saying "No". No getting dirty, no jumping on the sofa, no
running around naked, no hitting the little sister."
2. "Much more than a direct rebuke, sarcasm infuriates children. It makes them completely irrational and they direct all their
energies to planning counter-attacks. They will be completely preoccupied with revenge fantasies. Sarcasm not only serves to deflate
a child's standing in his own eyes but in the eyes of his friends as well."
3. "I don't like James to play with Paul next door. Paul uses very bad language, and James will pick it up. But Paul is James's best
friend and he sneaks out and sees him very often. So I lock him up in the bathroom as a punishment. Sometimes I deliberately don't
speak to him for hours on end."
7.Read the following dialogue between Mrs. Brent and Mr. Alden, a teacher. The expressions in bold type show the WAYS ENGLISH PEOPLE
COMPLAIN. Note them down. Be ready to act out the dialogue in class.
A: Would you like another cup of tea or something?
B: Well, no...........Thanks just the same.
A: I am sorry to have to say this, but what would our youngsters do without the youth centre? They'd be pretty lost, wouldn't
they?
B: It's all right I suppose.
A: Er ... would you care to dance, Mrs. Brent?
B: Thank you ... but no. The music isn't of my generation. You know ... the generation gap. When I was young I'd never dared
speak as our children do. Especially with a teacher present.
A: We've got a bit of a problem here, you see. It's part of my job to know people ... and especially young people ... as they are.
And really the so-called generation gap is a myth you know. Teenagers aren't really so different. As a teacher I find them quite
traditional in their attitudes.
B: I'm sorry to disagree with you, but look at the way they dress ... and their hair!
A: I don't think you get the point. Those things are quite superficial. But basically their attitudes are very similar to those of our
generation.
B: There is no excuse for their language and you seem to approve of the kind of language we hear from our children.
A: Now, I didn't say that. Anyway the concepts of "approval" and "disapproval" tend to over-simplify matters. Every generation
creates its own special language just as it creates its own styles in clothes and music.
B: I'd like to point out that the styles and habits of today's teenagers are so ... Well basically ... unacceptable.
A: You mean unacceptable to you. In fact their clothes are very practical and very simple.
B: I do wish you had a teenage son or daughter of your own, Mr. Alden.
A: But I have more contact with them. You see, we have regular discussions. You could come and sit in sometime if you like. And
you'll realize I think how traditional their attitudes are. «
8.Answer the following questions:
1. What do you think of the problem of the generation gap? 2. Do you agree with all that is said in the dialogue? With which
statements do you disagree? (In answering this you may use the formulas of agreement and disagreement. See Appendix.) 3. What is
Mrs. Brent complaining about? Are her complaints justified?
9.Work in pairs. Take turns to make complaints about the following and to respond appropriately. Use the expressions and clichés of complaint and
apology:
Expressions of complaint and apology: A direct complaint in English sounds very rude indeed. To be polite one usually "breaks
it gently" and uses expressions like these before one actually comes to the point:
I wonder if you could help me...
Look, I'm sorry to trouble you, but...
I've got a bit of a problem here, you see ...
I'm sorry to have to say this, but...
It is usually better to break it gently like this than to say, for example: "Look here! I wish you'd arrive on time or I've just about
had enough of your unpunctuality (of your coming late)."
The following expressions can also be used:
I have a complaint to make.
It's just not good enough. You must try to ...
There's no excuse for doing it.
It's completely unjustified (unfair).
I'd like to point out that...
Next – and this is very serious – I feel that...
It gives us real cause for grievance.
Note: It is often not enough to just say "Sorry" and promise it won't happen again. You may need to apologize more profusely, like this:
Oh dear, I'm most awfully sorry.
I can't tell you how sorry I am.
I'm so sorry, I didn't realize.
I just don't know what to say.
I'm ever so sorry.
1. You find some pages torn out of a book. Complain to the librarian. 2. You have ordered the TV Times but you have been
brought the Radio Times. Complain to the newsagent. 3. You have bought a colour TV set which is not correctly adjusted. Complain
to the mechanic. 4. You can't sleep because of the noise made by people in the next door flat. Complain to the neighbour. 5. You
booked a hotel room with a bath and have not been given it. Complain to the receptionist. 6. You don't know what to do about your
pupils' discipline during your classes. Complain to the head teacher. 7. You can't make your child follow the doctor's orders and stay
in bed. Complain to your mother. 8. You can't manage your children during bed-time. Complain to your husband. 9. Your child can't
overcome his fear of animals. Complain to the doctor. 10. You think your 15-month-old child is backward (he's so very quiet, he
hardly moves, he can barely walk). Complain to the psychologist.
10. Work in pairs.
One of the students is supposed to be an eminent educationist and child-psychologist. The other is to play the role of an affection -
ate mother having a difficult teenage son who is always in a state of rebellion and resentment and regards his parents' anxiety over
him as sheer interference. The psychologist should convince his visitor not to worry about her child and understand that his peculiar
behaviour is due to adolescence. Advise her also not to give sympathy and advice but to show an interest in the child.
11. Read the following text. You can find in it some ways of teaching children responsibility. In fact the main problem is whether to leave final
decisions to children, without criticizing them. You can find some arguments for this view in the text. Note them down.
Teaching Responsibility
Naturally, every parent is anxious to teach responsibility to their children. But responsibility cannot be imposed on children. It
must grow from within. Children who are always told what to do may do their tasks very well, but they get little opportunity to use
their own judgement and to develop a sense of responsibility. This only comes if they are given opportunities for choosing and decid -
ing things for themselves.
A child is learning all the time. But if he is constantly criticized about his actions, he certainly doesn't learn responsibility. So the
first lesson in inculcating a sense of responsibility is not to criticize.
Even if the answer to a child's request is a certain "Yes", it's so much better to leave the decision to the child. These are some of
the ways in which you can build up their sense of responsibility and also heighten their self-confidence. Wherever and whenever you
can, let them make the decisions themselves.
A child should be given the responsibility of choosing his own friends. But this is a delicate matter and needs careful handling.
Obviously, it would be preferable for a shy child to have a friend who is an extrovert. And friends can also help to exert a beneficial
and corrective influence on each other. In spite of all this, a child should always feel that he is free to choose the friends he wishes.
Let the child spend his allowance his way. If he wants to spend the whole lot on chewing gum or toffee, it's his decision. Don't in-
terfere. These are just some of many ways in which responsibility is ta'ught.
10.
Discuss the text in pairs. One of the pair will take the author's point of view and insist that children should be given
opportunities to choose and decide things for themselves without any criticism on their parents' part. The other will defend
the opposite point of view. Be sure to provide sound arguments for whatever you say. Consider the following and expand if
possible:
For:
(This column is to be filled by the students on the basis of Ex.
9. Consider also taking children into confidence.)
3.The problem can be confusing and complicated for the
child and even a simple one can be solved in the wrong way.
Who will bear the consequences?
4.Children are too young to decide whose influence is
good for them. They can't distinguish petty features in
other children. So parents should guide their children's
friendship.
5.Money is not to be wasted. Children don't realize its
value and cannot use their own discretion in spending it.
6.Children can gain experience and responsibility taking after
their parents, following other good examples.
A g a i n s t :
1.Children have no experience. Parents' judgement and
advice are necessary.
2.Children will make mistakes (some of them dangerous) and
at least sometimes they are sure to be in the wrong. Parents
should explain such things to them, criticizing their actions.
13. The extracts given below present rather controversial subjects. Team up with another student, work out arguments «for» and «against» and
discuss the extracts in pairs. Use conversational formulas (see Appendix).
A. Should a child be allowed to do anything he likes when he is ill?
"One of the worst tortures for a child is to stay in bed, especially when he is not terribly ill. So anything done to keep his mind
occupied in some way will pay wonderful dividends. It will enable you to get on with your work and prevent your child being
peevish and crotchety while he's in bed."
B. Should parents help their children with their homework?
"John must be a complete dud. He keeps on pestering me for
help with his homework. But I can't be bothered: I have a lot of housework. Besides I know nothing about teaching. How can I help
John with his homework?"
C. Is play work for children?
" – I don't know what to do about my George. He just plays the whole time. He wants to touch and grab everything. As for being
inquisitive – my, he wants to know everything in the world.
– Play may be recreation for an adult, but for a child it is work. Through play George gains experience; he learns by playing. He
may play doctor, soldier, policeman, lawyer. But through play, he exercises not only his body but also his mind."
14. Role-Playing.
The Sitting of the Teachers' Council
S i t u a t i o n : Teachers and other members of school personnel have gathered to discuss Oleg Ratnikov's behaviour. Oleg Ratnik-
ov, a 14-year-old youth is a pupil of the 7th form. He is not only notorious in his school, but his name is also known to many people
in the district where he lives. Oleg always has his own way. "Resents any advice. Talks back. Fights. Can tell lies. Seems to have lost
interest in school. Quarrels with many classmates. Seems to be always to blame. The members of the teachers' council should decide
whether suspension from school is the only solution or whether there are any other alternatives. Ratnikov's parents are invited.
C h a r a c t e r s :
1. Peter Ratnikov, Oleg's father, aged 45, an engineer. Spends all his spare time inventing. Always busy. Rather clever, full of sar-
casm. No real contact with his son. Thinks that problems of bringing* up children are for school to solve. His only method of
communication with his son is his belt or a raised voice. Demands absolute obedience.
2. Anna Ratnikova, Oleg's mother, aged 40, a librarian. Lives in so,me imaginary world of her favourite fictional characters. Very
shy, with a mild character, a bit afraid of her husband, is under his thumb. Adores her son. Exaggerates his positive features (kind -
ness, love for animals, ability to imagine, eagerness to help). Thinks all the rest are in the wrong.
3. Elena Plavskaya, aged 26, teacher of Russian Literature. Hates the boy. He is always «a pain in the neck», a real trouble maker.
His language is awful. Sometimes you can barely understand what he says. His opinions are ridiculous. He makes fun of everybody,
teachers included. Elena thinks it necessary to isolate Oleg, to prevent spreading his bad influence (shoulder-length hair, weird
clothes, misbehaviour, etc.) on other pupils. Insists on Oleg's suspension from school.
4. Rita Izmaijlova, aged 50, teacher of History, dislikes the boy's behaviour and attitude towards school, her subject, and his class -
mates. Is irritated by his lack of discipline, responsibility and manners. Tries to analyse his feelings and to find an explanation for
such behaviour. Finds his influence on the class disastrous in many respects. Is not quite sure, but thinks that Oleg's suspension from
school and further practical training will do more good for the boy than his staying on at school.
5. Andrey Pavlov, aged 45, a teacher of Biology, school Head Teacher. Has seen many cases of the type. Rather likes the boy, his
devotion to his lessons, the interesting questions he asks. Thinks that Oleg is passing through a difficult period of his life. Is sure that
he will get over it. Certainly he often behaves strangely, his moods are always changing. It irritates both adults and classmates. In A.
Pavlov's opinion Oleg needs more contact with his father. Thinks that Oleg has ambitions. Isn't it possible to give him some real
responsibility? Oleg may rise to it.
6. Zoya Zubina, aged 22, a psychologist, a university graduate having just begun working. Thinks that parents and teachers must
remember that Oleg is "shedding the dependence of childhood and entering into adulthood", where he has to be on his own. The thing
to do is just to do nothing. You'll find that very difficult indeed: it requires a lot of will-power and tolerance. Make Oleg feel that you
are behind him not after him. He certainly needs your presence, but doesn't want you to live his life for him. Help him – but stay in
the background. Suspension from school is out of the question.
N o t e : The group of students is divided into two teams, each of which performs the same role play. While discussing Oleg's problems, try to understand
each other's point of view, ask questions. Try and find the reasons for Oleg's behaviour. Disagree with some of the participants of the council sitting, support
others' points of view, defend your opinion. Complain about some of Oleg's actions. At the end you should come to the conclusion as to whether or not to
suspend Oleg from school. Comments from the class on each team's performance and the value of the different arguments are invited.
15. Group Discussion.
Give your own views on the problems below and speak in rebuttal of your opponent. If possible make complaints about certain points.
Topic 1. Youth clubs
T a l k i n g p o i n t s :
1. Links between educational establishments and youth club activities.
2. Aims of a youth club.
3. Activities to be encouraged in a youth club.
4. Qualities for a youth club leader.
5. Membership.
6. The ways a youth club can interest a group of 16-year-olds with no apparent interests of their own.
Topic 2. Children's interest in school
T a l k i n g p o i n t s :
1. Preliminary home preparation in reading, writing counting.
2. Proper climate at home.
3. Possibility of blaming teachers, school administration; criticism when children are present.
4. Admonitions and warnings given by parents before children start school.
5. Necessity to back teachers and school staff under all circumstances.
6. Cooperation between school and parents.
Topic 3. Music lessons in the process of upbringing
T a l k i n g p o i n t s :
1. Music lessons – necessity of the time or parents' vanity?
2. The idea of a music education – to give a child an effective outlet for his feelings.
3. Parents' interest: a) a child's skill in reproducing melodies; b) the effect of music on a child's feelings.
4. Practising music. Whose responsibility?
5. Consideration of children's wish to have music lessons.
6. Important factors in developing children's interest in music.
7. Time and money spent on music lessons.
16. Comment on the following quotations:
1. Children begin by loving their parents. After a time they judge them. Rarely, if ever, do they forgive them. (O.Wilde) 2. The
childhood shows the man as morning shows the day. (J.Milton) It is a wise father that knows his own child. (W.Shakespeare)
When children are doing nothing, they are doing mischief. (H.Fielding)
Unit Five
SPEECH PATTERNS
1. I can't do a thing with him. He won't take his pineapple juice.
I can't do a thing with the boy. He won't let anyone come into the room.
I can't do a thing with her. She won't take the medicine.
2. He had done some constructive thinking since his last visit.
I do the cooking myself.
He was doing some careful listening.
I've done enough reading for today.
3.This was no ordinary case.
William Strand was no ordinary human.
This was no petty offence.
It was no small achievement
4. The suggestion proved too much for the patient's heart.
The letter proved to be of little consequence.
He had no premonition that this call would prove unusual.
