Владимир Аракин - Практический курс английского языка 3 курс [calibre 2.43.0]

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 behindhim not afterhim. 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.Thiswas no ordinary case.

William Strand was no ordinary human.

This was no petty offence.

It was no small achievement

4.The suggestion proved too muchfor the patient's heart.

The letter proved to be of little consequence.

He had no premonition that this call would prove unusual.

5.Ijust suggested it, that's all.

We just thought it necessary to make the inquiries, that's all. I just wanted to know, that's all. I just don't feel like eating, that's

all.

6.Let's try and drawthat vase over there on the mantelpiece.

Try and behave better. Let's try and get there on time. Try and come, won't you?

7.Good. Let's make it Monday,Wednesday and Friday.

Good. Let's make it next week.

Well. Let's make it Saturday then.

Why, let's make it four o'clock.

EXERCISES

1. Complete the following sentences:

1. Steve is awfully stubborn. Mother can't do ... . He won't ... . 2. Mary is as obstinate as a mule. I . . . . 3. Where did you find this

brute of a dog? I ... . 4. I wasted no time. I listened and I did ... . 5. Where did you go for your holidays? Did you do any .. ? 6. Even

the police were afraid of him. He was no .... 7. You seem to forget that we deal with no ... . 8. There is something fishy about the

whole thing. This is no ... . 9. I'd never have believed that Jack would prove ... . 10. The young actress had no premonition that the

performance ... . 11. They had to leave India before the year was over. The climate .... 12. Why do you mind his coming so much? —

I just.... 13. Don't be angry with me. I just... 14. He is not to blame. He just ... . 15. You know how much I look forward to your

letters. Try and .... 16. It is a very difficult sound. Try and ... . 17. The task is urgent. Try and ... . 18. I'd like to suit your convenience.

Let's make it ... . 19. It's a go then. Let's ... . 20. Could you spare the time to come twice a week? — Sure. — Good. Let's ... .

2. Translate the following into Russian:

1. You'd lose less time if you stopped talking and stamping your feet and did a little painting for a change. 2. Martin excused him-

self — he had to do some writing before dinner. 3. Mrs. Strickland did little typing herself, but spent her time correcting the work of

the four girls she employed. 4. She was utterly astonished at being the one who was loved, not the one doing the loving. 5. Soames

wanted to impress on Bosinney that his house must be no common edifice. 6. Gainsborough had a good ear for music and was no in -

different performer on the violin. 7. I was no timid girl to turn and flee simply because no one had made me welcome. 8. It was no

mere assertion. She produced facts and figures to support her contention. 9. I just became fascinated, that's all. Not the writing. He

writes very technically. But the ideas, the way he correlates man and his environment...

3. Paraphrase the following sentences as in the models.

M o d e 1:1 think you ought to explain it.

Ithink it's up to you to do the explaining.

1. One afternoon Beatrice asked me if I rode and I explained that I had a little experience in riding but was far from proficient in

the art. 2. Mrs. Kettle is not the kind of woman to wash her clothes herself. 3. Her eyes were red and swollen, it was clear that Mary

had been crying. 4. I used to go fishing in my younger days. 5. He talked himself all the time, and they thought he was stupid. 6. I've

been thinking about it a good deal.

M o d e 1:1 am out of patience with him because he does not want to do his lessons.

I can't do a thing with him. He won't do his lessons.

1. I am at my wits' end, Paul refuses to go to school. 2. Like a naughty child Nelly refuses to listen to me and put on her winter

coat. 3. Her mother despaired of persuading Mary to take up music. 4. No matter how hard I try I can't compel him to tell the truth. 5.

Unfortunately I can't make her eat porridge in the morning.

M o d e l : We had no premonition that the trip would bring only disappointment.

We had no premonition that the trip would prove so disappointing.

1. I had not expected that the film might be so thrilling. 2. I'd never have believed that Jacob would turn out to be a hero. 3. Before

the month was over Nick showed that he was a bright pupil. 4. I won't be surprised if Morris gives evidence of being an excellent

scholar. 5. We abandoned the attempt as it became clear that the experiment was dangerous.

M о d e 1: He showed very little skill. He showed no great skill.

1. I have very little respect for her. 2. This was an extraordinary case. 3. It was by no means a mere slip of the tongue. 4. He ex -

pressed his opinion in terms anything but uncertain. 5. Rebecca's dress excited admiration which was not at all small. 6. Hilary was a