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

How do children react to anger? All of us, as we recall our own childhood experiences in school, can remember instances of

teachers expressing anger in the classroom. Though children frequently face anger from adults, they do not always adjust to it in ways

that foster their own growth and learning. Teachers report that children often react with confusion; they're bothered, or their faces

appear troubled. Some children are especially sensitive and hurt at the teacher's anger, and a few children are even frightened.

Sarcasm or biting remarks that touch areas of special concern for children can be remembered with special misery for many years.

15. Discuss the text in pairs. One partner will take the view that anger is nor mal on the part of a teacher. The other will defend the opposite

point of view:

F o r :

1. The teacher faces numerous occasions when anger is

normal and inevitable. Anger often occurs as the result of

accumulated irritation, annoyance and stress.

A g a i n s t :

2.Feelings should be considered honestly and realistically. It

is superhuman never to feel anger, shakiness or helplessness.

1 . The teacher is expected to behave calmly and coolly at all

times. No matter how excited or tired, the teacher should

3.Children or other outsiders are rarely fooled by the efforts

be emotionally stable and consistent.

of teachers to hide the emotions that are bursting underneath.

2. Anger in a teacher is a sign of weakness. A person who

4.A teacher who denies his own feelings is wrapped in stress

expresses anger often feels childish, immature, guilty.

and struggle. Excitement, interest, and enthusiasm are

blunted, if not completely obliterated.

3.No matter how joyous or angry the feelings must be

controlled, hidden, disguised.

5.The first important criterion of acceptable anger release is

that the child not be blamed, attacked, or insulted.

4. Children's feelings are more important than teacher's

feelings.

5. Teachers who make fun of children or pick out certain

weaknesses or deficiencies can leave lasting scars on a

child's attitude toward school.

16. Role-Playing.

The class is divided into four groups. Each group is in a different mood.

Group A. You are all in a bad temper.

Group B, You are all depressed

Group C. You are all in a good mood.

Group D. You are all bored and indifferent.

When each group has established its mood by talking together, everyone goes round the class talking to different people. Try to

make the people you meet share your mood! At the end tell everyone what you did and how successful you were. Did anyone manage

to change your mood ?

17. Group Discussion.

Topic 1. Negative feelings seem to change character with intensity

T a l k i n g p o i n t s :

1. A certain amount of fear can almost be fun.

2. Pregame anxiety for a competitive athlete, while still anxiety is an excitement he often relishes.

3. Shame and guilt are essential for the development of some noble qualities such as generosity, unselfishness, duty.

4. Many teachers recognize that the excitement of anxiety and challenge is the very zest of teaching.

Topic 2. Emotions are perfectly permissible signs of the healthy body's response to distress

T a l k i n g p o i n t s :

1. When we feel anger, physical tension develops spontaneously, automatically. We need to release this tension through action of

some kind — to run, bang, even to hit.

2. Anger that is expressed spontaneously clears the air, can both remove the tension and the disturbing cause.

3. Accumulation of irritation, annoyance and stress leads to headaches, sickness of various kinds and proverbial ulcers.

4. People's inner feelings have no claim to public recognition. We have a responsibility— not only to the social unit, but also to

our personal dignity — to keep "it" in.

Topic 3. Who has never tasted bitter, knows not what is sweet

T a l k i n g p o i n t s :

1. The fact of succeeding despite difficulties excites us, contributes to our self-confidence and self-esteem.

2. A removal of pain or revival of hope makes us feel good.

3. Most things that involve great pleasure also involve sweat, toil, perseverance and agony.

4. Satiation and easy gratification ultimately destroy pleasure.

Unit Seven

SPEECH PATTERNS

1. I have alwayshesitated to give advice.

I hesitated to ask him for help.

He didn't hesitate to take such a big risk.

Don't hesitate to refuse the offer if you don't like it.

2.How can one advise another unless one knowsthat other as well as one knows himself?

They won't accept your plan unless you alter it.

You'll fail unless you work hard.

Unless I'm mistaken, he's an artist.

Unless he's done the work properly, I shan't accept it.

3.He had some difficulty in lighting it.

I have some difficulty in understanding spoken German.

She had some difficulty in finding the house.

We had some difficulty in selecting a present for her.

I had some difficulty in writing an essay.

4.He gave an apologetic laugh.I had not given himmore than a cursory glance.

The girl gave a deep sigh. Jim gave a loud cry (groan).

She gave me a critical look.

5.It's precisely what they are going to do. That's what I've got to look forward to. That's all I've got to

look forward to.

This is precisely what I object to.

That's what they've got to expect.

That's all they've got to hope for.

6.He was dressed in a blue suit a good deal the worse for wear.

This is an old coat, but it is none the worse for wear.

The road is a good deal the worse for the rain.

We are none the happier for learning the truth.

I like you none the worse for being frank.

7.He looked to me as thoughhe knew a good bottle of wine when he saw it.

He knows a good book when he sees it.

The man knew a good painting when he saw it. I know a good play when I see it.

8.You could nothave imagined a more delightful person to drink a glass of wine with.

I can't imagine a better place to have a rest in.

I don't know a worse place to go for holidays to.

He never saw a more interesting person to speak with.

EXERCISES

1. Complete the following sentences using the Speech Patterns:

1. Caution made Jim hesitate to ... . 2. He did not hesitate to ... . 3. I shan't touch upon the subject unless .... 4. No use discussing

the matter with me unless ... . 5. We thought we knew Italian having studied it from books, but we had some difficulty ... . 6. It's not

always easy to teach children to read. Some children have special .... 7. The door was so narrow that we had some .... 8. With so many

other things to occupy my mind, I had not given Wilson .... 9. The two old gentlemen were obviously displeased with the interruption.

They gave us a ... . 10. I'm not astonished at his refusal to help us at all. That is precisely ... .11. Now it's quite evident that we shan't

be able to finish the work on time. That's ... . 12. I know that he's sorry about what happened, but I am none ... . 13. The boy is

naughty, but I like him none ... . 14. I think it only fair to tell you that that's all ... .15. He's a connoisseur of art and he surely knows a

good painting when ... . 16. This young actress has got real talent. I assure you I know a good actress when ... . 17. You cannot imag -

ine a more delightful person to.... 18. If you're in need of advice, you cannot find a better person to ... .

2. Suggest the beginning matching up the end:

1. ... to go further because he was afraid. 2. ... to refuse if you think the plan is unwise. 3. ... we ought to have a good trip there.

4 ... we shan't get home before dark. 5. ... in getting the information. So don't fret. 6. ... in understanding what she said because of her

bad French. 7. ... , seemed to hesitate and then walked on. 8. "... a ring, it's urgent." 9. ... what it's going to be if we can't find some

better explanation. 10. ... what you expected a teacher to be. 11 ... for knowing the truth. 12. ... for being frank and straightforward.

13. ... to hope for. 14. ... when he heard it. 15.... to have a chat with. 16. ... to work with.

3.Paraphrase the following sentences using the Speech Patterns:

1. He seemed unwilling to give advice, afraid of responsibility, I think. 2. Don't be shy of calling if you need me. 3. If I'm not mis-

taken, this is but a temporary job. 4. Don't do anything if you don't hear from me. 5. We're going on a hike next Saturday, if the

weather does not turn out nasty. 6. I always find it difficult to remember dates, they just slip my memory. 7. It was rather difficult for

me to understand the article. 8. He laughed apologetically and said, "So that's it. How on earth did you guess the truth?" 9. Tom

shrugged his shoulders. "What next, I wonder?" 10. The landlady looked critically at the three young men and closed the door in their

faces. 11. At seeing me Jovella sighed with relief. 12. It's just the thing I was afraid of. 13. If I had my time over again, I should act

exactly in the same way. 14. I did not like the boy less for being a bit naughty. 15. Wealth did not make him happier in the least.«16.

"I'm aware that that's my only hope," said the man. 17. "Is there nothing else for me to look forward to?" asked Cora. Allan made no

comment. 18. Soames was a good judge of paintings. 19. He is a well-read person and a real connoisseur of French poetry. 20. I'm

fond of the South-West of Moscow. I don't think there is a better district to live in. 21. He thinks there is no better place to have a rest

in than Scotland.

4.Respond to the following statements and questions using the Speech Patterns:

1. Why on earth didn't you turn to me for help at once? 2. Do you think it's absolutely necessary for me to come? 3. Do you think

here's anyone else who knows about it? 4. You're an hour late. I thought you would never come. 5. How did you manage to get the

book? It's no longer on sale. 6. Did the girl scream when she was given an injection? 7. I hear he's had a bad fall. 8. Will you let him

know of the change in our plans? 9. I think I must have the matter out with her. 10. Whatever makes you go to this village every sum-

mer? 11. I'm only asking you to dust the flat. 12. Are you sure the painting is worth buying? 13. Is this young poet really a promising

one? 14. Would you advise me to wait a little?

5.Translate the following sentences into English using the Speech Patterns:

1. Сью взялась за ручку двери, но все еще не решалась войти в комнату. 2. Если вам понадобится моя помощь, не

стесняйтесь и звоните мне в любое время. 3. Если я не ошибаюсь, собрание отложили до понедельника. 4. Я бы предпочла