Аракин. Учебник английского языка для студентов языковых специальностей. Аракин. Учебник английского языка для студентов языковых специал. Практический курс английского языка 4 курс Под редакцией В. Д. Аракина

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14. Answer the following questions and do the given assignments:
a) 1. What made the boy commit the offence thus bringing the punishment upon himself? 2. What was the aunt's method


of bringing up the children and what did it result in? How are the ideas of punishment and pleasure treated in the story in general? 3. Had the trip to the sands any appeal to the boy and what did he think of the pleasures promised by the aunt? What is his idea of a "treat"? 4. The author calls the boy "a skilled tactician" and not for nothing. What strategy did Nicholas work out to get into the lumber-room unnoticed and leave it without trace? 5. At the same time the author evaluates the aunt as "a woman of few ideas with immense power of concen­tration". How does this feature of her character define her actions in the story? What motivates her actions — strong faith or false piety? 6. The lumber-room in spite of its dust and desolation came up to the boy's expectations. What role does the lumber-room play in the evaluation of his character? 7. It was a kitchen-maid who came to the aunt's rescue. What was wrong in the family that made its members so indifferent to each other? 8. For what reasons were the members of the family silent at tea that evening? Why does the author lay special emphasis on the cause of their silence? 9. How did Nicholas manage to fight the aunt with her own weapon and finally disarm her? Speak on the conflict between the boy and the aunt: a) Does the punishment of the aunt at the hands of Nicholas suggest anything to you? b) On what issues are they opposed? 10. Speak on the story in terms of unchangeable conventional reality versus poetry and intellectual freedom. 11. On whose side do the author's sympathies lie? Based on your interpretation of the story say a few words about the author.
b) 1. In what vein is the story written? 2. What are the butts of the author's irony? What does he ridicule through the character of the aunt? 3. How is irony achieved on a verbal plane? How does the ironic intention of the author affect his style (wording and syntax) ? 4. Is the vocabulary employed by the author in keeping with the subject-matter or out of place? If it is out of place what is the author's criteria for word-choice? Account for the frequent use of a) military terms; b) religious words; c) judicial phrases; d) scientific arguments. 5. Is the author straightforward and direct in presenting the characters and telling the story or is he evasive and ambigu­ous? What is the device he resorts to, when saying: "a woman of few ideas", "prisoner in the rain-water tank", etc.? 6. How does the syntax contribute to the ironic effect? Is it formal or

informal, bookish or colloquial? What turns of a phrase strike you as formal and pompous? What are the grammatical constructions favoured by the author? What does the story gain through them? 7. Besides verbal, there is dramatic irony that lies in the story, the plot, the complications of the story, the relationship of the characters. Say something about the story, the turns and twists of the plot, the ending in terms of dramatic irony. 8. The theme of the story is the conflict be­tween prose and poetry, dogmatic, pedantic, philistine mind and poetic imagination. How does the theme affect the tone and the style of the story? 9. When does the story shift to a more poetic plane? What is presented in poetic terms? Dwell upon the description of the lumber-room. What stylistic de­vices are employed by the author? 10. Explain the title of the story in the light of your observation on the theme, the point and the style of the story.
15. Give a summary of the text, dividing it into several logical parts.
16. Make up and act out dialogues between:
1. The aunt and Nicholas.

2. The two aunts after the tea.

3. Nicholas and the children after they all went to bed.
17. Suppose Nicholas turned up at the same house 20 years later after his aunt's death. Describe his reactions to his childhood surrounding.
VOCABULARY EXERCISES
1. Study the essential vocabulary and translate the ilustrative examples into Russian.
2. Translate the following sentences into Russian:
1. James who felt very uncomfortable in that low chair, shifted his feet uneasily, and put one of them on the cat lying beside his chair. 2. Laws shift from generation to generation. 3. Abruptly it was all gone, the elation running out of me like air out of apricked balloon. 4. The nation's wealth in the country came to be concentrated in a few families. 5. If the facts once became known, it will be impossible for them to

evade the responsibility. 6. The key to the code evaded all his efforts. 7. One would admire his excellent qualities, but avoid his company. 8. Please answer, the question; do not evade. 9. Each person avoided the eyes of the others. 10. The latest reports confirmed the information he had previously received. 11. We think, we may as well give up the flat and store our things, we'll be gone for the summer. 12. The future didn't seem to hold so many fears in store. 13. We are well underway with the publication of the textbook. 14. "I can give you a lift." "No, I'm going the other way." 15. The night was pitch dark and he felt his way about. 16. He has a way with students and they crowd to his lecture. 17. There is nothing unusual of the letter, nothing out of the way. 18. My wife went into hysterics at the mention of the police, but I stood firm and at last she gave way. 19. I'll see to everything, all you have to do is not to get in the way. 20. They go out of their way to do you good ... but you feel like a fool. 21.1 gave him up (abandon) because didn't want to stand in his way. 22. Remember if there is any way in which I help you, it will be a pleasure. 23.1 made my way into the smoking room. 24. Now they were inclined to meet us half-way. 25.1 gave way to quite ungovernable grief. 26. So we two went on our way in great happiness. 27. The way to school was plain enough; the game consisted in finding some way that wasn't plain, starting off ten minutes early in some almost hopeless direction, and working my way round through unaccustomed streets to my goal. 28. He was walking part of the way home with me. 29. She didn't say anything but made way for us to pass. 30. He estimated they were half-way to the city. 31. hi contrast to the way she had been before, she was now just another elderly woman. 32. Our garden is over­looked from the neighbours' windows. 33. He complains that his services have been overlooked by his employers. 34. Carbon acid is formed when water absorbs carbon dioxide. 35. There was no amazement, but only an impression of being reminded of happy things that had in some strange way been overlooked.
3. Give the English equivalents for:
перекидывать в другую руку; свалить вину на кого-л.; менять точку зрения в споре; ночная смена;

поднимать настроение; быть в приподнятом настроении; припод­нятое настроение;

сосредоточить внимание на чём-л.; сосредоточить усилия; сосре­доточить власть в чьих-л. руках;

уклоняться от ответа; обойти закон; уклоняться от ответствен­ности; уклоняться от воинской обязанности; уклониться от сути;

подтвердить сообщение; подтвердить слухи; ратифицировать договор; утвердить;

иметь про запас; запасать на зиму; отдавать (меха) на хранение; снабдить экспедицию продуктами; придавать чему-л. большое зна­чение; склад; запасы оружия;

дать дорогу; уступить; дать волю (слезам);

необыкновенный, незаурядный; иметь подход к кому-л;

постараться изо всех сил; в виде, в качестве;

комната с видом на море; смотреть сквозь пальцы на чье-л. пло­хое поведение; проглядеть самое важное;

пропустить ошибку; упустить из виду обстоятельство;

поглощать, впитывать влагу; впитывать знания; поглощать звук; быть поглощенным работой; увлекательный рассказ; быть захвачен­ным книгой.
4. a) Give the Russian equivalents for:
airway, archway, carriage way, doorway, driveway, gang­way, getaway, highway, midway, motorway, railway, runway, sideway, stairway, waterway.
b) Give the opposite of the following statements using combination with the word "way":
1. He didn't stir a finger to help us. 2. The car will clear the way. 3. I'm sure he is at a loss and doesn't know what to do.

4. Do you think they will never agree to a compromise?

5. What you suggest is quite common. 6. Are you going in the opposite direction? 7. The pictures are similar in every way.
5. Paraphrase the following sentences using the essential vocabulary:
1. It was unfair of him to make me bear the responsibility. 2. As soon as he realized his plan had failed, he immediately changed his position. 3. She became too excited to act wisely and committed an error. 4. I'm so tired, I am unable to pay close attention to anything. 5. His responses were intentionally vague so as to avoid answering directly. 6. The lion escaped from the hunters. 7. The letter gave additional proof to the truth of the story. 8. Their support steeled my determination to

put the plan into execution. 9. Since we were leaving town for the summer, we decided to put our winter clothing in a ware­house for safe keeping. 10. She did not know what awaited her in the future. 11. Don't be overcome with despair. 12. There are some people who make a special effort to do others a good turn (to give others a helping hand). 13.1 failed to notice the printer's error. 14. The people gave all their attention to build­ing a dam in the brook.
6. Use the essential vocabulary in answering the following questions:
1. What does one usually do if he is tired of standing on his feet (of holding smth in his hand)? 2. What can a dishonest person do if he does not want to take the responsibility for his fault? 3. What do you say of one who suddenly changes his opinion in an argument? 4. How do you feel if you get an excellent mark in an examination? 5. What must one do if he wants to solve a difficult problem? 6. What does one do if he does not want to give a direct answer to a question? 7. Why is an experiment necessary if one is not quite sure of the truth of his theory? 8. What do you call a man who is opposed to marriage? 9. What do you call a place where goods are kept? 10. What do you say of a person who makes a special effort to be nice to somebody? 11. What do you say of a person who is able to win the trust and affection of animals? 12. What do you say if you've missed a mistake in a dictation?
7. Make up and practise short dialogues or stories using the essential vocabulary.
8. Review the essential vocabulary and translate the following sentences into English:
1. Мальчик переминался с ноги налогу, не зная, как ответить на вопрос. 2. С вами бесполезно спорить, вы все время меняете свою по­зицию. 5. Не пытайтесь переложить вину на меня, вы сами во всем виноваты. 4. Когда Лиззи узнала, что ее приняли в университет, она была в таком приподнятом настроении, что бежала всю дорогу до­мой, чтобы скорее сообщить об этом матери. 5. Не надо заострять внимание на проступке ребенка. 6. Почему вы уклонились от прямо­го ответа на мой вопрос? 7. Мистера Брауна посадили в тюрьму за неуплату налогов. 8. Его поведение на суде укрепило мои подозре­ния. 9. Договор будет ратифицирован после встречи на высшем уровне. 10. У него всегда есть про запас всякие смешные истории и анекдоты. 11. В начале конкурса жюри не возлагало больших на-

дежд на конкурсанта, но он занял первое место. 12. Он имел подход к детям. 13. Мартин хорошо разбирался в обстановке и знал, чего ждать от будущего. 14. Не поддавайтесь отчаянию, все образуется. 15. Вы упустили самое существенное.
9. a) Give the Russian equivalents for the following English proverbs:
1. When children stand quiet they have done some ill.

2. He that cannot obey cannot command.

3. Where there is a will there is a way.
b) Explain in English the meaning of each proverb.
c) Make up a dialogue to illustrate one of the proverbs.
CONVERSATION AND DISCUSSION
DIFFICULT CHILDREN
TOPICAL VOCABULARY
1. A happy child is:

a) kind-hearted, good-natured, loving, friendly, affection­ate; confident, balanced, secure; getting along (comfortably) with others; gregarious: sociable, communicative; outgoing; unselfish; hard-working, industrious; self-disciplined, self-pos­sessed

b) alert, motivated; conscientious, active, persevering; en­thusiastic; polite, courteous; considerate, thoughtful; helpfully able to cope with difficulties, problems.
2. An unhappy problem child is:

a) obedient, prone to obey, submissive; disciplined, re­pressed; depressed, distressed; mixed-up, confused, frustrated; disturbed; neglected; self-centered; unsociable, lonely; timid, shy, fearful, sulky; indifferent, impersonal, listless; irrespon­sive, insensitive; hurt; humiliated; stubborn; uninterested, un-motivated, dull, inactive, bored; unable to cope with difficulties

b) irritable, annoyed, anxious; restless, naughty, wilful; inconsistent, impulsive; undisciplined, unruly, misbehaving, disobedient; resentful, arrogant, insolent, impudent; inconsider­ate, intolerant, disrespectful; unrestrained; destructive, bel-

ligerent; rude, rough, coarse, offensive; wrong-doing, delin­quent, unable to cope with difficulties, problems.
3. A happy parent is:

loving, caring, affectionate; kind, kind-hearted, good-na­tured, friendly, approving, reassuring; responsive, thoughtful, considerate, understanding; sensitive, sympathetic; sensible, reasonable; self-restrained; patient, tolerant; open, outgoing; firm, consistent; just.

4. An unhappy difficult parent is:
a) impulsive; indulging, pampering, babying; unreasonable; selfish, self-indulging, self-interested; self-willed, wilful; incon­sistent; partial; sentimental; permissive

b) loveless, indifferent, impersonal; insensitive, disapprov­ing; unjust, unfair; impatient, intolerant; insensible, unreason­able, unwise; inconsistent; nagging, fussy; cold, hard, harsh, cruel; bullying, aggressive, destructive, violent; repressing, demanding, restraining; moralizing; uncompromising, tough.
The Difficult Child
The difficult child is the child who is unhappy. He is at war with himself, and in consequence, he is at war with the world. A difficult child is nearly always made difficult by wrong treat­ment at home.

The moulded,¹ conditioned, disciplined, repressed child — the unfree child, whose name is a Legion, lives in every corner of the world. He lives in our town just across the street, he sits at a dull desk in a dull school, and later he sits at a duller desk in an office or on a factory bench. He is docile, prone to obey authority, fearful of criticism, and almost fanatical in his desire to be conventional and correct. He accepts what he has been taught almost without question; and he hands down all his complexes and fears and frustrations to his children.

Adults take it for granted that a child should be taught to behave in such a way that the adults will have as quiet a life as possible. Hence the importance attached to obedience, to man­ner, to docility.
__________
¹ People who use this argument do not realize that they start with an unfounded, unproved assumption — the assumption that a child will not grow or develop unless forced to do so.

The usual argument against freedom for children is this: life is hard, and we must train the children so that they will fit into life later on. We must therefore discipline them. If we allow them to do what they like, how will they ever be able to serve under a boss? How will they ever be able to exercise self-discipline?

To impose anything by authority is wrong. Obedience must come from within — not be imposed from without.

The problem child is the child who is pressured into obedi­ence and persuaded through fear.

Fear can be a terrible thing in a child's life. Fear must be entirely eliminated — fear of adults, fear of punishment, fear of disapproval. Only hate can flourish in the atmosphere of fear.

The happiest homes are those in which the parents are frankly honest with their children without moralizing. Fear does not enter these homes. Father and son are pals. Love can thrive. In other homes love is crushed by fear. Pretentious dig­nity and demanded respect hold love aloof. Compelled respect always implies fear.

The happiness and well-being of children depend on a de­gree of love and approval we give them. We must be on the child's side. Being on the side of the child is giving love to the child — not possessive love — not sentimental love — just behaving to the child in such a way the child feels you love him and approve of him.

Home plays many parts in the life of the growing child, it is the natural source of affection, the place where he can live with the sense of security; it educates him in all sorts of ways, pro­vides him with his opportunities of recreation, it affects his sta­tus in society.

Children need affection. Of all the functions of the family that of providing an affectionate background for childhood and adolescence has never been more important than it is today.

Child study has enabled us to see how necessary affection is in ensuring proper emotional development; and the stresses and strains of growing up in modern urban society have the effect of intensifying the yearning for parental regard.

The childhood spent with heartless, indifferent or quarrel­some parents or in a broken home makes a child permanently embittered. Nothing can compensate for lack of parental affec­tion. When the home is a loveless one, the children are im­personal and even hostile.

Approaching adolescence children become more indepen­dent of their parents. They are now more concerned with what other kids say or do. They go on loving their parents deeply underneath, but they don't show it on the surface. They no longer want to be loved as a possession or as an appealing child. They are gaining a sense of dignity as individuals, and they like to be treated as such. They develop a stronger sense of responsibility about matters that they think are important.

From their need to be less dependent on their parents, they turn more to trusted adults outside the family for ideas and knowledge.

hi adolescence aggressive feelings become much stronger, hi this period, children will play an earnest game of war. There may be arguments, roughhousing and even real fights! Is gun­play good or bad for children?

For many years educators emphasized its harmlessness, even when thoughtful parents expressed doubt about letting their children have pistols and other warlike toys. It was assumed that in the course of growing up children have a natural tendency to bring their aggressiveness more and more under control.

But nowadays educators and physicians would give parents more encouragement in their inclination to guide children away from violence of any kind, from violence of gun-play and from violence on screen.

The world famous Dr. Benjamin Spock has this to say in the new edition of his book for parents about child care:

"Many evidences made me think that Americans have often been tolerant of harshness, lawlessness and violence, as well as of brutality on screen. Some children can only partly distin­guish between dramas and reality. I believe that parents should flatly forbid proprams that go in for violence. I also believe that parents should firmly stop children's war-play or any other kind of play that degenerates into deliberate cruelty or mean­ness. One can't be permissive about such things. To me it seems very clear that we should bring up the next generation with a greater respect for law and for other people's rights."
1. As you read the text: a) Look for the answers to the following questions:
1. What makes a child unhappy? 2. Why do you think, a child who, according to the text "sits at a dull desk at school"

will later sit "at a duller desk in his office"? What is implied here? 3. Why do many adults attach such importance to obedi­ence? Is it really in the child's interests? 4. What are the usual arguments put forward against giving more freedom to the child? Are the arguments well-founded? 5. Why is it wrong to pres-; sure a child into obedience? 6. What kinds of fear does a child experience? 7. What kind of atmosphere is necessary for child's proper emotional development? 8. What new traits and habits emerge in adolescence? 9. How and why did Dr Spock's attitude change regarding the adolescents' games of war? 10. Why is it so dangerous for children to be exposed to violence? 11. How should the new generation be brought up?
b) Summarize the text in three paragraphs specifying the following themes:
1. The prime importance of home in the upbringing of child­ren. 2. The negative and harmful role of fears in a child's life. 3. The impact of aggressive gun-play on children's character.
2. Use the topical vocabulary in answering the following questions:
1. What traits of character would you name as typical for a normal happy child? Consider the following points with regard to his attitudes to: a) his family, parents; b) the school, teachers, studies, rules and regulations; c) his classmates; d) his friends.

2. What traits of character would you consider prominent in a difficult child, a problem child? Consider the points given above. 3. What traits of character are brought about by excessively harsh discipline and pressure? 4. What traits of character would be brought about by lack of discipline and control, by pampering or permissiveness? 5. How would you describe a good parent? 6. What traits of a parent would you consider most favourable for a child? 7. What are the dangerous symptoms of a problem child? 8. What kind of parents' attitude may make a child ir­responsive, and unable to cope with difficulties? 9. Under what circumstances would a child grow confident, self-possessed, able to cope with difficulties?

3. Below are the statements expressing different opinions. Imagine that you are expressing these opinions, try to make them sound convincing:
I. The parents' permissiveness breeds contempt in child­ren. 2. The child is born selfish and he will need the best part of-his life to get over it. 3. Popularity and success in" life seldom come to totally self-centered people. 4. Enjoying things is es­sential to a child's development. 5. True enjoyment comes mostly from using skills for real achievement. 6. Enjoyment may come not only from personal experience but also from passive enjoyment.
4. Read the text:
The Bell Family Charter
Homework: All members of the family must do an equal share of the housework according to age and ability. A list of duties will be put up each week.

Free Time: Children and parents have an equal right to free time.

Visitors: Children have a right to bring friends home when­ever they like.

Bedtime: Bedtime will be fixed according to age. Children of 15 may go to bed when they like.

Rules for parents: Parents must not break promises. Parents must not cancel plans suddenly. Parents must not criticize their children in public.

N.B. Parents are not always right.
a) What is your opinion of the charter?
b) What does it imply?
c) Do you agree or dsiagree with the following statements? What are the arguments for and against each one?
1. Boys should do so much work as girls. 2. Small children should be given jobs too. 3. Children should be given as much free time as adults. 4. Parents must not do anything to upset their children.
d) Talk it over:
1. What duties do parents have that children don't? 2. How will you bring up your children?

5. Team up with your partner and discuss the following rules for parents. Extend on the items given below:
1. Take a good look at yourself; consciously or unconsciously children pattern themselves on their parents. If you have cer­tain traits you don't want your children to inherit, make a con­stant effort to get rid of these qualities. In other words, one of the most effective ways to child control is self-control.

2. Be relaxed. If you are ill at ease with children, they know it and become uneasy themselves. Children are very sensitive to tension.

3. Assert your authority. From the beginning try to make it clear to the children that while you love them and make any reasonable sacrifices for them, they are not rulers and have limit­ed privileges and definite obligations.

4. Don't expect miracles. The rule is particularly important in trying to cope with children. It is both unfair and unwise to expect miracles in dealing with children. Unfair, because very often they simply haven't reached that level of achievement yet. And unwise because if you constantly demand more than a child can give, you damage his confidence and may even end by making him doubt his value as a human being. Modern chil­dren grow physically and mentally very fast. But their rate of emotional growth is the same as it always was.

5. Be consistent. Few things upset a child more than indeci­sive and erratic treatment from two people who represent law and order and stability in his world — his parents.

(From: "The Secret World of Kids" by A. Ldnkletter)
6. Work in pairs or in small groups. Discuss problems of child upbringing outlined in the extracts below:
1. Timidity is another common personal defect in children. A reasonable amount of timidity is normal enough. But some children are more fearful than others. Don't force the child to face his fears! Most children outgrow their timidity.

2. Selfishness. Many parents complain that their children are self-centered, never think of anyone but themselves. Have no sense of responsibility. Won't share things and so on... Self­ishness is often prolonged in kids by parents who tend to make slaves of themselves for the children's benefit.

3. It is high time to stop being permissive to children. It is urgent to change your attitude and learn to take a stand and be tough in your love.
7. Work in groups of three or four. Decide which of the following state­ments you agree or disagree with. Discuss these with the other members of your group. Be ready to report your discussion to other groups:
1. There's never a problem child, there are only problem parents. 2. Anyone who expects quick results in child upbring­ing is an incurable optimist. 3. Under dictatorial control ado­lescents work submissively, show little initiative. 4. Happiness may be defined as the state of minimal repression. 5. Healthy children do not fear the future, they anticipate it gladly. 6. The adults who fear that youth will be corrupted by freedom are those who are corrupt themselves.
8. The text below is an extract from a TV discussion on a burning problem of today "Horror Firms and Children" — a matter of great concern to many people in the world:
Guests participating in the discussion use expressions that convey respect to one another, and though at times they com­pletely disagree with something they remain tactful and do not let the discussion degenerate into quarrelling.
Read the text. The expressions in bold type show how people react to opinion. Note them down:
TV Host: What were you saying?

Woman: I was saying that in my view, and I'd like to emphasize it, kids today got used to all kinds of violence. We scared much easier in my daysr

Teacher:Exactly. My personal opinion is that it goes even further than that. The children can take so much more violence now and unfortunately not even think about it.

Man: True. They even laugh at scenes which horrified us.

Psychiatrist:Don't you think that documentaries about war and hostilities showing awful violence may have something to do with that?

Film director: I'm not sure you are right about it! I would find it difficult to link violence to documentaries.


Art critic: As for me, I can certainly give the idea my backing. The young people are easily affected by violence on screen.

Woman: You have my whole support! Cartoons and TV films have become so much worse. There is an awful lot of violence and horror everywhere.

TV Host: The question is whether we have a community in Hollywood which goes for a young audience with their horror films in a gross and socially harmful way.

Art critic: I must say I can see no reason to oppose.

Psychiatrist: But Walt Disney had a lot of horror in his films which also scared kids, things like kids turned into donkeys in "Pinnoccio".

Woman: Coming from you... I can't believe it! As far as I am able to judge "Pinnoccio" bears no relation to horror films.

Teacher: You are quite right! Disney has done so much good for the children!

TV Host: Do we have in this greedy arena of film-making to rely too much on effect, illusion, technology which can make horrors beyond imagination, such as visualization of a man blown up, a man decapitated in front of your eyes?

Film director: Iam inclined to think that kids are looking for fantasies, aren't they? And we are giving them to kids. All the same they are having horror in their minds.

Man: Here I differ with you! The visualization of horror deadens children's souls. That's what Is so dangerous about it!

TV Host: What kind of grown-ups our kids are going to be if today they are already used to all kinds of film horrors and are not terrified by the awful sights and especially human suffering!
9. When reacting to opinion we may state our agreement, approval as well as complete solidarity with what has been said, or we may express only a partial agreement. One may be straightforward in stating his view, or cautious, or even evasive. Here are some comments that may be used to express one's positive response:
Right; You are quite right; True; Exactly; I am all out for it; I am in favor of it. You have my full support; I am giving it my backing; I can see no reason to oppose.

When stating our negative response or partial disagreement we can use the following:
I am afraid not; No, you are not right here; I can't approve it (accept); No, it bears no relation to; I would find it difficult to (accept it).
The following phrases may be used to introduce either agreement or dis­agreement:
My personal opinion is; I am inclined to think that; It goes further than that; That's one way of looking at it, but....
a) From the dialogue above (Ex. 8) make up a list of phrases expressing response to opinion differentiating between 1) agreement and disagreement; 2) phrases worded in a straightforward way and those worded in a less cate­gorical, polite way.
b) Be ready to act out the dialogue in class.
10. Here is a letter expressing concern, opinion and advice. Please note its respectful tone and polite wording.

a) Write a letter in response stating your agreement or disagreement.
b) Using both the letter and the answer as a basis turn the contents into a dialogue and act it out in class:
Dear Helen,

I have just received your letter and I feel that I should let you know what I think of your plans for the future. I hope you won't take offence, but will accept what I say here as fatherly advice.

I was very surprised when I read in your letter that you had decided not to finish your studies at the University. I realize that Peter wants you to marry him this summer. But with only one year to go, you would be well advised to finish the course. A year is really a very short time, and later you will be glad you took my advice.

As you know, my reaction to Peter was extremely favour­able when I met him, he is an exceptionally fine young man and should make a good husband. But I urge you to complete your education first.

You are twenty-one and old enough to make up your own mind. This is something you'll have to work out for yourself. As your uncle, I have always tried not to interfere in your affairs and I don't intend to begin now. But, my dear, please, do con-

sider my words very carefully before you decide. Whatever you do, though, Ellen, you know I only want one thing for you, and that is your happiness.

Affectionately, uncle Tom
11. Pair work. Agree or disagree with the statements below. Be sure to provide sound arguments. Consider the following points and extend them whenever possible:
1. Children are not supposed to have their opinion, but if they do, the adults ignore them.

2. The difference between a child and an adult amounts to achieving the state of independence.

3. The most painful time is adolescence with intense feel­ings, lack of confidence and rebellion against authority.

4. The essence of happiness is complete freedom from care.

5. Most adults think of their childhood as being most happy time.
12. Group discussion. "New Prospects in Education". Here are a number of predictions which have been made by futurologlsts:
1. In his book Alvin Toggler Don't worry about parenthood! suggests that in the future We'll bring out your children there will be advertise- and make them into respon-ments like the one on the sible, successful adults. right. 1. Excellent food and education.

2. Just visit your children once

a week.

3. Minimum five-year contract.

Would you like your children to be brought up by profes­sional "parents"?

What would be some advantages and disadvantages?

2. Alvin Toggler also suggests that children won't go to school. They will study at home instead with video-tape, cassettes, other electronic aids.

Would you like this arrangement? What do you think of such "electronic cottage" school? Imagine what some of the consequences might be.
3. In what way, do you think, the advertisement above reflects the new trends in child rearing?

13. Below are some quotations dealing with family life and children. Illus­trate them with a short story:
1. When children are doing nothing they are doing mis­chief. (H. Fielding)

2. Teach your child to hold his tongue and he will learn to speak fast. (Benj. Franklin)

3. Anger is never without a reason, but seldom without a good one. (Benj. Franklin)

4. If children grew up according to early indications, we should have nothing but geniuses. (Goethe)

5. We are all geniuses up to the age of ten. (A. Huxley)

6. Children begin by loving parents, as they grow older they judge them, sometimes they forgive them. (O. Wilde)
Unit Six
TEXT
GROWING UP WITH THE MEDIA
By P. G.Aldrich
What do you remember most about your childhood? Run­ning through the long dewy grass of a meadow or the Saturday morning TV cartoons? Sitting in the kitchen watching your mother cook supper or sitting in the living-room watching Captain Kangaroo?¹ Which came first on Sunday morning — breakfast or the comics?

Now bring your memories up to date. What did you and your friends talk about, at least part of the time, before class? An item from a newspaper? An ad that you noticed in a maga­zine or a television commercial? An episode from a popular TV series? A movie? Or a new record that you heard on the radio?

If your answers parallel those of most young people, you add to the proof that mass media play a large and influential

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¹Captain Kangaroo — a children's morning television programme.