Руководство для студентов 3 курса специальностей 1 02 03 06 01 Английский язык. Немецкий язык
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The Seven Ages of ManThe length of time a person lives is called the life span. Most scientists believe that the approximate limit to the potential human life span is about 120. The life span can vary. Some people die young, while others reach very old ages. The average predicted length of life is known as life expectancy. At present the average life expectancy in the US is 75. Preadult (from birth to age 18). Children and teenagers grow physically; develop the basis for emotional, intellectual and spiritual spheres. Individuals begin to develop lifelong habits, attitudes and behaviors. Adult entry (19 to 24) – time of transition. People decide what to do in future. Some marry and have children Young adulthood (25 to 39). Most of people have children, households and active careers. People begin to choose lifestyles that’ll shape their later years. Middle age (40 – 59) – attend children’s weddings, become grandparents. People are also reminded of their mortality by the death of friends and family members. Older adulthood (60 – 74) – spouses frequently face serious health crisis. Most people retire from work. Old age (75 and over). The quality of life in these later years depends on the characteristics of lifestyles during a person’s earlier years. As people age they change in various ways. Their appearance is altered; their physical strength increases and then declines. Ex. 3 Answer the questions: 1 What are some of the joys and problems of each age? 2 Are you happy with your present age? 3 How do you feel about growing older? 4 In your childhood were you afraid of getting older? Or did you want to grow up as soon as possible? Ex. 4 Vocabulary. With which age or ages do you associate the following? Use your dictionary and discuss together. Nappies, pension, wrinkles, moo cows and gee gees, a mortgage, comics, false teeth, swings and roundabouts, a satchel, swotting, going grey, expecting a baby, an inability to sleep, an inability to get up, wise, innocent, mature, being responsible, ambitious, naughty, absent-minded, going bald, playing truant. Text 2 Ex. 1 Reading. This is an extract from a Shakespeare play As You Like It. It is a famous speech, known as The seven ages of man, by a character called Jaques. What are the seven ages that Jaques describes? 'AS YOU LIKE IT' (by W. Shakespeare) Act II, Scene 7. All the world's a stage, And all the men and women merely players: They have their exits and their entrances; And one man in his time plays many parts, His acts being seven ages. At first the infant, Mewling and puking in the nurse's arms. And then the whining school-boy, with his satchel, And shining morning face, creeping like snail Unwillingly to school. And then the lover, Sighing like furnace, with a woful ballad Made to his mistress' eyebrow. Then a soldier, Full of strange oaths, and bearded like the pard, Jealous in honour, sudden and quick in quarrel, Seeking the bubble reputation Even in the cannon's mouth. And then the justice, In fair round belly with good capon lin'd, With eyes severe, and beard or formal cut, Full of wise saws and modern instances; And so he plays his part. The sixth age shifts Into the lean and slipper'd pantaloon With spectacles on nose and pouch on side, His youthful hose well sav'd a world too wide For his shrunk shank; and his big manly voice, Turning again toward childish treble, pipes And whistles in his sound. Last scene of all, That ends his strange eventful history, Is second childishness and mere oblivion Sans teeth, sans eyes, sans taste, sans everything. Ex. 2 Comprehension check 1 What is the modern word for players? 2 What are exits and entrances, parts and acts in the theatre? What are they in a person's life? 3 Does the baby seem attractive? 4 What doesn't the school-boy want to do? 5 What is the lover doing? 6 Do all of these words describe the soldier? violent quick-tempered clever 7 What does the judge like doing? 8 How old is the man in the sixth age? 9 What can't the man in the seventh age do? Ex. 3 There is a negative criticism of each of the seven people. Who ... – keeps on complaining? – wants fame so much that he'll probably kill himself? – looks rather ridiculous? – sounds and smells awful? – probably wouldn't notice either the sound or the smell? – will probably mature with age? – sounds a real bore? Ex. 4 What do you think? 1 As You Like It was written nearly four hundred years ago. How much are Shakespeare's descriptions of people still true today? Do you know anyone that resembles one of the characters? 2 Shakespeare describes the ages of man very cynically. How could each person and age be described in a more flattering way? UNIT 2 CHILDHOOD Text 3 Ex. 1 Read the text. From birth to 6 years: Early childhood is a stage in human development. It is similar to play age in psychological development, which more specifically is age 3-6. Infants and toddlers experience life more holistically than any other age group. Social, emotional, cognitive, language, and physical lessons are not learned separately by very young children. Adults who are most helpful to young children interact in ways that understand that the child is learning from the whole experience, not just that part of the experience to which the adult gives attention. From 6 to 12/13 years: When the nursery child becomes a school child, he experiences a further transformation of his social life. His energies become diverted from the intimate relationships within his family and are invested in two main activities: peer relationships and learning. The child now for the first time discovers how he stands amongst a group of his equals, how clever, how popular, how energetic he is compared with others of his age. The central change between these two groups is the growth of social empathy which is part and parcel of the child's development into a social creature inhabiting not one social context but several. No longer can he see himself merely as the centre of a family group. Now he not only makes contact with other worlds but belongs to them in his own right. Once, as he recognized that his parents could be different from those of other children, he learned to identify with them, gaining prestige with the boast 'My daddy can drive at a hundred miles an hour!' Now he identifies with two or more groups at once: 'We went to Mablethorpe on Sunday', he says to his teacher, and 'We've been making a collage of a space-landing', he tells his mother (or, a frequent example: 'If I'm trying to teach him something, and I know perfectly well it's right – "Oh, that's not how we do it at school", he says'). At the same time, his peers are no longer just companionable bodies with whom to play in geographical proximity, but psychological separation: now in playing they can each become vital members of an integrated communal game, every child holding a key role, so that the whole group is clearly greater than the sum of its parts and the withdrawal of one child can spoil the action completely. The beginnings of real loyalty and obligation can be detected in some of these peer group relationships. If the home is the medium through which the child acquires his first understanding of the world, the second edition is the school's; and the place of the teacher in helping the child to dovetail the two versions successfully is crucial. Both parents and teachers can walk a knife-edge in keeping the child's loyalties to both groups intact. School is the context which crystallizes the child's transformation into a social creature, which formalizes his experience of the peer group and of outside adult authority, and which presents a new set of demands which may be totally alien to the expectations of home but which are too powerful for the child to reject altogether. Ex. 2 Discussion 1 It is said that children learn more in the first two years of life than at any other stage. What kinds of things have most children learnt by the age of two? What do they learn themselves, and what are they taught? 2Say what you think are the three most important qualities of an ideal parent. Are there any other qualities that you would like to add to your list? 3 How would you rate the way that your parents brought you up? If you are a parent, how do you rate yourself? If you are not a parent, do you think you would make a good one? 4 The sentences below appear on a chart that is often found in baby clinics and child centres, but the second halves of the sentences have been mixed up. Match the first half of a sentence in column A with an appropriate second half in column B. Children Learn What They Live
Text 4 Ex. 1 Read the stories of six people commenting on their childhood and their parents. After each one discuss the following: 1 Relate their comments to the points on the chart. Some comments may relate to more than one point. 2 Each person could continue by assessing the effects of their upbringing on their lives today. Do this for them. For example, the first person might start: Maybe that's why I'm never nervous about exams and interviews. When I got this job... Six people's childhood memories 1 I used to like to do well just to see the look of pleasure on my dad's face. He'd say 'Pet, it's like a tonic to me when you do well – I don't know how I have such clever children!' But I never felt I was being pushed too hard. If I did badly he'd just say 'Well what'll it matter a hundred years from now that you failed your Geography exam!' 2 Whatever I did was just never quite good enough. I wasn't very strong as a child – I used to get attacks of asthma, so I couldn't do PE or games. Well, anyway, when I was twelve I was so thrilled because I was put in the second eleven for cricket. I was so sure he'd be pleased. Do you know what he said? Second team? When I was your age I was in the first for cricket, rugby, andhockey.' I felt so crushed, I just crawled away and cried – in private of course! 3 Our house was always open to whoever came round. You'd never know how many people would sit down to a meal. My parents were always inviting people in, and my sisters and I brought friends from school. They used to love coming to our house because they were made so welcome. There were no petty rules, and as long as we tidied up they didn't mind what we did. We called a lot of my parents' friends 'Uncle' or 'Aunt' so-and-so. We never used to know who our real relations were! But what was so nice for us kids was that we grew up surrounded by a lot of adults, not just our parents, so we heard what they had to say, and they listened to our opinions as well. 4 I think it started out of sheer boredom – I mean – they gave me every material benefit, pocket money any time I asked; I had my own brand-new BMW when I was seventeen. I wanted for nothing except their time – I mean – they were always so busy, always getting dressed up to go somewhere, and so wrapped up in each other. I really don't know why they had children. They always said I was a mistake! Anyway I started hanging about with this bunch of 'yobbos' and they said 'Try it' – and I thought 'Why not? Who cares?' 5 They finally split up when I was four. It's one of my earliest memories – my dad sitting me on his knee and saying, 'Mummy and daddy have decided to live in different houses and I want you to decide which house you want to live in.' Can you imagine asking a child of four? I hadn't a clue what to say, but my very much bigger brother was standing behind him mouthing, 'Say mum, say mum.' So I did, and I never saw my dad again except once when I was about ten – from the top of a double-decker bus. At least, I think it was him – I'm sure it was, that time – only I still keep thinking I see him all over the place. I've had three step-dads – it's not the same. 6 She was like a sea of calm, nothing ruffled her, she always had time. Me and the others would be scrapping about something, and she'd say 'OK, OK, let's calm down, let's go back to the beginning and sort it out – so we did, and it was sorted out!' I remember this school friend of mine, she fell off her bike and completely smashed her front teeth. She didn't cry because she was hurt, but because her mother was so particular about her appearance. She said 'She'll kill me, she thinks I have such lovely teeth!' I thought 'Gosh – how weird, I couldn't bear it if my mother was like that!' In fact this friend came to my mum first and she rang and told her mum what had happened. Fancy not being able to go to your own mum! Ex. 2 Answer the questions: 1 What type of parents do you consider real parents? 2 Whom do you sympathize? Text 5 Ex. 1 Reading You are going to read an article from an American magazine called Harper's. It is about creating better and brighter babies. Background information 1 Divide into two groups of equal size. Group AYou will read a short extract from a talk given in 1973 by Dr Benjamin Spock, a world famous pediatrician and author of books on child care. Read and take notes under the following headings: – relationships between parents and children up until the middle of the twentieth century – the influence of Freud – the influence of Dewey – Dr Spock's interpretation of Freud and Dewey – the effect of these influences on children. Extract from a talk by Dr Spock, the pediatrician I think in previous centuries, and still in the first half of the twentieth century, parents felt they had to intimidate their children, just the way I was intimidated, scolded all the time, made to feel evil, threatened with loss of love, and maybe some kind of punishment. I used to be scared of my parents, I was scared of the policeman on the block, I was scared of my teachers, I was scared of barking dogs, I was scared of bullies. Now I think that it was Freud and Dewey particularly who changed that point of view. Freud said in so many words, it isn't by disciplining or intimidating your children, it's by loving them, then they love you, and they want to be worthy of you, and they want to grow up to be mature people like you. In other words it's the love between parent and child that makes them mature, and become responsible. And I think it was Dewey who said, you don't have to force children to learn, they're wild to learn. I think both of these philosophers gave parents more trust in their children. I think my job was to translate this into ordinary language and apply it to ordinary home situations. And that what the book really says is, not only trust yourself as a parent, it says, trust your children. They will want to grow up responsible. So I think many fewer parents tried to intimidate their children in the last twenty-five years. And I think that's why their children are that independent. So when the Government says, 'Don't reason about the war, go off and fight it because we tell you to', young people say, 'Wait a minute, maybe you're not right. Maybe it isn't the right war.' And I think that when universities say to youths, 'Never mind your ideas about how you should be taught, we're in this business, you take it from us.' And I think young people said, 'Well, maybe it is our business. We're the ones who are here for the education.' So I think that I had a small part in translating Freud and Dewey. Group В Read the letter written to a newspaper, and answer the questions. a) According to the writer, what have children lost these days, and what have they gained? b) What is wrong with school? c) How does he characterize the 1960s and the 1980s? d) What are youth's problems? e) In what ways does the writer criticize youth? Is it for the things parents are traditionally critical about (for example being untidy, irresponsible, or lazy), or is it something different? Discuss your answers in your own groups. Letters Pennington Street, The Highway, London E1 9XW Our Children's Future As a parent and an observer of mankind, I grow increasingly concerned about the life that our children inherit, the values that they hold dear, and their expectations for the future. Childhood seems to last but a few years until children become a market force to be bombarded with advertisements on the television. They demand to have all that they see, and regard it as their right to be entertained every waking moment. At school, most children are bored by the lessons, which they see as irrelevant to life as they perceive it. Life is about having fun, and having fun now. Or, at the other extreme, school is fiercely competitive, and pupils are pushed by parents to achieve at all costs. The 1960s were a time of great liberalization, when youth thought it could right all wrongs. Its ideals of love and peace are now much scorned as hollow, hippy phrases. If the world veered to the left in '68, then it has lurched to the right in the past fifteen years. The 1980s were undoubtedly a more selfish, inward-looking era, with the individual out to look after himself, regardless of the effect this might be having on others. The new gods are money and materialism, and teenagers want now what it took their parents half a generation to achieve. If youth has learnt to question the wisdom of its elders, it has so far found nothing to replace it with. No wonder there is drug abuse on a scale never seen before. No wonder so many children seek the help of psychiatrists. What are they to fill the emptiness of their souls with? JAMES STUART, Gloucester. |