Учебное_пособие_КП_профессиональный. Учебное пособие по английскому языку для студентов педагогического колледжа по специальности Коррекционная педагогика в начальном образовании
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Unit 10 Topic “Parents and Children” Reading and discussion Parents and Children – Who Is Right and Who Is Guilty? The problem which I am going to discuss is as old as the world but it is still being discussed nowadays. For some the answer to this question is quite clear. But I suspect that most children are still going to face this problem very often. They try to find a way out, but sometimes it is not enough for effective results. Because of this it is necessary to search again for harmony between parents and children, old and new generations. The most obvious aspect of the topic is that children think they are the victims of their parents’ power. This is normal because life is not static. Sometimes parents do not understand us. It is hard to image that you never have conflicts with your parents about your dressing style, music, interests, and friends and so on. How often have you heard phrases in family arguments such as “That is absurd!”, “I have made my decision and it is final!”, “I am not going to argue about it”. Of course all these conflicts do not grow from a new value system. This new system can be opposite the old one. The parents’ advantage in this case is quite clear. In the transition period we, as a rule, depend on our “tutors”. It is not a problem for parents to find arguments against children’s actions. The reasons can be different: danger, anxiety, trouble and so on. For many years children do not understand their parents. But eventually a new period of life comes. It is necessary to persuade parents that the child has become independent. Otherwise children remain with a “child status” for a long time. No, I do not think that you should run to your parents and demand independence. It is not simple because many arguments will not work. I just present all sides of the conflict in order to find a way to achieve harmony and to make a compromise. The second aspect is not so popular. Children see in parents first of all people who gave us life. Later they notice other sides of them with negative and positive aspects. Parents become competitors and idols, enemies and friends, and sometimes even “children”. One day you see that your parents are like kids with strange habits. The idea comes that you have changed positions; you do not understand your parents, and you have life yourself. When this moment comes, it is better to support them and to give them understanding, as you wanted the same thing from them many years ago. Maybe someone is very far from this topic; still I believe that it is true and independently of time, this problem will be eternal. Vocabulary 1. to suspect (v) – подозревать 2. to face (v) – сталкиваться 3. to search (v) – искать 4. victim (n) – жертва 5. power (n) – власть 6. advantage (n) – преимущество, выгода, польза 7. anxiety (n) – беспокойство, тревога 8. to persuade (v) – убедить 9. otherwise (adv) – иным образом, иным способом 10. competitor (n) – конкурент, противник 11. to support (v) – поддержать 12. eternal (a) – вечный Comprehension check I. Answer the questions. 1. What problem does the author want to discuss in the article? 2. Is it hard to have no conflicts with the parents? 3. What is the theme of your conflicts with your parents? 4. What arguments do parents find against children’s actions? 5. Should you run to your parents and demand independence? 6. What people do the children see in their parents? II. True or false? 1. The problem of parents and children is not popular. 2. The children think that they are victims of their parent’s power. 3. The children have the conflicts with their parents about different aspects. 4. The parent cannot find arguments against children’s actions. 5. Children should run to their parents and demand independence. 6. Parents become only competitors for their children. III. Translate into English. 1. Но я подозреваю, что большинство детей продолжают сталкиваться с этой проблемой очень часто. 2. Это нормально, потому что жизнь не стоит на месте. 3. Доводы могут быть различны: опасность, беспокойство, тревога и т.д. 4. Дети видят в своих родителях, прежде всего, людей, которые дали нам жизнь. Quiz “Problems with Parents” Just how bad are your parents? Are they normal? Answer the questions, and see how your parents score. Then compare their scores with others. 1. What happens when there is something on your plate at mealtimes that you don’t want to eat? a) your parents call an ambulance; b) they say you have to eat it for your own good; c) they say “OK, don’t worry – have a really big bowl of ice cream”. 2. What do your parents say about coming home in the evenings? a) it doesn’t matter – you can come home when you like; b) you can only go out if at least three adults come with you; c) you must usually be home by a certain time, unless there is a very good explanation. 3. What do your parents say about the way you dress? a) you can wear anything you like, anywhere you like. In fact, they buy chains, leather jackets, dirty jeans and old T-shirts for you. b) you must wear exactly what everyone in your family has worn since the 14th century. c) you can wear fashionable clothes, but they like you to be neat and tidy, especially for school or formal occasions. 4. What do they say about your music? a) you cannot play any music except Beethoven; b) they like to know what music you’re buying. They usually don’t mind, but there are some groups they don’t want you listen to; c) it doesn’t matter what you play – you can’t hear. 5. What are their feelings about television, videos and films? a) there are certain things they don’t want you to watch; b) their own favourite films is “Blood and Car Accidents” and they keep asking you to take them to see it; c) you mustn’t watch any films, videos or TV until you are 35, and then a doctor must be with you. 6. How do you feel about school work? a) you cannot eat if you don’t get top marks in every test; b) they like you to try your best. If don’t get good marks all the time, it’s not so bad; c) what school work? Score your parents as follows: 1. a – 3 b – 2 c – 1 2. a – 1 b – 3 c – 2 3. a – 1 b – 3 c – 2 4. a – 3 b – 2 c – 1 5. a – 2 b – 1 c – 3 6. a – 3 b – 2 c – 1 Add your score up. The higher their score, the stricter they are. Score 6-10: Oh, dear. Are your parents doing their job properly? They are a bit soft, aren’t they? You might think this is wonderful, but actually you need a few rules in life. Without rules, you’ll grow up into a big softie too, and life will be a shock. Ask your parents to give you some rules. Score 11-14: this is good, believe it or not. Your parents are thinking about you and your future and would like you to grow up happy and normal. Score 15-18: Wow! Your parents are incredibly strict. If you are a member of a royal family or something, then all these rules are necessary for your safety. If not, try telling them that you don’t need that much protection. But you have to show them that you can be responsible and that you are beginning to think and act like an adult. Then they won’t worry so much. Practicing Vocabulary Fill in blanks with the correct forms of the words below.
Parents and teachers are always making ___ (1) between the time when they were ___ (2) and the present __ (3). They say everything was better than it is today, especially in __ (4). For example, they say they used to work much __ 5) in school, and that nowadays, we aren’t very interested. I __ (6), because we spend hours every day doing homework after our lessons or __ (7) for __ (8). I wonder if your parents really had to study so much after school every day. In my opinion, it is no__ (9) to say we have forgotten how to play. I think one reason why kids __ (10) in class is because they need to get rid of stress. Unit 11 Topic “Teachers and Pupils” Before you start I. Work in pairs. Discuss the questions below. 1. Who was your favourite teacher at primary school? 2. What can you remember about him/her? 3. Why did you like him/her? II. Read the texts and answer these questions. Text A 1. At school, Graham says he was … a) hard-working but shy. b) uncooperative and lazy. c) not clever but enthusiastic. 2. Graham liked Mr. Jenkins because he was … a) funny. b) enthusiastic. c) well-prepared. 3. Graham thinks Mr. Jenkins helped with his … a) astronomy. b) confidence. c) determination. Text B 4. Mr. Jenkins thought Graham was … a) very intelligent but lazy. b) good in all subjects. c) very difficult to teach. 5. Mr. Jenkins often feels … a) unhappy. b) proud. c) worthwhile. 6. Mr. Jenkins says teachers nowadays have to deal with … a) lack of equipment. b) large classes. c) small classes. Text A “My Inspiration” Graham Lawrence, 29, science author and TV presenter, went to Overton Comprehensive. I haven’t seen Mr. Jenkins since I left school but he was my inspiration. I wasn’t very good at most school subjects. I didn’t make an effort, especially in history and languages. I’d taken part in my French lessons, I might actually have learnt some French. And I wouldn’t have had to take evening classes! Now I tell my own kids: “If I were you, I’d try to learn as much as you can. It might be useful in future!” Anyway, I remember that when I went into Mr. Jenkins’s science class, I became interested in a subject for the first time. Mr. Jenkins was full of enthusiasm and he got everybody interested. He used to demonstrate things with lots of practical examples. One day he took us outside and we built a rocket and actually launched it! His lessons were great fun. I wasn’t particularly willing and cooperative student at school, probably because I was lazy and lacked confidence but Mr. Jenkins made me feel that I could do things. I was interested in astronomy and he asked me to give a presentation to the class. That was really the first time I ever tried to explain science to an audience. If I hadn’t had that experience, I honestly don’t think I would have become a TV presenter. You know, you can’t stand in front of millions of people unless you have confidence. When I’m preparing a programme, I often think about how Mr. Jenkins would have done it. Now I know he’s still at the school, I think I’ll get in touch him if I need some new ideas! What would I have done if I hadn’t had a science teacher like Mr. Jenkins? It’s difficult to say all I know is that if he hadn’t taught me, my life would probably have been very different. I don’t think any school would risk having me as a full time teacher but if I got an interesting offer I could do some science teaching myself. Text B “My Pupil” Brian Jenkins, science teacher at Overton Comprehensive. When Graham came into my class he was a bit “difficult”. But when he got interested, it all changed. He was extremely bright and if he’d studied, he could have done much better in all his other subjects. I’ve seen him a couple of times on TV and I say to my wife, “Oh look, I used to teach him!” Students like Graham certainly make my job worthwhile. It’s difficult teaching nowadays – there are more discipline problems and not enough money. Unless you are a dedicated teacher, you won’t stay in teaching long. Class sizes have gone up and it’s difficult doing lessons in laboratories with big groups. But if you’re a teacher, you have to cope with all sorts of problems. Anyway, I love teaching. I think I’d be very happy if I did some other kind of job. It’s a great feeling when you know you’ve taught something well. It also makes me proud when I see my pupils doing well, like Graham. I feel that I’ve achieved soothing. Vocabulary Find out the meaning of unknown words and word combinations from the texts A/B in a dictionary to understand their context. 1. uncooperative (adj.) – отказывающийся от сотрудничества, несговорчивый 2. confidence (n) – уверенность, доверие to lack confidence (phr.) – не хватает уверенности 3. inspiration (n) – вдохновение, воодушевление 4. make an effort (phr.) – прилагать усилия 5. science class (phr.) – урок естествознания 6. willing (adj.) – старательный, усердный 7. to get in touch with… (phr.) – связаться с…, etc. Unit 12 Topic “Teachers and Parents” Warm-up Task: Answer some of the questions on the topic. 1. Is it important to build school-family partnerships? 2. Why do you think so? 3. Is it necessary for parents to know their children’s classroom learning activities? 4. How can parents help at home with their child’s learning? 5. Who helped you with your homework? Reading for detail Building Parent-Teacher Relationships Effective communication is essential for building school-family partnerships. It constitutes the foundation for all other forms of family involvement in education. Parent benefits Positive parent-school communications benefit parents. Thus they can help with their children’s school problems effectively. Positive communication and interaction with parents affects the quality of parents’ involvement with their children’s learning. Parents also benefit from being involved in their children’s education by getting ideas from school on how to help and support their children, and by learning more about the school’s academic program and how it works. When communicating with parents, consider your remarks in relation to the three categories that influence how parents participate. For example, are you communicating about: classroom learning activities? the child’s accomplishments? how the parents can help at home with their child’s learning? Student benefits Parents’ involvement benefits students, raises their academic achievement. There are other advantages for children when parents become involved – namely, increased motivation for learning, improved behavior, more regular attendance, and a more positive attitude about homework and school in general. Teacher benefits Research shows that parental involvement can free teachers to focus more on the task of teaching children. Also, by having more contact with parents, teachers learn more about students’ needs and home environment. Good two-way communication Good two-way communication between families and schools is necessary for students’ success. Not surprisingly, research shows that the more parents and teachers share relevant information with each other about a student, the better equipped both will be to help students. Opportunities for two-way communication include: parent conferences; parent-teacher organizations or school community councils; weekly or monthly folders of student work sent home for parent review and comment; phone calls; e-mail or school website. Communication strategies Personal contact, including conferences, home visits, telephone calls, and curriculum nights or open houses, seems to be the most effective form of communication and may be among the most familiar. However, the establishment of effective school-home communication has grown more complex as society has changed. The great diversity among families means that it is not possible to rely on a single method of communication that will reach all homes with a given message. It is essential that a variety of strategies, adapted to the needs of particular families and their schedules, be incorporated into an overall plan. Some strategies to consider include: parent newsletters; home visits; phone calls annual grandparents or “special persons” days; homework hotlines; annual field days; website for the school; workshops for parents; communications that are focused on fathers as well as mothers. Vocabulary 1. essential (adj.) – [ɪ´senʃəl] – существенный, важнейший, жизненно важный, жизненно необходимый 2. benefit (n) – [´benɪfɪt] – выгода, польза 3. interaction (n) – [ɪntər´ækʃn] – взаимодействие, взаимосвязь, взаимоотношение 4. involvement (n) – [ɪn´vɒlvmənt] – участие, причастность, сопричастность 5. to affect (v) – [´æfekt] – влиять, воздействовать, повлиять, оказывать влияние 6. to consider (v) – учитывать, принимать во внимание 7. accomplishment (n) – достижение, успех 8. attendance (n) – [ə´tendəns] – посещаемость 9. council (n) – [kaʊnsl] – Совет 10. folder (n) – папка с отчётом 11. to rely on (v) – [rɪ´laɪ ɒn] – полагаться, доверять 12. field day (phr.) – знаменательный день 13. workshop – семинарм, рабочее совещание, практический семинар |