- •Character
- •I. Match the words with the descriptions given. Use each word only once.
- •II. Fill in the blanks with the corresponding synonym.
- •III. Underline the correct word, then try to explain the idioms.
- •IV. Read the following dialogue and say what kind of guys Kim likes.
- •V. Get ready with the class presentation about your friend or a person you really like.
- •VI. Translate the sentences into English.
- •I. A) Listen and fill in the average ages for people in the usa, then make up sentences, as in the example.
- •II. A) Look at the chart and see what American adults consider to be the top ten stressful life events. Then make up sentences, as in the example.
- •IV. A) You will hear five people talking about their jobs. Choose which of the statements a-f refers to each speaker 1-5. There is one extra letter you do not need to use.
- •V. Listen to the dialogues, act them out, and render them in indirect speech. Looking at Photos
- •The Family Album (continued)
- •VI. Translate the dialogues into English. На свадьбе
- •В гостях у подруги
- •I. A) Write the adjectives on the correct line.
- •II. Listen and write how each speaker felt. Why did each speaker feel that way?
- •III. A) Listen and match the people to the events. How does each person feel?
- •IV. Listen to the dialogue, act it out, and render it in indirect speech.
- •V. Translate the dialogue into English.
- •Part I: Why get married?
- •I. Discuss these questions with a partner. Share your opinions with the rest of the group.
- •II. Read this newspaper article and answer the questions below in pairs or small groups: last to marry wins!
- •III. Divide the following expressions into two groups:
- •V. Intercultural problems. With a partner, discuss the following:
- •Part II: Children and discipline
- •I. Work in pairs. Make a list of ways in which parents and teachers discipline children. For each punishment on the list discuss the following questions:
- •II. Read these two letters. Which one do you agree most with? Why?
- •III. Make four true sentences:
- •IV. Work in small groups. Discuss these statements:
- •VI. Match the phrasal verbs underlined in the sentences 1-8 with the definitions a-h below:
- •VII. Work in pairs. Look at the sentences again. Are any of them true for you? Do any of them remind you of people you know or knew?
V. Intercultural problems. With a partner, discuss the following:
1. Would you consider marrying (or are you already married to) someone from another country or culture?
2. What special problems do you think arise from a marriage between people from different countries or cultures?
3. Make a list of the benefits and drawbacks of such marriages.
Part II: Children and discipline
I. Work in pairs. Make a list of ways in which parents and teachers discipline children. For each punishment on the list discuss the following questions:
1. Is this a reasonable punishment to give a child in a civilised society?
2. What age of child is it suitable for?
3. Who can give this punishment to a child? Parents? Teachers? Other relatives?
II. Read these two letters. Which one do you agree most with? Why?
Dear Sir,
I think it is quite ridiculous that the government should be considering legislation to ban smacking. Every parent needs the right to be able to give a child a smack, not in order to cause physical harm or pain, but more as a shock tactic to stop a child from misbehaving or in some circumstances to stop them causing damage to themselves or other people. Some people argue that laws are needed to stop excessive physical punishment, but there are quite clear laws dealing with assault and bodily harm. If a parent causes physical harm to a child, then the police can use these laws to bring the parent to justice. My father used to give me the slipper and it never did me any harm. What is all the fuss about?
Jack Wallace
Dear Sir,
Thank goodness the government has finally begun to see sense regarding the punishment of children! Let us hope that they have the courage to do away with the physical punishment of children. We supposedly live in a civilised society. Can we at last realise that physical punishment is unreasonable, degrading, mentally harmful and completely unacceptable in the 21 st century? Smacking, indeed any form of physical punishment, should be made illegal immediately, and parents and teachers who practice this disgraceful activity should be brought before the courts.
Laura Flynn
III. Make four true sentences:
|
Jack Wallace Laura Flynn
|
would like to see all physical punishment banned. thinks the laws are acceptable as they are now. thinks smacking has more than a physical effect. was smacked as a child. |
IV. Work in small groups. Discuss these statements:
'An adult hitting a child of any age is not right and there are much better ways to discipline children.'
'Children should have the same rights as adults. Adults cannot hit other adults, so they should not be allowed to hit children either.'
Do you agree or not? Why?
Are there other, better ways of disciplining children?
V. Study this sentence from the second letter. Notice the phrasal verb with two particles 'to do away with' meaning to abolish.
Let us hope that they have the courage to do away with the physical punishment of children.