- •Предисловие
- •Unit 1. Types of Family in Modern Society
- •Focus Vocabulary List
- •The British Family
- •The American Family
- •The Future of the Family
- •Vocabulary Exercises
- •Британская семья
- •The Family
- •The Problem of (Cohabit)
- •Integrated Discourse Skills Development
- •III. Monologue Discourse Modelling
- •2. Class Activities
- •IV. Dialogue Discourse Modelling
- •2. Class Activities
- •Unit 2. What Makes a Good Parent? Family Discipline and Changes in Parental Authority
- •Focus Vocabulary List
- •Permissiveness: “a Beautiful Idea” that Didn’t Work?
- •Comprehension Check
- •Article Rendering: Basic Structure Build-Up
- •Parents Are Too Permissive with Their Children Nowadays
- •1. Fill in the columns in the chart with the corresponding adjectives and phrases from the list below. Some descriptions may fit into both columns.
- •2. When you have completed the chart, pick out all the (1) synonyms and (2) antonyms to the following characteristics.
- •1. Synonyms 2. Antonyms
- •3. Make use of the completed chart to give a brief sketch of each child/parent type. Use the following questions as a guide.
- •Difficult Children
- •The Monster Children
- •Life Styles: “What Makes a Good Parent”?
- •Ivan sokolov
- •Vocabulary Exercises
- •The Power of No
- •Integrated Discourse Skills Development
- •I. Agree or disagree with the quotations below. Be sure to provide solid arguments.
- •II. Monologue Discourse Modelling
- •III. Polylogue Discourse Modelling
- •1. Out-of-class Projecting
- •Debate Techniques
- •Introduction
- •Arguments and Counter-arguments
- •Questions
- •2. Class Activities
- •IV. Monologue Discourse Modelling
- •Individual Argumentative Techniques
- •Project on a Problem Situation
- •Introduction
- •2. Class Activities
- •V. Written Discourse Skills Development
- •Unit 3. Problems of a Young Family
- •Focus Vocabulary List
- •Additional Vocabulary List
- •The Child Care Dilemma
- •Comprehension and Discussion Guide
- •It’s 10:00 a.M.: Do You Know What Your Sitter’s Doing?
- •Smart ways to check on your sitter
- •It’s 4:00 p.M.: Do You Know Where Your Children Are?
- •Vocabulary Exercises
- •Back to Day Care
- •Что творят с детьми няни (…или Как проследить за процессом воспитания)
- •Integrated Discourse Skills Development
- •I. Written Discourse Modelling
- •2. Class Activities:
- •II. Polylogue Discourse Modelling
- •III. Monologue Discourse Modelling
- •Unit 4. Hazards of Teenage Sex
- •Focus Vocabulary List
- •Teenage Sex: Just Say “Wait”
- •Lower the Age of Consent
- •Vocabulary Exercises
- •Дочки-матери
- •Integrated Discourse Skills Development
- •I. Polylogue Discourse Modelling
- •III. Dialogue Discourse Modelling
- •2. Class Activities
- •Unit 5. Problems of a Young Family Young Adults: Living in Parental Homes or Living Away?
- •Focus Vocabulary List
- •Show Me the Way to Go Home
- •Comprehension and Discussion Guide
- •Back to Mum After All This Time
- •Could You Throw Out Your Child?
- •Vocabulary Exercises
- •Is Your Nest Too Full?
- •Bit of a Crowd in the Empty Nest
- •Integrated Discourse Skills Development
- •I. Polylogue Discourse Modelling
- •II. Written Discourse Skills Development
- •I. Background Reference Information
- •II. Letter Structure Focus
- •III. Sample Letter Publication Foreword
- •Unit 6. Marriage and Divorce
- •Focus Vocabulary List
- •Vast Majority of Americans Still Believe in the Family
- •Comprehension and Discussion Guide
- •Vocabulary Exercises
- •In Great Britain, an Easier Out
- •Divorce
- •Integrated Discourse Skills Development
- •I. Polylogue Discourse Modelling
- •2. Class Activities
- •II. Monologue Discourse Modelling
- •Individual Argumentative Techniques
- •III. Written Discourse Development
- •IV. Monologue Discourse Modelling
- •References
- •Contents
Comprehension Check
Find the phrases from Section A in the article, then match them with the corresponding synonymous expressions in Section B. Try to guess from the context what each one means and give a suitable translation. If necessary, use the definitions in Section B to help.
A
critics are zeroing in on the home – not society at large
parents of juvenile criminals are sometimes finding themselves on the receiving end of multimillion-dollar damage suits brought by the families of the victim
declining achievement in classrooms
the intrusion of alien values into the home through television
to downgrade enthusiasm
on the block with rules
on the block with playful activity
some of whom condone occasional resort to “paddling” the recalcitrant child
permissiveness is not the sole culprit in parental shortcomings
authoritative households
to keep each child’s family in the
picture
B
some of whom occasionally allow beating the disobedient child with a stick
critics put the blame on the home, not institutions of society on the whole
deterioration in children’s progress at school
(when) engaged in games and physical activity
to keep the child’s parents/family members continuously informed of how the child is doing in the day-center
permissiveness is not the main and
only parental shortcoming
parents of juvenile criminals sometimes receive summons over the multimillion-dollar damage done by their children
families that command and pressure the children rather than uses persuasion
interference of negative influence of television
(when) trying to impose rules
to reduce significance of enthusiasm
Article Rendering: Basic Structure Build-Up
a. Theme Development: In each point, circle the letter next to the answer which best relates the contents of the article.
1. The subject of the article is:
the life of the American family;
permissiveness as a theory of raising children;
the responsibility of courts and schools for rearing children.
2. The main idea of the article is that:
permissiveness has failed as a theory of the child rearing;
an authoritative household will not work;
parental responsibility is the only cure.
3. The author’s points in paragraphs 1-5 are:
a family is the nucleus of national life;
the home and not society is responsible for declining achievement in classrooms;
statistics about the family are very alarming;
educators are aware of deteriorating standards;
television is a bad influence.
4. The best summary of paragraphs 7-9 is:
a) right things should come at the right time in raising children at home; also broad-scale adjustments in social and economic institutions should supplement family efforts;
b) early marriages are harmful for family life and often lead to a divorce;
c) home and family classes should be an essential part of high school education.
5. The main idea of paragraphs 10-12 is:
support from outside institutions is an integral part of effectiveness in child rearing;
outside institutions have separated themselves from child rearing;
courts have accepted too much responsibility for raising youngsters.
b. Message Development: Match the thematic sub-aspects from the previous task with the following ideas implying the message of the article.
A return to stability in national life cannot be achieved without a strong family base.
Much of the root cause in social evils is lack of support and motivation in the home.
The rise of a permissive theory of child rearing is a major factor that puts new strains on family solidarity and stability.
An authoritative household cannot solve the disarray in a family.
The time has come for outside institutions to search for ways to support the family in carrying out its functions, not take them over.
Text B