Владимир Аракин - Практический курс английского языка 3 курс [calibre 2.43.0]

3. You have a toothache. And a headache. It's Sunday. And it's pouring with rain. And your girlfriend/boyfriend has left you. You

had an argument and she/he left the city and you can't contact her/him to make it up. Tell your friend about it.

4. This time it's your friend who's depressed. Ask what's wrong and listen sympathetically. Try to cheer your friend up. Perhaps

offer some advice or suggest something to take your friend's mind off his/her problems. When your friend seems happier discuss

what you did with the rest of the class.

5. You feel fine today. It's a sunny day and you're enjoying yourself. Your friend doesn't seem so cheerful, though. Find out what

the matter is and be sympathetic.

6. Try to interest your friend in these plans: going to the cinema; spending some time studying together; reading a good book

you've just read; helping you with some shopping; watching TV this evening; going to a museum.

When you have succeeded in arousing his/her interest, discuss what you did with the rest of the class.

7. Listen to your friend's ideas and pretend to be indifferent. All your partner's plans seem really boring to you. Even talking to

other people in the class bores you to death.

14. Read the following text. Find in it arguments for accepting anger as nor mal and against it. Copy them out in two columns (I — "for", II —

"against").

Anger is Normal. Or Is It?

In terms of frequency of expression, anger is normal. It exists everywhere and is in all of us. But most teachers and parents find it

difficult to accept anger as normal and inevitable. The real issue for the teacher and parent becomes the question of how to deal with

anger in oneself.

The pressures on us to control or hide our anger are very powerful. Teachers ask, "Will this be held against me as a sign of incom-

petence or immaturity?" Other concerns are: "What will the kids tell their parents?" and "Will this get back to the principal?"

Teachers, in addition, have real concern for their children: "Will a child become frightened? Will it damage him in some way?" or,

even more upsetting, "Will the child get angry at me, become rebellious, and no longer like me as a teacher?"

These concerns are so real that most teachers try to hide their anger. The results of this are quite predictable: at best the teacher

who is straining to keep in anger is tense, irritable, and impatient; at worst the anger slips out in sarcasm or explodes in a rage of ac -

cumulated fury.

Some teachers report that they never get angry in the classroom. In further discussions with teachers regarding situations or

behaviour which typically arouses anger some teachers recognize all the signs of anger, but actually did not feel anger in the

classroom. But usually an observer or the children in the classroom recognize the signs of anger. Certain teachers are more successful

at hiding anger, but unless anger is in a mild form, it will be out one way or another,

How do children react to anger? All of us, as we recall our own childhood experiences in school, can remember instances of

teachers expressing anger in the classroom. Though children frequently face anger from adults, they do not always adjust to it in ways

that foster their own growth and learning. Teachers report that children often react with confusion; they're bothered, or their faces

appear troubled. Some children are especially sensitive and hurt at the teacher's anger, and a few children are even frightened.

Sarcasm or biting remarks that touch areas of special concern for children can be remembered with special misery for many years.

15. Discuss the text in pairs. One partner will take the view that anger is nor mal on the part of a teacher. The other will defend the opposite

point of view:

F o r :

1. The teacher faces numerous occasions when anger is

normal and inevitable. Anger often occurs as the result of

accumulated irritation, annoyance and stress.

A g a i n s t :

2.Feelings should be considered honestly and realistically. It

is superhuman never to feel anger, shakiness or helplessness.

1 . The teacher is expected to behave calmly and coolly at all

times. No matter how excited or tired, the teacher should

3.Children or other outsiders are rarely fooled by the efforts

be emotionally stable and consistent.

of teachers to hide the emotions that are bursting underneath.

2. Anger in a teacher is a sign of weakness. A person who

4.A teacher who denies his own feelings is wrapped in stress

expresses anger often feels childish, immature, guilty.

and struggle. Excitement, interest, and enthusiasm are

blunted, if not completely obliterated.

3.No matter how joyous or angry the feelings must be

controlled, hidden, disguised.

5.The first important criterion of acceptable anger release is

that the child not be blamed, attacked, or insulted.

4. Children's feelings are more important than teacher's

feelings.

5. Teachers who make fun of children or pick out certain

weaknesses or deficiencies can leave lasting scars on a

child's attitude toward school.

16. Role-Playing.

The class is divided into four groups. Each group is in a different mood.

Group A. You are all in a bad temper.

Group B, You are all depressed

Group C. You are all in a good mood.

Group D. You are all bored and indifferent.

When each group has established its mood by talking together, everyone goes round the class talking to different people. Try to

make the people you meet share your mood! At the end tell everyone what you did and how successful you were. Did anyone manage

to change your mood ?

17. Group Discussion.

Topic 1. Negative feelings seem to change character with intensity

T a l k i n g p o i n t s :

1. A certain amount of fear can almost be fun.

2. Pregame anxiety for a competitive athlete, while still anxiety is an excitement he often relishes.

3. Shame and guilt are essential for the development of some noble qualities such as generosity, unselfishness, duty.

4. Many teachers recognize that the excitement of anxiety and challenge is the very zest of teaching.

Topic 2. Emotions are perfectly permissible signs of the healthy body's response to distress

T a l k i n g p o i n t s :

1. When we feel anger, physical tension develops spontaneously, automatically. We need to release this tension through action of

some kind — to run, bang, even to hit.

2. Anger that is expressed spontaneously clears the air, can both remove the tension and the disturbing cause.

3. Accumulation of irritation, annoyance and stress leads to headaches, sickness of various kinds and proverbial ulcers.

4. People's inner feelings have no claim to public recognition. We have a responsibility— not only to the social unit, but also to

our personal dignity — to keep "it" in.

Topic 3. Who has never tasted bitter, knows not what is sweet

T a l k i n g p o i n t s :

1. The fact of succeeding despite difficulties excites us, contributes to our self-confidence and self-esteem.

2. A removal of pain or revival of hope makes us feel good.

3. Most things that involve great pleasure also involve sweat, toil, perseverance and agony.

4. Satiation and easy gratification ultimately destroy pleasure.

Unit Seven

SPEECH PATTERNS

1. I have alwayshesitated to give advice.