Einstein was not a remarkable child. He began (1) … (take) piano lessons at the age of six. He didn’t seem (2) … (be) particularly talented. He liked (3) … (day-dream) and (4) … (play). He didn’t enjoy (5) … (talk) very much; in fact, he waited till he was three before (6) … (start) to talk. In spite of not (7) … (have) a very exciting childhood, Einstein later appeared (8) … (have) a vivid memory of it. He remembered (9) … (be) impressed by how a compass works and by the mysterious force which made the compass needle (10) … (point) in a given direction.
Exercise 15. Use the topical vocabulary to answer the following questions.
1. What traits of character would you name as typical of a normal happy child? Consider the following points with regard to his attitudes to: a) his family, parents; b) school, teachers, studies, rules and regulations; c) his classmates; d) his friends. 2. What traits of character would you consider prominent in a difficult child, a problem child? Consider the points given above. 3. What traits of character are brought up by excessively harsh discipline and pressure? 4. What traits of character would be brought about by lack of discipline and control, by pampering or permissiveness? 5. How would you describe a good parent? 6. What traits of a parent would you consider most favourable for a child? 7. What are the dangerous symptoms of a problem child? 8. What kind of parents’ attitude may make a child irresponsive, and unable to cope with difficulties? 9. Under what circumstances would a child grow confident, self-possessed, able to cope with difficulties?
Exercise 16. Read and translate the following text.
· Pre-reading task. Consult the dictionary and find the meaning of the following words and word combinations. Train their pronunciation.
puberty, adolescent, to exaggerate, privacy, curfew, peer pressure, self-esteem, to falter, anonymous, vulnerable, marijuana, cocaine, boredom, abuse, addiction, juvenile delinquent, violation, theft, robbery, rape, assault, disrupted, reckless, syringe, tattooing, body piercing, suicide, nurturing, lax, to excel.
Family relationships change most about the time of puberty. Conflict can increase between parents and adolescents, and closeness between them diminishes somewhat. Changing adolescent views on family rules and regulations may contribute to increased disagreement between young people and their parents. Some people very often talk about a “generation gap” – a gap between the views of the younger generation of teenagers and the views of their parents. But talk about a generation gap is sometimes exaggerated. Although young people may distance themselves from their parents as they enter adolescence, this period is not normally a time of family stress. Most conflicts take the form of minor arguments over day-to-day issues. In many families, the decline in closeness between parents and children in early adolescence results from the adolescent’s increased desire for privacy. In addition, teenagers and parents may express affection for each other less often. Generally, this distancing is temporary, and family relationships become closer and less conflict-ridden during middle and late adolescence.
When American parents and teenagers argue, usually it is about simple things. The most common reason for their arguments is the teenagers’ attitude towards other family members. One more common reason is that parents want their children to help more about the house. The third most common basis for arguments between parents and teenagers is the quality of teenagers’ school-work. Some other traditional disagreements are over such things as curfew, whether or not to attend religious services, and the friends with whom the young people spend their leisure time.
However, there exist some more, more serious, problems. Peer pressure, changing family conditions, mobility of families and unemployment are just a few reasons why some young people may try to escape reality by turning to alcohol or drugs.
A young person’s move from elementary school to middle school or junior high school can be difficult. In elementary school, the child had a single homeroom teacher who knew him or her personally. In middle school or junior high, the child usually has a different teacher for each subject. In elementary school, children are rewarded for trying hard. In middle or junior high school, grades are based more on performance than on effort, young people must learn to work more independently. For such reasons, many students are temporarily disoriented during the transition between schools. Their self-esteem falters, and their grades may drop off slightly. Their interest in school activities declines. They may feel anonymous, isolated, and vulnerable.
Many adolescents in industrialized countries experiment with alcohol, tobacco, and marijuanaor cocaine. Adolescents may experiment with such substances because of a desire to fit in with their friends. Many adolescents see smoking, drinking, and using drugs as a key to popularity. Other reasons adolescents experiment with drugs and alcohol include boredom, and a desire to feel grown-up – that is, they see drugs as a way to prove they are adults and no longer under adult control. Young people who abuse drugs and alcohol are more likely to experience problems at school, to suffer from psychological distress and depression, to have unsafe sex, and to become involved in dangerous activities. Alcohol and drugs often contribute to automobile accidents, the leading cause of death among American teenagers. Adolescent substance abusers also expose themselves to long-term health risks that result from drug addiction or dependency. Many young Americans join organisations to help teenagers stop drinking. In some schools, students join anti-drug programmes. Young people with drug problems can also call special telephone numbers to ask for help.
About one million people run away from home each year. Most return after a few weeks, but turn to crime and become juvenile delinquents. Why are young people committing crimes? Among the causes are poor family relationships (often the children were abused or neglected while growing up), bad neighbourhood conditions and peer pressure. Violations of the law are far more common among adolescents and young adults than in any other age group. Violent crimes and crimes against property peak during high school. Violent crime is a serious concern to youths as well as to adults. Adolescents are the age group most likely to become victims of such crimes as theft, robbery, rape, and assault. However, adolescents may also commit such violent crimes. Delinquents who repeatedly commit serious crimes typically come from disrupted or badly functioning families, and they frequently abuse alcohol or drugs.
Many adolescent health problems result from behaviors that can be prevented. These behaviors include substance abuse, reckless driving, unprotected sex, and violence. One particular concern is sexually transmitted diseases, such as AIDS, among teenagers. Some people mistakenly consider AIDS a homosexual disease, but the virus can be transmitted from male to female or female to male. The virus is also transmitted through needles and syringes that are used in taking drugs. It may even be spread by tattooing or body piercing if the instruments were previously used on an infected person.
The suicide rate among teen-agers has risen dramatically since the mid-1900’s. Four factors in particular place an adolescent at risk for a suicide attempt: (1) suffering from low self-esteem or an emotional problem, such as depression; (2) being under stress, especially in school or because of a romantic relationship; (3) experiencing family disruption or family conflict; and (4) having a history of suicide in the family or a friend who has committed suicide. Any threat of suicide demands immediate professional attention.
Americans work hard to make their families successful. Though they face a lot of pressures, such as divorce problems, career demands, money worries, unemployment and generation gap. To adapt to these pressures the families are changing, but they are not going to disappear. Certain constants remain in family life. Among the most important is an adolescent’s need for parents who are both nurturing and demanding. This combination of warmth and strictness is associated with healthy psychological development. Children raised by loving parents who maintain clear and constant personal and social standards are more likely to have good feelings about themselves than children brought up by harsh or lax parents. Adolescents raised with both warmth and firmness are more likely to excel in school, to have close and satisfying relationships with others, and to avoid trouble with drugs and delinquency.
Exercise 17. Say it in another way.
somebody who has reached puberty but is not yet an adult;to state that something is better, worse, larger, more common, or more important than is true or usual;occurring or tending to be the same every day;a disagreement in which different views are expressed, often angrily; time for a teenager to come home at night; free time during which one may have a rest; influence on a person by the people of the same age group; a narcotic; confidence in your own merit as an individual; open to emotional or physical danger or harm; a state of physiological or psychological dependence on a drug liable to have a damaging effect; an act that violates a law; the people living one near the other; the act or an instance of illegally taking something that belongs to somebody else, especially by using force, threats, or violence; an unlawful threat of bodily violence or harm to somebody else, or an attempt to do such violence or harm; an instrument consisting of a piston in a small tube, used in conjunction with a hollow needle or tube for the withdrawal and ejection of fluids and for cleaning wounds; a permanent picture, design, or other markings made on the skin by pricking it and staining it with an indelible dye.
Exercise 18. Explain in your own words the meaning of the following words and word-combinationsand use them in sentences of your own.
generation gap; minor arguments; desire for privacy; peer pressure; religious service; anonymous; abuser; to fit in with the friends; long-term health risk; juvenile delinquency; reckless driving; body piercing; suicide; unemployment.
Exercise 19. Answer these questions.
1. What does generation gap mean? 2. Do you think it is often exaggerated? 3. Do you feel generation gap in your family? 4. What are the most common disagreements between parents and children in the USA? Are they the same in your country? 5. What can children – parents misunderstanding lead to? 6. What difficulties can be created by the move from elementary to high school? 7. Why do teenagers start using drugs and alcohol? 8. What is the leading cause of death among American teenagers? 9. What organisations may help teenagers stop drinking and using drugs? 10. Do we have such organisations in Russia, in our city? 11. What are the reasons of juvenile delinquency? 12. How can AIDS be transmitted? 13. What are the ways of preventing many adolescent health problems result from their behavior? 14. What factors can place an adolescent at risk for a suicide attempt? 15. What pressures do families face today? 16. Do you agree with the statement that the best parents are those who are both nurturing and demanding?
Exercise 20. Find equivalents to the following words and word combinations.
период полового созревания; подросток; уменьшаться; преувеличивать; повседневные проблемы; любовь, привязанность; свободное время; влияние сверстников; начальная школа; оценки; самооценка становится заниженной; ранимый; быть таким же, как все; скука; автокатастрофа; принятие наркотиков; наркозависимость; малолетний правонарушитель; совершить преступление; нарушать закон; возрастная группа; воровство; грабеж, разбой; изнасилование; неосторожное вождение автомобиля; венерические заболевания; СПИД; шприц; татуировка; прокалывание разных частей тела (пирсинг); попытка самоубийства; совершить самоубийство; проблемы с деньгами; нестрогие родители; хорошо успевать в школе.
Exercise 21. Retell the text.
Exercise 22. Read the extracts which express the opinions of two generations on each other. Match the bolded collocations with the definitions below.
| The Young about the Old ‘The older generation are always going on about1young people. They seem to think we’re to blame for2everything that goes wrong in the world. Why can’t they leave us alone3?’ ‘It’s true older people are a bit out of touch4 when it comes to5things like technology, but on the wholeI think they’re probably more open-minded that they used to be.’ ‘Many older people are set in their ways6, and that can make them a bit narrow-minded.’ ‘I sometimes feelmore at ease with7 older people because they’re trying to impress you, I think maybe it’s easier to be yourself8 as you get older.’ |
a. have attitudes and habits for a long time that you don’t want to change ☐
b. be responsible for smth bad (syn. be at fault) ☐
c. act naturally ☐
d. when you are talking about smth/doing smth ☐
e. talk about smth/smb for a long time, especially in a boring and complaining way ☐
f. stop annoying smb ☐
g. feel comfortable and relaxed (with smb) ☐
h. not know or understand what is happening in a particular subject or area ☐
| The Old about the young ‘Young people get up to1all sorts of things nowadays. Parents probably give in to2them too much, and let them get away with3things. But in general, they are all right.’ ‘More and more4 young people still live off5their parents in their late 20s and early 30s. They should be standing on their own two feet6 at that age.’ ‘I sometimes find it difficult to get through to7young people. We seem to be worlds apart8. Maybe I’m just behind the times9.’ “I never take offence10 when young people say old people are boring. I felt exactly the same way when I was young.’ |
a. stop fighting or arguing with smb and accept you can’t win ☐
b. old-fashioned in your ideas, methods, etc. ☐
c. (inf.) do smth, especially smth you shouldn’t do ☐
d. not need the help of other people; live or act independently ☐
e. be completely different in attitudes, opinions, etc. ☐
f. feel upset or hurt (by smth) ☐
g. rely on smb else to provide you with food, money, etc. ☐
h. not be punished for smth you have done wrong ☐
i. make smb understand what you are trying to say ☐
j. in increasing numbers or at increasing rate ☐
| SPOTLIGHT on the whole |
| There are various idioms we can use to introduce generalization: On the whole In general By and large |
Correct the mistakes in each sentence.
1. By the whole I enjoyed it. 2. Just leave me lone and go away.
3. She’s is largely with fault. 4. In generally I don’t eat breakfast.
5. He’s very settled in his ways. 6. I feel in ease with them.
7. I’m out from touch with computers. 8. Who is for blame?
Rewrite the sentences starting with the words given. The meaning must not change.
1. I feel relaxed with Liz and Clive. I feel at __________.
2. Just act naturally. Just be __________.
3. She’s to blame. She’s at __________.
4. He has very fixed attitudes. He’s very set __________.
5. Stop annoying me. Leave __________.
6. I’m not good with numbers. I’m not good when it __________.
7. I don’t know much about politics now. I’m out of __________.
8. Don’t keep talking about it. Don’t go __________.
One word is missing. What is it, and where does it go?
0. The kids always ask for sweets, and in the end I usually Öin. give
1.He doesn’t understand what I say; I just can’t through to him. ___
2. She made a mistake but she was lucky; she got with it. ___
3. The area is becoming more and dangerous. ___
4. What have the children been getting to? ___
5. They’re worlds – they have nothing in common. ___
Complete the dialogues. You may need more than one word.
1. I’ve learnt to be independent. ~ That’s right, you can now stand on your ______.
2. Does Joe still ______ off his parents? ~ Yes, they pay for everything. And he’s 40.
3. He’s a bit old-fashioned. ~ I agree: he’s a bit behind ______.
4. The brothers are completely different. ~ Yes, it’s strange, they are worlds ______.
5. Was she upset at what you said? ~ No, I don’t think she took ______.
6. There’s no point in arguing with him. ~ Yes, It’s easier just to ______.
| Listening |
Exercise 23. Listen to the text about the generation gap problems in Great Britain. Fill in the gaps in the text.
Since the …… teenage views of life and parents’ opinions have been in ……, a difference is often called the generation gap. Teenagers in Britain today still say ‘Our parents don’t understand us’.
By …… with young people in other industrialized nations. British teenagers have a great deal of ……. School, …… and young people themselves place a lot of importance on being independent. Many teenagers have …… and lively social lives, and most students over …… live and study away from home. Young people even leave home …… a flat with friends and this is considered a …… sign of independence. …… independence is also an important part of ……, especially after the age of 18.
In the early …… Channel …… television featured a series of youth …… in a programme called ……. The presenters, the audience and the viewers were teenagers and the programme motto was ‘……’. The most popular topics for discussion (chosen by British teenagers) were: …… jobs, exam ……, parents’ reaction to boyfriends or girlfriends, television programmes for young people, …… and …….
British parents would like to be …… until their children reach …… but it seems that young Britons want to be ‘……’ as early as possible. Over …… the 14-16-year-olds in Britain already go to nightclubs and …… for an alcoholic drink even though this is against the …….
(from Focus on Britain Today)
Exercise 24. Read these extracts from interviews with teenagers in Britain for National Opinion Polls in 1991. Write one sentence for each person to describe what they are allowed or not allowed to do.