Read the following dialogue between Mrs. Brent and MR. Alden, a teacher. The expressions in bold type show the ways English people complain. Note them down. Be ready to act out the dialogue in class.

A: Would you like another cup of tea or something?

B: Well, no............ Thanks just the same.

A: I am sorry to have to say this, but what would our youngsters do without the youth centre? They'd be pretty lost, wouldn't they?

B: It's all right I suppose.

A: Er... would you care to dance, Mrs. Brent?

B: Thank you... but no. The music isn't of my generation. You know... the generation gap. When I was young I'd never dared speak as our children do. Especially with a teacher present.

A: We've got a bit of a problem here, you see. It's part of my job to know people... and especially young people... as they are. And really the so-called generation gap is a myth you know. Teenagers aren't really so different. As a teacher I find them quite traditional in their attitudes.

B: I'm sorry to disagree with you, but look at the way they dress... and their hair!

A: I don't think you get the point. Those things are quite superfi­cial. But basically their attitudes are very similar to those of our gen­eration.

B: There is no excuse for their language and you seem to ap­prove of the kind of language we hear from our children.

A: Now, I didn't say that. Anyway the concepts of "approval" and "disapproval" tend to over-simplify matters. Every generation creates its own special language just as it creates its own styles in clothes and music.

B: I'd like to point out that the styles and habits of today's teen­agers are so... Well basically... unacceptable.

A: You mean unacceptable to you. In fact their clothes are very practical and very simple.

B: I do wish you had a teenage son or daughter of your own, Mr. Alden.

A: But I have more contact with them. You see, we have regular discussions. You could come and sit in sometime if you like. And you'll realize I think how traditional their attitudes are. «

8.Answer the following questions:

1. What do you think of the problem of the generation gap? 2. Do you agree with all that is said in the dialogue? With which statements do you disagree? (In answering this you may use the formulas of agreement and disagreement. See Appendix.) 3. What is Mrs. Brent complaining about? Are her complaints justified?

9.Work in pairs. Take turns to make complaints about the following and to respond appropriately. Use the expressions and clichés of complaint and apology:

Expressions of complaint and apology: A direct complaint in English sounds very rude indeed. To be polite one usually "breaks it gently" and uses expressions like these before one actually comes to the point:

I wonder if you could help me...

Look, I'm sorry to trouble you, but...

I've got a bit of a problem here, you see...

I'm sorry to have to say this, but...

It is usually better to break it gently like this than to say, for ex­ample: "Look here! I wish you'd arrive on time or I've just about had enough of your unpunctuality (of your coming late)."

The following expressions can also be used:

I have a complaint to make.

It's just not good enough. You must try to...

There's no excuse for doing it.

It's completely unjustified (unfair).

I'd like to point out that...

Next — and this is very serious — I feel that...

It gives us real cause for grievance.

Note: It is often not enough to just say "Sorry" and promise it won't happen again. You may need to apologize more profusely, like this:

Oh dear, I'm most awfully sorry.

I can't tell you how sorry I am.

I'm so sorry, I didn't realize.

I just don't know what to say.

I'm ever so sorry.

1. You find some pages torn out of a book. Complain to the li­brarian. 2. You have ordered the TV Times but you have been brought the Radio Times. Complain to the newsagent. 3. You have bought a colour TV set which is not correctly adjusted. Complain to the mechanic. 4. You can't sleep because of the noise made by people in the next door flat. Complain to the neighbour. 5. You booked a hotel room with a bath and have not been given it. Com­plain to the receptionist. 6. You don't know what to do about your pupils' discipline during your classes. Complain to the head teacher. 7. You can't make your child follow the doctor's orders and stay in bed. Complain to your mother. 8. You can't manage your children during bed-time. Complain to your husband. 9. Your child can't overcome his fear of animals. Complain to the doctor. 10. You think your 15-month-old child is backward (he's so very quiet, he hardly moves, he can barely walk). Complain to the psychologist.

 

Work in pairs.

One of the students is supposed to be an eminent educationist and child-psychologist. The other is to play the role of an affection­ate mother having a difficult teenage son who is always in a state of rebellion and resentment and regards his parents' anxiety over him as sheer interference. The psychologist should convince his visitor not to worry about her child and understand that his peculiar be­haviour is due to adolescence. Advise her also not to give sympa­thy and advice but to show an interest in the child.

Read the following text. You can find in it some ways of teaching children responsibility. In fact the main problem is whether to leave final decisions to children, without criticizing them. You can find some arguments for this view in the text. Note them down.

Teaching Responsibility

Naturally, every parent is anxious to teach responsibility to their children. But responsibility cannot be imposed on children. It must grow from within. Children who are always told what to do may do their tasks very well, but they get little opportunity to use their own judgement and to develop a sense of responsibility. This only comes if they are given opportunities for choosing and decid­ing things for themselves.

A child is learning all the time. But if he is constantly criticized about his actions, he certainly doesn't learn responsibility. So the first lesson in inculcating a sense of responsibility is not to criticize.

Even if the answer to a child's request is a certain "Yes", it's so much better to leave the decision to the child. These are some of the ways in which you can build up their sense of responsibility and also heighten their self-confidence. Wherever and whenever you can, let them make the decisions themselves.

A child should be given the responsibility of choosing his own friends. But this is a delicate matter and needs careful handling. Obviously, it would be preferable for a shy child to have a friend who is an extrovert. And friends can also help to exert a beneficial and corrective influence on each other. In spite of all this, a child should always feel that he is free to choose the friends he wishes.

Let the child spend his allowance his way. If he wants to spend the whole lot on chewing gum or toffee, it's his decision. Don't in­terfere. These are just some of many ways in which responsibility is ta'ught.

15. Discuss the text in pairs. One of the pair will take the author's point of view and insist that children should be given opportunities to choose and decide things for themselves without any criticism on their parents' part. The other will defend the opposite point of view. Be sure to provide sound arguments for what­ever you say. Consider the following and expand if possible:

For:

(This column is to be filled by the students on the basis of Ex. 9. Consider also taking children into confidence.)

 

 

Against:

1.Children have no experience. Parents' judgement and advice are necessary.

2.Children will make mistakes (some of them dangerous) and at least sometimes they are sure to be in the wrong. Parents should explain such things to them, criticizing their actions.

3.The problem can be confusing and complicated for the child and even a simple one can be solved in the wrong way. Who will bear the consequences?

4.Children are too young to decide whose influence is good for them. They can't distinguish petty features in other children. So parents should guide their children's friendship.

5.Money is not to be wasted. Children don't realize its value and cannot use their own discretion in spending it.

6.Children can gain experience and responsibility taking after their parents, following other good examples.

 

13. The extracts given below present rather controversial subjects. Team up with another student, work out arguments "for" and "against" and discuss the extracts in pairs. Use conversational formulas (see Appendix).

A. Should a child be allowed to do anything he likes when he is ill?

"One of the worst tortures for a child is to stay in bed, especially when he is not terribly ill. So anything done to keep his mind occu­pied in some way will pay wonderful dividends. It will enable you to get on with your work and prevent your child being peevish and crotchety while he's in bed."

B. Should parents help their children with their homework?

"John must be a complete dud. He keeps on pestering me for

help with his homework. But I can't be bothered: I have a lot of housework. Besides I know nothing about teaching. How can I help John with his homework?"

C. Is play work for children?

" — I don't know what to do about my George. He just plays the whole time. He wants to touch and grab everything. As for being inquisitive — my, he wants to know everything in the world.

— Play may be recreation for an adult, but for a child it is work. Through play George gains experience; he learns by playing. He may play doctor, soldier, policeman, lawyer. But through play, he exercises not only his body but also his mind."

Role-Playing.

The Sitting of the Teachers' Council

Situation: Teachers and other members of school personnel have gathered to discuss Oleg Ratnikov's behaviour. Oleg Ratnik- ov, a 14-year-old youth is a pupil of the 7th form. He is not only no­torious in his school, but his name is also known to many people in the district where he lives. Oleg always has his own way. "Resents any advice. Talks back. Fights. Can tell lies. Seems to have lost in­terest in school. Quarrels with many classmates. Seems to be al­ways to blame. The members of the teachers' council should de­cide whether suspension from school is the only solution or whether there are any other alternatives. Ratnikov's parents are in­vited.

Characters:

1. Peter Ratnikov, Oleg's father, aged 45, an engineer. Spends all his spare time inventing. Always busy. Rather clever, full of sar­casm. No real contact with his son. Thinks that problems of bring­ing* up children are for school to solve. His only method of commu­nication with his son is his belt or a raised voice. Demands absolute obedience.

2. Anna Ratnikova, Oleg's mother, aged 40, a librarian. Lives in so,me imaginary world of her favourite fictional characters. Very shy, with a mild character, a bit afraid of her husband, is under his thumb. Adores her son. Exaggerates his positive features (kind­ness, love for animals, ability to imagine, eagerness to help). Thinks all the rest are in the wrong.

3. Elena Plavskaya, aged 26, teacher of Russian Literature. Hates the boy. He is always "a pain in the neck", a real trouble­maker. His language is awful. Sometimes you can barely under­stand what he says. His opinions are ridiculous. He makes fun of everybody, teachers included. Elena thinks it necessary to isolate Oleg, to prevent spreading his bad influence (shoulder-length hair, weird clothes, misbehaviour, etc.) on other pupils. Insists on Oleg's suspension from school.

4. Rita Izmaijlova, aged 50, teacher of History, dislikes the boy's behaviour and attitude towards school, her subject, and his class­mates. Is irritated by his lack of discipline, responsibility and man­ners. Tries to analyse his feelings and to find an explanation for such behaviour. Finds his influence on the class disastrous in many respects. Is not quite sure, but thinks that Oleg's suspension from school and further practical training will do more good for the boy than his staying on at school.

5. Andrey Pavlov, aged 45, a teacher of Biology, school Head Teacher. Has seen many cases of the type. Rather likes the boy, his devotion to his lessons, the interesting questions he asks. Thinks that Oleg is passing through a difficult period of his life. Is sure that he will get over it. Certainly he often behaves strangely, his moods are always changing. It irritates both adults and classmates. In A. Pavlov's opinion Oleg needs more contact with his father. Thinks that Oleg has ambitions. Isn't it possible to give him some real responsibility? Oleg may rise to it.

6. Zoya Zubina, aged 22, a psychologist, a university graduate having just begun working. Thinks that parents and teachers must remember that Oleg is "shedding the dependence of childhood and entering into adulthood", where he has to be on his own. The thing to do is just to do nothing. You'll find that very difficult in­deed: it requires a lot of will-power and tolerance. Make Oleg feel that you are behind him not after him. He certainly needs your presence, but doesn't want you to live his life for him. Help him — but stay in the background. Suspension from school is out of the question.

Note: The group of students is divided into two teams, each of which per­forms the same role play. While discussing Oleg's problems, try to understand each other's point of view, ask questions. Try and find the reasons for Oleg's be­haviour. Disagree with some of the participants of the council sitting, support oth­ers' points of view, defend your opinion. Complain about some of Oleg's actions. At the end you should come to the conclusion as to whether or not to suspend Oleg from school. Comments from the class on each team's performance and the value of the different arguments are invited.

Group Discussion.