Things.— I just can't stand that Robbins boy. X — Millie is having one of her days, and it's driving me crazy. — I wonder what I can make for supper tonight. — Today is just one of those days. — Oh, you poor thing, I had him last year, and he is impossi- ble. — I've made up my mind. We're going to Estonia for the holidays. — How marvellous! — I've got a whole month off this year! — A whole month. That's terrific. — We'll leave in early June. — Good! Are we taking the bicycles? — The bicycles? Oh no, we're going on a package tour. — Oh no! — And I thought we'd take aunt Ann with us. — Oh heavens! Do we have to? 13. Work in pairs. Use clichés dealing with moods and feelings. Joy and enthusiasm: Great/That's great! Marvellous! Terrific! Fantastic! How wonderful! How exciting! How thrilling! Annoyance: How annoying! What a nuisance! What a bore! That's just what I needed! I've just about had enough of... Distress: I'm worried. I just don't know what to do... I feel terrible. I've got a lot on my mind. I don't feel at all happy. I'm fed up. I can't take much more of this. Indifference: I can't say I'm interested. I couldn't care less. Please yourself. I don't mind what you do. The whole thing bores me to death. Reassurance: Cheer up. Take it easy. Don't you think you're over-reacting a bit? There's no need to get so upset. Don't let it get you down. It's not as bad as all that, surely? Oh, come on, it's actually quite interesting. I see what you mean, but on the other hand... 1. One of your flat-mates (room-mates) is always listening to records of opera on your hi^fi. Last night it woke you up at 2 a. m. You hate opera. Also, he/she never does his/her share of the washing-up and cleaning. Tell your friend how angry you are. 2. Your friend is late and in a bad temper. Find out what's the matter and try to calm him/her down. 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 normal 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 incompetence 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 accumulated 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 normal on the part of a teacher. The other will defend the opposite point of view:
For: 1. The teacher faces numerous occasions when anger is normal and inevitable. Anger often occurs as the result of accumulated irritation, annoyance and stress. 2.Feelings should be considered honestly and realistically. It is superhuman never to feel anger, shakiness or helplessness. 3.Children or other outsiders are rarely fooled by the efforts of teachers to hide the emotions that are bursting underneath. 4.A teacher who denies his own feelings is wrapped in stress and struggle. Excitement, interest, and enthusiasm are blunted, if not completely obliterated. 5.The first important criterion of acceptable anger release is that the child not be blamed, attacked, or insulted.
Against: 1. The teacher is expected to behave calmly and coolly at all times. No matter how excited or tired, the teacher should be emotionally stable and consistent. 2. Anger in a teacher is a sign of weakness. A person who expresses anger often feels childish, immature, guilty. 3.No matter how joyous or angry the feelings must be controlled, hidden, disguised. 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.
|
