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.)

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.

A g a i n s t :

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.

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."

14. Role-Playing.

The Sitting of the Teachers' Council

S i t u a t i o n : 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.

C h a r a c t e r s :

1. Peter Ratnikov, Oleg's father, aged 45, an engineer. Spends all his spare time inventing. Always busy. Rather clever, full of sar-

casm. 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 (kind -

ness, 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 trouble maker.

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 class -

mates. 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.

N o t e : 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.

15. Group Discussion.

Give your own views on the problems below and speak in rebuttal of your opponent. If possible make complaints about certain points.

Topic 1. Youth clubs

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

1. Links between educational establishments and youth club activities.

2. Aims of a youth club.

3. Activities to be encouraged in a youth club.

4. Qualities for a youth club leader.

5. Membership.

6. The ways a youth club can interest a group of 16-year-olds with no apparent interests of their own.

Topic 2. Children's interest in school

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

1. Preliminary home preparation in reading, writing counting.

2. Proper climate at home.