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JFSOUND PRACTICE SECTION.

 

A. Recall of General Ideas

What do you recall about the general ideas in the reading? Try to answer the questions below. If you can't recall the ideas, scan the reading to find the information.

 

• Identify four major sources of frustration.

• Describe a person in conflict.

• Identify a positive reaction to frustration.

• Identify four negative reactions.

 

 

READ THE SELECTION: SECOND TIME

Read more carefully to get a better understanding of each section. Use the dictionary, only if necessary.

 

COMPREHENSION EXERCISES

A. True or False

Write true or false and the number of the paragraph(s) that supports your answer. Be prepared to explain your answer.

1. Frustration refers to two things: to the blocking of our desires by an obstacle and to the unpleasant feelings that result.

2. Some people never experience frustration.

3. A conflict involves a single desire.

4. When the children in the experiment were first given "half toys," they cried and showed other signs of frustration.

5. Adult frustrations are not as relative as the frustrations of children.

6. People have almost the same ability to tolerate frustration.

7. The various reactions to frustration are equally acceptable in every culture.

8. Assertive coping is a positive reaction to frustration, even though the person's efforts to cope with the problem may not always succeed.

9. People who behave aggressively always direct their attack at the source of their frustration.

10. Except for assertive coping, the other four behaviours can often lead to trouble.

 

B. Chart

Complete the chart that lists the major sources of frustration. Fill in the major sources and give an example of each from the text. 'Also give a personal example of each source and be prepared to explain it to the class. Then answer the questions that follow.

SOURCES OF FRUSTRATION

Major Sources Example from Text Your Own Example
1. Physical obstacles A flat tire that blocks our need to get to school on time  
2. Crime that blocks our desire to feel physically secure  
3. Personal shortcomings    
4.    

 

• From the reading, you learned that the word "frustration" refers to two things. List them.

 

TOPICS FOR DISCUSSION AND WRITING

1. "We cannot direct the wind, but we can adjust the sails."

This quotation has two parts. Which part expresses the idea of frustration? Explain. Which part expresses the idea of assertive coping? Explain.

2. "If the storm does not break the branch of a tree, it will strengthen it."

In this quotation, the branch of a tree symbolizes man. What does the storm symbolize? Explain how the storm can actually strengthen man.

 

VOCABULARY EXERCISES

A. Word Forms



Choose the correct word form that completes each sentence. The base form of the word is in bold. For nouns, use singular or plural forms. For verbs, use appropriate verb tenses and passive voice where necessary.

(para 1) 1. frustration (n) to frustrate (v) frustrating, frustrated (adj)

a. Registering for courses can be a very … experience.

b. When David learned that the class he wanted had been cancelled, he felt extremely … .

c. What … him even more was standing in line for an hour at the bookstore.

d. To relieve his …, he went over to his friend's house and listened to music.

(para 10) 2. anxiety (n) anxious (adj) anxiously (adv)

a. When the pilot announced that the plane would be landing late, some passengers became … because they had to catch connecting flights.

b. They began to look at their watches … .

c. The flight attendant relieved their … when she announced that all passengers would be able to make connecting flights.

(para 11) 3. reaction (n) to react (v)

a. How did Maria's parents … when she told them she wanted to study abroad?

b. They had mixed …; they thought it would be a good experience for her, but they said they would miss her terribly.

(para 15) 4. aggression (n) aggressive (adj) aggressively (adv)

a. The young student was sent to see a counsellor because of his … behaviour toward other students.

b. After some counselling, the student began to behave less … .

c. The counsellor believed that the student's … was a reaction to his parents' divorce.

(para 15) 5. anger (n) to anger (v) angry (adj) angrily (adv)

a. Why is it healthier to express your … than to keep it bottled up inside?

b. Cathy gets … very easily.

c. It doesn't take much to … her.

d. The demonstrators in front of the White House were protesting … against the president's economic policies.

 

B. Other Useful Words

Complete the sentences with an appropriate word from the list. For nouns, use singular or plural forms. For verbs, use appropriate verb tenses.

conflict (para 4) to cope with (para 13) to relieve (para 10) to vacillate (para 19) to withdraw (para 18) constructive (para 14) destructive (para 16)  

 

1. When frustrated, people react in both … and … ways.

2. People will do almost anything to try to … their frustration and other negative feelings.

3. Why do you keep on …? Make up your mind one way or the other.

4. Sometimes people try to escape from frustration by … .

5. The more frustrations you face, the more you learn how to … them.

6. When making career decisions, young people often experience … . They might want the money and prestige of a lawyer or doctor but not the responsibilities.

 

C. Vocabulary Oral Practice

Practice using the underlined words by answering the questions below.

1. What do you consider your strengths in English? What are your shortcomings? (para 4)

2. When students leave their own culture to live and study in a different culture, certain things are inevitable. For example, it is inevitable that they will become homesick at some point. What else is inevitable? (para 4)

3. Everything is relative. For example, the price of food is relative. To a Japanese, food in the United States is relatively cheap, but to a Chinese, it is relatively expensive. Explain why. Can you give another example of something that is relative? (para 5)

4. What should college students consider when making up their minds about a major? (para 19)

5. The young couple had planned to get married this year but then changed their minds. Give some possible reasons for this. (para 19)

6. Fear can be an obstacle that prevents us from doing things we would like to do. For example, fear of water can prevent us from learning how to swim or sail. Think of another fear and describe why it can be an obstacle. (para 2)

7. Helen Keller was blind, yet she overcame this physical handicap and became a teacher of the blind. Describe a person who has overcome a physical handicap or another kind of obstacle to lead a successful life. (para 12)

8. Some women want to have a career and stay home and raise a family. How can they resolve this conflict? Does this resolution have any disadvantages?

 

JOURNAL WRITING

Ann Landers is a popular newspaper advice columnist. She receives hundreds of letters a day asking for advice on how to cope with personal problems. She and her staff often discuss the most difficult problems with each other before writing a response.

Below is a letter that was actually written to Ann Landers. Imagine you and your classmates work for Ann Landers. In groups, read the letter from Alice, and discuss the conflict she is facing. Next, share ideas on what advice to give her and why.

Then, in your journal, personally write a letter advising Alice. Make sure you explain the reasons for your advice. After you write your letter, ask your instructor to read Ann Landers' actual response to Alice.

Dear Ann Landers: John and I have been married six years. We have three children. John's parents live two blocks from us. They are good people, not the interfering type, and we all get along fine. The problem is they have few friends and no interests other than our family. Their lives are centred around us and our children. John's company wants him to go to another state as district manager. It would mean a big promotion and a substantial salary increase. My father-in-law says if John will pass it up and remain here, he will make up the financial difference. He says money isn't everything and their lives will be empty without us. Comment please.—Alice

 

JFSOUND PRACTICE SECTION.

 

1.1. Do the following exercise paying special attention to the sound /m/, sentence stress and nuclear tones.

 

Student A Student B
1. A maid named Lady Marmalade made mainly lard and lemonade. What…? Who…?
2. Margaret must be on time for her morning lessons in mime. Where…? Whose …?
3. Mobiles made in Malaysia meet the needs of the most demanding customers. What… ? Where…? Alternative question
4 The manager from Manchester recommended making more money. Who…? What …? Disjunctive question
5 Modern music amuses and raises my mood. What …? What (to the subject)…? General

 

Arranging to meet

Liz We need to meet some time this weekend to talk about our Math.

Min OK. What are you doing today?

Liz Well, this morning I’ve got a mime class, but I’m not doing

anything this evening. Maybe, at my place later this evening?

Min Mmm – I’m going to the shopping mall this morning with Mom and this evening I’m going ice-skating with Mark. What about tomorrow?

Liz Well, I’m having my hair cut tomorrow afternoon, so that’ll take a

while.

Min What time will you be finished at the hairdresser’s?

Liz About 4 o’clock. What are doing around that time?

Min I don’t know. I might be free.

Liz OK.

Pronunciation Practice.

 

Read the poem according to the accentual-toneting marking and learn it by heart

 

4.1. Listen to the dialogue “A Trip to Paris”, mark stresses and tunes according to the model. Practice its reading after the speakers.

A Trip to Paris

Paula Hi Meg!

 

Meg Paula! It’s great to see you! You look fantastic!

 

Paula Oh, do I? That’s strange. I should be looking awful.

 

Meg Why? Have you been ill?

 

Paula No, not that. It’s just that trip to Paris. It was a nightmare!

 

Meg Really? You must be joking! Don’t tell me you didn’t have a good time. When you told me you were going I was green with envy.

 

Paula No wonder, I was so excited I just couldn’t wait to go. Now I wish we’d gone to the Lake District or even just stayed at home.

 

Meg But what was so bad about it?

 

Paula Well, in the beginning everything looked all right. Mark’s boss gave him two weeks off without too much trouble, the children went to stay with Mark’s mother, and Sheila - you know, my younger sister - promised to come over to our place to feed the hamster. So we packed our suitcases and set off.

 

Meg Sounds all right so far.

 

Paula Yes, but in Dover it turned out that the ferry terminal workers had gone on strike, and we had to wait over eight hours before we could board a ferry.

 

Meg Oh no!

 

Paula And that was just the beginning. During the passage the weather turned stormy, and I was terribly sea-sick all the way across the Channel.

 

Meg Oh, poor you!

 

Paula Yeah, it was horrid. Then, when we arrived in Calais, it was so late that we had to look for somewhere to spend the night.

 

Meg Oh dear!

 

Paula Yes, but that’s not all! On the way to Paris the next day we had a puncture, so Mark had to change the tire, the hotel where we’d booked a room turned out to be terribly noisy, it was pouring with rain most of the time, and some of the galleries I wanted to visit were closed.

 

Meg Oh no! So what did you do, then?

 

Paula Well, I ended up shopping for clothes. That’s about the only thing I can’t complain about, but, obviously, it wasn’t cheap, so Mark got furious.

 

Meg No surprise there!

 

Paula Hmmm, so in the end, we decided to shorten our stay and left after just ten days. You can imagine our return trip - I was unhappy, Mark was mad at me because of the money, and, when we got home, the flat was flooded.

 

Meg Flooded?

 

Paula Yes, we couldn’t believe it! When we were away, Sheila let the hamster out of the cage for a while, and the horrid creature bit through the fridge cable. Of course, she didn’t even notice, but when we got back, there was water all over the kitchen floor and all the food in the fridge had gone off.

 

Meg What a nightmare!

 


Date: 2014-12-22; view: 614


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