Файл: пособие Why do children turn violent.doc

РЕЦЕНЗИЯ

Данное учебно-методическое пособие предназначено для студентов старших курсов языковых вузов. Авторы рассматривают проблему подростковой жестокости, которая является весьма актуальной для современного общества.

Пособие содержит аутентичные английские статьи.

Каждая английская и русская статья снабжена рядом упражнений, направленных на развитие коммуникативной компетенции у студентов старших курсов.

Разнообразие учебного материала облегчает работу преподавателя и делает ее более гибкой.

Рецензент: доц., к.ф.н. английского языка КОИО

В.П.Бойко

Государственное общеобразовательное учреждение

высшего профессионального образования

“Липецкий государственный педагогический университет”

Л.М.Кузнецова, Ж.Л. Ширяева

WHY DO CHILDREN TURN VIOLENT?

Липецк 2007

ББК 81.432.1 – 923

УДК – 43 (071.1)

Л.М.Кузнецова, Ж.Л. Ширяева. Why do children turn violent?

Учебное пособие для студентов старших курсов английского отделения факультета иностранных языков. - Липецк: ЛГПУ, 2007.- с. 131.

Печатается по решению кафедры английского языка ЛГПУ.

Рецензент: доц., к.ф.н. английского языка КОИО В.П. Бойко

©ЛИПЕЦКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ, 2007

CONTENTS

Bad Boys (text for listening). Roger Graef.

Monster Children. L.G. Pamuchina, T.G. Shelkova.

Мальчик в овраге нашел пулемет. В. Давыдов.

The Savagery of Children. D. Pedersen, W. Underhill.

Не бойся, Маша, я Шварцнеггер. П. Бердыкин.

Little Angels, Little Devils. M. Warner.

Свидетели убийства: дети. Т. Иларионова.

Video Games. John Kerry.

Что ты смотришь, милый мальчик? Д. Пивоваров.

I Can’t Stop Playing Any Time I Play. S. Johnson.

No Child Should Have to Suffer Like Us. Brian Sandue.

Кто спрятался – я не виноват. О. Мачнева.

Classroom Bullies Escape Blame. Headmaster Stuart.

Школьные «деды». Д. Марков.

Forgotten Victims. J. Plummer.

В Великобритании родители предъявляют иски школам в случае травли и

издевательств над детьми. Д. Морозов.

Young, Tough and in Trouble. R. Dogar.

Дети играют в убийц. А. Слыткин.

Violence in School. A Major Crackdown. L.G. Pamuchina, T.G. Shelkova.

Не убивай, тебе уже четырнадцать. Е. Семенова.

British Schools “Need Weapon Searches”. M. Dale.

Дети пьют, сходят с ума и предаются странным забавам. А. Шаулов.

Трехлетний гангстер зарабатывает за день больше, чем его мать за месяц.

Л. Корнилов.

Дети подземелья, или генералы подземных каньонов. С. Иванов.

Why Children Turn Violent. G. Cowley.

Садисты в коротких штанишках. С. Климова.

What Makes Children Violent (a list of words)

Revision (translation)

BAD BOYS

(teхt for listening)

If you want a meal of French bread and fresh salmon, take it off the doorstep of a restaurant in Pimlico at 6.30 in the morning. If you would rather cheat a fruit machine, steal some lagging from a building site and mould it into the shape of a 50p piece. It pays out handsomely. Need to dis­able a car alarm? Crawl under the car and pull the earth wire off the gear box. If you want the car itself, steal the petrol cap and get a duplicate key made. Easy as spit.

The nine young British criminals inter­viewed by Roger Graef take pride in their work. It is skilled, opportunistic, quick, and thrives on the carelessness of others. These young men have their eyes open: they notice every open lock, every bag put down for a moment. Remorse never occurs to them. Their victims, they assume, are rich. Most probably want to be burgled simply to -claim the insurance. And the job pays well. Selling stolen goods can bring in hundreds of pounds a week; whereas the Department of Social Security pays them £62 (about $90) a fortnight. With fancy jackets, trainers and drug habits to support, and jobs scarce, none of these young men can afford to turn his back on the street.

Mr. Graef observed the offenders as they went through a rehabilitation course at Sherborne House in London's East End, and talked to them again a year after the course ended. Sherborne House, which is viewed as a helpful alternative to prison, gives young offenders a ten-week course in self-analysis, craft-training and adventure, in the hope of setting them straight. The young men largely mock it.

Some of them became friends, of a sort. Mr. Graef is keen to show what winning characters they are: shy Thatcherite Johnnie who plays the machines; red-headed Joel with his bragging talk of "smack" and "Charlie" (heroin); Stan, who wants to get his own greengrocer's stall; swaggering Winston, whose girlfriend is pregnant with the "youth" he is so proud of. All too soon, however, these pathetic young men blur into one story. Chaotic home lives; absent or good-for-nothing fathers; school aban­doned; peer pressure in everything, from the right kind of jeans to stealing cars.

What can be done? Prison is clearly not the answer for most young offenders; they learn more crime there than they forget, and it costs the taxpayer £400 a week for each of them. The Sherborne House courses (and many others like them) are much cheaper, and could be extended to last a lot longer than ten weeks, giving youngsters a better chance to adopt new ways; but the staff need to be tougher, and more of them need to be male, rather than the easily offended and soft-hearted women who try to bring the lads out of themselves. The whole idea of self-awareness therapy seems sadly miscon­ceived; what might work better, as Mr. Grael recognizes, is some programme which brings the offenders face to face with their victims and obliges them to make repara­tion directly.

Money, in many ways, is the root of the problem. Mr. Graef thinks young offenders should get more unemployment pay; but it would have to be an awful lot more to compete with the street. Besides, once they have money in their hands, they spend it quickly Most frustrating of all, the mind-set that police and probation officers must struggle against is, in a certain sense, commendable: these young men love their work, take pride in being good at it, and know that the harder they work at it, the more they will earn. To redirect all that proud energy, without destroying it, is a job that needs more effort than Britain is prepared to spend on the likes of Johnnie and Joel and Stan.

Roger Graef

/The Economist, Jan. 23, 1993/

SET WORK

I. Listen to the text about bad boys and do the exercises below.

2. Try to catch the English equivalents of:

• это оплачивается сполна;

• вывести из строя сигнализацию машины;

• сделать дубликат ключа;

• проще простого;

• процветать за счет невнимательности других;

• их никогда не мучают угрызения совести;

• чтобы получить страховку;

• располагающие к себе люди;

• нездоровая обстановка в семье;

• никчемные отцы;

• влияние сверстников;

• жесткий персонал;

• неправильно понятый, искаженный;

• похвальный;

• гордиться чем-либо;

• направить энергию в другое русло

III. Explain what is meant by:

• to cheat a fruit machine;

• to pull the earth wire off the gear box;

• a fancy jacket;

• these young men can’t afford to turn his back on the street;

• to go through a rehabilitation course;

• to set sb. straight;

• sb’s bragging talk;

• swagger;

• these pathetic young men blur into one story;

• to bring the lads out of themselves;

• mindset;

• the likes of …

V. Say whether you agree or disagree with the statements below.

1. Street crime pays out handsomely.

2. Young criminals take pride in their work.

3. Street crime thrives on the carelessness of others.

4. Remorse never occurs to young offenders.

5. Some rich people want to be burgled to claim the insurance.

6. Prison is clearly not the answer for most young offenders.

7. The rehabilitation course staff need to be more male, rather than the easily

offended and soft-hearted women.

8. Young offenders must be brought face to face with their victims and

obliged to make reparation directly.

9. Money is the root of the street crime problem.

10. Young offenders should get more unemployment pay.

VI. Points for discussion:

1. Why is the text entitled “bad boys” though the author calls the boys

“winning characters”?

2. Why do so many children resort to street crime?

3. Is a rehabilitation course in self-analysis, craft-training and adventure a good alternative to prison?

4. Why do most young offenders mock the above mentioned rehabilitation

course?

5. What is “self-awareness therapy”? Does it work with young offenders?

6. What is the idea behind the last sentence?

THE MONSTER CHILDREN

A friend of mine told me this story several years ago and it’s a true one. He said he bought a baby rabbit one spring and built a hutch for it out behind his house. At first, when the rabbit was little and cute, he spent a lot of time watching it, but after a while he would just toss the lettuce and carrots in the cage without really looking. One day, in the fall, a visitor caught sight of the rabbit and screamed, so for the first time in months, my friend came to look. The animal’s two front teeth had grown into fangs, and curved out of its mouth like elephant tusks.

I still have dreams about the rabbit, and they’re more frightening than any my mind can construct about tigers or snakes. You expect those animals to be sinister and threatening, after all. No villain is more frightening than the one you had supposed to be your friend.

I saw a new movie last week in which a man tries to stab a 5-year-old boy to death and when he raised his knife over the boy's throat, the audience cheered. This movie had to do with demonic possession, audience again the devil was personified by a child.

The idea of a parent killing a child is not new. In fairy tales and legends, and even in the Bible, there are stepmothers who send children out into the woods, fathers who lead sons to mountaintops to sacrifice them. What has changed is that parental violence no longer seems to be a source of guilt and shame—and its objects are no longer depicted as innocents.

Parents who stood, proud and hopeful, at the hospital windows twenty years ago, making plans for sleeping, soft-skinned infants, could hardly have bargained for Quaaludes and David Bowie for daughters and sons who would live inside stereo headphones or sit, silent, at the dinner table, opening their mouths only to eat, or to say “Do you know how much I hate you?”

What has happened to the children—not to all of them, but to a large number—must seem, to their parents, almost like the fairy tales where elves steal the real, good infant and substitute a changeling. I suppose the parents of these changeling children must be frightened, to be harboring strangers — enemies, almost — under their roofs, feeding them, putting the sequined Т shirts on their backs, and receiving not the gratitude or respect they gave their parents but, condescension and contempt and maybe pity. Sometimes the children do not even seem quite human: it's difficult to picture the toughest it's difficult to picture the toughest, coolest ones crying, hard to believe they were ever babies.

The result of this is a growing antichild sentiment that makes me sad. I read in a woman's magazine the results of a poll in which 10,000 mothers were asked whether they would again choose to have children. Seventy per cent said they would not. Newspapers play up stories of youth gangs and violence while the public clamors for a ‘tighter rein”. Even the children we choose as our movie and television stars are appealing, almost, for their sinisterness.

A lot of parents now even seem to be turning on their own children. My mother tells me that when she goes to a party there is always talk of the children – but something has changed. Once the parents used to boast. Now they commiserate and exchange examples of their own sons’ and daughters’ awfulness. There was the case of the father who shot and killed his “uncontrollable” son, was tried for the crime and set free.