Children who watch ‘Sesame Street’ do better in school

Children who watch ‘Sesame Street’ do better in school

A Children who watch “Sesame Street” are more successful in primary school. Spending an hour a day with Elmo, Big Bird and Count von Count is especially beneficial for boys, African-American youth and children from low-income families, the recent study found. They do better academically after watching the programme.

B Sesame Workshop is the non-profit educational organization standing behind Sesame Street. Their aim is to help children all over the world grow smarter, stronger, and kinder. The show runs in more than 150 countries, using the power of media and Muppets to meet children’s developmental needs with vital early education, social impact programs, and a lot of fun. Sesame Street is American educational television series for children. It appeared first in 1969. The show has been continually broadcast since its inception, making it one of the longest-running shows in American history. It is watched by almost half of all American preschool-age children.

C “Sesame Street” began on November 10, 1969, making it one of America’s longest-running TV shows. It was a big hit when it started. Estimates suggest that nearly 40% of preschool aged kids watching the show by 1971. Beloved characters like Cookie Monster and Elmo have become American icons, and many adults can still recite famous lines from the show such as “brought to you by the letter...” At present, Sesame Workshop, the non-profit educational organization behind Sesame Street, announced a major new initiative to offer help and hope to the growing number of young children across the United States who are experiencing homelessness. The initiative engages children and families with the resilient and relatable Lily, a seven-year-old Muppet whose family is staying with friends on Sesame Street after losing their home. Lily is featured in new videos, storybooks, and interactive activities for families with children ages 2 to 6, in addition to materials for the professionals who serve them, such as teachers, social workers, and healthcare providers. Sesame launched the initiative, part of its Sesame Street in Communities program, to help mitigate the impact of the trauma and stigma that result from homelessness.

D Sesame offers a variety of free, bilingual materials specifically developed to help children who are experiencing homelessness, which often involves an ongoing cycle of physical, emotional, and psychological problems. The resources were created in partnership with national experts on family homelessness. The creators want children to know that they are not alone and home is more than a house or an apartment. Home is a place connected with love.

E Even taking into account a number of other factors that influence educational success, the study found that one hour of “Sesame Street” a day made a difference to young kids in the late 1960s and early 1970s. It suggests that educational programs online could have similarly beneficial impacts today at a very small cost. Parents might not want to be so quick to tell their kids to stop watching TV, at least if “Sesame Street” is on. With proper guidance, children can learn to use television in a healthy and positive way.

Adjusted to (1)

1) Read the article and match each of the headings to a paragraph.

1 Introduction

2 Sesame aims at fight with homelessness

3 Educational TV program is broadcast in the whole world

4 Sesame Street educational impact

5 History and help of Sesame Street programme

2) Read the article and answer the questions.

1 What is Sesame Street?

2 What do we know about its history?

3 What is the social aim of this programme?

4 What has changed during the years of broadcasting?

5 How does the program influence children?

3) Explain the following words and phrases.

1 primary school

2 low-income families

3 recite famous lines

4 cycle of physical, emotional, and psychological problems

5 proper guidance

Adjusted to:

LONG, Heather. Study: Kids who watch ‘Sesame Street’ do better in school. LAS VEGAS REVIEW-JOURNAL [online]. 2019 [cit. 2019-04-11].

Available at:

http://www.reviewjournal.com/ news/education/watching-sesame-street-actually-helps-kids-school

https://www.sesamestreet.org/

Answer the following questions.

Find tips and sources of information in the following links:

http://goo.gl/QqUKTk

http://goo.gl/WQjQBX

 

1 How does television influence children?

2 What are negative effects of TV on children?

3 Are there any positives?

4 Does TV affect children’s brain development?

5 How can parents regulate the time children spend watching TV?

6 How does watching TV influence school performance?

7 How often do children nowadays watch TV?

8 How much time do they spend by their PC?

9 What are attention problems?

10 How are they connected with new technologies?

Lenka Boudná, a teacher with zest of life

Lenka Boudná, a teacher with zest of life

A Lenka Boudná, a teacher at primary school Seifertova in Jihlava, has been teaching for more than 25 years. But when she looks back, her best memories won’t be just those success ones. There are also some faults. “I love speaking to the children every day in the morning,” she says. “Their stories! What on earth are they going to come up with today?” She is smiling, energetic in her glasses and always among children, even after lessons. Then she teaches children in the local folk ensemble Pramínek. Mrs Boudná is exactly the kind of primary-school teacher everyone dreams of.

B Seifertova primary school is one of the largest in Jihlava, providing basic education to about 880 pupils. The school is very well prepared for the educational role in all aspects – educational, material, and personal. The teachers are constantly trying to improve their work so that pupils leaving school are best prepared for further study and life. Pupils are educated according to the school education program “Gate to the World”. It was created by a pedagogical team and is continuously replenished and enriched. Their strategy also allows working with pupils with special educational needs and talented children.

C “School atmosphere has changed significantly,” Lenka Boudná says. “The children who are educated here, and family life has changed. People today lead more complicated lives. A lot is influenced by modern technologies. I came here 25 years ago, and when I arrived I thought ‘Will this be challenging enough?’, but it certainly has been.” Teachers’ roles have also changed since Mrs Boudná did her training in the 1980s. “At those times, you were expected to do everything, Czech, Music, Maths, take the children swimming, go in the pool, come back and give them their lunch. “Today, we have specialist teachers for some subjects, even at primary level, but our teachers have a very demanding role. There’s much more paperwork than there used to be and the teachers always answer emails and have to deal with parents, who expect them to be there available all the time. “We would like to be in a close contact, but we can’t be answering their emails at two in the morning,” Lenka Boudná says.

D The relationship between school management, teachers and pupils is ensured by a well-functioning school parliament, whose members are representatives of class pupils. They also participate in organizing school life. They can influence course of education. “Today we really respect our children’s views and take into account their thoughts and feelings. Our classes nowadays have an average of around 22 children per class, so discipline’s not a big issue”. Yet Mrs Boudná is still occasionally forced to intervene. “We sometimes have to deal with nannies, aunts and grandparents and not always directly with the parents.”

E She’s suspicious of children whose every spare second is fulfilled with extra violin classes and English lessons, she adds. “I don’t want to teach little programmed robots, I want to be among children who have a zest for life. Because zestful kids are less neurotic and tend to be happier”.

Adjusted to (1)

1) Read the article and match each of the headings to a paragraph.

1 Children should live their life

2 Seifertova school

3 Mrs Boudná – teacher of dreams

4 Role of the teacher today

5 Respecting children’s ideas

2) Read the article and answer the questions.

1 Who is Mrs Boudná?

2 What do you know about the school where she works?

3 How has teacher’s role changed?

4 Can children at this school influence course of education?

5 What doesn’t she like about her students and what does she appreciate?

3) Explain the following words and phrases.

1 primary-school teacher

2 basic education

3 special educational needs

4 demanding role

5 intervene

Adjusted to: (1) Wendy Challen: 'I don’t want programmed robots - I want children with a zest for life'. The Telegraph [online]. 2015 [cit. 2015-09-21]. Available at: http://www.telegraph.co.uk/ education/primaryeducation/11686282/Wendy-Challen-I-dont-want-programmed-robots-I-want-children-with-a-zest-for-life.html

Answer the following questions.

Find tips and sources of information in the following links:

https://goo.gl/oXnJ15

https://goo.gl/YAUKSd

https://goo.gl/41iLRC

https://goo.gl/Vn617e

https://goo.gl/z2q9RF 

1 What makes a great teacher?

2 What are roles and responsibilities of a teacher?

3 What are qualities of a good teacher?

4 What sort of intelligence does a good teacher need?

5 Why are some teachers better than others?

The schools taking a stand against too much sitting down

A At the Old School House nursery near Newmarket in Suffolk, three- and four-year-olds are beginning their battle against the diseases of old age. They stand to print animal shapes onto white paper in brightly coloured paint and jump to their feet at certain points in their morning story.

B It is part of a programme called Active Movement devised by Dr Mike Loosemore, a researcher from University College London, who has led research into the diseases caused by a sedentary lifestyle. The school programme is not about the dangers of missing out on the recommended 150 minutes a week of moderate exercise. Even a thirty minute run after work can’t repair the damage caused by hours of sitting. “Sitting can create inflammatory cytokines which damage the lining of the arteries and the brain, leading to heart attacks and strokes and some cancers,” says Dr Loosemore. “We know it can lead to diabetes and even Alzheimers.”

C Some researchers believe sitting has become worse in the age of screen-based social media and computer games. But children represent an opportunity to bring about a change of heart. Dr Loosemore uses the characters Sid, who sits, and Stan, who stands, to personalize for children the critical choice between sitting and standing. Children at the Old School House are well aware of the benefits of “being Stan” at every opportunity. Pupils stand up to answer a question in class or when the head teacher enters the classroom with a visitor. Standing has been given a positive spin – anyone celebrating a birthday is allowed to stand up whenever they want to. Champions from each of the school’s houses wear pedometers.

D Pupils agree that such innovations have injected a buzz about activity into school life. “Once, people used to sit around, now you hardly ever see them sitting,” says Josh, a top-year pupil. Molly, who is also in her final year, has noticed a new social pressure to be active. “If there was someone who was jogging because they were really fit, it would be really embarrassing if you were in the car eating crisps,” she says. Becky says: “If you’re sitting down your muscles are all relaxed and you droop down, whereas if you’re standing you're holding yourself up, and you have better posture.”

E Abberley Parochial Primary’s head teacher, Anne Wylie, says that movement has made it more effective. “It’s been known for a long while that activity improves children’s energy,” she says. “But we’ve found it has also helped them to concentrate.” But the Active Movement programme is not principally designed to make already largely fit children into athletes. Its aim is to instil lifelong habits and create a generation of children who will work with their bodies to stay healthy.

Adjusted to (1)

inflammatory cytokine – zánětlivý signální protein

buzz – vzrušení, potěšení, hukot

droop down – ochabnout

instill – vštípit postoje

1) Read the article and match each of the headings to a paragraph.

1 Sid and Stan

2 Children fight with the diseases of old age

3 Loosemore says sitting causes a lot of diseases

4 Movement helps to concentrate and stay healthy

5 Pupils’ opinions

2) Read the article and answer the questions.

1 What is special about Old School House?

2 Who is Mike Loosemore? What does he say?

3 Why do people sit more nowadays?

4 What can be caused by sitting?

5 What do pupils think about the change?

3) Explain the following words and phrases.

1 sedentary lifestyle

2 moderate exercise

3 screen-based social media

4 top-year pupil

5 have better posture

4) Answer the following questions.

What are benefits of child’s movement? How does it influence learning? How does it influence health? What is outdoor and indoor play? What opportunities do they offer to children?

Video:

https://goo.gl/irtgw6

https://goo.gl/SOHyUg

https://goo.gl/8Bwgki

Tips, sources of information:

http://goo.gl/RSnsuz

http://goo.gl/HP6veS

http://goo.gl/ZhNpn1

Source:

(1)

PIGOTT, Robert. The schools taking a stand against too much sitting down. BBC News [online]. 2015 [cit. 2015-09-20]. Available at: http://www.bbc.com/news/education-33093809

New children, youth empowerment centre

New children, youth empowerment centre

A Change is coming to Chalkfarm and Godwin Larbi is proud to be part of it. Born and raised in the four-tower building complex near Jane Street and Wilson Avenue, the 20-year-old is a program leader with Doorsteps Neighbourhood Services, which has collaborated with four partners to set up a children and youth centre.

B The centre was officially opened last week. “What is happening here today represents change in a good way,” said Larbi, who will use the money from this full-time job to enter Ryerson University next year to pursue a teaching career. “Through the programs here, young people have a chance to learn self-discipline and how to be better in school. I have seen all the negative stuff, but now we are moving in the right direction and I am so happy to be part of that process. This is a good day.”

C Fed up with violent crimes, residents made it clear they wanted a facelift for their community that should include a space for children to be engaged in recreation and other after-school activities. Morris Beckford, the executive director of Doorsteps Neighbourhood Services said: “Of the nearly 4,000 residents in these four buildings, I would say that about 40 per cent are kids.” Beckford and his team equipped the centre with a computer literacy room, reading space, a community kitchen and a boxing gym and fitness centre.

D “This is a dream come true,” said broadcaster and former boxer Charles “Spider” Jones. “It’s fantastic when you could have centres where young people could go instead of hanging out on the street and being seduced by crime. The kids need to see options and know that there is another way through education. They can’t do it on their own when they are at a young age. They need to have mentors who can instill values and work ethic and put them on a path to make good choices,” Jones talks from experience. As a gang member he turned his life around at an advanced age to fulfill his dream of becoming a broadcaster. “We have to teach our kids how to set goals and stay on track. We want to teach them how to create their own opportunity through education and good mentorship… This centre is crime prevention. I spent seven years in jail and I know that when you follow that path, you end up behind bars or in a grave.”

E School program coordinator, Adam Ali, said the centre is a welcomed addition to the community. “I am looking forward to making this space a place where community residents can enhance their health and well-being,” said Ali, who was raised in the community. “This will ultimately make for a more vibrant community, increasing the quality of life. The centre will operate from 3.30 p.m. to 6.30 p.m. between September and June and from 9 a.m. to 5 p.m. during the summer. ”

Adjusted to (1)

facelift – nova tvář, lepší vzhled

seduce – svádět

instill – vštípit

vibrant – pulzující, plný života

1) Read the article and match each of the headings to a paragraph.

1 Jones knows a lot about crime

2 Beckford – the director

3 Change is coming to a four-tower building complex

4 Larbi’s opinion

5 Ali thinks the centre will contribute to the happier life of the community

2) Read the article and answer the questions.

1 Who is Godwin Larbi? What does he think?

2 What kind of centre has been opened? Who opened it?

3 Who is Morris Beckford? What does he say?

4 What do you know about Charles “Spider” Jones?

5 What does the school coordinator say?

3) Explain the following words and phrases.

1 children and youth centre

2 pursue a teaching career

3 learn self-discipline

4 after-school activities

5 integrate into mainstream education

4) Answer the following questions.

What are differences between Czech and US children and youth centres? What are their typical activities? Why are these centres important? Where do they get money from? What do you know about children and youth criminality prevention?

Video:

https://goo.gl/wOyJzd

https://goo.gl/1vHtd4

https://goo.gl/6QkkdR

Tips, sources of information:

http://goo.gl/RDcq3L

http://goo.gl/YAGWQH

http://goo.gl/M2NWRc

http://goo.gl/1yB2IC

Source:

(1)

FUNFAIR, Ron. New children, youth empowerment centre. Share News [online]. 2012 [cit. 2015-09-20]. Available at: http://sharenews.com/new-children-and-youth-empowerment-centre-opens/

Teens tell survey how they spend their free time

Teens tell survey how they spend their free time

A A survey carried out by the Express shows young people in the patch would like to see more facilities to keep them occupied in their free time. The survey, completed by 49 young people aged between 12 and 15 at Hemsworth Arts and Community College, saw youngsters voice several ideas on how to improve the area, the introduction of a cinema being the most popular nomination.

B Other ideas were the introduction of a youth club, a specific area for youngsters to hang out, a skate park and an under 18s’ nightclub. The survey, which was completed by young people aged between 12 and 15, also showed that most of the students occupied their time by hanging about with their friends. Around 60 percent said they went straight out after college, and just fewer than 50 per cent admitted meeting on the streets after 6pm. A quarter said they hung around on the streets with friends at weekends. Around 40 per cent said they took advantage of the weekend to enjoy a range of other activities, including visiting their family, motorcycling, dancing, drinking, football, shopping, ice-skating, going to the cinema, martial arts and fundraising.

C Stephen Foster, assistant principal at Hemsworth Arts and Community College, said: “The issues seem to be that the villages are not well served by public transport and do not have facilities in them. There is often the notion that people will always travel to the facilities they want but sometimes there are practical difficulties.”

D Stephen Crofts, Wakefield Council’s service manager for youth activity and support services, said: “We welcome this survey and this will help us plan our youth activity and support services. Our aim is to increase the numbers of young people who get involved and participate in positive activities. Getting involved in activities is an important way young people can be prevented from being drawn into problem behaviour.”

E “Young people have told us that they want interesting and exciting activities at times that suit them most. For this reason the council is working partner organisations and youth groups to increase what’s on offer for young people on Friday evening and across the weekend.”

Adjusted to (1)

in the patch – v této oblasti

fundraising – získávání financí na charitu

notion – představa, dojem

1) Read the article and match each of the headings to a paragraph.

1 This survey might help prevent criminality

2 Problems of village youngsters

3 Teenagers want a better offer of leisure activities on Friday evening

4 Teenagers completed a survey

5 Ideas on spending free time

2) Read the article and answer the questions.

1 What did the research try to find out?

2 Why was it carried out?

3 How do youngsters spend their leisure time?

4 What does the local Council’s service manager think about the survey?

5 What do the youngsters want?

3) Explain the following words and phrases.

1 hanging about with friends

2 martial arts

3 served by public transport

4 participate in positive activities

5 be prevented from being drawn into problem behaviour

4) Answer the following questions.

Why are free time activities important for children? Why should a family spend some free time together? How can parents control their children’s free time? Why do children spend more time at home instead of being outside? What are examples of active and passive free time activities?

Video:

https://goo.gl/yTygn3

https://goo.gl/OgbbNE

https://goo.gl/Jl5J2T

Tips, sources of information:

http://goo.gl/lxV3XC

http://goo.gl/ifM9zd

Source:

(1)

Teens tell survey how they spend their free time. Hemsworth and South Elmsall Express [online]. 2009 [cit. 2015-09-20]. Available at: http://www.hemsworthandsouthelmsallexpress.co.uk/ news/local-news/teens-tell-survey-how-they-spend-their-free-time-1-1863691

U.S. Teens Working Hard at Loafing Around

U.S. Teens Working Hard at Loafing Around

A While adolescents today work less and have more leisure time than previous generations, how do they invest these valuable hours? How are today’s adolescents spending their time? Well, they probably aren’t working.

B A recently published study suggests that not only are U.S. adolescents (aged 15-17) spending fewer hours per day in paid employment (and getting paid less in real terms than their 1977 counterparts), they also invest less time in schoolwork, housework or engaging in organizational activities like clubs and youth groups. This research in the journal Youth and Society seems to contradict the prevailing notion that today’s teens are stressed and overloaded with schoolwork, organized sports, hobbies, standardized test preparation and extracurricular activities in an effort to compile a sterling résumé that will impress college admissions offices. Adolescents, it seems, may have more free time than previously thought.

C This new data comes from a study by the University of Utah’s Cathleen D. Zick, who compared time diaries and time-use surveys from 1977-1978 and 2003-2005 to examine, in six broad categories, where adolescents invest their time. These categories include personal care, housework, paid work, schoolwork, organizational activities and leisure. Her findings suggests that, although the median income of two-parent, two-child families has “substantially” fallen from 1977-1978, and while teens’ average real wage is approximately $2 per hour lower, leisure time for today’s youth has risen considerably while paid work time has tailed off.

D While the decline in paid work time is likely welcomed by adolescents, if that extra time is spent only in leisure activities — especially “passive” leisure activities like watching TV or movies, socializing or talking on the phone — it simply becomes a waste of time. Although the study doesn’t draw conclusions, it doesn’t seem too far a stretch to link the rise of adolescent leisure time with the growing epidemic of teen obesity.

E Zick’s research notes that while leisure time for adolescents increased compared to their counterparts in 1977, time spent on housework, schoolwork and attending organizational activities decreased. In 2003-2005 boys, on average, spent more than an hour less each day in paid work and 15 minutes less on housework and schoolwork — while leisure time increased by more than an hour and a half. Two-thirds of this leisure time is spent engaging in passive activities (which — the Wii aside — doesn’t include physical activities such as sports).

Adjusted to (1)

median – střední hodnota

tail off – snížit, zmenšit

1) Read the article and match each of the headings to a paragraph.

1 Teenagers are passive and obese

2 Leisure time increased, activities and work decreased

3 Zick’s study

4 US teenagers today don’t work much

5 Adolescents have more free time than supposed

2) Read the article and answer the questions.

1 What is the main difference between US generations of 1977-1978 and 2003-2005?

2 How does younger generation spend their free time?

3 How did the older generation spend their free time?

4 What does the article say about obesity and adolescents? What is the reason for that?

5 How much time does younger generation spend on active and passive activities?

3) Explain the following words and phrases.

1 previous generations

2 paid employment

3 extracurricular activities

4 teen obesity

5 attending organizational activities decreased

4) Answer the following questions.

What are benefits of adolescent employment? What are risks of adolescent employment? Why is adolescent work important? What are typical examples of adolescent jobs? How do teenagers spend their free time? Why it is necessary to spend leisure time actively?

Video:

https://goo.gl/W73KTi

https://goo.gl/8XMi54

https://goo.gl/gVugRr

Tips, sources of information:

https://goo.gl/a0WROV

http://goo.gl/uHkaLP

http://goo.gl/0Lzu4a

Source:

(1)

HAYDEN, Erik. U.S. Teens Working Hard at Loafing Around. Pacific Standard [online]. 2009 [cit. 2015-09-20]. Available at: http://www.psmag.com/books-and-culture/u-s-teens-working-hard-at-loafing-around-3424