- •390 1 English for Psychologists and Sociologists
- •Strain and Conflict
- •392 I English for Psychologists and Sociologists
- •394 I EnQlish for Psychologists and Sociologists
- •Unit VIII
- •Kinds of Groups
- •II. Answer the following questions:
- •396 I English for Psychologists and Sociologists
- •XIII. Translate the following sentences into Russian:
- •XIV. Read and translate the text:
- •XV. Answer the following questions:
- •402 I English for Psychologists and Sociologists
- •XVI. Contradict the following statements. Start your sentence with: «Quite on the contrary...»
- •XVII. Ask your friend:
- •Give examples of primary and secondary groups.
- •Characterize in brief:
- •404 I English for Psychologists and Sociologists
- •Networks
- •406 | English for Psychologists and Sociologists
- •V. Answer the following questions:
- •Unit IX
- •Group Dynamics
- •III. Answer the following questions:
- •4'* I English for Psychologists and Sociologists
- •VIII. Read the text again and note the difference between ingroups and outgroups.
- •IX. Prepare a report «Group Dynamics and Society». Unitx
- •I. Read and translate the text:
- •Deviance
- •4/6 | English for Psychologists and Sociologists
- •418 I English for Psychologists and Sociologists
- •VII. Speak on:
- •VIII. Translate the text in writing:
- •2. People become deviant as others define them that way.
- •420 I English for Psychologists and Sociologists
- •Unit XI
- •422 I English for Psychologists and Sociologists
- •II. Answer the following questions:
- •424 I English for Psychologists and Sociologists
- •XII. Answer the following questions:
- •428 I English for Psychologists and Sociologists
- •Unit XII
- •IV. Answer the following questions:
- •Fourth Dimension
- •434 I English for Psychologists and Sociologists
- •The Golden Mean
- •436 I English for Psychologists and Sociologists
- •VI. Answer the following questions:
- •440 I English for Psychologists and Sociologists
- •VIII. Answer the following questions:
- •442 I English for Psychologists and Sociologists
- •444 I English for Psychologists and Sociologists
- •Make up disjunctive questions:
- •445 I English for Psychologists and Sociologists
- •V. What problems are similar for both countries?
- •44Д I English for Psychologists and Sociologists
- •Mass society
- •450 | English for Psychologists and Sociologists
- •7Exrs for written translation I 453
- •III. Translate the text in writing.
- •454 1 English for Psychologists and Sociologists
- •455 1 English for Psychologists and Sociologists
- •460 I English for Psychologists and Sociologists
- •1. Spencer and His Time
- •VII. Translate the text in writing:
- •466 | English for Psychologists and Sociologists
- •VIII. Translate the text in writing:
- •468 | English for Psychologists and Sociologists
- •470 1 English for Psychologists and Sociologists
- •47Г | English for Psychologists and Sociologists
- •P resent simple
- •II. Complete the following sentences:
- •Past simple
- •478 I Enalish for Psychologists and Sociologists
- •Present perfect
- •480 1 English for Psychologists and Sociologists
- •482 I English for Psychologists and Sociologists
- •II. Analyze and translate the sentences with participles:
- •484 I English for Psychologists and Sociologists
- •486 | English for Psychologists and Sociologists
- •488 I English for Psychologists and Sociologists
- •490 I English for Psychologists and Sociologists
- •494 I English for Psychologists and Sociologists
- •XIII. Read and translate the sentences with complex subject:
- •495 I English for Psychologists and Sociologists
- •XIV. Translate the following conditional sentences:
- •XV. Translate the following conditional sentences:
- •498 | English for Psychologists and Sociologists
- •XVI. Read, analyze and translate:
- •XVII. Read and translate the following sentences:
- •Vocabulary 500 I English for Psychologists and Sociologists
- •Vocabulary I 5o3
- •504 I English for Psychologists and Sociologists
- •Vocabulary I s°5
- •Vocabulary I s07
- •Vocabulary 1 509
XV. Answer the following questions:
What groups do sociologists distinguish?
Who was the first to speak on the importance of such distinction?
What group is called primary?
4. What is the most important primary group for a child? |5. What groups influence the child's social development?
. How are secondary groups organized? . Give examples of such groups.
402 I English for Psychologists and Sociologists
What group plays an important part in the formation of personality?
What does the child receive within the circle of his family and his playmates?
10.What else does he learn there?
XVI. Contradict the following statements. Start your sentence with: «Quite on the contrary...»
Primary groups are organized according to special interests of one kind or another.
For a young child the school group constitutes the most important group.
Secondary groups depend on face to face association.
Secondary groups are more characterized with intimate co-operation than primary groups.
It is the secondary group that plays the main part in the early formation of personality.
Within the secondary group the child receives the direct training as a member of society.
XVII. Ask your friend:
who drew a distinction between social groups;
what he understands by a primary group;
what group the family presents;
why the primary groups are of major importance in our lives;
what the strength of primary relationships gives
individuals;
— what a secondary group is characterized by;
— what ties individuals share within the secondary
group;
— what groups are less significant — primary or
secondary;
— in what respect group social exchange is more important.
Sociology. Unit VIII I 4°3
XVIII. Find in the text the facts to prove that:
The family constitutes the most important primary group for a child.
Membership in a primary group is an important feature of a child's life.
Membership in a secondary group is an important feature of an adult life.
XIX. Divide the text into logical parts and give a heading to each part.
XX. Find a leading sentence in each paragraph of the text.
XXI. Comment on the table:
Primary Groups and Secondary Groups
|
Primary group |
Secondary group |
Quality of relationships |
Personal orientation |
Goal orientation |
Duration of relationships |
Usually long-term |
Variable; often short-term |
Breadth of relationships |
Broad; usually involving many activities |
Narrow; usually involving few activities |
Subjective perception of relationships |
As an end in itself |
As a means to an end |
Typical example |
Families; close friendships |
Co-workers; political organizations |