
- •Contents
- •About myself & my future career
- •1. Answer the questions in writing.
- •2. Use your answers and make up a topic about yourself.
- •Vocabulary
- •Vocabulary work
- •Registration form
- •2. Copy out and fill in your own registration form for your University classes of English:
- •Registration form
- •About myself
- •Vocabulary
- •3. Give the English equivalents to the following.
- •4. Read the following statements and say whether they are true or false.
- •5. Ask 15 questions to the text and be ready to answer your groupmates’ questions.
- •6. Fill in suitable words:
- •7. Work with a partner. Ask him/her the following questions:
- •8. Give the English equivalents to the following:
- •9. Read the classroom vocabulary. Try to guess and/or look up the meaning of these phrases. Memorize them.
- •10. Make up a dialogue with a partner and use as many classroom expressions as possible.
- •Verb to be
- •1B. Write the full form (she is / we are not etc.).
- •3. Write full sentences. Use am/is/are each time.
- •4. Write positive or negative sentences. Use am / am not / is / isn't / are / aren't.
- •Jobs & hobbies
- •1. Look at the names of the professions. Pair up. Try to guess from the mime of your partner what the job is:
- •Choosing a Career
- •Vocabulary
- •Is from Volgograd
- •Is good at mathematics and foreign languages
- •Interested in psychology and sociology
- •6. A. Speak about your friend using the following plan:
- •7. Speak on the topic (first word in the passage) and use the introduced vocabulary.
- •8. Read the dialogues. What do the people who talk to each other do?
- •9. Answer the questions.
- •Present Simple
- •Exercises:
- •1A. Rewrite each sentence as a positive or negative sentence, or a question, according to the instructions.
- •Think of your working day. How do you spend it? When and how long do you do your homework? How do you study English? What helps you here?
- •Imagine you already work. Where do you work? What is your position? What do you do? How much money do you get for it? Present Simple: short answers form
- •4. Write the short answers:
- •1. Read and remember English letters, sounds and phonemic symbols.
- •2. Spell your names in English, using the alphabet. Pronounce each letter.
- •3. Look up the pronunciation of the words society, people, hierarchy in a dictionary. Как работать со словарем
- •3. Translate the sentences into Russian using a dictionary:
- •5. Translate the proverbs into Russian:
- •6. Put the words in the dictionary (I.E. Alphabetic) order:
- •7. Define the initial form of these words:
- •8. Translate the following collocations:
- •1. Write the correct pronouns for these sentences.
- •2. Write the correct reflexive pronouns for these sentences.
- •3. Write the correct possessive adjectives for these sentences.
- •4. Write the correct possessive adjective or pronoun for these sentences.
- •Vocabulary
- •1. Fill in suitable words:
- •2. Give English equivalents to the following words and collocations:
- •3. Finish the sentences:
- •2. Interrogative sentences
- •4.Exclamatory sentences
- •Interrogative sentences (am/is/are)
- •1. Write questions from these words. Use am/is/are:
- •2. Write questions with What/Who/How/Where/Why . . . ? Use am/is/are:
- •3. Ask the questions (Read the answers to the questions first):
- •4. Write positive or negative short answers (Yes, I am / No, he isn't etc.).
- •5. Make four different types of questions questions from these statements:
- •6. Rewrite these sentences without using to or for.
- •7. Rewrite these sentences in the correct order.
- •Samara state university
- •Vocabulary
- •Say if these statements are right or wrong:
- •2. Answer the questions:
- •More about Samara State University
- •1. Say if these statements are true or false:
- •2. Fill in suitable words:
- •3. Discussion
- •1. Rewrite each sentence as a positive or negative sentence, or a question, according to the instructions.
- •2. In your notebook, write these sentences putting the verbs into the correct tense (Present Simple/Present Continuous):
- •Vocabulary
- •1. Give English equivalents to the following words and collocations:
- •2. Finish the sentences:
- •3. Translate the text into Russian.
- •4. Use each of the following word combinations in sentences of your own:
- •5. Retell the text.
- •6. Top Sixteen Reasons for Studying a Foreign Language: give your reasons for studying languages and fill in the gaps.
- •1. Fill in the indefinite article: a or an.
- •2. Enumerate the nouns that need an indefinite article. Which nouns from the list need no article at all? Family Relations:
- •3. Fill in the indefinite article: a or an.
- •4. What are these things? Choose from the list.
- •5. Write sentences from the brackets (). Write a or an where necessary.
- •The Indefinite Article a and the Definite Article The
- •6. Write a, the, or no article to complete these sentences.
- •7. Write the names of the places below in two columns, those with the and those without the:
- •8. Insert the articles where necessary:
- •Great britain (The United Kingdom of Great Britain and Northern Ireland)
- •Vocabulary
- •1. Answer the following questions:
- •2. Say if these statements are right or wrong:
- •3. Finish these sentences:
- •4. Speak on:
- •5. Use each of the following word combinations in sentences of your own:
- •6. Retell the text.
- •Irregular Plurals:
- •1. Write the plural:
- •3. Paraphrase the following using the possessive case:
- •5. Some of these sentences are right and some are wrong. Correct the sentences that are wrong. Write 'okay' if the sentence is right.
- •6. Which is right? Complete the sentences:
- •7. Write the words in the plural and in the correct column.
- •8. Complete the sentences using the words from the box in the plural form.
- •9. Some of these sentences are right but most are wrong. Correct the sentences that are wrong.
- •10. Complete the words using the vowels in the box below.
- •Customs and traditions
- •Englishmen and their Habits
- •Vocabulary
- •1. A. Read the dialogue.
- •2. Answer the following questions.
- •3. Find in the text the English for the following and use them in sentences of your own.
- •4. Give the three forms of the following verbs:
- •5. Study the following and add as many names of the countries, nations and languages to the list as you can. Consult a dictionary.
- •6. Study the following combinations and use 3-5 of them in one situation.
- •7. Insert prepositions or adverbs. Retell the text.
- •8. Fill in the blanks with a suitable word from your active vocabulary. Translate the sentences into Russian.
- •9. Make up a dialogue to illustrate the difference between custom and habit. Study the example.
- •10. Speak On:
- •11. Illustrate the proverbs with examples from your life experience.
- •1. Write these sentences in the past simple, keeping them as questions or negatives.
- •2. Change the verbs into the past simple, keeping them as positives, negatives, or questions.
- •3. Use the verbs above to complete these sentences.
- •4. Write the past simple positive of these irregular verbs.
- •5. In your notebook, write these sentences putting the verbs into the past simple. Remember that the infinitive is used for questions and negatives.
- •The united states of america
- •Vocabulary
- •1. Answer the following questions:
- •2. Say if these statements are true or false:
- •Asking General and Special Questions
- •1. Make questions from these statements.
- •2. In your notebook, make ten questions from the box below, and give the answers.
- •3. Write the questions.
- •What is sociology?
- •Sociology
- •1. Look through the text and answer the following questions:
- •2. Complete the sentences below using words from the following list:
- •3. Use each of the following word combinations in sentences of your own:
- •4. Read and translate the following text. Some more facts about Sociology
- •1. Answer the following questions:
- •What is Sociological Theory? Origins of Sociology.
- •1. Answer the following questions:
- •2. Match the words and phrases on the left with their definitions on the right and translate them.
- •1.Rewrite these sentences as questions or negatives, according to the instruction given.
- •2. Complete these sentences using can or could. If two answers arc possible, write them both.
- •3. Rewrite these sentences using may or might. Where two answers are possible, write them both:
- •4. Complete the telephone conversation using may {not) or might {not). Where two answers are possible, write them both.
- •5. Write the sentences, choosing one of the modals:
- •6. Complete the sentences with can, could, may, might, should or must in the positive or negative:
- •Vocabulary
- •1. Brain Teaser
- •2. Fill in suitable words:
- •3. Choose the most suitable word or phrase to complete the sentence below:
- •4. Read and translate the text. Learn the words and collocations in bold type. Family as a Social Phenomenon
- •5. Answer the questions:
- •6. Find in the text equivalents to the following words and word combinations.
- •7. Work with a partner. Ask him/her the following questions and make a note of his/her answers.
- •10. Say it in another way:
- •11. Use each of the following word combinations in sentences of your own:
- •12. Answer the following questions:
- •13. Translate the text into Russian:
- •1. Write these sentences, putting the verbs into the future simple.
- •2. Write the correct form of going to or will to complete the dialogue:
- •3. Complete these sentences with the correct tense (will or going to):
- •Methods and techniques of sociological research
- •Vocabulary
- •1. Answer the questions:
- •2. Fill in suitable words:
- •Find English equivalents in the text:
- •Which of the given words mean:
- •Read about the Department of Sociology at the Chicago University. Compare it with your own Sociology Department. Translate the text. The University of Chicago. The Department of Sociology
- •1.Write the sentences below using direct speech. Write each sentence twice, putting she said, he said, etc. Before and after the statement.
- •Indirect speech
- •2.Write these sentences in indirect speech, using the words given. Remember to change the pronouns where necessary.
- •3.Write these sentences in indirect speech, using the words given. Change the pronouns where necessary.
- •National stereotypes
- •Brazilians voted best tourists, germans worst
- •If your nationality is not mentioned In the four categories in the survey, do you think it should be?
- •Education The Clichés for Rendering a Newspaper Article
- •1. Summarize the text below, using the clichés.
- •Universities may be told to favour bad schools
- •Vocabulary
- •2. Answer the questions:
- •3. Split up into four equal-sized groups (groups of two, groups of three or four), but work on your own. Read the text with these tasks in mind:
- •4. Read and summarize the text. Education
- •5. Summarize the text in 3 paragraphs using the given clichés. Education in Russia
- •1. Rewrite these sentences in the passive:
- •2. Complete these sentences in the passive using is, are, was or were and a word from the list.
- •3. Rewrite these sentences, putting the verbs in the passive:
- •Communication in crosscultural professional interaction
- •1. When speaking about different nations we use stereotyped definitions. Do you agree with the definitions given below? What definitions could you add? How could you define your nationality?
- •2. Have you personally noticed any differences in the way business people behave themselves in other countries? What nationalities do you tend to associate with the following characteristics?
- •3. Read the descriptions of some different social and business customs. Can you identify which nationality group they refer to? Match each description with one of these nationalities:
- •4. Read and translate the text. Boardroom Culture Clash
- •5. Find English equivalents in the text:
- •7. Comprehension check:
- •8. Vocabulary work
- •1. Write these sentences, putting the verbs in brackets into the present simple or the future simple.
- •2. The Sales Manager of the company is always very optimistic and expresses the conditions below as if they were all real possibilities. Follow this example.
- •3. The Finance Manager of the company is on the contrary a very cautious person and expresses the conditions with some doubt. Now follow this example.
- •4. Two managers are discussing whether or not to invest in more capital equipment. One is in favour of the idea, the other is against. Study their reasons and produce their arguments.
- •5. The Sales Manager of a company producing motor cars is writing a report to the Managing Director explaining the reasons why the first half of the year has been unhappy.
- •6. Group Discussion
- •Socio-Cultural Stereotypes
- •How to handle them
- •The Americans
- •7. Group Discussion
- •Negotiating Style
- •1. Strategies:
- •2. Attention to different stages of negotiating:
- •3. Direct vs indirect fact presentation:
- •8. Discuss negotiating styles of different nations in Chart 1, 2, 3. Where could you place your country? Personal Relationship
- •9. Group Discussion
- •What Can Help You to Overcome Problems of Separation in Crosscultural Interaction
- •10. Discuss:
- •Employment
- •1. Job Interview
- •Imagine you are the boss and are interviewing a candidate. Decide what characteristics you would like your employee to possess and those you would not.
- •3. Role play: Work in pairs or small groups. Practice asking and answering different interview questions in one-on-one / panel interviews.
- •4. Task: Imagine that a friend of yours is about to attend an interview. Note down at least ten pieces of advice that you would give to them.
- •5. Saying 'no'
- •Your language english
- •6. Saying 'yes'
- •6. Is next Thursday suitable for our next meeting? a. Yes, I think so.
- •Active listening
- •7. Curriculum Vitae (gb) / Resume (usa)
- •1. Write these sentences, putting the verbs in brackets into the correct tense.
- •2. Circle the correct answer to the questions below:
- •Management styles
- •1. The same or different?
- •2. Discuss
- •She is the Boss
- •1. Read and translate the text.
- •2. Find English equivalents in the text:
- •3. Match the words and phrases on the left with their definitions on the right and translate them:
- •4. Comprehension check
- •5. Vocabulary work
- •6. Discuss
- •8. Discuss
- •Economic issues. An uncertain future
- •1. Compare your views with your groupmates and those expressed in the article, The Death of Economics. Read and translate it. The Death of Economics
- •2. Find English equivalents in the text:
- •3. Match the words and phrases on the left with their definitions on the right
- •4. Comprehension Check
- •Vocabulary work
- •5. Discuss
- •6. Role Play
- •Social responsibility of business
- •Vocabulary
- •1. Read and translate the text.
- •2. Find English equivalents in the text:
- •3. Find words or phrases in the text which mean the same as the following:
- •4. Comprehension check
- •5. Vocabulary work
- •Verbs nouns
- •Is Big Business Antagonistic to Nature? (Environmental Ethics)
- •1. Read and translate the text.
- •2. Look back at the text. Find the words and expressions which mean:
- •4. Comprehension check
- •Vocabulary work
- •Business Word-Combinations
- •5. Discuss:
- •International Business and Professional Ethics
- •Culture and society
- •Cultural Relativism
- •Social structure Social Structure is All Around You
- •Experiment: Adopting Statuses in a Simulated Prison
- •Population
- •Before reading the text, can you tell why are sociologists interested in demographic data?
- •Look up the following words in the dictionary to make sure the meaning is clear to you and you know how to pronounce them correctly:
Population
Pre-reading Task:
Before reading the text, can you tell why are sociologists interested in demographic data?
Look up the following words in the dictionary to make sure the meaning is clear to you and you know how to pronounce them correctly:
demographic, data, sociologist, migration, increase/to increase, adequacy, environmental, census, potential, reproduction, structure, ethnicity.
Population data help us to understand social life. Sociologists arc interested in relaling these data to age, income, education, race, and other factors. Sociologists are particularly interested in the numbers of births, deaths, and migrations. Changes in these figures both reflect and cause changes in social institutions. Population data also are relevant when we assess the adequacy of a society's environmental resources and the impact of population numbers on an ecological setting. Although survey data are useful for establishing public opinion and attitudes, the conclusions of these surveys become more meaningful when placed in the context of changes in the demographic structure of a society.
Demography is the study of how births, deaths, and migration affect the composition, size, and distribution of populations. Demography has two aspects: 1) it is used in a broad way to describe social structure and 2) it is used in a more micro way to understand individuals and their actions. That is, demography has both structural and action perspectives.
How do sociologists study populations?
Demographic analysis requires accurate and detailed information from a variety of sources so that population distributions can be assessed and future trends can be projected. The most important source of demographic data is the national census, which counts the total number of people as well as the numbers of people in various regions. Many nations conduct elaborate censuses periodically, but a full census is not always practical. Many less developed nations have no established census programs. In such situations, demographers use surveys and ethnographic methods to arrive at indications of population patterns. Censuses often are the subject of political controversy because they may have implications for the distributions of power.
The U.S. Census may not be entirely accurate. For example, about seven million people were overlooked in the 1980 census. Immigrants, particularly illegal aliens, arc undercounted. Undercounts also are prevalent in poor neighborhoods. Overall the poor, the young, aliens, males, and minorities are more difficult to count than other people: these categories represent the more mobile groups in our society. Other problems with the census include the wording of questions, the opinion that the census violates privacy rights, and reservations regarding the confidentiality of the data.
The Census Bureau is interested primarily in the number of births, deaths, and migrations. The crude birthrate is the number of births per 1,000 people per year. This rate has varied dramatically over the last 50 years.
Sociologists also distinguish between fecundity and the fertility rate. The former reflects the biological potential for reproduction; the latter reflects the number of actual births per 1,000 women between the ages of 15 and 44. Birth and fertility rates in the United Slates have been declining steadily for many years. The rate of decline varies according to socioeconomic status. Since 1972 the U.S. birthrate has been below its replacement level of 2.1 children per woman of childbearing age. In addition, family size was decreased because of the high cost of bearing and rearing children, women's increased participation in the labor force, and the tendency for career-minded women to marry later and to postpone starting families. Several factors influence a nation's birthrate: 1) the desire for children, 2) the number of fertile women m the population, 3) the marriage rate and age at marriage, and 4) the availability of effective contraceptives.
The crude death rate is the number of deaths per 1,000 people during a given year. This rate varies considerably by age and ethnicity. The infant mortality rate is the number of deaths among infants under one year of age per 1,000 live births in a given year. Although the infant morality rate of 10.8 in 1984 is the lowest ever recorded in this country, it is still higher than in several other developed countries. Life expectancy is the average number of years of life remaining for an individual of a given age, life span is the maximum number of years a human being can live. Life expectancy has increased dramatically in the last century; life span has not. Changes in mortality have had the strongest impact on the demographic history of the human population.
The migration rate is the difference between the number of people who leave a place and those who arrive each year, per 1,000 people. Emigration is migration from one's native land; immigration is migration to a new country. Internal migration-movement within a country-is also an important demographic phenomenon. People migrate for a variety of reasons including disasters, political and religions persecution, and the desire for adventure. The United States has only five percent of the world's population but takes in about 50 percent of the world's immigrants.
About 17 percent of the U.S. population moves every year: more than six percent move to a new state or country. Those who move still tend to move west. The climate, the availability of space, and other resources have attracted businesses and people who want to live in an area with more amenities. This shift in regional population distribution has caused a shift in regional political power.
Many cities are losing population to adjacent suburbs, which are the fastest-growing places of residence. In addition, black Americans increasingly have become urban dwellers. During the 1970’s, Americans frequently responded to the problems of urban density by moving to smaller towns and rural areas. This growth in small towns and rural areas marked a major turning point in the regional development of the United States.
The impact of the population dynamics outlined above can be summarized in the population pyramid. This pyramid graphically portrays the age distribution of a society and usually the sex distribution as well. Population pyramids for different points in time show the changes in the age structure in a society. Clearly, population distributions reflect structural forces at work.
3. How has world population growth changed? What have been some of the consequences of these changes?
Several hundred thousand years were needed for the world's population to reach one billion. The second billion, however, was reached by 1930, the third by 1960. the fourth by 1975, and the fifth by 1987. Population experts predict a 6.2 billion world population by the year 2000. Even -so, the world's population is growing more slowly now than in the 1960s and 1970s.
The density of a populalion is the number of people who live in a given area; population density differs dramatically among the 50 states. Density can have dramatic effects on people's subjective experiences of life.
In 1798, Thomas Malthus suggested that no population can continue to grow indefinitely because population increases geometrically, while food supplies increase only arithmetically. Hence while population doubles, the food supply increases by only one unit. Malthus believed that people simply would run out of food and that the only solution was to marry late and to have fewer children. The evidence, however, has not supported his thesis. Malthus failed to anticipate the full possibilities of the Industrial Revolution and did not foresee the technological revolution in agriculture. Marx saw the situation differently: whereas Malthus placed the blame for overpopulation and poverty on the individual members of society, Marx saw the issue in terms of underproduction. The unequal distribution of social weatlh under capilalism made it seem that a "natural" limit on population was necessary. Marx suggested socialism as a solution to the problem of overpopulation.
Sociologists describe three stages in the development of the population structure: all three reflect the demographic transition. Both the birthrate and the death rate are high and stable in Stage One. Stage Two is a transitional stage, with a continued high birthrate but a declining death rate. This stage has the potential for a high rate of population growth. In Stage Three both the birthrate and the death rate are low and are in balance again. The significant increase in the chances for infant survival allows people to have fewer children. The demographic transition rejects past events in industrialized nations, it also is an indication of what might happen elsewhere.
As death rates in developing countries decline, the population should grow significantly because fertility rates remain high. In many countries, however, the falling death rate is not accompanied by a shift to an industrial economy. Hence such countries will continue to experience a need for many children. In short, the demographic transition that occurred in the industrialized countries of the West does not apply directly to many currently developing nations. People in these societies have not yet bad the time to adjust the religious and cultural values that shape the birthrate.
The world is dividing sharply into regions where the population is growing slowly (I percent) and where it is growing rapidly (2.2 percent or more). These growth rates have an enormous long-term impact on population because population growth is exponential. That is, the increase is based not on the original figure but on the doubling and redoubling of the population within a given amount of time.
Population growth has significant implications for the food supply and for living standards. Nearly half of the world's population is undernourishcd to the point of low vitality and high vulnerability to disease; millions are near starvation. Although the world produces more than enough food to feed its population, half goes to feed animals, much is left to rot or to be eaten by pests, and much is wasted or consumed in excess. Significant advances have been made in food production, but this new agriculture imposes costs as well. For example, it requires extensive use of fertilizers, which often are made from oil. The most realistic goal for the future is to reduce population growth and to aid developing nations in becoming more self-reliant.
Living standards are bleak in most developing countries. The unemployment rate is very high, cities become large ghettos, and sanitation problems develop. As a result, education and health care are virtually nonexistent. The destruction of the environment has been an additional misfortune for developing countries.
There arc conflicting perspectives regarding the direction of the world's population trends. One appraisal is pessimistic, suggesting that a continuation of current economic trends will result in declining living standards for nearly half of the world's people, primarily in Third World nations. According to this perspective, rapidly growing populations that place pressure on limited resources are bringing the world to the edge of an environmental crisis, thereby impairing the global economy. The optimistic view suggests that improved technology has increased both the quantity and the quality of life and will continue to do so.
Changes in the world population growth rate have implications for women's status. The status of women remains low In most traditional societies; whatever status women possess derives primarily from marriage and mothering. Reducing the birthrates in such societies clearly involves a dramatic change in women's roles; people will not change their patterns of childbearing until they have reasons to do so. Such reasons might include a reduction in infant mortality, the expansion of basic education, and participation in the labor force. The status of women also has been influenced significantly by the availability of contraceptives, although they arc still not available for the majority of the world's population.
1 nitty-gritty - практически важный; будничный, но жизненно необходимый
2 the end justifies the means: it doesn’t matter what methods you use: success is the only important thing.
3 lateral thinking: thinking a creative way, making unusual connection.