- •1.1 Lead-in
- •1.2 Language input
- •1.2.2 Match the English word combinations in the left-hand column with the Russian equivalents in the right-hand column:
- •1.3 Background information Politology and Political Science
- •1.4 Comprehension
- •1.4.1 Give extensive answers to the questions. Use the following expressions to present your answers:
- •1.4.2 Scan the text to determine whether these statements are true (t) or false (f). With a partner, discuss why.
- •1.4.3 Write a paragraph on:
- •1.5 Practice
- •1.5.3 Read the text, ignoring the missing parts.
- •1.5.4 Look at the missing parts a-g and fit them in the gaps. There is one extra you don't need.
- •1.5.5 Scan the above texts and find the English equivalents for the following.
- •1.5.6 Do it in English:
- •1.5.8 Comment on the presentation given by your colleague. Make use of the points and helpful phrases given in Appendix 2.
- •1.6 Dialogue
- •Can the study of politics be scientific?
- •Politics as public affairs
- •History and development of political science
- •Indian Sub-Continent
- •1.7 Role play Studying politics
- •1.8 Grammar back up practice with nouns & their determiners Practice with Nouns
- •What kind of noun is it? Is it a countable or uncountable noun?
- •Is the form of a noun correct?
- •Practice with Articles, Demonstratives and other Determiners
- •When and where do we use determiners?
- •If the underlined word or words are used incorrectly, make correction.
- •2. Should the definite article “the” be used?
- •3. Which article should be used?
- •4. Are the demonstratives (“this”, ”that”, ”these”, ”those”) used correctly?
- •2.1 Lead-in
- •2.2 Language input
- •2.2.1 Consult a dictionary and practise the pronunciation of the following words and word combinations, quote the sentences in which they are used in the text or submit the examples of your own:
- •2.2.2 Match the English word combinations in the left-hand column with the Russian equivalents in the right-hand column:
- •2.3 Background information Sociology and Social Science
- •2.4 Comprehension
- •2.4.1 Give extensive answers to the questions. Use the following expressions to present your answers:
- •2.4.2 Scan the text to determine whether these statements are true (t) or false (f). With a partner, discuss why.
- •2.4.3 Write a paragraph on:
- •2.5 Practice
- •2.5.3 Read the text, ignoring the missing parts.
- •2.5.4 Look at the missing parts a-g and fit them in the gaps. There is one extra you don't need.
- •2.5.5 Scan the three texts and find the English equivalents for the following.
- •2.5.6 Do it in English:
- •2.5.7 Use the plan and helpful phrases given in Appendix 1 to profile the subject of sociology, methods and techniques. Surf the Internet, find extra information and base your presentation on it.
- •2.5.8 Comment on the presentation given by your colleague. Make use of the points and helpful phrases given in Appendix 2.
- •2.6 Dialogue
- •What is scientific method?
- •Areas of sociology
- •British society
- •2.7 Role play Social groups
- •2.8 Grammar back up practice with verbs (I) Practice with the Present Simple and the Present Continuous
- •1. What does the Present Simple denote?
- •2. What does the Present Continuous denote?
- •Practice with the Past Simple and the Past Continuous
- •1. Is the past simple used correctly?
- •2. Is the past continuous used correctly?
- •3.1 Lead-in
- •3.2 Language input
- •Developing vocabulary
- •3.2.1 Consult a dictionary and practise the pronunciation of the following words and word combinations, quote the sentences in which they are used in the text or submit the examples of your own.
- •3.2.2 Match the English word combinations in the left-hand column with the Russian equivalents in the right-hand column.
- •3.3 Background information Political Power and Governance Systems
- •3.4 Comprehension
- •3.4.1 Give extensive answers to the questions. Use the following expressions to present your answers.
- •3.4.2 Scan the text to determine whether these statements are true (t) or false (f). With a partner, discuss why.
- •3.4.3 Write a paragraph on:
- •3.5 Practice
- •Economic Power versus Political Power
- •3.5.3 Read the text, ignoring the missing parts.
- •Figure 1: Characteristics of good governance
- •3.5.4 Look at the missing parts a-g and fit them in the gaps.
- •3.5.5 Scan the above texts and find the English equivalents for the following.
- •3.5.6 Do it in English:
- •3.5.8 Comment on the presentation given by your colleague. Make use of the points and helpful phrases given in Appendix 2.
- •3.6 Dialogue
- •What is social order?
- •Government Creates Social Order?
- •The British Class System
- •3.7 Role play Political System, State and Government
- •3.8 Grammar back up practice with verbs (II) Practice with the Present Perfect
- •1. What kind of action does the Present Perfect form denote?
- •2. Do we use any particular words to modify the Present Perfect?
- •3. What words help us denote the period of action under consideration?
- •4. Should we use the Present Perfect or the Past Simple?
- •Complete the sentences using the Present Perfect of the verbs in brackets.
- •Give a short summary of what each of the speakers has said.
- •Practice with the Present Perfect Continuous
- •5. Should the Present Perfect or the Present Perfect Continuous be used?
- •Practice with the Past Perfect
- •1. What kind of action does the Past Perfect denote?
- •2. Are any words used to underline the meaning of the Past Perfect?
- •Practice with the Past Perfect Continuous
- •1. What kind of action does the Past Perfect Continuous denote?
- •2. Which tense is usually used with the verbs not admitting of the continuous form?
- •3. Which tense do we usually use with non-terminative verbs?
- •Practice with adjectives
- •1. What is the place of an adjective in English?
- •2. What is the order of adjectives when we use two or more adjectives together?
- •Practice with Comparatives and Superlatives
- •1. Is the comparative or superlative form correct?
- •2. Is the comparative or superlative used correctly?
- •3. Is the parallel comparison used correctly?
- •4.1 Lead-in
- •4.2 Language input
- •Developing vocabulary
- •4.2.1 Consult a dictionary and practise the pronunciation of the following words and word combinations, quote the sentences in which they are used in the text or submit the examples of your own:
- •4.2.2 Match the English word combinations in the left-hand column with the Russian equivalents in the right-hand column:
- •4.3 Background information Social Structure and Social System
- •4.4 Comprehension
- •4.4.1 Give extensive answers to the questions. Use the following expressions to present your answers:
- •4.4.2 Scan the text to determine whether these statements are true (t) or false (f). With a partner, discuss why.
- •4.4.3 Write a paragraph on:
- •4.5 Practice
- •Living in a Social Class System – Upward Social Mobility
- •4.5.3 Read the text, ignoring the missing parts. Ascription and Achievement: England
- •4.5.4 Look at the missing parts a-l and fit them in the gaps. There is one extra you don't need.
- •4.5.5 Scan the above texts and find the English equivalents for the following.
- •4.5.6 Do it in English:
- •4.5.7 Use the plan and helpful phrases given in Appendix 1 to profile the social structure and social system. Surf the Internet, find extra information and base your presentation on it.
- •4.5.8 Comment on the presentation given by your colleague. Make use of the points and helpful phrases given in Appendix 2.
- •4.6 Dialogue
- •The Process of Social Stratification
- •Questions on Social Stratification
- •Social Stratification in India
- •4.7 Role play What are Socio-economic Issues?
- •4.8 Grammar back up practice with future: will, going to and the present continuous for the future
- •1. When do we use will to talk about the future in English?
- •2. What is the difference between will and to be going to when used in predictions about the future?
- •3. When do we use the present continuous and to be going to to express future in English?
- •Practice with the Present Simple for the Future
- •1. What kind of events do we mean when we use the present simple for the future?
- •Practice with the Future Continuous
- •1. In what cases do we use future continuous?
- •Practice with the Future Perfect
- •1. In what cases do we usually use the future perfect?
- •Practice with the Future in the Past:
- •1. What occasions do we mean using the future in the past?
- •Appendix 1
- •Appendix 2
- •Contents
2.7 Role play Social groups
Situation
In the social sciences a social group can be defined as two or more humans who interact with one another, share similar characteristics and collectively have a sense of unity. By this definition, a society can be viewed as a large group, though most social groups are considerably smaller. Characteristics shared by members of a group may include interests, values, representations, ethnic or social background. This group also should have a common identity, rules, structure, etc.
What you must discuss:
Draw a conclusion about why people would have a very difficult time functioning in society without an understanding of people's groups and categories.
Work in groups (students A, B, C, D, E).
Student A
You've got some knowledge about social structure as relationships between different entities or groups. As the society is grouped into structurally related groups with different functions, meanings or purposes, you'd like to stress that individuals form groups for a variety of reasons. You mention some obvious ones like protection, trade and food production. You are also sure that social categorization of people into groups facilitates behavior and action. You will provide an example to help explain this idea: Suppose you are driving somewhere in a car when you notice red lights flashing in your rearview mirror. Because you have been socialized into society, you know that the red lights mean you should pull over, so you do. After waiting for a minute or two, an individual in a uniform walks toward your car door. You roll down your window and the individual asks you for your "license and registration." Because groups and categories help facilitate social behavior, you know who this individual is: a member of a law enforcement category like the police or highway patrol. Besides, you do not have to question this individual as to why they are driving a special car with lights on it, why they are wearing a uniform, why they are carrying a gun. In short, because you recognize that the individual driving the car belongs to a specific social category (or group), you can enter this interaction with a body of knowledge that will help guide your behavior. Social categorization of people into groups and categories makes social interaction easier. You'd like your interlocutors to express their opinions.
Make use of the helpful phrases:
If you ask me … .
Let me explain the position … .
As far as I know … .
Do you really mean that … .
Beyond all doubt.
As things stand, … .
After all, … .
It’s beyond doubt that … .
I must admit … .
My own view is … .
Student B
You see what your interlocutor means, but you want to distinguish between two types of groups based upon their characteristics. Primary groups are small groups whose members share close, personal relationships. These groups are marked be concern for one another, shared activities and culture and long periods of time spent together. You consider families and close friends to be examples of primary groups. Your partners may express their own views and you'd prefer to inform about the other type of groups. Secondary groups, in contrast to primary groups, are large groups involving formal and impersonal relationships. Some secondary groups may last for many years though most are short term. These groups generally come together to accomplish a specific purpose. Primary groups can be present in secondary groups. For example, attending a university you are in membership of a secondary group, while the friendships that are made there would be considered a primary group that you belong to. You also emphasize that secondary groups generally develop later. You ask your groupmates to give more examples of this division.
Make use of the helpful phrases:
I must confess ... .
At first ... seemed completely out of the question ... .
One of the things is … .
You will realize of course … .
Well, that’s another matter.
Hmm. But suppose ... .
I know next to nothing about ... .
In my opinion … .
Well, I obviously can’t make a decision now. Let me ... .
Do this for me - ... . Then we can talk some more.
Student C
You suggest mentioning so called reference groups. Sociologists consider that tthese are groups to which the individual conceptually relates him/herself, and from which he/she adopts goals and values as a part of his/her self identity. Therefore, you insist on your interlocutors identifying other types of groups which, you assume, are very diverse. Firstly, you'll draw their attention to peer groups. A peer group is a group with members of approximately the same age, social status, and interests. Generally, people are relatively equal in terms of power when they interact with peers. You are convinced that your groupmates will give a lot of examples of such groups. Besides, you'd love your partners discuss a group called 'club'. A club is a group, which usually requires one to apply to become a member. Such clubs may be dedicated to particular activities: sporting clubs, for example. From your point of view your groupmates are to have an exciting discussion disclosing some special club events from their life experience.
Make use of the helpful phrases:
In my opinion … .
However, one or two comments have some validity.
It makes sense for us to … .
As things stand, … .
It must be admitted that … .
I totally agree … .
That sounds a good idea.
I see what you mean.
I think you should remind us about … .
Is there anything else you'd like to discuss … ?
Student D
You think it might be a good idea to continue discussing various types of groups as you have some more information and want to share it with your partners. Clique, you suppose, is a group of people that have many of the same interests and commonly found in a High School/College setting; most of the time they have a name and rules for themselves. Ask your groupmates to provide more examples. You've heard about household groups in which all individuals who live in the same home. Such groups may include various models of household, including the family, mixed families, share housing, and group homes. In this case you doubt that your interlocutors possess much information, so you name a gang. A gang is usually an urban group that gathers in a particular area. It is a group of people that often hang around each other. They can be like some clubs, but much less formal. They are usually known in many countries to cause trouble and social unrest and also have negative influence on the members. You induce your groupmates to speak out as they have probably had some information from their life experience. You mention two more. A squad is usually a small group, of around 3 to 15 people, who work as a team to accomplish their goals. A team is similar to a squad, though a team may contain many more members. A team works in a similar way to a squad. You also draw your groupmates' attention to in-group categorization which means a group to which we do belong. It is a group that an individual identifies in positive direction. There is an out-group which means a group to which we do not belong. It is a group that an individual identifies in negative direction. You interlocutors may comment on it somehow.
Make use of the helpful phrases:
In the first place, I can't understand … .
I've heard that … .
I'd like to remind you … .
What do you think of … ?
Well, that’s another matter.
I am inclined to think … .
I know next to nothing about ... .
As an alternative … .
Let me doubt ... .
Do this for me - ... . Then we can talk some more.
Student E
You are interested in the discussing social groups' activities and assure your partners that groups can also be categorized according to the number of people present within the group. In a small group, for example, each member receives some impression of each other member distinct enough so that he or she can give some reaction to each of the others as an individual person. This personal interaction is not possible in larger groups. You emphasize that social groups acquire and renew their members. One of the ways to build a reasonably closed group is to accept new members after one or more existing members propose and recommend them. Such group expands along the lines of other existing social networks. A social network is a social structure between actors, either individuals or organizations. It indicates the ways in which they are connected through various social familiarities ranging from casual acquaintance to close links. Research in a number of academic fields has demonstrated that social networks operate on many levels, from families up to the level of nations, and play a critical role in determining the way problems are solved, organizations are run, and the degree to which individuals succeed in achieving their goals. You know that another approach is to use existing members to evaluate the applicant, like in Microsoft interview. Member evaluation can also be delegated to some team that is not part of the group itself (like in High IQ societies). Some groups may choose to easily accept a lot of people but only leave the most efficient new members after probation. You conclude that groups play a vital part in a society' social structure. You consider that groups are an intermediate link between the individual and the larger society and much of social interaction and behavior is influenced by the norms established by groups.
Make use of the helpful phrases:
If you ask me … .
I mean to say … .
It makes sense for us to … .
I dare say … .
I want to make it clear that … .
It’s beyond doubt that … .
But the truth is … .
And we can hardly ignore it.
This is the way I look at it.
In conclusion I'd like to say that … .