- •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
4.7 Role play What are Socio-economic Issues?
Situation
Socioeconomics is an area that governs the understandings and the activities of individuals that shape them as economically active. The socio-economic issues are the problems that socioeconomics tackles and the factors that have negative influence on the individuals' economic activity. Such issues are lack of education, cultural and religious discrimination, overpopulation, unemployment and corruption.
What you must discuss:
Exchange opinions of what you have been taught at the lectures on Social Science and comment on the information you have obtained from different sources to identify the subject and object of socio-economic studies.
Work in groups (students A, B, C).
Student A
You are in your first year at the University of Finance. You are doing a course on Social Science. You are seeking advice on the interdependence between economic and social structures of society. You don’t think you are at subject to formulate the cause and effect relationship between the two types of structures. You ask your fellow students to give you some helpful hints.
Make use of the helpful phrases:
Let me explain the situation to you …
As far as I know …
As things stand, …
It’s beyond me …
I must admit …
My own view is …
Student B
You see what your fellow-student means, but you want to ensure that he differentiates such confusing things as the object and subject of studies. You explain that the subject of socio-economics is the economic activity of individuals while the object of these studies is the factors that have both negative and positive influence on the individuals' economic activity. Education is one such factor. You make it clear that it is essential for the economic development of countries, since the industry of different states requires skilled professionals. Another point is that when there is lack of education, businesses cannot grow because of lack of expertise among labor. You ask your friend to think of an example if it is clear to him.
Make use of the helpful phrases:
At first ... seemed completely out of the question ....
One of the things is …
You will realize of course ….
Well, that’s another matter.
In my opinion …
Student A
You thank your friend for the explanation and give an example of the Indian University Grant Commission, which indicates that access and quality of education in the country continue to experience such problems as bad infrastructure and lack of professional academics. This results in decline of the economic activity in particular areas such as South Indian provinces.
You develop the idea, saying that there are most probably other factors which affect economic activities and suggest that your friends continue the explanation.
Make use of the helpful phrases:
In my opinion …
It makes sense for us to …
As things stand, …
I totally agree …
Student C
You join the conversation as you think it might be a good idea to give an extended definition of such factors as cultural and religious issues. You remember that the integration of different cultures and religion results in a stable social structure that is favorable for the economic development. However, a persistent problem in many countries is the cultural and religious disagreements between social classes. You also mention that leading academics indicate that this can lead to increased terrorism activity, which is negative for the development of the economy.
Make use of the helpful phrases:
What do you think of … ?
Well, that’s another matter.
I am inclined to think …
As an alternative …
Let me doubt ...
Sorry to butt in ...
Let me introduce another issue ...
Student B
You completely agree with student C and thank him for the useful information. Actually, he is reading your mind! Continue the discussion and suggest that you should focus on the factor of overpopulation which is a serious socio-economic issue in the Third World countries, namely Asian states such as China and India. You can’t but agree with the academics that overpopulation results in reduced opportunities for members of a family, large expenses for the states and hardship in the access to education. Furthermore, overpopulated territories suffer from extreme poverty and lack of resources available to people.
Make use of the helpful phrases:
If you ask me …
I mean to say …
I dare say …
I want to make it clear that …
Student A
Politely, you interrupt Student B to say that this could be described by a publication from the Population Reference Bureau, which focuses on the problems that India tackles in relation to overpopulation. You also volunteer your own conclusions about the unemployment factor. You have recently read an article in the Times newspaper. In his report on South Africa, economist Gary S. Fields from the U.S. University of Cornell indicates that unemployment is a major economic and social issue. It cases serious economic decline as the standard of living in countries goes down. Unemployment causes social inequality since members of the public suffer from a decreased earning capacity and minimal economic activity.
Make use of the helpful phrases:
It’s beyond doubt that ...
And we can hardly ignore it.
This is the way I look at it.
In conclusion I'd like to say that …
I dare say, ...
Student C
You would like to complete the list of factors and suggest discussing corruption which is one of the most topical issues nowadays. Corruption is among the most serious issues that bar countries from proper economic development. In countries with high rates of corruption, the decision-making processes are subordinated to the needs of powerful business organizations and do not serve the public wellbeing. This results in strong separation of classes, inflicts poverty and favors erosion of political values.
Make use of the helpful phrases:
I feel certain that ...
My personal opinion is that ...
Frankly speaking …
It’s only natural that ...
And we can hardly ignore it.
This is the way I look at it.
In conclusion I'd like to say that …
Student A
You thank your fellow students for the discussion. You appreciate their knowledge of the essentials which are so important to understand because they lay the basis for professionalism.
Make use of the helpful phrases:
One of the things is …
You will realize of course …
In my opinion …
In conclusion I would like to say ….