
- •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
1.5 Practice
Skills focus
1.5.1 Read the extract and fill in prepositions wherever necessary. Discuss the text. Give the text the appropriate heading. |
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Concepts, models and theories are the tools ... political analysis. However, as with most things ... politics, the analytical tools must be used with care. First, let us consider concepts. A concept is a general idea ... something, usually expressed ... a single word or a short phrase.
It is no exaggeration to say that our knowledge ... the political world is built ... through developing and refining concepts that help us make sense of that world. Concepts, in that sense, are the building blocks ... human knowledge.
Models and theories are broader than concepts; they comprise a range ... ideas rather than a single idea. A model4 is usually thought ... as a representation of something, usually ... a smaller scale, as ... the case of a doll's house or a toy airplane. In this sense, the purpose of the model is to resemble the original object as faithfully as possible. A paradigm is, ... a general sense, a pattern or model that highlights relevant features ... a particular phenomenon, rather ... the manner of an ideal type.
The terms theory5 and model are often used interchangeably ... politics. Theories and models are both conceptual constructs used as tools ... political analysis. However, strictly speaking, a theory is a proposition. It offers a systematic explanation ... a body of empirical data. In contrast, a model is merely an explanatory device; it is more like a hypothesis that has yet to be tested. In that sense, in politics, while theories can be said to be more or less 'true', models can only be said to be more or less 'useful'. Clearly, however, theories and models are often interlinked: broad political theories may be explained ... terms of a series of models. For example, the theory ... pluralism encompasses a model of the state, a model of electoral
competition, a model of group politics, and so on.
1.5.2 Complete the text by using the following words and word combinations from the box and fill in the grid. Discuss the text. |
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A |
reliable knowledge |
G |
the allocation of public funds |
B |
government |
H |
a linkage |
C |
supports |
I |
paying taxes |
D |
a collective entity |
J |
to regulate the flow of inputs |
E |
political stability |
K |
conceptual models |
F |
higher living standards |
L |
demands |
One of the most influential models in political analysis is the model of the political system developed by David Easton. This can be represented diagrammatically (see Figure 1).
Fig. 1 The political system
A system is an organized or complex whole, a set of interrelated and interdependent parts that form ...(1)... . In the case of the political system, ...(2)... exists between what Easton calls 'inputs' and 'outputs'.
Inputs into the political system consist of demands and supports from the general public. ...(3)... can range from pressure for ...(4)... , improved employment prospects, and more generous welfare payments to greater protection for minority and individual rights. ...(5)... , on the other hand, are ways in which the public contributes to the political system by ...(6)... , offering compliance, and being willing to participate in public life.
Outputs consist of the decisions and actions of ...(7)... , including the making of policy, the passing of laws, the imposition of taxes, and ...(8)... . Clearly, these outputs generate 'feedback', which in turn shapes further demands and supports. The key insight offered by Easton's model is that the political system tends towards long-term equilibrium or ...(9)... , as its survival depends on outputs being brought into line with inputs. However, it is vital to remember that ...(10)... are merely devices for drawing out understanding; they are not ...(11)... . In the case of Easton's model, for example, political parties and interest groups are portrayed as 'gatekeepers', the central function of which is ...(12)... into the political system.
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